This document provides instructions and reference materials for analyzing skeletal remains from Australopithecus afarensis ("Lucy"), chimpanzees, and modern humans. It includes a PDF with photographs of skeletal elements from each species for comparison. Students are asked to examine features of the pelvis, femur, scapula, and finger bones to determine if A. afarensis was more adapted to bipedalism or quadrupedalism. Additional questions cover brain size estimates and the environment of A. afarensis.
Z Score,T Score, Percential Rank and Box Plot Graph
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Anthropology 130 Research Simulation 4 Photos
Instructions
This file contains the photos necessary for Research Simulation
4. You can use this file,
or access the same photos here:
https://goo.gl/photos/r1HDetrZt5tdKrz98. I suggest not
printing this file since it will use a lot of ink. Be especially
careful with making sure which
species’ bone you are examining based on the label on each one.
The actual assignment instructions are in the other file.
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https://goo.gl/photos/r1HDetrZt5tdKrz98
Pelvis - Anterior (Front) View
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Sacrum - Superior (Top-Down) View
3. 25 points maximum
Instructions
This fifth and last Research Simulation combines what we have
learned about humans
and modern primates to view fossil evidence of our species’
ancestors.
Paleoanthropologists have to play detective and piece together
what happened over a
geologic time scale with a small amount of fossils and stone
tools.
Type your answers into the separate report sheet. Make sure that
your name is at the
top of the report sheet as well. When you are done, upload the
report sheet to Canvas
or turn it in on paper in class on the due date.
Assignment Start
Your reputation for solid work in the Philippine tarsier research
team and other projects
has traveled across social media to reach the ears of other
physical anthropologists! A
few email exchanges with paleoanthropologists later, you find
yourself on a plane to
Ethiopia to join a team that is studying Australopithecines.
Your role in this research
4. project is to examine the skeleton of Lucy, an Australopithecus
afarensis, with a fresh
pair of eyes. In particular, you will be comparing Lucy’s
skeleton with that of a
chimpanzee and a modern human.
Download and open the report sheet to record your answers.
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Part One - Moonlit Wings
The airport is just as busy as last time, which seems like ages
ago. You look around for
any unattended children and see none. Despite yourself, you
doze off waiting for your
flight to the whispered conversations around you.
“BZZ RFH BRDDN AMN. Thank you.”
The unintelligible words weave among the background noise
that lulled you to sleep.
The telltale chime of the public service announcement has you
worried. You check the
time and sit up in shock as it is time to board. Was that
announcement for your flight?
For you?
5. You quickly grab your personal items and rush towards your
gate. You stop an old man
along the way as panic rises. He senses that you hoping to find
those forgotten words
before the airport melody.
“Where is your flight headed to?” the nice man asks, trying to
help. You tell him that you
are going to Ethiopia, and volunteer the detail that you are
studying fossils.
“Indeed. Amazing how past traces of life can be found
embedded in solid rock. How
does fossilization start so long ago? Could you explain how an
organism could avoid
decomposition through natural processes?”
1. In at least a complete sentence, explain an example of how
natural geological forces
could preserve a dead organism and keep it from decomposing.
(1 point)
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“How fascinating. Scientists are always going to the driest,
most barren places to look
6. for fossils. Montana, the Gobi Desert, Ethiopia… why do you
think scientists look in
these places?”
2. In at least a complete sentence, explain why researchers look
for fossils in places
that are now dry and barren instead of other places like forests
or grasslands. (1
point)
“That is remarkable. The sheer odds that must be defied for
fossilization to happen. You
know, I have been to Ethiopia myself. I learned that there are
deposits of volcanic ash in
the earth that help scientists date the layers of rock. Do you
happen to know anything
about them?” You assemble your thoughts without complete
sentences.
3. What kind of dating from the lecture or textbook would be
the best method for finding
the number of years ago when a volcanic rock was formed?
(half point)
4. Is this method absolute or relative dating? (half point)
The man nods slowly, pleased with the conversation. “She’s
coming in, your 12:30 flight.
