Final Exam Review Sheet

Anth 151L—Final Exam Review

Labs 8-13.

Monday May 2, 2011 8-9am. 

Lab 8—Primates: behavior

Terms

Reproductive success: gauges natural selection through the number of offspring left by the individual and the individual’s children and grandchildren.  Definition: a measure of the proportion of one’s genes making up the next generation.   

Anthropomorphism: view that humans are the most important organism in existence, occurs when we consciously or unconsciously give animals human motives, emotions, and/or intentions.

Concepts

Primate social behavior

Complex social behavior includes competition for mates; access to food; reinforce social bonds; rearing offspring, and learning.  Their goal though is to maximize reproductive success.  Social animals, some live in large groups (100+) individuals.  Distinct feature: males and females usually associate with each other throughout the year. 

Exercises

1.) Taxonomy. Know the common name, scientific name, and distribution for the following species at the ABQ zoo: chimpanzee, orangutan, gorilla.

True or false: orangutans, siamangs, chimpanzees, gorillas are all apes.  T

True or false: Apes have relatively long arms, no tails, and heavy bodies.  T

True or false: most apes are omnivores who eat fruit, vegetables, and occasionally meat.  T

2.) Facial identification. What is it?  Why is it used? What features are used to distinguish individual primates from each other?  What is facial identification?  Method used by primatologists for identifying individual animals when making observations and collecting data in the field.  What unique features can be used to distinguish individual primates?  Size, morphology, hair/skin color, hair length, facial hair, growth patterns, and scars. 

3.) Scan sampling.  In general, what do primatologists study? Primatologists observe social behavior of non-human primates to better understand their ecology, anatomy, movements, and social organization.  What are the main differences between primates living in captivity and those living in the wild?  The behavior of captive animals may be affected by their environment, and certain behavioral patterns may be influenced by this.   

http://www.cabq.gov/biopark/zoo/exhibits/apes

Lab 9—Paleoanthropology: bipedalism

Terms

Hominin: humans and our direct ancestors.  Bipedal locomotion is the key shared, derived hominin feature.

Bipedalism: habitual walking upright on two legs. 

Orthognathic: flat face, tucked under the front of the brain case. 

Foramen magnum: the opening for the spinal cord at the base of the cranium. 

Grip: power grip (when using a hammer) vs. precision grip (when using a pencil).

Lumbar lordosis: forward facing lumbar curvature.

Thoracic kyphosis: posterior curvature in the thoracic region.

Adducted (aligned with the other digits) vs. abducted (divergent and opposable).

Concepts

General trends in hominin evolution compared to apes: (1) inceased brain size; (2) decreased face size; (3) bipedalism; (4) reduced teeth size, esp. canines; (5) reduced sexual dimorphism; and (6) life history traits.

Why is it useful for anthropologists to study chimpanzees? 

What are the major differences between humans (Homo sapiens) and chimpanzees (Pan troglodytes)? 

            Cranial traits: humans have a greatly increased brain size and reduced dentition relative to body size.  Humans have small canines and reduced canine sexual dimorphism.  Overall, human teeth are small with thick enamel compared to African apes.  Human chewing muscles are greatly reduced.  Increased cranial capacity and decreased dentition in humans results in small orthognathic faces.  Variation exists in the position of the foramen magnum between humans and chimps.  In humans, it is centered on the cranial base and opens downward.  In chimps, it is located posteriorly and opens down and back.        

            Post-cranial traits: humans have several unique post-cranial traits associated with bipedalism. 

1.) absence of body hair           
2.) presence of sweat glands
3.) hand: humans have short metacarpals with a long thumb allowing for power and precision grip. 
4.) anterior foramen magnum: allows us to hold our head erect over the center of our body.
5.) curved spinal column: humans have a characteristic s-shaped vertebral column which curves forward in the lumbar region, and posteriorly in the thoracic region. 
6.) short & broad pelvis: humans pelvis is vertically short and horizontally broad with iliac blades facing laterally.  Know how many vertebrae humans and chimps have, as well as the three different types of vertebrae.   
7.) angled femur: humans have relatively long legs and shorter arms.  Human femur is angled towards the center from the hip to the knee. 
8.) foot: double arched with adducted big toe: what is the function of human foot?  We use our feet as a rigid platform for propulsion and supporting body weight.  Our bog toe is robust and adducted rather than abducted.  We have short toes with little grasping strength compared to chimps.  We also have a double arch on our sole which acts as a shock absorber and natural spring. 

