Midterm 1 Flashcards

(50 cards)

1
Q

Briefly describe the 4 fields of anthropology. Give an example for each.

A

Archaeology, how humans shape their material environment. Ex: studying garbology of ancient humans to discover food habits.

Biological Anthropology, how humans differ in physical form. Ex: studying hominid evolution to understand why humans have non-durable knees

Linguistic Anthropology, how humans have unique communication systems. Ex: studying relationship between two anciently related but modernly separate languages (like Norweigian and Icelandic)

Cultural Anthropology, how humans act according to learned knowledge. Ex: -Inuits have culture surrounding fat rich seafood to survive harsh Arctic climate

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2
Q

What is a holistic perspective?

A

Viewing something in the broadest possible context in order to understand their interconnections and interdependence

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3
Q

Define the study of ecological and evolutionary anthropology.

A

Study of relationships between hominid, and non-hominid, primates and their biophysical environment to understand changes in physiology and behavior through space and time

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4
Q

What roles does culture play in human biological variation? How might ecology/biology shape culture?

A

Cultural practices will determine which traits are selected for if they go on for long enough. For instance, the Bajau people have slowly evolved large spleens to aid in holding breath due to diving over many generations. Some Peruvian groups have evolved greater lung capacity and more efficient oxygen use due to settling in high altitudes. One the other end, the practices people adopt depend on push pull factors in the environment. For instance, people dig wells in the absence of nearby water sources, and eat calorie dense foods to generate body heat in cold environments.

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5
Q

List the primary goal of science and its 5 characteristics

A

Goal: Advance knowledge of the natural world by describing and explaining the universe as accurately and fully as possible
Testable
Deals exclusively with the natural world
Parsimonious- Occam’s Razor (simplest explanation)
Probabilistic
Logical rigor

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6
Q

Briefly explain the differences between a scientific law, a theory, a hypothesis, and a fact. Give an example of each from lecture and/or class readings.

A

Scientific law: applies to ALL events, describes WHAT happens. ex. law of gravity, laws of physics
Theory: applies to ALL events, explains WHY things happen. ex. theory of evolution
Hypothesis: applies to a SINGLE or small number of events, explains WHY things happen.
Fact: applies to a SINGLE or small number of events, describes WHAT happens. ex: earth is not flat

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7
Q

How did people think about the position of humans and the origins of biological diversity prior to the Renaissance (1400s – 1700s)?

A

Creationist stories including Iroquois and Judeo-Christian
Iroquois: woman dropped from raining sky onto back of a turtle, and this turtle’s back started to turn into a island with animals
Christian: God created earth’s diversity at the beginning of time, species have stayed relatively the same.
Aristotle’s Great Chain of Being organized every creature on a spectrum, with god/divinity at the top, and devil at the bottom.
Principles:
1. Continuity – attributes of one organism overlap with other closely related
2. Plentitude – world of organisms created by a benevolent deity, everything that could exist already does
3. Unilinear graduation – hierarchy based on degrees separated from divine perfection

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8
Q

Briefly describe two ways that pre-Renaissance ideas on human origins and positions of biological diversity still can be found in contemporary society.

A

Some extremist religious groups push their belief that the Earth is only 6 thousand years old and deny the existence of dinosaurs and ancient artifacts. A famous example of this is the debate between bill nye and Ken Ham.
Another place where this exists is in the vatican city, where structures of angels and demons exist all over. There are many remnants of the great chain of being in art, television and stories.

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9
Q

List 2 individual’s whose work contributed to Darwin’s and Wallace’s development of the Theory of Natural Selection post-Renaissance. Briefly describe their key contribution.

A

Thomas Malthus described how limited resources and food killed off excess population. Darwin amended this to create natural selection. Limited resources are a selective force - those that survive have better genes and will spread their better genes.
James hutton calculated the age of the earth at 4.5 billion years. This helped Darwin to show how slow evolution occurs.

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10
Q

Define Darwin and Wallace’s Theory of Natural Selection, and list the 4 premises of natural selection.

A
  1. Differential survivorship and reproduction due to variation.
  2. Variation in pop
  3. Heredity of traits
  4. More offspring produced than can be supported ( limited resources)
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11
Q

Briefly list and describe the two premises Lamark used to support his idea of Transformational Evolution.

A
  1. He said that acquired traits can be inherited - but you can’t inherit your dad’s missing arm
  2. Law of disuse and use said that traits that are needed will develop as they are used and trained - muscles grow bigger if you exercise.
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12
Q

Darwinism acts as a powerful meme that drives other ideas in society and scientific theories. Describe two ideas or theories influenced by Darwin and Wallace’s Theory of Natural Selection.

