TENTATIVE SYLLABUS
Fall 2009
Introduction to Physical Anthropology
Anth 2301
Section: 43180– MW 4:15-5:55 – RGC: A256
Instructor: Mary H. Chipley, Ph.D.
Office Hours:M 2:45 – 3:45RGC 010
E-mail:
I check e-mail several times a day.
Use this subject line: 43180
HEADS UP:
I will NOT open emails that do NOT contain the correct subject line
Use THIS email address, NOT the austincc address. If you forget, the correct email address is on Blackboard and on the website.
Mobile phone:413-4868; I check voice mail messages about once a day (email is ALWAYS better)
Webpage:austincc.edu/mchipley
Course Description:
Physical Anthropology is an introduction to the study of the biocultural diversity of humans. The interaction between culture and biology produces a variety of human biological adaptations that are traced through the following venues: the fossil record of primates, primate behavior, and the genetic makeup of modern populations.
Course Rationale:
This course is designed to provide students with an understanding of the methods and theories of physical anthropology that will allow students:
•to apply anthropological knowledge and skills to everyday life and their chosen careers
•to apply the course towards an associate's degree at Austin Community College
•to prepare them for success in upper division course in Anthropology at other institutions
Course Objectives:
Students will
•be able to describe what anthropology & physical anthropology are
•understand the methods and theories of physical anthropology
•understand the processes of evolution
•will understand the processes of biocultural hominid evolution
•understand human diversity
In addition students will
•place the human species within a temporal and taxonomic framework
•be able to identify parallels in physiology, social organization, and behavior among primates
•understand and appreciate human ancestral heritage
In addition, the goal is for the student to develop an understanding of (1) human origins, (2) the physiology and behaviors that facilitated early hominid survival and the spread of human population, and (3) how the variability observed among humans supports the ongoing health and vitality of Homo sapiens.
Required Text
Boyd, Robert and Joan Silk: How Humans Evolved. 5th Edition. New York: W.W. Norton & Company.
Etextbook is $37.00 (access 365 days):
Here is the associated study space, which you may find helpful:
Sandford, M.K with Eileen M. Jackson: Classic and Contemporary Readings in Physical Anthropology. Belmont, CA: Wadsworth/Thomson Learning. ISBN-10: 0495510149| ISBN-13: 9780495510147
Website: to purchase eTextbook ($12.49 access 6 mo)Follow this path: Look under Humanities & Social Sciences; choose Anthropology; choose Physical and Biological Anthropology; choose Sandord;
Helpful Website
Dr. Dennis O’Neil at Palomar College in California has developed a very nice on-line tutorial for anthropology. It provides an excellent resource for obtaining a topic overview before beginning reading in your textbook. I highly recommend that you check it out.
Course Materials available on Blackboard [you may download and make copies]:
•copies of lecture notes (these are extensive – you may prefer to read on line)
•homework questions for Sandford chapters to prepare for discussion
•study guides
•syllabus
•worksheets, forms, and supporting materials
•project assignments, explanations, and coversheets
Communication:
I make announcements on Blackboard and at the beginning of class periods. You are responsible for any announcements.
as noted above, email me at
you must have a student email account. I email some announcements and they will go to that account. If you respond with an automatic reply I will not get it. Reply to
Instructional Method:
The course material is presented primarily via lecture, planned discussions, and in-class exercises. The students are invited and encouraged to engage each other and the instructor in discussion of the material presented in lecture and text. For class discussions to be successful, students must complete reading assignments before the classroom work on the topic. In addition, students have two projects in which they explore and apply concepts relevant to physical anthropology. In this case, the instruction is self-directed; it occurs via observing primary materials, reading secondary sources, and the time honored anthropological method of writing. Assignments are preceded by detailed written instructions that include a grading rubric that is included on the provided project cover sheet.