7. Don’t want to miss the plane down to Africa.” You smile at the
good news and bid him
farewell. With a warm smile, he turns to you as if to say:
“Hurry now it’s waiting there for
you.”
The flight is long but uneventful. The headphones warded off
any conversation as you
looked out the window in solitary company. Exhausted from the
flight, finding your way
to your hostel was a blur. After a day of acclimatizing to the
arid Ethiopian weather
(definitely some sweating and vasodilation going on), you travel
to the National Museum
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of Ethiopia in Addis Ababa. You are still a little jet-lagged, but
the site of the laboratory
jolts you awake: the priceless skeleton of Lucy is right there for
you to examine!
As you handle the bones of a chimpanzee, a human, and the
fossilized bones of Lucy,
you take detailed photographs from standard anatomical angles
for reference. These
8. will be useful when you make your analysis.
{ Your new workplace (not really). }
Part Two - Foot Notes
1. Download and open the skeletal photographs PDF, or go to
this Google Photos
gallery: https://goo.gl/photos/r1HDetrZt5tdKrz98
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https://goo.gl/photos/r1HDetrZt5tdKrz98
2. Complete the next parts of the assignment by referencing the
photographs and
answering the question using the report sheet. Be sure to keep
focused on which
organism’s bones you are looking at in each photograph.
The modern human skeleton has many refined bipedal traits.
The chimpanzee, though
its lineage is the same age as our own after splitting from our
common ancestor, has
kept more of the primitive quadrupedal traits. We will go on a
short tour of Lucy's
skeleton to see whether her skeleton is closer to a humans' or a
chimpanzees’. Many
parts of the skeleton are different when comparing quadrupedal
9. (four-legged) and
bipedal (two-legged) animals since the bones of each have to be
adapted to different
functions. The lower limb (or rear legs) are a good place to start
your examination.
In the photos, look in the first section, which as photographs of
the pelvis as viewed
from the front (Pelvis - Anterior (Front) View). Each set of two
photos has Lucy’s pelvis
on the left. On the right is either the same bone of a modern
human (H. sapiens) or
chimpanzee (P. troglodytes). Look at the human and chimpanzee
pelvises, comparing
each of them with Lucys’. Then answer the following questions
in the boxes using the
report sheet. The photos are to scale. Complete sentences are
not necessary for this
section.
5. According to the lecture and textbook, why is the pelvis of a
quadruped taller and
narrower than the pelvis of a biped? (1 point)
6. Does the overall shape of Lucy’s pelvis resemble the human
pelvis or the
10. chimpanzee pelvis more? Not thinking of the size, compare the
outlines of each
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bone. For questions that do not specifically mention the
textbook or lecture, try to
use your own observations to form an answer. (1 point)
7. Does the shape of Lucy’s pelvis suggest that she was bipedal
or quadrupedal? (1
point)
The sacrum forms the back structure of the pelvic girdle. Like
the pelvic bones, the
sacrum is also different between quadrupeds and bipeds due to
the different physical
forces that they experience.
Look at the “Sacrum - Superior (Top-Down) View” section of
the photos. This will give us
a view of the surface of the sacrum that joins with the last
lumbar vertebrae. On a biped,
this would be a top-down view. For a quadruped, imagine
looking through the spine
from the front to back of the organism.
11. 8. Why would the sacrum of a biped be wider than the sacrum of
a quadruped? (1
point)
9. Who has the wider sacrum, Lucy or a chimpanzee? (1 point)
It seems pretty clear that Lucy’s pelvic girdle was geared
towards one type of
locomotion over the other. You move on to view another bone
for more clues.
Move on to the “Femur - Anterior (Front) View” section to
compare the thigh bones of
these three species. Compare Lucy’s femur with the humans’,
then with the
chimpanzees’.
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10.What feature of Lucy’s femur suggests that she was bipedal?