A

Social darwinism: “survival of the fittest”, biological natural selection applied to social and cultural situations. Resulted in Indiana Eugenics Law, which believed that criminalism, mental illness, and pauperism were hereditary, and would sterilize individuals that exhibited these traits. (expand with other examples)
Sociobiology: a field of biology that attempts to explain social behavior in terms of evolution. E.g. Group selection: selfless groups beat selfish groups, although selfish individuals beat selfless individuals

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13
Q

What relationship exists between social Darwinism and sociobiology? You might want to consider their differences.

A

Social darwinism - applying natural selection to culture.

Sociobiology simply uses the interaction of biological/genetic factors with the environment to explain the traits and behaviors of organisms. Social Darwinism applies this across humanity, and tends to designate some groups superior and some inferior. Think eugenics, and “survival of the fittest”. Both acknowledge the importance of biology in outcomes, but Social Darwinism removes the mediating factor of environment, and adds all manner of value-judgements.

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14
Q

What are Gregor Mendel’s three principles of inheritance? Define these principles and provide one example that contradicts them.

A
  1. The Law of Segregation: you get one allele from each parent.
  2. The Law of independent assortment: each pair of alleles separate independently for every other one when sperm or eggs are formed.
  3. The law of dominance: the allele expressed is the dominant type.

An example contradicting these is AB blood type.

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15
Q

What is DNA – composition and structure? What does it do?

A

Deoxyribonucleic acid is the genetic material consisting of a complex molecule whose base structure directs the synthesis of proteins, long strands form chromosomes. Has a double helix shape, composed of four base pairs: adenine, thymine, guanine, and cytosine. Adenine connects to thymine and guanine connects to cytosine. It contains the instructions organisms need to develop, survive and reproduce.

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16
Q

Describe the differences between nuclear and mitochondrial DNA.

A

Nucleus – contains entire genome - instructions for building and maintaining you. Mitochondrial DNA is smaller (less base pairs). Mitochondrial DNA is circular, nuclear DNA is linear. Mitochondrial DNA is matrilinear (passed from mother to child, never from father to child).

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17
Q

Why is Mendel’s discovery of genes important to Darwin’s Theory of Natural Selection?

A

Mendel’s discovery of genes helped to fill the gap left in Darwin’s theory of natural selection and helped to explain how heredity and genetic variation needed in natural selection worked

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18
Q

What do mitosis and meiosis have to do with growing and maintaining good health?

A

Mitosis: growing body, produces somatic cells, 46 chromosomes. Helps the body to grow.
Meiosis: makes sex cells, produces gamete cells, has 23 chromosomes. Helps organisms reproduce

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19
Q

Briefly describe each of the 5 evolutionary forces and provide an example (from human populations) for each.

A
  1. Sexual selection - Both sexes tend to favor symmetrical partners across cultures
  2. Genetic drift (natural disasters & founder’s effect) - Malaysian color blindness due to a natural disaster
  3. Mutation - only source of variation. Lactase persistence popping up in different forms among dairy farming
  4. Genetic flow (movement & breeding w/ surrounding groups) - Sickle-cell entering Americas as a result of slave trade.
  5. Adaptation (long term result of natural selection) - The opposable thumb
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20
Q

What conditions make it difficult for non-random mating to occur?

A

There is no such thing as random mating. Even in the absence of sexual selection, such as a genetic bottleneck (when there are very few potential mates), proximity is a factor.

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21
Q

Why is mutation considered to be the ultimate source of evolutionary change?

A

Mutation occurring all the time, in most complex organisms. It is the only source of entirely new alleles in a reproductively exclusive species.

22
Q

What evolutionary forces account for change in the genetic composition of populations? How have the changes affected populations over time?

A

4 Premises of natural selection:
1) Variation, 2) Heredity (transmission of traits from parents to offspring), 3) More offspring produced than the environment can support, and 4) Differential survival reproduction.
5 Evolutionary forces:
1) Sexual selection, 2) Mutation, 3) Genetic drift, 4) Genetic flow, and 5) adaption
In theory, these have determined the prevalence of traits in populations of all organisms over time, as mutation has introduced brand new variants of traits, and differential survival and reproduction have determined their proportion of each trait among living organisms.

23
Q

Define and Illustrate the three types of selection: directional, stabilizing, disruptive. Briefly explain an example for each.

