| Class Information:
Anthro 1, Section 2020
Room: ArtB 334
M, Wed, Fri. 10:30 pm - 11:30 pm
Spring 2010 Honors Anthropology 1 Introduction to Physical Anthropology
Dr. Blair Gibson Office: ArtB 330 D
Phone No: (310) 532-3670 x 3580 email: dbgibson@elcamino.edu
Office Hrs: MWF 1:30-2:30; TTh 8:30-900AM; 2-2:30 PM; Fri. 1-2 PM
Faculty web page: www.elcamino.edu/faculty/dbgibson/
Texts: required: How Humans Evolved, 5th ed., Robert Boyd and Joan Silk
Living with our Genes, Dean Hamer
The Triumph of Sociobiology John Alcock
A Photographic Atlas for Physical Anthropology, John Whitehead, et al.
: recommended: The Human Evolution Coloring Book, A. Zihlman
Course resources: Syllabi, handouts, and Powerpoint lectures can be viewed and downloaded on the class web page, accessed through my faculty index page. Copies of the textbooks are on reserve in the library in the reserve reading area.
Course Description: This course is a survey of the theoretical premises, state of knowledge, and current issues in the field of biological anthropology. The course will cover genetics and physiology, behavioral genetics, primate cladistics, anatomy, and behavior, and the fossil record for the primate order. As this is an honors section, it is assumed that the participant already has a foundation in basic biology, or can quickly acquire such.
Course Objectives / Student Outcomes
- Demonstrate an understanding of the concept of the scientific method and its significance to science.
2. Describe and evaluate the major ideas that preceded and led to the development of evolutionary theory and analyze modern theories of Darwinian evolution through natural selection.
- Identify and describe the processes by which genetic information is transmitted from one generation to the next.
- Identify and discuss the various components of the DNA molecule and the process of protein synthesis.
- Explain and assess the mechanisms of evolutionary change and explain how each one contributes to the evolutionary process.
- Contrast point and chromosomal mutations and discuss the significance of point mutations to evolution.
- List the major anatomical characteristics of primates associated with movement and the senses, and explain how they evolved as adaptations to an arboreal environment.
- Contrast the major forms of primate social structure and describe their relationship to the primate species' ecology.
- Explain the differences between relative and chronometric dating and provide an example of chronometric dating using a radiometric technique.
- Evaluate the benefits of bipedalism in reference to the particular environment in which most hominid evolution occurred.
- Compare and contrast the skull characteristics of Australopithecus africanus, Australopithecus (or Paranthropus) boisei, and Homo habilis in relation to the particular diet of each.
- Contrast the anatomical characteristics of Homo habilis and Homo erectus, and analyze those contrasts in reference to their respective environments and subsistence strategies.
- Analyze the characteristics of Homo neanderthalensis in reference to the environment in which this hominid lived.
14. Evaluate the models that account for the origin of Homo sapiens, outlining the major criteria and evidence supporting each.
15 Outline the cultural stages in the evolution of the genus Homo, making reference to the particular Homo species, tool industry, and environmental context associated with each stage.
16. Explain the difference between physiological adjustments and adaptations and explain skin color and body build as adaptations to particular environments.
Anthropology 1 Student Learning Outcome
In a written assignment, students will explain how natural selection is related to environmental factors by using an example that identifies key processes of natural selection and illustrates how selective pressures can change aspects of a species anatomy.
Course requirements
An essay, 2 tests and a final, a genetics problem set, an anatomy quiz, and an observational study of primates at a zoo. All exams will be multiple-choice and are non-cumulative, and will include questions on any films that are shown. English usage and organization will be graded on all written assignments (termed "presentation").
Grading: essay, quiz, and problem set 16% (76 pts.)
midterms 42% (200 pts.)
final exam. 21% (100 pts.)
non-human primate report 21% (100 pts.)
Specific breakdown: essay 25 pts., each problem set 25 pts., museum quiz c. 26 pts, exams 100 pts. ea., primate report 100 pts.
Test grade scales descend in 10% increments from the highest score that was achieved on a given test.
Make-ups: There are no make-ups allowed on the museum quiz or the final exam. Exams may only be made up under the following conditions: 1) the reason for missing the exam is very serious and documentable, 2) the instructor has been contacted on the day of the crisis or before. 3) Documentation of the problem is furnished to me prior to taking the make-up. 4) Make-ups may only be taken in my office during my office hours. 5) I will only delay giving back an exam and going over the results by a single class meeting, so the test must be made up before the second class meeting following an exam. Under no circumstance will I ever agree to administer a test to a student before the scheduled date!
Extra Credit: Students can earn a maximum of 30 pts. extra credit. These points will be earned through attending talks, tours, exhibits, and symposia relevant to the subject matter of biological anthropology, or by helping out with the Anthropology Museum. All extra credit work must be submitted by the end of the 14th week.
If you have any special problems or pressures, please discuss them with me as soon as you can, not at the end of the term!
Standards of Student Conduct
Student responsibilities: Full participation is expected from the participants in this course. This responsibility entails attending class meetings, turning in work punctually, and reading the assigned materials. There are consequences for not living up to these responsibilities:
Attendance - I take attendance at the beginning of the period. I don't adjust attendance retroactively, so if a student misses roll, it is the student's responsibility to seek a correction on the day of the tardy. A student who is absent on a given day is still responsible for what transpired in class on that day. Missing class often means not receiving materials like study guides and guidelines for assignments. The student is to come to the instructor's office during the office hour to obtain any handout or unclaimed work a student has missed due to an absence. Attendance will figure into my grading at the end of term if the grade is borderline. I consider unexcused absences exceeding a week to be excessive. If you accumulate more than two week's worth of unexcused absences you will be barred from future extra credit.
Late assignments - the grade on an assignment is dropped by one grade level (10%) for every class meeting it is late. Unexcused absences or mechanical difficulties with a computer or printer are not valid excuses for turning in an assignment late. Late assignments are graded at my convenience - so don't expect prompt feedback!
"Lost" Assignments - Operative assumption: I don't lose assignments! If a student claims that he/she completed an assignment and didn't get it back, the following procedure comes into play. 1) I demand a backup copy of the assignment, and it must be turned in the same day that the claim is made (24 hours). I retain the backup copy and search for the missing assignment. If by the end of the semester the original has not turned up, I then review of student's overall record of participation in the class. If the student's record is good and there is nothing "fishy" about the purported backup - e.g. absences are within the acceptable range, no other late or missing work, then I accept and grade the backup. If any of these conditions are not met, the student gets a 0, and I erase any extra credit points from the student's record for wasting my time.
Cheating: I don't fool around with those who cheat. Cheating includes copying off another's test, copying another student's assignment, or lifting material from a source, including the texts and internet websites, without proper acknowledgement (plagiarism), or submitting an assignment done for another class for this class. If I come across cheating I will notify the Honors Coordinator and the Academic Vice President.
