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; iiher@integrativemedsci.org

www.integrativemedsci.org

Bone Clones, Inc., 21416 Chase St., #1, Canoga Park, CA 91304; 818-709-7991 or 800-

914-0091 www.boneclones.com