The course Vertebrates is an optional subject offered in the degree of Biology. Its overall focus is the current diversity and evolutionary history of major vertebrate groups. The anatomical and functional models are approached in relation to adaptive processes through the colonization history of marine, freshwater and terrestrial environments.

Assistant professor Inazio Garin will lead this course.

A) Specific competences. At the end of the course, the student should be able to:

1-. Explain the general body plan of Vertebrates, and their morphologic and functional diversity.

2-. Recount the general evolutionary lineages among Vertebrates, referring either to the main groups included within them, and to their anatomic and functional systems as well.

3-. Tell apart the preadaptations from the adaptations of Vertebrates to different environments, as well as identify the constraints imposed by acquired new traits.

4-. Summarize the Vertebrates' diversity at different scales, either phylogenetical, ecomorphological, behavioural or regarding natural History.

5-. Identify the commonest and most charismatic species of marine and terrestrial Vertebrates of The Basque Country, as well as automatize the main techniques of identification and sampling both in laboratory and in the field.



B) General competences:

1-. Search of scientific information on specific subjects, analysis, and public presentation.

2-. Participation in discussion groups on scientific matters.

3-. Understand biodiversity as a consequence of Evolution and be aware of the importance of its conservation.



C) Transversal competences:

There are several skills that this course of Vertebrates are working, namely:

- Progress in critical thinking, science-based, and in development of an ethical commitment to biodiversity conservation.

- Develop skills in interpersonal relationships that encourage teamwork.

- Acquire tools for independent, continuous learning that promotes initiative, innovation, and motivation for environmental issues.

- Evaluate, interpret and synthesize data and biological information

- Improve oral and written communication skills, use the correct terms regarding the matter. Write scientific-technical reports handling information from scientific sources.



The achieved skills are valuable at the professional level as improve the ability of the graduates in critical thinking, communication and basic knowledge of the natural world around us, citing a few of them. They are demanded at different areas of the labour market that are typically sought by graduates of Biology studies: environment consultancy and engineering, lab analysis, high school teaching, …

THEORETICAL SYLLABUS

Presented at the classroom, typically three times a week.

Part One: Definition, description and phylogenetic position of Vertebrates among Chordates, and the main groups among both of them. Introduction to development and ontogeny of Vertebrates.

Part Two: Only the Skeleton and muscular system will be treated in magistral classes within the topic of Compared anatomy. We will discuss them in relation to body structure and locomotion that give rise to different body plans and groups among vertebrates.

Part Three: The first groups that will launch a theme about diversity of Vertebrates are the agnathans, located at the origin of vertebrates, and the early gnathostomes. Current fish are considered late gnathostomes, and we will consider their phylogenetic, morphologic and ecologic diversity: Chondrichthyes and Osteichthyes.

Part Four: Fish colonized land and give rise to a complete different body plan that evolved and diversify: terrestrial vertebrates. Extant amphibians are treated as those that resemble most with them are different in many respects with amniotes lineages.

Part Five: Among amniotes the evolution of synapsids is treated and the development of the main morphological characteristics of mammals. Also the evolution of the reproductive system in Monotremes, Marsupials and Placentals is presented, As well as the characteristics of extant Mammals: diversity and eco-morphology.

Part Six: The biggest and more modern amniote lineage are the diapsids: Chelonians, diapsid diversification in the Mesozoic (Archosaurs: Crocodiles, pterosaurs and dinosaurs) and their main extant group, the birds is presented (origin, diversification, anatomy, morpho-functionality and ecology). Lepidosaurs are presented as the third diapsid group: fossil and extant groups, looking also to morphology and ecology of lizards, snakes and amphisbaenids.



WRITTEN ESSAY

-. A fossil vertebrate will be allocated to the student and she/he will make up the soft anatomy of the species. This will be done by the teacher and will by completed by the second week of the course.

-. The student must use the knowledge about every anatomical system, their diversity among vertebrates, the distribution of systems across vertebrate groups, their advantages and constraints to build up a reliable proposal.

-. At the end of the course each student will hand in a writing summarizing the output of its personal study on the anatomy of the species.

