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Review ANTH
S2008


- You are responsible for everything on the midterm (less than 25%
will be on final – know your Punnett!!!)
- Review and understand all homeworks
- Define anthropology, and its four parts.
- Also subspecialities of physical anthropology – forensics, medical
anthro etc.
- 4 broad topics of this class –on syllabus! Re-read syllabus –that is
helpful
- Remember the 3rd molar study in class
- Remember Dr. Buss' study about male and female mate selection – what
is hard wired?  We choose differently why?
- Scientific Method – explain it
- History of the development of evolutionary thinking – the people
Darwin borrowed from
- Darwin, Lyell, Malthus, Wallace, Buffon, Lamark, Linnaeus, Cuvier,
Thomsen, etc.
- Review the Map Quizzes
- Three Postulates of Natural Selection –
- How the Grant's Research tested these – see handout
- Genetics – Mendel
- His Pea studies
- Cell terminology, Sexual reproduction,
- Genetic terminology
- Punnett squares
- Modern Synthesis – evolution of allele freqs
- Forces of evolution
- Gene flow, genetic drift, mutations, founder effect,
- Sickle cell anemia and malaria – modern synthesis in action –
- ABO Blood Group system
- Speciation – reproductive isolating mechanisms
- Macromutations
- Geologic history
- Phylogeny
- Primate taxonomy
- Phenotypic traits of primates
- Jane Goodall and chimpanzee study
- Hominoids
- Comparative primate behaviors – baboons, bonobos, chimpanzees
- Social Life – benefits and costs
- Sociobiology – Altruism, inclusive fitness, Hamilton's rule
- Female and male dominance hierarchies
- Paleoanthropology
- Osteology [book diagrams]
- Fossil formation [book]
- Dating techniques [see handout]
- Primate evolution – from Proconsul (Omomyids) to Homo sapiens
- Becominghuman.org
- SEE CHART FOR ALL YOU SHOULD KNOW – FILL IT IN AND LEARN IT.
- Decide what are essential elements of the fossil crania – a few
major elements for each species –
- Bipedalism- physical shifts
- Theories for the evolution of bipedalism – models.
- Hominid evolution, major tool types, major steps each species took.
- Neanderthals – where did they go? Theories?
- MRE vs RAO – multiregional vs recent African origins
- Lumpers vs Splitters what is the difference?
- Explaining Human variability
- Racial types – phenotypic and genotypic reasons they don't exist
- Race as a cultural construct
- Documenting the variability of specific traits around the world –
height, nose length, skin color – rickets – lactase tolerance after 2
years.

