Lab Exercise 9 Microfaunas and Past Environments

Similar documents
Fairfax Collegiate Animal Physiology 7-9 Syllabus. Course Goals. Course Topics

Tyto alba (Barn Owl) Prey Preference Based on Species and Size Monica DiFiori September 18, 2013 Biology 182 Lab Prof. O Donnell

Population Questions. 1. Which of the following conditions is most likely to lead to an increase in a field mouse population?

Academic Year Second Term. Science Revision sheets

1 29 g, 18% Potato chips 32 g, 23% 2 30 g, 18% Sugar cookies 35 g, 30% 3 28 g, 19% Mouse food 27 g, 18%

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.

Lab Exercise 3: Geology, Soils and Archaeological Site Settings of Rift Valleys

The Living World Continued: Populations and Communities

Predict the effect of increased competition for abiotic and biotic resources on a food web. colored pencils graph paper ruler

Tales of the Past. Source: Sci-ber Text with the Utah State Office of Education

Where Do Bat Wings Come From?

New Mexico Geological Society

After you read this section, you should be able to answer these questions: The gametophyte grows as an independent plant.

WTHS Biology Keystone Exams

Betty LaDuke. Biomes of the World PRESERVATION OF OREGON S ARTISTIC HERITAGE PROJECT. Grade Level no grade level listed on the word document

1. The graph below represents a change in event A that leads to changes in events B and C.

Grade

Mrs. Fanek Ecology Date

Science Review 2 1. SURFER

7 th Grade SCIENCE FINAL REVIEW Ecology, Evolution, Classification

Name: Period: Date: ID: A. Circle the choice that best completes the statement or answers the question and write the letter on the blank.

Taxa Number (n) Mass (g) Proportion. diet (%)

Image-Based Canine Skeletal Model for Bone Microdosimetry in the UF Dog Phantom

Organism Interactions in Ecosystems

Principles of Ecology

Station #5: Evolution. Read over the Theory of Evolution study guide Answer the following questions:

A Holocene Mammalian Fauna from Box Elder Creek, Caddo County, Oklahoma

Evolution by Natural Selection WS

UNIT 5. ECOSYSTEMS. Biocenosis Biotope Biotic factors Abiotic factors

Evidence of Evolution (PAP)

8.L Which example shows a relationship between a living thing and a nonliving thing?

Grade: 8 Science Olympiad Qualifier Set: 2

Erik Kabela and Greg Carbone, Department of Geography, University of South Carolina

Clues to the Past. Grades 6-8 Educational Program Guide

Lab #6: Predator Prey Interactions

Evidence of Common Ancestry Stations

Grade 1 Organisms Unit Template

Evidence of Evolution Background

EXPLORER S GUIDE FOR A SELF-GUIDED VISIT. Welcome to the Arizona-Sonora Desert Museum!

Origins of the First Californians

Science Supply List. Science Glynlyon, Inc.

GIS and conservation biology: A case study with animal movement data

Copyright 2014 Edmentum - All rights reserved.

CHAPTER 2: EVOLUTION- CHANGE ACROSS TIME. Examining the evidence of change across time.

Earth s Surface. Name Date. Key Concepts Choose the letter of the best answer.

Living Things and the Environment

THE WORLD OF BIOLOGY SECTION 1-1 REVIEW. VOCABULARY REVIEW Define the following terms. MULTIPLE CHOICE Write the correct letter in the blank.

Unit 7: What is an ecosystem?

Exploring Matthaei s Ecosystems

Evolution 1 Star. 6. The different tools used during the beaks of finches lab represented. A. feeding adaptations in finches

What is a Skeleton? SKELETONS: Museum of Osteology Lesson Curriculum K 5 th Grade 55 Minute Program

REVISION: POPULATION ECOLOGY 01 OCTOBER 2014

COMMON CORE Lessons & Activities

Science Grade 4. Unit 1 Healthy Habitats

Osteology 101: It s all in the Bones (Adapted from Walker, S Exploring Physical Anthropology)

You get 296 ready-to-go resources to enrich your science curriculum! reproducibles. diagrams. picture cards. minibooks.

Circle the best answer for each question. There are a total of 50 questions.

Micromammal taphonomy of el-wad Terrace, Mount Carmel, Israel: distinguishing cultural from natural depositional agents in the Late Natufian

Chapter 6 Population and Community Ecology

Investigating the Grassland Ecosystem Student Notes

Desert Animals Survive Because

Take a quiz to assess your understanding of the material. Due : 29 Jan 2015 Duration : 20 min Scoring : 20 Points Earned :

EVOLUTION UNIT GUIDE. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 2/15 Evolution Intro UG CHECK:

Lesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints

Animals: Habitats & Adaptations

How does variation in niche act as a basis for natural selection?

