Month: September 2015

Bioanthro lab activity: Primate proportions

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My Intro to Bio Anthro course, focusing on human uniqueness, has moved from the brain to bipedalism. After the abysmally big brain, perhaps the most grotesque aspect of the human species is our wont to walk on two legs. It’s just not natural.

Image credit.

What a terrible biped. Image credit.

Seriously, why would an animal do such a horrid thing?

Image credit.

Most animals need extra help to stay upright on just two limbs. Image credit.

This peripatetic penchant is apparent in our skeletons, most visibly in our long-ass legs. And indeed, species’ limb lengths and proportions generally reflect how they tend to move around. Quadrupeds, animals that walk on four legs, tend to have roughly equally-lengthed arms and legs. Gibbons, notorious ricochetal brachiators, have insanely long arms. So for lab this week, students measured surface scans of different primates’ long bones to see if form really follows function.

Here, students try their hands at measuring long bones on surface scans of primate skeletons, and use their data to calculate indices reflecting the relative lengths of limb segments. These data will be used to test whether limb proportions can be used to distinguish different locomotor types, and to hypothesize how fossil species might have moved about.

Measuring siamang (Symphalangus syndactylus) limb lengths with Meshlab. Data credit.

Measuring siamang (Symphalangus syndactylus) limb lengths with Meshlab. Data credit.

Since this is my students’ introduction to primate skeletons and analysis software, I only had them measure three specimens: a siamang (above), a squirrel monkey, and a grivet.  But of course you can have students look at more if you wish. This activity uses the free Meshlab software  and surface scans made from CT scans in the KUPRI database (surface scans are much smaller files than CT scans, making for easier dissemination to swarms of students). If you’re interested in using or modifying this activity in your class, here are the lab handout and datasheet I created for it:

Lab 2-Primate proportions
Lab 2-Primate limb data sheet

Info about, and materials for, other lab activities can be found on my Teaching page.

Bioanthro lab activity: Estimating Miocene ape body mass

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We’ve arrived at the Planet of the Apes, also known as the Miocene, in my “Bones, Stones and Genomes” course. The living apes are but a small remnant of what was a pretty successful radiation starting around 20 million years ago. There were so many apes that it can be a bit confusing for students, but it’s important for setting up the biological and ecological contexts of hominin origins.

Possible evolutionary relationships of myriad Miocene apes and subsequent hominins. From Harrison (2010)

Possible evolutionary relationships of myriad Miocene apes and subsequent hominins. From Harrison (2010)

This week also marks my students’ first lab assignment, analyzing CT scans of bones. Here, we looked at how we estimate body size in extinct animals, using the KUPRI database and the free CT analysis software InVesalius. Because some of the KUPRI primates have body masses recorded, students can examine the relationship between animals’ weight and skeletal dimensions. The purpose of the assignment is to help familiarize students with skeletal anatomy, CT data and principles of linear regression.

One of the KUPRI specimens, an old female gorilla, with known weight.

One of the KUPRI specimens, an old female gorilla, with known weight.

I selected a few specimens for students to examine. After students download the massive files, they can load them into InVesalius for analysis. This program allows students to easily identify bone versus other tissues, and to create a 3D surface rendering of a highlighted region (tissue) of interest.

A grivet, Chlorocebus aethiops, with bone highlighted in 2D sections and as a 3D model.

A grivet, Chlorocebus aethiops, with bone highlighted in 2D sections and as a 3D model. This little guy weighs only 4 kg!

It’s pretty easy to take simple linear measurements (and angles), assuming students can get oriented within the skeleton and identify the features they need to measure. It can be a little tricky to measure a femur head if it’s still in the acetabulum (below). Luckily, InVesalius lets you take measurements on both 2D slices or the 3D volume.

Let's measure that femur head diameter.

Let’s measure that femur head diameter.

So students do this for a few specimens and enter the data into Excel, which can then easily plot the data and provide a regression equation. They then use this equation to estimate masses of the specimens – if there’s a good relationship between mass and skeletal measures, then the estimates should be close to the observed values. Students use their equation to predict body mass of some Miocene apes based on femur head diameter and femur midshaft diameter, noting how confident they feel in their estimates given how well their regression performed on the training dataset. They also compare their mass estimates to those using another equation generated by Christopher Ruff (2003).

It might be a little intense for students totally unfamiliar with apes, bones and CT scans, but it should be a good way for them to learn lots of concepts we’ll revisit over the semester.

Here’s the lab assignment, in case you want to use it in your own class: Lab 1-Miocene masses

Homo naledi in a lawn chair

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It is a great relief that Homo naledi, a most curious critter, was announced to the world on Thursday. I’ve been working on these fossils since May 2014, and it was really hard to keep my trap shut about it for over a year.

Homo naledi on my mind, and phone, all year.

Homo naledi on my mind, and the lock screen on my phone, all year. CT rendering of cranium DH3, top is to the left and front is to the top.