Essay: Based on post-cranial features, what type of locomotion was most likely used by A. afarensis (“Lucy”)?  Support your answer with the traits we have studied in class.  

Lab 10—Paleoanthropology (australopithecines & early Homo)

Know the following information for each species we examined in lab: average cranial capacity; timeframe; location; and the most significant cranial traits.

http://www.talkorigins.org/faqs/homs/specimen.html

Species

Gracile australopithecines (A. africanus & A. afarensis).

Robust australopithecines (P. aethiopicus, P. robustus, & P. boisei).

Early Homo (H. habilis, H. rudolfensis).

Middle & later Homo (H. erectus, H. heidelbergensis, H. neanderthalensis, H. floresiensis, &H. sapiens).

Terms

Occipital bun: projecting bulge on the occipital bone (Neanderthals).

Retromolar gap: space between 3^rd molar and ascending ramus of mandible (Neanderthals).

Taurodont teeth: enlarged pulp cavity and fused roots (Neanderthals).

Stone-tool technology:

Oldowan associated with H. habilis

Acheulian associated with H. erectus & H. heidelbergensis

Mousterian associated with H. heidelbergensis & H. neanderthalensis

Which type is the most sophisticated? Least sophisticated? And why?

What are some characteristics used to determine chimps from gracile australopiths?

List some characteristics that differ between gracil and robust australopiths.  Enlarged molars, flared zygomatics, sagittal crest present in robust species. 

Are there any differences between habilis and rudolfensis? Or are they really the same species?  List differences that can distinguish habilis/rudolfensis from both gracile and robust australopiths.   

Lab 11—Paleoanthropology: later Homo & modern humans

Be able to describe (write clearly) the two main models for the origins and evolution of modern humans. You should also be able to explain these two hypotheses in detail and their predictions.  See the website below if you need to review the details:

http://www.actionbioscience.org/evolution/johanson.html

Know the cranial differences between erectus, Neanderthals, and humans.  Hint: review traits such as cranial capacity, size, and shape; dentition, prognathsim, chin, etc (see p.99-101 in Lab Manual).   

List cranial differences between Neanderthals and modern humans.

What two features are shared among erectus and heidelbergensis?

List 3 features that Neanderthals have but AMH do not have.

Despite the overall size, does H. floresiensis share any features with any other species? 

Lab 12—Variation: stature & race

How is physical variation apportioned within and between human groups?

Be able to measure a femur with an osteometric board and use the formula for estimating height (in centimeters).  You don’t have to memorize the formula, it will be given! 

Formula:  2.38 x (femur length) + 61.41 = STATURE ± 3.27. 

What does the ± indicate in this formula?  Uncertainty of the estimate due to measurement error.  It provides a range of the person’s height, not an exact value. 

Be able to calculate an average (See p.108 in Lab Manual for a review).  For example, for height of ANTH 151 students in this lab, add up all of the measurements for height, and divide by the total number of students. 

Are there differences between males and females?  Was there any sexual dimorphism in the measurements you took? 

Be able to answer the first 3 questions on p.111 (of Lab Manual). 

On average, how much genetic variation falls within and between individuals?  85%, 15%, respectively. 

Which continent harbors the most genetic diversity?

Lab 13—Variation: forensic anthropology

Terms

Epiphyses: the separated ends of long bones (the rounded ends of long bones).

Diaphysis: the shaft of a long bone. 

Metaphyses: the ends of the diaphyses where growth takes place.

Deciduous vs permanent teeth?

What is the main task of the forensic anthropologist?  Identify individuals from various types of human remains.  Attain the maximum amount of information from whatever remains are present: fragments, isolated bones, teeth, etc.

