Physical Anthropology 101
Physical Anthropology 101
[pic]Notes & Assignments Packet
[pic]Spring 2011 [pic]
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Professor K. Markley
Table of Contents
Overview of the Reading Packet Pgs. 4-7
Tips for a Successful Semester
How to figure out your grade
Extra Credit Options
Chapt. 1- Science pages 8-9
Chapt. 2- Natural Selection 10-16
What Darwin Never Saw- Video Questions
Chapt. 3- Genetics pages 17-23
Nature/Nurture Debate
Chapt. 4- Processes of Evolution pages 24-25
Chapter 5- Origin of Species pages 26-33
Evolution, Creationism, and Pseudo-Science
History of Life on Earth- Overview
Brief History of Life on Earth- Notes
Mammals
Great Transformations- Video Questions
Testing Evolution, Sexual Selection and Hardy Weinberg- Pages 34-39
Taxonomic Categorization and Primates pages 40-46
Taxonomic Classifications
Primates Overview
Primate Studies Overview
Science and Kuhn
Ultimate Guide to the Great Apes- Video Questions
New Chimpanzees- Video Questions
Studying the Past Pages 47-49
Dating Techniques
Origin and Evolution of Primates
Hominin Fossil Record pages 50-59
Hominin Fossil Record Overview
Hominin Family Tree
In Search of Human Origins- Video Questions
Modern Human Origins debate
Evolution and Adaptation in Human Populations- pages 60-67
Human Populations
Epidemiological Transitions
Human Biological Diversity and the Race Concept
Race: The Power of An Illusion – Video Questions
Chapter 15- Biological Anthropology: Applications and Lessons
Anthropology: The Study of Humans- pages 68-69
Assignments Pages 71-83
Articles- MIR’s
Physical Anthropology True/False Survey
What Happened to the Dinosaurs/Science
Darwin/Lamarck
Protein Synthesis and Sickle-Cell Anemia
Punnett squares/ Genetics Assignment
Processes of Evolution
Sickle Cell Anemia
Hardy Weinberg Problems
Baboon Studies
Zoo Report- Extra Credit Option
Human Variation Fieldwork (Race Fieldwork
Overview of Notes and Assignments Packet
This reading packet contains notes to accompany classroom lecture and your homework assignments. Bring this packet to class each day.
A strategy for success includes: read assigned chapters in Park’s textbook and assigned articles prior to class lectures, answer the questions in this notebook (PRIOR to class). Read, Answer Questions, Complete assignments. Come to class prepared to actively engage in learning, come to class with questions on the material! (
It is not expected you will understand all of the material once you read the text. Reading the text and articles prior to class is step one. Class lecture and in class assignments will fill in the blanks and aid you in understanding the material. The class schedule has the assigned readings and assignments for each day.
SYLLABUS & CLASS SCHEDULE
Read the syllabus! The syllabus gives you the information you need to be successful in the class.
If you have a question, more often than not your syllabus will contain the answer.
The class schedule has three columns; the date, readings and topics, and assignments due. Refer to your class schedule EVERY week to keep up to date on reading assignments and homework assignments. The dates for when your assignments are due is listed in your class schedule. Any changes will be announced at the beginning of class (come to class on time every day or make sure to get notes from a fellow student).
Attendance
Success in this class (success= passing this class with a C or better) will require that you attend class regularly. It is not uncommon to miss one class at some point during the semester, either due to an illness or some other serious problem. If you miss class it is your responsibility to get the information that you missed. I DO NOT GIVE OUT NOTES FROM A MISSED LECTURE. I advise you to get to know a couple of other students in the class and exchange email or phone numbers (if you feel comfortable doing this) so that you can find out what you missed if you are absent. It can be helpful to connect with a fellow student in class who is reliable note taker. If you have questions about the material covered while you were absent (and you have already gotten notes from another student) feel free to make an appt. during my office hours.
Articles: There will be a number of articles assigned from the Physical Anthropology Annual Editions. You can purchase this textbook or print the articles from the copy on reserve in the library or print the files on MyGateway. When you read these articles you are required to turn in a typed response to the questions listed at the end of this packet (in the Assignments section).
The class schedule contains the dates for when these articles are due.
FYI- It is common to have to read the articles more than once to clearly understand the key point(s). Often the authors will include a lot of data and reasoning to support their key point(s) and it takes time to filter through the supportive information to get at the main point(s).
Tips for a Successful Semester
Learning is an ACTIVE endeavor. If you are passively listening or passively reading/memorizing classroom material you will not gain the type of understanding that is needed to be successful. To be successful you will need to know the definitions for concepts and terms but this is only the start. To do well on you will need to be able to recognize and apply what you are learning. If you can explain what you are learning to someone else that is generally a good indication that you are learning the material. Work to put concepts into your own words (although make sure the words mean the same thing!). Ultimately to be successful you will need to be engaged in class lecture, discussion, as well as spend significant amounts of time outside class on class material. Being an active and engaged learner involves; raising your hand and asking questions, making observations and comments on the material presented.
Read your textbook and articles before class lecture. The class schedule has dates for readings and assignments. It is a good idea to first skim over assigned readings to get an idea as to what the reading is about, where it is going and what you should look for. Read assigned chapters and articles before class lecture. Familiarize yourself with the terminology used. Use a dictionary to look up unfamiliar words (definitions are often in the back of the text).
Class Lecture, Student Engagement and Note Taking: The notes packet will aid you in focusing on key concepts. Come to class prepared to ask questions and engage with the material. Powerpoint lectures will also highlight important concepts and are useful for test reviews.
• Successful college students have a system. They often; read the text several times (first just read it, then read it and underline/highlight key points, lastly read and take notes on key parts and terms), read class notes at least 3 times (same strategy as above), then write up your notes and review them at least 6 times.
• Writing key concepts and terms on 3 x 5 cards and carrying them around with you can help. I did this when I was in school, when I had a free moment; waiting in line, waiting for a meeting, etc., I would quiz myself using the cards to see how well I was learning and retaining class material.
Exam essay questions: Essay questions will be given to you at least one week ahead of time. To do well on an essay question you will generally need to outline your answer ahead of time and write out your answer ahead of time. Make an outline of your essay on a 3 x 5 card and use it to study for the exam.
ASK QUESTIONS, if you are in doubt or unsure about something ask! If you have missing places in your notes and/or can’t answer the questions in the notes packet raise your hand in class, ask questions.
If you are having difficulty understanding class material, or are doing poorly on quizzes, homework, etc. take action EARLY. Check to first make sure you are spending the appropriate amount of time studying (estimated to be 2 hours outside of class for every hour in class). If you are having difficulty make an appointment with the instructor, or visit the tutoring center. Do not wait until the week before the exam to try and learn the material. There are only three exams in the semester and they each cover a great deal of information. To do well on the exam you will need to dedicate a certain amount of time each week. Regular attendance is CRUCIAL to do well.
How to figure out your grade:
Strategizing in regards to your grade and keeping track of your grade is critical to being a successful student. It is the student’s responsibility to keep track of their grade in the class. I do not calculate grades until after finals (so do not ask what your grade is). I hand back exams, quizzes, assignments in a timely fashion so you can keep track of your own grade. Use the grade sheet in your syllabus.
To calculate your grade during the semester you will need to determine how many points you have earned in relationship to how many points are possible at a given time.
Sample: If you want to figure out your grade after the first exam you can see from the grading page in your syllabus that the maximum points you can have earned is 120 points
Maximum Points Possible Points that you earned
Exam 1 - 100 pts. 72 pts
Quiz 1 - 10 pts. 6 pts
Quiz 2 - 10 pts. 9 pts
------------------------------------------------------------------------------------------------
120 pts. possible 84 points earned
Take the 84 points you have earned and divide it into the 120 points that were possible and you will get .70 this means that you are getting a C at this point (70% = C, 80%= B, etc.). However, if you have read your syllabus you will see that you get to drop one quiz so if you do well on your future quizzes you will likely want to drop quiz 1.
You can keep track of the Class Points by keeping track of which assignments you completed. The point value for each assignment will vary depending on how many assignments are given (both inside and outside of class). If you do all of your assignments, and earn full points for them, you can leverage yourself in regards to exam scores.
Your syllabus contains a list of all the assignments and the points they are worth. I advise you to keep a list of the scores on each assignment in your syllabus. I also recommend that you keep all of your graded assignments until you receive your grade at the end of the semester.
Important Dates
Date to withdraw without a W ___________________________
Date to withdraw with a W ______________________________
It is advised that students determine how they are doing prior to the date to withdraw with a W. If you are unsure, bring your syllabus, and all your scores and make an appointment to meet with me in my office.
EXTRA CREDIT
I do not accept late work, but I do give a few extra credit options for students to make up missed work. If a student does not miss any assignments they can use the extra credit option to bolster their quiz and/or exam scores. Extra credit can be turned in anytime prior to the due date (see your class schedule). I suggest you do not wait until the last minute to turn in extra credit. All extra credit must be typed.
Extra Credit: Students have the option of turning in two extra credit assignments worth up to 14 points total. Extra credit work can be turned in at anytime during the semester just so long as it is before the deadline listed in your class schedule.
Option One: Take advantage of one of the services offered on campus; Skills Center, Library Orientation, Cadena Transfer Center, etc. or attend a campus event. Then type up a ½ description of what you did and what you learned. You can repeat this option twice for a total of 4 possible points.
Option Two: Attend a museum, view a film, or read a book or article pertaining to physical anthropology. This option gives you a chance to further your knowledge of physical anthropology and it is worth up to 10 points. You can only turn in this option once, for a total of 10 possible points. Write a three page, typed, double-spaced paper, with three subheadings:
(1) What you read or observed, be specific as well as descriptive. Where did you
go, what did you read, etc. Make sure to identify your source(s).
(2) Incorporate three concepts or terms learned in class. This should be the bulk
of your paper. Discuss what you did in relationship to what you have learned
in this class this semester. You will earn the highest amount of points for the
way in which relate what you did with terms and concepts from class.
(3) Give your personal analyses and reaction to the event/reading/film. Prior
verbal approval of the instructor is recommended for the Option Two extra
credit assignment. You may also visit a zoo for Option Two, see the
instructions for the zoo option in this reading packet in the primate section.
Physical Anthropology Museum Options: San Diego Museum of Man, Los Angeles Natural History Museum, and the Los Angeles La Brea Tar Pits.
Zoo Options: Santa Ana Zoo, Los Angeles Zoo, San Diego Zoo, Wild Animal Park
Chapter One- Once you have read this chapter you should be able to answer the following questions.
Science: is a method of _________________________and a body of ______________________.
As a method of Inquiry: Science involves the; ____________________________ collection of
data (observed and inferred), hypothesis are formed, tested and then either accepted, rejected and/or revised.
Science works both inductively and _________________________.
Induction: scientists gather evidence/data, and when they have sufficient data they work to
generate a _________________________.
Example: Darwin observed that life forms that existed in his day were similar to fossils found from earlier times (although they often were different in some ways) and he also noted that similar life forms existed in different _________________________locations (although they were often different in some ways, their size for instance). He formed a _________________, which stated “Life forms change and evolve over time and space.” He was then left to discern the mechanism that produced these changes. He believed that the environment played a part in change of life forms over time.
Deduction: scientists develop hypotheses and then test these hypotheses against the data.
Example: Darwin proposed the following hypothesis, “Life changes over time and space due to _________________________ differences.” Darwin stated (after much research) that “populations of species will be different in time and space due to different environments.” ____________________ or the environment will “select” which individuals are best adapted to a particular environment. These individuals, with the traits best suited to the environment will out-compete others in their population, they will live longer, produce more offspring and over time the population will change to reflect the “selection” for these traits. A good hypothesis should always make predictions as to what will be found in the data collection. Darwin proposed that animals would vary in specific traits in relationship to their environment. An example would be the way in which foxes vary in their coloring depending on the environment. White colored foxes are best suited to artic environments and that is where we find them. Brown and darker colored foxes are best suited to woodland environments and that is where we find them.
Facts__________________________________________________________________________
Hypthesis_______________________________________________________________________
Theory (in the natural sciences) _____________________________________________________
______________________________________________________________________________
Pseudoscience_________________________________________________________________
Belief _________________________________________________________________________
Hypothesis testing: According to Karl Popper, a seminal philosopher of science, scientific
hypotheses can never be proven absolutely. Science works best when scientists work to disprove
or falsify their hypothesis. After many, many tests (always corroborated by other scientists) if a hypothesis is not invalidated then it can be accepted as valid.
Question: Why shouldn’t a good scientist work to prove their hypothesis is true? Why
can’t science make absolute claims about the truth of the natural world?
Be able to discuss and answer the following questions about science:
1. Why can science work to answer questions about the natural world but not about the supernatural?
2. When science works to develop theories about the natural laws which govern the universe what assumption does it start with?
3. What is the role of peer review in science? Is it significant or minor?
4. What is the difference between a fact, a hypothesis and a theory (in science)?
5. What is the relationship between facts, hypotheses and theories in science (is one more important that the other)?
6. Scientific knowledge is said to be objective and not impacted by culture. Is this always accurate? Can you think of an example in which culture affected science?
Chapter 2- Be able to answer the following questions after reading chapter 2.
1. What were the scientific understandings that laid the groundwork for Darwin in his development
of natural selection?
2. What are the concepts of essentialism and the great chain of being ?
3. What are the differences between the creation stories of Genesis 1 and Genesis 2? Are these
important, critical differences or minor and insignificant?
4. How did biblical beliefs affect the development of evolutionary theory? What is the difference between catastrophism and uniformitarianism?
5. What role did comparative anatomy play in the development of evolutionary theory?
***Argument from Design*** This concept is not discussed in your text, read these notes carefully. The argument from design was formulated by William Paley in 1802 with his watchmaker analogy. The argument states that the complexity and apparent design in living things (i.e. various parts all fit together to create a working whole and all parts are needed to make the thing work) proves that there is a designer of the universe and life on earth. Paley (Natural Theology, 1802) said that a watch is proof that there is a designer who made the watch. A watch cannot come into being without a designer, and living beings could not come into being without an intelligent designer. This intelligent designer can be framed as “god” or as an unknown being. The argument from design says that all beings and all of their body parts were uniquely created for the purpose for which they are used. So the wings of a bat were uniquely created for flying. The arms of a human were uniquely created for the manipulation of objects. The legs of a horse were uniquely created for walking.
Data from comparative anatomy cast doubts on the argument from design when it was found that the wings of a bat, the arms of a human and the legs of a horse were very similar in their structure (undermining the idea of unique creations for specific purposes). Our limbs share a similar bone structure with bats, horses, lizards and many other animals because our basic body plan was inherited with modification from a common______________. We can track the evolution of limbs with digits at the end (fingers and toes) to fish hundreds of millions of years ago!
The Argument from Design has recently re-appeared under the name Intelligent Design. Intelligent Design is the newest incarnation of creationism. Creationists work to explain the history of life through their beliefs instead of through science. They package their beliefs as pseudoscience. Intelligent Design proponents recently tried to force the teaching of their belief system in biology classes in Pennsylvania. Nine parents sued the school (they didn’t want their children being taught the theology of a specific sect of Christianity in a science class) and it went all the way to the Pennsylvania Supreme Court. The judge stated that ID was not science, it was a belief system and therefore did not belong in a science class.
| |Earlier beliefs about the Earth and Life on|Modern scientific understandings of the |
|For each concept make sure to know and |Earth |earth and life on earth (data/reasoning |
|understand the data/reasoning used |(data/reasoning used) |used) |
|Age of the Earth- data used to determine | | |
|age of the earth | | |
|Catastrophism | | |
| | | |
|Uniformitarianism | | |
| | | |
|Great Chain of Being | | |
| | | |
|Argument from Design | | |
| | | |
|Extinction of life forms | | |
| | | |
|Speciation of life forms | | |
| | | |
|Change of life over time | | |
| | | |
Lamark’s Inheritance of Acquired Characteristics or Use/Disuse Hypothesis
a. Life _________________ over time
b. Plants and animals _________________ in relation to their environment
c. Change in life forms over time is ___________________________, going from
imperfect to perfect.
d. The ____________ stimulates subtle fluids and leads to the acquisition of traits.
Variation in individuals is acquired through this will (and fluid). Traits ______________
in an individuals lifetime are then passed onto their offspring through _____________.
e. Traits are acquired in an individuals lifetime through ____________ and traits are lost
over time through ______________________.
f. Environments change over time.
Is Lamarck’s hypothesis scientific? Are parts of it scientific? Is it valid?
We will be discussing natural selection ALL semester. Make sure you get a good foundation as to what natural selection is and how it operates. Ask questions (
Natural Selection- definition: a process of evolutionary change based on
________________________ reproductive success or fitness of __________________________
within a _______________________________.
Variation exists in all individuals within a population or species. Individuals within species vary in
their _______________such as their size, speed, ability to resist disease, coloring, etc.