Study Plan (schedule subject to change depending on instructional needs of class):
Page numbers from 5th Edition; “•” indicates lecture/discussion material
WK / Date / Reading Assignments: Boyd & SilkUnit 1: How Evolution Works—The Biology of It
1 / M
09.21 /
- Course Introduction: Syllabus Walk-through
- Lecture & Discussion: Introduction to anthropology & physical anthropology
W
09.23 / Boyd & Silk: Preface and Prologuexv-xxv
- Lecture & Discussion: Scientific Method and Physical Anthropology
- Lecture & Discussion: History of Evolutionary Thought
2 / M
09.28 / Boyd & Silk, Ch 1: Adaptation by Natural Selection2-23
- Lecture & Discussion: Natural Selection
W
09.30 / Boyd & Silk, Ch 2: Genetics24-52
- Lecture & Discussion: Biological Basis of Life: DNA
- Lecture & Discussion: Biological Basis of Life: Cell Division
3 / M
10.05 / Boyd & Silk, Ch 3: The Modern Synthesis53-84
- Lecture & Discussion: Heredity and Evolution: Mendel’s Genetic Principles
- Lecture & Demonstration: Hardy Weinberg
W
10.07 /
- Lecture & Discussion: Modern Evolutionary Theory – Evolutionary Mechanisms
- Lecture & Discussion: Macroevolution: Processes of Vertebrate and Mammalian Evolution
4 / M
10.12 /
- Lecture & Discussion: Macroevolution: Processes of Vertebrate and Mammalian Evolution (cont)
- Lecture & Discussion: Systematics
W
10.14 / EXAM 1 (Ch: 1, 2, 3, 4) – 60 minutes
After Exam
- Lecture: Primate Morphology
Unit 2: Primates
5 / M
10.19 / Boyd & Silk, Ch 5: Primate Diversity and Ecology116-147
- Lecture: Primate Morphology (cont)
W
10.21 / Primate Taxonomy Quiz (Handout)
Boyd & Silk, Ch 6: Primate Mating Systems148-175
Sandford, Ch10: Washburn & Devore, The Social Life of Baboons – prepare for discussion
Sandford, Ch11: Altman, Leading Ladies – prepare for discussion
Sandford, Ch12: Pochron & Wright, Dance of the Sexes – prepare for discussion
- Lecture: Primate Behavior
- Discussion: Research Projects
6 / M
10.26 / Boyd & Silk, Ch 7: The Evolution of Cooperation176-197
Video: “Among the Wild Chimpanzee” [absence costs double]
- Discussion: Chimpanzee Behavior
Sandford, Ch14: van Schaik, Why are Some Animals So Smart? – prepare for discussion
- Discussion: Research Projects
W
10.28 / Boyd & Silk: NO READING
- In Class Exercise: Primate Poster Session
- Discussion: Primate Research
Unit 3: The Australopithecines
7 / M
11.02 / Human Skeleton Quiz (Appendix + Handout)
Boyd & Silk, Ch 9: From Tree Shrew to Ape218-223; 227-245
- Lecture & Discussion: Fossil Primates
W
11.04 / Boyd & Silk, Ch 9: The Methods of Paleontology (in From Tree Shrew to Ape)223-227
- Lecture & Discussion: Paleoanthropologists
- Lecture & Discussion: Hominins
- Lecture & Discussion: Bipedality
- Lecture & Discussion: Dating Techniques
- Lecture & Discussion: Olduvai Gorge
8 / M
11.09 / Boyd & Silk, Ch 10: From Hominoid to Hominin246-281
- Lecture & Discussion: Australopithecine Lifestyles
- Lecture & Discussion: Australopithecine: Major Groups
W
11.11 / Boyd & Silk, Ch 11: Oldowan Tool Makers282-304
- Lecture & Discussion: Australopithecines: African Sites
- Lecture & Discussion: Experimental Archaeology: Tools
- Lecture & Discussion: Early Homo
9 / M
11.16 / EXAM 2 (Chs: 09, 10, 11, 12) – 60 minutes
After Exam
- Lecture & Discussion: Homo erectusHomo ergaster
Unit 4: The Human Lineage
W
11.18 / Boyd & Silk, Ch 12: From Hominin to Homo (Early and Middle Pleistocene)305-341
Video: “Neanderthals on Trial” [absence costs double]
- Lecture & Discussion: Neanderthals
10 / M
11.23 / Boyd & Silk, Ch 13: Homo sapiens and the Evolution of Modern Human Behavior342-384
- H. sapiens sapiens: Origin & Dispersal
- H. sapiens sapiens: Upper Paleolithic Art & Technology
W
11.25 / Thanksgiving (Surprise Video)
11 / M
11.30 / Putting It All Together Homework
Boyd & Silk, Ch 14: Human Genetic Variation386-409
- Lecture & Discussion: Human Adaptation
Sandford, Ch21: Check, How Africa Learned to Love the Cow – prepare for discussion
W
12.02 / Boyd & Silk, Ch 14: The Race Concept409-416
- Lecture & Discussion: Human Adaptation (cont)
- Lecture & Discussion: Race & Eugenics
- Lecture & Discussion: Human Variation in Behavior
12 / M
12.07 / Boyd & Silk, Ch 16: Human Mate Choice & Parenting443-471
Epilouge: There is Grandeur in This View of Life473-474
- Lecture & Discussion: Human Variation in Behavior (cont)
W
12.09 / Review for exam (40 minutes before exam – participation optional but recommended)
EXAM 3 (Chs: 13, 14, 15, 16)
Evaluation and Grading Criteria:
Your grade on the first day of class your grade is an "A". Keep the "A" by successfully completing:
% of Grade / Requirement / Comment10% / class participation / attendance, discussion preparation and participation
10% / frequent quizzes / brief vocabulary quiz for each chapter; primate taxonomy chart quiz; skeleton quiz (all will add together for one score)
40% / 3 exams / 1 retake available after each first day; no retakes on last exam
40% / 2 special projects / individual research based papers NO LATE WORK ACCEPTED
Explanation:
-class participation(10% of grade) / …attend class, sign class roll -- be on time (sign in before I take up roll). Your score is based upon the % of 100 available points earned by attending class. I assign 1, 2, 3, or 4 points for each day; exam days, video days, and the day after the exam are 5 points. At the beginning of the semester each day is worth 1 point; as the semester progresses the days become more expensive. Any day in which less than half of the students attend is counted as double points. Perfect attendance for each grading period (unit of material) will be taken into consideration on the final course grade if it is a borderline score. (50% of participation score)
… class discussions are a major learning tool. We will use structured small groups to discuss Sandford chapters based upon prepared questions and raise issues for the whole class discussion. To facilitate class discussions of the assigned chapters turn in your completed worksheet on the day of the discussion. Use the worksheet from Blackboard and complete all questions before class begins. You will receive credit for the questions that you answer. I will mark as 0 any homework forms that students attempt to complete once class has started. It will be OK to add to your existing notes from your discussion; it is not OK to try to do the homework while you are in the discussion group. IF you email homework to me before noon on the day it is due, you will get extra credit (if there are 4 questions, you will get credit for 5). I will note who participates and to what extent in the small group discussions. (50% of participation score)
-frequent quizzes
(10% of grade) / There will be three types: vocabulary, primate taxonomy, skeleton bone identification
*******
…Vocabulary quizze: every time we have a new chapter, we will have a quick vocabulary quiz. It is matching: you will match the words in the bank to their definitions. The terms are in the study guide and on the last page of each chapter. The definitions are in the glossary.
…primate taxonomy. I will give you a handout to learn; the quiz will be matching the placement on the chart to the list of names.
…skeleton: Name those Bones. We will use the textbook appendix for post cranial bone quiz (ignore the vertebrae); we will use a handout for the cranium quiz. The quiz will be matching names to bones.
…Make up exams: not going to happen. These are in-class quizzes. I will drop one from units 1, 3, and 4 to accommodate good “I have the H1N1 flu” behavior. The one I drop will be the lowest score, which may have been a 0 due to absence.
-2 exams
(40% of grade) / The three exams consistprimarily of multiple choice questions worth 2 points each. I will reserve the right to include a few short answer questions and an short essay. All questions are taken from the study guides and videos.
*******
…Extra points— called Insurance Policies (IP): up to 10 extra points per exam are available if you watch a selected video and write an essay to specifications. The list of approved videos and essay specs are available on Blackboard. The IP must be turned in at the beginning of an exam to receive the extra points.
…Surprise Extra Points happen. Do your readings, review your notes…you never know when you might pick up an extra point or so to add to your exam.
…Extra points on Study Guide: Complete up to 95% of questions to get 3 extra points; 90% gets 2; 85% gets 1; less than 85% = 0. Turn it in just before exam if you want to try for the points.
…Extra review:
-I will be on campus before class on exam days and the day before the exam for individual consultations.
–I will answer specific questions via email throughout the semester.
…Make up exams: given only with prior notice of extenuating circumstances. Be prepared to present relevant documentation from doctor, police, or mortician.
-2 special projects
(40% of grade) / (1) …submit an observation report OR primate poster. For the poster, you may choose one primate from the sign-up list.