What information do forensic anthropologists (osteologists) generally look for?  Age-at-death, sex, stature, race (ancestry), pathology (trauma), location of death, and taphonomy.  Also attempt to determine cause and time of death, but this is and usually the role of the pathologist during an autopsy.    

http://www.anthro4n6.net/forensics/

Sex

You have a 50-50 chance of guessing correctly, so we need to be more accurate.  What is the best indicator of sex in the human skeleton?  The pelvis (os coxae) has 5 specific features that are generally used: (1) greater sciatic notch; (2) preauricular sulcus; (3) ventral arc; (4) subpubic concavity; and (5) ischiopubic ramus ridge.  Sacrum? 

Second best indicator of skeletal sex is the skull.  Five characteristics are typically used: (1) nuchal crest; (2) mastoid process; (3) supra-orbital margin; (4) supra-orbital ridge (glabella); and (5) mental eminence (chin). 

Both pelvis and skull features should be scored on a scale ranging from 0 (absent) 1 (feminine) -5 (masculine). 

Age

Many different methods used that vary in accuracy. 

Sub-adult age estimation:

Long bone length (infants and juveniles) without their epiphyses provides rough estimate.  Good for estimating general age range in young individual, but due to population variation in growth rates, it is less precise. 

Dental eruption: most reliable way to age infants and children.  Teeth form and erupt according to patterns that have been carefully documented.  Teeth begin to form in utero.  Then, deciduous teeth normally erupt ~6 months of age.  After 24 months (2 years), most deciduous teeth have erupted.  From 6-12 years old, deciduous teeth are gradually replaced by permanent adult teeth.  3^rd molars are last to erupt between 15-21 years old (See dental eruption chart on p.118 for more details). 

Epiphyseal union: progresses in a known order, usually during adolescence, although this varies.  It is possible to determine the degree of epiphyseal closure to estimate age for older children with good accuracy. 

Adult age estimation:

Cranial suture closure—unfused and clearly visible in young people.  As people age, adjacent bone of the cranium unite until suture line eventually disappear in older people.  Assess the degree of closure for all cranial sutures, this will provide a very broad age estimation.  Not reliable when used alone, better to use with several other age estimation methods.

Pubic symphysis:  best studied and most reliable method.  Involves progression of changes occurring in the pubic symphysis.  Different for males and females.  In general, symphysis progresses from youthful (ridges and fullows), to smooth surface and development out outer rim, to overall deterioration in old age. 

Auricular surface (ilium): ear-shaped feature that joins sacrum to pelvis through the sacroiliac joint.  This surface undergoes several known changes that progress in older age.  But changes may also be associated with activity patterns of individuals and degenerative conditions. 

Rib ends:  sternal ends of true ribs (1-7) follow progression of changes in adulthood.  Can provide the best estimate of age when using 4^th rib end, although other ribs will work. 

Race

Also called ancestry, or population affiliation.  Most physical characteristics of humans follow a continuum with no clearly distinct among populations (ie. skin color and hair form).  However, some facial features of the skull can be used to help estimate ancestry into the following groups: African; European; Australian; Asian; and Native American.  Some commonly used features include: shape of central incisors; cranium; nasal apertur; nasal root; size and degree of zygomatic projection; shape of external auditory meatus; and shape and degree of projection of lower face, and measurements of certain features of long bones. 

http://web.utk.edu/~fac/fordisc.html

Pathology   

Perimortem—around the time of death is most important.  But also look at antemortem (before the time of death) pathology vs post-mortem (after the time of death).  Antemortem pathology—conditions that occurred during life that leave a signature on the skeleton (surgical intervention, broken bones with signs of healed fractures, signs of chronic disease, etc).  Dental remains are often well preserved, look for any abnormal features such as dental caries (cavities), abscesses, tooth loss, fillings, etc which may be compared to dental records. 

