Human Variation: Osteology & Forensics

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Human Variation: Osteology & Forensics

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There are several skeletal markers for bipedalism – areas or parts on the skeleton that indicate that walking on two legs was possible for that skeleton. Describe two of these markers. Be sure to include where are the markers located, what they do, and how they indicate bipedalism.

Do these two skeletal markers for bipedalism describe any identity characteristic about the human body? Do they describe “race,” sex, or age of the person? Do they describe any behavioral characteristic (handedness, walking pattern or gait, movement patterns, athletic ability)?

How real or accurate are the skeletal markers in telling a story about people’s identities or behaviors? Can we rely upon this information to identify people? Why or why not? There is more info to help our conversation here.

  • read selected sections listed here: Explorations Ch 13 & Explorations Ch 15 & Appendix A & pages 327-top of 330 from Ch 9.

 

What constellation is at the zenith?

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Assignment 7, PSC 1210 Name _________________________

Due Sunday Oct 25, 12 midnight

Assignment 7: How do I find that Star? (22 points)

See Section 27.1 of the text and then use one of the following on-line star maps either at:

https://www.skymaponline.net/ or

https://www.stelvision.com/en/sky-map/

(note for this one if, you don’t want to register- its OK to use the default NY City location)

 

(both should allow you to set your location and time. The stelvision buttons are on the right side, the skymaponline buttons are on the upper left)

Depending upon which map you use, the colors will be different for stars and constellations. Make sure you get it correct. For skymaponline, the star names are blue, the constellations are in yellow

Make sure you have it set for Washington DC!

1. Set the star chart for October 18th, at 9 pm (note this is 2100 hours in universal time, the slides show what it should look like). Use this setting to answer the following questions. Might have to “zoom out” to see the entire horizon (the blue edge)

a. Find the constellation Taurus. In which direction in the sky would you look to find it?

 

 

b. In which constellation is the star Vega?

 

c. Give the name of a rising constellation (see slides for “rising” and “setting” discussion)

 

______________________

 

d. Give the name of a constellation which is setting

______________________

e. The zenith is the highest point in the zenith for you, the observer. Straight overhead. It is at the intersection of an imaginary line connecting east-to-west and north-to-south.

What constellation is close to the zenith? (Hint: if you say Ursa Minor, you are wrong- that is to the north)

Assignment 7 continued

 

2. Set the star chart to 9 pm, December 25 (8 pts)

 

a. What constellation is at the zenith?

 

b. Locate one rising and one setting constellation. Are they the same as you identified in the fall?

 

 

c. Find the constellation Orion. Zoom in and name two bright stars in Orion (hint: one is reddish)?

 

d. Hit the plus button on the top under “time”. Or, depending on which map, just keep adding an hour to the time. Watch Orion move across the sky. When does Orion vanish beneath the western horizon? This is called the setting time.

 

3. Name 2 constellations which never rise or set (i.e. always visible all night long), regardless of the season. You might need to advance the star chart throughout the night and see which constellations remain above the horizon. These are circumpolar constellations. (4 pts)

Assignment

7

, PSC 1210

Name _________________________

 

Due

Sunday

 

Oct

25

,

12 mi

dnight

 

Assignment

7

: How do I find that Star?

 

 

(2

2

points)

 

See

 

Section 27.1 of the text

 

and then use one of the following on

–

line star maps

either at

:

 

https://www.skymaponline.net/

 

or

 

https://www.stelvision.com/en/sky

–

map/

 

(note for this one if, you don’t want to register

–

 

its OK to

use the default NY City location)

 

 

 

(both should allow you to

set your location and time

. The

stelvision buttons are on the right

side, the skymaponline buttons are on the upper left)

 

Depending upon which map you use, the colors will be different for stars and constellations.

Make sure you get it correct.

 

For skymaponline, the star names are blue,

the constellations are

in yellow

 

Make sure you have it set for Washington DC!

 

1.

 

Set the star chart for

October 18th

, at

9

 

pm

 

(note this is 2

1

00 hours in universal time

,

the slides show what it should look like

).

Use this setting to answer the following

quest

ions

. Might have to “zoom out” to see the entire horizon (the blue edge)

 

a.

 

Find the constellation

Taurus

. In which direction in the sky would you look to find it?

