Prelab Instructions - Hominid Evolution
HUMAN EVOLUTION: A HANDS-ON INVESTIGATION USING HOMINOID SKULLS
Introduction: This lab will allow students to investigate and evaluate evolutionary relationships by examining skulls of living and extinct human relatives. It is a direct, hands-on way of studying human evolution. Working and presenting interpretations in groups will simulate the process of paleo-archeology study that characterizes this scientific field and will tie into a discussion of the various competing theories of human evolution that are currently debated.
Objectives:
1. To become familiar with the different tools and techniques used in paleoanthropological studies;
2. To analyze important structural features and to determine their importance in determining evolutionary relationships;
3. To collect data by measuring and observing primate skulls;
Materials:
at least 8 hominoid skulls (including chimp, gorilla (scale model - must use correction factor to convert measurements to proper scale) , and Australopithecus and Homo species - why no Ardipithicus?),
protractors, rulers, slide (vernier) calipers
Procedure:
1. The teacher will introduce the morphological characteristics that will be used to examine the evolutionary relationships among primates that can be learned from a study of their skulls.
2. Students will make qualitative and quantitative observations of each of 8 hominoid skulls. (Approximately 10 minutes at each station and will rotate through each station; alternatively, separate skulls may be assigned to separate groups). Each student will complete a data chart which includes what they see as traits for each skull.
The "Hominoid Skull Comparison Checklist" should be consulted for an explanation of the possible variations in traits. Any characteristic for which data cannot be obtained (for example, a jaw with uncountable teeth) should be marked N/A for "not available" so as to avoid confusion with a descriptor such as "none". At the conclusion of the observations each student will have a completed data chart including qualitative data for each skull studied.
3. Students will research the dates for the various hominoids on their chart.
4. Students should then analyze the trends they have observed in hominoid evolution as they completed the lab.
5. Finally, students should consult existing published data to compare with their conclusions.
HOMINOID SKULL COMPARISON CHECKLIST
1. Forehead (expansiveness): Does the skull extend above the eyes? What is the size of the forehead? (make this quantitative)
2. Chin (angle): How pronounced is the chin? Does it stick out like yours or slope back? (make this quantitative, angle from verticle)
3. Sagittal crest: This is the bony ridge along the top of the skull to which large chewing muscles attach. Is there a sagittal crest? How pronounced is it? Size (height above the top of skuil/braincase)?
4. Facial slope: Measure the angle of the face. Further examine the skull for existence of a "muzzle" or snout - a protrusion of parts of the face below the eyes (prognathism).
5. Supraorbital browridge: Look for a bony ridge protruding above the eyes.
6. Dental arcade: The arch, or shape of the arrangement of the teeth will be either box-shaped (sides parallel), "U"-shaped (parabolic sides), " V " -shaped, or intermediate.
7. Canines: The canine is the third tooth from the center of the top and bottom jaw. Describe them. Are they long, or short?; sharp, or dull? Is there a diastema present (a gap between the upper incisors and canines)?
8. Foramen magnum: This is the large opening in the base of the skull through which the spinal cord passes. The position of this hole reflects the body posture (and indirectly the locomotor pattern) of a hominoid. Where is the foramen magnum located?
9. Number of teeth--Top/Bottom: Count the number of teeth in the upper and lower jaw. Record number of incisors: canine: premolars: molars in each.
10. Cranial Module: Calculating the cranial module provides a rough numerical value for the size of the cranium. Measure the maximum length by placing one end of a caliper on the most forward projecting point of the forehead and the other end on the most posterior point at the back of the skull. The maximum width is determined with the calipers on the sides of the braincase at the widest point. The maximum height is measured by putting the skull on its side; then hold one end of the calipers on the midpoint of the anterior of the foramen magnum and the other end at the intersection of the coronal and sagittal sutures on top, in the midline. Add these and divide by three.
FACIAL SLOPE CRANIAL MODEL
Introduction: This lab will allow students to investigate and evaluate evolutionary relationships by examining skulls of living and extinct human relatives. It is a direct, hands-on way of studying human evolution. Working and presenting interpretations in groups will simulate the process of paleo-archeology study that characterizes this scientific field and will tie into a discussion of the various competing theories of human evolution that are currently debated.