Variation is helpful or necessary for natural selection to be able to operate?
Competition: In all populations there are more individuals born than the environment can
support. Competition for survival exists between __________________________ within all
populations. Individuals _____________________the same population compete for
_________________________ based on the variable traits that they posses. Variation in traits
allows some individuals to be better at getting food, avoiding predators, avoiding illness, and
therefore live longer and produce more _____________________.
True or False; Competition is basically about who is the biggest, strongest, smartest.
The environment or nature ___________________for or against individuals based on their
traits: Individuals with the “best” traits in a particular environment are “selected” for. The
environment (nature) selects which __________________ are most advantageous for survival.
Depending on the environment it may be better to be small or large, dark or light in coloring, etc.
Selection is evidenced by the ______________________ reproductive _____________ of
individuals within a population.
Selection is at the individual or population level?
Fitness in Darwinian terms is “differential _________________________success.” Differential
reproductive success is when an individual produces more ____________________ that live to a
reproductive age than other individuals in their population. An individual has been “selected” for
when they are more __________ than others in their population (i.e. they produce more offspring
than other individuals within their population).
Inheritance: The traits that are significant in natural selection are those traits that are passed on
by parents to offspring through _____________________ inheritance. Offspring inherit their traits
from their biological parents.
Environments change: the environment or nature is not ____________________. Traits that are
selected for today may not be ____________________________ or selected for in another
environment. The “environment” includes the climate, predators, food availability, etc.
Natural selection. The individual’s that make up a __________________ change as nature
selects for or against individuals based on the variable traits that they posses. Individuals with
“_________________” traits live and reproduce offspring, those with “_________________” traits
die young and do not produce offspring. Over enough time new _______________________ can
form.
What is the key difference between Lamarck’s and Darwin’s view of variation?
What is the key difference between Lamarck and Darwin’s view of progress in change of life over time?
As regards Natural Selection, keep in mind:
Selection operates at the ___________________________ level. Selection is for or against
______________________________ based on the ____________________ that they possess.
It is _______________________________ that evolve, not _____________________________.
Populations change over _______________________ as the ______________________ with the
most advantageous traits are _________________________ for and they produce offspring that
__________________________ their parent’s traits.
Natural Selection is not progressive. It doesn’t lead to more _________________________
organisms. Natural selection, selects for __________________ that are “positive” in a particular
_____________________________, in relation to reproductive success. Natural selection does
not have any particular _______________________ or teleology.
Natural Selection is not foolproof. __________________________________ is the norm.
________________________________ must be present to be selected for or against. There must
be _______________________ for selection to occur. If environmental change is too sudden or
too ____________________________natural selection won’t work to keep a population in an
adaptive relationship with it’s environment.
What is the goal of evolution?
What can we predict about the future of the role of natural selection in shaping populations or species of life forms over time? For instance, what can we predict in regards to the development of antibiotic resistance in the treatment of AIDS, tuberculosis, staph or MSRA infections?
So… how does natural selection work to shape populations over time? You will be asked to write an essay outlining how natural selection works to shape populations over time. How does each component or aspect of natural selection work to change populations over time? Look up antibiotic resistance, staph infection or TB, to gain insight into how natural selection works on living populations over time.
1. What is the role of variation in natural selection? According to Darwin does variation exist in populations or does variation appear as it is needed?
2. What is the role of competition in natural selection? Is competition all about individuals fighting to the death to determine which individual is the most fit? Is competition within the population or between populations? Who helped Darwin see the significance of competition?
3. What role does the environment play in natural selection? What would happen if the environment was static and unchanging?
4. What is the role of inheritance in natural selection? Are their some physical traits that aren’t inherited?
5. What is fitness in Darwinian evolution?
6. What evolves? Individuals? or Populations?
7. Is natural selection progressive (leading to the evolution of more perfect organisms)?
8. According to Park (the author or your text) did Darwin set the stage for a conflict between religion and science?
What Darwin Never Saw- Video Questions
1. In the beginning of the video the narrator uses two phrases which are incorrect in their scientific, biological context and in the way that he uses them. What should he have said?
A. He said “…the finches held the secret to the origin of life.” He should have said
“…the finches held the secret to the origin of _____________________
B. He said “…but it was only a theory.” He should have said
“…but it was only a ______________________.”
2. What are the two species of finches the Grant’s are observing on Daphne Major?
3. The three questions the Grants were working to answer in their observations of the finches
a. Do species compete?
b. Why are some populations so variable?
c. _________________________________________________________________
4. How did the Galapagos Islands (which are fairly recent volcanic islands) become populated with the finches, plant life and other animals (speculate on this question)?
5. How many species of finches currently inhabit the Galapagos Islands?
6. What specific knowledge do the Grant’s need to document natural selection (think about the components of natural selection).
-variation
-competition
-inheritance
-environment
-fitness
7. Which finch species do the Grants observe evolving? What trait is the most significant in impacting their survival?
8. The Grant’s observed two natural selection events. What happened?
9. (lecture) What were the two important things that the Grant’s study of Darwin’s finches revealed?
Genetics Notes: This is a general outline of what you need to know for the section on genetics. To make the best use of this information, read your text, attend class, take notes and use these sheets as an outline for key concepts and understandings. The section on genetics can often be a bit overwhelming at first, but if you follow my recommendations you should do well.
When Darwin developed his theory of ______________________________ he understood the significance of variation but he did not know where it came from. He knew that ___________________ reproduction and ____________________________ played a role in variation but he didn’t know exactly how (he thought there was some sort of blending). The study of genetics focuses on how sexual reproduction and inheritance play a role in variation.
Genetics: the study of how traits are transmitted from one generation to the next. The study of genetics informs us as to where variation comes from and how inheritance works.
Brief Overview: Humans (along with all other animals and plant life) are made up of cells. Cells are the basic unit of life in all living organisms. DNA resides in the nucleus of the cell directing cell replication (for growth and repair) and protein synthesis. DNA contains the genetic code. The four DNA bases (cytosine-C, guanine-G, adenine-A, and thymine-T), combine in units of three (codons) to form amino acids, which then code for the tens of thousands of proteins that comprise a human being. We are basically made up of proteins (enzymes, hormones, collagen, hemoglobin, are all proteins).
How Genes Work: Once you have read and studied this section you should know;
Where DNA resides _________________________________________________________
The structure or shape of the DNA molecule ______________________________________
How the bases (A, T, C, and G) hook up __________________________________________
How DNA directs cell replication and protein synthesis.
Cell replication: Is a continual process in the body. It involves DNA directing the unwinding of the DNA molecule, where enzymes cut the base pairs apart, and new bases are picked up in the cell. The result (if all goes well) is an exact copy or daughter cell. In this process adenine hooks up with _________________________ and cytosine hooks up with_____________________.
Protein Synthesis: starts in a similar way as cell replication does, but the DNA molecule is only partially unwound. Messenger RNA is assembled against one strand of the unwound DNA. mRNA transcribes the gene by matching complementary bases to the exposed coding strand of DNA, except that ________________ replaces thymine. mRNA then leaves the nucleus of the cell and moves to the _______________________. It is in the _____________________ that the message is decoded and translated into a _______________________. Transfer RNA reads the three letter code (also called a _____________). The _________________, or amino ________________ are then strung together to make a protein.
If we compare DNA to language we can see understand it in the following way:
DNA language has the following 4 letters; ____________________________________________
DNA words are always _________letters long and they form _______________ or ____________
In the DNA language there are ___________________ words (or amino acids).
DNA sentences create ____________________ with a string of amino acids. There are an
estimated _______________ proteins that make us what we are.
All life on earth is made up of these four DNA bases. The different life forms that exist form are in part the result of the sequence, quantity and coding of the four DNA bases.
From a Gene to a Trait: Genes are portions of the DNA molecule that code for specific traits or portions of a trait (specifically proteins, or portions of a protein). Humans have some 25,000 genes. Our genes code for some 90,000 proteins. Each gene resides at a specific location on the chromosome (the locus) and each individual receives two “genes” or alleles at each location, one from each parent.
Example: The trait of earlobes is coded for by one gene, but there are two possible ________for earlobes, attached and free hanging. Attached earlobes are when the bottom of the earlobe is attached to the neck, free hanging earlobes are not attached.
Locus _________________________________________________________________________
Alleles________________________________, there are always _________alleles at each locus
Genotype: _____________________________________________________________________
Phenotype ____________________________________________________________________
Homozygous: __________________________________________________________________
Heterozygous: __________________________________________________________________
Alleles come in various forms and this impacts their expression in the individual
Dominant: _____________________________________________________________
Recessive: ______________________________________________________________
co-dominance: ________________________________________, an example is the __________ blood system
incomplete dominance: occurs when a recessive allele has some phenotypic effect, the recessive allele is not completely “masked” by the dominant allele (tay sachs is an example)
Example: The allele for free hanging earlobes is dominant and the allele for attached earlobes is recessive. Dominant alleles are shown using capital letters and recessive alleles are shown using lower case letters. For this trait there are three different genotypes and two possible phenotypes.
Genotype Phenotype
EE - homozygous dominant free hanging earlobes
Ee - heterozygous free hanging earlobes
ee - homozygous recessive attached earlobes
Genetic Expression: The physical traits that we posses are determined by our genes or a combination of our genes and the environment.
monogenic traits: __________________________________________________
example-
polygenic traits: ____________________________________________________
example-
pleiotropy: __________________________________________________________
example-
How Inheritance Works: As we learned above, genes (or alleles) come in pairs. When cells replicate, the result is an exact daughter cell. This process is ______________________. All of the cells in our body (except the sex cells or gametes) contain all of our genetic information. Generally our DNA resides in the nucleus of the cell in a long strand but during cell replication and protein synthesis DNA forms into discrete forms called ________________________________. We inherit the chromosomes that we posses from our biological parents. Typical humans have 23 _____________ of chromosomes, we get ___________ from each biological parent.
Humans start life as a single cell. With cell division and replication we eventually end up as an adult human being comprised of some 1,000 billion cells. Cell division and replication of the somatic cells is responsible for growth and repair of our bodies.
Somatic cells, which comprise the body tissue, muscle, bone, skin, nerves, etc. that make up our body. Each of our somatic cells contains all _________________pairs of our chromosomes, for a total of ___________chromosomes.
Mitosis: is cell division of the __________________cells, and the result is two _______________ daughter cells. Mitosis is an ongoing process in the body. ___________ in the nucleus of the cell, directs this process. Mitosis works for repair and growth of the nails, hair, bone marrow, etc. which are constantly replaced.
Sex cells or gametes are the cells of reproduction (eggs and sperm). The sex cells contain only half of our chromosomes (23 total).
Meiosis: is cell division where sex cells are produced (gametes; ___________________& __________________). During meiosis the cells undergo an extra round of division and instead of two exact copies being produced as in mitosis, only one set of the twenty-three chromosomes are left. So, at the end of meiosis the sex cells only contain half of the individuals chromosomal complement.
Question: Why is it critical that the sex cells undergo another round of division? What role does this extra round of division play in shuffling existing variation?
Meiosis is a powerful source for genetic diversity. In the production of each gamete or sex cell there is a _____________chance as to which one of the pair of chromosomes an individual passes onto to their offspring. Meiosis is a powerful source to reshuffle the existing variation. Each human has some 8 million possible combinations for their offspring.
Punnett Squares: Show the possibilities for offspring (inheritance). The outside of the punnett square reflects the ____________________the parents posses for a particular trait. The inside of the square reflects the possibilities for their offspring’s _______________. During meiosis there is a __________ possibility as to which allele each parent passes onto their offspring.
Example: A man with attached ear lobes marries a women with free hanging ear lobes (heterozygous). What are the possibilities for their children? (free hanging alleles are dominant and attached alleles are recessive). Which alleles represent the male and which represent the female in this example?
| |E |e |
|e |Ee |ee |
|e |Ee |ee |
Offspring: there is a 50% possibility the children will have attached ear lobes and a 50% possibility they will have free hanging ear lobes
Rules of Inheritence
Segregation: during meiosis chromosomes segregate (and therefore allele pairs segregate)
There is a ___________chance for a parent to pass on either _________________ (this is what is represented in the punnett squares, you are displaying the _______________chance for what the offspring will receive from their parents)
Independent Assortment: genes on separate chromosomes are inherited ________________. It is chromosomes that segregate during meiosis not individual genes
Linkage: genes on same chromosome are inherited ___________________, because it is _______________________________that segregate during meiosis
Crossing Over: exception to linkage, during meiosis portions of chromosome pairs break off and cross over and are then recombined (recombination)
Variation is increased through: Segregation, independent assortment, crossing over & recombination
Chromosomes are ____________________________________________________________ that reside in the nucleus of the cell. Generally DNA resides in a long strand inside the cell's nucleus but as the cell undergoes division the DNA becomes ___________________ and separates into chromosomes. Each species has a specific number of chromosomes. All typical humans have 23 pairs of chromosomes, 46 total (23 from each parent).
Autosomes: chromosomes ________to ___________. They contain most all of the genetic info for our physical characteristics except ___________________determination.
Sex Chromosomes: ______________ & _________________.
• Typical females have an _______& ______ sex chromosomes and thus have a matching pair for all of their chromosomes. The X chromosome is large and codes for __________________________ traits.
• Typical males have an__________& __________ sex chromosome. Therefore males do not have a matching pair for their sex chromosomes. The Y chromosome is small and for the most part codes for ___________________. Since males do not have a matching pair of sex chromosomes this makes them more susceptible to traits that reside on the X chromosome.
Sex linked traits: Sex linked traits reside on either the _______or the ________ chromosome. Most sex linked traits reside on the ______chromosome (remember it carries many genes and functions more like an autosome). When you are working to determine the possibilities for offspring traits on a sex linked trait you need to put the sex chromosomes on the outside of the punnett square.
Example: Trait under study is red green color blindness which is an X linked recessive disorder. A male with red green color blindness marries a female who is heterozygous for the trait. What are the possibilities for their children?
| |XR |Xr |
|Xr |XR Xr |Xr Xr |
|Y |XR Y |Xr Y |
Children: There is a 50% probability that their children will be red green colorblind.
Question: Why does the man have only one allele for this trait?
Things to keep in mind
During meiosis parents pass on 50% of their chromosomal complement
Punnett squares are used to calculate the possibilities for inheritance. The alleles the parents posses are on the outside and the possibilities for offspring’s alleles are on the inside.
Offspring can express traits not expressed in parents (due to recessive alleles)
Humans have pairs of all autosomes (22 from each parent, 44 total), females have a pair of sex chromosomes (two X’s, one from each parent), males have one X and one Y chromosome (males more likely to get conditions passed on X chromosome)
Human Genome: The completion of the Human Genome was an incredible accomplishment. The race to complete it involved many countries around the world, and also a competition between public and private interests. The completion of the genome means that we now know the sequence of the four bases for our species, Homo sapiens. It has lead to many new understandings and it has also left us with much more to learn. As you read this section make sure you can answer the following questions;
1. What did the completion of the human genome reveal about junk DNA? Is some ___________% of our DNA actually junk?
2. What is the difference between coding and non-coding DNA?
3. How can humans have 25,000 genes and some 90,000 proteins? What did role does
junk DNA play in this situation?How many genes do we have?
Characteristics of the DNA Code
The Code is universal- The same DNA code is present in all life on earth. Humans share some 200 genes with bacteria, this reflects a common ancestor with bacteria. Some 75% of our genes are shared with birds, we shared a common ancestor with birds some 310 million years ago. We share ______________ our DNA code with chimpanzees and bonobo’s.
The Code is triplet- Each amino acid is specified by a sequence of 3 bases
The Code is continuous without pauses- There is no separation from one amino acid (codon) to another, so if a base is deleted then entire frame is moved, drastically altering the “message” downstream for other successive codons.
The Code is redundant- There are 20 amino acids, and 4 DNA bases which makes for 64 possible triplets (with 3 stop messages), so there are 61codons specifying 20 amino acids
o Many amino acids are coded for by more than one codon- (valine= UAA, UAG, UGA)
o Redundancy helps if there is a change or mutation in the code it makes it less likely there will be drastic consequences. Although recent research is showing that a change in a base may not change the amino acid it may change how the protein is expressed, how fast a protein is made, etc.
Nature/Nurture Debate
An understanding of the nature/nurture debate requires knowledge of genetics and critical thinking skills. The nature/nurture debate has been ongoing for millennia. This is a philosophical and scientific debate with profound, practical, everyday consequences. If we attribute traits solely to genetics, and we see some traits as problematic (i.e. aggression) than society may work to stop individuals deemed too aggressive from breeding (the USA had a eugenics program where individuals deemed unfit were forcibly sterilized from the 1920’s till the 1970’s). If we attribute traits to our environment or culture than we may work to provide a better environment for individuals (i.e. fund programs such as Head Start for preschoolers).
What do Genes Do?
