evo

=Natural Science Survey Midterm Take home Component=

Materials
You will need your "Ardi" articles – the National Geographic and the Science articles. You will also need to look at the following Nova videos and Quicktime animations:
 * **Episode I -** Becoming Human, Part I
 * Who's Who in Human Evolution
 * Origins of Mankind
 * Did Humans Evolve?
 * Compare the Skeletons
 * Riddle of the Bones
 * Building Faces From Fossils
 * Dig and Deduce

Objective
Use the Materials to answer the questions provided below.. __Do Not__ "cut and paste" an answer from another website, I will delete them. Write your answer, in your own words.

To type your answers into this page, follow these instructions:
 * 1) Click on the 'Edit This Page' button in the upper right corner of this wiki page.
 * 2) You are now in 'Edit' mode. You will now see an 'Editor' toolbar at the top of the page. You can use the tools to format your answer if you like.
 * 3) Scroll down until you find the question you want to answer.
 * 4) Click in the table cell just below the question, and type in your answer, your name, etc. in the appropriate cell.
 * 5) **Most importantly**, click on the 'Save' button on the right side of the 'Editor' toolbar to save your work. File | Save Page As, Ctrl-s, or "cut and paste" **will** **not** **save** your work to the wiki page.

//**Note:**// only one person can edit the page at a time, so if two students have it open at the same time, it is possible that edits will be lost. Do Not worry if this happens, I can retrieve an earlier version and upload previous edits. Save your answers to your computer, just in case "//la genie mal//" corrupts your work.

=Questions=

**Evolutionary Hypothesis**
**[credit]** || **[credit]** || **[credit]** || **[credit]** || the troglodyte hypothesis states that the chimpanzee had short backs like the early human ancestor || Student Name || **[credit]** ||
 * **Question/Answer** || **Student Name** ||
 * 1a. What is the savanna hypothesis? **– no more answers for this question** ||  ||
 * the savanna hypothesis suggests that the human stood up right so that they can move unto open areas easily. they would be able climb trees and look out to a further distance. also allowing them to adapt to the environment. || sandra stanton
 * the savanna hypothesis is the proposal that the major divergence between the hominids and other great apes was driven by hominids moving out of the forests and onto the grasslands. || lissa
 * The savana hypotheses is separated humans forms the other apes.This hypotheses created new evidence by a proposal that humans adapted to run down animals. || **Miriam Cruz**
 * the savanna hypothesis is what scientist beleive was a major link between different kinds of humans billion years ago that also caused other apes to lose in the survial of the fitest. **[what is a savanna, and what does it have to do with human evolution?]** || Liza castro ||
 * 1b. Do the Ardi articles and Nova video support or refute this hypothesis? **(cite to pages or times)** ||  ||
 * but whether or not ardi is a homin, it does something that no other comparably. || lissa ridore ||
 * according to ardipithecus ramidus skeleton's page, it says that humans limbs were not evolved like that of chimps or gorillas, because the feet were more firm which allowed for walking. the human portrayed the traits necessary for //careful climbing// and walking upwards. this evidence was determined by the shape of the upper pelvis - **[what page number? And does this information support or refute the savanna hypothesis?]** The handout given by Professor Robert Lewis. The Savannah theory refutes this idea, it says the Ardi walked upright like humans but lost it's big toe reflecting irreversable chance of life on the ground. Sandra Stanton || Sandra Stanton
 * according to ardipithecus ramidus skeleton's page, it says that humans limbs were not evolved like that of chimps or gorillas, because the feet were more firm which allowed for walking. the human portrayed the traits necessary for //careful climbing// and walking upwards. this evidence was determined by the shape of the upper pelvis - **[what page number? And does this information support or refute the savanna hypothesis?]** The handout given by Professor Robert Lewis. The Savannah theory refutes this idea, it says the Ardi walked upright like humans but lost it's big toe reflecting irreversable chance of life on the ground. Sandra Stanton || Sandra Stanton
 * I think it does support the hypothesis, the Ardi articles explains the comparison of the skull and how humans evolve. **[what page number? And how does this information support or refute the savanna hypothesis?]** || Liza castro ||
 * //Ardipithecus that a hominin like base of the skull does not reflect obligate bipedality.// || **Miriam Cruz** ||
 * 2a. What is the troglodyte hypothesis? **[refer to the Nat'l Geo and Science articles, in reference to apes & humans common ancestor – the question isn't about viral transmission]**
 * 2a. What is the troglodyte hypothesis? **[refer to the Nat'l Geo and Science articles, in reference to apes & humans common ancestor – the question isn't about viral transmission]**
 * did, as well as the arms, the pelvis and limbs. the were all similiar to human for walking. only difference is that the human did walk upright and the chimpanzee remain on their knuckles and swinging. || sandra stanton
 * the primate pan troglodytes, a chimpanzee subspecies, has been recently defined as a natural animal host of the human immunodefiency virus. || lissa ||
 * The troglodyte hypothesis || Miriam Cruz ||
 * 2b. Do the Ardi articles and Nova video support or refute this hypothesis? **(cite to pages or times)** ||  ||
 * its particularly striking piece of evidence for the regulatory gene hypothesis, in part because... from a cinematic stand point, however, its not clear that creation deserves the servant support of the scientic community. || lissa ||
 * its particularly striking piece of evidence for the regulatory gene hypothesis, in part because... from a cinematic stand point, however, its not clear that creation deserves the servant support of the scientic community. || lissa ||

