Understanding Human Evolution

Today we are going to do some online activities to help you better understand how we can use genetics and anatomy to look at the timeline for human evolution and migration.

Finish your timeline we started in class by going to the ATLAS OF HUMAN JOURNEY site and clicking on journey highlights under at the bottom right of the image. Find at least 1 more highlight to add to each of the year tabs on your timeline.

Now you are ready to look more closely and genetics and human evolution.

The first activity is a chromosome matching activity called the CHROMOSOME CONNECTION
When you are done with it - answer the following questions:

1. How many chromosomes do we have in common with all three primates used?
2. How many chromosomes do we have in common with our closest relative?
   
3. What is our closest primate relative- how do we know?

The second activity looks at similarities and differences between primate anatomy and human anatomy that have allowed us to be bipedal (walking on two legs) and walking upright. BUILDING BODIES Drag bones from the bone box to either the human or primate column.

1. How can researchers use the foramen magnum in a skull to tell if it was an upright walker or a four legged walker?
2. Describe other differences between the primate and the human skull.
3. How do human pelvic bones (hips) look different from primate pelvic bones?
4. How can researchers use the pelvic bones to tell if it was an upright walker or a four legged walker?
5. What would you expect the spine of an upright walker to look like?
6. The femur is the thigh bone. Compare the femurs of the human and the primate - what do you notice that makes the femurs of the human- upright walker - different from the primate?
7. The lower leg bones (tibia and fibula) are also different in the human and primate. Why would the human bones need to be longer and thicker?
8. Look at the angle of the humerus (upper arm) and the shoulders in the primate and the human. Explain why you think they are different?
9. Why are the primate's upper arms longer and thicker than the human?
10. How are the thumbs and big toes different in the primate and the human?
11. If you were a paleontologist, which fossil bones would be most helpful in deciding if the specimen was an upright walker?
12. If you were a paleontologist which skull pieces would be most useful in determining if the specimen was an upright walker?

For the last activity - take a look at evolution and our choices to pick a mate- what did you answer after each page of information? How did your final answer compare to those of everyone else who took the survey? EVOLUTION AND LOVE

Genetic Journey of Mankind Parts 2,3 and 4 April 2 and April 3

Continue working on you human evolution online packet -

http://docs.google.com/Doc?id=dc39nfhs_58cs2hnbg2

I have added section 3 and 4 to it - Ms. Miner has hard copies for you. If you haven't finished part one - you may work on it first - but remember, you are responsible for completing this work on your own if you do not finish it during class time.

Human Evolution Part 1

This is our first assignment in what will become a quarter long project.

http://docs.google.com/Doc?id=dc39nfhs_58cs2hnbg2

You will need to keep a folder of ALL of this work for the quarter. It will be evaluated each week and will be used for your final exam.

Happy Birthday Darwin

Today and tomorrow we will be using computers to research the impact Charles Darwin had on the science of genetics and our understanding of how living things have evolved over time. Darwin developed the theory of Natural Selection based on observations he made during his trip aboard the Beagle.

Using THIS ARTICLE answer the following questions:

• Explain at least 3 of Darwin’s observations of nature that led to his ideas (Darwin's Big Ideas)
  
• Why is evolution via natural selection the basis of all of biology? (Darwin's Big Ideas)
  
• How do Darwin’s ideas influence our understanding of the sciences?(Darwin's Big Ideas)
  
• How does evolution continue to affect us today? (Darwin's Implications)

Using THIS WEBSITE develop a timeline for the voyage of the Beagle - include the 9 main dates, give details of the location and give specific details about what scientific activity Darwin did while at this location. - do not just use the info on the main page - click on the "go here" links

Common Ancestors December 9, 2008

We have spent the last week of class assembling a cladogram of caminacules so that we could begin to understand the process of evolution by looking at lineage and common ancestry. Today we are going to begin to look at our common ancestors and our evolutionary cladogram by starting at the beginning with the evolution of eukaryotic cells.

We will be doing THIS ACTIVITY in the computer lab today.

Highlights of Evolution

Here are the notes from class on the basic concepts that make up the bigger theory of Evolution.

Fossils and Collecting

We had a guest paleontologist in our class today to share info with our classes.

How can we tell the difference between a fossil and a rock? First we had a chance to guess at the identify of a large fossil. Fossil bone may be porous. We had a chance to look at a whale vertebrae - from the Eocine/Miocine period - so it about 50 million years old. Index fossils can also help us to identify a fossil. The index fossils found with the vertebrae were shark teeth - so we know that the fossil came from an aquatic environment.

Next we got to look at a mammoth tooth.

We learned that some common beliefs people have about fossils aren't really true- most people don't find dinosaurs in their backyard.
The truth is - fossils are found on every continent and in every state except Hawaii
In the US, we can find fossils from all geologic time periods
In Ohio, only fossils from Ordovician to Permian can be found - the glaciers eroded away the other rock layers. If you look at a map of rock time periods in Ohio - you will see that there are older rocks in the glaciated side (western ) and the newer rocks are in the unglaciated side (eastern)

Scientists don't agree on exact start and end points for geologic time periods. Rock layers are mostly consistent across the world - but local exceptions occur, which lead to different boundaries.

Fossil collectors need safety equipment like hard hats, safety goggles, rock dust masks and safety vests. There is always a danger of rock slides in the areas they might be working in.

Fossil collectors use pry bars, sledge hammers, pick axes, rock hammers and rock saws to collect the stone material that contains fossils. Some locations allow you to sift for fossils using a screen.

Fossil hunters go any where there is exposed rock - quarries, road beds, river and stream beds are all good locations. You can't hunt on private property without permission. Some locations require you to have a permit. Some fossil hunters do ground collection - finding fossils that are eroded out and lying on the ground or along the water's edge.

Diatoms can leave behind microscopic fossils - these organisms were sensitive to water temp and salinity changes so they can give scientists information on what the early ocean might have been like.

In lab, we are going to have a chance to look at crinoid fossils, brachiopods, trilobites and more.

Sometimes paleontologists find fossils that have body plans that don't exist anymore - so scientist know very little about them - how they moved, how they reproduced, what they ate.

Fossil collecting is a great hobby - it gives you the opportunity to find life forms that may not exist anymore. It is a chance to be outside and to meet new people. There are clubs that you can belong to. In our area, the North Coast Fossil Club holds regular meetings. There are between 100 and 200 members. There is a guest speaker at each meeting.

Scientists can gather a lot of information from a fossil - body plan, structure and even x-ray images that show internal details.

Resource Links To Learn More About This Science
http://www.fossils-facts-and-finds.com/
http://cmnh.org/site/ResearchandCollections/InvertebratePaleontology.aspx