 

 

 

b.

 

In which constellation is the star

Vega

?

 

 

c.

 

Give the name of a rising constellation

 

(see slides

 

for “rising” and “setting” discussion)

 

 

______________________

 

 

d.

 

Give

 

the name of a constellation which is setting

 

______________________

 

e.

 

The zenith is the

highest point in the zenith for you, the observer. Straight overhead. It is at the

intersection of a

n imaginary

 

line connecting east

–

to

–

west and north

–

to

–

south.

 

What constellation is close to the zenith? (Hint: if you say Ursa Minor, you are wrong

–

 

that is to the north)

 

Assignment 7, PSC 1210 Name _________________________

Due Sunday Oct 25, 12 midnight

Assignment 7: How do I find that Star? (22 points)

See Section 27.1 of the text and then use one of the following on-line star maps

either at:

https://www.skymaponline.net/ or

https://www.stelvision.com/en/sky-map/

(note for this one if, you don’t want to register- its OK to use the default NY City location)

 

(both should allow you to set your location and time. The stelvision buttons are on the right

side, the skymaponline buttons are on the upper left)

Depending upon which map you use, the colors will be different for stars and constellations.

Make sure you get it correct. For skymaponline, the star names are blue, the constellations are

in yellow

Make sure you have it set for Washington DC!

1. Set the star chart for October 18th, at 9 pm (note this is 2100 hours in universal time,

the slides show what it should look like). Use this setting to answer the following

questions. Might have to “zoom out” to see the entire horizon (the blue edge)

a. Find the constellation Taurus. In which direction in the sky would you look to find it?

 

 

b. In which constellation is the star Vega?

 

c. Give the name of a rising constellation (see slides for “rising” and “setting” discussion)

 

______________________

 

d. Give the name of a constellation which is setting

______________________

e. The zenith is the highest point in the zenith for you, the observer. Straight overhead. It is at the

intersection of an imaginary line connecting east-to-west and north-to-south.

What constellation is close to the zenith? (Hint: if you say Ursa Minor, you are wrong-

that is to the north)

Home Chemical Assignment

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PDF Header Design 1A

Resources/Waste: Home Chemicals

 

Introduction

Chemical Connections

Chemicals are everywhere, in the air you breathe, in the food you eat, and in the chair you’re sitting on. Moreover, you’re mostly chemicals. Ninety nine percent of the human body is composed of just 6 chemical elements: oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus. After you die, you’ll decompose into hydrogen, nitrogen, water, ammonia, carbon dioxide, phosphoric acid, and sulfuric acid. So, from chemicals we come and to chemicals we go.

 

Fig. 1: Periodic Table (NASA)

 

Chemical elements are substances that contain one kind of atom and cannot be separated into simpler substances. There are 116 known chemical elements, of which 91 occur naturally. The other 25 are man-made. These elements are listed in the periodic table. Go to http://www.iupac.org/reports/periodic_table/. Scroll down below the table and you’ll see the elements listed. Many of them will be familiar to you.

 

Chemical compounds are formed by the combination of two or more elements. The one you’re probably most familiar with is H20, two parts hydrogen and one part oxygen, also known as water. Other common compounds include sodium chloride (NaCl) or salt, glucose (C12H22O11) or sugar, and CH3COOC6H4COOH or aspirin. Chemicals are used in a wide range of industrial and commercial applications including plastics, adhesives, absorbents, fertilizers, detergents, dyes, explosives, oils, inks, lubricants, metals, paper, insecticides, pharmaceuticals, solvents, waxes, photography, food additives and on and on. So, you see, chemicals are everywhere.

 

There are several ways to classify chemicals. Organic chemicals are those chemicals that contain the element carbon, C. Organic chemicals can be broken down by micro-organisms and reactions with other chemicals, as well as photo chemically by ultraviolet or visible light. The rate at which a chemical degrades is expressed as half-life, the amount of time it takes for half of the chemical to be converted into some other chemical or element. Generally, organic chemicals biodegrade or decompose more rapidly than inorganic chemicals, which do not contain carbon. Inorganic chemicals include salt, asbestos, and silicates as well as minerals such as iron, aluminum, and phosphorus, among others.