Genes code for _________________ or _________________ or portions of a ________________
or a _____________________. Genes give rise to our physical features, although our physical features are influenced by our ___________________________________ (the food we eat, levels of exercise, etc). Some genes code for hormones, and hormones affect feelings to a degree (and the experience of feelings is very much influenced by culture and context). To what degree this affects behaviors is a matter of debate.
The Nature argument states that our nature, our basic temperament is due to our _____________.
The Nurture argument states that our basic temperament is due to our _____________________.
Most anthropologists see a ___________________________loop between our biology and our culture. This means, as Park states, we see that we have general potentials from our biology, but we our not committed to any one path or outcome. One area of debate is over the concept of instincts. Do humans have any instincts…?
What do you need to evaluate this debate? To critique the nature debate you need to look at the following.
1. To state that genes lead to behaviors you first need to be able to find the _________________ and draw a direct link between gene and the behavior. This works great with monogenic traits, but it isn’t as easy with pleotropic and polygenic traits.
2. You need to define the ________________________. Some of the behaviors that have been labeled genetic include; violence, infidelity, alcoholism, etc. How would you come up with an operational definition for these behaviors?
3. You would need to rule out the environment as playing a role. The influence of the environment starts in the ___________________ and continues until the day that we die
To critique the nurture debate you need to look at the same factors. If you state that we are only a product of our environment you need to draw links between specific cultures and environments and specific behaviors. You would expect to find fairly divergent behaviors between different human populations. What do we see in human cultures around the world? How similar or different are humans in cultures around the world? Take a cultural anthropology class to learn more….. (
Processes of Evolution
In general Evolution is defined as _________________________________________________
______________________________________________________________________________
and it implies that all life on earth has descended with _____________________from earlier forms.
Question: In your own words can you explain what descent with modification means? How does descent with modification explain the similarities between the limbs of horses, lizards, bats and humans?
What are species? What criteria are used to differentiate between species?
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
Niche: the ____________________ and the _____________________ response of the organism within the environment
Mutation: ______________________________________________________________________
Mutation is the ultimate source of all __________ genetic variation.
The effects of mutation can be; ________________________, negative, and positive
The two types of mutations are ___________________________ and chromosomal.
The causes of mutations include ___________________________ and internal processes
(especially as we age). Mutations are ______________________ but they occur at a regular rate.
A mutation is rare for any given ______________________.
Question: What are common misconceptions in regards to mutations?
FYI: If you’re interested in this topic you might want to read “Mutants” by Armand Leroi.
Gene Flow: ___________________________________________________________________
A population is where you are most likely to get your __________________from . Populations form due to environmental and cultural reasons.
Gene flow works to __________________ variation or differences between populations and increases or introduces variation _____________________ populations.
Question: If gene flow were stopped between populations within a species what effect do
you think it would have?
Gene Drift: ___________________________________________________________________
Gene Drift can only change allele frequencies to any great degree in _______________________ populations.
There are several different aspects of Gene Drift.
Gamete sampling and sampling error: Gamete sampling is what happens during ________________________ In small populations allele frequencies can fluctuate dramatically, and sampling _________________________ results. In ______________________ populations sampling error is eliminated.
Question: How is sampling error eliminated in small populations but not in large
populations? How can gene drift result in dramatic, random fluctuations in allele
frequencies?
Fission/founder effect: This occurs when there is a splitting of a population, or breaking away of a portion of population (___________________________), and a new _______________________ population is formed. The founder population is usually genetically from original population. Examples of this include (get examples from your text):
______________________________________________________________________________
Bottlenecks: This occurs when there is a _____________________________ reduction in the population. Bottlenecks occur for various reasons. Environmental upheaval or _________________________________________ are common causes.
Question: Do you think that bottleneck events were common or uncommon in early
hominin evolution? Would bottleneck events, and gene drift in general, work to change
populations directionally or randomly?
Debates in physical anthropology, and evolutionary studies include looking at which processes of evolution are the biggest movers of evolution. Review the information on natural selection, mutation, gene drift and gene flow and work to determine which processes you think could change allele frequencies in large numbers (our working definition of evolution).
Natural selection- can it change allele frequencies dramatically or to a small degree?
Mutation- can it change allele frequencies dramatically or to a small degree?
Gene flow- can it change allele frequencies dramatically or to a small degree?
Gene drift- can it change allele frequencies dramatically or to a small degree?
Chapter 5- Origin of Species
Evolution ______________________________________________________________
What are the 4 processes that can account for a change in allele frequencies over time?
1.______________________________________ 2. ___________________________________
3. ______________________________________ 4. ___________________________________
Microevolution: small-scale evolutionary change, detectable in __________________ populations
Macroevolution: large-scale evolutionary change, speciation, generally detectable in the _____________________________ record (depends on the reproductive cycle of the organism)
Basic Unit of Evolution: Species-species are by definition reproductively isolated from other species. What prevents inter-breeding between species?_____________________________
_____________________________________________________________________
Speciation can be evidenced by the development of a __________________________________
Speciation occurs when a reproductive isolating mechanism exists. Reproductive isolating mechanisms prevent the breeding and/or production of fertile offspring.
List at least three different types of reproductive isolating mechanisms.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. __________________________________________________________________________
How does speciation occur?
Generally speciation occurs when populations are in different environments. For speciation to occur generally a population within a species must be reproductively isolated with no
_________ ___________ occurring. The elimination of _________ ___________ provides the
opportunity for speciation. Speciation requires that the other processes of evolution, __________,
_____________________________, and _________________________________________ act
on the population. Over enough time this can lead to _____________________________.
Speciation has been found to also occur when species are in the same environment. What example does Park list in your text of species evolving in the same environment?
____________________________________ What reproductive isolating mechanism allowed for
the species to evolve in the same environment? _______________________________________
What else can spur speciation? _____________________________________________________
The Evolution of Life’s Diversity- Our Family Tree
There are ____________________ named species in the world today. It is estimated that there
are some ______________________________ species on earth. Life on earth is incredibly
diverse and plentiful. The fossil record reveals that speciation, adaptive radiation, extinction and
mass extinctions are common. Despite all of the diversity of life forms on earth, all life forms share
the same 4 DNA bases, this leads scientists to assume that life on earth had a ________________
origin.
Adaptive radiation is one process by which life forms on earth have evolved and spread out in
great numbers. Adaptive radiation is the ____________________________________________
_____________________________________________________________________________.
Give at least two examples of adaptive radiation: ______________________________________
Adaptive radiation is fostered in three general situations:
1. When an environment has no similar, ________________________ species.
2. When an ___________________________ event empties the environment of competition.
3. When a new group of species are adaptively ________________________ (as opposed to
specialized) and are able to successfully live in new niches and displace other species.
Species are either specialized in their adaptation or___________________________________.
An example of a species that is specialized is ________________________________. An
example of a species that is generalized is _____________________________________.
Did Darwin’s finches adaptively radiate? ________________________________________
List at least three different adaptations that Darwin’s finches have (related to their survival)
1_________________________, 2_______________________, 3___________________
What event allowed for the adaptive radiation of mammals and therefore primates?
_____________________________________________________________________.
Are Primates specialized or generalized? Are prosimian’s generalized or specialized?
Which group of animals is more generalized; monkeys or promimians?
The Shape of the Family Tree- The Modes of Evolution
Darwinian Gradualism- Darwin thought that populations of organisms change and evolve at a slow, steady pace, pushed by natural selection. Speciation comes about at a slow, steady pace with populations gradually changing over time. Evolution is viewed as a ___________________ with long, graceful branches. However not all species show this slow, gradual change.
Punctuated Equilibrium: developed by Stephen Gould and Niles Eldridge states that species will
remain __________________________ for long periods of time and then a small, isolated, fringe
___________________________will undergo rapid _____________________ brought on by gene
__________________ and natural selection. Punctuated equilibrium shows evolution as a
_________________ with a lot of short, twiggy branches.
What data could be used to determine which model is accurate for life on earth?
What are the key differences in the tree and bush models________________________________
______________________________________________________________________________
Evolution, Creationism and Pseudoscience
Evolution is the central concept in the field of ____________________. Evolution is considered to be a fact, a hypothesis and a __________________in the natural sciences. It has been tested over and over again and while there are many debates in regards to the details of how evolution works there is no debate in science as to the fact or theory of evolution to explain biological change.
Why is a knowledge of science, specifically evolution, important to you as an individual and important to us as a society? Think of at least one example from your reading or lecture.
What is the key difference between science and belief as ways of knowing about the world?
In what ways is creationism (or intelligent design) a pseudoscience ?
According to Park are there two sides to the evolution debate in science?
Park discusses Intelligent Design and points out two big problems with this pseudoscientific idea
1.
2.
The most recent Supreme Court case involving Intelligent Design was in Dover, Pennsylvania. The school board voted to mandate that biology teachers make a statement in class that critiqued Evolutionary Theory and presented Intelligent Design as a viable alternative. Nine parents sued the school district because they were not teaching their children science. The case went all the way to the state Supreme Court and the judge ruled that Intelligent Design was pseudoscience, not science. Judge Jones stated the following; ID is not science, it is religion and it does not belong in science classrooms. His 139 page ruling included the following observations:
1. ID relies on supernatural explanations for natural phenomena, this is not science
2. ID does not rely on testing, testing is essential to scientific knowledge
3. ID relies on the same “contrived dualism” as creation-science, namely suggesting that if they can refute all or part of Evolutionary Theory this means that ID is accurate.
4. ID’s “irreducible complexity” argument is an attempted negative against evolution, not a proof of design.
Question: What is the relationship between the argument from design and intelligent design? Is the argument from design a scientific hypothesis? Why or why not?
Questions: What is comparative anatomy? What does comparative anatomy reveal
about different life forms on earth?
History of Life on Earth- Overview
Geological history is backdrop for life on earth, geological time scale divided into eras of biological and geological activity that stretch over long periods of time, use boundaries to mark periods of devastation or mass extinctions, eras subdivided into periods, w/in periods epochs
|MYA- BP |Geological Era |Periods |Mass Extinctions |Life Forms |
|4,600-2,500- |Archean |Precambrian | |3 BYA geological tumult died down, unicellular |
|(4.6 - 2.5 bya) | | | |organisms everywhere, some photosynthesis, starts |
| | | | |changing atmosphere, adding oxygen |
| |Proterozoic |Precambrian | |1.4-1.9bya find eukaryotic cells, 1.2 bya |
| | | | |multicellular life (red algae-Canada), Siberia 1 bya |
|3000- (3 bya) |Paleozoic |Precambrian | |Prior to 600-700mya record sparse, intense |
| | | | |heat/pressure destroyed most remains |
|550 mya | |Cambrian |545mya mass |Ancestors of all modern animal groups appear + |
| | | |extinction- meteor? |formation of many now extinct species |
|505 | |Ordovician |440mya- mass extinction|Seas- algae, invertebrates, 1st vertebrates (jawless |
| | | | |fishes) |
|435 | |Silurian | |First land organisms, plants (had stems, no leaves, |
| | | | |roots) & animals resembling scorpions |
|410 | |Devonian |370mya most fish, |Age of fishes; invertebrates, fish w/bone, cartilage,|
| | | |invertebrates die off |land mostly barren-scorpions, millipedes, |
| | | | |invertebrates |
|360 | |Carboniferous | |Age of Amphibians: sea animals spending more time on |
| | | | |land |
| | | | |1st 4 limbed animals- mixed adaptations for water & |
| | | | |land-Acanthostega (fin on tail like fish, hips/legs/ |
| | | | |toes, ribcage not strong enough to support internal |
| | | | |organs out of water, but footprints showed brief land|
| | | | |ventures, flat feet to move thru water w/8 toes) |
| | | | |earth- insects, plants flourished on land, huge |
| | | | |ferns, Coal Age (produced coal of today) |
|290 | |Permian |250mya-95% of marine |Mass extinctions- 95% of terrestrial, sea organisms |
| | | |species extinct |reptiles gone- egg laying animals appear- Cotylosaurs|
| | | | |gave rise to dinosaurs, mammals, reptiles, birds |
|240 |Mesozoic |Triassic | |First mammals |
|205 | |Jurassic | |Dinosaurs everywhere |
|138 | |Cretaceous | |Flowering plants spread in diversity, triceratops |
| | | | |flourished (cockroaches of cretaceous) |
|65 |Cenozoic |Paleocene |Tertiary epoch |Extinction of dinosaurs other marine life & mammals |
| | | | |proliferate - diverse hoofed mamals, many marsupials,|
| | | |65mya- mass extinction |egg-laying monotremes (ancestor to platypus), |
| | | |event |placental mammals appear, primate like animals appear|
|54 | |Eocene | |First primates- primitive prosimians |
|38 | |Oligocene | |Anthropoid evolution |
|25 | |Miocene | |Radiation of early apes |
|5 | |Pliocene | |First hominids, first members of genus Homo |
|1.65 | |Pleistocene |Quaternary epoch |Evolution of genus Homo |
|.01 | |Recent | |Humans develop agriculture, industry, explore space |
Stephen Gould perspective: With the appearance of each new type of animal we call it “The Age of Fish, The Age of Dinosaurs” and don’t discuss that many of the previous forms of life in existence continue to exist and often proliferate. For instance “the most salient feature of life has been the stability of its bacterial mode from the beginning of the fossil
record until today and, with little doubt into all future time so long as the earth endures. This is truly the “age of bacteria” as it was in the beginning, is now and ever shall be.” Bacteria occupy a wider domain of environments and span a broader range of biochemistries than any other group. They are adaptable, indestructible, and astoundingly diverse.
Brief History of Life on Earth- For this section you need to know the following:
1. What do we know about the origin of life?
2. Does evolutionary theory explain the origin of life on earth? Why or why not?
3. What is the approximate age of the earth?
4. What is the approximate age of the oldest life on earth?
5. What type of life is the oldest life on earth?
6. When do we first find multi-cellular organisms in the fossil record?
7. What is the significance of sexual reproduction in the evolution of life on earth?
8. What is the Cambrian Explosion?
9. What do we find in the fossil record with fossils from the Cambrian Explosion?
10. When did mammals first evolve?
11. When did primates first evolve?
12. What occurred just before the adaptive radiation of mammals and primates?
13. What are the three themes that Park states are important to remember (chapt. 6 summary)
1. ______________________ are the dominant species on earth, although we are the
_________ kids on the block, and we have not proven ourselves as successful if we use
__________________ as the criterion.
2. The only real ______________ is the _____________ of the universe, everything else
has been rearrangements of what has already existed
3. What is the most humbling thing?
Mammals
Evolved some 220 million years ago from a reptilian ancestor. For most of their history (220 mya ago until 65 mya ago) mammals were small rodent type creatures. Mammals underwent ____________________ ____________________ some 65 million years ago. The adaptive radiation of mammals coincided with the demise of the dinosaurs. Today mammals are an incredibly diverse group of animals from the hog nosed bat (the size of a bumblebee) to the largest mammal, the blue whale (up to 100 feet long).
Thought Question: Why do you think that mammals remained static for so
long (from 220 mya to 65 mya)? What is the relationship between the adaptive
radiation of mammals and the demise of the dinosaurs?
Animals are placed in the mammal class when they share many of the same traits. Mammalian traits include; milk secreting mammary glands, hairy bodies, large braincases relative to body size, internal fertilization, and a constant body temperature. There are three basic types of mammals; monotremes, marsupials and _______________________________. Primates are a _________________________mammal.
o Monotremes: egg-laying mammals (duck billed platypus, spiny anteater)
o Marsupials: pouched animals, embryo finishes development in mothers pouch.
o Placentals: nourish the embryo with a placenta
▪ There are 18 orders of placental mammals: dogs, cats, whales, hippos, primates
▪ Placental mammals are differentiated by dental patterns, specialized limbs, toes, claws, hooves, complexity of nervous system
Primate Order: Primates are a part of the mammal class. Primates originated some 65 mya and underwent adaptive radiation some 55 mya. There are four broad groupings of primates:
o Prosimians: these are the most primitive primates, they originated some 65 mya,
o Monkeys: old world monkeys & new world monkeys
o Apes: lesser or smaller and great apes
o Hominins: humans & human-like ancestors
Thought Question: What do you think was going on with the environment as primates
underwent adaptive radiation?
Physical Anthropology Name_____________________
PBS Series- Great Transformations Video and Lecture Questions
1. What attributes of whales qualify them as a mammal? Can you make a case to classify whales in another taxonomic class?
2. What is unusual about whales in comparison to other mammals?
3. What specific changes have whales undergone transitioning from a terrestrial animal to an aquatic animal? What vestigial structures have whales retained?
4. Where have a large number of whale bones been found? Why is this site unexpected? What knowledge would you need to work to find whale bones from 50mya, 45mya, 40mya?
