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Introduction to
Physical Anthropology
Anthropology 005
Fall Quarter 2007
Venue: LLCH
Click
here for Exam Review slides
Answers
to Case Study 6
For the Final (Tuesday 8 – 11 am, LLCH), please
remember to bring Pink ParScore, 2B pencil,
eraser, and pen.
Instructor Information:
Instructor: Dr Muhammad Spocter
Office: 2055 HSSB
Office Phone: 893-4179
Email: spocter at anth.ucsb.edu
Office hours Tuesday
10:30-11:30; Friday 11:30-12:30; and by appointment.
TA
Carolyn Hodges
E-mail: crhodges at umail.ucsb.edu
TA: Kate Hanson
E-mail:k_n_hanson at
umail.ucsb.edu
TA:
Julian Lim
E-mail: julianlim at umail.ucsb.edu
TA: Melissa Lambright-Hodelin
E-mail: mlambrig at umail.ucsb.edu
Course Purpose and Goals:
This is
an introductory course designed to familiarize students with the
evolutionary processes and the mechanism by which humans had and continue
to evolve! As a natural science course it is designed to expose students to
the Scientific Method and allow them to explore by using basic
observational skills and a solid theoretical background, the broader
question: What does it mean to be human? It is explicitly evolutionary in
nature not only because evolutionary theory is the central organizing
principle for the life sciences, but also as it is the only scientifically
objective means by which we may explain the origin of all life including
humans. By using this broader framework our aim is to show that many of the
apparent definitive characteristics of our species, have humble
evolutionary beginnings, emphasizing that there is hardly anything special
about this ‘naked ape’.
Our journey starts in the rugged African landscape with the emergence of
human ancestors and treks to the present day, where we are truly, the only
hominid species left on the face of the planet. Through this sad
retrospective we are faced with addressing serious questions about our
existence as a species: How significant are we? How far are we going? How
much have achieved? How did our big brains come in to existence? When did
we become bipeds? Are we still evolving? Through the series of lectures,
readings, and discussions we hope to provide you with the suitable tools in
order to answer many of these questions and more as are task is to empower
you to continue your enquiry beyond the classroom.
We will build our understanding progressively by working toward a series of
goals. By the end
of the course, you should be able to think like a natural scientist to:
- 1)
Combine Darwinian natural selection with basic genetics to generate an
evolutionary model of organism-environmental interactions.
- Apply
evolutionary theory to provide ultimate explanations for the origin of
various human cultural and morphological traits.
- Articulate
the fallacies of ‘human uniqueness’.
- Evaluate
how well (or poorly) humans fit the predictions of the various
evolutionary models developed in the course and the pitfalls and
strengths of each of these models.
- Use
data from contemporary non-human primates and the fossil record to
explain the evolutionary basis of various human traits.
- Use your observation skills and basic
quantitative procedures to contrast and compare features between
various hominin species.
Class Prerequisites
This
course is open to all undergraduate students and has no prerequisites since
we will build our evolutionary models from basic scientific principles and
observations. However, in order to help you understand the concepts and the
methods used in contemporary scientific enquiry, we will be making use of
basic statistical procedures to show you how these work and how to
adequately quantify and describe traits. There is absolutely no need to
fret about this, as we are here to guide you through these and you will
have ample practice during the course.
You and Your Classmates:
Your
classmates will be diverse in their educational backgrounds so take
advantage of this range of experience by getting to know your classmates
with whom you can discuss ideas and form study groups. Introduce yourself
to a couple of your neighbors in class and exchange information. If you
know you have to miss class, you can ask one of these people about what you
missed and perhaps you can borrow his or her notes. Please respect your
classmates by arriving on time to lectures and discussions and keeping
noise/disruptions to a minimum.
Required Reading:
Textbook:
Boyd, R. & Silk, J. (2006) How Humans Evolved, fourth edition.
