13520 - Animal Biology

Learning outcomes

At the end of the course, the student has (a) basic knowledge in the field of animal biology at a molecular, cellular, organismic, population and species level from an evolutionary perspective, which fosters the study of further fields of biology; (b) basic knowledge to master specialist terminology and understand a medium complexity, non-popular scientific text. They also know how to (c) critically discuss, through formally correct exposures, biological issues related to animal biology and evolutionary aspects derived from different sources; (d) provide suggestions for teaching the various aspects of animal biology in secondary schools.

Course contents

The course aims to examine, together with students, the epistemological structure of animal biology by analyzing its core conceptual foundations. The program primarily focuses on revisiting essential topics in animal biology, selected based on their relevance and accessibility within secondary school education.

The course will address both conceptual foundations and common teaching/communication challenges related to the genome’s role in the cell, classical genetics, population genetics, and reproduction. Various aspects of modern evolutionary theory will be discussed as well, including the significant difficulty of effectively conveying it. Students are expected to have prior knowledge of topics typically covered in high school biology and chemistry courses.

The course will examine the following key areas.

The eukaryotic nucleus and the genome

Structure of the eukaryotic nucleus. Structure of the eukaryotic genome; chromatin. The central dogma of molecular biology; replication, transcription, translation. Transposable elements. Genetic code.

Genetics and reproduction

Gregor Mendel and the laws of heredity; genes, alleles, genotypes, phenotypes. Hardy-Weinberg principle; foundations of population genetics. Asexual reproduction. Sexual reproduction; sexual selection; reproductive investment.

Biological evolution and systematics

Charles Darwin and the theory of evolution. The Origin of Species. Price equation; Lewontin’s principles. The logic of the theory of evolution; agency, efficacy, scope. Foundations of developmental biology. The history of life on Earth; Ediacaran fauna. Contingency in the history of life.

Readings/Bibliography

The teaching material used for the lectures, as well as articles, book chapters, and other materials from the specialist literature, may be provided during the course by the instructor and/or uploaded to the Virtuale platform.

Suggested reference texts:

Sadava, D., Hillis, D. M., Craig Heller, H., Hacker, S. (2021). Principi di Biologia. Fifth Italian edition based on the eleventh American edition. Bologna: Zanichelli.

Morris, J. R., Hartl, D. L., Knoll, A. H., Lue, R. A., Michael, M. (2021). Biologia. Come funziona la vita. Bologna: Zanichelli.

Any additional references will be discussed with the students.

Teaching methods

The core concepts of animal biology will be discussed through a workshop-based approach, integrating introductory lectures and moments of reflection and reworking. For each selected topic, the professor will provide a theoretical and methodological framework, followed by individual or group activities aimed at producing short videos dedicated to the core concepts of animal biology. These products must explore in greater depth the contents addressed in class, highlighting conceptual difficulties, frequent errors, teaching examples, and possible strategies for scientific communication. Each student may present up to two videos on two of the three core concepts. The videos must be submitted via the Virtuale platform in time for classroom discussion and, in any case, no later than one week before the exam date.

Students who live away from University and/or do not attend classes are advised, as far as possible, to get in touch and collaborate with students attending in person, distributing the work so as to be able to take part in the development of the projects; however, should this not be possible, the work may be carried out independently. In any case, the production of the videos is not strictly mandatory, but represents added value for the exam assessment.

Students will be guided to reflect not only on biological contents, but also on the most effective ways to present them, taking into account the accessibility of concepts, terminological accuracy, and the possibility of enhancing observations, practical experiences, and connections with environmental and sustainability issues.

In view of the types of activities and teaching methods adopted, attendance of this learning activity requires all students to complete Modules 1 and 2 in e-learning mode on safety, and to participate in Module 3 of specific training on health and safety in study environments, according to the instructions provided by the Degree Programme.

Assessment methods

The assessment of learning aims to verify knowledge of the core concepts of animal biology covered during the course, the ability to use specific terminology correctly, and the ability to rework the contents. The assessment will take into account any materials produced by students, individually or in groups; these consist of videos dedicated to the core concepts of animal biology. These materials will be assessed on the basis of (1) the accuracy and completeness of the contents, (2) the level of critical reworking, and (3) the clarity of the language used. For each of these criteria, a score of up to 0.5 points will be awarded, for a total of 1.5 points/video. The total score of all the videos produced (up to 4 videos/student) will be added to the oral exam mark.

The production of the videos is not strictly mandatory, but represents added value for the exam assessment: if no videos are produced, the assessment will be based entirely on the oral exam. The oral exam includes questions aimed at verifying basic knowledge of the core concepts of animal biology provided during the course, with particular reference to the nucleus of the eukaryotic cell, the genome, genetics, reproduction, and evolution. The ability to connect the different levels of biological organisation, from the cellular level to the organismal and ecosystem levels, will also be assessed. The two animal and plant modules must be taken in the same exam session.

Artificial Intelligence can be a useful tool to support work through in-depth exploration, summaries, self-assessment pathways, and video editing tools. As far as the assessment of learning is concerned, limited, declared, and non-substantial use of Artificial Intelligence is permitted for support activities, such as summaries and reformulations.

Students with SLD or temporary or permanent disabilities

Students with SLD or temporary or permanent disabilities are recommended to contact the responsible University office in good time, so that any adjustments can be assessed and proposed. Requests for adjustments must be submitted to the instructor sufficiently in advance, according to the deadlines set by the University, and will be assessed in relation to the learning outcomes of the course unit and the activities planned for the module.

Teaching tools

Teaching activities may take place in classrooms equipped with personal computers and a projector. When available, teaching laboratories and instruments for microscopic observation and simple experimental activities related to plant biology may be used.

To support the activities, materials provided by the instructor, articles, book chapters, images, specimens, digital resources, and materials uploaded to the Virtuale platform will be used. For the production of any multimedia materials, presentations, or videos, the use of open-source software for recording, audio-video editing, and content reworking may be suggested.

Office hours

See the website of Federico Plazzi