Objectives:
1. To become familiar with the different tools and techniques used in paleoanthropological studies;
2. To analyze important structural features and to determine their importance in determining evolutionary relationships;
3. To collect data by measuring and observing primate skulls;
Materials:
at least 8 hominoid skulls (including chimp, gorilla (scale model - must use correction factor to convert measurements to proper scale) , and Australopithecus and Homo species - why no Ardipithicus?),
protractors, rulers, slide (vernier) calipers
Procedure:
1. The teacher will introduce the morphological characteristics that will be used to examine the evolutionary relationships among primates that can be learned from a study of their skulls.
2. Students will make qualitative and quantitative observations of each of 8 hominoid skulls. (Approximately 10 minutes at each station and will rotate through each station; alternatively, separate skulls may be assigned to separate groups). Each student will complete a data chart which includes what they see as traits for each skull.
The "Hominoid Skull Comparison Checklist" should be consulted for an explanation of the possible variations in traits. Any characteristic for which data cannot be obtained (for example, a jaw with uncountable teeth) should be marked N/A for "not available" so as to avoid confusion with a descriptor such as "none". At the conclusion of the observations each student will have a completed data chart including qualitative data for each skull studied.
3. Students will research the dates for the various hominoids on their chart.
4. Students should then analyze the trends they have observed in hominoid evolution as they completed the lab.
5. Finally, students should consult existing published data to compare with their conclusions.
HOMINOID SKULL COMPARISON CHECKLIST
1. Forehead (expansiveness): Does the skull extend above the eyes? What is the size of the forehead? (make this quantitative)
2. Chin (angle): How pronounced is the chin? Does it stick out like yours or slope back? (make this quantitative, angle from verticle)
3. Sagittal crest: This is the bony ridge along the top of the skull to which large chewing muscles attach. Is there a sagittal crest? How pronounced is it? Size (height above the top of skuil/braincase)?
4. Facial slope: Measure the angle of the face. Further examine the skull for existence of a "muzzle" or snout - a protrusion of parts of the face below the eyes (prognathism).
5. Supraorbital browridge: Look for a bony ridge protruding above the eyes.
6. Dental arcade: The arch, or shape of the arrangement of the teeth will be either box-shaped (sides parallel), "U"-shaped (parabolic sides), " V " -shaped, or intermediate.
7. Canines: The canine is the third tooth from the center of the top and bottom jaw. Describe them. Are they long, or short?; sharp, or dull? Is there a diastema present (a gap between the upper incisors and canines)?
8. Foramen magnum: This is the large opening in the base of the skull through which the spinal cord passes. The position of this hole reflects the body posture (and indirectly the locomotor pattern) of a hominoid. Where is the foramen magnum located?
9. Number of teeth--Top/Bottom: Count the number of teeth in the upper and lower jaw. Record number of incisors: canine: premolars: molars in each.
10. Cranial Module: Calculating the cranial module provides a rough numerical value for the size of the cranium. Measure the maximum length by placing one end of a caliper on the most forward projecting point of the forehead and the other end on the most posterior point at the back of the skull. The maximum width is determined with the calipers on the sides of the braincase at the widest point. The maximum height is measured by putting the skull on its side; then hold one end of the calipers on the midpoint of the anterior of the foramen magnum and the other end at the intersection of the coronal and sagittal sutures on top, in the midline. Add these and divide by three.
FACIAL SLOPE CRANIAL MODEL
Click on image to load animation of how to read a vernier caliper measurement.
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Assignment - Data Collection and Processing (ONLY)
Will be assessed using IB rubric. Be sure to include:
Meaningful titles/captions for data tables and graphs
Column headings with units/uncertainties
Proper/consistent decimal values and significant figures
Meaningful processing / Statistical analysis (eg. % difference, standard deviation from the means,
t tests)
Sample calculations/formulas
Qualitative observations
DUE DATE 10/30 (time provided in class)
Meaningful titles/captions for data tables and graphs
Column headings with units/uncertainties
Proper/consistent decimal values and significant figures
Meaningful processing / Statistical analysis (eg. % difference, standard deviation from the means,
t tests)
Sample calculations/formulas
Qualitative observations
DUE DATE 10/30 (time provided in class)