Righteous behavior - if you wish for me to waiting for you at grade time with vengeance in my heart, then do any of the following 1) leave the classroom while lecture is in progress, and for added effect, cross directly in front of me to make sure I lose my train of thought. If you do this I will deduct 20 points from your score and give you an unexcused absence for the day. 2) read a newspaper, talk to your neighbor, show off your laptop computer, or sleep while lecture is in progress. 3) bring an active cell phone or pager to class, and if you really want to enrage me, take the call while class is in progress. These are all effective ways of communicating to me your interest level in the class, and your respect for me as a teacher.
Drops - Generally speaking, I will automatically drop anyone with more than two consecutive week's worth of absences. I may also drop anyone whose point total falls to more than 30 points below passing (after discussing the situation with the affected student). However, oversights occur, so ultimately it is the responsibility of the student to withdraw from the class if the student wishes to do so.
Incompletes - an incomplete will only be given to a student caught in the throes of a crisis not related to class performance.
Grade Reporting - I don't post final grades. If you wish to know your grade ahead of official reporting, bring me a grade card at the final exam, or submit a request via email.
Lectures
Week Lecture topic and readings Boyd and Silk [Zihlman]
(1) The field of biological anthropology Prologue
Science and ideas
(2) Evolution and natural selection Chpt. 1 [Section 1 Intro., 1-1, 1-2]
Chpt. 6: 161-163.
Receive essay topic
(3) Inheritance and population genetics Chpt. 2: 24-33 [1-10, 1-11, 1-12, 6-13]
Chpt. 3: 53-68; 75-79
Essay due 3/5
Receive genetics work sheet.
(4) Cell biology, DNA, and protein synthesis Chpt. 2: 33-50 [Section 2 Intro., 2-1 - 2-5]
Worksheet due Friday, March 12th
(5 & 6) Behavioral genetics Chpt. 14: 405-6 [3-14] Hamer: All
(7) Genetic evidence for evolution in humans: Chpt. 14 to pg, 402 [6-11, 6-14, 6-15]
human polymorphisms.
Test #1 Friday April 2nd
(8) The living primates: ecological concepts, Chpts. 4 & 5 [Section 3 & 4 Intro., 1-6,
cladistics, and core characteristics 1-7, 3-1 - 3-3, 3-5, 3-6, 4-1, 4-4 - 4-9,
4-13, 4-15, 4-16, 4-18, 4-20, 4-22, 4-33 - 4-35] [Appendix, 3-21, 3-24]
(9) Primate comparative anatomy Appendix; Whitehead et al. Chpt. 1 [3-8 - 3-17, receive museum quiz 5-14 - 5-17]
Museum quiz taken Friday April 23rd
(10 & 11) Primate social behavior Chpts. 5 - 7 [3-4, 3-3, 3-29, 4-33] Alcock: All!
Capacity for learning, and communication. Chpt. 8; Chpt. 15: 426-437 [3-32 - 3-35]
Non-human primate report due Fri. May 7th
(12) Discuss Alcock
Test #2 Friday May 14th
(13) Dating techniques the origins of the primates. Chpt. 9 [1-21, 1-22, 5-4]
[4-2, 4-3, 4-10, 4-11, 4-27, 4-28, 4-29]
(14) The origins of the Hominidae. Chpts. 10 & 11 [5-5 - 5-13, 5-16 - 5-22]
(15) Early Homo. Chpt. 12: 305-319 [5-23-5-25]
(16) Homo sapiens. Chpt. 12: 319-339 [5-26]
Homo sapiens sapiens Chpt. 13 [5-27-5-29]
Final on Friday June 11th
Course P
olicies:
Assignments:
Honors Biological Anthropology Essay Topic
You have been transferred by your company to its new corporate headquarters in Kern County. You have 2.5 school-aged children. You have just read in the paper that a school board hearing will be held on the manner in which biology is to be taught in your children's science classes. As a concerned parent, you go to the meeting. You find that the school board is composed of a biker, an illiterate land-developer, a Baptist supermarket manager, a cocktail waitress, a stripper, and two stoned jazz musicians from Okinawa. This is a well-meaning group, but it is clear that they lack an understanding of science, evolution, and the theory of natural selection.
At the meeting there is a vocal block which is trying to advance the following arguments as to how biology should be taught:
"Life appeared on Earth some 6,000 years ago through the act of some agency that cannot as yet be determined. It was as perfect then as it was now. Indeed, the complexity of life and the harmonious order of nature is clear proof of some intelligence behind the whole thing. All the species that exist now were in existence back then at the beginning of creation. The dinosaurs and mammoths coexisted with man until the former two classes of animals were wiped out in a calamity (cf. F. Flintstone 1989:21-35).
It is likewise clear that animals possess traits which best enable them to thrive in their environments. Obviously the bear's claws are intended to help it catch slippery fish, its keen smelling abilities enable it to locate chocolate bars in camper's backpacks, and its thick fur to keep it warm in cold temperatures. Everything in nature has a purpose, and nothing exists or happens for no reason. Our interpretation of the origins, purpose, and structure of life is superior to that of that 19th century naturalist Charles Darwin, and should replace it the pursuit of scientific objectives."
"Evolution is, after all, only a theory. As a theory, there is no objective proof to support it. This theory refers to, and is limited to, changes in the bodies of individual organisms that occur within their lifetimes in response to their needs of the moment."
These people have reservations about natural selection. They state that natural selection, the theory of Charles Darwin, was characterized by him as "survival of the fittest." This, of course, means that only the fiercest, fastest, and most powerful animal will survive. It is obvious that inequality is a core idea of this theory. This idea can obviously be used to support racism, sexism, and the superiority of one class over another. It cuts against not only the premise of equality that is the basis of our democracy, but also the belief that "the meek shall inherit the earth."
They argue that their ideas are scientific, just like any biologist's, and are completely compatible with present scientific practice. Therefore these ideas should be taught alongside natural selection.
The board seems to be going along with their logic, and announces the motion to teach these ideas alongside natural selection. However, before the motion is put to a vote you leap to your feet and declare "...
Compose your answer in the form of a well-organized discourse or essay. It should be typed, double-spaced, and no longer than five pages. You will gain points in direct proportion to your ability to identify 1) the ideological affiliations of the authors of these views, 2) the logical problems, fallacies, or weaknesses of their arguments, 3) the deficiencies in their understanding of the concepts of evolution and natural selection, 4) mischaracterization or disregard for the scientific method, and 5) potential conflicts between their ideas and American constitutional principles.
Honors Hardy Weinberg Worksheet
Directions: Show all work. Calculate survival efficiency and relative fitness values for all cases of disequilibrium.
1. You are undertaking a study of the Tay-Sachs disease (TSD) where you are comparing two dissimilar populations:
Place of Birth Incidence TSD Allele Carrier
of TSD Frequency Frequency
New York .00023 .015 .030
New York .0000022 .0015 .003
Assume that each population is composed of 10,000,000 individuals, born in New York City hospitals.
a. From these statistics, calculate the observed genotype frequencies of each group, the number of individuals in each genotype, and the observed allele frequencies.
b. Use the Hardy-Weinberg model to calculate the expected genotype frequencies. Your application of the model has to take into consideration the fact that someone who has the disease dies within the first or second year of life.
c. Using any difference greater than .001 as signifying disequilibrium, does it appear that either population is in disequilibrium? Which genotype seems to be favored? In the population most affected by the disease, what factor might maintain the Tay Sachs allele at its frequency? What does the TS allele frequency of the other population likely reflect?
