The historical development of man was influenced by the same factors biological evolution like other species of wildlife. However, for anthropogenesis, the action of biological factors alone is not enough. Anthropogenesis is accompanied by social factors.
Factors of anthropogenesis:
- Biological
- Mutations;
- Population waves;
- Drift of genes;
- Insulation;
- Struggle for existence;
- Natural selection;
- Social
- Labor activity;
- public lifestyle;
- Speech;
- Thinking;
- Culture.
On early stages Human evolution has been dominated by biological driving forces. Of decisive importance was the selection for better adaptability to changing environmental conditions, the selection of individuals capable of making primitive tools that allow them to get food and defend themselves from enemies. Later (at the stage of Australopithecus), herding and the relatively developed communication farms associated with it become the object of selection. In the struggle for existence, groups of individuals (families) survived, which together could withstand adverse environmental factors. Individual selection on the basis of selective elimination (death) formed the morphophysiological features of the organization of the human type (upright walking, developed hand, large brain), and group selection improved social orientation, i.e., forms of relations in the herd.
Home driving force human evolution, from the moment of the appearance of the most ancient people to the appearance of a modern type of man, was working. F. Engels drew attention to this feature of human evolution in his work “The Role of Labor in the Process of the Transformation of Apes into Humans”. The release of the hand from the support function, according to F. Engels, was necessary condition its further improvement. The hand has become a very special organ of defense and attack, acting at a distance with the help of various items. In addition, the most ancient man gradually began to use his hand to make tools. In the process of making and using tools, the hand improved functionally and morphologically, which had an impact on the whole organism. The result of labor activity was the morphophysiological features of a person, a highly developed central nervous system, separation of functions of the lower and upper limbs, highly specialized hand. In addition, labor contributed to the rallying of ancient people into collectives, that is, the creation of a society instead of a herd.
Social work provided big influence on the development of the brain and sense organs. In the course of joint work, there was a vital need for the exchange of information. In the process of evolution, the ancestors of modern man underwent such changes in the vocal apparatus and brain that contributed to the appearance of speech.
Labor activity, collective labor and the articulate speech associated with it have made the transfer of accumulated experience to the next generations a necessary condition for people's lives. Tribes gained an advantage over others, which not only supported physically strong individuals, but also retained the elderly members of society - the keepers of information about the methods of survival and activity in various conditions (hunters, craftsmen in dressing skins, making tools, connoisseurs of medicinal plants, etc. .). If the features of the structure and physiology of a person are inherited on the basis of genetic information, then social information is transmitted with the help of words and learning and determines the spiritual appearance of the individual. Each adult generation inherits experience, knowledge, spiritual values in the process of upbringing and education.
In modern human society, the action of biological factors of evolution has undergone significant changes. The intraspecific struggle for existence is completely excluded in human society. Lost its leading role natural selection, which mainly performs a stabilizing function (supports the features of the Homo sapiens species). Population waves can only affect sparsely populated regions, since the size of the human population is not subject to significant fluctuations. Isolation is also losing its significance - the violation of isolation barriers leads to the enrichment of the gene pool of populations.
The mutation process has retained its significance. Mutations change the genotypic composition of the population and, together with combinational variability, provide population polymorphism. The weakening effect of natural selection can contribute to the accumulation of harmful mutations in populations, leading to a decrease in the viability of individuals. This circumstance must be taken into account in various areas of human activity, and above all in environmental protection.
Sections: Biology
Class: 11
training session designed for a double lesson (90 minutes), within which the knowledge gained on the topic is repeated and summarized. It also repeats the educational material studied earlier in the course “Biology–8. Human". The main goal of the lesson is to lead students through the content educational material on cephalization as the main direction of anthropogenesis. This concept will be the reference in the study of the topic “Noosphere” in the future. At the same time, knowledge about the structure of the human central nervous system and the functions of the brain regions is repeated.
Lesson goals.
Educational: to systematize and generalize students' knowledge about anthropogenesis, biological and social factors of human evolution, to identify the quality of their assimilation by schoolchildren.
To reveal the ecological conditions that contribute to the transition of human ancestors to bipedalism; to promote the formation of knowledge about the distant ancestors of man, their development in connection with changing living conditions.