-. At the beginning of the course the intricacies, the time table and the minimum requisites of the written essay will be explained with detail at a couple of introductory classes.

-. Approximately by the 8th week the student will set, along the teacher, the ecological and phylogenetical backgrounds of the fossil. And the essay will be presented in its final form at the 15th week.





SEMINARS

-. Five seminars lasting 1 hour each will be carried out on each of the main anatomical systems of vertebrates, namely tegument, respiratory, digestive, circulatory, urinary, reproductive, sensorial and nervous systems. To participate in those seminars, based on bibliographic references and anatomy of current vertebrates, each student will infer the soft anatomy of a fossil vertebrates species assigned at the beginning of the course.

-. The seminars are intimately linked to the written essay. Students are encouraged to work out the anatomical system of the allocated fossil species and present their conclusions about each of the systems at class sharing them with the rest of the classmates. The summarizing ideas will be used to fulfil the written essay about the soft anatomy.

-. They will be held between the 9th and the 11th weeks, both after the ecology and phylogeny of the fossil is settled and two-three weeks before the deadline of the final report about the soft anatomy of the fossil.



PRACTICAL SYLLABUS

Practical lectures in laboratory (8 hours):

1.- Comparative study of skeletal elements belonging to different groups of vertebrates and their morphofunctionality. 2 hours

2.- Fish identification in laboratory -fresh material-. Morphological techniques for identification of species. Disection and study of inner anatomy. 2 hours.

3-. Identification of mammals in laboratory -collection material-. Morphological techniques for identification of skulls, bone remains, tracks and hair. 2 hours.

4-. In visu identification of the commonest vertebrates of The Basque Country, based on audio-visual material. 2 hours.

Practicals in the field (7 hours):

1-. Visit to the Aquarium. Study of body plans, swimming patterns and behavior of fish. 2 hours

2-. Field trip. Sampling and identification methods for terrestrial vertebrates. Field identification of the commonest species by direct (visual identification) and indirect methods (tracks, traces and signs). 5 hours. Dates are variable and depend on the coordination with other courses.

Classroom of magistral classes will be allocated by the Faculty.

Lab Practicals will be held at 0.38 or 0.39.



A complete list of the documents explaining the outline of the course, details about assignments, timetable of course activities, deadlines of assignments, guidelines of the practicals, examples of the written exam and visu exam, links to external sources, videos and other documents are available in the webpage of the Vertebrates course at eGela. The link to that page will be provided at the beginning of the course as it changes every year.



You can reach the teacher at F1.S2.15. For face to face questions regarding the course topics and course development please use the tutorial/mentoring hours available at your GAUR page. You can also send a message using the following email address: inazio.garin@ehu.eus

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 60
  • Exhibition of works, readings ... (%): 30
  • Practicals and Visual recognision and identification of specimens (%): 10

Written exam (%60)

Seminars: written and oral presentations (%30)

Practicals and Visual recognition and identification of vertebrate species 10%)



The student may express his/her refusal to participate in the Seminars, whereby they write a letter saying so to the lecturer in charge before 9 weeks have passed since the beginning of the course. In that case the topics and themes related with the Seminars (chiefly, Comparative Anatomy) will be evaluated also through the final written exam.



Refusal of the last written exam implies that the right to be evaluated is lost and the score will be Not Presented



The evaluation mentioned above can be partially or fully shifted to an online one if due to the health situation or other reasons, the evaluation could not be carried out face to face.



During the development of the evaluation tests, the use of books, notes, as well as telephone, electronic, computer or other devices by the students will be prohibited. In case of dishonest or fraudulent practice, the provisions of the protocol on academic ethics and prevention of dishonest or fraudulent practices in the evaluation tests and academic work at the UPV / EHU will be applied.

In the extraordinary calls, the written exam will be worth 80% of the final mark, and subjects relative to Compared Anatomy will be included in the written exam. Visual identification: 20%



Refusal of the written exam implies that the right to be evaluated is lost and the score will be Not Presented.



During the development of the evaluation tests, the use of books, notes, as well as telephone, electronic, computer or other devices by the students will be prohibited. In case of dishonest or fraudulent practice, the provisions of the protocol on academic ethics and prevention of dishonest or fraudulent practices in the evaluation tests and academic work at the UPV / EHU will be applied.