Pointers: A carrier is someone who "carries," but does not express in their phenotype, an allele for a trait. Look up and read the section in the book on Tay-Sachs disease before tackling this question.
2. Below are some data on the blood types of individuals from W. Bengal, India, who have survived having had smallpox (I have removed individuals with the O allele).
Blood type A B AB
No. of survivors 76 132 18
a) Is this population in disequilibrium?
b) which allele would make one more vulnerable to death by smallpox?
3. People can either taste the chemical, phenylthiocarbamide (PTC), or they cannot. The ability to taste or not to taste is controlled by two alleles, and the ability to taste is dominant. In a population the number of tasters, vs. non-tasters, is as follows: tasters = 840; non-tasters = 160. Use the Hardy-Weinberg model to estimate the numbers of individuals in each genotype.
Optional Extra Credit - worth up to 10 pts.
The pea that Mendel worked with, Pisum sativum, is self-pollinating. Mendel is walking through the countryside reading a book, when, unknown to him, a pea seed of his F1 hybrid generation falls out of his pocket. It finds moist soil and germinates. Suppose that this pea is able to propagate itself over three generations (not counting the initial pea). Looking at just one pair of alleles (any pair), and assuming that each pea plant of each generation produces four successful offspring, how do the genotype ratios change over time? Is evolution occurring? Hint: The Hardy-Weinberg model is not appropriate in this case.
Name_________________________________
Anthropology 1 Museum Primate Anatomy Quiz Dr. Gibson
Complete this quiz by studying the differences in anatomy in the specimens in the display case in the anthropology museum (ArtB 301). Restrict your answers to skeletal anatomy, and to the specimens that are on display. The more valid answers you come up with, the more points you will be rewarded so don't feel restricted by the numbers on the lines. The quiz must be turned in to the instructor by the quiz due date in the syllabus in order to receive credit.
I. Name the species that are brachiators or semi-brachiators, and list at least 5 anatomical traits that reflect brachiation.
Species:_____________________________________________________
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
4.___________________________________________________________
5.___________________________________________________________
II. List the species whose mode of locomotion is quadrupedalism.
_____________________________________________________________
_____________________________________________________________
III. Cite at least two traits that specifically reflect quadrupedalism.
1.___________________________________________________________
2.___________________________________________________________
IV. Cite at least two traits of the tree shrew that indicates that it is not a primate.
1.___________________________________________________________
2.___________________________________________________________
V. List the insectivores that are on display. After comparing them, name at least two traits that they possess in common that reflects their diet.
_____________________________________________________________
1.___________________________________________________________
2.___________________________________________________________
VI. Name at least two traits of the apes on display that distinguishes them from the monkeys.
1.___________________________________________________________
2.___________________________________________________________
_____________________________________________________________
VII. Identify the prosimian (1), and (2) name at least one trait that distinguishes it from the monkeys.
1.__________________________________2._______________________
_____________________________________________________________
VIII. Which two quadrupedal primates are hoppers or leapers, and what are the characteristics that they have in common which is related to their mode of locomotion?
_____________________________________________________________
Anthropology 1 (Honors) NON-HUMAN PRIMATE REPORT Dr. Gibson
GUIDELINES
General requirements
You are encouraged do this project with one (and only one) other person. You must go to the L.A. zoo or another zoo or park that houses a collection of non-human primates. Nearly all information for this report, both anatomical and behavioral, must come from observations made at the site. Please, refrain from including facts from printed sources of marginal relevance to this report. The report must be typed or printed by a printer, double-spaced, and proof-read. It is mandatory that your raw (unedited, unprettified) data from your zoo visit is turned in with your finished report!
You will choose and report on 1 representative species from each of the following 4 primate categories, one primate per category:
Strepsirrhini, Ceboidea, Cercopithecoidea, Hominoidea.
Your report will then have 4 sections, one devoted to each primate.
Report on the following:
1. TAXONOMY
When first identifying the species at the beginning, give all of the taxonomic groups that it belongs to below the taxonomic level of the Order: e.g. for the Bonobo Chimpanzee - Infraorder: Simiiformes; Parvorder (old system Infraorder): Catarhini; Suborder: Strepsirrhini(old system Anthropoidea); Superfamily: Hominoidea, Family: Hominidae, Subfamily: Subfamily: Homininae, Genus and species: Pan paniscus. Identify each taxonomic category!
2. GEOGRAPHY AND ECOLOGY
Over which countries does the range of this animal extend? In what kind(s) of habitat would you expect to find this primate. What is the specific niche of this primate (i.e. forest canopy, forest floor, savanna)? Is the primate diurnal or nocturnal? What foods does the primate prefer? What term would you use to characterize its diet? You should be able to get this information from the zoo plaques, available keepers, and from observing the animal's anatomy.
3. ANATOMY AND LOCOMOTION
Describe the anatomy of each primate, according to the features that pertain to the following categories. Supply information on all points:
I. The Senses including vision (position/spacing, size, shape, of eyes), olfaction (structure of snout, nose, position of nostrils), and hearing (position, size and shape of ears).
II. Postures (moving, at rest, and asleep) - angle of spine relative to the ground, position of head on spine, shape of the skull.
III. Locomotion - What are the dimensions and positions of the limbs and extremities that are relevant to how the primate moves, e.g. how long are the fore and hind limbs relative to each other? What is the size and position of the digits of all appendages. What is the structure of the trunk, especially with regard to the position of the shoulder blades?
IV. Sexual dimorphism, developmental stages - Does this species exhibit sexual dimorphism? To what extent? What are the physical characteristics that distinguish male from female, and the adults from infants and juveniles?
4. BEHAVIOR
Procedure
1. Fill out a behavioral profile stating the location of your study, and giving the observation length. Break down the species populations by sex and age. Each species must be observed for an equal length of time.
2. Record behavioral data by category on a data sheet (see example). Behavioral data should be from observations made over a span of 15 minutes minimum. Initially, you must come up with a list of all the behaviors exhibited by the primates you are observing. Then, count all the times any animal in each of the four groups displays any of the behaviors you have listed. Then convert all of your raw data counts into frequencies.
3. Convert your frequencies into a set of bar graphs or histograms, arraying your dependent variables (the four species) along the horizontal (x) axis in a sequence reflecting their behavioral complexity, and the values for the independent variables (behavior frequencies) along the vertical y axis. The scale, of course, will range from 0-100%. There will be one graph for every behavioral variable, however closely related behaviors may be combined into a single graph, e.g. those related to aggression.
4. In the written portion of your report, you must summarize the results of your observations, using your statistics (frequencies) to make your points. Was this primate particularly active? aggressive? nervous? vocal? How does this primate compare to the other primate genera that you observed along major behavioral dimensions? Does there seem to be a relationship between the animal's niche, including diet, and body dimensions (principally size) and its' behavior? The discussion should place your data against the backdrop of evolution. Can you see trends in the data which may reflect the position of the primates on a continuum of evolutionary development within the primate order? It is helpful in this respect that you arrange the primates on your graphs to reflect an evolutionary progression in behavioral complexity. Otherwise, is the variation in the behavioral data accountable by reference to a primate's specific niche? The entire discussion of the behavior of all the primates should be 2-3 pgs. long. Be sure to use and cite your data in your discussion!
