1

Evolutionary & Comparative

Anatomy (ANAT321)

2012/13 Handbook

Contents:

Timetable 2 Lecture notes 3 Practical Rotations 3 Assessment & Feedback 4 Lecture Synopses 6 Recommended Textbooks 7 Appendix 1: Example individual report 8 Appendix 2: Example Group Declaration 10 Marking and Feedback Proformas Appendix 3: Individual reports 11 Appendix 4: Group Poster 12 Appendix 5: Group Presentation 13 Appendix 6: HARC Rules & Regulations Project Groups

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Dr. Nathan Jeffery

Department of Musculoskeletal Biology Institute of Ageing & Chronic Disease

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2012/13 Timetable:

Date Week 10am - 12noon 1 - 2pm

25th Sept 1 Practical Rotation 1 (group work, individual report)

Past, Present & Future (NJ)

2nd Oct 2 Genetics & Evolution (JG)

9th Oct 3 Submit 1st individual report (10% of final mark) by 2pm

Diversity & Systematics (NJ)

16th Oct 4 Practical Rotation 2 (group work, group poster presentation)

Skull (NJ)

23rd Oct 5 Feedback Clinic (collect & discuss marks for report

Eyes & Inner Ears (NJ)

30th Oct 6 Poster presentations and marking (5% of final mark)

Nervous System (NJ)

6th Nov 7 Practical Rotation 3 (group work, individual report)

Musculoskeletal System (MG)

13th Nov 8 Digestive System (FP)

20th Nov 9 Submit 2nd individual report by 2pm (10% of final mark)

Respiratory & Circulatory Systems (JQ)

27th Nov 10 Practical Rotation 4 (group work, group powerpoint presentation)

Research Highlight: Biomechanics & Computational Simulations (NJ)

4th Dec 11 Feedback Clinic (collect & discuss marks for report)

Research Highlight: Form Analysis (NJ)

11th Dec 12 Powerpoint presentations & marking (5% of final mark)

Research Highlight: Comparative Anatomy of a Model Species (Mus musculus) (NJ)

Practical (HARC practical classroom, Sherrington Bld.)

Self directed learning and preparation time Lecture (Room 512, Cedar House)

Feedback Clinic (5min slots, Dr. Jeffery's office, Sherrington Bld.)

Lecturers - FC, Mrs Fay Culling; JG, Prof. Jim Gallagher; JQ, Dr. John Quayle;

MG, Dr. Michael Gunther; NJ, Dr. Nathan Jeffery.

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Lecture Notes

Within “Resources/Lecture Notes” on VITAL there should be notes for each

lecture in the series. These are incomplete copies of the lecture slides, typically

posted on-line the day after each lecture. Students are expected to make notes

during each lecture and afterwards with reference to the recommended

textbook and the lecture slides.

VITAL also contains links to several YouTube tutorials on basic anatomy that

you may find useful.

Practical Rotations

Students work in groups and are provided with a brief introduction to the

nature of the specimens in each scenario. The group is then given the freedom

to dictate the scope and learning objectives of each scenario. For instance, one

group may decide to infer the phylogenetic relationships amongst specimens

whilst another may focus on the functional significance of certain

morphological traits. Students will submit a brief rationale and statement of

their chosen objective(s). Groups rotate through all four scenarios over a

period of 12weeks. The form and timing of assessment is the same for all

students and alternates between individual reports and group presentations

(refer to Assessment & Feedback).

Practical sessions are held in the HARC Anatomy Classroom. This is venue is

licensed under the Human Tissues Act. This means we can only work with

models (no real animal material is allowed) and students must abide by the

HARC rules. By entering the HARC you consent to these rules and to automatic

exclusion from HARC, and any loss of marks that may occur as a consequence,

if you break any of the rules. A copy of rules is given in Appendix 6. To

summarise, students must: i) wear a lab coat at all times; ii) not eat or drink in

the classroom; iii) not take phones, cameras or any other prohibited device

into the classroom. Please refer to the full set of rules.

You will need a sketch and/or a lab book to make hand drawings and notes in

during the practical sessions. Do not panic if, like me, your drawings resemble

cubism rather than photorealism. Marks are allocated on the basis of your

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analytical insights and ability to visually communicate concepts rather than

your artistic prowess.