3a. Given an example ( besides humans and apes ) of how a common ancestor can evolve into several unique species. You may paraphrase a website, if you provide a link to the website.
**[credit]** || On 1/27/09 researchers found a sperm looking creature called monosiga-which is believed to be the ancestor to all living animals. @http://dsc.discovery.com/news/2009/01/27/animal-ancestor.html **[fantastic!]** || **[?]** || Birds are a example evolving into many different speices. There are over 10000 species, only 925 have been seen by a human eye in the U.S.A. and Canada. 3,200 South America 2,900 Asia 2,300 Africa 2,000 North America (from Panama north + Caribbean) 1,700 Australia + surrounding islands 1,000 Europe 65 Antarctica [|www.**bird**ing.com/**species**.asp] || **[credit]** || In the 1860 scientist found evidence that common ancestory may exist between the bird and dinosaur. www.pbs.org/lifeofbirds/evolution/index.html ||
 * **Student Name** || **Answer** ||
 * Cindy Medina
 * lissa ridore || [|www.scienceagainstevolution.org/v6i1f.htm]
 * **Miriam Cruz** || [] ||
 * Liza Castro || I coud not find a common acestor other then huamns and apes so here is an eample of a specie that evolve into many different species.
 * Cindy Medina
 * Angel Rodriguez || In the most normative situation the general cause of our unique human change was caused by out ability to adapt and survive with a particular environment.

besides humans and apes
news.nationalgeographic.com/news/2008/06/080611-ancestor-shuffle.html - 27k ||

3b. How has our understanding of our common ancestor changed over the past few decades?
**Cite to the Ardi articles and times in the Nova video to support your answer**
 * **Student Name** || **Answer** ||
 * lissa ridore || in our cells we have have genes.genes are made up of dna,the string-like code of life that determines what we are, from our fingernails to our innate potential for playing the piano. ||
 * **Miriam Cruz** ||  ||
 * Liza Castro || DNA plays a huge factor in the way that we understand how we changed over time. According to the video scienist believe we orginally came from apes but now there is evidences that proves other wise. ||

4. How has our understanding of DNA helped our understanding of what our common ancestor ?
Cite to the Ardi articles and times in the Nova video to support your answer **[credit]** || Because DNA carries all of our genetic information, scientists used the DNA from our genes to the bones and artifacts of thousands of our ancestors. Page 36 of the Ardi handout. ||
 * **Student Name** || **Answer** ||
 * Sandra Stanton\