Sample data sheet
Directions: use this data sheet for recording numeric data on primate behavior.
Species 1 Species 2 Species 3 Species 4
───────────────────────────────────────────────────────────────────────────────
Species name:
───────────────────────────────────────────────────────────────────────────────
(sample)
BEHAVIORS:
Locomoting
───────────────────────────────────────────────────────────────────────────────
Swimming
───────────────────────────────────────────────────────────────────────────────
Resting
───────────────────────────────────────────────────────────────────────────────
Sleeping
───────────────────────────────────────────────────────────────────────────────
Feeding
───────────────────────────────────────────────────────────────────────────────
Foraging
───────────────────────────────────────────────────────────────────────────────
Scanning
───────────────────────────────────────────────────────────────────────────────
Aggressive
───────────────────────────────────────────────────────────────────────────────
Peaceful
───────────────────────────────────────────────────────────────────────────────
Grooming
───────────────────────────────────────────────────────────────────────────────
Sexual Act
───────────────────────────────────────────────────────────────────────────────
Vocalizing
───────────────────────────────────────────────────────────────────────────────
Elimination
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
───────────────────────────────────────────────────────────────────────────────
BEHAVIOR PROFILE
Names of Observers______________________________________________________________
Date of Visit__________________________________________________________________
Site(s) of observation____________________________________________________________
Duration of behavior observations___________________________________________________________
Time(s) of day of observation: Primate 1______________________________________
(state as a span)
Primate: 2______________________________________
Primate: 3______________________________________
Primate: 4______________________________________
Species:
Total number of individuals
In group
Total number of adult males
Total number of adult
females
Total number of immature
primates
HOW TO DO FREQUENCIES
A student is observing a cage of 15 Spider monkeys. There are three types of behavior, swilling, burping, and guzzling, that she/he has observed over a period of 20 minutes. Of course, when you do this assignment, you will observe many more kinds of behaviors than just three. I am using three behaviors just for this demonstration. The student wants to express his/her observations of these three behavior categories so that they are comparable with observations of the same behavior that he/she has made on other species. Here is what must be done.
1) Record the raw data. After 20 minutes you have the following counts for your three behavioral categories:
(A) swilling: 35 (B) burping: 2 (C) guzzling: 57
These data are intriguing, but in their present state they convey little information. You must translate them into relative frequencies so that they can be compared with each other.
2) Covert the raw observations into relative frequencies. First compute the total number of behaviors observed (=A+B+C+D+E+etc.).
= 35 + 2 + 57 = 94 records
(note: this is an example assuming only three behavior categories, your project will involve more than just three).
Then divide the total for each category by the total number of records
e.g. 35/94 = .37 relative frequency for swilling is .37, or 37% of the total. For the other two behaviors:
2/94 = .02 or 2% 57/94 = .61 or 61%
As a check on your work, all of your relative frequencies should add up to one.
The relative frequencies tell you how each category of behavior compares to another. It also allows you to compare a group containing few members with another with many individuals.
>
Taxonomy Table - Anthropology 1
Order: Primates
Suborder: Strepsirhini
|
Infraorder
|
Superfamily
|
Family
|
Genus
|
Number of species
|
Common Name
|
|
|
|
|
|
|
|
|
Lemuriforms
|
Lemuroidea
|
Indiriidae
|
Indris
|
1
|
Indrid
|
|
"
|
"
|
"
|
Propithecus
|
9
|
Sifaka
|
|
"
|
"
|
"
|
Avahi
|
9
|
Wooly Lemur
|
|
"
|
"
|
Daubentoniidae
|
Daubenonia
|
1
|
Aye-aye
|
|
"
|
"
|
Lepilemuridae
|
Lepilemur
|
26
|
Sportive Lemur
|
|
"
|
"
|
Lemuridae
|
Eulemur
|
12
|
Brown Lemur
|
|
"
|
"
|
"
|
Hapalemur
|
5
|
Gentle Lemur
|
|
"
|
"
|
"
|
Lemur
|
6
|
Ring-tailed Lemur
|
|
"
|
"
|
"
|
Varecia
|
2
|
Ruffed Lemur
|
|
"
|
Lorisoidea
|
Cheirogaleidae
|
Microcebus
|
2
|
Mouse Lemur
|
|
"
|
"
|
"
|
Mirza
|
1
|
Corquerel's Mouse Lemur
|
|
"
|
"
|
"
|
Cheirogaleus
|
2
|
Dwarf Lemur
|
|
"
|
"
|
"
|
Allocebus
|
1
|
Hairy-Eared Dwarf Lemur
|
|
"
|
"
|
"
|
Phaner
|
4
|
Fork-Marked Lemur
|
|
"
|
"
|
Galagidae
|
Otolemur
|
3
|
Greater Bush Baby
|
|
"
|
"
|
"
|
Eouticus
|
2
|
Needle-clawed Bush Baby
|
|
"
|
"
|
"
|
Galago
|
24
|
Lesser Bush Baby
|
|
"
|
"
|
Lorisidae
|
Periodicticus
|
1
|
Potto
|
|
"
|
"
|
"
|
Arctocebus
|
1
|
Angwantibo
|
|
"
|
"
|
"
|
Nycticebus
|
2
|
Slow Loris
|
|
"
|
"
|
"
|
Loris
|
2
|
Slender Loris
|
Suborder: Haplorhini
Infraorder: Tarsiformes
|
Family
|
Genus
|
Number of Species
|
Common Name
|
|
Tarsiidae
|
Tarsius
|
9
|
Tarsier
|
Suborder: Haplorhini
Infraorder: Simiiformes
Parvorder: Platyrrhini
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Superfamily
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Family
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Subfamily
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Genus
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Number of Species
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Common Name
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|
|
|
|
|
|
|
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Ceboidea
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Callitricidae
|
Callitrichinae
|
Cebuella
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1
|
Pygmy Marmoset
|
|
|
"
|
"
|
Callithrix
|
3
|
Marmoset
|
|
|
"
|
"
|
Saguinus
|
11
|
Tamarin
|
|
|
"
|
"
|
Leontopithecus
|
1
|
Lion Tamarin
|
|
|
"
|
"
|
Callimico
|
1
|
Goeldi's Marmoset
|
|
|
Cebidae
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Cebinae
|
Saimiri
|
2
|
Squirrel Monkey
|
|
|
"
|
"
|
Cebus
|
4
|
Capuchin
|
|
|
"
|
Aotinae
|
Aotus
|
1
|
Owl Monkey
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|
|
|
Callicibinae
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Callicebus
|
3
|
Titi
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|
|
Pitheciidae
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Pitheciinae
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Pithecia
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3
|
Saki
