Main field(s) of study and in-depth level:
Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
The Faculty Board of Science and Technology
150 credits including (1) 60 credits in biology and 30 credits in chemistry or 30 credits in earth science, or (2) 90 credits in biology, in both cases including Fundamental and Molecular Systematics, 15 credits, or Evolutionary Patterns, 15 credits. Proficiency in English equivalent to the Swedish upper secondary course English 6.
The course intends to give the student tools for identification of marine invertebrates and inventories of marine environments. On completion of the course, the student should be able to:
identify and name common marine invertebrates
account for the distinctive characters of the larger groups within the Metazoa and classify marine invertebrates to larger group
choose and use literature and other resources to identify marine invertebrates
choose appropriate collection techniques and carry out marine inventories.
The course includes studies of marine invertebrates and biotopes with a focus on systematic diversity. The emphasis lies on skills in identification work. Marine invertebrates; the phyla within the Metazoa, their building, characters used for identification, terminology. Literature and resources for identification of marine invertebrates; faunistic publications, checklists, primary literature, databases and other resources on the Internet, reference collections and museums. Marine environments; different marine biotopes and their characteristic organisms, tools for sampling in different biotopes.
The teaching is given in the form of e-teaching, practical exercises, laboratory sessions, computer exercises, literature assignments and field studies. The practical parts and the field studies are carried out at a marine field station.
Parts of the course: Theory 2 credits; Practice 3 credits The theory part is examined through a project task (identification key). The practical training has compulsory attendance and is examined through tests.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.