The causes of human evolution – Use citations or references to the articles to summarize your points.
**[credit]** || **[credit]** || Our ancentors envolve to walk upright for more energy and the covinience to use the other limbs. || **Miriam Cruz** **[credit]** ||
 * **Question/Answer** || **Student Name** ||
 * 5a. In our Ardi articles, //why// did our ancestors evolve to walk upright? ||  ||
 * Ardi was able to adapt to walk up-right on plain fields and climb on tree branches. Ardi was able to adapt to her surrounding changes due to having "bipedalism". Citation:"While Ardi also walked on two legs on the ground, the species also clambered about on four legs in the trees. Ardi thus offers a fascinating glimpse of an ape caught in the act of becoming human." -**//Guest post by Jamie Shreeve, National Geographic Magazine Science Editor//** || Alisson Diaz
 * ** [note to students, I revised the question above, so others may answer this new question as well.] ** ||  ||
 * Our ancestors evolve to walk upright in order to hunt and for mating purposes || Cindy Medina
 * **[but WHY did humans evolve to walk upright?]**
 * why are there human beings? the ultimate goal of scientific research and move powerful theories, and to come to understand life, the universe and everything. however, most actual work is concerned with relatively trivial issues and offers little insight into the general scheme of things. **[how does this answer the question?]** || lissa ridore ||
 * 5b. In "Becoming Human, Part I," what were causes of bipedalism? ||  ||
 * Some theories to how bipedalism came about are they stood up right to look over tall grass, they reached for fruits in small trees and this also allowed them to keep less of there bodies in direct sun light which in turn allowed them to stay cooler in the hot environment. The most accurate theory was that they stood in an up right postion to save energy which was important to there survival. Chapter 3 " Dawn of Origins" 33:30 - 32:00** [OK, but did you get this information from the video or the articles -- I need a time or page number] ** || Lauren Pollack ||
 * This theory of bipedalism which assumed that humans must have started walking to free their hands for using tools and hunting. They tarting walkin up in two leg. ** [OK, but did you get this information from the video or the articles -- I need a time or page number] ** || **Miriam Cruz** ||
 * 6a. How could paleoanthropoligists examine the lunate sulcus of hominins deceased for millions of years? ||  ||
 * Paleoanthropoligistis could not study the actually brains of our ancestors because they obviously do not fossilize but their brains did leave a cast within the fossilized skulls. Paleoanthropoligistis would examine this cast and would determine the position of the lunate sulcus which seperated the areas of the brain which were responsible for vision and more complex thinking. Chapter 4 " An Evolving Brain" 18:00 - 17:00 || Lauren Pollack
 * [credit] ** ||
 * 6b. What did paleoanthropologists infer about the position of the lunate sulcus in a hominin's brain? ||  ||
 * After paleoanthropologists studied the cast of the hominin's brain they came to the conculsion that the lunate sulcus had moved towards the back of the brain making the area responsible for complex thinking was much larger. This would mean that even though the brain remain the same general size as some of the other ancestors, they were more advanced thinkers because the front part of their brains were bigger. This meant that they were more closely related to us then any other ancestor examined at that time. Chapter 4 " An Evolving Brain" 17:00 - 16:00 || Lauren Pollack
 * [credit] ** ||
 * 6b. What did paleoanthropologists infer about the position of the lunate sulcus in a hominin's brain? ||  ||
 * After paleoanthropologists studied the cast of the hominin's brain they came to the conculsion that the lunate sulcus had moved towards the back of the brain making the area responsible for complex thinking was much larger. This would mean that even though the brain remain the same general size as some of the other ancestors, they were more advanced thinkers because the front part of their brains were bigger. This meant that they were more closely related to us then any other ancestor examined at that time. Chapter 4 " An Evolving Brain" 17:00 - 16:00 || Lauren Pollack
 * [credit] ** ||
 * After paleoanthropologists studied the cast of the hominin's brain they came to the conculsion that the lunate sulcus had moved towards the back of the brain making the area responsible for complex thinking was much larger. This would mean that even though the brain remain the same general size as some of the other ancestors, they were more advanced thinkers because the front part of their brains were bigger. This meant that they were more closely related to us then any other ancestor examined at that time. Chapter 4 " An Evolving Brain" 17:00 - 16:00 || Lauren Pollack
 * [credit] ** ||