5. What is a transitional form? How many transitional forms have been identified to date in the evolution of whales?
6. What is a tetrapod?
7. Which scenario is accurate? A) fish became terrestrial and then there was a selection for limbs/legs, B) fish developed limbs/legs and then became terrestrial
8. What is the goal of evolution?
9. What is paleontology?
10. What is the Cambrian explosion? What is found in the fossils of the Cambrian explosion? Do we know if the Cambrian explosion was really an explosion?
11. What does evolution tinker with?
Testing Evolution, Sexual Selection and Hardy Weinberg
Evolution is defined as ___________________________________________________________.
When we see change in a population over time we know that it can be attributed to any or all of the following process ___________________________________, ____________________________,
___________________________________, and/or ____________________________________
Natural selection explains directional or random change in relationship to the environment Natural selection is very powerful and can change allele frequencies dramatically over time. Gene Drift is also a big mover of allele frequencies, albeit randomly. Mutation works to introduce variation and gene flow keeps populations similar, unless it is eliminated.
One thing that puzzled Darwin for quite a bit of time was how to explain the differences between females and males? If we look at the animal kingdom we can see mild to dramatic differences in physical size, traits and features between females and males. After time Darwin developed the concept of sexual selection. Sexual selection is an aspect of natural selection.
Sexual Selection is the selection of mates based on phenotypic (physical) traits. Sexual reproduction acts differently on females and males because the processes of reproduction operate differently in each sex. The strategies and investment in reproductive success is different for males and females (and different depending on the species).
Females have a limited number of large eggs. Females make a huge investment in offspring, both during pregnancy and in raising their offspring to adulthood.
Female Choice: Sexual selection states that Females make Choices in regards to mates. The best strategy for a female is to be choosy mater. They need to select the male with the best genetic material so that they can be reproductively successful. This choice does not have to be conscious or deliberate. Females just need to select the males with the best genes for reproductive success.
Give an example of female choice__________________________________________________
Males have a lot of small, sperm. Males generally make a very brief, limited investment in the production of offspring. In many species males deposit their sperm and move on.
Male Competition: The best strategy for males is to have as many mates as possible. Males often compete with other males for access to females and for the control of females.
Give an example of male competition ________________________________________________
Keep in mind that natural selection explains why one individual survives and passes on their genes to the next generation while another individual dies. Sexual selection explains differences between females and males within a species, and it is an aspect of natural selection.
Questions:
1. When females engage in choice of mates do they know which traits are genetically positive and will increase fitness? If they don’t know how does this work?
2. In Darwin’s time male competition was immediately accepted as valid while female choice was ignored and minimized. Why do you think that was the case? Isn’t science supposed to be objective?
Hardy Weinberg Overview
1. Evolution (definition):
2. Hardy-Weinberg Equilibrium Formula
This formula is a tool researchers use to document evolution. Researchers go into a population, select a trait for study and determine the genotype frequencies for the trait within the population. These “observed genotype frequencies” are then plugged into the Hardy-Weinberg formula (p2 + 2pq + q2=1) and the formula gives the “expected genotype frequencies” for this population under a hypothetical condition of no change. These “expected genotype frequencies” are hypothetical because populations are always being impacted to some degree by at least some of the processes of evolution. A comparison between the “observed” and “expected” genotype frequencies shows if the population is undergoing change (which they almost always are) and allows researchers to speculate as to which processes of evolution are affecting the population.
3. The Hardy Weinburg Equilibrium formula (using the observed genotype frequencies) gives the expected genotype frequencies in a population in a hypothetical condition of no change. Why are these “expected” genotype frequencies of no change said to be hypothetical (analyze this question in relationship to each process of evolution)?
4. Steps to use the Hardy-Weinberg Equilibrium formula
• Determine the OBSERVED GENOTYPES for all individuals (3 options: homozygous dominant, heterozygous, homozygous recessive)
• Calculate the OBSERVED GENOTYPE FREQUENCIES for all individuals (divide the total for each genotype into the total number of individuals in the population for the three genotype frequencies)
• Calculate the total number of dominant alleles and the total number of recessive alleles for the population and then calculate the ALLELE FREQUENCIES for both the dominant and recessive alleles (dividing the total number of each type of allele into the total number of alleles for the population)
• Plug the allele frequencies into the Hardy-Weinberg formula. Use “p” to represent the dominant allele frequency and “q” to represent the recessive allele frequency.
Hardy Weinberg Equilibrium formula: p² + 2(p)(q) + q² = 1
• Your figures must add up to 1, to represent all possibilities.
• The resulting numbers will give you the EXPECTED GENOYPE FREQUENCIES
p² = AA (homozygous dominant) 2 (p)(q) = Aa (heterozygous) q² = aa (homozygous recessive)
• Plug the EXPECTED GENOTYPE FREQUENCIES into your table and compare the expected genotype frequencies with the observed genotype frequencies. Remember the expected genotype frequencies are what you would expect to find if the population was not undergoing any change
5. What can the Hardy Weinberg Equilibrium model tells us? Whether or not change is occurring.
6. We can also speculate for EACH process of evolution. Think what information we need to be able to speculate as to how allele frequencies can change over time (in relationship to each process)?
• Mutation
• Gene Flow
• Gene Drift
• Natural Selection
• Sexual Selection
Hardy Weinburg Overview- It is understand that allele frequencies will remain static in a population unless the processes of evolution cause them to change. In the Hardy Weinberg problems each process of evolution (mutation, gene flow, gene drift, natural selection and sexual selection) is evaluated to determine if it is likely responsible for some or all of the change in allele frequencies in a population. As you work the problems use the notes below to aid you. Keep in mind the following; 1) change in allele frequencies can be caused by several or all of the processes, 2) you are only SPECULATING for each process, 3) only one trait at a time is studied.
Mutation: “random change in the genetic code” it’s spontaneous and occurs at a regular rate. It introduces variation to be selected for or against. Mutations are rare for any given locus. Mutation is always going on but it cannot change allele frequencies more than 1%.
Gene flow “random exchange of alleles between populations. It introduces variation into populations but doesn’t change allele frequencies more than 1%. Gene flow can be stopped with geographic isolation or reproductive isolating mechanisms (or partially by cultural barriers in humans). When you are speculating for gene flow ask “is the population reproductively isolated?”
Gene drift “random fluctuation of alleles from one generation to the next” (think meiosis and punnett squares). Gene drift is always occurring, but it can only lead to big changes in allele frequencies in populations under 100 (sampling error, gamate sampling). In large populations, sampling error is eliminated and there cannot be large changes in allele frequencies. When you are speculating for gene drift the first question to ask is “what size is the population”?
Natural selection “selection based on differential reproductive success” can lead to big change allele frequencies. Selection only occurs for traits that impact reproductive fitness, the environment (niche) is key. Questions should center around the trait, the environment and fitness. Speculate with questions such as; How does the trait impact fitness of the individual in the particular niche of the individual? Is there likely a selection for or against the trait in relationship to the environment and fitness?
Sexual selection “selection of mates based on phenotypic traits” selection is always taking place based on phenotypic differences. There are two aspects to sexual selection. Female choice involves females making a choice of mates based on the traits a male possess. If females make a choice in regards to a trait that is an honest indicator of genetic health than they will be more fit. Male competition involves males competing against each other in relationship to female choice.
As you speculate with sexual selection ask the following questions; How does this trait affect female choice? How does this trait affect male competition? To what degree would this trait affect selection of mates?
Hardy Weinberg Sample problem:
The Nacirema have a population of 98 individuals. They live in a secluded valley that is accessible only to travelers on foot. Visitors must hike for three days through rugged terrain to reach the Nacirema (they are rarely visited by anyone.) The Nacirema subsist by foraging for foods that grow naturally in the environment, hunting for small animals and diving for clams andshrimp (these are high status foods). Physical anthropologist Rosa Rodriguez and her research assistants are the first visitors the Nacirema have had in 3 years. Rosa examines the entire population to determine their genotypes for ear wax. As you recall ear wax comes in two forms, wet, brown, sticky and dry, gray and brittle, the dry ear wax is inherited as a recessive. Ear wax was chosen as a trait for study because the Nacirema really do not like the wet, sticky variety and they want to know what is going on with their population. The Nacirema find the wet, sticky earwax gross and it is hard to keep their kids ears clean. Rosa finds 27 individuals with dry ear wax and 36 individuals who are heterozygous for the trait and 35 individuals who are homozygous dominant.
|geno- |number of individuals |observed genotype |expected genotype |total number of |total number of |
|type | |frequencies |frequencies |dominant alleles |recessive alleles |
|EE | | | | | |
|Ee | | | | | |
|ee | | | | | |
| | | | | | |
Total number of alleles=
p = frequency of dominant alleles p =
q = frequency of recessive alleles q =
Expected genotype frequencies: p² + 2(p)(q) + q² = 1
Is change occurring in this population?
What can we speculate as to what is happening in this population. For EACH process of evolution SPECULATE as to whether or not the process can be responsible for some or all of the change in allele frequencies in the population
Mutation
Gene Flow
Gene Drift
Natural Selection
Sexual Selection
Tables for Hardy Weinberg Sample Problems
|geno- |# of individuals |observed genotype |expected genotype |total # number of |total # of Recessive|
|type | |frequencies |frequencies |Dominant alleles |alleles |
| | | | | | |
| | | | | | |
| | | | | | |
| | |1.00 |1.00 | | |
Total number of alleles=
p = frequency of dominant alleles p =
q = frequency of recessive alleles q =
Expected genotype frequencies: p² + 2(p)(q) + q² = 1
Is change occurring in this population?
For each process speculate “can this process be responsible for some or all of the change in allele frequencies?” (List each process and speculate for each individually)
|geno- |# of individuals |observed genotype |expected genotype |total # number of |total # of Recessive|
|type | |frequencies |frequencies |Dominant alleles |alleles |
| | | | | | |
| | | | | | |
| | | | | | |
| | |1.00 |1.00 | | |
Total number of alleles=
p = frequency of dominant alleles p =
q = frequency of recessive alleles q =
Expected genotype frequencies: p² + 2(p)(q) + q² = 1
Is change occurring in this population?
For each process speculate “can this process be responsible for some or all of the change in allele frequencies?” (List each process and speculate for each individually)
Tables for Hardy Weinberg Sample Problems
|geno- |# of individuals |observed genotype |expected genotype |total # number of |total # of Recessive|
|type | |frequencies |frequencies |Dominant alleles |alleles |
| | | | | | |
| | | | | | |
| | | | | | |
| | |1.00 |1.00 | | |
Total number of alleles=
p = frequency of dominant alleles p =
q = frequency of recessive alleles q =
Expected genotype frequencies: p² + 2(p)(q) + q² = 1
Is change occurring in this population?
For each process speculate “can this process be responsible for some or all of the change in allele frequencies?” (List each process and speculate for each individually)
|geno- |# of individuals |observed genotype |expected genotype |total # number of |total # of Recessive|
|type | |frequencies |frequencies |Dominant alleles |alleles |
| | | | | | |
| | | | | | |
| | | | | | |
| | |1.00 |1.00 | | |
Total number of alleles=
p = frequency of dominant alleles p =
q = frequency of recessive alleles q =
Expected genotype frequencies: p² + 2(p)(q) + q² = 1
Is change occurring in this population?
For each process speculate “can this process be responsible for some or all of the change in allele frequencies?” (List each process and speculate for each individually)
Taxonomic Categorization
Anthropology is the holistic study of humans. A holistic study of humans includes using the comparative approach. To compare and contrast the human primate with ________ ____________primates.
Humans- Unique in kind or Different by degree? One overriding question for this section is to what degree and in what aspects are humans unique in kind or just different by degree in comparison to other primates. This question can be looked at in a variety of ways. We can compare and contrast primates physically, genetically, socially, and behaviorally.
Physically: Non-human primates are physically similar to the human primate in many ways. This is why monkeys and apes are used in medical research. In your text Park looks at different aspects of primates; the___________________, movement, reproduction, intelligence and behavior patterns. Read this section and note the similarities and differences between primates.
Keep in mind the 5 broad categories of primates as you read through this section: prosimians, ________________________________, old world monkeys, smaller apes, and the ____________ ________________.
Why do we classify primates into 5 broad groups?
What criteria is used to physically categorize primates?
Genetically: Comparisons between chimps and humans reveals that upwards of _____________ of our genetic code is identical. In fact we are more similar genetically to chimps than chimps are to gorillas. A mutation that occurred some 2 mya has been found in humans. This mutation regulates jaw size which affected the space available in the cranium and is also seen as being related language. Some see this one mutation as being responsible for the subsequent differences between humans and chimpanzees and bonobo’s.
How similar or different are humans to chimpanzees and bonobos?
What is the significance of the genetic relatedness of humans and chimps and
bonobo’s?
Socially: Primates are ______________________animals. This means that we live and operate in social groups. As we cover primates you will find many similarities between us and other primates. We recognize individuals, and have ________________________ hierarchies that we constantly negotiate. Read your text and Annual Edition articles to gain further insights into primate social behaviors.
In what ways are humans and nonhuman primates similar or different socially?
Behaviorally: As we engage in the study of non-human primates we will see how certain physical features as well as different environments affect the behaviors of primates. Primates have different features that affect reproductive patterns and mate selection and mating behaviors. How intelligent are other primates? All of the great apes have been taught to use computers and sign language to communicate. Researchers believe that the great apes have a sense of self that other primates don’t have.
Class lecture- What is theory of mind?
Taxonomic Classifications
“People impose order on their social universe by classifying it…but how we classify is not based on nature, but is a construction of our social minds” Jonathan Marks
The human brain is clearly a classification device par excellence. We constantly work to classify the world around us, both consciously and/or unconsciously? The culture that we are raised in tells us what to focus on in regards to categorization.
Jonathan Marks, a physical anthropologist, puts forth three important things to consider as we go over taxonomic classifications. One, he notes that we make sense of our place in the universe by the ways in which we classify it. Two, our classifications are not necessarily derived from nature. And lastly, he notes that even when we use nature as a basis, our classifications encode cultural information. Classifications are ideally said to be objective or subjective? Are human classifications scientifically and objectively based or subjective and cultural based (including social, economic, and political influences)?
There are two major scientific classification system used today. Traditional _____________ taxonomic classification and _________________________.
Traditional Linnaean Taxonomic system: This system categorizes life forms based on present day _____________________ and differences, the adaptation of the organism to its environment (niche), and it gives us “relative” evolutionary relationships.
Cladistics: This classification system looks at how long ago a species shared a common ancestor with another species, it gives us evolutionary relationships utilizing ____________ derived traits and genetic comparison. Shared derived traits are those traits that two or more groups of organisms. A phenotypic feature that is not found in other groups is used to look at evolutionary relationships. The trait selected must be shared between the two groups and it is assumed the feature is inherited from a shared ancestry. _____________________ comparison, using DNA is used as well to determine evolutionary relationships.
Taxonomic Classifications are Problematic: The two different systems lead to different classifications (cladistics is preferred in anthropology). Genetic analysis still a new field and cultural, and political issues often confuse classifications. Lastly there are those who emphasize similarities, the ____________________, and those who emphasize differences, the _________________.
Primates: In this section we will be comparing and contrasting nonhuman primates physically and socially with each other and with the human primate. For the primate section you will need to know the five major groupings of nonhuman primates (listed below) and the key differences between them. You will also need to know key features of all of the great apes.
1. Prosimians are the most primitive and most specialized or generalized of the primates? The are very marginalized today, living mostly in Madagascar. Physically prosimians are the most different from the other primates. They have a wet ___________________, are often nocturnal, have a ________________ on one digit, and have __________________glands. Prosimians include lemurs and lorises.
Question: Why is there a taxonomic debate over the classification of tarsiers?
What are the key points in the debate over the classification of tarsiers?
2. New World Monkeys (NWM): NWM’s reside in (geographic area) ______________________ The environment that they live in is mostly ____________________________________________.
NWM have _________________________ tails, they have little to no sexual _________________ and females do not show _________________________________. Their dental formula is
2-1-3-3 (incisors, canine, pre-molars, molars),
Question: What traits of new world monkeys likely impact their behaviors? What
are the similarities and differences between NWM and OWMs?
3. Old World Monkeys (OWM): OWM’s reside in (geographic area) ___________________
OWM are both arboreal and ________________________________. The diverse environments that they live in include____________________________________________________________ They have more behavioral ____________________________, than the NWM’s. They are sexually ________________, and females show ____________________.
Dental Formula: 2-1-2-3 (same dental formula as both apes and humans).
Question: What traits are similar and what traits are different between NWM and
OWM’s? What do you think explains the wider behavioral diversity of OWM
versus NWM?
4. Lesser or Smaller Apes include gibbons, and siamongs, Smaller apes have a smaller body and brain size than the Great Apes. Smaller apes reside in Southeastern Asia. They are primarily fruit eaters. Their mode of locomotion includes brachiating. Their typical social groups structure is one female, one male and their sub-adult offspring, and they work together to defend their territory.