For additional information: http://www.forensicanthro.com/resources.html

Midterm Review Answers & Explanations

Midterm Review & Explanations: 

Here are some questions, terms that should be familiar, and important concepts and 

pieces of information that you should know. The midterm will consist of 25 questions. 

The first portion will be lab stations where you will do things like identify bones and use 

traits to determine locomotion or group. The rest of the midterm will consist of multiple 

choice, fill-in-the-blank, and a couple of short-answer questions. The exam will cover 

labs 1-6 only, as you can tell from the material below, so be sure to thoroughly review 

the labs and the information provided in them.  Have fun over spring break, and see you 

all next week! 

1) Know the steps of the scientific process. 

Step 1 – Make an observation.   

Step 2 – Formulate a hypothesis to explain your observation.  

Step 3 – Make a prediction that follows from this hypothesis.  

Step 4 – Design a test or experiment to falsify your prediction.  

Step 5 – Formulate a conclusion. 

2) What was Piltdown Man and why was it important? How was the scientific process 

used to dispel the hoax of the missing link? 

Piltdown Man was an isolated set of fossilized remains found by British archaeologists 

in 1912.  The remains consisted of an orangutan mandible and a modern human skull. It 

was long thought to be the “missing link” in human evolutionary history.  Important 

because highly publicized and attention given to human evolution, and the length of 

time it took to figure out it was a hoax.  In 1953, scientists conducted a series of chemical 

based tests and determined it was a hoax based on the date their results gave them.  

Also, it was stained to make it look older than it really was.   

   

3) Terms for Mendelian genetics: gene, allele, genotype, phenotype, dominant, 

recessive 

a. Gene: a heredity unit consisting of DNA 

b. Allele: different form of a gene 

c. Genotype: genetic makeup of an organism 

d. Phenotype: physical characteristics of an organism  

e. Dominant: genetic trait that is phenotypically expressed in heterozygotes 

f. Recessive: genetic trait that is phenotypically expressed in homozygotes 

4) What are Mendel’s two laws of inheritance? 

Principle of segregation:  During the formation of gametes (eggs and sperm), and 

for any given trait, each pair of alleles separates so that only one copy is passed on from 

each parent.     

Principle of Independent Assortment:  The chance that an offspring  

receives alleles for one trait is independent of the chance that offspring receive alleles for 

another trait.    

5) Understand how genotype and phenotype are related for dominant and recessive 

traits. For example, a person displaying a recessive phenotype has a homozygous 

recessive genotype.  

Review lab 2.  

  

6) Be able to make crosses using Punnet squares for single- and double-trait crosses 

and to give the outcome for the offspring in terms of probability (i.e., offspring have 

a 50% chance of being tongue-rolling PTC tasters). 

Review lab 2.  

7) What are the four forces of evolution?  

Mutation is the alteration of an individual’s genetic material.  Mutations occur  

spontaneously and are a normal part of life.  Some mutations are harmful  

(deleterious) and others may be advantageous, but most are neutral, and provide  

neither harm nor benefit to the organism.  Mutation is the only mechanism of  

evolution that can bring about novel alleles.   

  

Gene flow is another mechanism of evolution that can increase genetic variation in  

populations.  Gene flow involves the movement of alleles from one population to  

another.  It is predicated both on the movement of alleles, or migration, between  

populations and the subsequent reproduction of migrants.  

  

Genetic drift occurs when allele frequencies in populations change as a result of  

chance, and is enhanced in small populations.  One specific form of genetic drift is  

termed founder effect, which occurs when a new group is founded by a subset of  

a larger group.    

  

Natural selection occurs when some individuals possess a trait that allows them  

to produce more offspring than others in a population.  If offspring inherit the  

advantageous trait, they too will out-compete and out-reproduce organisms lacking  

this adaptation.  Over time, many individuals will inherit the adaptation and the  

advantageous trait will increase in frequency relative to other forms of the trait. 

8) Which is the only force of evolution that creates new variation? Mutation.  

9) Which force decreases variation within groups but increases variation between 

groups? Gene flow.  

10) Which force increases variation within groups but decreases variation between 

groups? Drift. 

