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. Station 1: (a) primate (e.g., monkey) articulated skeleton, and (b) non-primate (e.g., cat or dog) articulated skeleton.Materials include non-primate, nonhuman primate, and primate skulls and articulated skeletons. linked to the student worksheet to create a virtual lab.All skeletal materials should be labeled with cards/small labels with terms that match the student worksheets (e.g., Primate, Strepsirrhine). Before beginning this lab, the instructor should select skeletal materials, casts, or images of skeletal materials for students, and arrange them at various stations.and prehensile (grasping) hands and feet.differences in tooth morphology (reflects variable diets).flattened nails instead of, or in addition to, claws.reduced snout length (related to less reliance on smell).eye orbits with a postorbital bar or plate.a generalized skeletal structure for arboreal life.Thus, physical traits that help us distinguish primates from other mammals include: This ancestor may have had some depth perception, made possible by the overlapping visual fields of forward-facing eyes, and hands with the ability to manipulate objects. Primatologists believe the common ancestor of all living primates was an arboreal climber with prehensile extremities who relied on vision more than olfaction (smell). For example, most primates move about in trees by grasping with their feet and hands. This lab gives students the opportunity to observe characteristics of the skeleton that differentiates primates from other mammals and compare primates to one another.īefore beginning, students should consider the following conceptual questions: What can bones tell us about the animal to which they belonged? Specifically, what might the skeleton tell us about:īones can reflect the lifestyle of primates, and the characteristics they share are likely reflective of early primate ancestors. People belong to the zoological order Primates, which is one of the many orders within the class Mammalia.
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