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|
|
"
|
"
|
Chiropotes
|
2
|
Bearded Saki
|
|
|
"
|
"
|
Cacajao
|
3
|
Uakari
|
|
|
Atelidae
|
Alouattinae
|
Alouatta
|
17
|
Howler Monkey
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|
|
|
Atelinae
|
Lagothrix
|
2
|
Wooly Monkey
|
|
|
|
|
Brachyteles
|
1
|
Wooly Spider Monkey
|
|
|
|
|
Ateles
|
4
|
Spider Monkey
|
|
|
|
|
Oreonax
|
1
|
Yellow-tailed Wooly Monkey
|
Suborder: Haplorhini
Infraorder: Simiiformes
Parvorder: Catarrhini
|
Superfamily:
|
Family
|
Subfamily
|
Genus
|
Number of Species
|
Common Name
|
|
|
|
|
|
|
|
|
Cercopithecoidea
|
Cercopithecidae
|
Cercopithecinae
|
Allenopithecus
|
1
|
Swamp Guenon
|
|
|
|
|
Erythocebus
|
1
|
Patas
|
|
|
|
|
Miopithecus
|
1
|
Talapoin Guenon
|
|
|
|
|
Cercopithecus
|
28
|
Guenon
|
|
|
|
|
Macaca
|
22
|
Macaque
|
|
|
|
|
Cercocebus
|
6
|
White-eyelid Mangabey
|
|
|
|
|
Lophocebus
|
6
|
Crested Mangabey
|
|
|
|
|
Rungwecebus
|
1
|
Kipunji
|
|
|
|
|
Papio
|
5
|
Baboon
|
|
|
|
|
Mandrillus
|
2
|
Mandrill
|
|
|
|
|
Theropithecus
|
1
|
Gelada Baboon
|
|
|
|
Colobinae
|
Procolobus
|
1
|
Olive Colobus
|
|
|
|
|
Piliocolobus
|
2
|
Red Colobus
|
|
|
|
|
Colobus
|
4
|
Colobus
|
|
|
|
|
Presbytis
|
12
|
Langur
|
|
|
|
|
Trachypithecus
|
17
|
Lutung
|
|
|
|
|
Semnopithecus
|
7
|
Grey Langurs
|
|
|
|
|
Nasalis
|
1
|
Proboscis Monkey
|
|
|
|
|
Simias
|
1
|
Pig-tailed Langur
|
|
|
|
|
Pygathrix
|
1
|
Douc Langur
|
|
|
|
|
Rhinopithecus
|
2
|
Snub-nosed Monkey
|
Suborder: Haplorhini
Infraorder: Simiiformes
Parvorder: Catarrhini
|
Superfamily
|
Family
|
SubFamily
|
Genus
|
Number of Species
|
Common Name
|
|
Hominoidea
|
Hylobatidae
|
|
Hylobates
|
4
|
Gibbon
|
|
|
|
|
Hoolock
|
2
|
Hoolock Gibbon
|
|
|
|
|
Nomascus
|
5
|
Gibbon
|
|
|
|
|
Symphalagus
|
1
|
Siamang
|
|
|
Hominidae
|
Ponginae
|
Pongo
|
2
|
Orangutan
|
|
|
|
Homininae
|
Gorilla
|
2
|
Gorilla
|
|
|
|
|
Pan
|
2
|
Chimpanzee
|
|
|
|
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Homo
|
1
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Human
|
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Honors Anthropology 1 Study Guide for Test #1 Dr. Gibson
This study guide is intended to tell you what you should study in order to do well on the exam. It is not intended as a substitute for study.
Chapters 1 and 4: Anthropology, Science, and Evolution
What is anthropology? What characteristics distinguish it from other disciplines? What are the four (or five) traditional fields of anthropology? What is the subject matter of each of these fields? What is the subject matter of the biological anthropology subfields of forensic anthropology, paleoanthropology, population genetics, medical anthropology, paleopathology, human osteology, and primatology?
Know the elements of the scientific method and how they function; e.g. what is the difference between a hypothesis and a fact, or a theory and a law? What are the qualities of a theory that distinguishes it from other kinds of ideas or beliefs? What is the purpose of the scientific method?
Know the definitions of the following terms and what they mean: evolution, adaptation
The theory of natural selection. What is fitness? What is the relationship of natural selection to evolution? When is an individual concerned in the process, or a population? What is understood under the concept of variation? What is continuous variation? Remember, selection works on pre-existing variation. What is the significance of competition to natural selection? What is the role of the environment? Why is intelligent design not considered to be a scientific explanation?
How did the theory of acquired characteristics explain evolution?
What is a species? What is the relationship of the species concept to variation? What is a necessary precondition for speciation to occur? What are the principal popular misconceptions about evolution and natural selection? What is the difference between parallel and convergent evolution?
Sexual Selection
Sexual selection - this form of selection explains secondary sexual characteristics. What are they, and how does sexual selection work?
Chapter 2; Human Genetics
Film: Ghost in your Genes
Inheritance - concepts: variation, probability, gene, allele, phenotype, genotype, recessive, dominant, co-dominance, homozygous, heterozygous, ABO system, rhesus system.
Laws: Segregation, Independent Assortment
Processes: Meiosis; Mitosis
You should understand how Punnett squares are used to predict the frequencies of genotypes and phenotypes, given the genotypes of the parents. How should the results of using a Punnett square be interpreted? What are the differences between meiosis and mitosis with regard to what happens to the DNA in the cells? Which kinds of cells are involved in the processes? How do differences between meiosis in men and women lead to differing sexual strategies? What is the norm for the number of offspring produced by primates and how is this related to meiosis?
Chapter 3; Chpt. 14 Population Genetics
Terms: locus
Concepts: breeding population, the Hardy-Weinberg equilibrium model, genetic drift, gene flow, stabilizing and directional selection, non-random mating (negative and positive assortative mating), mutation (point, chromosomal), Tay-Sachs disease.
Why is the Hardy-Weinberg model used? What does it model? What do the elements of it stand for (e.g. p, 2pq)? What causes point mutations? Why isn't mutation by itself significant to evolutionary change? What is the unit of evolution? What are the forces of evolution? What are the factors behind genetic drift? What is the usual effect of gene flow on variation? Which factors limit or promote the significance of mutation?
Chapter 2 Cell biology - know these terms: homologous, mitochondria, nucleus, cytoplasm, rough endoplasmic reticulum, ribosome, chromosome, incl. autosomes and sex chromosomes, chromatid, chromosomal mutations, somatic cell, sex cell, gamete, zygote, regulatory genes.
What causes cancer?
DNA and protein synthesis - terms: gene, allele, locus, DNA, RNA, nitrogenous base, nucleotide, codon, point mutation, amino acid, protein, polygenic, pleiotropic, ribosome, rough endoplasmic reticulum, transcription, translation, epigenome, methyl marks.
Concepts - base pairing principle, protein synthesis
What is the relationship between a gene and an allele? Know the structure of DNA - what kind of a molecule is it and how does it differ from RNA? What part of the molecule constitutes the genetic code? Why is a codon the length that it is? How is the code read by a cell? Remember a codon = an amino acid, an allele = a protein.
What is meant when it is said that the genetic code is redundant?
What does the epigenome do? What is the relationship between the epigenome and the environment? How is our understanding of the epigenome leading to new forms of cancer treatment?