7. Distinguish the features and behaviors of the three families of hominoids: Australopithecus, Paranthropus, Homo

 * **Student Name** || **Answer** ||
 * Liza Castro
 * [credit] ** || One is the skull, over time where there was no forehead in the three hominiods you can see a slope that later allow space so our brains could grow, the other is the brains, according to the video parts of the brains evolve, and of course, they prove that from "ape-like" humans to now we walk upright. The fossils that left the evidence that we evolve to walk up straight verses walking on all fours. ||

8. Did you find the job skills required to be a paleoartist interesting? If so, describe what you found interesting about the career in 1-2 paragraphs.
**[credit]** || I found the paleoartist interesting because they have to pay attention and put a lot into there work.They have to make sure the obtain the skulls. They have to make sure that they keep the skull in place and make sure their are no caps in the skull. I felt what was interesting of how they have to examine the skull carefully and make sure what they are doing is correct. It is amazing how they put it all together and the time they put into there work is great. || **[credit]** || I found the paleoartis interenting becuase they are a great way to trace our understanding of various creatures.These have evolved with our knowledge of the creatures of the past. || **[credit]** || With out a question I do find the job of a paleoartisit interesting. Their experience of being part of the answers to many unanswered questions that we all asked at one time should be extremely exciting also compherening evolution and the purpose of it is a privilage. The many men and women who deicate their lives, taking days, months or even years just to reveal one small piont of evidence just to give us all a peak of how living was before to me that is amazing! ||
 * **Student Name** || **Answer** ||
 * Genoeba Walsh
 * Miriam Cruz
 * Liza Castro

Dig and Deduce
You may only choose to answer questions pertaining to one of the 3 NOVA sites.

Site One
**[credit]** ||
 * What is a living floor?
 * Did the hominids eat the //Bos// at this site?
 * **Student Name** || **Answer** ||
 * The Bos were wild cattle that heavily populated the Neanderthal time. The Bos bone fragements found, were found in the living floor. The living floor is a layer of sediment that at one time was exposed and occupied; and later covered an continued to stay undisturbed ever since. **[Did you do the Flash activity in the link at the top of the page? Your answer needs to be based upon the online activity]** || Alisson Diaz ||
 * living floor is a line of tile that contains a layer liquid,and a clear coating,such that when you step on it, you can see the liquid escaping from the weight of your feet. **[Did you do the Flash activity in the link at the top of the page? Your answer needs to be based upon the online activity]** || lissa ridore ||
 * What is living floor? living floor is sediments and evidence of past living beings that occupied its grounds without being disturbed. || Miria Cruz ||
 * A living floor represents gravel that had burried artifacts once used and the exposed over time. In Site 1, six stone tool artifacts and two bone fragments was found within the gravel(sediment). The bone fragments found, belonged to the Bos(wild cattle) proven that the hominids hunted and consumed them. || Sandra Stanton

Site Two
**[credit]** || The Neanderthals used flakes but the articles constradicts because, if you read further you will find that Neanderhal did not used tools. They used their sense of smell as a tool beucase they were hunters. @http://blogs.discovermagazine.com/80beats/2008/08/26/neanderthal-tools-were-a-match-for-early-homo-sapiens/ **[good link!]** || Miriam Cruz **[credit]** ||
 * Did the Neanderthals use the tools found at the site **[base your answer on what you learned when using the PBS flash application]** ?
 * What additional information can you find about the Grotte du Renne site on the Internet?
 * **Student Name** || **Answer** ||
 * The Neanderthals did use the tools found at this site. Proof that they used these tools lies within the fact that these tools were found next to a Neanderthals skull fragments. Furthermore proof is that in other excavations associated with intelligent and early modern humans. This provides proof that Neanderthals had similar skills and proves that they were capable of more intelligence than they were previously credited. Additional information about the Grotte de Renne site was found at: @http://www.athenapub.com/8white1.htm and @http://sjohn30.tripod.com/id2.html **[good!]** || Alisson Diaz
 * The Neanderthals use the tools found at the site Neanderthals did not make tools?
 * Yes. We found two stone tools next to the skull fragments, proving that they did use advanced tools. Information on the Grotte du Renne can be found on  http://sjohn30.tripod.com/id2.html . || Sandra Stanton ||