Question: Why are the smaller apes classified as apes and not as monkeys? What are he differences between monkeys and apes (behaviorally and physically)?
5. Great Apes- the four groups below comprise the great apes
Orangutans: geographic location ___________________________. They primarily move about and live in the ____________ and they are sexually ______________, Males are on average twice the size of females (males some 200lbs, females 100lbs), their social group structure is very unusual for a primate they are primarily _____________________. Their diet is primarily ______________________.
Question: Why do you think Orangutan’s are solitary? Why do you think they
reside in the trees (instead of on the ground)?
Gorillas: geographic location___________________and environment ___________________. They are sexually _________________, males are on average twice the size of females (males some 400lbs, females 200lbs). They primarily eat ______________________________________,
Their mode of locomotion is ______________________________________. They generally live in groups of 10-15 individuals with one-male (silverback), multiple females, and their sub-adult offspring. Behaviorally they are __________________________________ (contrary to popular stereotypes).
Question: Why do you think the behaviors of gorilla’s have been so
misrepresented in the movies? Have you ever heard of Koko the Gorilla? Google
her and learn about Koko and the kitten.
Chimpanzee’s: geographic location is equatorial Africa, they have mild _____________________ dimorphism, their form of locomotion is _______________________________________________
Their diet is varied and includes _____________________________________________________
Chimpanzees will hunt for ___________________________, especially during the dry season. Their social groups are large fission/fussion communities of 50+ individuals, made up of adult males and adult females and offspring. Bonded __________________ form the core of the community. Females show ____________________. Chimpanzees have been observed using a variety of tools including __________________________________________________________.
Question: Do you think it is right to use chimpanzee’s in movies, circus acts and
in commercials? Would a chimpanzee make a good pet?
Bonobo’s: geographic area is south Zaire, they are physically leaner than chimps. Bonobo’s live and operate more in the ____________ than chimps. They also walk ______________ more often than chimps. Their diet is similar to chimps except that they don’t ________________ or eat ______________ to any great degree. Like chimps they live in large fission/fussion communities of 50+ individuals, made up of adult males and adult females and offspring. Bonded _________________ form the core of their group. Females show almost continuous _____________________ and bonobos use G-G rubbing and _______________as a means of negotiating relationships and to reduce group tensions.
Question: What are the key differences between chimps and bonobo’s? Why do
you think bonobo’s have such different behaviors? Are humans behaviors more
akin to chimps or bonobo’s?
Primate Studies: there are two major “theoretical” orientations or hypotheses used to explain and analyze primate behavior.
What is the difference between a hypothesis and a theory?
Socioecology looks at the relationship between the environment and__________________. It is understood that animals interact with their environment and it impacts their behavior. The “environment” includes quantity and ________________of food, predators, seasonal variation, etc. ___________________species differences (differences within species) can be explained in relationship to the environment.
Why do you think that orangutans are solitary? Why do you think that
orangutans, which get quite large, are largely arboreal?
Sociobiology states that _______________________selects not only for physical traits but also for behavioral traits. Sociobiologists state that different behavioral traits have been selected for in males and females because they have different strategies for reproductive fitness.
Reproductive Strategies for Females Reproductive Strategies for Males
Critiques of Sociobiology include;
The difficulty of showing increased reproductive fitness for specific ________________________
The difficulty of formulating an operational definition for a ____________________ to test for differential reproductive success. The difficulty of associating specific genes with a specific behavior. And, lastly, a key feature of primates is the role of learning. The idea that primate behaviors are biologically as opposed to environmentally (or learning) based is very difficult to test for and show.
Park discusses inclusive ________________and altruism in his section on primate behaviors. It is proposed that sociobiology can explain altruistic acts among primates. This focuses on behaviors as being biologically based and being driven (albeit at the unconscious level) by reproductive success.
Can you think of alternative explanations for altruistic acts than inclusive fitness?
Can you think of any way to account for altruism between individuals who are not
genetically related?
Sociobiology applied to humans is called Evolutionary Psychology and it is highly controversial. Evolutionary Psychology posits that females and males have different basic __________________ traits that are biologically based. Evolutionary psychologists come down on the ____________ side of the nature/nurture debate. They state that a basic template for human behaviors, with different behaviors for females and males, was set once we evolved as a species.
What is testable in regards to genes and behaviors? What type of data can be
used to look at the relationship between genes and behaviors? Can we use other species
to look at this question in humans? Can we use observation in both the wild and in zoos?
Kuhn found the following in his studies of science over time
Traditional view of science: Kuhn noted that most scientists think that the “_____________” is out there just waiting to be discerned. Scientists conduct observations, gather data, formulate hypotheses, and when new understandings are found they are adopted and older understandings are replaced. Science is thought to be conducted in an objective, linear manner.
Kuhn’s observations: Kuhn found that within science there are always ________________ that influence scientists (as they influence all of us everyday). Paradigms are the way in which we view the _______________ and they influence our observations and our interpretations. Paradigms are akin to culture in this way. He stated that paradigms always influence scientists and that most scientists conduct what he called “__________________” science. Normal science involves conducting research and experiments within the context of the dominant ____________________. Kuhn said that when new understandings are put forth they usually come from ________________________. He stated that these new understandings are not easily adopted and it is often more like a revolution than an easy transition.
The Myth of _____________________ has come to light as a result of the work of philosophers of science like Kuhn. The myth of objectivity refers to the fact that even though scientists are trained to be objective in their work, no human being is capable of being completely objective. We are all impacted by the culture that we are a raised in. All of the following factors influence our interpretations; our gender, our socioeconomic class, our nationality, the timeframe that we live, our previous training and education, etc.
Primatology allows anthropologists to compare and contrast non-human primates with the human primate. We can utilize an understanding of homologies and analogies in our studies. Homologies and analogies can be based on physical traits and behavioral traits.
Homology __________________________________________________________________
Give an example of a homology:_________________________________________________
Analogy ____________________________________________________________________
Give an example of an analogy:__________________________________________________
When comparing non-human primates with human primates primatologists will look at physical traits, social behaviors, and adaptations to the environment (both physical and behavioral adaptations). What species or group of primates would it make the most sense to contrast with humans?
The New Chimpanzees- Video Questions
1. Nonhuman primates are studied in part to gain insight into our hominin past. What can these studies tell us about early hominin’s? About their day to day lives, getting food, social group structure and interactions? From your readings, class lecture and video look at the activities below and consider which species engage in the behaviors listed below. What is the significance as to who engages in these behaviors? Analyze; chimps, bononbos, and humans.
Hunting
Meat eating
Food sharing
Tool making and tool use
2. Culture is learned behavior. Do Chimpanzee behaviors arise as the result of culture (their environment) or nature (their genes)? What data could you use to analyze this question?
3. What is the function of dominance displays in the Chimpanzee groups? Do dominance displays always involve violence? Are dominant hierarchies static or do they fluctuate?
4. What are the intra-species differences between the Gombe and Tai chimps in regards to; hunting strategies and success, food sharing, and tool making and use. What theoretical orientation would account for these differences?
Gombi chimps Tai Chimps
5. State at least two significant differences between chimps and bonobos?
6. Did the film anthromorphize the primates? What are the critiques of anthromorphizing in primatology studies? Do you agree or disagree with the critiques?
7. Did the video imply that humans are different in kind from Chimpanzees or different by degree? What data was used? What is your opinion?
Studying the past- Before we start on the hominin fossil record it helps to have some knowledge as to what we can learn about the past and how we can learn it.
Osteology:
Paleopathology:
How do we sex a skeleton? What data can be used? How reliable is the data?
How do we age a skeleton? What data can be used? How reliable is the data?
What can we learn about the health and life of an individual from skeletal remains? What can we know about trephination?
Read pgs 384-390 on forensic anthropology. What can we learn about the life and death of Otzi through scientific methods?
1. How was Otzi’s body preserved for us to examine in the present day?
2. How old was Otzi when he died? What methods of dating were used to determine this?
3. What timeframe did Otzi live in? What methods of dating were used to determine this?
4. What does Otzi’s mummified remains tell us about his life and lifestyle (his teeth, body, etc.)?
Dating Techniques
1. What is the difference between a relative dating technique and an absolute dating technique?
2. How are relative dating techniques used to determine the relative age of a fossil?
3. What type of absolute dating technique would be used to date a Neandertal find from 30,000 years ago?
4. What type of dating technique would be used to date volcanic rock 2mya? Would this technique be useful on a Homo erectus fossil?
Fossilization
5. Under what conditions do organisms fossilize? What conditions allowed Otzi to be fossilized? List at least two other ways in which an organism is likely to be fossilized:
6. Are fossils common or rare? Why?
7. What is taphonomy?
8. How did taphonomic analysis change early understandings in South Africa in regards to early hominins, hunting, and caves?
9. What is the molecular time clock and how is it used?
10, At one time it was thought that humans and apes shared a common ancestor some 12-15mya. This was based on the ________________ differences between humans and apes as well as a 12 million year old fossil. Analysis of the molecular time clock today reveals that humans and apes shared a common ancestor some _________________ mya.
11. Park states that the most important thing to ask is; 1) ________________ genes differ between humans and chimps, 2) _________________ much these genes differ, and ___________ those genes do.
Chapter 10 -Origin and Evolution of Primates
The primate fossil record spans a long time frame and it is quite convoluted. I want you to have a broad understanding of primate evolution. It is important to know what type of data is used to analyze our primate past, to have a general understanding of the major transitions in primate history and timing.
Questions: What does the genetic data reveal in regards to the timeframe for the origin of primates? What does the fossil data reveal in regards to the timeframe for the origin of primates? Where are these fossils found? What traits are used to identify a primate in the fossil record some 55 mya?
The origin of anthropoids (monkeys, apes and humans- prosimians had already separated out) included the following changes;
1) a _________________ lifestyle as opposed to a nocturnal lifestyle,
2) less leaping and more ______________________ through the trees on all fours,
3) a more _____________________ diet with less emphasis on insects.
There are two hypothesis as to the origin of New World Monkeys. The first idea is that prosimians migrated into _______________________________________ from _______________________. New world monkeys evolved from prosmians over time (with similar evolutionary pressures leading to similar adaptations in new world and old world monkeys). The second hypotheses is that old world monkeys __________________________ or island hopped from Africa to South America when the two hemispheres were closer together.
Which hypothesis is favored at this time and what is the data and reasoning used?
Which primates are specialized and which primates are generalized? How has this
affected their survivability?
Why are the first apes in the fossil record called the dental apes?
What is the biggest and most famous primate in the fossil record? What myth may possibly be associated with this primate? What timeframe did this famous ape live in?
Hominin Fossil Record: Where do we come from? What are we? Where are we going?
These were the questions asked by Paul Gauguin in his famous painting of the same name. Anthropologists use the four fields in anthropology (cultural, linguistic, archeology, physical) to answer these questions. All four of these fields are critical to gaining a holistic understanding of our past, present and potential future.
“Human beings seem quite incapable of speaking about themselves & their history without becoming emotional in one way or another” Ernest Mayr
“There are no final words. Human origins will always be enigmatic.” Donald Johanson
Hominin Fossil Record: What is a Hominin?
Hominin: ______________________________________________________________________
Bipedalism is the key, initial criteria used to determine if a fossil is a hominin versus an ape ancestor. What are the means by which we can determine if a fossil species was a biped or a quadroped? Differences in the skull ______________________________________, the pelvis _________________________, the knee _______________________________________
the big toe________________________________, and the limbs______________________.
What are the key differences between ape and hominin dental features?_________________
______________________________________________________________________________
Key questions and issues for this section:
What is the oldest hominin? Where and in what type of environment did the oldest hominin(s) evolve? What criteria is used to determine the oldest hominin?
What were the lives of hominins like? What was their likely social group, mating patterns, cognitive abilities, subsistence strategies? What type of data and reasoning is used to answer these questions?
What led to the selection for bipedalism? Think in terms of the environment, and the processes of evolution.
What factors led to the multiple hominin speciations and extinctions?
What factors selected for bigger brains and what were the consequences of bigger brains?
When and where did Homo sapiens originate?
What are the key differences, physically and behaviorally of the different Homo species?
What was going on with the environment during the evolution of hominins? What is the significance of the Great Rift Valley? Of the Pleistocene?
Key factors to keep in mind include; how do the processes of evolution work to change populations over time, what is the role of the environment, and what role did competitive exclusion play in the multiple speciations and extinctions of hominins?
Keep in mind that paradigms filter interpretations
Know about the early debate as to what first defined a hominin-
big _____________________, tools, _____________________ or small teeth
What biases affected the interpretation of Piltdown Man?
What biases affected the interpretation of the Taung Baby?
All of the following biases have affected interpretations of the hominin fossil record over time;
personal biases (vested interest of individual scientists), theoretical biases, nationalism, gender biases, and the over-riding bias of humans being seen as unique compared to other animals and primates.
Why was bipedalism selected for?
It is assumed that bipedalism was ___________________________for because it has affected many parts of the body and these changes occurred over millions of years. A selection for bipedalism would mean that being a dedicated biped increased the ______________________ success of individuals. To answer this question what type of information would you need to evaluate? (hint- review your notes on natural selection)
Your text has seven models to explain the selection for Bipedalism:
Carrying model- what would they have carried?
Vigilance model- does this model work to explain bipedalism or upright posture?
Heat dissipation model- how would bipedalism have helped in this model?
Energy efficiency model- what is the criticism of this model in regards to initial selection?
Foraging/harvesting model- how would this model have led to the selection of bipedalism?
Display model- how would this model have led to the selection of bipedalism?
Walking in trees- how would this model have led to the selection of bipedalism?
Can only one of these models be used to explain bipedalism?
Hominin Fossil Record- The species/genus underlined are those that you need to know.
Australopithecus: genus with multiple species, 4.2-2.3 mya, East & South Africa, “bipedal apes”
Genus description: ______________________________________________________________
1. How refined was the bipedalism of Australopithecus? Was Australopithecus likely
solely terrestrial or were they likely still partially arboreal?
2. They had reduced canines, increased manual dexterity, and were sexually dimorphic
what type of mating patterns did they likely engage in and what was their social group
formation like? Was their lifestyle likely similar to chimps and/or bonobos?
3. Were they the predator or the prey in their environment?
4. What is the oldest agreed upon hominin ancestor?
A. anamensis: 4.2-3.9 mya, Kenya, (East Africa) forest/woodland environment, 21 individuals
A. afarensis: 4-3 mya, Ethiopia, “Lucy,” 3’5”-5ft. 65-100lbs., 440cc average brain size, some adaptations for arboreal lifestyle, long arms, short legs, prognathus face, sexually dimorphic, 300+ specimens.
A. africanus: 3-2.3mya, South Africa, few differences from afarensis, 1st find 1925.
A. garhi: found 1999, Ethipia (East Africa), 5 individuals. Key points: garhi found with animal remains subject to stone scrape marks and bones crushed to get marrow, it was very surprising to find stone tool use in a small brained Australopithecus. These finds are still under investigation.
A. bahrelghazalia: found 1995, Chad (North Africa), find initially subject to much debate because of age and location, unusual to find Australopithecus in northern Africa. This find now has more validity with the recent find of Sahelanthropus tchadensis in Northern Africa.
A. sediba: unveiled April 2010. Found South Africa, dated at 1.95 million to 1.78 million years. Two partial skeletons were found, a young male child and an adult female along with some 130+ fragments of fossils. This find is still being subjected to speculation and analysis.
Paranthropus: genus with multiple species (about half the textbooks put the Paranthropus species under the Australopithecus genus designation) 2.8-1mya, East & South Africa,
Genus description ______________________________________________________________
“Robusticity” is in molars, chewing muscles, otherwise similar to “gracile” hominids in overall physical size. Species: aethiopithecus, boisei, robustus.
1. Paranthropus overlaps with Australopithecus and early Homo, what allowed it to “out
compete” the Australopithecus?
2. Why did Paranthropus likely become extinct with the arrival of early Homo?
3. Are the differences in teeth and chewing muscles enough to put these species in a
different genus from Australopithecus? Should all of the Paranthropus species be included
in the Australopithecus genus? What is the basis of this debate?
4. From the neck down what is the difference between Australopithecus and Paranthropus? Between the Australopithecines, Paranthropus and Homo habilis?
Homo:
Genus description ______________________________________________________________
Homo trends toward larger brains, meat in diet, reduction of face & molars, making and using of stone tools.
“Early Homo” 2.3 –1.5 mya, East & South Africa (with some question about recent finds in the Republic of Georgia- debate as to whether or not these finds are early or middle Homo)
Homo habilis & Homo rudolfensis: features include less prognathus facial features, bit less sloping forehead, no sagittal crest, brain size 680 avg. (500-800). Body similar to Australopithecus, still longer arms & shorter legs (4-5 feet, 70-115 lbs.). Oldewan Tool Tradition/Pebble Tools.