Chapter 14 Human polymorphisms and Behavioral Genetics - terms: polymorphism, hemoglobin, Plasmodium, Anopheles, sickle cell anemia, agent, vector, nidus, ABO system, antigen, antibody, lactose intolerance (lactase persistence).
concepts - genetic distance, founder's effect (genetic drift), co-adaptation, heterozygote advantage.
How do you detect whether a condition is caused by a recessive or dominant allele? What is the condition is polygenic?
You will have to know the cause of malaria in humans, and the role of malaria as a selective force in relation to the prevalence of blood hemoglobin genotypes.
What are the factors behind the geographical variation in human skin color? Which processes do world-wide patterns in the distribution of certain alleles discussed in this chapter reflect?
Sections of the Human Evolution Coloring Book relevant to the exam
Section 1 Intro., 1-, 1-2, 1-10, 1-11, 1-12, Section 2 Intro., 2-1, 2-5, 3-14, 6, 11, 6-13, 6-14, 6-15
Living with our Genes Study Guide
Introduction
Terms: personality, temperament
Fields: behavioral genetics
Scientists: Francis Galton
Investigations: twin studies
Are there genes for obesity, breast cancer, and shyness?
Chapter 1
Scientists: Robert Cloninger
Terms: novelty/thrill seeking
Terms: neurotransmitters, synapse, synaptic cleft, dendrites, midbrain, limbic system, nucleus accumbens, precursor
Amino Acids: tyrosine
Proteins: dopamine, L-DOPA, norepinephrine, D4DR
How common was the D4DR mutation? What kind of mutation was it?
Chapter 2
Terms: harm avoidance, bipolar depression, chronic depression, situational depression, selective serotonin reuptake inhibitor, reuptake
Amino Acid: tryptophan
Proteins: serotonin, serotonin transporter
Drugs: Prozac, Zoloft, LSD
What is Hamer's theory for the root of chronic depression? What is the role of genes vs the environment in bipolar depression. How do we know that chronic and bipolar depression are heritable?
Chapter 3
Terms: nondisjunction
Proteins: same as above, 5-HT1B
Chemicals: 5-HIAAA, monoamine oxidase A, nitric oxide
Karyotypes: XYY
What do twin studies have to say about a propensity towards aggressive behavior? Is aggressive behavior always bad?
Chapter 4
Drugs: Alcohol, Nicotine
GABA system, neuronal nicotinic acetylcholine receptors, monamine oxidase B
How does one become addicted? Can one recover fully from addiction?
Chapter 5
Terms: TDF, androgen receptor, "Coolidge effect"
What do men want in women? What do women want in men? Why? When and how is a person's sex determined? Can it be changed later in life? Is there a gay gene? What is the pattern of heritability of homosexuality? Does lesbianism have a genetic basis?
Chapter 6
Terms: CREB, repressor genes, hippocampus, cerebral cortex.
Issues: The achievement gap.
Book: The Bell Curve
What forms does memory take? What is the relationship (in terms of proteins) between the two forms of memory? What is the relationship to IQ? What does IQ measure? What is the relationship of IQ to intelligence? What is the genetic component of IQ? What do the author's of The Bell Curve contend about the relationship between IQ and ethnicity? What are Hamer's criticisms of this work?
Chapter 7
Terms: hypothalamus, vagus nerve, serotonin, norepinephrine, galanin, insulin, leptin, carbohydrates, β3-adrenergic receptor, dexfenfluramine
What is the heritability of body weight? Be aware of the circuitry between the eating area of the brain, the stomach, and fat cells, and the proteins that communicate various states. Be aware of the example of the Pima Indians, and attention it draws to the role played by a culture's adaptation to its food sources.
Chapter 8
Terms: telomeres, oxidation, free radical, helicase, beta-amyloid plaques, apolipoprotein E.
What causes Alzheimer's disease? What has cloning and Werner's syndrome revealed about the aging process?
Conclusion: What is the promise and problems with gene therapy?
Study-guide - Non-human Primates: Honors Transfer Level
Chapters covered in the Relethford textbook: 4 - 7
Whitehead: Chpts. 1 & 2, esp. pgs. 5-7.
Relevant sections in the Human Evolution Coloring book: (note: some are more relevant than others, let your notes be your guide) 1-6 , 1-7, 3, 3-1 - 3-3, 3-5, 3-6, 4, 4-1, 4-4 - 4-9, 4-13, 4-15, 4-16, 4-18, 4-20, 4-22, 4-33 - 4-35, Appendix, 3-21, 3-24, 3-8 - 3-17, 5-14 - 5-17, 3-4, 3-23, 3-29, 4-33, 3-32 - 3-35.
Movies: Spirits of the Forest, Murder in the Troop, Monkey in the Mirror, Lord of the Ants
Study the museum quiz!
Chpt. 4
Concepts: species, speciation (allopatric), niche, adaptive radiation, principle of competitive exclusion, phylogeny, taxonomy, clade, physical traits: primitive, derived, specialized, vestigial, generalized.
How do the lemurs exemplify adaptive radiation? What is the relationship between the concepts of niche, adaptive radiation, and competitive exclusion?
Chpt. 5
Adaptations and niches: diurnal, nocturnal, arboreal, terrestrial, canopy levels.
Dietary niches: folivore, herbivore, omnivore, insectivore, frugivore, gummivore - be acquainted with the physical characteristics that go along with these niches.
Which anatomical and behavioral characteristics correspond with these niches and adaptations? For instance, what would be the limb structure of a primate that moves by clinging and leaping? What are the digits of a terrestrial quadruped like? What would be the body size of an insectivore? What is the relationship between metabolism and body size? Which anatomical traits and behavior does a diet of vegetation demand?
Modes of locomotion (see diagrams in Chpt. 7, and photos and discussion in Whitehead): quadrupedalism (terrestrial, arboreal), bipedalism, clinging and leaping, knuckle-walking, climbing (quadrumanual, suspensory), hopping, brachiation
sample traits: locking phalanges, splayed toe, sagittal and nuchal crests, large orbits, foramen magnum, occipital condyle
Concepts: territory, territoriality, range
Core primate characteristics: know what they are, and in what instances they are primitive or derived for the taxa of the primate order. Why is gestation so long in primates? Why are primates dependent for so long upon their mothers? What is the connection between these two traits?
Lemurs: Which physical and behavioral traits indicates that lemurs are primitive primates? What are the primitive anatomical aspects of lemurs? What is the mode of locomotion of indris and sifakas? Are lemur's diets uniform or varied? How does lemur sexuality differ from human sexuality?
What are the anatomical characteristics that distinguish New from Old World Monkeys?
Taxonomy: You will have to memorize the basic taxonomy of the primates. This means that I might ask you a question like "In the taxonomic class Gorilla gorilla, "gorilla" is an a. order, b. genus, c. species. You will also have to know the logic of the Linnaean system, that is the relative difference in size between the superfamily grouping and the species grouping; for instance, which class includes the other? You should also have some general idea by now of which species are included in what grouping; for instance, are humans haplorrhines? Are gibbons pongids? What differentiates New World from Old World monkeys? How has gene.
sequencing data changed our view of primate cladistics?
