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<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>BIOL21432</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>Animal Behaviour</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>10</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 2</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Undergraduate</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 2</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Ben Chapman</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName></OrgName>
      </Organisation>
    </OrganisationList>
    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   5.0</MaxUnits>
    </Ects>
  </OfferedBy>
  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p style="margin-left:11.4pt;"&gt;Animal Behaviour aims to provide a detailed overview of the study of animal behaviour from an evolutionary perspective. The unit will provide a comprehensive understanding of the neurobiological and hormonal mechanisms underpinning animal behaviour and critically examine how evolutionary theory can help us understand why animals behave the way they do. You will be introduced to foundational concepts in neurobiology (e.g. learning, neuronal control of behaviour, sensory systems and communication), animal behaviour (e.g. foraging, predator prey interactions, sexual selection) and evolutionary theory (e.g. kin selection and cooperation, conflicts of interest, evolutionary strategies).&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p style="margin-left:11.4pt;"&gt;Upon successfully completing this unit, students should:&lt;/p&gt;&lt;p style="margin-left:35.4pt;"&gt;&amp;bull; Understand the way that researchers study and test hypotheses in animal behaviour&lt;/p&gt;&lt;p style="margin-left:35.4pt;"&gt;&amp;bull; Understand how animals learn and the neurobiological and hormonal mechanisms that elicit animal behaviour&lt;/p&gt;&lt;p style="margin-left:35.4pt;"&gt;&amp;bull; Be able to explain the key concepts in animal behaviour by describing theoretical expectations and empirical demonstrations of these concepts&lt;/p&gt;&lt;p style="margin-left:35.4pt;"&gt;&amp;bull; Have a clear understanding of how evolutionary processes shape animal behaviour&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;&lt;font face="ArialMT" size="3"&gt;&amp;nbsp;&lt;/font&gt;&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;p style="margin-left:11.4pt;"&gt;The unit aims to provide a detailed overview of the study of animal behaviour from an evolutionary perspective. The unit will provide a comprehensive understanding of the neurobiological and hormonal mechanisms underpinning animal behaviour and critically examine how evolutionary theory can help us understand why animals behave the way they do. The unit will introduce students to foundational concepts in neurobiology (e.g. learning, neuronal control of behaviour, sensory systems and communication), animal behaviour (e.g. foraging, predator prey interactions, animal navigation, sexual selection, play) and evolutionary theory (e.g. kin selection and cooperation, conflicts of interest, evolutionary strategies).&lt;/p&gt;&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content></Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;An in-depth knowledge of the mechanisms and evolutionary pressures that shape animal behaviour. Students will understand the link between the nervous system/hormones and behaviour, how selection acts on behaviours, and how selection can lead to behaviours ranging from competition to cooperation.&lt;/p&gt;</Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;The ability to critically assess animal behaviour and evolutionary processes.&lt;/p&gt;</Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;The ability to perform behavioural observations and draw conclusions by statistically analysing data.&lt;/p&gt;</Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content>&lt;p style="margin-left:5.7pt;"&gt;Using logic and critical thinking skills to develop and test evolutionary idea and statistical skills to analyse data.&lt;/p&gt;</Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId>Analytical skills</SkillId>
      <SkillDescription>Students will use statistics to analyse data for research assignments. Students will also learn how to interpret and analyse data presented in published studies.</SkillDescription>
    </Skill>
    <Skill>
      <SkillId>Group/team working</SkillId>
      <SkillDescription>Students will work together to collect data for research assignments.</SkillDescription>
    </Skill>
    <Skill>
      <SkillId>Innovation/creativity</SkillId>
      <SkillDescription>Presenting data requires creativity. Students will learn how to present their data succinctly in a visually appealing manner.</SkillDescription>
    </Skill>
    <Skill>
      <SkillId>Research</SkillId>
      <SkillDescription>Students will participate in research assignments that critically examine animal behaviour.</SkillDescription>
    </Skill>
    <Skill>
      <SkillId>Written communication</SkillId>
      <SkillDescription>Students will write research reports that summarize scientific literature and report the finding of their in class research assignments.</SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content></Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content>&lt;p style="margin-left:17.1pt;"&gt;The majority of the teaching process will be lecture-based.&lt;/p&gt;&lt;p style="margin-left:11.4pt;"&gt;&amp;nbsp;&lt;/p&gt;</Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>1</MethodId>
      <MethodName>Written exam</MethodName>
      <MethodWeight>60%</MethodWeight>
    </Method>
    <Method>
      <MethodId>9</MethodId>
      <MethodName>Set exercise</MethodName>
      <MethodWeight>40%</MethodWeight>
    </Method>
    <OtherDescription>&lt;p&gt;Set exercise: MCQ test: 40%&lt;/p&gt;&lt;p&gt;Exam: essay: 60%&lt;/p&gt;&lt;p&gt;We will also set an optional formative assignment&lt;/p&gt;</OtherDescription>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content>&lt;p&gt;The formative assignment will have generic feedback and we run a drop in zoom session to discuss the answers.&amp;nbsp;&lt;/p&gt;</Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode>BIOL10521</UnitCode>
      <UnitTitle>Genes, Evolution and Development</UnitTitle>
      <RequirementType>Pre-Requisite</RequirementType>
      <Description>Compulsory</Description>
    </Requirement>
    <Requirement>
      <UnitCode>BIOL21232</UnitCode>
      <UnitTitle>Fundamentals of Evolutionary Biology</UnitTitle>
      <RequirementType>Co-Requisite</RequirementType>
      <Description>Recommended</Description>
    </Requirement>
    <AdditionalRequirement>BIOL21432 Pre-requisite is BIOL10521&lt;p style="margin-left:5.7pt;"&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;</AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>N</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;p&gt;&amp;middot;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Wyatt, T.D. 2017. Animal Behaviour: A very short introduction. Oxford University Press.&lt;/p&gt;&lt;p&gt;&amp;middot;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Alcock J. 2013. Animal Behaviour. 10th ed. Sinauer.&lt;/p&gt;&lt;p&gt;&amp;middot;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Manning A. and Dawkins M.S. 2012. An Introduction to Animal Behaviour. 6th ed. Cambridge University Press.&lt;/p&gt;&lt;p&gt;&amp;middot;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; Breed M.D. and Moore J. 2013. Animal Behaviour. Academic Press.&lt;/p&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Lectures</ActivityType>
        <Hours>22</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>78</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content></Content>
  </Notes>
</CourseUnit>