FROM COURSE OUTLINE – WHAT YOU ARE EXPECTED TO KNOW IS BELOW
A. Background to biological evolution.
1. Major subfields of anthropology.
a. Biological or Physical Anthropology
b. Archaeology
c. Cultural Anthropology
d. Linguistics
2. Major research areas within physical/biological anthropology.
  . Primatology
a. Paleoanthropology
b. Sociobiology
c. Forensics
3. Anthropological perspective.
4. Scientific method and its application to physical anthropology.
5. Historical advances in the natural sciences, resulting in part from
the age of discovery and exploration.
  . Advances in Geology (Lyell)
a. Advances in Biological Classification (Linnaeus)
b. Advances in Population studies (Malthus)
c. European ethnocentric and racist world views, particularly the
notions of fixity of species and a general sense of stasis.
B. Darwin's theory of biological evolution and Mendelian inheritance,
including basic genetics, taxonomy, and speciation.
1. Historical development of the Darwinian theory of natural selection.
  . Contributions of 18th and 19th century scientists to evolutionary
theory (Lamark, Wallace, Erasmus Darwin)
a. Process by which Darwin used these earlier ideas to formulate his
three postulates of natural selection.
2. Theory of natural selection
  . Variation in species and how natural selection acts on this
variation through differential reproductive success to alter species.
a. Galapagos finches and recent studies by Rosemary and Peter Grant.
b. Shortcomings of Darwin's explanation of evolution in reference to
19th century genetics and theories of inheritance (blending).
3. Basic principles of Mendelian inheritance.
  . Mendel's pea experiments.
a. Concepts of dominant, recessive, and codominant alleles.
b. Principles of segregation and independent assortment.
c. Using the Punnett Square.
4. Cellular structure and genetic structure of DNA and RNA.
  . Basic cell types and organelles including mitochondria and ribosomes.
a. Nature of chromosomes and the concept of a gene.
b. Compare and contrast mitosis with meiosis.
c. Meiosis and the evolutionary process.
d. New frontiers of genetic research.
5. Mechanisms that produce genetic variation in populations.
  . Mutation
a. Genetic drift
b. Gene flow
6. Concepts of population genetics using hemoglobin and malaria examples.
7. Concepts of taxonomy
8. Homology and analogy.
9. Concepts of genus and species
10. Speciation, including the roles of geographic isolation and
natural selection.
11. Geologic time scale
12. Major living mammalian groups.
13. Contrast gradualism with punctuated equilibrium (S.J. Gould).
C. The field of primatology.
1. Ancestral mammalian traits and the evolutionary trends that define
the order Primates.
2. Primate taxonomic classification, emphasizing the major taxa:
suborder, superfamily, family, genus and species.
3. Distinguishing features of prosimians, monkeys, apes, and humans.
4. Describe hominoid morphological traits and social structures.
5. Primate field studies.
6. Primate behavioral ecology
7. Types of primate social interactions including grooming, dominance,
and affiliative and aggressive behaviors.
8. Territoriality and resource acquisition.
9. Primate learned social behaviors and reproductive fitness.
10. Reproductive strategies (r-selected versus k-selected).
11. Kin selection and Hamilton's Rule.
12. Sexual selection.
13. Importance of the mother-infant bond in contributing to the normal
social and psychological development of primate infants.
14. Primate communication and the evolution of language.
15. Nonhuman species' culture and tool use.
16. Between-group aggression in chimpanzees.
17. Female sexual selection in Baboons.
18. Bonobo sexual relationships.
D. Human origins and the important elements of paleoanthropology.
1. Define hominid, integrating the concept of biocultural evolution.
2. Paleoanthropology and the reconstruction of human biocultural
evolution.
3. Data gathered from Olduvai Gorge and the example of how it is
employed by paleoanthropology.
4. Various dating methods.
5. Experimental archaeology to interpret early hunting and tool use.
6. Different hypotheses for hominid origins.
7. Fossil evidence for primate origins.
8. Fossil evidence for anthropoid origins.
9. Fossil evidence for the origins and dispersal of the hominoids.
10. Major skeletal adaptations for full-time bipedalism.
11. Plio-Pleistocene hominids in chronological order.
12. Major early hominid fossil sites in Africa.
13. Classifying hominid species.
14. Dispersal of H. erectus out of Africa.
15. Fossil discoveries from Europe.
16. Early pre-modern Homo sapiens.
17. Evidence that Neandertals evolved in Europe.
18. Culture of Neandertals, including technology, settlement patterns,
subsistence behaviors, and symbolic behaviors.
19. List the cultural contrasts between Neandertals and Upper
Paleolithic humans.
20. Anatomically modern Homo sapiens.
21. Skeletal differences between anatomically modern H. sapiens and
pre-modern H. sapiens.
22. Geographic distribution of H. sapiens and the Out of Africa model.
23. Climatic, technological, and subsistence changes in the Upper
Paleolithic.
E. Behavior and biology today.
1. Historical views of human variation
2. Contrast modern race concepts and racist beliefs.
3. Adaptive aspects of human genotypic and phenotypic variation.
4. Population genetics and the study of human diversity.
5. Hardy-Weinberg equilibrium formula.
6. Examples of human biocultural evolution.
7. Adaptive advantages of skin color related to levels of UV radiation
and the incidence of rickets.
8. Human responses to heat, cold, and high altitude.
9. Bergmann's and Allen's rules.
10. Interactions between natural selection and human infectious diseases.
11. Nutritional effects on growth and development.
12. Human senescence.
13. The future of the Earth and the human species in light of the
threat of overpopulation.

Come see your professor  -- he is always happy to go over the paper
with his students.  I already have had several students in my office
hours and they all walked away ready to conquer the world.

Come see your professor!!

Homework#6
Anth1
Spring 2008
Due Wednesday June 11, 2008  (one class day later than the Green Sheet
says)

1.  Go through the book and use it to fill out all the necessary
details about each species listed on your Human Evolution Chart that I
have given you in class.  You can do this with a colleague if
necessary.  I will check each person's chart in class.

2.   If we were to accept the Multiregional Evolution model what would
this mean for the Neanderthals – what would we guess had happened to them?


3. Explain why populations that inhabit hot climates tend to be linear
in build, and those in cold areas tend to be stockier.  Give examples
of populations who support this model.  Give examples of populations
who do NOT support this model.  Why do you think there are exceptions?

Homework #5
Anth1
S2008
Due Monday June 2, 2008


1.  Go online to the BECOMINGHUMAN.ORG website and launch the Building
Bodies website on the Learning Center page (see top menu box, and then
go Building Bodies or simply link here
http://www.becominghuman.org/building_bodies)
	 a. Following this exercise where you learn about the differences in
the anatomical structure between the species – answer me the following
question.  What do you think is the single biggest transformation that
had to take place FIRST before anything else had to take place?

2.  I want you to pretend you are an ONLINE GAMING RULES EDITOR.   And
I want you to construct a rule book or direction book for someone just
learning how to walk.  GET THEM FROM A SITTING POSITION IN A CHAIR TO
TAKING TWO STEPS.  In other words, they have been in space their whole
lives, they have never had to be bipedal in their lives.  What are the
steps to standing up and walking?  What are the muscles they need to
use?  Where do they balance and how do they lean etc.  We really need
these directions to be explicit.