Taxonomic terms related to the nose and rhinarium: Strepsirrhini, Haplorrhini, Platyrrhini, Catarrhini
Chpt. 6
Know the common anatomical and behavioral characteristics of the apes (e.g. stature, shoulder harness, pelvis).
How do apes and humans differ from monkeys? How do apes and humans resemble each other?
How have the genetic data changed scientific views of the taxonomic relationships within the Hominoidea?
Modes of primate social structure:
matrifocal unit/mother infant group
solitary
monogamous pair/pair bonding
harem/unimale polygyny/unimale group
multimale group/troop
exploded unimale polygyny/roving promiscuity/noyau
Which niches are associated with these social structures?
What types of primates are likely to be sexually dimorphic?
How does the social structure and behavior of bonobos differ from that of common chimpanzees? Savannah from forest baboons?
Schools: behavioral ecology, sociobiology
Concepts: dominanace, sexual dimorphism, sexual dichromatism, parental investment, male-male competition, kin selection. Reproduction: K-selection, r-selection, infanticide
Dominance: What is it and in what type of primate social group are you more likely to find it? What physical traits are likely to be associated with dominance. What is a dominance display?
Ape sexuality and reproduction: how do we compare? Why does Adrienne Zihlman think that Bobobos are important to understanding the origins of human social and sexual behavior?
Grooming: what is it? Why do primates groom?
Chpt. 7 The Human Species
Terms: brain stem, cerebral (or neo-) cortex, cerebrum, limbic system, folding, estrus, bipedalism, valgus angle.
The human brain - In which ways is the human brain different from those of other primates?
The human skeleton: how does out skeleton conform to our mode of locomotion?
How does human sexuality differ the sexuality of other primates? What is our normal social structure?
Ape language and tool making capabilities: can they and do they? Do apes have culture? What insights have we gained into the workings of the minds of non-human primates from the studies of the way they communicate? What are the communicative capacities of apes? What two kinds of communications studies are done, and by whom? What are the drawbacks of the laboratory studies of ape communication abilities? In which ways do the communicative forms of the non-human primates resemble those of humans?
The Triumph of Sociobiology
Intro: Dramatis Personae: Edward O. Wilson, Stephen Jay Gould, Roger Lewontin, Richard Dawkins
Terms: reductionism, just-so-stories
Works: Sociobiology: The New Synthesis
What the the gripes of the opponents against sociobiology?
Chpt. 1
Scientists: Darwin, Robert L. Trivers, William D. Hamilton
Terms: proximate and ultimate causes
What is sociobiology? How has the field evolved since the days of Trivers and Hamilton? What were the concerns of early researchers and what are the field's concerns now? What is the relationship of sociobiology to behavioral ecology? What role does political ideology play in how scientists and others regard sociobiology?
Concepts: altruism, mutualism, group selection, kin selection, Hamilton's rule, kin recognition, reciprocal altruism, affiliation, matrilineages, alliances.
Chpt. 2
Terms: "extra pair" copulations, teleology, anthropomorphism
Concepts: group selection,
Scientists: George C. Williams
Works: Adaptation and Natural Selection
What is the sociobiological perspective? Does selection work for the good of a species or the good of an individual? Does selection always work perfectly?
Chpt. 3
Terms: contingencies
Concept: interactive theory
What does Alcock say that those who accuse sociobiology of genetic determinism have gotten wrong?
Chpt. 4
Terms: Darwinian pluralists and fundamentalists, convergence
What is the significance of behavioral flexibility to the debate over sociobiology? Does behavioral flexibility exist among animals and insects? Do sociobiologists think that all traits are adaptive? Are sociobiological hypotheses testable? Is gene identification held to be necessary in the testing of sociobiological theories? What is the right and wrong way to do a comparative test?
Chpt. 5
Schools: postmodernism
Concepts: cultural relativism
How do cultural relativists and sociobiologists differ on the subject of scientific objectivity? Is the effect of political ideology, culture or social class on scientific reasoning significant?
Chpt. 6
Terms: ethology, gene-counting approach, mate guarding
Scientists: W.D. Hamilton
Concepts: altruism, adaptive altruism, kin selection, kin recognition, sperm competition, cryptic female choice
How did sociobiologists reconcile the existence of altruism with the genetic selfishness of individuals accepted as a consequence of natural selection? Are females completely passive in sexual competition? Why would an offspring help its parents? Can animals manipulate the sex of their offspring? Why?
Chpt. 7.
Dramatis Personae: Franz Boas, Margaret Mead, Derek Freeman< Naomi Wolf
Terms: environmental determinism, cultural determinism, enculturation
Concepts: biological potential hypothesis
Studies: Coming of Age in Samoa; Margaret Mead and Samoa: The Making and Unmaking of and Anthropological Myth, The Beauty Myth
Be conversant with the outlines of the Mead/Freeman debate. Are there universal standards of beauty?
Chpt. 8
Concepts: social science model of the brain, prepared brain, targeted flexibility of behavior, conditional strategy, language acquisition system, channeled learning, taste perception mechanisms, indirect reciprocity hypothesis
Terms: habituation, demographic transition
What are primate brains good at? Why? Is behavioral flexibility restricted to humans? How do sociobiologists explain decisions to limit or control births?
Chpt. 9
Concepts: naturalistic fallacy, adaptive altruism
Terms: condition dependent reproductive altruists
How do sociobiologists regard criticisms that their research could be used to defend immoral and illegal behavior? What insights into patterns of child abuse are generated by sociobiology? Are women and men biologically equivalent? Is rape about power or sex?
Chpt. 10
What kinds of people tend to be critics of sociobiology? What do the critics fear?
Anthropology 1 - Study Guide for Test #3
Chpt. 8
Terms: (Table 8.1) era, period, epoch, stratum (pl. -a), half life, isotope (stable/unstable) magnetic reversal, relative dating technique, absolute dating technique, decay, diastema, prognathism -ic, procumbent incisors, dental arcade, postorbital bar, diastema.
Concepts: continental drift/plate tectonics, law of superposition, half life, index fossil
Dating: geological, relative and absolute techniques; incl. radiocarbon, stratigraphy - faunal correlation/ biostratigraphy, potassium/argon dating (40K/40Ar), 39Ar/40Ar, paleomagnetism, oxygen isotopes, thermoluminescence. Know when and how these techniques can be applied. Which materials are used to determine a date? What are the limitations on the accuracy of these techniques?
Memorize (table 8.1) the epochs Miocene - Pleistocene.
Chpt 10
Late Miocene - Pliocene epochs - what happened to the climate in the late Miocene/Pliocene. Where do the major Pliocene hominid finds come from?
Genera and Species: Sahelanthropus tchadensis, Orrorin tugenensis, Ardipithecus ramidus, Australopithecus anamensis, A. afarensis, A. africanus, A. aethiopicus, A. boisei, A. robustus, A. garhi Homo habilis, Homo rudolfensis. Know the anatomy of these species, esp. how they are either ape-like or human-like. Know the approximate age ranges of each species, and the geographical provenance of each species.
