Physical anthropology

biological sciences

elementary

BI1_W01, BI1_W04,BI1_W05, BI1_U01, BI1_U02, BI1_U06, BI1_U010, BI1_K01, BI1_K05, BI1_K06

Completed course in human anatomy and physiology.

The aim of the course is to familiarize students with the problems of contemporary anthropology, including, among others, selected aspects of primatology, problems related to anthropogenesis, the concept of human races, the biological basis and evolution of cultural behavior, human ontogenetic development and related to the biological effects of cultural changes. Learning the research methods and instruments will allow students to acquire practical skills in the field of physical anthropology.

The course covers such issues as: the definition and types of anthropology, the place of humans in the animal world, the taxonomy of primates and their diversity, features common to primates and humans, and the peculiarities of our species that distinguish it from other primates in terms of some aspects of genetics, anatomical structure, morphology and function. The latest research results and views on human evolution, the main stages of anthropogenesis and factors of hominization will be presented. Inter-population differences in human morphological features as well as classical and contemporary views on the concept of human races will be characterized. The student will also learn about the main stages of human ontogenetic development and its determinants, understand the role of the biological basis in the shaping and evolution of human behavior and learn about the biological effects of cultural changes. In the training part of the course, among others, somatoscopic features, anthropometric points on bones and on a living person, measuring instruments and their correct use as well as methods of assessing age at death and sex on skeletons will be demonstrated. The student will learn the basic research methodology in anthropology and its practical applications.

Basic literature:

1. Fleagle J. G., 2013. Primate Adaptation and Evolution, Elsevier LTD, Oxford;

2. Jurmain R., Kilgore L., Travathan W., Ciochon R L., 2013-14. Introduction to Physical Anthropology, 14th Edition. Cengage Learning, Boston;

3. Kaczmarek M., Wolański N., 2018. Rozwój biologiczny człowieka od poczęcia do śmierci, Wydawnictwo Naukowe PWN;

4. Kalat J. W., 2007. Biologiczne podstawy psychologii, Wydawnictwo Naukowe PWN, Warszawa;

5. Larsen C S, 2012. Essentials of Physical Anthropology, 2-nd edition. W.W. Norton & Company, Inc., New York;

6. Lasker G.W., 1976. Physical Anthropology (second edition). Holt, Rinehart and Winston, New York;

7. Malinowski A., Strzałko J (red.), 1985. Antropologia, PWN, Warszawa-Poznań;

8. Malinowski A., Wolański N., 1988. Metody Badań w Biologii Człowieka. Wybór Metod Antropologicznych. Państwowe Wydawnictwo Naukowe, Warszawa;

9. Malinowski A., Bożiłow W., 1997, Podstawy antropometrii. Metody, techniki, normy, Wyd. Naukowe PWN, Warszawa-Łódź.

10. Mitchen S., 1996. The prehistory of mind: the cognitive origins of art, religion and science, Thames and Hudson, London;

11. Moran E.F., 1982. Human Adaptability. An Introduction to Ecological Anthropology. Westview Press, Boulder;

12. Slice D.E., 2005. Modern Morphometrics in Physical Anthropology (Developments in Primatology: Progress and Prospects). Kluwer Academic / Plenum Publishers, New York.

13. Wolański N., 2022, Ekologia człowieka (tom 1 i 2), Wydawnictwo Naukowe PWN.

14. Grzelak J., Nieczuja-Dwojacka J., 2013, Metody badań w antropologii, skrypt dla studentów biologii, Wydawnictwo UKSW, Warszawa.

Supplementary reading:

1. Ayala F.J., 2009. Dar Karola Darwina dla Nauki i Religii. Wydawnictwo Uniwersytetu Warszawskiego, Warszawa;

2. Budnik A., 2005, Uwarunkowania stanu i dynamiki biologicznej populacji kaszubskich w Polsce, Studium antropologiczne, Wydawnictwo Naukowe UAM, Poznań;

3. Futuyma D.J., 2008. Ewolucja. Wydawnictwo Uniwersytetu Warszawskiego, Warszawa;

4. Gibson G.A., 2010. Wszystko Przez Geny. Wydawnictwo Sonia Draga, Katowice;

5. Little P., 2005. Zapisane w Genach. Świat Książki, Warszawa.

6. Rozwadowski A., 2009. Obrazy z przeszłości. Hermeneutyka sztuki naskalnej, Wydawnictwo Naukowe UAM, Poznań;

7. Siniarska A., Budnik A., Cios S., 2020. Human brain, evolution and nutrition. Brain and neural system create humanity, LAP Lambert Academic Publishing, Berlin, Mauritius.