11) When natural selection acts strongly against a trait, what is the effect over time 

(review what happened with those poor, furless tiger cubs in lab)? Eventually they 

die out over time. 

12) What is the term for a specific type of genetic drift in which a new group is founded 

by a subset of a larger group? Founder effect. 

13) Terms for taxonomy: phylogenetics, cladogram, clade, cladistics, outgroup, shared 

derived traits, ancestral traits 

a. Phylogenetics: the study of evolutionarily relationships between groups of 

organisms 

b. Cladogram: tree-like diagram showing ancestral relationships between 

organisms 

c. Clade: a group made up of an organism and it descendants 

d. Cladistics: way to classify species into clades  

e. Outgroup: group of organisms used a reference group for determining 

evolutionary relationships. 

f. Shared derived traits: After separation, new traits may arise in the clade.  

Sometimes, all of the individuals in a clade will share one or more such 

unique traits. 

14) Be able to draw a cladogram based on information about shared derived traits, just 

like we did in lab.  Review lab on how to do this.   

15) What are the four tooth classes (remember, the second one is “canine”, not K-9)? 

Incisors, canine, premolars, molars. 

16) Know how to write out a dental formula, and remember to check if the top and 

bottom teeth have the same formula.  Humans = 2-1-2-3 on top and bottom.  What 

about other species we studied?   

17) Be able to tell whether a molar is bilophodont, Y-5, or neither. The configuration of 

enamel peaks (cusps) and grooves on the chewing surface of the molars in the lower 

jaw of all hominoids.  “Y-5” indicates 5 cusps with a Y-shaped groove separation 

them and the gap of the Y facing towards the cheek.  In bilophodont teeth, there are 

two “lophs” or side-to- side ridges capped by two cusps each.  This pattern is found 

only in Old World monkeys. 

18) In which group of primates are you likely to see a dental comb, an unfused mandible 

and a metopic suture? Prosimians. 

19) What is the ladder of progress, and did we see this pattern when we examined amino 

acids in the hemoglobin chain for different primate species?  The “ladder of 

progress” is a long outdated idea, in which species that branched off earlier haven’t 

changed.  This would be indicated if, for example, the number of differences with 

gorillas were about halfway between those for gibbons and those for humans).   

20) Are humans more closely related to chimps or gorillas? Does this answer depend 

on the traits/data used?  Chimps. Yes.  Check out this article: 

http://www.sciencedaily.com/releases/2009/06/090618084304.htm 

21) If you are given a mutation rate (e.g., 1 amino acid change every million years) and 

the number of amino acid differences between two species, be able to give the 

amount of time since the two species split.  Review lab 4, p.42. 

22) Osteology terms: axial skeleton, appendicular skeleton, anatomical position, sagittal 

plane, coronal plane, transverse plane, superior, inferior, proximal, distal, medial, 

lateral 

The axial skeleton includes bones of the skull, vertebral column, and rib cage.  Generally 

speaking, these bones are involved in providing protection to vital organs and 

supporting or carrying outer body parts.  The appendicular skeleton includes the bones 

of the upper and lower limbs and the girdles (shoulder and hip) that attach the limbs to 

the central portion of the skeleton. In order to describe the position of one bone (or body 

part) in relation to another, it is necessary to use standard terminology with reference to 

a standard body position.  In the anatomical position, the body is upright with the 

arms by the sides and the palms facing forward.  There are three main reference planes: 

the sagittal (or medial) plane divides the body into more or less symmetrical left 

and right halves.  The coronal plane divides the body into front and back halves, while 

the transverse plane divides the body into horizontal sections.  The terms superior 

and inferior describe the position of the structures with respect to  

transverse planes.  For example, the ribs are superior to the pelvis, while the pelvis  

is superior to the knee.  Likewise, the knee is inferior to the pelvis but superior to  

the feet.  

