ࡱ> ;=: bjbj,, ,&NN $$ %D!(IIII$$$i F$$$$(II,:II$>f: 0%QQ$$$$ :   IB Biology SL 3-4 Name ____________________________ Human Evolution Period ____ Date _________________ PURPOSE: This lab will provide you with an opportunity to investigate and evaluate evolutionary relationships by examining skulls and fossil-skull replicas of human relatives found in the hominid family. You will collect data by measuring and observing primate skulls, examining criteria that are commonly used in paleo-anthropological studies. You will also use the data gathered to create family trees showing evolutionary relationships between fossil and living specimens. You will re-evaluate your tree with the addition of new data including age of the skulls and diagrams of hip, leg and hand structures. Working and presenting interpretations in groups will simulate the process of paleo-archeological study that characterizes this scientific field. The discussion will be tied to various competing theories of human evolution. PROCEDURE 1. Read the handout that diagrams and labels elements of hominid skulls 2. Working in groups of four, examine the skull provided at the station. Each student is to be responsible for 2 of the eight traits being examined. Each person will present her findings to the group which will decide whether or not to accept the findings. Group decisions will be recorded on the Chart of Skull Characteristics, a data chart of your own design. 3. After examining the first skull, the team will move to another station to examine another skull. Step 1 will be repeated until all skulls have been examined. Wait for the class signal to move before changing stations. 4. Working alone each team member will create a tree of possible relationships among the skulls. This is to be kept and turned in at the end. Be prepared to discuss what characteristics were considered in making your decisions and include this in an annotation under the Individual Tree. 6. Team members will share family trees with other group members and explain reasoning using data to support conclusions. Usually a scientist must decide which characteristic seems most significant in order to do this process. Depending on the scientists decision of relative importance, the trees will vary. 7. Next additional data will be provided: diagrams of skeletons and hands as well as ages of the skulls. Through discussion and consensus-making, each group will arrive at one family tree that all members agree upon. Describe in your annotation what characteristics were considered in making your decisions. Every member should make a copy of the Group Tree. 8. Each individual will turn in the Chart of Skull Characteristics and the Individual Tree with reasoning. Each individual will turn in the Group Tree annotated with reasoning from the discussion. Adapted from Dumas 2011 9. Write the names of the genus species of each skull on your group tree. Examine the 3 scientists trees at  HYPERLINK "http://www.becominghuman.org/node/interactive-documentary" http://www.becominghuman.org/node/interactive-documentary lineages button #3 To examine how scientists think gorillas and chimpanzees fit into the tree see  HYPERLINK "https://cnx.org/contents/J60E3NTA@4/The-Evolution-of-Primates" https://cnx.org/contents/J60E3NTA@4/The-Evolution-of-Primates Write a paragraph in which you answer the following: Which scientist tree is your group most closely aligned with? 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