 

Chemicals can also be either natural or synthetic. Natural chemicals are those which are found occurring in the environment which are not introduced by humans. Synthetic chemicals are those which are developed by humans and do not exist in nature. It might be easy to assume that natural, organic chemicals are less harmful to humans. This is not the case as many poisons come from plants and animals.

 

Chemicals in Your Home

This exercise involves conducting an inventory of the types of chemicals in your home. As this is a multi-part exercise, it might be wise to save the exercise on your hard drive and then use the saved file for completing your answer. This way you won’t lost any of the work you’ve completed if you machines freezes or crashes.

 

Activity – Household Chemical Inventory and Assessment

Identify one product that you use for each of the categories on the Activity Sheet. If you do not use a particular category of product, simply enter the phrase “do not use” and explain why. For example, if you do not use pet care products, enter “do not use” in the “Product Name” column and “do not have a pet” in the “What the Warning Says” column.

 

For each product identified that you do use indicate the following:

1. The product name

2. What the product does, also known as the product “service”

3. Whether there is some type of warning about using the product.

4. What the warning says.

 

Answer questions 1 & 2 on the Activity Sheet when you have completed the inventory.

 

After doing this, select three products from your household product list which you think may be “hazardous” based on the warnings listed on the products. The U.S. Environmental Protection Agency defines hazardous as any material that is ignitable, corrosive, explosive, or toxic to humans, plants or animals. List the three products on the Activity Sheet.

 

The Consumer Products Information Database (CPID) maintains a database that contains a wide variety of information on over 21,000 consumer products. Information contained in the data base includes the chemical ingredients, the manufacturer and contact information, as well as any possible acute and chronic effects associated with the chemicals that make up the products.

 

Go to the CPID website at the following link: https://www.whatsinproducts.com/ In the Quick Search box on the upper-right side of the screen, look up the first potentially hazardous product you have listed. Scroll down the page until you come to the link “View Safety Data Sheet (SDS)” (below Health Effects Information), follow the directions on the remainder of the Activity Sheet and answer the questions.

 

 

 

References

http://chemistry.about.com/cs/5/f/blpoison.htm

http://jama.ama-assn.org/cgi/content/full/285/8/1059

http://dl.clackamas.cc.or.us/ch104-10/(1).htm

http://www.cleaningpro.com/toxic.cfm

http://www.chem-tox.com/

http://www.healthychildrenproject.org/exposures/chemicals.html

http://www.safe2use.com/ca-ipm/01-11-14a.htm

http://www.scorecard.org/

http://www.chennaionline.com/science/Environment/harm.asp

http://www.worldwildlife.org/toxics/basic.cfm

http://www.wwf.pl/0406281352_newsen.php

http://chemistry.about.com/cs/5/f/blpoison.htm

http://www.mamashealth.com/doc/cleanprod.asp

http://www.touregypt.net/chemicals.htm

http://es.epa.gov/techinfo/facts/safe-fs.html

http://www.chemicalindustryarchives.org/factfiction/testing.asp

http://www.scorecard.org/chemical-profiles/def/hpv.html

ESA21: Environmental Science Activities

 Activity Sheet

Home Chemicals

 

Name:

 

Product Category Product Name What Product Does Warning (yes/no) What the Warning Says
Auto Products

 

  

 

      
Pesticides

 

        
Personal Care

 

        
Arts & Crafts

 

        
Inside the Home

 

        
Landscape & Yard

 

        
Home Maintenance

 

        
Pet Care

 

        

 

 

1. (5 points) Was this inventory difficult to complete? Why or why not?

 

 

 

2. (5 points) Are you surprised by the results of the inventory? If so, in what way?

 

 

 

 

Potentially Hazardous Products
1. 2. 3.

 

 

MSDS

3. (5 points) Where does the Health Effects Information come from?

 

4. (5 points) Who develops or prepares the Safety Data Sheet (SDS)?

5. (5 points) Does the SDS provide any health effects or first aid information?

6. (5 points) Who is SDS not intended for?

7. (5 points) Are SDS’s relevant to consumers?

 

 

Go back to the product you searched and look under Health Effect Information to answer the following questions.

 

8. (5 points) What is the HMIS rating for your product? (Note: Your product may not have a health rating. If it does not, choose another product that does.

9. (5 points) What does that rating mean?

10. (5 points) What is the flammability rating for your product?