Collections of samples and replicas of vertebrates at the Laboratory of Zoology.
An 24/7 skull exhibition at the Faculty showing most of the vertebrate groups treated at classes.
Binoculars and spotting scopes.
Bird and Amphibian field guides.
On-purpose built ID guides of mammal skulls and fish.

Basic bibliography

-. Vertebrate Life. F. H. POUGH, C. M. JANIS & J.B. HEISER (2013). Pearson Education, International Edition.

-. Vertebrates: Comparative Anatomy, Function, Evolution. K. V. KARDONG (2006). McGraw-Hill.

-. Functional Anatomy of the Vertebrates. An evolutionary perspective". K. F. LIEM, W. E. BEMIS, W. F. WALKER jr. & L.

GRANDE (2001). Brooks/Cole, Thomson Learning Inc.

-. "Ornodunak. Anatomia, Eboluzioa eta Aniztasuna". J. AIHARTZA (2009). Udako Euskal Unibertsitatea.

In-depth bibliography

-. Evolution. What the Fossils Say and Why It Matters. D.R. PROTHERO (2007). Columbia Univ. Press.
-. Vertebrate Palaeontology. M.J. BENTON (2005). Blackwell Science Ltd.
-. Vertebrate Biology. D. LINZEY (2001). Mc Graw Hill.
-. Vertebrate Zoology. An experimental field approach. N.G. HAIRSTON (1994). Cambridge University Press.
-. Your Inner Fish. N. SHUBIN (2008). Vintage Books, New York.
-. The Ancestor's Tale. A Pilgrimage to The Dawn of Evolution. R. Dawkins (2004) Holghton Mifflin Co, London
-. Anatomia Comparada. A. S. ROMER & T.S. PARSONS (1981). Interamericana.
-. The book of the shark. K. BANNISTER (2004). Eagle Editions.
-. Biology of Amphibians. DUELLMAN & TRUEB (1986).
-. Herpetology. F.H. POUGH, R.M. ANDREWS, J.E. CADLE, M.L. CRUMP, A.H. SAVITZKY & K.D. WELLS (2004). Pearson Prentice Hall.
-. Lizards. Windows to the evolution of diversity. E.R. PIANKA & L.J. VITT (2003). University of California Press.
-. Snakes of the world. S. WEIDENSAUL (2004). Eagle Editions.
-. Crocodiles & Alligators of the world. D. ALDERTON (1998). Facts on File Inc.
-. Mamíferos. Manual de Teriología. K. KOWALSKI (1981). H. Blume Ediciones.
-. European Mammals. Evolution and Behaviour. D. MACDONALD (1995). HarperCollins Publishers.
-. Sexua eboluzioaren motore. Ugal-estrategiak joko ebolutiboan. A. ELOSEGI (1995). Elhuyar.
-. Hegaztien migrazioak. J. LARRAÑAGA (1998). Elhuyar.
-. Basabizitzaren kudeaketa. I. GARIN & A. ELOSEGI (Eds) (2000). Udako Euskal Unibertsitatea.
-. Zoologia Orokorra, A. I. PUENTE & K. ALTONAGA (2005). Udako Euskal Unibertsitatea
-. Eboluzioaren norabideak. M. AIZPURUA, K. ALTONAGA, M.J. BARANDIARAN, I. IRAZABALBEITIA, J.M. TXURRUKA & A. RODRIGUEZ (1985). Elhuyar.

Journals

Galemys, Revista de la SECEM (Sociedad Española para la Conservación y Estudio de los Mamíferos)
Ardeola, Revista de la SEO/ Birdlife (Sociedad Española de Ornitología)
Animal Biodiversity and Conservation
Quercus (divulgación científica)

Web addresses

Animals with backbones Ph. Janvier 1997. Tree of Life web Project. http://tolweb.org/Vertebrata
Mammal species of the World. http://www.bucknell.edu/msw3/
Lust of endangered species of the World. http://www.iucnredlist.org/

http://animaldiversity.ummz.umich.edu/site/index.html
http://www.onezoom.org/
http://www.fishbase.org/search.php
http://www.arkive.org/