New York:
W. W. Norton.
There
are no other required readings (except where explicitly stated in class or
discussion sections). In order to provide you with a more complete
understanding of physical anthropology and evolutionary biology, I have
combined information from other disciplines, contemporary findings and your textbook into my lectures. This means that there
may be certain interesting topics not covered in your textbook but provided
in the lectures as means of extending upon your current knowledge base. You
are thus urged to attend lectures and to catchup
where not possible so as to ensure that you get the maximum worth from your
learning experience. A detailed schedule of readings is listed in
conjunction with the schedule of lecture topics at the end of this
syllabus.
As there is hardly enough time to cover all of the interesting aspects of
physical anthropology and evolutionary biology in detail, I urge you to do
any extra reading if you come across a topic of interest. I will be happy
to recommend additional reading material on any course-related topic you
wish to pursue.
Class web site:
The
class web site is:
http://www.anth.ucsb.edu/classes/anth005/
We will
use it to post course-related announcements, problem sets and information
about the week’s case study used in the discussion group.
Grading Policy
Your grade will be composed of
the following:
1 final
exam………………………..................….36
points
1 take-home midterm
exam….………………......30 points
6 problem sets (4 points
each).............................. 24 points
2 research credits (CASE 4 & 6) (5
points each)…10 points
TOTAL: 100 points
All
assignments, with the exception of the exams, are to be handed-in, in
person, to your TA at your discussion group meeting. The mid-term exam
(take-home) will be handed-in to me in your classroom at the time exact
that it is due.
There are NO other points to be
had; there is NO extra credit. Asking extra credit results in an automatic
10 point deduction!!
Exams
may consist of multiple choice, short
essay questions and applied problem based questions. We don't expect anyone
will cheat in this course by concealing notes, or by looking at others'
work. We think you will be interested enough in the material to want to
learn it. However, if anyone is caught cheating during the final exam, the
exam will be confiscated and a zero grade will be recorded.
Curve
Policy. For the midterm and the final (ONLY), if the class mean is
below 75%, the difference between the class mean and 75% will be added to
everyone’s score.
Problem
Sets will be assigned in your discussion groups and must be
submitted in person
at the beginning
of the next discussion group section. A problem set is due each week unless
announced otherwise or according to the syllabus. Thoughtful, complete
answers that demonstrate you have done the reading will be given full
credit. Problem sets will be a brief set of questions based on the main
topic of sections and are designed to give you practice with the analytical
methods of modern evolutionists and to familiarize you with the concepts
and theories used to make sense of human biology. Because we build new
knowledge on top of old knowledge in this class, it is imperative that you
do not let yourself get behind.
Research credit
To
satisfy the research requirement you will be presented with two research
scenarios in your discussion groups (CASE 4 and CASE 6) which will make use
of your observational skills to draw up a ‘mock’ research paper
and forensic report in which you are asked to tie together aspects of the
material presented in lectures and discussions. The assignment is basically
a formalized write-up of your weekly case study.
Both of these cases are due in
week 10 at your final discussion group section. The research assignments
are to be no longer than three typed pages (including figures & tables,
no more than 1 table & two figures, size 12 font, double spaced,
justified left). Due dates and more detailed information regarding these
case studies will be made available by your TA’s in the discussion
series.
Though these cases will only be discussed in your discussion groups later
in the year you need to use the following descriptions to begin your
research and use the discussion groups to gather ideas and polish your
methods/research. Particularly in CASE 6, when you only have one week
between the CASE 6 discussion section and the due date, you must have most
of your research done before you arrive to the discussion group.
CASE 4
will be a Forensic case study in
which you are the investigating forensic anthropologist.
Forensic anthropology is one of the sub-disciplines of physical
anthropology and deals specifically with the analysis of human skeletal
remains resulting from unexplained deaths. Experts in this study examine
human bones with the goal of extracting as much information as possible
about the persons involved and the circumstances surrounding their death
with the overall aim of obtaining a positive identification of the
deceased. Seven main objectives are accomplished by forensic
anthropologists namely: 1)Determining ancestry/
population affinity; 2) determining the sex of the individual, 3) determine
the age of the individual, 4) determining the living height /stature of the
individual, 5) determining the nature of trauma and causative agents, 6)
the amount of time since death, and 7) the effective recovery and
excavation of skeletal remains so as to minimize the loss of data.