Repeat and summarize knowledge about the structure of the main parts of the brain: the medulla oblongata, pons, cerebellum, midbrain, and the functions performed by these parts of the brain.
Developing: to continue the formation of skills for independent analysis of information sources, the ability to analyze, compare, establish cause-and-effect relationships, generalize, draw conclusions.
Educational: to form a conviction that the process of origin and historical development human are natural natural patterns.
To consolidate the materialistic understanding of the work of the brain; understanding of the need to master the sciences of man as a unique living organism on our planet.
Show the importance of the emergence of the social environment, its role at the stages of human evolution.
Lesson type: combined.
Textbook: Biology. General biology. 10-11 grades. P.M. Borodin, L.V. Vysotskaya, G. M. Dymshits and others - uch. for general institutions, specialized level. Enlightenment, OAO Moscow Textbooks, 2009.
Bibliography.
1. Yablokov A.V., Yusufov A.G. Evolutionary doctrine (Darwinism): Proc. for biol. specialist. universities. - 4th ed., ster. - M .: Higher. school, 1998. -336 p.: ill.
2. Journals “Biology at school” No. 3 for 1986 No. 6 for 1990 No. 3 for 2002
3. N. Green, W. Stout, D. Taylor. Biology 3 volume, Moscow, Mir, 1990
4. N.N. Vorontsov, A.N. Sukhorukova. Evolution of the organic world. Moscow, Enlightenment, 1991
6. M.F. Ivakhnenko, V.A. Korabelnikov. Living past of the earth. Moscow, Enlightenment, 2004
7. Ch. Darwin. The origin of man and sexual selection.
Materials of the educational video portal "Interneturok.ru"
Stage 1 of the lesson - organizational
motivational stage. (Teacher addresses the class) :
Why are we studying this topic?
Students' statements are summarized in the following areas:
To know their origin and not lose touch with wildlife.
To know how science explains the question of the origin of man, since in ordinary life we sometimes encounter scientifically unfounded views.
Stage 2 lesson – work with the textbook: 84. Human Origins. Discussion of the main stages of primate evolution.
Viewing fragments of the video lesson “Evolution of anthropoid primates”, “From monkeys to archanthropes” and fragments of the video presentation “Phylogenetic tree of the genus Homo”
P. 85. The first representatives of the genus Homo. Discussion of the influence of social factors on the development of representatives of the genus Homo. Oldowan culture.
Viewing a fragment of the video lesson “The Appearance of Paleoanthropes” and fragments of the presentation “Biological and social factors of anthropogenesis”.
P. 86. Appearance of Homo sapiens. Work with the scheme of evolution of hominids, a map of human settlement.
Watching a fragment of the video lesson “The Becoming of a Homo sapiens”.
Analytical work with the scheme and answers to questions:
- Name the main stages in the evolution of primates.
- Why did Australopithecus become extinct?
- Why is a skilled person not classified as an Australopithecus, but as a human?
- What makes it possible to believe that Homo erectus could speak?
- What is the fundamental difference between Neanderthal man and his predecessors?
- Why is the Cro-Magnon more socially developed than the Neanderthal? What is the reason for this difference?
- If there is much in common between humans and primates, then why can't humans be classified as apes from a scientific point of view?
- Name the main factors of anthropogenesis.
- What continent can be considered the ancestral home of man and why?
- What scientific data of genetics support this conclusion?
Stage 3 of the lesson - Testing knowledge on the topic "Anthropogenesis". In the form of a test survey.
1. In what order did humans appear on Earth?
A) Neanderthal, skillful man, erect man, Cro-Magnon man;
B) a skilled man, a man erect, Neanderthal, Cro-Magnon;
C) Homo erectus, Homo sapiens, Cro-Magnon, Neanderthal.
2. common ancestors of man and great apes were:
A) lemurs
B) australopithecines;
B) driopithecus;
D) gorillas.
3. The human skull is different from the skull of monkeys:
A) massive, elongated forward jaw bones;
B) the predominance of the brain part of the skull over the front;
C) the predominance of the facial part of the skull over the brain;
D) the development of the ridge to which the neck muscles are attached.
4. Man is different from great apes:
A) the presence of hairline;
B) a developed thumb, opposed to the rest;
B) the presence of nails;
D) the shape of the ears.