Assessment & Feedback

The module has two components of assessment, in-course and exam. The in-

course component relates to the practical elements of the module and consists

of two individual reports (10% each) and two group presentations (poster &

powerpoint presentation 5% each). Reports are marked by an academic whilst

the group presentations are marked by an academic and the peer group. The

overall score allocated for the practical rotations contribute 30% towards the

final module mark. There is no pass/fail mark for the practical rotations and no

opportunity to resubmit if you get a low mark.

Individual reports: should be no longer than 2 A4 sides with a minimum font

size of 11 and a typeset that is easy to read (e.g. arial or times roman). The

report must include a title, your name, a statement of objective(s) and a signed

declaration that the work is your own. An example individual report is given in

Appendix 1. Reports must be submitted (hardcopy) to School of Life Sciences

Teaching Support Office (Sherrington Bld) by the dates and times given in the

Timetable (page 2). Penalties for late submission are outlined in the

University's Codes of Practice on Assessment. As a guide, there will be a 5%

penalty per day. The first 5% deduction starts immediately after the

submission deadline and continues for 5 working days. After 5 days the piece

of work is given zero. Please refer to the full code of practice.

Feedback for each individual report is provided on a proforma along with the

mark allocated. Feedback forms and marks are given out during the drop-in

Feedback Clinics (see Timetable). This also gives students the opportunity to

discuss their progress with an academic (5min slots). The mark and feedback

proforma is given in Appendix 3.

Group Poster: this should consist of one A0 side (landscape) with an

appropriate font size and typeset that can be easily read from approximately

~2metres away. The poster must include a title, names of contributors, a

statement of objective(s) and a signed declaration that the work is that of

contributors. The declaration must also outline the contribution made by each

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group member and be signed by all members as well (see, for example,

Appendix 2)

Marks will be allocated and feedback provided during the presentation session.

Each poster will be projected onto the large screen in turn and the audience

will mark it using the poster marking proforma (Appendix 4). Marks will be

collated and moderated by an academic. Results will be sent out via e-mail.

Group Presentation: each group is given 10 mins to give an oral presentation

of their study using Microsoft PowerPoint. Presentations should include a title

slide giving the names of the contributors, an objectives slide and an

acknowledgements slide that outlines the contribution made by each group

member. The group must also submit a separate written declaration on

contributions and plagiarism that is signed by all group members (similar to

Appendix 2). Other than these requirements, the group is free to decide on the

content, style as well tempo and mode of delivery. For example, the group may

decide to nominate just one speaker or take it in turns to speak.

Marks and Feedback will be given by the peer group and an academic. Five

minutes is allowed for oral feedback and questions from the audience. The

marking proforma is given in Appendix 5. Marks will be collated and

moderated by an academic. Results will be sent out via e-mail.

Written Exam: The remaining 70% is taken as a 2hr long essay style exam

during the New Year exam period. You will have a choice of answering 3 essay

questions from a choice of 5. Questions will typically ask you to reflect on or

discuss themes, concepts and topics that you have encountered during the

lectures and practical rotations. Example questions include:

- compare and contrast evolutionary adaptations in terrestrial versus aquatic

species of vertebrates

- write about the evolution of the vertebrate brain with reference to the

acquisition and loss of functional capabilities

- give a brief history of the field of comparative and evolutionary anatomy and

outline in detail a recent discovery you have heard about (cite your sources)

- describe the evolution of the vertebrate eye

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Answers are marked by one member of academic staff, second marked by

another and if necessary moderated by a third, independent academic. Final

marks are also reviewed by the external examiner, the Module Review Board

and Board of Examiners. There will be a resit opportunity in the summer for

students who fail the module.

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Lecture Synopses

Subject to last minute alterations to accommodate latest ideas and discoveries

Lecture 1 Past, Present & Future: history of comparative & evolutionary anatomy from

Linnaeus, Le Curvier, Huxley, & Owen through to current research and the relevance, and

significance, to clinical sciences as well as environmental philosophy, social sciences &

palaeontology.