In this
scenario you will be presented with skeletal elements uncovered at a local
site in your small town district and brought to you by the investigating
authorities. You have no access to molecular procedures and are asked to
come up with a preliminary description of the individual and any other
information which you may be able to derive from your analysis to pinpoint
the perpetrator of this crime. Your report should have two main sections a)
One page summary that briefly describes the results of the skeletal
analyses. This should be in brief, readable format without any unnecessary
details. It should contain the case number, date, investigators name and
various subheadings as shown below, b) A two page description of the case.
This is a more detailed analysis and background of the case and the methods
used to obtain the results. Key subheadings should be: Background to the
case, General condition of the remains, Inventory of the elements, details
of the features leading to your analysis of each of the four areas of
demography (i.e., ancestory, sex, age and
stature), a list of any ante/peri/postmortem injuries,
and finally any recommendations which can be made to the court or
investigating officer.
Example of Case
Report Summary:
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Summary
of Skeletal Analysis
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Case
Number:
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2007-SB-5
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Prepared
by:
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M. Spocter, PhD, Professor of Anthropology
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Date:
Aim:
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September
27, 2007
The
following summary presents the major findings performed by the
investigator on human skeletal remains recovered with the above given
case number at…………. On the
………., 2007.
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Condition:
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Approximately
80 % of the skeleton was found, missing elements
include the left femur, both feet and hands, and the distal ends of the
tibia. Soft tissue is missing aside from a small lock of hair and there
appears to be evidence of post-mortem carnivore damage to the right humerus.
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Time
since death:
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Between
1 and half and 2 years
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Ancestory:
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Black
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Sex:
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Female
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Age
at death:
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Between
30-35 years
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Stature:
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5
feet, 2 inches to 5 feet, 8 inches (average 5 feet, 5 inches)
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Trauma:
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The skull
has a half inch circular hole on the left temporal bone. The defcts and their characteristics are consistent with
a wound caused by a large caliber weapon discharged into the right side
of the head around the time of death
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Unique
characteristics:
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The
skeleton contains some osteological anomalies
that may assist in the identification of the this
individual. The right femur is markedly shortened indicating the
existence of some type of osteopathology which had
resulted in the individual have a shortened right leg in life.
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CASE 6
will be that of a hypothetical Paleoanthropologist working on 4 million year old cave
deposit in South Africa
and having discovered the remains of a ‘suspected’ hominid specimen
amongst an array of other bony elements. (The actual specimen will only be
available during the discussion section in week 9. This specimen is the
first of its kind from this area and you are asked to announce your
discovery to the world in a publication (with all the usual fanfare that
accompanies announcements of this kind, and a ‘justifiable’
name for the species) documenting exactly where it had been discovered, the
age of the deposit, a description and preliminary analysis of the remains,
and a comparison with some existing specimens. Tell us exactly why you
think this is a hominin and not an extant ape,
what are the share derived/ derived or
‘primitive’ features and contrast this with other hominin species. To which other group of species would
you most closely assign this specimen?
Making
use of some of the quantitative techniques introduced in this course derive
an estimate of body size and brain size/cranial capacity for this species
and make a prediction of what you believe the mental capabilities, diet and
social organization of this species may have been.
You are
also asked to draw a possible phylogeny (family tree) of the relationships
between this specimen and the other species included in your comparison
based on the following morphological traits:
- Presence
of a saggital crest,
- Brain
size/ cranial capacity
- Presence
of anterior pillars
- The
degree of mid-facial prognathism
- Size
of post-canine dentition
- Size
of mandible/maxilla
You are
asked to adhere to the usual scientific format for writing a manuscript (i.e Title, Abstract, Introduction, Materials &
Methods, Results, Discussion and Conclusion)
Discussion series:
The
discussion series is intended to extend upon the knowledge gathered during
lectures and also to delve into some associated topics of physical
anthropology and evolutionary biology as a whole. You are expected to
attend these discussion sections and to partake in active discussions
surrounding the topic for the week. Although a number of in-class
activities/labs may be prepared by the TA to facilitate and initiate
discussion, only two of 7 sections will be assessed for marks towards the
Research credit of this course. An outline of the discussion topics are as
they appear from week 2 to week 9 are presented below:
- Case
1: “Do fish fart?” An exploration of the scientific
method.