A

Directional - When one extreme of a trait is beneficial, pulling the average in that direction. Bigger brains are beneficial for most situations determining a species’s success in survival and reproduction, and so the average size of brains increases over time. Also shift in giraffe neck to longer neck.
Stabilization - When either extreme causes problems, pulling down the standard deviation. No melanin would result in death from UV radiation, too much would prevent synthesis of vitamin D, so the entire human species falls within a certain range of melanin.
Disruptive (aka diversifying) - When either extreme is preferable to the average, increasing the standard deviation. Having hair that is either straight or curly is deemed attractive in a society, but wavy hair is deemed unattractive, and becomes less common. Or, the beaks on finches in the Galapagos (the ones studied by Darwin) tend to reproduce only with those with specialized beaks, slowly becoming different species.

24
Q

Define genetic drift and provide an example. Discuss why small populations are more susceptible to variations in allele frequency from generation to generation than large populations.

A

Genetic drift is the chance fluctuation of allele frequency in a gene pool, due to events such as natural disasters. In small populations, there are fewer of each allele to begin with. As a result, the elimination of a few members with have a greater effect of the balance of each allele. For instance, if a population of 30 has only 12 males, most of the males are killed in an avalanche while hunting, and the remaining males have only the homozygous recessive combination for a trait, the recessive phenotype will become far more common in the population over just a generation. This is much less consequential for large populations, due to statistical averaging out, save for extreme events such as mass extinction.