Lecture 2 Genetics and Evolution: comparative genetics (molecular phylogeny); HOX

genes & body plans; molecular clocks; population genetics and adaptation; somatic versus

germline mutations.

Lecture 3 Diversity and Systematics: basic phylogeny and taxonomy of the extant

vertebrates; major anatomical attributes of the classes; insights into some fossils that

highlight key speciation events.

Lecture 4 The Skull: a look at different types of bone, joints and sutures in the skull and

how these have evolved in vertebrates.

Lecture 5 Inner Ears & Eyes: Morphological adaptations of the vestibular apparatus,

cochlea and eye, reflecting varied functional demands.

Lecture 6 The Nervous System: evolutionary changes in the brain & cranial nerves

Lecture 7 The Musculoskeletal System: comparative anatomy of the musculature and

postcranial skeleton; modifications to this in relation to support and locomotion

Lecture 8 The Digestive System: evolution of feeding mechanisms, the digestive tract

and the influence of feeding behaviour on whole body morphology

Lecture 9 The Respiratory & Circulatory Systems: examine gills, lungs, accessory

respiratory organs and swim bladders; pulmonary, venous and lymphatic systems.

Lecture 10 Current Research - Biomechanics & Computational Simulations: introduction

to computational anatomy, including kinematics, stress analysis, muscle activation

simulations.

Lecture 11 Current Research - Form Analysis: introduction to geometric morphometrics

as a tool for comparing varying forms and shapes.

Lecture 12 Current Research - Comparative Anatomy of a Model Species (Mus

musculus): review anatomy of the mouse, emphasising functional & morphological

similarities and dissimilarities compared with humans.

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Recommended Texts

Students are strongly encourage to buy or loan from the library a copy of

Kardong's book. Without it, you will struggle in the practical rotations and in

making additional notes before and after lectures. Evidence of additional

background reading is essential to gain the highest grades.

Kardong K. 2011. Sixth Edition, "Vertebrates: Comparative Anatomy,

Function, Evolution." McGraw-Hill Education

Also useful are:

De Luliis G. & Pulera D. 2007. Second Edition, "The Dissection of Vertebrates: A

Laboratory Manual" Academic Press

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Figure 1. Series of three bones referred to as (A), (B) and (C).

Scale bar ~25mm and major facets are annotated.

0

10

20

30

40

50

60

70

0 10 20 30 40 50 60

Face

t w

idth

(m

m)

Facet length (mm)

Figure 2. Bivariate plot of facet width against length (mm)

Appendix 1: Example Individual Report

Form variations of the Mammalian astragulus

Author: Smith J

Objective(s): Our two main objectives are to i) document differences of size and shape of

the astragulus and ii) infer functional capabilities as well as assign possible phylogenetic

affinities.

The sample consists of three compact looking bones, each covered in two prominent facets

and a series of smaller facets (see Figure 1). Bone A is large and robust looking with a

principal axis of approximately 75mm in length. The larger articular surface (Ai) is saddle like

with ridges that run obliquely relative to the body of the bone. The second facet is smooth

and almost flat, with only a slight bulge (Aii). Bone B is slightly smaller at around 60mm and

when viewed from the side, perpendicular to the long axis, it resembles a fiddle block pulley.

Paired ridges run parallel along both facets (Bi, Bii) and curve around the ends of the bone.

The facets are almost in alignment with each other and with the body of the bone.

Bone C is the smallest at around 50mm in length. There are traces of two ridges on facet

C(i) but otherwise the surface is curved and relatively smooth. The facet appears to be

Decide on your

aims & objectives

and outline them

here in one or two

sentences (N.B. the

scope of your aims

will determine the

depth of detail that

will be expected ).

Illustrate key features or ideas using

figures, graphs and drawings. You

cannot take photographs so make

sketches and notes during the

practical (no marks for artistic

prowess so keep it simple).

Ai

Aii

Bi Ci

Bii Cii

Use a maximum of two A4 page format with 2.54cm margins and a

minimum 11 pnt font that is easy to read (e.g. arial or times roman).

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rotated slightly in relation to the body of the bone. Facet C(ii) extends on a neck of bone to

form a head and is similar in arrangement to the neck and head of the modern human femur.

