Module Code and Title:         AFD102 Biological Anthropology

Programme:                          BA in Anthropology

Credit:                                   12

Module Tutor:                       Jelle J P Wouters

General objective: In this module students will learn the principles of evolutionary theory and apply them to improving their own understanding of human development, biology and behaviour. While this module does take a scientific perspective, it does not assume students will have a background in science, and the topics are taught with the context of Anthropology and human evolution in mind, rather than from a pure genetics and evolutionary theory perspective.

Learning outcomes – On completion of this module, students will be able to:

1. Define biological anthropology.
2. Summarize the key concepts used by biological anthropologists
3. Explain the basics of genetic inheritance.
4. Explain the key components of modern evolutionary theory.
5. Develop a hypothesis related to biological anthropology.
6. Identify human ancestors using physical traits.
7. Summarize the history of human evolution.
8. Explain the biological relationship between humans and their evolutionary relatives.
9. Assess what biological variation can and cannot demonstrate about human diversity.

Learning and Teaching Approach:

Assessment Approach:

A. In-class exercises: Portion of Final Mark: 15%

The tutor will conduct 5 lab exercises in class during the semester. These in class exercises lead by the tutor will help students to apply the scientific method to understanding topics in biological anthropology. For each exercise, students will individually complete a worksheet that guides them through developing a hypothesis, collecting data, describing their findings, and answering questions about the meaning of their findings. Exercises may last a whole class period or extend over multiple classes. The worksheets will be out of 15 marks and will have their marks averaged to compute the final mark for this assessment. Worksheets will have the following allocation of points:

2%       Clear and testable hypothesis

4%       Accurate collection and clear record keeping of their data

4%       Clear and accurate presentation and description of their findings including appropriate use of graphs and tables

5%       Answering worksheet questions to test what the findings mean

B. Report on recent finding in biological anthropology: Portion of Final Mark: 10%

Using a reputable journalistic or popular science periodical, students will individually write a 300-400 word report about a recent finding relevant to biological anthropology or evolution. Students will be expected to summarize the subject of the finding. Students will also be expected to use concepts and knowledge learned in class to explain the significance of the finding. The tutor will provide a list of approved periodicals. Essays will be evaluated on:

1%       Quality of the source used

5%       Accuracy and completeness of summary

3%       Insightful use of class material to explain the significance of the finding

1%       Language, Organization and Referencing

C. Class Tests: Portion of Final Marks: 10%

Students will undertake a class test twice during the semester; once before mid-term and once after mid-term (5% each). The written tests will be conducted within the class for duration of 40-50 min and cover 2-4 weeks of material.

D. Class participation and preparedness: Portion of Final Mark: 5%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 2.5% of class participation and preparedness will be assessed before midterm, and the remaining 2.5% post midterm.

E. Midterm Examination: Portion of Final Mark: 10%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

Pre-requisites: None

Subject matter:

1. Unit I: The Basics of Science and Biological Anthropology
   • Overview of biological anthropology
     • What biological anthropologists study
     • Key subfields of biological anthropology today
     • Types of evidence used by biological anthropologists
     • Why biological anthropology matters
   • Basic definitions of science and the scientific method
     • Definition of science
     • Definition and examples of scientific theory
     • Examples of how theories become hypotheses in biological anthropology
     • Examples of how biological anthropologists use evidence to test hypotheses

2. Unit II: Key Concepts for the Study of Biological Anthropology
   • Introduction to evolution
     • Precursors to and influences on early evolutionary theory
     • Charles Darwin, Alfred Wallace and early theories of evolution
     • Definition and examples of natural selection
     • Problems with early evolutionary theory
     • Definition of the Modern Synthesis in evolutionary theory
   • The basics of genetic inheritance
     • Definition of gene and genotype
       • Explanation of what DNA is
       • Explanation of the relationship between DNA and genes
     • How genes are passed on
       • Mitosis and Meiosis
       • A brief overview of reproduction
     • Definition of phenotype
     • Explanation of the relationship between genotype and phenotype
   • An example of genetic inheritance: Basic Mendelian inheritance
   • The basic mechanisms of evolution
     • Explanation and examples of natural selection
     • Explanation and examples of mutation
     • Explanation and examples of migration
     • Explanation and examples of genetic drift
     • Explanation and examples of sexual selection
     • Explanation and examples of artificial selection
   • The basics of biological classification
     • Definition of species
     • Examples and definitions of taxonomy, phylogeny, cladistics, and other key concepts in classification
     • Classification based on morphological and molecular evidence
     • Explanation of Binomial nomenclature
     • Examples of how biological anthropologists classify species
   • Conceptual overview of population genetics and Hardy-Weinberg equilibrium
   • Common misconceptions about how evolution works
3. Unit III: Primates
   • Key characteristics of primates
     • Similarities to other mammals
   • Important classes of primates
     • Defining characteristics of Prosimians
     • Defining characteristics of Anthropoids
   • Defining characteristics Hominoids: The basics of primate behaviour
     • Examples of reproduction and reproductive behaviours
     • Examples of primate parenting and life stages among primates
     • Examples of primate family and group structures
     • Explaining primate altruism and aggression
     • Explanation of culture and communication strategies among primates
   • Primates and their environment
     • Examples of Primates as predators
     • Examples Primates as prey
     • Primate-plant interactions
     • Primate parasites and disease
     • The effects of environmental change on Primates
   • Reasons why biological anthropologists study primates
   • Explanation of the relationship between primates and humans
4. Unit IV: Early Hominin Evolution
   • Overview of early Hominins
     • Characteristics of early hominins
     • Explanation of the similarities and differences between hominins, primates, and modern humans
     • Changing terminology and classifications in biological anthropology
   • Bipedalism
     • The evolutionary development of bipedalism
     • The mechanics of bipedalism
     • The relationship between bipedalism and the body
   • Overview of the origin of early Hominins
     • Timeline and characteristic anatomy from Pre-australopiths to late Australopiths
     • Examples of key fossil findings showing the evolution of early Hominins
   • Key debates in Hominin evolution
     • Overview of unanswered questions in early hominin evolution
     • Debates about the way characteristics developed
     • Debates about the classification of early hominins and early Homo