1. Why is Homo habilis included in the genus Homo? Is there a debate over this?
2. How did Homo use their stone tools? What stone tools are associated with them?
3. Did H. habilis process meat at home bases or did they utilize stone caches?
4. What is the difference between Australopithecus, Paranthropus and early Homo?
Middle Homo: 1.8-100,000 (27,000?), Africa, Southeast Asia, China, Europe
Homo eragaster (generally seen as the “African” erectus) & Homo erectus. Features of middle Homo include bigger brains, more complex behaviors, more complex stone tools, and living in a variety of environments. Skull: heavy brow ridges, some prognathism, thick cranium, little forehead development, wide cranium base. Brain size: 980 avg (800-1250). Body: modern looking neck-down, modern gait, hairless?, 5-6 ft., 100lbs+. Auchulian Tools: flaked entire stone, controlled shape of core.
1. Why did erectus leave Africa and what behavioral and/or physical features allowed them to be able to leave?
2. What is the debate over the Dmanisi finds? The finds in Indonesia (Java)?
3. When were hominids able to make and use fire? What data is used to analyze this question? What are the benefits of fire?
4. When did infants become so helpless and how did this likely affect the social group structure of these hominins?
5. What are some of the pros and cons involved in the selection for larger brains?
Archaic Homo sapiens : This section involves ongoing contested taxonomic classifications. As we get more recent in time there are increasing numbers of fossil finds and the fossils are found more widely distributed over the world (on three different continents). One debate is whether or not some or all of these species should be labeled as different species or as subspecies to our species (Homo sapiens).
Homo antecessor: Spain, 780,000-300,000 found with primitive tools 1mya,hunters? Cannibals?
Homo heidlbergensis: China, England, Africa, India; 500,000-100,000, more vertical foreheads, 1300cc avg. brain size, Levallois Tool Tradition: “prepared core” careful preparation of core to produce desired flake shape, more specialized purpose tools.
Homo neanderthalensis (Neandertals): 225,000-36,000 Europe, Croatia, Iraq, Israel (275+ individuals), Skull: sloped forehead, back of skull broad, large discontinuous brow ridges, large face, slightly prognathus, receding chin, large sinus cavities, Brain size: 1480 avg. (1200-1740), Body: robust, stocky, muscular, 5’3”-5’6”, Mousterian Tool: elaboration of Levallois, careful retouching of flakes, up to 63 tool types (Butchering, wood-working, some bone/ antler carving, cut animal hides, Haft stone points for spears).
Key questions/ points:
1. Neandertals are a “cold-adapted” species, did they interbreed with early modern Homo
sapiens (what is the data and reasoning used in this debate)?
2. Did neandertals likely have modern language? What is the data and reasoning used in
this debate?
3. What is the data and reasoning used in the debate over how similar or different
neandertals were in their; behavior, cognitive abilities, etc. from early modern Homo
sapiens? Specifically address; big game hunting, care for the elderly/ill, burial of the dead,
and language.
“Homo” floresiensis: 95,000-12,000, Island of Flores, Indonesia. Remains of several individuals found Oct. 2004 with additional fossils found Oct. 2005. These hominins are small, 3 feet tall, with small ape sized brains and were found with sophisticated tools. Nicknamed The Hobbits they have left scientists with more questions than answers. Key questions include:
1. What can we make of these finds? Are they Australopithecines or Homo erectus that
made their way out of Africa and developed sophisticated stone tools and hunting abilities?
2. What happens to animals on islands (reference small rodents and large mammals)?
Why is it such a surprise that island evolution pressures affected hominins?
3. How can we explain sophisticated tools and hunting behaviors from small brained,
miniature hominins?
Anatomically modern Homo sapiens/ Upper Paleolithic peoples:
Africa 200,000 (oldest sites- possibly up to 300,000 yrs ago), Europe, Asia, Australia (40k-80k), Americas (17k-30k), Skull: flat/small face, small teeth, no heavy brow ridges, globular skull, vertical forehead. Body: slender, taller, not as robust. Not visibly different from modern humans today.
Upper Paleolithic Revolution: At about 30k the fossil record seems to reveal an explosion of; sophisticated, highly differentiated tools, tools that are works of art, the use of bone, antler and ivory, sophisticated hunting strategies (bow and arrow, net hunting, running game off cliffs), artwork (cave art and figurines), burials with artifacts, musical instruments, personal adornment art, etc.
Key points and questions:
1. Was this truly a sudden, cultural transformation? We do find cave art and sophisticated
tools in earlier times. As new finds come forth will we start seeing a gradual transition
instead of an “explosion?”
2. Why did humans start engaging in these symbolic behaviors at this time? Was there a
change in the brains of these hominids (a mutation that changed their cognitive abilities)?
3. What is the meaning of the cave art and the figurines that they made?
4. Why is most of the discussion centered in Europe in regards to cave art and art in
general.
Homo Sapiens idaltu: found June 2003, dated at 160,000 (previously oldest fossils were 200,000), three skulls (two adults, 1 child), living close to freshwater lake in Ethiopia, butchered remains of hippopotamuses, fish remains, and 640 stone tools found, skulls subject to de-fleshing, mortuary purposes? Cannibalism?
The following species/genus are undergoing ongoing analysis and debate as to their place in the fossil record. You do not have to know the species or genus names listed here, but you DO need to know that there are earlier fossil finds and know in general the debates surrounding them.
Ardipithecus ramidus: 4.4 mya, Ethiopia (East Africa), bipedal, “ape-like facial features,” foramen magnum and arm bone shows bipedalism. Found in a forest/ woodland environment. Remains of some 50+ individuals found. Park states there is a lot of dispute in regards to this genus in the hominin fossil record, I disagree with him. My review of other texts and other physical anthropologists show that Ardipithecus is seen as the oldest definitive hominin. I have not required that you know this genus because it would conflict with your text. The finds and classification of
Ardipithecus ramidus kadabba, found 2001 Ethiopia, dated 5.2-5.8mya is more controversial. In part because the finds are very limited and in part because of the subspecies designation.
Sahelanthropus tchadensis “Toumai”: found 2002 in Chad (North, Central Africa), dated 6-7 mya, nearly complete cranium, which has both “chimp-like” and “human-like” features. Some see Toumai as an early ape, others as an early hominid.
1. Do Toumai’s fossil remains reveal a skeletal anatomy for quadropedalism or
bipedalism?
2. The location and age of Toumai has been quite shocking to some because it implies
that hominids may have evolved in two locations and hominin’s may have evolved later
than previously thought.
3. What does the debate over Sahelanthropus tchadensis reveal about the nature of
science?
Orrorin tugenesis: (“original man”) found 2001 in Ethiopia (East Africa) dated 6-7 mya, some 12 bones including teeth, jaw, arm and femur bones were found.
Key questions/points:
1. Do fossil remains for Orrorin tugenesis reveal a skeletal anatomy for bipedalism or
quadropedalism ?
Kenyathropus platyops: announced find 2001, in Kenya (Eastern Africa), dated 3.5 mya. Features include; fairly modern face, a “flat face”, small molars, near vertical cheekbones (all features associated with later hominids).
1. Is K. platyops a more direct ancestor to the genus Homo than Australopithecus?
2. Do the morphological features of K. platyops warrant a new genus designation?
[pic]
Video Questions- In Search of Human Origins – Part Two
1. Donald Johanson discusses the various paradigms that have influenced our interpretations of the hominin fossil record. What are the three main paradigms that have been used to understand early hominins? What data and reasoning has been used in each of these paradigms?
Man the _______________ Ape: Data, reasoning and context:
Man the __________________ Hunter: Data, reasoning and context:
Man the Efficient ____________________: Data, reasoning and context:
2. What is the importance of our paradigms about Homo sapiens past? What is the significance of our ideas as to the nature of humans? Is this an issue of merely academic curiosity or does it have practical implications?
3. What is taphonomy and how did taphonomic analysis change our views of early hominins lives and behaviors?
4. What is the Great Rift Valley?
5. What is the goal of the study of early hominin fossils? What other data, besides fossils, is used to pursue this goal?
6. What is Olduvai Gorge? What tool technology is named after this site?
7. What has been found at Olduvai Gorge and how are these finds analyzed?
8. Based on the description what genus do you think they are describing when the video talks about Zijanthropus? (the name Zinjanthropus is not used as any longer)
Chapter 12 The Debate over Modern Human Origins
1. What data is used in regards to the debate over modern human origins?
2. The African Replacement Model (AR) states that humans are a relatively _______________
species, some ___________________________ years old. It states that modern humans arose
from a population in ______________________ and ______________________ other hominin
populations. What does Park state is required for this hypothesis to be validated?
3. The Multiregional Evolution Model (MRE) states that humans are an __________________
species, some _____________________________ years old. It states that humans evolved in
Africa, and left as _____________ __________________ some ___________ years ago and that
there was enough gene flow for all populations to remain one species, albeit with variable
phenotypic traits. What does Park state is required for this hypothesis to be validated?
4. What does the fossil and archeological record tell us about these two hypotheses?
5. What are the three types of genetic data used to test the above hypotheses?
____________________________, _________________________, _______________________
6. What does mitochondrial DNA (mtDNA) trace?
7. What does the Y chromosome trace?
8. What does DNA trace?
9. What have the studies of neandertal DNA revealed in regards to the likelihood of their inter-breeding with early modern Homo sapiens?
10. In regards to evolutionary theory what are Christopher Stringer’s criticisms of the MRE model of the origin of modern Homo sapiens?
11. What is Park’s conclusion in regards to this debate? What data is used?
Chapter 13 - Evolution and Adaptation in Human Populations
The four processes of evolution have impacted Homo sapiens in selective ways, through ________
_____________________ and randomly through _____________________, ________ ________,
and ___________ _______________.
Examples of selection and human variation include;
Skin color. _____________________ is responsible for the variation present in humans but
______________ ___________________ is seen as responsible for the variation in H. sapiens
over time. In equatorial regions, in which there is a great of UV radiation, humans historically had
very _____________ skin. Dark skin is adaptive in environments with a great deal of ______
________________________ because it confers protection against UV radiation. It is likely that the first Homo sapien populations were dark skinned. It is speculated that dark skin protected against sun poisoning and possibly folate deficiency (which would affect reproductive success). Lighter skin color is speculated to have been selected for as humans moved into ______________
regions with less _______ _______________________. Vitamin D can be synthesized in humans
when it is activated by UV radiation. When humans moved into more ________________ regions,
with dark skin they may have had lowered reproductive ______________ due rickets (a condition
that is brought about by Vitamin D deficiency). Individuals who were lighter skinned would have
been ______________________ for if they were more ___________________________ fit.
Questions: What role would gene drift and gene flow play in the above mentioned
process? Skin cancer is increasing at astronomical rates in modern Homo sapiens, would
natural selection have likely selected in relationship to skin cancer? Why
Of the following traits which are seen as being impacted by natural selection and which by random processes?
Overall body shape and size (long and lean compared to short and thick)
Head shape (lean versus wide)
Nose shape (short and wide versus long and narrow)
Earwax (yellow, brown and sticky versus dry, grey and flaky)
ABO blood system (A, B, O or AB blood)
Lactase deficiency (ability or lack of ability to process milk/milk products in adulthood)
Epidemiological Transitions; Disease and Human Evolution
For most of human history we lived in ______________, nomadic populations which were ___________ from other populations. Disease would have impacted these small groups but they would not have suffered from epidemics.
The first epidemiological transition came with ________________________ and the domestication of _____________________, about ________________ years ago. For the first time people were sedentary, population densities increased and ____________________ diseases became a significant threat. Issues involved with diseases impacting human populations include; ________________ domestication bringing humans in close contact with animals, irrigation and standing water (mosquitos), standing garbage lead to _____________________ problems. Relying on agriculture for food limited the food sources of early humans and lead to ____________ deficiencies.
Questions: What factors likely aided the Spanish in conquering the Aztecs in 1521?
What caused the Black Death in Europe? What was the outcome of this event?
The second epidemiological transition came about in ________________________. In this era infectious diseases were ________________ under control or __________________________. The head of the Center for Disease Control in the USA, referring to infectious diseases stated in the 1960’s “the war has been won.” People began dying of chronic, degenerative diseases such as _________________, and ___________________disease. Diabetes became a threat. These conditions are often called “diseases of progress” because they come with agriculture and industrialization. People become __________________, and they eat more salt, _____________, and _________________. Obesity, alcohol, and tobacco all impact overall health and death rates.
Questions: What are the benefits and downfalls of adopting agriculture as a way of life?
Are the benefits and downfalls of agriculture equally distributed among a population?
We are currently living in the third epidemiological transition. We now know we have not “won the war” on infectious diseases as old diseases are re-emerging and others are appearing. We are still dying off due to the diseases of progress but we are also faced with antibiotic resistant strains of tuberculosis, and staph infection. The HIV virus has killed some ______________ million people since 1981.
Questions: What can you do as an individual to work to minimize the spread of antibiotic
Resistance?
The population crisis and the consumption crisis.
Park discusses the population crisis and he goes over some of the key issues in the crisis (as well as the belief by some that there is no crisis). When I was in school there was a lot of talk about the population crisis and how we were almost rolling off the cliff of survivability. Currently there are many that are talking about the levels of consumption of water, oil, etc. in developed countries. Many see the consumption crisis as just as devastating to our world as the population crisis. Can you make a difference in regards to either of these two problems that we face as a species?
Human Biological Diversity
Park uses a discussion of sex and gender categories as a lead in to discuss the topic of race. Sex is a _________________________ category. As a ____________________ category sex is based on three types of criteria; ____________________, reproductive organs, and secondary sex traits. Gender is a __________________ category. As a __________________ category gender is variable by culture. Gender is a _____________taxonomy that rests on a biological category.
Question: Is the categorization of humans into two biological sexes absolute or could we categorize humans into five or six sexes. What data and reasoning could be used here? Why have some groups allowed for additional gender roles and other groups have not?
Race as a Biological Concept
In biology race is the same as _______________________. Subspecies are _________________ distinguishable populations within a _______________. The race or subspecies concept is problematic in biology because of the criteria used to categorize a population as a subspecies. Problems with the subspecies concept include; what phenotypic traits should be used, how much __________________ is enough to grant subspecies designation. Biologists see subspecies as the first step toward ________________________ if they use it at all.
Humans don’t meet the criteria for subspecies designation. Human populations, even spread out around the world, are mobile and tend to continually engage in __________________ flow. Human populations vary in the average biological traits that they posses but they often don’t match up to the _______________ categories that are based on culture, geographic area, nationality, language, etc.
Most anthropologists see race as culturally constructed and without biological validity in human populations. The race concept implies that you can divide human populations into discrete categories. After some 200+ years of trying western scientists have been trying to come up with an agreed upon ____________ of races to no avail. To determine the number of races there has to be unambiguous, criteria that is to use to differentiate populations. A variety of methods have been used to try and separate humans into different races.
Continually variable traits such as _________________ color, hair color and type, and facial features have been used without success (there are always exceptions and demarcations are ambiguous).
Discrete traits such as _______________________________________ have been used as well without success.
The American Anthropology Association (AAA) came out with a statement several years ago addressing the race concept. This is one quote from that statement
“the race concept has been inappropriately used to explain, rationalize, and justify inequalities among human groups” “race is a socially constructed category”
You can go to the American Anthropology Association website and read the entire statement.
What is the significance of the race concept today? What are the political, economic and social ramifications of the race concept today? What have been some of the issues in the past?
Biological Determinism
The race concept laid the foundation for biological ____________________________. This concept was prevalent certainly through the 1800’s and on into the mid 1900’s. It basically states that the ________________________ differences between populations of people reveal average ___________________________ and _________________________ differences between populations. Within this concept is the belief that some groups are __________________ and some groups are ____________________.
The concept of biological __________________________ was accepted by many scientists in the past, although there are few that subscribe to it today. It is still not an uncommon belief among members of the general population today. The ________________ in biological determinism led to public policies with devastating effects. In the United States from the early 1920’s until the 1970’s there were _____________________ laws on the books. These laws allowed the government to decide what individuals were ____________________ and then forcibly sterilize them (often without their knowledge). The rationale was that these individuals were biologically unfit and should not be allowed to reproduce. A variety of criteria was used to determine individuals as unfit. IQ tests were one of the criteria used to determine someone’s fitness.
What can we say about race and intelligence?
Park discusses various problems with the idea that there are average differences in intelligence among populations. First of all the idea that IQ tests measure some ______________, mental ability. IQ tests have been notorious for being culturally biased. Those that write the tests cannot help but insert questions that reflect their cultural knowledge (gender, class, ethnicity). Jonathan Marks states that IQ test measure __________________ but not _________________________. Secondly the idea that we can put assign a ________________ to IQ is inappropriate reification. There are many different types of intelligence and tests often measure the ability to take tests, not an innate, _____________ ability. Lastly, as we just finished discussing, race is a cultural construction. So, how do we compare groups in regards to average intellectual ability?