Subject effects in terms of knowledge:

Subject effect 1. The student understands and can stand the basic biological phenomena and processes in physical anthropology

Subject effect 2. The student knows the terminology in physical anthropology and has knowledge of the development of this scientific discipline

Subiect effect 3. The student knows the techniques and research tools used in physical anthropology and is able to use them to analyze phenomena in the field of physical anthropology

Subject effects in terms of skills:

Subject effect 4. The student uses the techniques and research instruments used in physical anthropology during classes

Subject effect 5. The student uses literature in physical anthropology, both in Polish and English

Subject effect 6. The student uses digital sources to acquire knowledge in a targeted manner

Subject effect 7. The student participates in the discussion using scientific terminology

Learning outcomes in terms of social competence:

Subject effect 8. The student knows how to work in a group, adapting to perform various roles

Subject effect 9. The student learns the matters related to the exercise of the profession

Subject effect 10. The student sees the need to improve their competences, both personal and professional

Subject learning outcomes assigned to lectures (1-3).

Subject learning outcomes attributed to exercises (4-10).

Lecture grade:

The final exam consists of a test exam. The material provided during lectures applies. A student who has obtained a positive grade from passing the exercises can take the exam.

Final grade:

100–94% - 5

93–88% - 4,5

87–80 i - 4

79–70% - 3,5

69–60% - 3

59 and less - 2

Exercise grade:

The final grade from the laboratories depends on the average obtained on the tests:

- Colloquium 1 - written. The test consists in describing anthropological points in the drawings.

- Colloquium 2 - practical. The colloquium consists in making anthropological measurements correctly.

- Colloquium 3 - practical. Colloquium consists in correct assessment of bone materials.

Colloquium scoring:

100-94% - 5

93-88% - 4.5

87-80 & - 4

79-70% - 3.5

69-60% - 3

59 and less - 2

The student is required to complete an exercise book during laboratories, and be able to search for and select appropriate sources (scientific articles and electronic sources, also in English). The student may have 1 unexcused absence.

Knowledge:

for grade 2 (ndst.): the student does not understand or list the basic biological phenomena and processes in the field of physical anthropology, does not explain the terminology used in class, does not know the techniques and research tools used in physical anthropology and is not able to use them to analyze phenomena in the field of physical anthropology

for grade 3 (final): the student understands and lists basic biological phenomena and processes in the field of physical anthropology at the basic level, explains the terminology used in the classes at the basic level, knows the techniques and research tools used in physical anthropology and is able to use them to analyze phenomena in the field of physical anthropology at the basic level

for grade 4 (good): the student understands and lists basic biological phenomena and processes in the field of physical anthropology at a good level, explains the terminology used in class at a good level, knows the techniques and research tools used in physical anthropology and is able to use them to analyze phenomena in the field of physical anthropology at the good level

5 (very good): the student understands and lists basic biological phenomena and processes in the field of physical anthropology at a very good level, explains the terminology used in class at a very good level, knows the techniques and research tools used in physical anthropology and is able to use them to analyze phenomena in the field of physical anthropology at the very good level

Skills

Student:

for grade 2 (ndst.): does not use research techniques and instruments used in physical anthropology, does not use literature in the field of physical anthropology, does not use digital sources, does not acquire knowledge alone, does not take part in discussions and / or does not use terminology scientific

for grade 3 (dst.): at a sufficient level uses techniques and research instruments used in physical anthropology, at a sufficient level uses literature in the field of physical anthropology, at a sufficient level uses digital sources and acquires basic knowledge independently, at the basic level participates in discussion, uses basic scientific terminology

for grade 4 (good): a student uses a good level of techniques and research instruments used in physical anthropology, uses a good level of literature in the field of physical anthropology, uses a good level of digital sources and acquires more advanced knowledge, takes good participate in the discussion, use the correct scientific terminology

5 (very good): a student at very good level, uses techniques and research instruments used in physical anthropology, at a very good level, uses literature in the field of physical anthropology, at a very good level, uses digital sources and acquires advanced knowledge on his own, on a good level participates in the discussion, uses advanced scientific terminology

Social competence

Student:

on grade 2 (ndst.): the student is not able to work in a group and / or does not adapt to different roles in the group, the student is not familiar with the issues related to the exercise of the profession, the student does not see the need to improve competence

on grade 3 (dst.): a student on a basic level is able to work in a group and adapts to different roles in a group, a student on a basic level is familiarized with problems related to the profession, a student on a basic level sees the need to improve competences

4 (db): a good level student is able to work in a group and adapts well to different roles in a group, a good basic student is familiar with the issues related to the profession, a good basic student sees the need to improve competences, both personal as well as professional

5 (very good): the student is able to work well in a group and adapts very well to different roles in the group, the student is very familiar with the issues related to the exercise of the profession, the student can perfectly see the needs to improve competences, both personal and professional