- Case
2: “All in the name of science.” Physical anthropology
& ethics.
- Case
3: “Measuring up.” Basic interpretation of graphs using a
database of class heights as a model.
- Case
4: “Dead men tell no tales.” Forensic case study.
- Case
5: “ Ape, Men, Apemen.”
Interpretations of fossil hominins in the
popular media.
- Case
6: “Missing links.” Fossil Hominin
case study.
- Case
7: “A rose by any other name.” .Racism in scientific
writing.
Late Work, Make-Ups, and Other Policies:
Problem Sets:
We
understand there may be circumstances causing you to miss a section.
Consequently, your lowest
problem set score will be dropped. In its place, we will add the number of
points you received on your highest
problem set score. Late problem sets will beeligible
for half credit.
“Late” means 5
minutes after the start of the section.
Tests and Exams:
Due to
the large number of students enrolled in this class, exam dates are very inflexible.
Please plan ahead. Make-up exams are all
essay, and only by prior permission, with a
physician's excuse.
Schedule of
Lecture Topics, Readings
and Assignments:
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WEEK
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CLASS
DATE
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TOPIC(S)
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READING
Chapters
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DUE
DATES
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Activities for Discussion
series
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1
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Mon,
Oct 1
Wed,
Oct 3
Fri,
Oct 5
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Adaptation
by natural selection
(Slides)
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1
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Problem
set
1
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2
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Mon,
Oct 8
Wed,
Oct 10
Fri,
Oct 12
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Mendelian & molecular genetics
(Slides)
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2
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Problem
set 1
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Case 1 + Problem set 2
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3
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Mon,
Oct 15
Wed,
Oct 17
Fri,
Oct 19
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Models
of gene action
Heritability
& the Modern Synthesis
(Slides)
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3
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Problem
set 2
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Case 2 +
Problem set 3
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4
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Mon,
Oct 22
Wed,
Oct 24
Fri,
Oct 26
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Speciation
&Phylogeny
(Slides)
Introduction
to Forensic Anthropology & Osteology
(Slides)
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4
Class
Notes
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Problem
set 3
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Problem
set 4
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5
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Mon,
Oct 29
Wed,
Oct 31
Fri,
Nov 2
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Introduction
to Primates
(Slides)
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5
& Class Notes
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Midterm
on web
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Case 4
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6
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Mon,
Nov 5
Wed,
Nov 7
Fri,
Nov 9
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Primate
Ecology & Mating Systems
(Slides)
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6
& 7
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Problem Set 4
Midterm
Due on Fri, 10:45 AM
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Problem set 5
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7
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Mon,
Nov 12
Wed,
Nov 14
Fri,
Nov 16
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Primate
life history, evolution of intelligence and evolving Big brains
(Slides)
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9
& Class Notes
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Problem
set 5
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Case 5
Problem set 6
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8
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Mon,
Nov 19
Wed,
Nov 21
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From
Hominoid to Hominin
(Slides)
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10,
11
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9
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Mon,
Nov 26
Wed,
Nov 28
Fri,
Nov 30
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From
Hominoid to Hominin
Olduwan toolmakers
(Slides)
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10,
11
12
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Work on CASE 4
& 6
Problem set 6
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CASE
6
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10
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Mon,
Dec 3
Wed,
Dec 5
Fri,
Dec 7
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From Hominin to Homo
(Slides)
Exam
Review
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13
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CASE 4 &
CASE 6
(research credits)
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11
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Tue,
Dec 11
8:00-11:00
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FINAL
EXAM
Make-up
for missed exams (with permission) is all essay and at the instructor’s
convenience
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Note that
Chapters 14, 15, 16 & 17 are NOT required.
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