I was in London for the ESHE conference last week when **it hit the fan, and so I got to attend a small press conference from the paper’s publisher, eLife, for the announcement.

eLife press conference last Thursday. From left to right: Will Harcourt-Smith, Matthew Skinner, Noel Cameron, Alia Gurtov and Tracy Kivell.

eLife press conference last Thursday. From left to right: friends and colleagues Will Harcourt-Smith, Matthew Skinner, Noel Cameron, Alia Gurtov and Tracy Kivell.

I had just flown in from Kazakhstan, and was presenting some recent work on the evolution of brain growth (I’ll write a post about it soon, promise), so it was a bit hard to appreciate the gravity of the announcement. Although the awesome spread in National Geographic did help it sink in a bit.

Really blurry photo of Markus Bastir holding up the heaviest copy of National Geographic ever.

I’m wending my way back to Kazakhstan now, but in the coming weeks I will try to post more about these fossils, the project, and specifically what I’m working on.

Until then, I’d like to point out how much information is freely and easily available to the entire world about these fossils. The paper, full-length and filled with excellent images of many of the specimens and reconstructions, is available for free online here. In addition, you can download 3D surface scans of over 80 of the original fossils on MorphoSource, also totally free. Everything about this scientific discovery and its dissemination is unprecedented – the sheer number of fossils and the ease of access with which literally everyone (well, with an internet connection) can access this information has never occurred before. This is the way paleoanthropology should be. Hats off to Lee Berger and the other senior scientists on the project for making such a monumental resource available to all.

ResearchBlogging.orgBerger LR, Hawks J, de Ruiter DJ, Churchill SE, Schmid P, Delezene LK, Kivell TL, Garvin HM, Williams SA, DeSilva JM, Skinner MM, Musiba CM, Cameron N, Holliday TW, Harcourt-Smith W, Ackermann RR, Bastir M, Bogin B, Bolter D, Brophy J, Cofran ZD, Congdon KA, Deane AS, Dembo M, Drapeau M, Elliott MC, Feuerriegel EM, Garcia-Martinez D, Green DJ, Gurtov A, Irish JD, Kruger A, Laird MF, Marchi D, Meyer MR, Nalla S, Negash EW, Orr CM, Radovcic D, Schroeder L, Scott JE, Throckmorton Z, Tocheri MW, VanSickle C, Walker CS, Wei P, & Zipfel B (2015). Homo naledi, a new species of the genus Homo from the Dinaledi Chamber, South Africa. eLife, 4 PMID: 26354291

A new year of bioanthro lab activities

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One of my goals in teaching is to introduce students to how we come to know things in biological anthropology, and lab activities give students hands-on experience in using scientific approaches to address research questions. Biological anthropology (really, all biology) is about understanding variation, and I’ve created some labs for students to scrutinize biological variation within the classroom.

In my Introduction class, the first aspect of human uniqueness we will focus on is the brain. To complement readings and lectures, we’ll also investigate variation in brain size among students in class. Of course, measuring their actual brain sizes is impossible without either murdering them (unethical and messy) or subjecting them to CT or MRI scanning (costly and time-consuming). Instead, it’s fast and easy to measure head circumference, so we’ll estimate just how brainy they are in a way that will also introduce them to data collection, measurement error, and the regression analysis.

The lab activity is based on a paper by Bartholomeusz and colleagues (2002), who used CT scanning to measure the external head circumferences and brain volumes of males ranging from 1-40 years. Focusing on the adults of this sample, there are several possible regression equations that students could use to estimate their brain size from their head circumference:

The relationship between head circumference and brain volume in adult humans. Note each regression line is based on different age groups.

The relationship between head circumference and brain volume in adult humans. Note each regression line is based on different age groups. Data from Bartholomeusz et al. (2002).

Bartholomeusz et al. divided their sample into age groups, and students will learn that the relationship between the two variables differs subtly depending on the age group. Students will therefore have to decide (and justify) which equation they will use – should they pick the one based on their own age group, or the one with the lowest prediction error?

Once students have estimated their brain sizes, I’ll enter the data into R and we’ll look at how (estimated) brain size varies within the classroom, looking also at possible covariates including sex and region of birth. After discussing our data in class, students have to write up a brief report describing our research question and proposing additional hypotheses about brain size variation.

So that’s this week’s lab in Introduction to Biological Anthropology. There will be four more this semester, in three of which students will collect data on themselves, as well as four other labs for my Human Evolution course. In case you’re interested in using this activity for your class, I’m including the lab handout here. I’ll also try to post lab assignments to the blog (as I’ve done here) as the semester progresses.

Activity handout: Lab 1 Instructions and report

ResearchBlogging.orgReference

Bartholomeusz, H., Courchesne, E., & Karns, C. (2002). Relationship Between Head Circumference and Brain Volume in Healthy Normal Toddlers, Children, and Adults Neuropediatrics, 33 (5), 239-241 DOI: 10.1055/s-2002-36735