5. Unit V: Development and Dispersal of Genus Homo
   • A brief history of how the evolutionary development of the genus Homo
     • Homo habilis classification and characteristics
     • Homo erectus classification and characteristics
     • Classification and characteristic of Homo heidelbergensis and later species of Homo
     • The geographic dispersal of Homo including key fossil findings from around the globe
   • The development of new technologies
     • Evidence of how and when humans harnessed the use of fire
     • Advent of stone tool use in early Homo
     • Early Homo improvements in tool making
   • Overview of social organization amongst early Homo
     • Hunting and gathering, scavenging, and other possible subsistence patterns
     • Language and symbolic behaviour
     • Burials and questions about prehistoric religion

6. Unit VI: Homo Sapiens
   • Overview of the characteristics of Homo sapiens
     • Classification and characteristics
     • Evolutionary increase in brain and skull size
   • The origins and spread of Homo sapiens
     • Regional continuity and multiple origin hypotheses
     • Single origin and replacement hypothesis
     • Partial replacement hypothesis
     • Current consensus on origins of Homo sapiens
   • The problem of Neanderthals
     • Classification and characteristics of Neanderthals
     • Debates about the relationship between Neanderthals and modern humans
   • Shifts in social organization and technology
     • Homo sapiens technological innovations
     • Paleolithic art
     • Animal domestication and the advent of agriculture
   • Human adaptations today
     • Debates about continuing evolution
     • Human physiological adaptations to environment and diet

7. Unit VII: Biological Anthropology and Culture
   • The biological basis of culture
   • The strengths and weaknesses of using evolutionary psychology to explain human behaviour
     • Explanation of evolutionary psychology
     • How scholars have applied evolutionary psychology (e.g. religion, gender)
   • Biological anthropology and the concept of race

Reading List:

1. Essential Reading
   • Lewis, B., Jurmain, R., & Kilgore, L. (2008). Understanding humans: An introduction to physical anthropology and archaeology (Tenth Edition). Boston: Cengage Learning.
   • Lewis, S.K. & Garmon, L. (Producers), Lewis, S.K., Espar, D., & Reid, A. (Directors). (2009). Darwin’s dangerous idea [Motion Picture]. Boston: WGBH Boston Video.
   • University of California Museum of Paleontology. (2004). Understanding evolution. Retrieved from http://evolution.berkeley.edu/
   • WGBH/NOVA Science Unit and Clear Blue Sky Productions. (2001). Evolution [Website]. Retrieved from http://www.pbs.org/wgbh/evolution/
2. Additional Reading
   • Beall, C. M. (2014). Adaptation to high altitude: phenotypes and genotypes. Annual Review of Anthropology, 43, 251-272.
   • Flammer, L., Beard, J., Nelson, C.E., & Nickels, M. (1998). Evolution lessons Evolution/Nature of Science Institutes. Retrieved from 
     www.indiana.edu/~ensiweb/
   • Fuentes, A. (2012). Race, monogamy, and other lies they told you: Busting myths about human nature. Berkeley: University of California Press.
   • Hawks, J. (June 24, 2014). Laboratory session with Homo erectus. Retrieved from https://youtu.be/lTZM9vtIUn0.
   • Gould, S. J. (1980). The panda's thumb: More reflections in natural history. New York: WW Norton & company.
   • Hens, S. M. (2014). Method and practice in biological anthropology: A workbook and laboratory manual for introductory courses. London: Pearson.
   • Lewin, R. (2009). Human evolution: An illustrated introduction. Malden, MA: John Wiley & Sons.
   • National Academy of Sciences (US) Working Group on Teaching Evolution. (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
   • Sapolsky, R. M. (2007). A primate's memoir: A neuroscientist's unconventional life among the baboons. New York: Simon and Schuster.

Date: March 15, 2018