Finders: Brigitte Senut, Berhane Asfaw, Michel Brunet, R. Dart, R. Broom, D. Johanson, T. White, L., M., R. and Maeve Leakey, Alan Walker, R. Dart, R. Broom, L., M., and R. Leakey, Alan Walker. Know what they found, and what their attitudes were towards the hominid record.
Know what they found, and what their attitudes were towards the hominid record.
Specific fossils: Laetoli, Lucy, A.L. 444, "Ardi" (ARA-VP-6/500), "Little Foot" (StW 573), Taung, the "Black Skull" (KNM-WT 17000),
Geographical localities: Great Rift Valley, Afar triangle (incl. Hadar, Awash River), Lake Turkana/Rudolf.
Sites: Kanapoi, Alia Bay, Middle Awash, Laetoli,
What kind of environment did "Ardi" and "Lucy" inhabit.
What does Laetoli tell us about A. afarensis anatomy and behavior? Swartkrans, Sterkfontein, Makpansgat, Taung, Drimolen, Koobi Fora. What is the nature of the S. African cave deposits? What have been the problems with dating the South African hominids? Has the situation changed?
Terms: Palmigrade clambering, megadonty, valgus angle, abductor muscles.
Issues: What were the anatomical traits upon which various scientists have staked claims of hominin affinities for their late Miocene discoveries (Sahelanthropus, Australopithecus anamensis) How does the anatomy of Ardipithecus alter our view of the timing of hominin origins? The anatomy, ecology, and behavior of Afarensis. Know the specifics of the anatomy of locomotion of A. afarensis, and the evidence. Cladistic significance of Afarensis and Africanus. Piltdown hoax, early Homo in Africa, sexual dimorphism in hominids, brain size and structure, and the evolution of bipedalism. Which species was the predecessor of H. erectus? Read the section "why bipedalism" (pg. 276) and be familiar with some of the theories.
Anatomy: How did Ardipithecus move around on the ground and in the trees? Which traits of A. anamensis show hominin affinities? What pongid traits does Lucy exhibit? Which are its hominin characteristics? How is A. afarensis transitional between apes and humans? What diets did the australopithecines have? What anatomical traits go along with heavy chewing? What are the controversies concerning the foot anatomy of the protohominds? What diets did the australopithecines have? Which anatomical traits go along with heavy chewing?
Issues: Was there a hominin radiation at the end of the Pliocene?
Chpt. 11
Species: Homo ergaster, Homo antecessor, Homo erectus, Homo heidelbergensis, Archaic Homo sapiens.
Terms: Lower Paleolithic, Oldowan industry, chopper, flake, hammer stone, manuport, core, taphonomy.
Fossil hominins Twiggy, "Dik Dik" (OH 62), KNM-ER-1470, KNM-WT-15000 (Nariokotome boy), KNM-ER-1808, KNM-ER-3733, Sangiran 17, Mojokerto, Dmanisi crania, Shanidar fossils.
Sites: Olduvai gorge, Bouri, Gona, Nariokotome, Dmanisi, Boxgrove, Sima de los Huesos, Gran Dolima, Sima del Elefante.
Culture: Organic tools. pebble tools. Did robustus use tools? For what? Which species is thought to have made the first stone tools? How old are the stone tools? What were they used for? What kinds of thought processes and behavior are involved in stone tool making? What changes in behavior might have followed the eating of meat.
What is the difference between marks left on bone by stone tools, and marks made by animal teeth? What have taphonomic studies revealed about the creation of sites at Olduvai Gorge.
Homo ergaster: Know the begining and end dates, and their cranial and dental characteristics. Distribution of the ossils. Where were the earliest fossils found? Fossils:, KNM-WT 15000 (Nariokotome), KNM-ER 1805, KNM-ER-1813, Mauer, Dmanisi crania, Boxgrove. What answers does the skeleton of the Nariokotome boy provide concerning diet, speech ability, and habitat?
Homo antecessor: Sima del Elefante, Gran Dolina.
Homo erectus: Zhuokuodian, Trinil.
Chpt. 12
Pleistocene - which climate changes occurred?
Homo heidelbergensis: Boxgrove, Sima de los Huesos, Mauer.
Archaic Homo sapiens: Shanidar, Tabun, Kebara.
Sites: Solo River and associated sites, Dmanisi, Terra Amata, Boxgrove, Neander Valley, Shanidar, Zhuokuodian, Mt. Carmel area (Skhul, Tabun, Qafseh), caves of the Sierra de Atapuerca (Sima del Elefante, Gran Dolina; Sima de los Huesos).
Issues: Origins, migration, and dating of H. ergaster. H. ergaster's niche and its implications for its expansion out of Africa. Cladistic significance of Homo antecessor. Culture of Homo ergaster and Homo antecessor. The culture of Homo heidelbergensis as represented at Boxgrove. Ancient cannibalism and empathy in H. antecessor and H. heidelbergensis. Diet of Homo erectus. Expansion of cranial case over time. The capacity for speech in H. ergaster. Trends in the change of facial anatomy. What does the postcranial skeleton of H. ergaster, H. erectus, and archaic H. sapiens tell us about their lifestyles? What evidence is there for a dramatic shift in niche for Homo erectus (anatomical and geographical)? What is the significance of the modern nose?
Who were the Neanderthals? Know their anatomy. What does their anatomy tell us about their lifestyle? What happened to them? What is the evidence for religion? For cannibalism?
Culture: Tool industries (Oldowan, Acheulean, Mousterian): what typlifies these industries? hunting vs. scavenging, bones and behavior of H. erectus. Use of fire. The earliest hominin-made shelters.
Chpt. 13
Sites: Klassies River Mouth, Border Cave, Herto (Middle Awash) Skhul, Qafzeh, St. Ceasár, Krapina, Arcy-sur-Cure
Fossil: BOU-VP-16/1
Topics: Mitochondrial Eve
Anatomically modern humans: which physical traits distinguish them from the Neanderthals? What evidence is there for their relationship to the Neanderthals? Which theory of the origins of anatomically modern humans does the fossil evidence support? Does the evidence of mitochondrial DNA conclusively settle the issue? What have recent analyses of Neanderthal DNA revealed about their relationship to anatomically modern humans? Did climate oscillations during the Pleistocene play a role?
Concepts: Multiregional model of the origin of modern human origins, Out of Africa model aka African Replacement Model
Culture: Upper Paleolithic tool industries, the earliest art. How did their hunting differ from the Neanderthals? Could Neanderthals speak? What does their art tell us about their culture? What are the theories concerning the production of the art in cave sites in France and Spain?
Recent discoveries of tools from the African Middle Stone Age have prompted McBearty and Brooks to reach what conclusion about the origins of what has been recognized as key traits of Upper Paleolithic cultural behavior?
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Online Resources: (list related websites as links)
The Scientific Method
Evolution and Natural Selection
Honors Behavioral Genetics
Sickle Cell Anemia and Microevolution
Primate Taxonomy
Dating Methods
The Earliest Primates
Eocene and Oligocene Primates
Miocene Apes
Miocene Protohominins
The Genus Australopithecus
The Origins of the Genus Homo
Primate Locomotion
Fundamental Concepts of Sociobiology
Primate Social Organization
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