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Selected tags:
#phylogenetics
#taxonomy
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Demonstrate the ability to learn and synthesize a large body of knowledge, including a vast terminology.
Describe the diversity of some major groups of prokaryotes: focus on Proteobacteria; Gram-positives; Cyanobacteria.
[
BIOL 2004
]
Describe the Geologic history and time-scales associated with the evolution of metazoans
[
BIOL 2003
]
Interpret the information in simple phylogenetic trees and taxonomies, including distinguishing between monophyly, paraphyly and polyphyly. Construct phylogenetic trees using shared characters and parsimony, and use trees to generate testable predictions.
[
BIOL 1010
]
Relate animal phyla to key transitions of cladogram
[
BIOL 2003
]
Describe the Archaea: Shared features with Eukaryotes; Thermophily and Methanogenesis.
[
BIOL 2004
]
Describe the bacterial species ‘concept’, phylogenetic tree of prokaryotes (including the role of gene transfer)
[
BIOL 2004
]
Interpret phylogenetic trees
[
BIOL 2004
]
Explain how DNA sequence data are used to identify species, and how this methodology has developed into a new subdiscipline of taxonomic science known as ‘DNA barcoding’
[
BIOL 3042
]
Compare and describe Linnaean system of classification and evolutionary phylogenetics
[
BIOL 3301
]
Describe the body plans of the 34 metazoan phyla focusing on invertebrates
[
BIOL 3301
]
Identify the invertebrate phyla using taxonomic keys and, for the major phyla, be able to identify classes
[
BIOL 3301
]
Know terminology and concepts related to metazoan body plans, classification, and evolution
[
BIOL 3301
]
Understand how molecular evolutionary processes give rise to patterns of genetic diversity that we observe in the natural world, and how to use those patterns to make inferences about different processes.
[
BIOL 3046
]
Understand the importance of molecular evolution in the post-genomic era, and be able to explain this to non-specialists.
[
BIOL 3046
]
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