5. The liberation of the hand in the process of human evolution contributed to:
A) upright posture B) tree climbing B) picking up food D) digging
6. Establish the order of the sequence according to which people appeared on Earth.
a) Neanderthal b) Pithecanthropus; c) Australopithecus; d) Cro-Magnon; e) driopithecus.
7. The result of evolution is:
a) genetic drift; b) variety of species; c) mutational variability;
d) adaptation of organisms to environmental conditions;
e) increasing the organization of living beings; e) the struggle for existence.
8. The presence of a tail in a human embryo at an early stage of development indicates
a) the resulting mutations; b) about the manifestation of atavism;
c) violation of the development of the fetus in the body; d) the origin of man from animals.
9. Shaping human races went in the direction of adaptation to
a) the use of various foods; b) terrestrial way of life;
c) life in various natural conditions;
d) immunity to various diseases.
10. Unlike great apes, humans
a) there is a Rh factor; b) rational activity appeared;
c) there is a four-chambered heart; d) abstract thinking is developed;
Stage 4 of the lesson - Solving an open problem by the method of educational brainstorming(problematic work with text) : Students are encouraged to read the content of the text.
First bridge
And so he broke out of the thicket
On the trail of the beast. But the flow
Rumbling in a deep crack,
Crossed his path.
On the shore of another - prey, -
For the whole family it is food:
Intact bird nests
Roe deer of fearless herds...
Imagining for a moment
open space for him,
The back of his head is perplexed
He rubbed it with a shaggy paw.
And eyebrows hung over my eyes,
And silently he sat down on a stone,
All the tension of the first thought,
Like a cramp, reduced.
And suddenly - hungry, low-browed -
He stood up, stubborn and tall.
Already with meaningful malice
A roaring stream peered into it.
And, going up to the pine tree, which is crooked
Grew up on the edge
And looking around the roots - rotten! -
He began to rock her.
And for a long time that work lasted,
And the stones fell into the precipice,
And with a crunch the tree fell down,
Connecting two shores.
And he is an unprecedented path
Another one crossed to the shore
And sweat from the forehead wiped tired -
No longer with a paw, but with a hand.
Vadim Shefner. Years and moments.
Moscow: Sovremennik, 1983.
During the critical analysis of ideas, the presentation “Brain” is used, which examines the structure of the brain, the structure, role and significance of its departments. Students repeat the material studied in the course of human biology and deepen the knowledge gained earlier. During the discussion, the teacher leads the students to the conclusion: Human evolution went in the direction of cephalization, as a result of the action of biological, social factors and selection, a unique structure of the brain was formed.
Homework: repeat material § 84-86. Prepare a report on the role of the reticular formation and parts of the brain in the formation of conditioned reflexes, memory, imagination, critical thinking.
The main trends in human development were upright posture, an increase in the volume of the brain and the complication of its organization, the development of the hand, and the lengthening of the period of growth and development. A developed hand with a well-pronounced grasping function allowed a person to successfully use and then make tools. This gave him advantages in the struggle for existence, although in his purely physical qualities he was significantly inferior to animals. The most important milestone in human development was the acquisition of the ability to first use and maintain, and then make fire. The complex activity of making tools, obtaining and maintaining fire could not be provided by innate behavior, but required individual behavior. Therefore, there was a need for a significant expansion of the possibility of signal exchange and a speech factor appeared that fundamentally distinguishes humans from other animals. The emergence of new functions, in turn, contributes to accelerated development. Thus, the use of hands for hunting and protection and eating food softened on fire made it unnecessary to have powerful jaws, which made it possible to increase the volume of the cerebral part of the skull due to its facial part and provide further development mental abilities of a person. The emergence of speech contributed to the development of a more perfect structure of society, the division of responsibilities between its members, which also gave advantages in the struggle for existence. Thus, the factors of anthropogenesis can be divided into biological and social.
Biological factors - hereditary variability, the struggle for existence, natural selection, as well as the mutation process, isolation - are applicable to human evolution. Under their influence, in the process of biological evolution, morphological changes occurred in the ape-like ancestor - anthropomorphosis. The decisive step on the way from ape to man was bipedalism. This led to the release of the hand from the functions of movement. The hand begins to be used to perform various functions - grabbing, holding, throwing.