The terms proximal and distal are normally used to refer to the relative positions  

of bones or portions of bones in the limbs.  Proximal refers to the bone or portion of  

a bone that is closer to the axial skeleton.  Distal refers to the portion of the bone  

that is further from the axial skeleton.  For example, the humerus is proximal to  

the radius, while the radius is distal to the humerus.  The proximal end of the  

humerus articulates with the scapula to form the shoulder, while the distal end of  

the humerus articulates with the ulna and radius to form the elbow joint.  

  

Another set of terms, medial and lateral, refers to the location of a bone or feature  

with respect to the sagittal plane.  Those bones that are closer to the midline (or  

center) of the body are medial.  Those farther away from the midline are lateral. For  

example, the lateral end of the clavicle (collar bone) articulates with the scapula at  

the shoulder joint, while the medial end of the clavicle articulates with the  

sternum.  The fingers of each hand, in anatomical position, are medial to the  

thumbs, while the thumbs are lateral in respect to the fingers. 

  

23) Bones for which you are responsible: 

Skull: frontal, parietal, temporal, occipital, zygomatic arch, maxilla, and 

mandible 

Dentition: incisors, canines, premolars, and molars 

Vertebrae: 7 cervical, 12 thoracic, 5 lumbar, 5 sacral (forming the sacrum), and 4 

coccygeal (forming the coccyx). 

Ribs:  12 pairs 

Pelvis (Os coxa): ischium, ilium, pubis 

Shoulder: Clavicle, Sternum, Scapula 

Arm:  Humerus, Radius, and Ulna 

Hand and Wrist:  Carpals, metacarpals, and phalanges 

Leg:  Femur, patella, tibia, and fibula 

Foot and Ankle:   Tarsals, metatarsals, and phalanges 

Be able to identify these bones or groups of bones and to discuss their positions 

relative to each other (e.g., the tibia is distal to the femur).  

24) Be able to distinguish the skeleton of a primate from that of a non-primate and to 

give three traits that helped you make your decision (the table on page 52 of your lab 

manual has a lot of useful information). Remember to be specific. For example, “eye 

orbit” is not a valid reason for calling a specimen a primate, but “enclosed eye orbit” 

is. 

25)  What are some traits that are typical of prosimians?  

a. More Primitive; Similar to the earliest primate ancestors. 

b. Greater reliance on the sense of smell 

c. Elongated snout; Large olfactory bulbs;  

d. Small body size. 

e. Often lacking some typical primate characteristics. 

f. Lack color vision; Lack bony cups around eyes; Claws instead of nails on some 

digits. 

g. Usual mode of locomotion is vertical clinging and leaping (VCL). 

h. Sometimes nocturnal. 

i. Tapetum lucidum. 

j. Often solitary. 

k. Possess a tooth comb. 

26) What are the different forms of primate locomotion? 

Quadrupedalism, bipedalism, vertical clinging & leaping, brachiation. 

27) Be able to determine a primate’s locomotion using two different methods: a) looking 

at traits on the skeleton such as limb length, digits, calcaneus length; b) finding the 

intermembranal index (you would be given the equation, a calculator, and the ranges 

for the different types of locomotion).  

If you have any additional questions, don’t hesitate to email me. Good Luck! 

ABQ Zoo Information

Driving Directions from UNM to Rio Grande Zoo:
www.cabq.gov/biopark/zoo/

University of New Mexico MSC04 2545 1 University of New Mexico, Albuquerque, NM 87131-0001

	1. Head northeast on Roma Ave NE towardRedondo E Dr NE
		0.3 mi
	2. Turn right at Redondo E Dr NE
		0.2 mi
	3. Turn left toward Central Ave NE
		207 ft
	4. Turn right at Central Ave NE
		2.4 mi
	5. At the traffic circle, take the 4th exit onto 8th St SW
		0.4 mi
	6. Turn right at Stover Ave SW
		0.3 mi
	7. Take the 2nd left onto 12th St SW
		174 ft

Albuquerque Zoo 903 10th Street Southwest Albuquerque, NM 87102

Review Sheet

Midterm Review:

Here are some questions, terms that should be familiar, and important concepts and pieces of information that you should know. The midterm will consist of 25-30 questions. The first portion will be lab stations where you will do things like identify bones and use traits to determine locomotion or group. The rest of the midterm will consist of multiple choice, fill-in-the-blank, and a couple of short-answer/essay questions. The exam will cover labs 1-7 only, as you can tell from the material below, so be sure to thoroughly review the labs and the information provided in them.  Have fun over fall break, and see you all next week!

