![]() Additionally, students should be encouraged to think broadly (incorporating what they already know about animals, what they eat, and how they move), especially when answering questions at Stations 1 and 2. An introduction to encourage students to think about “form and function” of the skeleton would be helpful.The instructor should choose to assign this lab as an individual or small group activity.However, students should have completed Stations 3 through 6. Station 7: No skeletal materials are required. ![]() This station also asks students to compare molar cusp patterns, so it can be useful to also have separate skulls or photos of dentition. Station 6: (a) Old World monkey articulated skeleton, (b) ape articulated skeleton, and (c) human articulated skeleton.Additionally, this station requires photographs of these primates so that students can compare nose shapes and look up examples of different types of New World monkeys. Be sure to use adult primate skulls so that students can accurately compare their dental formulas. Station 5: (a) New World monkey skull and (b) catarrhine skull (preferably an Old World monkey).Additionally, because tarsiers are small, it can be difficult for students to clearly identify some of the traits, and it can be useful to also provide a diagram with a closer view. Because this station asks students whether the tarsier is more like a strepsirrhine or haplorrhine for given traits, they should have either completed Station 3 or have access to comparative materials at this station too. Station 3: (a) strepsirrhine (e.g., lemur) and (b) haplorrhine (e.g., monkey).Be sure that the surfaces of the teeth are visible in addition to the eye orbits (e.g., the mandible can be separated from the skull or there are multiple images to depict various views). Station 2: (a) non-primate (cow or pig) skull with teeth, (b) dog skull with teeth, (c) monkey skull with teeth, and (d) human skull with teeth.Preservation should be good enough to see nails/claws. ![]()
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