Question: How would you respond to the statement “Race is both real and an illusion” In
what way is race real and in what way is it an illusion?
Race the Power of an Illusion- The Story We Tell
This video is part two of a three part video series which looks at the issue of race in the United States. The Story We Tell looks at how 19th century science legitimized the race concept in the context of a country which was working to rationalize and justify enslavement of West Africans. The United States formed as a country based on the ideals of freedom and equality for all. However, only some groups were given this freedom and equality under the law. West Africans were enslaved and used to produce wealth for plantations in the South, the Indigenous Peoples of the America’s were being subjected to genocide and their lands taken. Later, there was the expansion of the American empire which included annexing a large area of Mexico, as well as taking the Philippines as a territory. The film shows how the race concept was a necessary means to rationalize the separation of Whites, Blacks, Indigenous Peoples, and others so that the rights of freedom and equality were only given to one group, White males.
1. What is the difference between a biological and a social categorization of race?
2. How did Thomas Jefferson’s personal life experiences affect his interpretation of the differences between White Europeans, Black Africans and the Indigenous Peoples of the America’s? Did he start out from a neutral position in his quest to gain insight into the differences among peoples?
3. How did the notion that “all men are created equal” create a moral contradiction in colonial America? How did the race concept help resolve that contradiction? What would you need to know about economics, and politics to understand the history of the race concept in the USA?
4. We now have a president who is half White and half Black. Why is he labeled and perceived as Black (instead of White)? How does an understanding of USA history help us understand this labeling?
5. What did the publications of scientists Louis Agassiz, Samual Morton, and Josiah Nott argue, and what was their impact on U.S. legal and social policy?
6. What paradigms affected scientists in their study and demarcation of human races? What mechanisms in science work to self-correct mistaken scientific understandings?
7. What role did race play in the American; colonization of Mexican territory, Cuba, the Phillipines, Guam and Puerto Rico? Do you think the United States is an empire?
8. The organizers of the 1904 St. Louis World’s Fair put people on display whom they defined as the “other.” Does anything like this still occur today?
9. Reginald Horsman states the concept of race was used to resolve a number of dilemmas in the United States, a country which espouses freedom and equality for all. He states Americans told themselves a story… “This successful republic (the USA) is not destroying Indians just for the love of it, they’re not enslaving Blacks because they are selfish, they’re not overrunning Mexican lands because they are avaricious. This is part of some inevitability…of the way races are constituted.”
Is this story a valid depiction of the motivations of the American nation? Why or why not?
10. What are the stories we tell ourselves today? The United States is a nation that much of the world sees as an empire. What stories are necessary today to justify our actions?
11. How was the notion of Manifest Destiny shaped by beliefs about race? Is there a relationship between Manifest Destiny and current foreign policies? Is there a relationship between the concept of the White Man’s Burden and current foreign policies?
12. This video reveals how typical human suspicions about differences turned into a “common sense” wisdom that White Americans used to explain everything from individual behavior to the fate of whole societies. What is your reaction to this statement? Agree? Disagree? Data and reasoning?
Chapter 15- Biological Anthropology: Applications and Lessons
At the beginning of the semester I stated that I believe that the knowledge you gain from a physical anthropology class is relevant to your everyday life. As you read through this chapter, review some of the material from earlier chapters work to answer the following questions.
1. Forensic anthropology is a field of study that has been heavily popularized in the mainstream media and on TV crime shows. What can we learn from fossil remains? What is the role of forensic anthropologists in Truth and Reconciliation Commissions (hint- read about Clyde Snow’s role in Argentina. You can also google El Salvador and Guatemala and read about efforts to gain information on the civil wars and conflicts there)? How important are Truth and Reconciliation Commissions to countries that have had civil warfare?
2. What lesson was discovered by comparing the daily routines of people living in industrialized societies versus those living traditional lives? To what degree can you apply this knowledge to your everyday life?
3. What does James McKenna recommend in regards to the sleeping arrangements of infants? What are some of the debates and issues in regards to this topic? What does the comparative approach tells us about this topic? After taking this class are there things you will do differently if you have children (or if you have them already)? In regards to; sleeping arrangements, food eaten, daily care, etc?
4, What is Jared Diamonds contention in regards to Ashkenazi Jews and Tay Sachs? Which process of evolution does he see as being likely responsible for the high rate of the Tay Sachs allele in Ashkenazi Jewish populations? If you were an Ashkenazi Jew would you get genetically tested before you had offspring? Would it make a difference in your decision if you were marrying another Ashkenazi Jew? If you are not an Ashkenazi Jew would you be tested?
5. What are the key differences between the environment of humans living in the Stone Age and how most Americans live today (reference diet, exercise, and diseases)? What are the things that are killing us off today versus what killed us off in the past? In what way can you apply this knowledge to your everyday life? If you were the Surgeon General of the United States how would you apply this knowledge?
6. In light of what you have learned about natural selection and how it shapes populations of organisms over time will you change your use of antibiotics? In what ways?
7. What are the global issues that Park discusses in his section on Global Issues? In what way has your understandings of science and scientific debate changed over the course of this semester? Will it affect the way that you vote in the coming years?
8. Do you think Park is accurate in stating that you can do most anything with a degree in Biological Anthropology? What skills and knowledge would you gain with a degree in this field? To what degree does a degree, and/or a specific degree affect your opportunities in life?
Anthropology: The Study of Humans
Nothing is more fascinating than studying that ever variable creature, humans. Anthropologists have four fields which they use to study humans in their entirety. Anthropologists study humans in the past and present, in the United States and around the world. Join this exciting field of discovery and gain a practical degree that will help you work in most any field.
|Cultural Anthropology |Physical Anthropology |
|Cultural anthropologists study contemporary cultures around the |Physical anthropologists utilize a variety of means to study |
|world. What is culture? What are the different beliefs and |humans biologically. What is the Human Genome Project and how |
|practices of humans? Is monogamy or polygamy the norm for |will it change our world (designer babies, cloning)? How do |
|humans? How does romantic love impact marriage? What practices |scientists gain their understandings of the world? Is evolution |
|and institutions do all humans have? What are human universals |fact or theory? What is natural selection? What is meant by the|
|(things that all humans do)? How do anthropologists conduct |term survival of the fittest? Are humans still evolving? Are |
|their fieldwork? How can our knowledge of humans be used to deal|human behaviors genetically determined? Is race a valid |
|with current day problems and issues? |biological concept? What do we know of the hominid fossil |
| |record? What is the difference between apes and monkeys? |
| | |
|Archeology |Linguistic Anthropology |
|Archeologists examine past cultures and civilizations through the|Linguistic anthropologists study the relationship between |
|artifacts they left behind. Learn how peoples in the past worked|language and culture, and the nature of language. When did |
|to survive in different environ-ments. What type of shelters did|humans first acquire language? How does language affect the way |
|they live in, what were their lives like, archeologists use the |we see the world? How does our culture affect the way we see the|
|artifacts people left behind to reconstruct the lives of people |world? Why do males and females have communication problems? |
|in the past. What are the scientific methods and theories that |How does language work to reflect and reinforce cultural |
|are used to trace the ways in which humans worked to survive |conflicts and stratification? Can apes learn language (sign |
|throughout history? |language)? |
Anthropology: As a field of study & as a career
Anthropology as a field of study is always fascinating. Students find it exciting, and continually interesting, learning about humans in their entirety. Anthropologists study humans in the United States and around the world. We study humans in the past, present and gain insights for the future.
o Skills acquired include knowledge about the diverse ways in which humans around the world live, their values and norms. These skills are critical for success and survival in today’s diverse world.
o There are four major fields in anthropology and a virtually unlimited number of areas of specialization for anthropology students to explore including: business, medicine, law, religion, art, language, economics. Medical anthropology is one of the fasted growing fields today.
Anthropology gives students the flexibility to go into almost any career they may be interested in.
o Anthropology as an undergraduate degree gives students a foundation for almost any career. Students gain the skills & knowledge that both domestic and international companies are looking for. The acquisition of verbal and written communication skills are integral to anthropology programs.
o Critical thinking skills, knowledge of domestic & international cultures, the ability to analyze large amounts of data, flexibility in diverse situations are all aspects of an anthropology degree.
Go to the American Anthropology Website to get more information about Anthropology and Careers in Anthropology
Assignments
Physical Anthropology 101
Articles
The class schedule lists the articles that you are assigned for this class. Each article that is assigned requires you to complete a Main Idea Review (MIR). The MIR, main idea review, is first of all three to five sentences that captures the main idea(s) or point of the article. Secondly you need to have several sentences that includes the data and reasoning that the author uses to support their main idea(s) of the article.
To earn credit for the MIRs they must:
1. be TYPED, credit will only be given for typed work
2. contain the main idea(s) of the article and the key data and reasoning the author uses to support the main idea(s)
3. at the top put your full name, and the title of the article
4. if you have two MIRs on the same day you can put them on the same sheet of paper.
Hints for MIR assignments: The main idea is the key point or points that the author is trying to get across, along with the data and or reasoning that the author uses to support the main idea. The main idea will often be stated in the introduction and/or at the end of the article. You may have to read the article a couple of times before you are able to discern the main idea(s). The MIR is not a description of the article.
• MIR’s are a part of your Class Credit points and are basically credit/no credit. For the most
part I will not grade your MIR’s I will just check that you have completed the assignment. We
will go over most all of the articles assigned in class.
• You will not receive ANY credit for assignments that are not typed.
Other Class Assignments
You will be expected to complete other assignments during the semester (these all form a part of your class credit points). Some of these assignments will be completed in class and others outside of class. A general rule of thumb to get the maximum amount of points for each assignment is to;
• follow the directions carefully,
• if the assignment allows you to handwrite the information be neat and legible,
• put your name, class day and time, and the title of the assignment at the top
• turn your assignments in on the day they are due in class.
• I only accept assignments in class on the day they are due- do not turn in assignments to the mailroom or to my office.
NO LATE PAPERS WILL BE ACCEPTED. All assignments must be handed in IN CLASS on the due date. I will NOT accept any papers outside of class (do turn in papers to my office, by email, etc.). There are extra credit options to make up lost points from missing assignments. Keep in mind that all MIR’s must be typed.
Physical Anthropology K. Markley
First Day General Survey
Are the following statements true or false? Write an F or T next to each question (you will NOT be graded on this survey, this is an introduction to the class).
1. The key methodology in science is whether or not hypotheses can be tested. Science can
be used to answer all of the questions that humans have about the world.
2. Science can prove facts but theories are always a matter of opinion and debate. All
opinions and theories are given equal voice in the scientific community.
3. Survival of the fittest (in Darwinian natural selection) is all about being the biggest, the
strongest, and the smartest.
4. Charles Darwin’s stated that humans evolved from apes. His theory of natural selection has
been dramatically revised since it was first formulated and is hotly debated in biology today.
5. Four DNA bases, adenine, guanine, thymine and cytosine are the basis for all life on
earth. All life on earth; bacteria, flowers, dogs, and humans is coded for by these four
DNA bases.
6. All typical humans have 23 pairs of chromosomes. However males are more likely to get a
variety of genetic diseases because of their complement of sex chromosomes.
7. The completion of the human genome charted the sequence of A, T, C and G in Homo
sapiens. The results of this study has given us the following knowledge; the number
of genes humans have, what each gene does, and how behaviors are encoded in our genes.
8. Humans are in the mammal Class and in the primate Order.
9. Humans are unique in their physical and behavioral features as compared to other primates.
10. Human variation can be easily categorized and classified. All scientists agree that there are
only two sexes in the species Homo sapiens and that humans can be divided into races.
11. Early hominins, like Lucy (an Australopithecus afarensis), co-existed with dinosaurs.
12. Neanderthals co-existed and interbred with early modern Homo sapiens
13. The oldest “human-like ancestors” in the fossil record are some 4.5 million years and they are
considered “human-like” (instead of ape-like) because of their big brains
14. Forensic anthropologists can gain insights into the lifestyle, sex, and approximate age an
individual was when they died by examining skeletal remains.
15. Humans, whales and dogs are all mammals and they all share the same basic body plan in
their limbs.
16. The creation/evolution debate or intelligent design/evolution debate is ongoing in science.
Scientists have been debating the validity of evolutionary theory since Darwin’s time with no
resolution in sight.
17. All Christian churches and Christian theologians state that you cannot be a good Christian and
believe in evolution.
18. Since the persecution of Galileo, science, politics and religion have pretty much stayed in their
own separate spheres and there has not been a lot of conflict.
19. Evolutionary theory can explain the origin of life on earth.
20. Evolution is only a theory (and therefore not a fact).
What Happened to the Dinosaurs? In “Sex, Drugs, Disasters, and the Extinction of the Dinosaurs,” Stephen Jay Gould puts forth three explanations from scientists to explain the demise of the dinosaurs: sex, drugs, and disaster. Your Assignment is to read the following explanations as to the demise of the dinosaurs. For each explanation; 1) state whether or not you think it constitutes a valid scientific hypotheses to explain the demise of the dinosaurs, 2) specifically review at least 4 aspects of each hypothesis and analyze what can be tested and what can’t be tested, give your data and reasoning for each aspect (as to why you think it is or isn’t testable). Lastly, determine which explanation you think is the most likely explanation for the demise of the dinosaurs. Make sure to have a rationale for all your answers.
The dinosaurs died off during a mass extinction event some 65 million years ago. The dinosaurs, along with thousands of marine animals, and ocean plankton died off relatively quickly. The cause of this mass extinction event is the still the subject of some debate. The following have all been put forth at various times to explain the demise of the dinosaurs.
Sex: In the 1940’s a study was conducted on alligators to determine their temperature tolerance. It was found that small alligators heated up and cooled down quickly and larger alligators heated up and cooled down more slowly (a function of size to surface area). The researchers speculated that dinosaurs lived in a time period where they lived close to their optimal temperature range. It is known that a slight warming trend occurred around the time the dinosaurs died off. The hypothesis is that the dinosaurs warmed up, not enough to kill them outright, but enough to sterilize them. The testicles of male mammals often function within a narrow temperature range. It is speculated that the slight increase in temperature sterilized the male dinosaurs and caused the extinction of the dinosaurs.
Drugs: It is known that flowering plants first evolved toward the end of the dinosaur’s reign. Many of these plants contain psychoactive agents that can be very harmful to animals. Mammals today generally don’t eat these flowers because of their bitter taste and they also have livers that work to eliminate the toxic nature of the plants. The hypothesis is that the dinosaurs could not taste the bitterness that is present in these psychoactive plants, nor were their livers built to allow them to detoxify the plant and render it less devastating to them. The conclusion is that dinosaurs ingested the plants and then died of massive drug overdoses.
Disaster: There is a site in the Yucatan where a large comet hit the earth approximately 65 million year ago. The hypothesis is that as a result of this comet hitting the earth there was the formation of a huge, worldwide dust cloud, which blocked sunlight, suppressed photosynthesis and drastically lowered worldwide temperatures. We do know that impacts or volcanic eruptions will affect worldwide weather patterns for years after the event. This hypothesis states that the resulting changes in temperature and available sunlight caused the dinosaurs and a host of other creatures to go extinct.
What are the key things that you learned from this assignment? Note the following areas; 1) what can we learn with science? 2) how does science work? 3) what can we learn about the past and how can we study the past? 4) what do the terms; fact, hypothesis, and theory mean in science?
Darwin and Lamarck Assignment Name______________________________
Which scenario reflects Lamarck’s Hypothesis of Inheritance of Acquired Characteristics and which reflects Darwin’s Theory of Natural Selection? Your assignment is to label each scenario, as either Lamarck’s hypothesis or Darwin’s theory and then to match each numbered key component (listed below) to the appropriate sentence in the scenario. You can use this sheet of paper and underline each relevant sentence and then put the appropriate number next to it.
General information for both scenario’s: Two species of birds exist on Daphne Major island in the Galapagos Islands. The cactus finch’s which eat cactus and the medium ground finch’s which eat seeds. The beaks of the finches are instrumental in their ability to get food. The size and shape of the finch’s beak determines what food they are able to eat. The cactus finch’s beak allows them to get the nectar out of cactus flowers and the medium ground finch’s beak allows them to crack and eat seeds.
Scenario #1 ________________________________________
All of the medium ground finches are very similar in their beak size and shape. A drought hits the island and there is no rain for 550 days. Most all of the smaller seeds that the medium ground finches eat are consumed and the medium ground finches start dying off. The only seeds left are quite large and hard. Some of the medium ground finches are able to change their beak size and adapt to the changing environment. These finches adapt and change their beaks to be able to crack the only seeds that are left in the environment, large, hard seeds. The finches that are able to change their beaks are able to survive the change in their food source and live to produce offspring. The offspring of the surviving finches are born with the larger beaks that their parents developed in their lifetime. The population of medium ground finches is now different, it has evolved. The finches now have larger beaks and are able to eat larger and harder seeds.
