Hands-On Human Evolution

Hands-On Human Evolution: The Hard Evidence

International Institute for Human Evolutionary Research

Bone Clones, Inc.

Hands-On Human Evolution: The Hard Evidence All too often the important subject of human evolution is taught in the public schools, if it is taught at all, from a largely theoretical perspective that leaves it open to attack from creationists opposed to a scientific explanation for human origins. A fresh approach to human evolutionary biology is to present students with the actual anatomical evidence on which the historical fact of human evolution is based. “Hands-On Human Evolution� is a collection-based program for secondary schools, museums, and science centers developed by the non-profit International Institute for Human Evolutionary Research in Ashland, Oregon, in association with Bone Clones, Inc. of Canoga Park, California. It can be completed as a one-time, six-part session lasting approximately four hours, as in a field trip to a museum or science center, or it can be expanded into separate one-hour sessions lasting a week or more, as for example in a school program celebrating Darwin Days (around February 12). The program can also be adapted as an undergraduate or graduate laboratory course.

Each student is supplied with a research notebook and will work in a research group of four students. Each research group will be supplied with a research tool kit which will include measuring instruments (sliding and spreading calipers, measuring tape, protractor, osteometric board, and moldable curve), and a volumetric flask with mustard seed. A digital camera and a laptop computer with removable USB flash drive disc should be supplied by the group.

The collection of Bone Clones specimen models used in the program can be booked from IIHER or for a loan period of a week at a time for a booking fee of $2500.

Shipping is additional. A full set of supporting instructional materials is available for web download for registered programs. Training sessions for teachers and docents will be offered at several venues around the U.S. depending on demand. All specimen models in this program can also be purchased independently from Bone Clones.

Contact IIHER for assistance in funding your program.

PROGRAM I.

Size - Hominids Get Bigger through Time A. Models: Lucy Articulated SC-036-A, Nariokotome Boy Articulated SC-012-A, Human Skeleton Female Articulated SC-211-A, Human Male Skeleton Articulated SC-092-A (see cover) B. Activity: Caliper Measurement of Femora; Calculation of height of each hominid from femoral measurements (computer), Graph the heights in notebook

II.

The Brain – Hominids Get Brainier through Time A. Models (hollowed out) of Toumai BH-029, Afarensis BH-001, 1813 BH-034, Peking BH-005, Human Male BC-203 B. Activity 1: Volumetric measurement with mustard seed of each endocranial volume poured into a flask, Graph the values in notebook C. Activity 2: Does the Brain Get Bigger Just Because Body Size Gets Bigger? Compare the slopes of the two lines in the computer – Relative brain size still increases through time

III.

Bipedalism - All Hominids Walk on Two Legs A. Models – Set of 10 Femurs KF-001 B. Activity: What Characteristics Distinguish the Femora of Hominids from Non-Bipedal Primates? – Length, Straightness, Curvature, Length of Neck, Angle of Condyles with Shaft, Shaft Thickness, Diameter of Head. Draw a hominid femur with the bipedal characteristics in your notebook.

IV.

Teeth - Hominids have Big Molar Teeth A. Models – Human Adult Teeth KO-164-SET, Set of 6 Primate Skulls BC-1234-SET, plus models as appropriate used in I-III B. Activity 1: Define the four types of teeth (incisors, canines, premolars, and molars) and match structure with function (cutting, puncturing, grinding) C. Activity 2: Measure length and breadth of two hominid first molars and two non-human primate first molars, and graph them D. Activity 3: Who has the largest relative molar size? Graph molar size and femur length of hominids and non-human primates

V.

Evolutionary Change in Skull Form A. Models – same as in I and II; Computer – Rotational series B. Activity 1: Draw/superimpose the slope of the frontal angle in hominids from early to late. What is the trend? (increasing frontal angle) C. Activity 2: Draw/superimpose the slope of the face in hominids from early to late. What is the trend? (decreasing prognathism)

VI. Review, Summation, and Discussion A. What are some reasons of natural selection that made hominids get larger through time? Predator deterrence, male-male competition (sexual dimorphism), greater food selection, other?

B. How might have natural selection favored the evolution of hominid walking on two legs? Traveling longer distances, seeing farther, freeing the hands for carrying, tool-making, other?

C. What forces of natural selection probably acted to change hominid skull form through time? Increased brain size (intelligence), increased molar size, decreased front teeth size, protection, other?

Prof. Noel T. Boaz, Ph.D., M.D. Director, International Institute for Human Evolutionary Research

Contacts: International Institute for Human Evolutionary Research, 2565 Siskiyou Boulevard, Suite 4/1L, Ashland, OR 97520; 541-488-7926; iiher@integrativemedsci.org www.integrativemedsci.org Bone Clones, Inc., 21416 Chase St., #1, Canoga Park, CA 91304; 818-709-7991 or 800914-0091 www.boneclones.com