The facet is smooth and rounded. Bones B and C have additional, saddle shaped facets (not

shown) and bones A and C possess other irregular and significantly smaller joint surfaces

(not shown). In total it appears that A and C have four facets whereas B has only three.

Reference to Kardong (2012) suggests that these bones are examples of the astragalus

(syn. talus). Further research (Adams, 2012) indicates that these bones probably belong to

an equid (A), bovid (B) and primate (C), possibly human. The arrangement and relative size

of the ridges indicate that all three bones are from the left side. The astragulus acts as the

articulation between the leg and foot and our study suggests that the facets Ai, Bi & Ci

articulate with the tibia and to a lesser extent the fibula (referred to as the talocrural joint)

The joints Aii, Bii & Cii articulate with the tarsal bones (navicular, humans & bovid; central

tarsal bone, horse). The arrangement of the facets is indicative of certain functions. For

instance, the curved and slightly rotated surface of A(i) suggests that the joint allows for

extension, flexion and a certain amount of rotation whereas the flat A(ii) surface implies a

primarily rotator form of movement. The facets of Bone B appear consistent with extension

and flexion but less rotation than seen with respect to Aii. Facets Ci and Cii also appear

primarily designed for extension and flexion as well as possibly abduction and adduction

around Cii. The larger size of A and it facets indicates that it is subject to much greater

forces than either B or C (see Figure 2). This is consistent with the assignment of A to the

equid family which can grow to several hundred kilograms in weight and practice a cursorial

mode of locomotion. Facet Aii would allow for rotations of the food to meet changes of

ground topography at speed. Bone C also possess two distinct facets of which Cii allows for

a range of motion that would be consistent with an aboreal form of habitat that would require

a degree of inversion to grasp branches.

According to O’Keefe et al (2006) the precursors to the astragalus bone, which include the

tibiale and intermedium, are present in amniotes and evolved with the transition from fins to

limbs. However, it is not clear exactly which combination of bones fused to form the

astragalus proper found in reptiles. Historically the bone is said to have formed from just the

tibiale or from a fusion of the tibiale, intermedium and 4th centrale bones. The authors

advance an alternative model on the basis of new fossil evidence and suggest the

involvement of a fourth bone, the 3rd centrale.

References

Adams, B. & Crabtree, P. (2012). Comparative osteology: a laboratory and field guide of

common North American animals. London, Academic Press.

Kardong, KV (2012). Vertebrates: comparative anatomy, funciton & evolution. Singapore,

McGraw-Hill Press.

O’Keefe, FR et al (2006). Evolution and Homology of the Astragalus in Early Amniotes: New

Fossils, New Perspectives. J. Morphology 267:415–425

Declaration: I declare that is my own work, that I have cited all sources and have not

plagiarised.

Signature.................................................. Name Jen Smith

Always cite

your

references,

avoiding

unsubstanti

ated

tertiary

sources (

e.g.

Wikipedia)

Refer to

papers as

well as

textbooks

include a signed

statement that

this is your work

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Appendix 2: Example Group Declaration

Declaration: All authors contributed to the poster. JS, PW and NB measured the bones and wrote

notes whilst DA made preliminary sketches and observations. PW formatted and annotated the

Figures and JS, NB, as well as DA conducted the additional background research. All authors concur

with this declaration and that the work is their own and not plagiarised.

Signature.................................................. Name Jen Smith

Signature.................................................. Name Daniel Adams

Signature.................................................. Name Nick Berek

Signature.................................................. Name Pippa Williams

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Appendix 3: Marking & Feedback Proforma, Individual Projects

ANAT321: Evolutionary & Comparative Anatomy

Assessed Individual Report - Marks & Feedback

Student:

Submission date:

CONTENT

Factually accurate Many factual omissions/inaccuracies

Objective(s) appropriate & clearly defined Superficial treatment

Evidence relevant to objective(s) Material has little relevance

Figure(s)/ table(s) appropriate Absent/inappropriate

Descriptions/concepts clear and logically developed Text lacks coherence, confused

