Evolution Biology

Objectives

1. Knowledge

1.1 General scope:

To understand evolution as a common process and evolutionary biology as the discipline studding the history of the evolutionary process and its mechanisms

1.2 Specific objectives:

To recognize the darwinian proposition of evolution and the establishment of the neo-darwinian synthesis

To understand the integration of patterns and processes in the study of evolution

To recognize microevolution as a short term, dynamic evolutionary process

To recognize the design of the organisms as an adaptative answer, shaped by natural selection, towards reproductive success

To understand co-evolution as the result of the integration of micro- and macroevolution

2. Skills and competences

2.1. To foster the utilization of recent papers and interest for new issues

2.2. To contribute to the increase of the level of scientific culture

2.3. To foster group work and science communication

2.4. To render the student responsible for his/her own learning process

Program

1. The Darwinian proposition

1.1. Brief history of “The Origin”;

1.2. Two “pillars” of evolution– descent with modification and natural selection;

1.3. The identification of the patterns and the ignorance of the processes: pangenesis.

2. “Synthesis”

2.1. The pendular post-darwinian path and the coming to age of genetics;

2.2. Synthesis: a global approach

3. Tempo and mode or patterns and processes

3.1. Punctuated equilibrum: alternative to the darwinian proposition or clarification of the evolutionary process?

4. Concepts of microevolution

4.1. Adaptative evolution and natural selection

4.2. Neutral evolution and genetic drift

4.3. Impact of selection on populations

4.4. Importance of development in evolution

4.5. Origin and maintenance of genetic variability

5. Designed by selection for reproductive success

5.1. Evolution of life histories and sexual allocation

5.2. Evolution of sex

5.3. Sexual selection

5.4. Evolution in an island context

6. Integrating micro- and macro-evolution

Teaching Methodologies

The theoretical component will be expositive, privileging nevertheless the interaction teacher/students. The practical component includes i) the Seminar or ii) the Project. The Seminar consists in the presentation, discussion and defense, in group, of scientific papers. The Project consists in the planning and elaboration of an experimental protocol. The project shall be integrated in the area of the contents of the theoretical component. The minimum grade necessary in the practical is 10 points out of 20 and 9 in the lectures.

Bibliography

Darwin, C., 1856. On the Origin of Species. Mentor ed. (1958), New American Library, N.Y

Fox, C. W., Roff, D. A., Fairbairn, D. F., 2001. Evolutionary Ecology: Concepts and Case Studies. Oxford University Press Inc., New York.

Kutschera, U., 2013. Biologia Evolutiva. Fundação Calouste Gulbenkian. Lisboa.

Lieberman, B.S., & N. Eldredge, 2014. What is punctuated equilibrium? What is macroevolution? A response to Pennell et al. Trends in Ecology & Evolution (in press, 2014)

Stearns, C. S., 2004. The Evolution of Life Histories. Oxford University Press Inc., New York.

Stearns, C. S., Hoekstra, R. F., 2005. Evolution: an introduction. Oxford University Press.

Revistas científicas:

Trends in Ecology & Evolution: http://www.cell.com/trends/ecology-evolution/

Evolution: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1558-5646

Journal of Evolutionary Biology:

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1420-9101

Evolutionary Ecology: http://www.springerlink.com/content/100160/