You can refer to the
textbook or lecture sections on skeletal changes for bipedalism
for clues. (1 point)
11. Based on the length of these femurs, was Lucy’s standing
height closer to a
standing chimpanzee or a modern human? (1 point)
12. Part Three - Armed and Ready
The lower limbs of both quadrupeds and bipeds have the role of
locomotion. The upper
limbs, on the other hand (!), do not contribute much to
locomotion in bipeds. This leads
to structural differences between the upper limbs of these
groups of animals.
Go to the “Scapula - Anterior View” section of photos to view
the shoulder blade from
the front. As before, look at the fragments of Lucy’s scapula, as
well as the bones of a
human and chimpanzee. Chimpanzees are quadrupedal, either
knuckle-walking on the
ground or practicing suspensory climbing in trees with all four
limbs. The glenoid fossa
of the chimpanzee’s scapula, where the humerus (upper-arm
bone) connects to the
body, is adapted for both of these modes of locomotion by being
angled cranially
(upwards when standing up, or forward when on all fours). The
human glenoid fossa is
angled horizontally instead.
12. It is hard to see in the photo of Lucy’s scapula, but her
glenoid fossa is angled
13. cranially, as with the chimpanzees’. Based on these
observations of the glenoid
fossa, was Lucy’s scapula more adapted for bipedalism or
quadrupedal/arboreal
locomotion? (1 point)
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You move down to the distal (farthest) end of the upper limb.
We are now at the “Manual
Proximal Phalanx - Palmar (Palm) View” of the photo gallery.
This is one of the hand
finger bones that attaches to your palm. We are also looking at
the bone from the
direction of the palm, like looking at your open hand. Compare
this view among Lucy,
human, and chimpanzee bones. Arboreal primates, such as
chimpanzees, have thick
and curved phalanges for gripping tree branches. Humans have
thin and straight
phalanges that are better for fine control of objects.
13.Based on your observation of palmar (palm-side) view, does
Lucy have thick
chimpanzee-shaped phalanges, or thin human-shaped phalanges?
14. Do not spend
too much time overthinking the answer, but come to your own
conclusion. (1 point)
Now go to the “Manual Proximal Phalanx - Lateral (Outside)”
view. This is the view of
the bone from the anatomical outside edge of the hand - the
edge along the outside of
the pointer finger.
14.Based on your observation of the lateral (outside) view, does
Lucy have curved
chimpanzee-shaped phalanges, or straight human-shaped
phalanges? Again, do not
spend too much time overthinking the answer, but come to your
own conclusion. (1
point)
15.Based on your comparisons of Lucy’s finger bone in the
previous two questions, do
you think that Lucy’s hands are more adapted for gripping
branches or fine control of
objects? (1 point)
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15. You are now done with the reference photo gallery. The rest of
the questions do not
depend on these photos.
Part Four - Looking at Larsen
Back in your hostel in Addis Ababa, you reflect on your study
of Lucy’s fossils. You think
back to what you learned about hominin bipedalism from your
anthropology class. Out
of the corner of your eye, you see the Larsen textbook peeking
out from your luggage
(at least, the primate eyes on the cover are). You must have
packed it out of habit after
studying Tibetan adaptation! Since you are now doing research
in paleoanthropology,
you open the book to Chapter 8. You go over the information
that was not mentioned in
lecture.
16.What dating method did Dragutin Gorjanović Kramberger
use to show that human
and animal bones were from the same time period? (1 point)
You then turn the textbook to Chapter 9 to reread the
information on prehistoric
primates.
16. 17.Eosimias, a human thumb-sized primate from China, is a
member of what prehistoric
primate lineage? (half point)
18. What are the names of two of the apes that used to live in
tropical Europe? They’re
not listed together in the chapter (thanks, Larsen). (1 point)
The chapter makes you ponder the prehistoric primates of
millions of years ago, and all
the variety that have already been discovered by researchers.
You flip a few more
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pages to Chapter 10, which is on the very early hominins you
flew to Ethiopia to study.
Near the start of the chapter, you read about several experts’
theories on how
bipedalism evolved in hominins.