11. (5 points) What does that rating mean?

12. (5 points) What is the reactivity rating for your product?

13. (5 points) What does that rating mean?

 

Now scroll down further until you come to the section “Acute health effects” and “Chronic health effects.” Answer the following questions.

 

14. (5 points) What does the website say about any acute health effects from the product?

15. (5 points) What does the website say about any chronic health effects from the product?

16. (5 points) What is the difference between an acute and chronic health effect?

17. (5 points) Based on your research/analysis, how hazardous is the product?

 

Go back to the NIH website and research your other two products. If a product you selected is not listed, pick another product from your original list of eight. At the conclusion of this step in the exercise, you should have looked up and found results for 3 products.

 

18. (5 points) Rank order your 3 products based on your assessment of how hazardous they are and list below from most to least hazardous.

 

Hazardous Ranking
1.
2.
3.

 

 

19. (5 points) Explain you answer. Why did you choose the ranking that you did?

20. (5 points) How comprehensive do you feel the information provided by the website is regarding the hazardous nature of household products?

Chemical Connections

/in /by

PDF Header Design 1A

Resources/Waste: Home Chemicals

 

Introduction

Chemical Connections

Chemicals are everywhere, in the air you breathe, in the food you eat, and in the chair you’re sitting on. Moreover, you’re mostly chemicals. Ninety nine percent of the human body is composed of just 6 chemical elements: oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus. After you die, you’ll decompose into hydrogen, nitrogen, water, ammonia, carbon dioxide, phosphoric acid, and sulfuric acid. So, from chemicals we come and to chemicals we go.

 

Fig. 1: Periodic Table (NASA)

 

Chemical elements are substances that contain one kind of atom and cannot be separated into simpler substances. There are 116 known chemical elements, of which 91 occur naturally. The other 25 are man-made. These elements are listed in the periodic table. Go to http://www.iupac.org/reports/periodic_table/. Scroll down below the table and you’ll see the elements listed. Many of them will be familiar to you.

 

Chemical compounds are formed by the combination of two or more elements. The one you’re probably most familiar with is H20, two parts hydrogen and one part oxygen, also known as water. Other common compounds include sodium chloride (NaCl) or salt, glucose (C12H22O11) or sugar, and CH3COOC6H4COOH or aspirin. Chemicals are used in a wide range of industrial and commercial applications including plastics, adhesives, absorbents, fertilizers, detergents, dyes, explosives, oils, inks, lubricants, metals, paper, insecticides, pharmaceuticals, solvents, waxes, photography, food additives and on and on. So, you see, chemicals are everywhere.

 

There are several ways to classify chemicals. Organic chemicals are those chemicals that contain the element carbon, C. Organic chemicals can be broken down by micro-organisms and reactions with other chemicals, as well as photo chemically by ultraviolet or visible light. The rate at which a chemical degrades is expressed as half-life, the amount of time it takes for half of the chemical to be converted into some other chemical or element. Generally, organic chemicals biodegrade or decompose more rapidly than inorganic chemicals, which do not contain carbon. Inorganic chemicals include salt, asbestos, and silicates as well as minerals such as iron, aluminum, and phosphorus, among others.

 

Chemicals can also be either natural or synthetic. Natural chemicals are those which are found occurring in the environment which are not introduced by humans. Synthetic chemicals are those which are developed by humans and do not exist in nature. It might be easy to assume that natural, organic chemicals are less harmful to humans. This is not the case as many poisons come from plants and animals.

 

Chemicals in Your Home

This exercise involves conducting an inventory of the types of chemicals in your home. As this is a multi-part exercise, it might be wise to save the exercise on your hard drive and then use the saved file for completing your answer. This way you won’t lost any of the work you’ve completed if you machines freezes or crashes.

 

Activity – Household Chemical Inventory and Assessment

Identify one product that you use for each of the categories on the Activity Sheet. If you do not use a particular category of product, simply enter the phrase “do not use” and explain why. For example, if you do not use pet care products, enter “do not use” in the “Product Name” column and “do not have a pet” in the “What the Warning Says” column.

 

For each product identified that you do use indicate the following:

1. The product name

2. What the product does, also known as the product “service”

3. Whether there is some type of warning about using the product.

4. What the warning says.

 

Answer questions 1 & 2 on the Activity Sheet when you have completed the inventory.

