The Human Story by Chau Tran

4. X-woMAN

user_1412849668 — 2014-10-09 10:27:42 UTC

9.8.2.3.3

identify data sources, gather, process and present information from secondary sources about the maternal inheritance of mitochondrial DNA and its importance in tracing human evolution

4.2 Evolutionary chain

user_1412849668 — 2014-10-09 10:46:30 UTC

The discovery raises the intriguing possibility that three forms of human could have met each and interacted in Southern Siberia.

The mtDNA patterns so far suggests that there was little or no interbreeding.

4.1 Mitochondrial DNA

user_1412849668 — 2014-10-09 10:49:08 UTC

mtDNA contains far less information about a person's genetic makeup than nuclear DNA.

Resources

user_1412849668 — 2014-10-09 10:54:13 UTC

X-WOMAN

Rincon, P. (March 25, 2010). DNA identifies new ancient human dubbed 'X-woman'. Retrieved from http://news.bbc.co.uk/2/hi/8583254.stm

Krause, J., Fu, Q., Good, J.M., Viola, B., Shunkov, M. V., Derevianko, A. P., and Paabo, S. (2010). The complete mitochondrial DNA genome of an unknown hominin from southern Siberia. Nature. 464:894-897.

HSC question

National Institute of Health. (2014). Researchers discover underlying genetics, marker for stroke, cardiovascular disease. Retrieved from http://www.nih.gov/news/health/mar2014/nhgri-20.htm

The Hot Debate

Chidrawi, C.; Robson, M.; Hollis, S. (2009) Biology in Focus: HSC Course. McGraw Hill Education; North Ryde:NSW

Crawford, A., Saul, W., & Mathews, S. R. (2005). Teaching and Learning Strategies for the Thinking Classroom. New York, NY, USA: International Debate Education Association. Retrieved from http://www.ebrary.com Jeffery, C.; Ross, P. (2007) NSW Biology. Macmillan Education Australia; South Yarra: Victoria.

Jerome, L., Algarra, B. (2005). Debating Debating: A Reflection on the Place of Debate within Secondary Schools. Curriculum Journal, (4), 493-508.

Mudie, K., Brotherton, J. (2010). Heinemann Biology. Harcourt Education: Melbourne:Victoria

Debate roles and rules. Retrieved from http://web.archive.org/web/20060503194518/http://w3.tvi.edu/~cgulick/roles.htm#roles

http://www2.lhric.org/ertc/Wendy/Wzrubric.htm

Marketing Madness:

BioExpedition Publishing. (2014) Facts about Lemurs. Retrieved from: http://www.lemurworld.com

The Hobbit or not?

Australian Museum. (2013). Homo floresiensis. Retrieved from: http://australianmuseum.net.au/Homo-floresiensis

Santow, S. (2014, August 5). Scientist: Down Syndrome explains 'Hobbit human' species. Retrieved from: http://www.abc.net.au/am/content/2014/s4060813.htm
Webber, D. (2010, September 28). Hobbit was a cretin, not a new human. Retrieved from: http://www.abc.net.au/pm/content/2010/s3024277.htm

6. Sample HSC question

user_1412849668 — 2014-10-09 11:07:53 UTC

9.8.6.2.1

analyse the possible effects on human evolution of the following factors: increased population mobility, modern medicine, genetic engineering

9.8.6.3.2

process information from secondary sources to outline the purpose of the Human Genome Project and briefly discuss its implications

Question 1 (7 marks)

Below is an extract from an article. Use this information and your own knowledge to answer Question 1 (a) to (c).

Scientists studying the genomes of nearly 5,000 people have pinpointed a genetic variant tied to an increased risk for stroke. Their findings may provide new clues to underlying genetic influences in the development of stroke and cardiovascular disease, and may also help lead to new treatment strategies.

Stroke is the fourth leading cause of death and a major cause of adult disability in this country, yet its underlying genetics have been difficult to understand. Numerous genetic and environmental factors can contribute to a person having a stroke.

"As genome sequencing becomes more widespread, clinicians may be able to determine if changes could be made to an individual's diet because of a greater risk for stroke and cardiovascular disease."

(National Human Genome Research Institute. 2014)

6.1

user_1412849668 — 2014-10-10 06:36:29 UTC

(a) Identify the purpose of the Human Genome Project in the prevention of stroke and cardiovascular disease. (1 mark)

(b) Discuss implications of the Human Genome Project in the prevention of stroke and cardiovascular disease. (2 marks)

(c) Evaluate the possible effects of the Human Genome Project in treating and/or preventing stroke and cardiovascular disease on human evolution.

(4 marks)

1. Class scenario

user_1412849668 — 2014-10-13 08:50:10 UTC

Mixed ability Year 12

Class consisting of 20 students.

Term 3, 2015.

2. The Hot Debate

sophie_thrower — 2014-10-13 22:51:33 UTC

9.8.3.3.3 - gather and process information from secondary sources to analyse and evaluate the evidence for two different models of human evolution.