No less important prerequisites for anthropogenesis were the features of the biology of human ancestors: a herd way of life, an increase in the volume of the brain in relation to the general proportions of the body, and binocular vision.
The social factors of anthropogenesis include labor activity, social lifestyle, development of speech and thinking. Social factors began to play a leading role in anthropogenesis. However, the life of each individual is subject to biological laws: mutations are preserved as a source of genotypic variability, stabilizing selection operates, eliminating sharp deviations from the norm.
Factors of anthropogenesis
1) Biological
- natural selection against the backdrop of the struggle for existence
- genetic drift
- insulation
- hereditary variability
2) Social
- public life
- consciousness
- speech
- labor activity
At the first stages of human evolution, biological factors played a dominant role, and at the last stages, social ones. Labor, speech, consciousness are most closely related to each other. In the process of labor, the members of society were united and the method of communication between them, which is speech, was rapidly developing.
The common ancestors of man and great apes - small woody insectivorous placental mammals lived in the Mesozoic. In the Paleogene of the Cenozoic era, a branch separated from them, which led to the ancestors of modern anthropoid apes - parapithecus.
Parapithecus -> Driopithecus -> Australopithecus -> Pithecanthropus -> Sinanthropus -> Neanderthal -> Cro-Magnon -> modern man.
The analysis of paleontological finds makes it possible to identify the main stages and directions of the historical development of man and great apes. Modern science gives the following answer: man and modern great apes had a common ancestor. Further them evolutionary development took the path of divergence (divergence of features, accumulation of differences) in connection with adaptation to specific and different conditions of existence.
human pedigree
Insectivorous mammals -> parapithecus:
- Propliopithecines -> Gibbon, Orangutan
- Dryopithecus -> Chimpanzee, Gorilla, Australopithecus -> Ancient people (Pithecanthropus, Sinanthropus, Heidelberg man) -> Ancient people (Neanderthals) -> New people (Cro-Magnon, modern man)
We emphasize that the human genealogy presented above is hypothetical. We also recall that if the name of the ancestral form ends in "pithek", then we are talking about a still monkey. If at the end of the name is "anthrope", then we have a person in front of us. True, this does not mean that signs of an ape are necessarily absent in its biological organization. It must be understood that the signs of a person in this case prevail. From the name "Pithecanthropus" it follows that this organism has a combination of signs of ape and man, and in approximately equal proportions. Let's give brief description some of the supposed ancestral forms of man.
DRIOPITEK
He lived about 25 million years ago.
Characteristic features of development:
- much smaller than a person (height is about 110 cm);
- led mainly tree image life;
- probably manipulated objects;
- tools are missing.
australopithecines
Lived about 9 million years ago
Characteristic features of development:
- height 150-155 cm, weight up to 70 kg;
- skull volume - about 600 cm 3;
- probably used objects as tools for food and protection;
- upright posture is characteristic;
- the jaws are more massive than in humans;
- strongly developed superciliary arches;
- joint hunting, herd way of life;
- often ate the remains of the prey of predators
Pithecanthrope
Lived approximately 1 million years ago
Characteristic features of development:
- height 165-170 cm;
- brain volume is about 1100 cm 3;
- constant upright posture; speech formation;
- mastery of fire
SINANTROP
Lived probably 1-2 million years ago
Characteristic features of development:
- height about 150 cm;
- upright posture;
- making primitive stone tools;
- maintaining the fire;
- public lifestyle; cannibalism
NEANDERTHAL
Lived 200-500 thousand years ago
Characteristic signs:
Biological:
- height 165-170 cm;
- brain volume 1200-1400 cm 3;
- lower limbs shorter than modern people;
- the femur is strongly curved;
- low sloping forehead;
- strongly developed brow ridges
Social:
- lived in groups of 50-100 individuals;
- used fire;
- made a variety of tools;
- built hearths and dwellings;
- carried out the first burials of the dead brothers;
- speech is probably more perfect than that of Pithecanthropus;
- perhaps the emergence of the first religious ideas; skilled hunters;
- cannibalism persisted
RACES AND THEIR ORIGIN
Goals: to teach to analyze and evaluate various hypotheses of the origin of man; to form an idea of races and their origin, to show the significance and formation of fitness among representatives of different races; develop the ability to find information about biological objects.
