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The Liggins Education Network for Science LENS Senior Biology Seminar Series 2008 Walking Upright: The Cost of Human Evolution Challenge Question The NZQA Scholarship examination is based on content relating to knowledge assessed in the Level 3 Achievement Standards. You should be preparing for questions on trends in human evolution for both the Level 3 achievement standard 90719 and the scholarship examination. Your understanding of patterns in evolution (AS 90717) is relevant to understanding and interpretation of trends in human evolution. In answering questions relating to trends in human evolution you should be making links to your understanding of patterns of evolution. In particular concepts of natural selection, speciation, genetic drift and adaptive radiation. The scholarship examination expects you to use your biological skills and knowledge to analyse biological situations and integrate ideas into a coherent response. In this seminar you will be presented with ideas and evidence relating to the trends in human evolution and the relationship between adaptive advantage and adaptive cost in the process of evolution. This is a seminar not an examination, so you are being provided with more overview information regarding the trends in human evolution than you would be in an examination. There are TWO questions provided for you. EXAM PREPARATION SHOULD INCLUDE WRITING ANSWERS TO MOCK QUESTIONS. Challenge Questions (answer either question 1 OR question 2) The extensive fossil record has provided definitive evidence for a sequence of events that began with human ancestors first walking upright, then developing larger brains, tool use and manufacture, and a rich and varied material culture. Human bipedalism is one of the most unusual forms of locomotion to have evolved in the animal kingdom and presents multiple biomechanical challenges. Despite obvious disadvantages of bipedalism for our hominin forebears like the greater difficulty of young learning to walk, humans have successfully capitalized on these newfound abilities to the extent that the evolution of bipedalism is arguably the most important adaptation in the early part of human evolution. 1. Discuss the evolutionary relationship between bipedalism, development of increased brain size, long periods of childhood and high fat levels at birth. OR 2. Bipedalism and an increase in brain size are key features that have contributed to the evolution of the hominin lineage, leading to the success of Homo sapiens. Discuss the relationship between adaptive advantage, adaptive cost, and trade offs in the process of human evolution. A reminder of the 2006 Scholarship Human Evolution Question: QUESTION THREE HOMININ PHYLOGENY Although there are differences in interpretation of the evidence, it is generally accepted that human biological evolution has not been a linear progression from one species to the next. In fact, there are now thought to have been between 5 and 7 hominin genera, and at several points there have been 2 or more species andԜ /Ԝ or genera in existence at the same time. Significant factors involved in the biological evolution of humans include: • genetic drift • natural selection • cultural evolution. Using selected named hominins, discuss how each of these three factors has contributed to the biological evolution of humans. 1 Level 3 Achievement Standards linking to this seminar: AS 90717 Biology 3.5 Describe processes and patterns of evolution AS 90719 Biology 3.7 Describe trends in human evolution Key Concepts from Level 3 Biology that link to this seminar: Below are selected objectives from the Y13 biology programme that link to this seminar. THESE ARE NOT A FULL LIST OF THE CONCEPTS IN YOUR COURSE. You should review these concepts before the seminar. Processes and Patterns of Evolution Remember these are only the objectives linking to this seminar—refer to your unit hand out at school for a full list. A number of the objectives listed here come from the Y12 Biology programme. Understanding of relevant core concepts from the Y12 programme underpin the development of concepts in the Y13 programme. •
Define the term species and ways in which speciation occurs •
Define gene and allele frequency, speciation, gene flow, genetic equilibrium. •
Identify sources of genetic variation and agents of change that lead to change in a gene pool. •
Define the terms genetic drift, founder effect and bottleneck effect. •
Explain the role of natural selection in speciation •
Describe patterns of evolution: convergent, divergent (incl. adaptive radiation), co‐evolution, and the speed of evolutionary change i.e. punctuated equilibrium, gradualism. Trends in Human Evolution Please remember these are only the objectives linking to this seminar—refer to your unit hand out at school for a full list. •
Define the hominin lineage and describe the characteristics of major species in that lineage •
Describe trends in biological evolution of the hominins with respect to: -
skeletal changes linked to bipedalism -
changes in skull and endocranial features -
changes in manipulative ability of the hand •
Describe trends in cultural evolution of the hominins with respect to use of tools, fire, shelter, clothing, abstract thought (communication, language, art), food‐gathering, and domestication of plants and animals. •
Describe patterns of dispersal of hominins (multiregional and replacement hypotheses) and the evidence supporting these hypotheses. •
Describe recent developments in interpretations on the origins and trends of human evolution based on current scientific evidence which is widely accepted and presented in peer‐reviewed scientific journals. The Liggins Education Network for Science Bringing Schools and Scientists Together 2