19.Which of the theories, by Darwin, Rodman and McHenry,
and Lovejoy, do you think
is the strongest in explaining hominin bipedalism? Why did you
choose this theory
over the others? Answer in a few sentences. (1 point)
17. Part Five - Thinking About Brains
One day, you are about to get to work in the museum laboratory
when you run into an
old friend: it is Lhindsay, from the tarsier research project!
“Hey, funny seeing you here!”
she exclaims. “I didn’t know that you are here too. I’ve been
collecting data to see if
Australopithecines’ brains were closer to a chimpanzees’ or
humans’. I just got this table
done by finding real estimates of cranial capacity (brain size)
and body mass for each
species in published scientific papers. By dividing these
numbers, I can correct for body
mass, since modern humans are simply larger than the other two
species. That number
is in the column to the far right. A higher number there means
more relative brain matter
and more intelligence.”
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20.Looking at Lhindsay’s table, does the amount of brains in
Australopithecus afarensis
resemble the amount in chimpanzees or modern humans more?
(1 point)
18. You give Lindsay your conclusion and continue to work. From
your analysis of Lucy’s
lower and upper limb bones, you find that her legs were adapted
to one type of
locomotion while her arms were adapted to another type (if not,
it may be good to revisit
the previous questions!).
21.From Lucy’s dual-specialization to both bipedal and arboreal
types of locomotion,
what do you think her natural environment was like? (1 point)
Part Six - The Evolution of Homo
Work at the museum has involved Lucy, but it is important to
remember that she was
one individual within millions of years of hominin evolution.
You recall from class that
one lineage of australopithecines kept evolving new traits
beyond how the other
lineages were changing. They became the earliest members of
our own genus.
22.What is the big difference between Homo habilis and the
australopithecines? (1
point)
Lhindsay’s Table of Brain Size Versus Body Mass
19. Cranial Capacity
(cc)
Body Mass (kg) Cranial Capacity
Over Body Mass
(cc/kg)
A. afarensis 430 42 10.23
Chimpanzee 395 50 7.9
Modern Human 1260 65 19.38
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23.What part of Homo habilis’s skeleton is very similar to the
australopithecines? (1
point)
24.Homo erectus was even more specialized than Homo habilis.
What are two derived
traits that H. erectus evolved? (1 point)
25.The Homo erectus traits mentioned in the previous question
are adaptations for what
type of environment and lifestyle? (1 point)
Your mental review of early Homo evolution allowed you to put
your work on Lucy into
20. perspective. Tracking the evolution of hominins, the traits we
see today in our species
evolved separately instead of all at once. You put those
thoughts aside as you wrap up
your time in Addis Ababa. Your research journey is winding
down, but you feel like a
clear ending is missing.
Part Seven - The Final Boss
It is very early, too early, as you give your lab space one more
look before starting the
journey back home with stories of your experience. As you get
up to leave, Donald
Johanson himself enters the laboratory! He was the
paleoanthropologist who
discovered Lucy in 1974. His reputation is Kilimanjaro rising
like Olympus above the
Serengeti. “Great work,” he says in a warm fatherly tone as he
shakes your hand.
“You’ve done more than a hundred men or more could ever do.
Before you head back
home, I have would like your expertise on a matter…”
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21. 26.“Based on what you have seen in Lucy’s
skeleton compared to a human’s skeleton,
and how the genus Homo evolved their own
traits beyond what Lucy had, did bipedalism
or high intelligence evolve first in hominins?
Also, how do you know?” Please treat me to
a few sentences that mentions the evidence
you saw in this research project. (2 points)
Conclusion
You say goodbye to Lhindsay and Dr. Johanson
and head to the airport. The experience has been challenging but
rewarding. “It would
take a lot to drag me away from Ethiopia,” you think. Still, you
have to go home and take
some time to do even more things you never have.
Your detailed analysis of Lucy has really shown you how
Australopithecines differed
from the common ancestor between chimpanzees and hominins.
Still, Lucy’s skeleton
showed clear differences from modern humans. You wonder
what led past hominins
22. after Lucy to gain the definitive human traits of efficient
bipedal long-distance running
and extremely high intelligence.