3. Marketing Madness

sophie_thrower — 2014-10-13 22:52:30 UTC

9.8.5.3.1 - process and analyse information from secondary sources to compare humans with other primates in terms of:

Care of young

Length of juvenile stage

Development of and size of social groups

The development of tools

Communication systems

and assess the evolutionary significance of the similarities and differences identified.

3.1 Task

sophie_thrower — 2014-10-13 22:53:46 UTC

Create an advertisement that convinces the audience that if humans were to do the following as other primates do our life would be better. Use evolutionary evidence to make your point.

5.The Hobbit, or not?

sophie_thrower — 2014-10-13 22:57:09 UTC

Homo floresiensis was first discovered on the Indonesian Island of Flores in 2003 (Australian Museum, 2013).

3.2 Work Sample

user_1412849668 — 2014-10-14 01:01:38 UTC

https://www.youtube.com/watch?v=bFQM9hAJ3LY

2.2 Tips for Teachers

user_1412849668 — 2014-10-14 01:05:51 UTC

· The use of debate as a teaching strategy promotes critical thinking and facilitates students develop evidential reasoning and ability to share viewpoints.

· To be an effective learning strategy it is important that students debate their ideas politely and constructively.

· Keeping it interesting and engaging – as hands on and interactive as possible

· Museum – in – a box.

3.3 Skills

sophie_thrower — 2014-10-19 22:31:10 UTC

Skills developed in this activity.

H12.3 - evaluates ways in which accuracy and reliability could be improved in investigations by gathering information from secondary sources
H13 - uses terminology and reporting styles appropriately and successfully to communicate information and understanding by present information
H15 - explains why an investigation is best undertaken individually or by a team

3.4 Tips for Teachers

sophie_thrower — 2014-10-19 22:39:04 UTC

Time constraints.
Breadth of content within dot point.
Embrace students creativity, don't stifle it.
Assessment task.

5.1 The Hobbit..

sophie_thrower — 2014-10-19 22:46:13 UTC

H. floresiensis was first described as being a very small human (Australian Museum, 2013).
It lived until around 13,000 years ago (Australian Museum, 2013).
It's primitive features caused scientists to believe it was a new species dubbed the Hobbit (Australian Museum, 2013).
Their Hobbit stature is believed to be a product of incestual breeding causing dwarfism (Australian Museum, 2013).
It is believed that H. floresiensis shares a common ancestor with H. erectus but is not descended from it (Australian Museum, 2013).

5.2 Or not?

sophie_thrower — 2014-10-19 23:13:17 UTC

Some scientists believe the specimens actually had a development disorder causing dwarfism (Australian Museum, 2013).

Professor Henneberg of the University of Adelaide believes LB1 had Down Syndrome (Santow, 2013).
Professor Oxnard of the University of Western Australia believes the specimens show characteristics of cretinism (Webber, 2010).

5.3 What is it good for?

sophie_thrower — 2014-10-19 23:23:07 UTC

NOT "absolutely nothing!"
9.8.1.3.3 - analyse information and use available evidence to identify technological advances and resulting new information that have changed scientists’ opinions about the classification of primates.
9.8.3.2.1 - examine at least two alternative views of human evolutionary relationships using the same fossil evidence, including:

Ardipithicus radius
Australopithecus afarensis
Paranthropus robustus
Paranthropus boisei
Australopithecus africanus
Homo habilis
Homo ergaster
Homo erectus
Homo heidelbergensis
Homo neanderthalensis
Homo sapiens

Prescribed Focus Area 2 - the nature and practice of biology

2.1 The Task

marilyn_larocca — 2014-10-22 01:12:09 UTC

Students research the two models of human evolution. The class is split into two groups, each group will debate the "Out of Africa" model verses the

"Theory of Regional Continuity". The groups will then peer mark each other.

marilyn_larocca — 2014-10-22 01:29:27 UTC

marilyn_larocca — 2014-10-22 01:33:35 UTC

Not a new species.

user_1412849668 — 2014-10-22 10:18:15 UTC

The human family tree has got a lot of branchings. It's entirely plausible there are a lot of branches out there we don't know about.

2.3Student Resources

marilyn_larocca — 2014-10-22 20:25:41 UTC

Articles:

Thorne, A. G and Wolpoff, M. H. (1992) The Multiregional Evolution of Humans. Scientific American: 266, 76-83 doi:10.1038/scientificamerican0492-76 http://www.nature.com/scientificamerican/journal/v266/n4/full/scientificamerican0492-76.html

Templeton, A. (2002) Out of Africa again and again. Nature: 416, 45-51 doi:10.1038/416045a. http://www.nature.com/nature/journal/v416/n6876/abs/416045a.html

Books:

Lewin, R. (1993.) The Origin of Modern Humans. Scientific American LIBRARY NY

Parker, S. (1992.) The Dawn of Man. New Burlington Books. London.

Jones, Steve, R.D. Martin and David Pilbeam. (1992.) The Cambridge Encyclopaedia of Human Evolution. New York. Cambridge University Press.

Tattersall, Ian. (1993.) The Human Odyssey. Prentice-Hall.

Tattersall, Ian. (1995.) The Last Neanderthal. MacMillan. USA

Websites:

What does it mean to be human? The Smithsonian Institutehttp://humanorigins.si.edu/