During the classes
I. Testing knowledge.
1. Testing.
1-a). 2 - b). 3 - d). 4-c). 5 - c). 6-b). 7-a). 8-c). 9-: G). 10-c).
2. Written response to the card.
Exercise.
a) modern man;
b) Australopithecus;
c) Cro-Magnon;
d) ancient man;
e) driopithecus;
e) an ancient person.
II. Learning new material.
1. Hypotheses of the origin of man.
Scientists are unanimous in their opinion that bipedalism was the decisive factor due to which the forelimbs of the ape-like ancestors of man were released and it became possible to use sticks and stones for food and protection from enemies. But what made the human ancestor switch to upright posture?
There are a number of hypotheses in this regard. At the end of the 80s of the twentieth century. Anthropologist Jan Lindblad put forward the hypothesis of the near-aquatic origin of human ancestors. According to her, ape-like creatures that lived on mudflats were forced to rise on their hind limbs when searching for food in the water and when wading water spaces. This contributed to the formation of upright posture.
Finding food in the mud required the mobility of the fingers, which led to the transformation of the forelimbs into hands. They used stones to break the shells of mollusks. Sucking out the contents through holes in the shells developed the mobility of the lips and tongue, which further contributed to the emergence of speech. The heat in the water is provided by the fat layer, and the wet hair became unnecessary and gradually disappeared. This is how the hairless, bipedal ancestors of man arose.
Most scholars take a different view. They believe that 8–10 million years ago, as a result of climate change, vast areas previously covered with forests turned into savannah. The ancestors of the hominids were forced to descend from the trees to the ground and populate the savannas.
Due to the lack of food, they began to hunt small animals. In order to continue to see both predators and possible prey over the tall grass, they were forced to regularly get up from all fours. Individuals capable of moving on their hind limbs turned out to be in a more advantageous position. It was in this direction that natural selection went, which ultimately led to upright walking.
When in a pack, the hominin ancestors were better protected from enemies and could hunt even large animals using stones and sticks.
Later, under the influence of factors of anthropogenesis, the process of hominization (humanization) led to the appearance of the first people.
Paleontologists, anthropologists and archaeologists named the most diverse regions of the Earth as possible centers of the origin of mankind, most often Africa and South Asia. This is explained by the fact that it was in these areas that the remains of Ramapithecus, which had progressive signs, were found.
Obviously, having formed in Africa, the most ancient people migrated to Asia and other continents.
2. human races.
Independent work with textbook.
Exercise.
1. Fill in the table "Characteristics of large human races" using fig. 117 and textbook (pp. 285–286).
Characteristics of the great human races
characteristic
peculiarities
Races
australian-
Negroid
caucasoid
Mongoloid
Color of the skin
Hair color
nose shape
Eye section
original range
2. Answer the question: what reasons led to the emergence of different human races within the Homo Sapiens species?
Prove that only in the past did racial traits have an adaptive character.
Use the material on p. 287–288.
III. Consolidation.
Questions session.
– List the evidence of the biological equivalence of different races and their common species.
– What is racial science? What is its fundamental difference from racism?
Homework: § 72, 73.
1) The liberation of the hand in the process of human evolution was facilitated by:
a) upright posture; b) climbing trees; c) picking up food; d) digging.
2) The labor activity of human ancestors contributed to the formation of:
a) arched foot; b) developed hand; c) S-shaped spine; d) volumetric vision.
3) The social factors that play a significant role in the evolution of the ancestors of modern man include: a) hereditary variability; b) struggle for existence; c) natural selection;
d) articulate speech.
4) Under the influence of what factors did the evolution of the ancestors of modern man occur?
a) only biological; b) only social; c) social and biological; d) abiotic and biotic.
5) Social factors of evolution contributed to the formation
in humans: a) complex instincts; b) upright posture; c) the second signal system; d) S-shaped curves of the spine.
6) The manufacture of tools is the result of: a) biological evolution; b) social evolution; c) biological and social evolution; d) mutations.