The assignment is done! You have completed the ANTH 130
Research Simulations.
Please upload to Canvas or turn in during class.
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Anthropology 130 Research Simulation 4Hominin Skeletal
Anatomy25 points maximumInstructionsAssignment StartPart
One - Moonlit WingsPart Two - Foot NotesPart Three - Armed
and ReadyPart Four - Looking at LarsenPart Five - Thinking
About BrainsPart Six - The Evolution of HomoPart Seven - The
Final BossConclusion
Hominin Skeletal Anatomy Report Sheet for the National
Science Foundation (Anthropology 130 Research Simulation 5
Answer Sheet)Part One
1.
2.
3.
4. Part Two
5.
6.
7.
8.
9.
10.
11. Part Three
12.
13.
14.
23. 15. Part Four
16.
17.
18.
19.
20. Part Five
21. Part Six
22.
23.
24.
25. Part Seven
26.
3 of 3
Environmental Sustainability
Quick Review
Environmental Sustainability
y for humans and the natural environment
to exist in productive harmony to meet the
needs of both current and future generations.
sumerism
24. Environmental Sustainability
conditions of the global majority living in poverty
Environmental Sustainability
Three-Sector-Model @ Global Scale
Environmental Sustainability
Three-Sector-
Model @
Personal
Scale
The BIG
difference
between
local and
global scale
Personal
25. Daily
Choices &
Interactions
San Francisco Bay Area
The Basics
Bay Area
Regional
Geography
Do we use a
different place
name for San
Francisco?
Physical Geography
1.
4.
6.
2.
3. 5.7.
1. Point Reyes
26. 2. Farallon Islands
3. Marin Headlands
4. Half Moon Bay
5. Oakland Hills
6. Mt. Diablo
7. Alcatraz
Others we should know
about?
Political Geography - Counties
Political Geography - Cities
Bay Area
Transportation
Geography -
Freeways
Transportation Geography- Bridges
28. Geography Review
Geography Review (water districts)
Map courtesy of SPUR
Homework
Have a good week!!
Slide Number 1Slide Number 2Slide Number 3Slide Number
4Slide Number 5Slide Number 6Slide Number 7Slide Number
8Slide Number 9Slide Number 10Slide Number 11Slide Number
12Slide Number 13Slide Number 14Slide Number 15Slide
Number 16Slide Number 17Slide Number 18Slide Number
19Slide Number 20Homework
Today's Agenda
Microclimates
29. Bay Area Climate & Microclimates
Bay Area/CA Climate
Variability
The Jet Stream Brings Storms to
Northern California
Why do we (usually) have wet
winters and dry summers?
permanent high pressure region.
north in summer.
winter storms.
Why Does It Rain?
30. Cold Fronts
oist air rises and cools…
Warm air can hold more water vapor
Orographic Lifting (Effect)
Warm moist air forced to rise and cool
Orographic Precipitation
Green is low elevation.
Brown is high elevation.
Orographic Effect?
Topography
Rain Shadow
San Francisco Microclimates
San Francisco Microclimates
31. Fog
during summer months.
rm, moist air is blown
across a cooler surface (land
or water), causing water vapor
to condense and form fog.
currents.
Courtesy of Bay Nature
Urban Heat Island Effect
Trees & Urban Heat Islands
Homework
Quiz #2
32. Microclimates Lab
temperatures are different around the Bay
Area.
, forest,
beach, grass, etc.
hypotheses
sheet (sections I – VI).
Have a great week!
Today's AgendaBay Area Climate & MicroclimatesBay Area/CA
ClimateThe Jet Stream Brings Storms to Northern
CaliforniaWhy do we (usually) have wet winters and dry
summers?Why Does It Rain?Cold FrontsWarm air can hold
more water vaporOrographic Lifting (Effect) �Warm moist air
forced to rise and coolOrographic Effect?Rain ShadowSan
Francisco MicroclimatesSan Francisco MicroclimatesFogUrban
Heat Island EffectTrees & Urban Heat
IslandsHomeworkMicroclimates LabHave a great week!