Scenario #2 _____________________________________
The population of medium ground finches is highly variable in their individual beak size and shape. Some of the finches have smaller, shorter, weaker beaks and others have larger, deeper, stronger beaks. A drought hits the island and there is no rain for 550 days. There is now a limited supply of seeds on the island. Fairly quickly all of the smaller, easier to crack seeds are eaten. The finches that have smaller, shorter beaks go hungry and start to die off. The medium ground finches with larger beaks are able to crack the larger, harder seeds, they live longer and reproduce offspring. The offspring inherit their parents larger beaks. The population of medium ground finches is now different. Overall a majority of the medium ground finches now have larger, deeper beaks and there are very few finches with smaller, shorter beaks.
Components of Lamarcks hypothesis (put the number next to the appropriate sentence)
1. Environments change
2. Individuals within a species are similar in the traits that they possess
3. Individuals bodies change in response to environmental change, variation is created during an
individuals lifetime
4. Variation created within an individuals lifetime is inherited by their offspring
Components of Darwin’s theory (put the number next to the appropriate sentence)
1. Variation exists (in traits, among individuals within a species)
2. Competition exists
3. Environment selects desirable traits, as evidenced by fitness (differential reproductive success)
4. Traits are inherited by offspring 5. Environments change 6. Populations evolve over time
1. What is the key trait of selection among the finches?
2. What are the finches competing over?
3. Is the competition within or between species?
Protein Synthesis Assignment Name:______________________
Protein synthesis is the process by which the genetic code puts together proteins in the cell. DNA, residing in the ___________________of the cell contains the blueprint for each specific protein. The four letters or “bases” in the DNA “alphabet” (__________________, _________________, _______________, ___________________) combine in various sequences and quantities to form “words” or _____________. Codons are made up of three “letters” or ______________________ (A, T, C, G) and they form amino acids. Each amino acid is made up of three letters. There are ____________different amino acids which combine in various sequences and quantities to formulate the hundreds of thousands of _______________ that make up human beings. The genetic code is redundant in that each amino acid can be coded for in more than one way (e.g. lysine can be coded for by TTT or TTC).
Hemoglobin is a protein made up of two chains of amino acids. A mutation occasionally occurs in one of the bases of the second amino acid chain of hemoglobin. This mutation leads of one of the bases (A, T, C, or G) results in the formation of an abnormal protein. Individuals that have this abnormal protein have a condition called sickle-cell anemia. Sickle-cell anemia results in the red blood cells becoming distorted and rigid (sickle shaped) and small clots are formed which deprive the cells of oxygen. Individuals with sickle-cell anemia are often ill and before modern medicine often didn’t live to reproduce.
Below are the first twelve amino acids that make up the second chain in the hemoglobin molecule. The mutation that causes sickle cell resides in this part of the protein. Below is the sequence of amino acids for normal hemoglobin (each amino acid is indicated by the first three letters of its name):
VAL-HIS-LEU-THR-PRO-GLU-GLU-LYS-SER-ALA-VAL-THR
Assume you are a researcher studying sickle-cell anemia. You have been given two unlabeled samples of DNA sequences. One is from a healthy individual, and one is from an individual with sickle-cell anemia. Using the table of amino acids (below) and the sequence of amino acids for normal hemoglobin (above), determine which strand is normal and which codes for the abnormal hemoglobin. (HINT: Remember that a codon is a series of three nucleotide bases that code for a particular amino acid).
Leucine: AAT, AAC, GAG, GAC Proline: GGA, GGG, GGT, GGC Lyseine: TTT, TTC
Serine: AGA, AGG, AGT, AGC Valine: CAT, CAG, CAA, CAC Histidine: GTA, GTG
Alanine: CGG, CGA, CGG, CGT Glutamic Acid: CTT, CTC Threnine: TGA, TGG, TGT, TGC
DNA Sequences
1. Individual A: C A T G T A A A T T G A G G A C T T C T T T T T A G A C G G C A T T G A
Amino acids: _____________________________________________________________________
2. Individual B: C A T G T A A A T T G A G G A C A T C T T T T T A G A C G G C A T T G A
Amino acids: _____________________________________________________________________
3. Who has sickle-cell anemia? ________________
4. How did you make this determination? ____________________________________________________
Genetics Assignment (Punnett squares) (Print) Name:___________________________
Genetics Problems: Use punnett squares to answer the problems below. Answer each question completely using percentages to show the probabilities.
1. Cystic Fibrosis is inherited as a recessive disorder. Individuals recessive for the disorder experience excess mucus production, and respiratory problems/failure. If a female (heterozygous) mates with a male (homozygous dominant) what is the probability:
a) their 1st child will have the condition _____________? b) their 1st child will be a carrier _____________?
2. Albinism (little or no pigment in skin, hair, eyes) is inherited as a recessive condition. If an albino male mates with a female who is not an albino, but is a carrier what is the probability:
a) their 1st child will be albino _____________? b) their 2nd child will be an albino _________?
3. Predicting Offspring/ ABO Blood System: The blood types in the ABO system are determined by three alleles. A and B are codominant alleles, and O is recessive. In the problems below you have the phenotype of the parents. Do a punnett square for each problem and show the possible genotypes for their offspring.
a. B (heterozygous) & A (homozygous) b. O & AB
c. In a recent court case, a man of blood type A was accused of fathering a child of blood type B. The mother was blood type AB. Could this man have been the father _____________ ? What would his genotype have to be for him to be the father ____________________?
Page Two of Genetics Homework (STAPLE!)
The following problems are in regards to traits that are sex-linked.
4. Hemophilia is inherited as an X-linked recessive. If a male who is a hemophiliac marries a female who is not afflicted (and not a carrier) what is the probability they will have a son who is a hemophiliac ______? What is the probability they will have a daughter who is a hemophiliac ________?
5. Tooth enamel: A form of defective tooth enamel which leads to brown teeth appears to be inherited as an X-linked dominant trait. Determine the probability of a son having the defect and then determine the probability a daughter will have the defect in the following cases:
a) non-afflicted female & affected male, b) affected female (heterozygous) & non-afflicted male.
Answer the following questions in your OWN words
6. What is represented on the outside of the punnett square? __________________________________
_____________________________________________________________________________________
7. What is represented on the inside of the punnet square? ______________________________________
______________________________________________________________________________________
8. Do problems 1-3 reflect traits that reside on an autosome or on a sex chromosome? ______________
How do you know?
______________________________________________________________________________________
9. How many letters are in the DNA alphabet? ________________________________________________
10. How many “words” (or amino acids) are in the DNA language? ________________________________
11. What happens during meiosis to the parent’s genetic material? ________________________________
12. Why are most sex-linked traits on the X chromosome? ______________________________________
13. What is a codon?____________________________________________________________________
14. What is an allele? ___________________________________________________________________
15. Does the environment play a role in the expression of polygenic traits? _________. Give an example of a polygenic trait ______________________________________________________________________
This assignment will be completed in class.
Processes of Evolution Problems
1. Physical anthropologist Eva Hernandez visits the Yamomamo in Venezuela and finds that only 3 individuals in a small village of 85 people have blood type A. Her grandson, Alberto Hernandez, returns 45 years later and finds that no one in the village has type A blood. Which process of evolution is likely affecting this population?
2. The allele that causes an altered form of hemoglobin occurs in all human populations as a result of mutation. Individuals who have one allele for this condition have an increased resistance to malaria. Individuals with two alleles for this condition have significant medical problems and die young. This allele has been found in high numbers in certain populations in West Africa, Southeast Asia and Greece. Why would this allele be in such high numbers in certain populations?
3. In 1959 Daniel Yuh set up a long term study of cataloging the blood types of a group of hunter-gatherers in the Brazilian rainforest. In 1959 he found there were no individuals with blood type B. Three generations later, after this group had begun exchanging mating partners with another group, there were several members with blood type B. Which process of evolution is likely affecting this population?
4. Britain’s Queen Victoria was a carrier for the allele that causes hemophilia and she passed this allele on to some of her descendants. However, there is absolutely no evidence of anyone in
Queen Victoria’s ancestry having hemophilia. What is the most likely explanation for her possessing the hemophilia allele? Which process of evolution likely led to some of her descendents having this allele?
5. The inhabitants of the island Tristan de Cunha are all descended from one indigenous family and a few sailors. The incidence of a rare eye disorder is much higher in these islanders than in other human populations. Presumably, at least one of the original island settlers carried the allele of the trait. The disorder has an abnormally high frequency in this small population because many can trace descent from this one member of a small group of colonists. Which process of evolution likely affected this population in regards to this trait?
Sickle Cell Anemia: This is an excellent example of how evolutionary processes work and how biology and culture interact to affect human populations . Name____________________
1. What are the symptoms of sickle cell anemia? Do individuals who have two alleles for sickle cell have sickle cell? Do individuals who have one allele for sickle cell have sickle cell?
2. How many people die each year from sickle cell anemia and what is the average age at which they die? Does sickle cell anemia affect an individual’s reproductive success?
3. What process of evolution is likely responsible for the origins of sickle cell?
4. What process of evolution is likely responsible for the spread of the sickle cell allele through inheritance?
5. What process of evolution is likely responsible for the spread of sickle cell through populations?
6. What role does natural selection and the environment play in regards to sickle cell anemia and humans? What type of data is used to evaluate the relationship between sickle cell, environment and natural selection?
7. How many people die each year from malaria? Is there a cure or medicines that can prevent malaria?
8. Is it ever positive to be heterozygous for sickle cell?
9. Is it ever positive to be homozygous for sickle cell?
10. In what type of environment would it would be positive to have no alleles for sickle cell?
11. In what populations is sickle cell prevalent?
12. How has culture affected the spread of malaria and the sickle cell allele? Culture includes the way in which people get food for survival (the adaptive role of culture) as well as cultural practices in regards to economics.
13. Which of the four fields of anthropology can be used to help us understand the case of sickle cell anemia in human populations?
Sample problems- to be done in class
Population under study: The Dorje are a community of198 individuals living in a secluded commune in Nepal. They live in a harsh environment where cold, wind, rain, and snow are frequent and severe especially in the winter months. The Dorje survive by foraging for food and hunting for small game animals and so they spend a great deal of time outdoors. The trait under study is hairy nostrils (very hairy!). Hairy nostrils are a dominant condition. Genotype distribution: HH= 99, Hh= 66, hh= 33
Population under study: 80 humans. Trait under study: sneezing fits in bright sunlight. The population is located on a small oasis on the edge of a large desert. The population faces frequent threats from roving bands of armed gangs who will kidnap and/or kill the inhabitants if they find them. The people move frequently to keep themselves safe. They frequently trade goods with other populations of nomads like themselves. Sneezing fits in bright sunlight is a recessive trait.
Genotype Distribution: SS= 20, Ss= 52, ss= 8
Hardy Weinberg Assignment Problems: On the due date we will review these problems in class and then you will turn them in for a grade. You may handwrite the table for each problem (neatly, legibly) but you must TYPE your answers. This assignment is usually worth a fair number of points. Make sure to take the time to complete each aspect of this assignment to earn the full points.
For each problem you need to complete the following;
1. Complete a Hardy Weinberg table. Follow the sample problem to know how to complete each table and answer all of the key questions.
2. Type out your answers to the following. Is change occurring?
3. For each process of evolution speculate as to whether or not the process could be responsible for any or all of the change in the allele frequencies. Make sure to refer to the definition of each process and the information that I provided to you for each process. Simply stating “yes or no” for an answer will not earn you any points.
Homework Problems
1. Population under study: 98 individuals who have agreed to take part in a multi-generational study to give insights into social group relations. These individuals are isolated in a self-contained environment for the duration of the study, which is expected to take 100 years. The population is responsible for growing their own food and periodically they have had significant problems with some crops. Brussel sprouts are one of the few vegetables that they have been able to grow consistently. Trait under study: ability to taste PTC. The individuals who have this trait find brussel sprouts to be very bitter tasting. The ability to taste is a dominant trait. Genotype distribution: TT= 35, Tt= 36, tt= 27
2. Population under study: 923 coyotes. Trait under Study: color variation within this population called “mottled coloring.” This population of coyotes have learned to adapt to suburban conditions, often taking food left out for domestic pets. The coyotes traditionally have had a grayish brown coat color but lately quite a number of these coyotes have been observed with a mottled coat of various colors. This mottled coloring often makes it difficult to tell that the animal is a coyote. Mottled coloring has been determined to be a dominant trait. Genotype Distribution: MM= 200, Mm= 93, mm=630
3. Population under study: 1158 humans. Trait under study: the large toe. This population resides in an isolated area of the Andes Mountains and survive by foraging for food, hunting small animals and maintaining small gardens. For several generations there have been a number of individuals born with an especially large, strong big toe. The individuals born with the extra large big toe are very adept at climbing steep walls to retrieve condor eggs for food (these eggs are highly valued for both food & status), however they have not been very good hunters or foragers. Having an extra large big toe is a dominant trait. Genotype distribution: TT= 255, Tt= 276, tt= 627
Baboon Studies Name__________________________________
In your text Park discusses the earlier view of baboons and the current views of baboon behaviors and social group structures. Even though baboons are __________________________________ and much more distantly related to us than the apes they have been held up as an example of how early hominins might have lived and survived. Baboons live in woodland, savanna environments, surviving in large multi-female and multi-male social groups. This was thought to be similar to how early hominins lived (there is some doubt about this now).
List some of the key features put forth as typical for baboons in the earlier studies:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
List some of the current, nuanced views of baboon behaviors and social group interactions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why did the views of baboons change? _____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The first anthropology book that I read was Shirley Strums “Almost Human.” When Strum did her research she had conducted the longest ongoing study of baboons at that time. In her book Strum describes her studies of baboons and how the data that she collected was as odds with the perceived wisdoms of the day in regards to baboon behaviors and baboon social group interactions. When Strum went to present her research at various primatology conferences she was virtually shunned. Strum was one of the first to complicate our understanding of baboons and to bring forth our current, more nuanced understandings. One of the topics we are covering this semester is the nature of science, and how science works. Thomas Kuhn wrote “The Structure of Scientific Revolutions” a seminal book in which he describes how science actually operates based on his observations.
Zoo Report- Extra Credit Option
Assignment: Observe two primates (one ape & one monkey) at the zoo for a total of three hours. Take notes during your observation and then write your zoo report, following the directions below. Your report must include your notes (I don’t expect them to be completely legible, but I do require the attachment of the notes to the report).
Zoo Arrival: Select one ape (preferably a great ape but a lesser ape will do) and either one new world or one old world monkey to observe. Observe each of your selections for at least 1 ½ hours. Total observation time, 3 hours.
Field Observations: You must take notes during your observations (turn them in with your report). Your field notes should contain the following information:
• Physical environment: where primates are housed (a cage, outside enclosure, etc.)
• Primates: Describe each primate within the enclosure: sex (if known), relative age (i.e. infant, juvenile, adult), and general physical appearance. It is helpful to assign a number or name to each primate to help you organize your study
• Focal Primate: Select one or two primates in each enclosure to focus on for your study (it can be difficult to record the behaviors of more than a couple primates). Take notes of what you are observing, recording the actions of the primates. Note taking will be much easier if you use abbreviations to record your observations.
The following are some examples of abbreviations to use:
G- grooming E- eating R- resting P- playing V- vocalizations A- antagonistic behavior
Report: Review your field notes and write your report (it must be typed). Your report should contain the following:
• One: name of the zoo where you conducted your observations, the date and time that you conducted your observation and a general description of the weather (hot, cold, etc.)
• Two: for EACH of the primate groups you observed include the following:
• Scientific and common names of the primates observed. State whether they are an ape (great or lesser), an old world or new world monkey.
• Brief description of the physical environment where the primates were observed, the
• total number of primates observed & approximate ages and sex if known (this info is sometimes posted outside of the enclosure)
• A synopsis of the activity that you observed. What were some of the frequent behaviors that you observed? What type of interactions did the primates engage in? Did they do anything that surprised you? Did what you observed conflict with what you expected to see?
Your completed zoo report must include:
a. Name, class day & time
b. Receipt for entrance to the zoo
c. Your field notes
d. Your typed report
You can visit any of the following places to complete your zoo report: Santa Ana Zoo, Los Angeles Zoo, San Diego Zoo, or the Wild Animal Park
Human Variation Fieldwork (Race Fieldwork): The purpose of this exercise is for you to explore how individuals within the United States categorize human variation. Interview ten people and ask them the following questions. You may interview friends, family members, and fellow students (except students in this class).
|Define the term “race” (i.e. what does the |What features or criteria do you use to |How many |What are three races that you know |
|term race mean, what type of categorization |categorize people in regards to what |races are |of? |
|is it in regards to humans?) |ethnic or racial group they come from? |there? | |
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What is meant by the statement “There are no races only clines”
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