 

After doing this, select three products from your household product list which you think may be “hazardous” based on the warnings listed on the products. The U.S. Environmental Protection Agency defines hazardous as any material that is ignitable, corrosive, explosive, or toxic to humans, plants or animals. List the three products on the Activity Sheet.

 

The Consumer Products Information Database (CPID) maintains a database that contains a wide variety of information on over 21,000 consumer products. Information contained in the data base includes the chemical ingredients, the manufacturer and contact information, as well as any possible acute and chronic effects associated with the chemicals that make up the products.

 

Go to the CPID website at the following link: https://www.whatsinproducts.com/ In the Quick Search box on the upper-right side of the screen, look up the first potentially hazardous product you have listed. Scroll down the page until you come to the link “View Safety Data Sheet (SDS)” (below Health Effects Information), follow the directions on the remainder of the Activity Sheet and answer the questions.

 

 

 

References

http://chemistry.about.com/cs/5/f/blpoison.htm

http://jama.ama-assn.org/cgi/content/full/285/8/1059

http://dl.clackamas.cc.or.us/ch104-10/(1).htm

http://www.cleaningpro.com/toxic.cfm

http://www.chem-tox.com/

http://www.healthychildrenproject.org/exposures/chemicals.html

http://www.safe2use.com/ca-ipm/01-11-14a.htm

http://www.scorecard.org/

http://www.chennaionline.com/science/Environment/harm.asp

http://www.worldwildlife.org/toxics/basic.cfm

http://www.wwf.pl/0406281352_newsen.php

http://chemistry.about.com/cs/5/f/blpoison.htm

http://www.mamashealth.com/doc/cleanprod.asp

http://www.touregypt.net/chemicals.htm

http://es.epa.gov/techinfo/facts/safe-fs.html

http://www.chemicalindustryarchives.org/factfiction/testing.asp

http://www.scorecard.org/chemical-profiles/def/hpv.html

ESA21: Environmental Science Activities

 Activity Sheet

Home Chemicals

 

Name:

 

Product Category Product Name What Product Does Warning (yes/no) What the Warning Says
Auto Products

 

  

 

      
Pesticides

 

        
Personal Care

 

        
Arts & Crafts

 

        
Inside the Home

 

        
Landscape & Yard

 

        
Home Maintenance

 

        
Pet Care

 

        

 

 

1. (5 points) Was this inventory difficult to complete? Why or why not?

 

 

 

2. (5 points) Are you surprised by the results of the inventory? If so, in what way?

 

 

 

 

Potentially Hazardous Products
1. 2. 3.

 

 

MSDS

3. (5 points) Where does the Health Effects Information come from?

 

4. (5 points) Who develops or prepares the Safety Data Sheet (SDS)?

5. (5 points) Does the SDS provide any health effects or first aid information?

6. (5 points) Who is SDS not intended for?

7. (5 points) Are SDS’s relevant to consumers?

 

 

Go back to the product you searched and look under Health Effect Information to answer the following questions.

 

8. (5 points) What is the HMIS rating for your product? (Note: Your product may not have a health rating. If it does not, choose another product that does.

9. (5 points) What does that rating mean?

10. (5 points) What is the flammability rating for your product?

11. (5 points) What does that rating mean?

12. (5 points) What is the reactivity rating for your product?

13. (5 points) What does that rating mean?

 

Now scroll down further until you come to the section “Acute health effects” and “Chronic health effects.” Answer the following questions.

 

14. (5 points) What does the website say about any acute health effects from the product?

15. (5 points) What does the website say about any chronic health effects from the product?

16. (5 points) What is the difference between an acute and chronic health effect?

17. (5 points) Based on your research/analysis, how hazardous is the product?

 

Go back to the NIH website and research your other two products. If a product you selected is not listed, pick another product from your original list of eight. At the conclusion of this step in the exercise, you should have looked up and found results for 3 products.

 

18. (5 points) Rank order your 3 products based on your assessment of how hazardous they are and list below from most to least hazardous.

 

Hazardous Ranking
1.
2.
3.

 

 

19. (5 points) Explain you answer. Why did you choose the ranking that you did?

20. (5 points) How comprehensive do you feel the information provided by the website is regarding the hazardous nature of household products?