Site Three

 * What are some different ways these artifacts could be classified?
 * Is classifying Neanderthal tools helpful? Why or why not?
 * **Student Name** || **Answer** ||
 * There are three different ways to classify these artifacts. The way that they can be classified are single edged, double edged and pointed. Classifying Neanderthal tools are helpful because different types of artifacts found are produced by different groups of Neanderthals. The groups of Neanderthals did not interact, providing a better understanding of the progression of Neanderthals. **[see above]** || Alisson Diaz ||
 * || Miriam Cruz ||
 * Three categories found are pointed, single and double edge stone tools. Classifying is helpful by identifying which is used for scraping hides(hair off skin) and removing meat from bone and finally the pointed i would guess would have been used for killing and possibly digging. || Sandra Stanton ||

**The Evolutionary Tree**
Fill in the information for each column as follows: **[this site is part of the homework assignment -- no credit]** || Alisson Diaz || **[credit]** || **[credit]** || **{credit]** || **[great!]** || Cindy Medina **[credit]** || **[credit]** || **[credit]** ||
 * **Nova** – No student can add more than two answers in the Nova column. To get credit in that column, you must indicate the time in the video the species is discussed (e.g., 45:03) and 2-3 sentences summarizing the description of the species in the video.
 * **Kewl links** – The name says it all. Search the Internet for "gee whiz" websites that offer a wealth of visual and textual information about the specific species. Generic sites, like ** wikipedia.com **, answers.com, about.com, britannica.com are **not acceptable** . Blogs and .com sites (i.e. sites with a lot of ads) should be avoided, unless they blow away the competition. The website should be primarily designed to offer information about that specific hominid. Once a website is taken, no other student may claim it. So the website, "macroevolution.net" is now off limits. Points will be deducted from any student who answers "google.com."
 * The following websites are now off limits:
 * mnsu.edu
 * archaeologyinfo.com
 * macroevolution.net
 * **Species** || **Nova** || **Kewl links** || **Student Name** ||
 * //Sahelanthropus tchadensis// ||  || [] || Cristina Franco ||
 * //Orrorin tugenesis// ||  || *TUGENENSIS* http://www.pbs.org/wgbh/evolution/humans/humankind/a.html
 * //Orrorin tugenesis// ||  || *TUGENENSIS* http://www.pbs.org/wgbh/evolution/humans/humankind/a.html
 * //Orrorin tugenesis// ||  || *TUGENENSIS* http://www.pbs.org/wgbh/evolution/humans/humankind/a.html
 * //Orrorin tugenesis// ||  || *TUGENENSIS* http://www.pbs.org/wgbh/evolution/humans/humankind/a.html
 * //Orrorin tugenesis// ||  || *TUGENENSIS* http://www.pbs.org/wgbh/evolution/humans/humankind/a.html
 * ||  || [] || Cristina Franco ||
 * //Ardipithecus ramidus// ||  || Scientific Blogging || Alisson Diaz
 * //Ardipithecus ramidus// ||  || Scientific Blogging || Alisson Diaz
 * //Ardipithecus ramidus// ||  || Scientific Blogging || Alisson Diaz
 * ||  || [] || Cristina Franco ||
 * //Australopithecus anamensis// ||  || [] || Genobeba Walsh
 * //Australopithecus anamensis// ||  || [] || Genobeba Walsh