1)    Know the steps of the scientific process.

2)    What was Piltdown Man and why was it important? How was the scientific process used to dispel the hoax of the missing link?

3)    Terms for Mendelian genetics: gene, allele, genotype, phenotype, dominant, recessive

4)    What are Mendel’s two laws of inheritance?

5)    Understand how genotype and phenotype are related for dominant and recessive traits. For example, a person displaying a recessive phenotype has a homozygous recessive genotype.

6)    Be able to make crosses using Punnet squares for single- and double-trait crosses and to give the outcome for the offspring in terms of probability (i.e., offspring have a 50% chance of being tongue-rolling PTC tasters).

7)    What are the four forces of evolution?

8)    Which is the only force of evolution that creates new variation?

9)    Which force decreases variation within groups but increases variation between groups?

10) Which force increases variation within groups but decreases variation between groups?

11) When natural selection acts strongly against a trait, what is the effect over time (review what happened with those poor, furless tiger cubs in lab)?

12) What is the term for a specific type of genetic drift in which a new group is founded by a subset of a larger group?

13) Terms for taxonomy: phylogenetics, cladogram, clade, cladistics, outgroup, shared derived traits, ancestral traits

14) Be able to draw a cladogram based on information about shared derived traits, just like we did in lab.

15) What are the four tooth classes (remember, the second one is “canine”, not K-9)?

16) Know how to write out a dental formula, and remember to check if the top and bottom teeth have the same formula.

17) Be able to tell whether a molar is bilophodont, Y-5, or neither.

18) In which group of primates are you likely to see a dental comb, an unfused mandible and a metopic suture?

19) What is the ladder of progress, and did we see this pattern when we examined amino acids in the hemoglobin chain for different primate species?

20) Are humans more closely related to chimps or gorillas? Does this answer depend on the traits/data used?

21) If you are given a mutation rate (e.g., 1 amino acid change every million years) and the number of amino acid differences between two species, be able to give the amount of time since the two species split.

22) Osteology terms: axial skeleton, appendicular skeleton, anatomical position, sagittal plane, coronal plane, transverse plane, superior, inferior, proximal, distal, medial, lateral

23) Bones for which you are responsible:

Skull: frontal, parietal, temporal, occipital, zygomatic arch, maxilla, and mandible

Dentition: incisors, canines, premolars, and molars

Vertebrae: 7 cervical, 12 thoracic, 5 lumbar, 5 sacral (forming the sacrum), and 4 coccygeal (forming the coccyx).

Ribs:  12 pairs

Pelvis (Os coxa): ischium, ilium, pubis

Shoulder: Clavicle, Sternum, Scapula

Arm:  Humerus, Radius, and Ulna

Hand and Wrist:  Carpals, metacarpals, and phalanges

Leg:  Femur, patella, tibia, and fibula

Foot and Ankle:   Tarsals, metatarsals, and phalanges

Be able to identify these bones or groups of bones and to discuss their positions relative to each other (e.g., the tibia is distal to the femur).  

24) Be able to distinguish the skeleton of a primate from that of a non-primate and to give three traits that helped you make your decision (the table on page 52 of your lab manual has a lot of useful information). Remember to be specific. For example, “eye orbit” is not a valid reason for calling a specimen a primate, but “enclosed eye orbit” is.

25) What are some traits that are typical of prosimians?

26) What are the different forms of primate locomotion?

27) Be able to determine a primate’s locomotion using two different methods: a) looking at traits on the skeleton such as limb length, digits, calcaneus length; b) finding the intermembranal index (you would be given the equation, a calculator, and the ranges for the different types of locomotion).

If you have any additional questions, don’t hesitate to email me. Good Luck!