Evidence of deductive reasoning No/little reasoning

Independent thought/analysis Unreflecting/ uncritical account

Evidence of wide reading on topic Limited reading on topic

Conclusions/findings are original, insightful Conclusions/findings are pedestrian and/or

& correspond to objective(s) irrelevant to objective(s)

PRESENTATION AND STYLE

Good structure Material lacks clear structure

Correct English (grammar, spelling) Poor grammar and spelling

Language clear Language confused

Concise ‘scientific’ style Colloquial, convoluted style

Good tables & figures with appropriate legends Poorly constructed figures & tables

Conclusions/findings clearly articulated No discernible findings/conclusions

Appropriate sources, referenced correctly Poor sources, incorrect referencing

Signed declaration present and correct Declaration absent or incomplete

PLEASE NOTE - mark awarded is not simply the sum of ticked boxes. There is some

discretion and flexibility in the weightings of each section to recognise reports that exceed

expectations in one or more aspects and allow for

compensation.

Further comments

Mark (100%)

Mark (10%)

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Appendix 4: Marking & Feedback Proforma, Group Presentation

Group Poster Presentation

Date:................... Group:........................................................................

Title: ........................................................................................................

Name of appraiser:...................................................................................

Please tick the appropriate box:

CONTENT

Factually accurate Many factual omissions/inaccuracies

Objective(s) appropriate & clearly defined Superficial treatment

Evidence relevant to objective(s) Material has little relevance

Figure(s)/ table(s) appropriate Absent/inappropriate

Descriptions/concepts clear and logically developed Text lacks coherence, confused

Evidence of deductive reasoning No/little reasoning

Independent thought/analysis Unreflecting/ uncritical account

Evidence of wide reading on topic Limited reading on topic

Conclusions/findings are original, insightful Conclusions/findings are pedestrian and/or

& correspond to objective(s) irrelevant to objective(s)

PRESENTATION AND STYLE

Good structure Material lacks clear structure

Correct English (grammar, spelling) Poor grammar and spelling

Language clear Language confused

Concise ‘scientific’ style Colloquial, convoluted style

Good tables & figures with appropriate legends Poorly constructed figures & tables

Conclusions/findings clearly articulated No discernible findings/conclusions

Appropriate sources, referenced correctly Poor sources, incorrect referencing

Signed declaration present and correct Declaration absent or incomplete

Additional comments:

Circle Overall Mark:

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

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Appendix 5: Marking & Feedback Proforma, Group Presentation

Group PowerPoint Presentation

Date:................... Group:.........................................................................

Title: .........................................................................................................

Name of appraiser:...................................................................................

Please tick the appropriate box:

1. Audibility and pace

difficult to hear clearly audible

too fast or slow good speed, expressive

2. Use of audiovisual aids

poor quality slides very high quality

crowded, uninteresting easy to follow, informative

3. Explaining the background and rationale to the project

poor explanation excellent understanding

of background and explanation of background

4. Presentation of results and conclusion

very confused clear and logical presentation

hard to follow

5. Time keeping (10 minutes allocated)

far too long/short exact time keeping

6. Handling of questions

inappropriate focused, competent answers

unsure

7. Additional comments:

Circle Overall Mark:

Poor 1 2 3 4 5 6 7 8 9 10 Outstanding

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Appendix 6: HARC Rules & Regulations

HUMAN ANATOMY RESOURCE CENTRE

SAFETY AND RULES OF CONDUCT FOR USERS OF HARC

After reading the information on this sheet please sign and return the slip attached as

acknowledgement that you have read, understood, and agree to comply, with it.

PLEASE KEEP this information: re-read it regularly so that you are confident you would know

what to do in the event of an emergency.

FIRE SAFETY – AND SAFETY IN GENERAL

FIRE

1. The fire alarm in this area of the building is a continuous sounding bell. When it rings

evacuate the building immediately. The fire escapes are the main staircases at each

end of the HARC floor. There is an additional fire escape which you can reach

through the Practical Classroom. On exiting the building assemble outside the Harold

Cohen Library.

2. In the event of a fire, DO NOT:

Use a lift to exit the building

Stop to collect personal possessions

3. If you discover a fire, sound the alarm by breaking the glass of a RED fire alarm box.

These boxes are located in HARC, and in both the foyer areas at each end of the

floor. Once the alarm is activated, leave the building following steps (1) and (2)

above.