25
Sickle cell anemia is a balanced polymorphism. What does this mean and why does it occur? Briefly explain the relationship between sickle cell anemia and malaria that leads to this balanced polymorphism in some human populations. Your answer should include the genetics of sickle cell anemia, selection pressures, the geographic relationship and the biological relationship between the diseases, and what human populations are at risk for sickle cell (2 main ones).
Balanced polymorphism: stabilizing selection produces incomplete/partial dominance 2 different versions of a gene are maintained in a population of organisms because individuals carrying both versions are better able to survive than those who have two copies of either version alone There is a higher frequency of people carrying sickle cell anemia in regions where there is malaria. This is because those with heterozygous or homozygous sickle cell gene have protection against malaria. Malaria became a stabilizing selective pressure as swidden agriculture opened up tropical forested ecosystems. (expand with more information)
26
What is an epigenome? How does an epigenome differ from a genome? Provide three examples.
Epigenome: set of instructions sitting on top of the genome and acting as a switch to turn genes on and off - Separate from, and in addition to, regulatory genes - Affects how genes are read 3 Examples: agouti mice, mothers in famine, stressed out rats Agouti mice: agouti mice who ate a diet rich in methyl groups grew up to be brown, lean, and not prone to disease, whereas the mice which ate a normal diet grew up to be yellow, fat, and prone to disease. Mom’s food insecurity -> child’s adult obesity: pregnant women were followed during the Dutch Hunger Winter (a famine) in the 1940’s. Infants later in life experienced different health issues based on what period of gestation their pregnant mother had experienced the famine. Stressed out rats: Some rat mothers lick their offspring to comfort them and others do not. The rats who had mothers that licked them a lot became calmer, more healthy rats, whereas the rats who did not were more nervous and had more health problems. To see if this effect was genetic, they swapped out the offspring between the two kinds of rats to be raised by the other mother. The rats born of unaffectionate mothers, but raised by affectionate mothers saw the same health benefits as the ones born of the affectionate mothers.
27
What is DNA methylation and why is it important to epigenetics?
DNA methylation is an epigenetic mechanism that occurs by the addition of a methyl (CH3) group to DNA, which alters the gene expression.
28
Are maladaptive epigenetic marks on your genes reversible? What are some ways to impact your epigenome in positive ways – i.e. affect your long term health and that of your future children and grandchildren positively?
Yes, some epigenetic marks are reversible. Some ways to positively impact epigenetics: Stay healthy and nourished your entire life, especially while with child. Avoid drinking and smoking. Not all marks are reversible, if a mother was malnutritioned, this can follow the child for their entire life as well.
29
Define and distinguish between genome and epigenome.
Genome - an organism’s entire set of hereditary instructions coded into DNA Epigenome - set of instructions sitting on top of the genome and acting as a switch to turn genes on and off
30
What contributions did Jean-Baptiste Lamarck make to the study of evolution and how do his contributions relate to epigenetics?
Lamarck came up with the theory of Transformational Evolution (aka Uniformitarianism), which asserts that traits became more or less common over just a few generations through their use or disuse. He pointed to the longer neck of giraffes compared to their ancestors as evidence, since the ones with longer necks could reach more leaves. This carries over well to epigenetics, in which genes may be switched on or off for generations due to environmental factors of just one.
31
Provide an example of how each of the five forces of evolution might lead to the extinction of a certain trait.
1. Sexual selection - One trait, for instance having coarse, full body callaces, deemed so unattractive as to produce no viable offspring. 2. Mutation - A rare, volatile allele could be particularly prone to mutation, and disappear. Alternatively, a new allele could mutate which is superior in any of the other four categories. 3. Genetic drift - An entire population with a few distinct alleles could be wiped out in a famine or volcanic eruption. 4. Gene flow - A group which had been preserving a homozygous recessive phenotype could begin breeding with a population with a dominant allele 5. Adaptation - One trait could simply prove beneficial over the course of natural selection. For instance, in a grasslands transitioning into dessert, creatures which require a lot of water to survive will die off.
32
What happens in a population that is shown to not comply with the Hardy-Weinberg equations?
It is out of equilibrium, which means evolution is occurring. Evolution is always occurring. If the population is out of equilibrium, the equation does not add to equal 1.
33
The person sitting next to you in class is trying to list the 7 conditions that must be present in a population for NO evolution to occur. Unfortunately, it sounds like they weren’t listening during lecture, and you notice they’ve made a few mistakes. Identify and correct your classmates mistakes. 1. Mutation has happened. 2. There is selection for certain variants. 3. There is a small population. 4. Few members of the population breed. 5. Parents choose their children's reproductive partners. 6. Everyone produces the same number of offspring. 7. There is only migration out of the population, not in.
1. Mutation has happened. - > Would have to be not occurring 2. There is selection for certain variants. - > Would have to be truly random 3. There is a small population. - > Would have to be infinitely large 4. Few members of the population breed. - > Every member would have to breed 5. Parents choose their children’s reproductive partners. - > This is non-random 6. Everyone produces the same number of offspring. There is only migration out of the population, not in. -> No migration at all
34
What is the relationship between natural selection and adaptation?
Adaptation is the long term result of natural selection. Natural selection accounts for adaptation, which is a series of beneficial adjustments.
35
Compare 2 stages in the life history of humans. For each stage, identify the stage name, give the timing, identify two milestones for each stage, and discuss whether energy is directed towards growth, reproduction, or both (trade-offs).
Prenatal- Timing: Fertilization to birth Milestones: Embryo, organ development, rapid growth in length, rapid weight gain Energy directed towards GROWTH Postnatal- Timing: birth to 10 years following puberty Milestones: neonatal, infancy, childhood, juvenile, puberty, adolescence, Energy directed towards GROWTH (and reproduction at puberty) Adult- Timing: 20 years to end of life Milestones: Prime, senescence Energy directed towards REPRODUCTION
36
Briefly explain why human menopause for females makes sense from an evolutionary perspective. Why are elder males important within populations even if they are not sexually active and reproducing?