7) In the early stages of evolution, the following was of decisive importance: a) biological evolution; b) social evolution;
c) biological and social evolution; d) the ability to speak.
8) The factors of social evolution do not include: a) the manufacture of tools; b) collective hunting;
c) upright posture; d) collection of medicinal plants.
9) The factors of biological evolution do not include: a) genetic drift; b) mutations; c) natural selection;
d) collection of edible roots.
10) Decisive advantages among all living beings Homo sapiens acquired as a result of:
a) social development; b) biological development; c) social and biological development;
d) struggle for existence.
Exercise.
1) Distribute, in order of appearance on Earth, the organisms that characterize anthropogenesis:
a) modern man;
b) Australopithecus;
c) Cro-Magnon;
d) ancient man;
e) driopithecus;
e) an ancient person.
2) Name two groups of factors of anthropogenesis.
For answers to tasks 29-32, use a separate sheet. First write down the number of the task (29, 30, etc.), and then the answer to it. Write your answers clearly and legibly.
WOLVERINE
Wolverine is a predatory mammal of the weasel family, a representative of the genus Gulo, translated from the Latin "glutton". The wolverine weighs from 10 to 25 kg, females are about 10% smaller and 30% lighter than males. The body length of the wolverine is up to 1 meter. Outwardly, the wolverine resembles a pygmy bear or a badger. Its body is squat, paws are short with large claws.
The feet are disproportionately large - 10 cm wide and 9 cm long, which allows the wolverine to easily move through deep loose snow. This foot-toed makes the wolverine even more similar to the clumsy bear.
The teeth of the wolverine are powerful and have sharp edges. The hairline is thick, long, coarse. The fur color of the wolverine is brown or brown-black.
Wolverine is common in the taiga and forest-tundra of Eurasia and North America. Usually the wolverine lives alone, zealously defending the boundaries of its territory from individuals of its own sex. Unlike most mustelids, leading a sedentary lifestyle, the wolverine constantly roams in search of prey in its “individual area”. It is surprisingly hardy and usually travels up to 45 km per day. Outwardly, it seems that the wolverine is clumsy and clumsy. This is a dangerous delusion. Wolverine is strong and can single-handedly kill a deer. She easily climbs trees, has sharp eyesight, hearing and an excellent sense of smell. This allows her to find carrion under a layer of snow. Wolverine is omnivorous. Her diet includes: hares, rodents, eggs, black grouse, fish, insect larvae, berries. Often, the wolverine steals prey from traps and ruins the winter quarters of hunters. It can eat leather bindings on skis at night, gnaw through the wall of a food box and completely eat out its contents. But do not consider the wolverine a voracious and useless animal. She is an orderly, destroying sick, weakened animals, and does not allow contagious diseases to spread among animals. Once every two years, the wolverine has offspring: two or three blind cubs that open their eyes only five weeks after birth. The upbringing of the offspring is carried out exclusively by the mother. Wolverine cubs, taken in nature, get used to humans and become completely tame.
1) Where is the wolverine common?
2) What family does the wolverine belong to?
3) How many cubs are born to a wolverine?
Show answer
The correct answer must contain the following elements:
1) Wolverine is common in the taiga and forest-tundra of Eurasia and North America.
2) To the marten family.
3) Two or three
Using the table " Maximum duration life of some species of vertebrates", answer the following questions and complete the task.
1) Which of the reptiles presented in the table has the longest life expectancy?
2) Which fish lives the longest?
3) Does the lifespan of an animal depend on its metabolic rate?
Show answer
The correct answer contains the following elements:
1) Galapagos tortoise.
3) Depends. The higher the metabolic rate, the shorter the life expectancy.
Look at the tables and complete tasks 31 and 32.
Dmitry's training consisted of a half-hour warm-up in the form of rhythmic gymnastics and jogging, which lasted exactly an hour.
Using the data in tables 1 and 2, offer Dmitry the menu that is optimal in terms of calories, allowing him to compensate for energy costs.
When choosing, keep in mind that Dmitry monitors the content of vitamin C in food and loves a chicken sandwich and a waffle cone.
In your answer, indicate energy costs, recommended meals, calorie content of lunch and the amount of fat in it.
Show tablesEnergy and nutritional value of products
Energy costs for different types of physical activity