4. When the fire alarm bell rings the locks on all HARC doors are automatically

released. The fire alarm is tested twice a week. If the alarm sounds for longer than

ten seconds, evacuate the building following steps (1) and (2) above.

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GENERAL SAFETY

1. If an emergency arises when you are in HARC (e.g. an accident or a medical

emergency) inform a member of staff. IF YOU CANNOT FIND A STAFF MEMBER

immediately, telephone the University Security Control desk:

DIAL 2222

There is a wall-mounted telephone near the communicating doors in HARC . There

are additional telephones in the foyers at each end of the HARC floor.

Tell the Security Staff where you are (Human Anatomy Resource Centre, Third floor,

Ashton Street Medical School/Sherrington Buildings) and await further instructions.

2. ALL ACCIDENTS, no matter how minor, which occur in HARC must be reported to a

member of staff and an Accident Report Form must be completed.

3. HARC is designated as a laboratory area. No food or drink may be consumed within

HARC; this includes bottled mineral water.

4. Students MUST wear a white coat at all times in HARC; those not complying with this

regulation will be asked to leave the area. Students must also display the identity

badge issued by their home Department on their white coat.

Disposable gloves should be worn when handling prosected material and disposed of

in the bins provided. Please remember to wash your hands after handling

prosections; there are wash hand basins located in HARC.

Safety glasses must be worn by all students actively engaged in dissection

CONDUCT AND DRESS

1. You should behave in a restrained manner while in HARC. We insist that you respect

the dignity and generosity of those who have bequeathed their bodies to us. Loud

noise and other forms of rowdy behaviour are unacceptable.

2. You should dress in a modest and restrained manner while in the presence of our

donors. No head covering is permitted unless worn for religious reasons. You are

not permitted to wear shorts, three-quarter length trousers, or short skirts. You

must wear appropriate footwear in HARC for health and safety reasons. You are not

permitted to wear open-toed sandals or flip-flops.

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OTHER REGULATIONS

1. Under NO CIRCUMSTANCES may any student bring visitors into HARC, nor divulge to

anyone the access codes for the digital locks.

2. No bags or coats may be brought into HARC; they should be deposited in the lockers

provided. Please do not leave the HARC area with your locker key.

3. The entire third floor, including foyer areas and locker rooms, makes up the area

licensed under the Human Tissue Act.

No electronic equipment may be used within this area. This includes mobile

telephones, dictaphones, pagers and laptop computers. No MP3, CD or minidisc

players are to be used in HARC.

You may not use any equipment capable of making an image while in HARC. This

includes the cameras associated with mobile telephones.

4. Removal of any material from HARC (including text, images etc.) is theft and

appropriate action will be taken against the person or persons concerned.

Students should be aware that all staff working in this area, including demonstrators

and the technical staff, act with the authority of the Director of HARC. They are

empowered to require an individual to leave the area, if in their opinion, s/he is

contravening the regulations laid out above or if their behaviour constitutes a risk to

safety.

If you are asked to leave HARC you must do so promptly and without question.

Before working in HARC again you must make an appointment with the Director in

order to discuss the circumstances which led to your dismissal.

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Project Groups

Group A: 200652088 Al-Husaini, Fatemah

200490117 Beglinger, Shanthi

200466196 Burns, Robyn 200711967 Itina, Anna

200719677 Palmer, Megan

200540094 Sahraoui, Yasmina

Group B: 200541635 Brady, Jane

200553034 Gani, Bilal

200695720 Hawkley, Mya

200723040 Nugues, Charlotte

200685436 Warrington, Jessica

200719519 Daly, Kelly

Group C: 200715617 Brydon, Michelle

200710047 Dee, Rachel

200720609 Dorman, James

200576066 Pyatt, Katy

200584558 Tan, Meng

200671032 Goulding, Martin

Group D: 200698672 Brown, Sarah

200704582 Hardy, Elizabeth

200746033 Wasala Mudiyanselage, Lakna

200698872 Niker, Amanda

200733522 Phillips, Leah

200513459 Rowan, Keiran