Because the grandmothers are not busy reproducing themselves, they have more time available to devote to helping out the mother take care of their kids, which leads to healthier, better offspring, and the ability to have more offspring. Elder males are important because they can pass on knowledge. They can still help with child rearing too. And if they’re not frail, they can protect the tribe
37
Contrast the differences between the 4 primary kinds of human adaptation. Consider who is impacted, the role of genes, and the permanency of the adaptation.
Genetic Adaptation – population level, permanent & inherited Developmental Adaptation – individual level, nonreversible •Capacity to change inherited, change not inherited Acclimatization – individual level, reversible •Capacity to acclimatize inherited, changes not inherited Cultural Adaptation – individual & population level, learned
38
Define clinal variation and give at least 2 examples.
An example of clinal variation is the frequency of yellow-brown hair in Australia. The populations near the coast are less likely to have yellow-brown hair, and as you gradually move closer to the center, the frequency of yellow-brown hair gradually increases. Another example is the percentage of people in England with red hair. The distribution of red hair is non-continuous, and seems almost entirely contained within one or two discrete regions.
39
Briefly explain both light-colored and dark-colored skin as a human adaptation. Your answer should include what causes different skin colors, what pigmentation protects humans from, the ancestral skin color, and the importance of Vitamin D and folate/folic acid/B9 in selecting for different skin colors by location.
Skin pigmentation is a global cline Ancestral skin pigmentation was light-colored under body hair/fur (compare with contemporary chimp & bonobo) Skin pigmentation via melanin and melanocytes are a natural sunblock that protects us from UV radiation, which can cause sunburn or cancer. -> Climates with more UV exposure naturally select for more pigmentation Vitamin D is synthesized in skin when exposed to UV radiation. Lack of vitamin D can cause rickets (soft, bendy bones). -> too much melanin -> not enough UV radiation -> lack of vitamin D -> rickets Melanin protects folate/folic acid which is important for synthesizing DNA and cells in the body, including sperm production and fetal development. -> Melanin protects folic acid -> ability to reproduce
40
Thermoregulation (hot and cold temperatures), altitude, nutrition, and workload are all sources of environmental stress/pressure on the human body and human populations. Create a table that shows how each of these stresses/pressures is responded to by each of the 4 primary kinds of human adaptation.
4 Primary Kinds of adaption: 1. Genetic change (themoregulation - according to Bergmann's law, people living in cold climates are naturally selected to have shorter limbs, stockier builds to conserve warmth, and vice versa for hot climates) 2. Developmental adjustment (nutrition - children with protein deficiency result in kwashiorkor, symptoms are swollen abdomen, stick-like arms and legs, other symptoms, and will have retarded growth as an adult). 3. Acclimatization (high altitudes - more red blood cells and capillaries are made to carry oxygen, lungs increase in size) 4. Culture practices and technology (workload - tools are made to allow more work to be done more efficiently)
41
Define Wolff's Law. Why might it be useful for archaeologists?
Wolff’s Law: Bone mass produced where needed, taken away where not needed. For example, physical activity results in loss of bone density. Useful for archaeologists because they are able to see what people did when they were living there, and be able to construct a more compelling argument to how their life may have gone and what their duties entailed.
42
What does Bergmann's Law tell us to expect in human populations with relation to latitude?
People in hotter climates -> shorter limbs, stockier builds to conserve heat through less surface area in comparison to mass People in colder climates -> longer, leaner builds to release heat through more surface area in comparison to mass
43
Define the Red Queen Hypothesis. Provide one example of the Red Queen Hypothesis.
``` Selective environmental pressure No variation in gene pool Variation in gene pool “Arms Race” predation, parasitism, bacteria/virus We need to maintain genetic variation Mutation Sexual reproduction ```
44
Compare K and r life history strategies.
Compare K and r life history strategies. K-selected: Adapted for more stable environment, high intraspecific competition. Few offspring, who are born helpless and heavily invested in. Ex: Primates R-selected: Adapted for unstable environment, live long lives if they survive, produce many offspring with low survival rates. Ex: Trees
45
What three factors, related to the environment, determine a species’ life history strategy?
Predictability of the environment (randomly occurring hurricanes or no), availability of resources (how many houses, foods, and mating partners), and environmental stressors (number of predators).
46
Briefly explain 3 adaptations or behaviors of parasites that help them avoid killing their hosts.
Generally much smaller than host Able to travel between hosts Able to survive for time outside of any host May require different hosts for each stage in life cycle STDS - Small, travel between, survive outside host, different hosts different stages
47
Explain how an individual human is also an ecosystem.
Microbiome! Ten times more non-human cells in/on a human. Bacterias, viruses, fungi, tiny little animals, other single celled organisms.
48
Define each of the ecological interactions discussed in class (6 were described), discuss general fitness costs/benefits, and provide a hominid or primate-related example for each.
Predation - Mostly interspecific. One species eats other species. Predator benefits at the expense of prey. Humans & chickens. Parasitism - Interspecific. One species lives off of other species’ energy, but usually does not kill it. Parasite benefits at expense of host. Tape worm & human. Mutualism - Interspecific. Both species engage in behaviors which benefit the other. The bird that eats the gunk on crocodile teeth. Competition - Inter/intraspecific. Two species or organisms in the same species rely on shared resource. Both suffer. The perpetual antagonism between Egypt and Ethiopia/Eritrea over use of the Nile. Commensalism - Interspecific. When one species benefits off of shared community while other neither benefits nor suffers. Elements of the human microbiome. Cooperation - Intraspecific. When members of same species work together for common goal. Group hunting of buffalo herd. CCCMPP - Commensalism, cooperation, competition, mutualism, parasitism, predation.
49
Compare the Red Queen Hypothesis to the Court Jester Hypothesis. Your comparison should include a definition for each and mention the temporal and spatial scales at which these hypotheses work to impact evolution. You may wish to use example/s to help with your comparison.
Red Queen Hypothesis - Evolution is a perpetual arms race of competing species, through non-symbiotic competition, predation, and symbiosis. Microevolution scale, always occurring. Court Jester Hypothesis - Macroevolution occurs due to random events of mass disaster.
50
Define a disturbance process and give both biotic and abiotic examples of disturbance processes.
A disturbance process is a temporary but significant change to the environment as part of a natural cycle. Biotic example: The black plague Abiotic example: Hurricane