PRIMATE OBSERVATION PROJECT (25%) PLAGIARISM RULES APPLY!
The purpose of the primate project is threefold. First, it permits you to develop in depth knowledge about a single primate of interest to you. Second, as a piece of analytical writing, it provides you with an opportunity to make cross-species comparisons that develop the ability to understand human physiology and behavior in new ways. Finally, it gives you an opportunity to practice anthropological interpretation based upon comparative analysis.
Need a little help with your research? Try this link:
Check out the library’s tutorials:
Never heard of Plagiarism? Here is the definitive source:
option 1
Primate Observation Report: Primate Physiology and Behavior. Spend 60 (+/- 5) minutes observing a single primate exhibit at the Austin Zoo (other primate habitats are acceptable yet are either expense or difficult to access). Record habitat descriptions, physical description, and behavioral observations on provided Observation Log. Write a 4-6 page report combining your observation data with existing research materials available in the texts, lecture notes, and on the web. Using the categories outlined on the Primate Worksheet, describe the animal, its environment, and its behavior. Highlight interactive behaviors and speculate on the meaning of those behaviors to the animal, basing your speculations on information gleaned from the text, lecture, video, and other sources you choose to pursue. Compare the primate to humans and assess how well the primate might serve as a model for understanding modern humans and for interpreting ancestral hominids. Turn in the report with the provided Coversheet, Bibliography, Observation Log, and completed Primate Worksheet. Your score is based upon a combination of the report and the supporting documentation.
option 2
Primate Morphology and Behavior: Comparative Model for Human Evolution. Choose one of the species of apes for the project. Compare & contrast the selected primate to humans on morphology and behavior. Use the primate to reflect upon human morphology and behavior. Assess how well the similarities probably reconstruct early hominids and their lives AND explore what probably could lead to fallacious interpretations, basing your interpretation on the data you have collected. Produce a poster and a written report. The poster must contain a title, pictures with captions, text, and your name and may be generalized or focused on a specific aspect of the selected primate, such a locomotion, social structure, tool use, etc. The report should be 4-6 pages and consist of a narrative description of the material collected in the worksheet. In addition, it may focus more heavily on a particular aspect of physiology or behavior. Furthermore, the report should speculate on the extent to which modern humans and extinct hominids might be better understood based upon the physiology and behavior of the studied primate. Turn in the Bibliography and the provided Primate Worksheet and Coverpage with the poster. In class, display the poster, give a 2 minute introduction and then answer questions from fellow students and instructor. Your score is based upon a combination of poster, worksheet, write-up, presentation, description, comparison, & critical thinking.
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(2) …submit a 4-7 page report. You may choose one of the topics listed below or explore an approved issue or conundrum you find interesting:
HOMINID ESSAY (15%)PLAGIARISM RULES APPLY!
The purpose of the Hominid Essay is two-fold. First, it gives you an opportunity to pursue one of the groups of hominids in depth. Second, it provides an opportunity for developing the skills of identifying a problem, finding appropriate data, describing the data, thinking analytically about the data, and identifying what further research would be needed to improve our understanding of the problem.
Each of these topics explores a puzzle or controversy (some real, some contrived). Select one and weigh in:
-Australopithecines: predator or prey?
-Gracile Australopithecines: were they our ancestors?
-Robust Australopithecines: were they a special adaptation?
-Homo habilis: Homo or Australopithecus
-Homo habilis: did tool use facilitate brain growth or was it the other way around?
-Homo erectus: a million years of brain growth yet relatively static culture
-Homo erectus: a million years with fire – or without?
-Homo sapiens neanderthalensis: life on the edge of the glaciers – adaptation to extinction?
-Homo sapiens sapiens: the creative revolution – artist/predator
Explore the topic. Use the title to guide your exploration. Describe the data that are relevant to the issue and use critical data analysis to support your interpretation. You should speculate based upon your data – you are practicing theorizing. Furthermore, it is important to identify further research that might help resolve the issue. This is an exercise in anthropological analysis & interpretation -- it is NOT appropriate to base analysis on other premises. To do so will lower your score. Reports MUST be typed, mixed case, double-spaced, with 1 inch margins.
Grading of Exams:
•Objective questions: successful students select the best choice of multiple answers. This means reading each question carefully and selecting the best answer. Since some questions are EXCEPT or NOT questions, students must read carefully and take their time.