 * //Australopithecus anamensis// ||  || [] || Genobeba Walsh
 * ||  || [] || Cristina Franco ||
 * //Kenyanthropus Platyops// ||  || http://www.macroevolution.net/kenyanthropus-platyops.html ||   ||
 * ||  || [] || Cristina Franco ||
 * //A. afarensis// ||  || [] || Cristina Franco ||
 * ||  || http://humanorigins.si.edu/ha/afar.html || Sandra Stanton
 * //A. afarensis// ||  || [] || Cristina Franco ||
 * ||  || http://humanorigins.si.edu/ha/afar.html || Sandra Stanton
 * //A. afarensis// ||  || [] || Cristina Franco ||
 * ||  || http://humanorigins.si.edu/ha/afar.html || Sandra Stanton
 * //A. africanus// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/africanus.html
 * //A. africanus// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/africanus.html
 * //A. africanus// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/africanus.html
 * ||  || [] || Cristina Franco ||
 * //A. garhi// ||  || [] || Cristina Franco ||
 * //A. robustus// ||  || [] || Cristina Franco ||
 * //Paranthropus aethiopicus// ||  || [] || Cristina Franco ||
 * //P. boisei// ||  || [|https://www.msu.edu/~heslipst/contents/ANP440/boisei.htm] || Genobeba Walsh ||
 * ||  || //[]// || Cristina Franco ||
 * ||  || http://anthropology.si.edu/humanorigin/ha/hab.html/ || ??? ||
 * //Homo habilius// ||  || [] || Miriam Cruz
 * //Paranthropus aethiopicus// ||  || [] || Cristina Franco ||
 * //P. boisei// ||  || [|https://www.msu.edu/~heslipst/contents/ANP440/boisei.htm] || Genobeba Walsh ||
 * ||  || //[]// || Cristina Franco ||
 * ||  || http://anthropology.si.edu/humanorigin/ha/hab.html/ || ??? ||
 * //Homo habilius// ||  || [] || Miriam Cruz
 * //P. boisei// ||  || [|https://www.msu.edu/~heslipst/contents/ANP440/boisei.htm] || Genobeba Walsh ||
 * ||  || //[]// || Cristina Franco ||
 * ||  || http://anthropology.si.edu/humanorigin/ha/hab.html/ || ??? ||
 * //Homo habilius// ||  || [] || Miriam Cruz
 * ||  || http://anthropology.si.edu/humanorigin/ha/hab.html/ || ??? ||
 * //Homo habilius// ||  || [] || Miriam Cruz
 * //Homo habilius// ||  || [] || Miriam Cruz
 * ||  || [] || Cristina Franco ||
 * //H. erectus// ||  || [] || lissa ridore ||
 * ||  || [|http://www.stanford.edu/~harryg/protected/chp22.htm] || Cristina Franco ||
 * //H. floresiencsis// ||  || http://www.primates.co.uk/homo-floresiensis/index.html || Genobeba Wash ||
 * ||  || [] || Cristina Franco ||
 * //H. neanderthalensis// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/neanderthalensis.html || Cindy Medina
 * //H. floresiencsis// ||  || http://www.primates.co.uk/homo-floresiensis/index.html || Genobeba Wash ||
 * ||  || [] || Cristina Franco ||
 * //H. neanderthalensis// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/neanderthalensis.html || Cindy Medina
 * //H. neanderthalensis// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/neanderthalensis.html || Cindy Medina
 * //H. neanderthalensis// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/neanderthalensis.html || Cindy Medina
 * //H. neanderthalensis// ||  || http://www.mnsu.edu/emuseum/biology/humanevolution/neanderthalensis.html || Cindy Medina
 * ||  || [] || Cristina Franco ||
 * //H. heidelbergensis// ||  || [] || Cristina Franco ||
 * //H. heidelbergensis// ||  || [] || Cristina Franco ||
 * //H. heidelbergensis// ||  || [] || Cristina Franco ||