question 1: Provide a definition of the scientific discipline of anthropology. q

question 1: Provide a definition of the scientific discipline of anthropology.
question2: Match the four separate areas into which the broad discipline of anthropology is divided.

Cultural/social anthropology
Biological anthroplogy
Linguistics
Archaeology
A.the study of human speech and language
B.the study of human social behaviors
C.the study of human material remains
D.the study of humans and the other primates from a biological perspective
question 3: Biological anthropology is divided into four (4) subareas. Name and define each of these subareas.
question4: Identify the four specific ways in which data from the study of anatomy and biology are applied to observations in living primates
question5: Describe how the rate of increase in human brain size differs from the rate of increase in height (birth to 18 years of age). Explain how this kind of difference is important in the study of primates
QUESTION 6
Scientific Method. Select the three steps that are typically part of the scientific method.
1. Information
2. Verification
3. Clarification
4.Inspiration
5.Observation
6.Generalization
7.Classification
Question 7:
___________involves collecting empirical data in a systematic and explicit manner. ____________ involves forming a __________statement of proposed scientific relationships. ____________involves testing a ______________ Subsequent tests can try to ______________ previous results, and the hypothesis may be _____________ or ____________ with new observations.
QUESTION 8
List the eight (8) anatomical trends that have historically defined the Order Primates
QUESTION 9
Proceed to Section II, pg. 3 “Are Some kinds of traits better for classification than others?.” Synapomorphies are characteristics or traits that are shared by two or more taxonomic groups and are derived through evolution from a divergent ancestral form.
True
False
QUESTION 10
Explain how the postorbital bar is different in the lynx as compared to the lemur.

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