3. Are you in Anthropodenial?  And if so, how does it make itself
manifest?  (See the Smith reader Chapter 8)

4.  Quickly explain the difference between absolute dating techniques
and relative dating techniques.

5.  What is a fossil made of?

Dear Students,

This email explains how to submit your paper online to www.turnitin.com

I will not grade your paper if you do not turn it in online to this
website.

Directions:
1) Go to www.turnitin.com
2) Sign up as a student
3) Use Class ID - 2286149
4) Class Name   FoothillAnth1-1S2008
5) Password Anth1-1 (if this doesn't work use anth1-1 or ANTH1-1 all caps)
6) Upload your paper text to this site.

You are being asked to write your own paper - not cut and paste
someone else's work and so by using Turnitin.com we ensure this.

I am most happy with a paper in poor english with bad grammar where
someone came up with their own ideas! Do not give me a paper
that you know was partially 'borrowed' from a book or online.  Using
someone else's writing is considered cheating - and is unacceptable.
And for me it is even more unacceptable that you don't practice
writing. Why else are you at Foothill if it is not to learn! Improving
your writing is one of the most critical skills to learn.

One thing you may consider for this paper is to visit the Foothill
Tutorial Center where we have many really helpful former students of
this class who can help with the paper.

Thanks.

Prof Connell

If anyone wouldn't mind letting me see your notes that Pro. Connell
went over in class today. That would be great since I have missed
class. I would like to know what we learn today and if there was
important topic that he discuss in class. Please email me if you can
help me out. Thank you.

-Lan-Anh Nguyen
email: lananh.h.nguyen@...

ANTH1
Foothill
S2008
Homework  #4  (10 points)
Due Monday May 19, 2008
ANSWER EACH COMPLETELY FOR FULL CREDIT AND TURN IN DURING CLASS OR
BEFORE TO PROF VIA EMAIL (connell.samuel@...)


Chapter 8 Internet Exercise:

Look more deeply into the world of baboons with the Amboseli Baboon
research project,
http://www.princeton.edu/~baboon/.
      a. Why are twins rare in the world of baboons?
      b. What did the research project find surprising about the
relationship among baboon sisters?



Chapter 8 Essay questions:

1) Describe the different meanings of and reasons for bonobo sexual
posturing.

2)  Do these behaviors have a genetic basis?

HW#3
Anth1
Spring 2008
Prof Connell

Answer these two questions by Wednesday of next week.
If you haven't handed in HW#1 or #2 YOU STILL CAN!!!!
Remember - these are the same sorts of questions that will be on the
midterm.

1. What evidence does Jane Goodall present for behavioral links
between chimpanzees and humans.
a. Could these be convergent behaviors?
b. Why would you assume these are ancestral traits?

2. The most common question you get from others when they find out you
are taking a class about evolution is.... "If evolution
is correct and we are decendent from apes, then why are there still
monkeys?" So go ahead and answer the question.

Here is the first homework to hand in, due next Monday 4/28.

Show your work
1) Mendel did experiments where he kept track of seed texture
(wrinkled or smooth). First, he created true breeding lines: parents
with smooth seeds produced offspring with smooth seeds, and parents
with wrinkled seeds produced offspring with wrinkled seeds. When he
crossed wrinkled with smooth peas from these true-breeding lines, all
of the offspring were smooth. Which trait is dominant? What happened
when he crossed members of the F1 generation? What would be the
genotypic ratio had he backcrossed members of the F1 generation with
individuals from the true breeding line (like their parents) with
smooth seeds? What about crossed between the F1 generation and the
wrinkled true-breeding line?

2) Describe the concept of the inheritance of acquired characteristics,
and explain why you think it is incorrect.

Is next class - (Wed)

I have placed jpg files in the files section.

Remember also that Map Quiz #2 is on Wednesday.
Do only Option C - which is identify the various locations on the map.
(see the Smith Reader for Map Quiz 2)

Homework #1
Anth1
Due Monday 4/22 in Class or email prior to class

-These homework questions should be answered in one short paragraph --
-No more than 1/3 page for each answer.
-Keep it SHORT!!! The ability to be concise is an incredibly important
thing to learn while in college.
-You can either email the professor these answers or hand them in class.
-Be prepared to discuss answers in class.


1) Find an example of natural selection taking place here in Silicon
Valley.  Describe the adaptation and why you think it is being
selected for.
2) Viral diseases like Ebola and AIDS are both capable of wiping out
large populations of people, but in terms of the evolutionary
processes that we are studying, Ebola will not likely succeed in doing
long term major damage, but AIDS can.  Why do you think these two
diseases are different evolutionarily?  [Chapter2 of the Smith reader
is helpful].
3) What do Thomas Malthus and GM crops have in common?  Comment on the
relationship between these two. (compare Chapter 3 of the Smith Reader
and the ideas of Malthus - as discussed in class).