Download - 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?
Noel T. Boaz, Ph.D., M.D.
Director,
International Institute for Human Evolutionary Research
Contacts:
International Institute for Human Evolutionary Research, 12 Starling Avenue,
Martinsville, VA 24112; 276-632-4276; [email protected]
www.integrativemedsci.org
Bone Clones, Inc., 21416 Chase St., #1, Canoga Park, CA 91304; 818-709-7991 or 800-
914-0091 www.boneclones.com