Unit Maps: Middle School Life Science

Section 8. North American Biomes. What Do You See? Think About It. Investigate. Learning Outcomes

Tania Ostolaza Fernández sharpandsavvy.es UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES

FAUNAL REMAINS FROM THE MILLER SITE (46-Ja-55), JACKSON COUNTY, WEST VIRGINIA. James L. Murphy, Ohio Historical Society, Columbus, OH

Directions: For each of the questions or incomplete statements below, choose the best of the answer choices given and write your answer on the line.

TEACHER S BOOKLET SCIENCE SAMPLE ANSWER KEY SCIENCE

LOWER PRIMARY SCHOOL WORKBOOK

Monthly Long Range Weather Commentary Issued: APRIL 18, 2017 Steven A. Root, CCM, Chief Analytics Officer, Sr. VP,

GCSE Science. Module B3 Life on Earth What you should know. Name: Science Group: Teacher:

community. A biome can be defined as a major biological community of plants and animals with similar life forms and

interpret archaeological strata using the law of superposition; apply cross-dating to determine the age of other artifacts.

IDENTIFICATION: Label each of the parts of the illustration below by identifying what the arrows are pointing at. Answer the questions that follow.

Test Booklet. Subject: SC, Grade: 05 5th Grade Science May Student name:

Discovery Tour Student Packet. 6th Grade

Teacher Pages. Wheat Field System Scenario

Are There Other Neighborhoods Like Our Own? Grades 5-8. Lesson 3: Searching for Signs of Life

Based on results from TIMSS Lesson plan on investigative science. Ecosystems

Children working above agerelated. expectations will be able to: able to: able to:

Evolution Evidence of Change

Evolution. 1. The figure below shows the classification of several types of prairie dogs.

THE WORLD OF BIOLOGY SECTION 1-1 REVIEW. VOCABULARY REVIEW Define the following terms. MULTIPLE CHOICE Write the correct letter in the blank.

Museum of Vertebrate Zoology, UC Berkeley

Additional Case Study: Calculating the Size of a Small Mammal Population

LEARNING OUTCOMES. Understand the meaning of the terms biodiversity, population, habitat, environment, community and ecosystem

Processing Activities

Answers Evolution. Year 10 Science Chapter 3. p39 1 Evolve means to develop gradually.

7. Where do most crustaceans live? A. in the air B. in water C. on the land D. underground. 10. Which of the following is true about all mammals?

SMALL MAMMALS (INSECTIVORA AND RODENTIA) AS PREY OF LITTLE OWL (ATHENE NOCTUA SCOP.) IN THE SOUTH-WESTERN PART OF ROMANIA

Monthly Long Range Weather Commentary Issued: NOVEMBER 16, 2015 Steven A. Root, CCM, Chief Analytics Officer, Sr. VP, sales

1. What makes plants different than animals?

Slide 1. Earth Science. Chapter 10 Ecosystems

Station 1 Fossil Record

Grade 5 Part 2.

2 Rates of Weathering

Transcription:

Lab Exercise 9 Microfaunas and Past Environments Objectives Name: To identify different skeletal elements. To use a key to identify skulls and mandibles to species. To infer the environment the owl lived in based on the species composition in the pellets. To analyze microfaunal data from Delaware Canyon, Oklahoma NOTE: The last part of this exercise dealing with the microfaunal data from Delaware Canyon will probably have to be completed after this lab session, which will be largely consumed by sorting and studying the remains from owl pellets, so do not rush either task. Materials: Owl pellets Tweezers Hand lens Grading Sorting of microfauna from owl pellets 20 points Questions, as shown 55 points Owl Pellet Sorting and Microfaunal Analysis The table below lists the percentages of the prey found in owl pellets from different parts of the US. The Northwest has cool climate; the climate in the Southeast is warm. Southeast Northwest Texas Mississippi Oregon Washington Rats 32 44 1 1 Voles 2 11 58 55 Mice 40 23 20 30 Shrews 15 17 11 5 Moles 1 1 1 1 Gophers 4 0 7 6 Rabbits 3 1 1 1 Birds 3 3 1 1 113

Working in pairs, sort out the skeletal material from the fur in your owl pellet. Sort the skeletal material into different elements (e.g., femurs, tibias, skulls, etc.). Place them in anatomical order on your tray. Count the number of each of the elements that you have in your pellet. (20 points) Element Count Skull Mandible Scapula Humerus Ulna Radius Innominate Femur Tibia/Fibula 1. Are most of the epiphyses of the long bones fused? Does that mean the animals eaten were adults or juveniles? (5 points) Keys are important tools for identification in any science. In biology, keys are used to identify different species of animals. Keys identify the important characteristics of an object that allow you to differentiate one object from another. You will use a dichotomous key to help you identify your skulls to species. The illustrations of three key taxa, which are usually well represented in these owl pellets, will be useful for Microtus (Voles), Sigmodon (Cotton Rat) and Pocket Gopher (Geomys/Thomomys) Using the key, determine the species represented by the skulls. List and count the species in the table below. 114

Taxon Count After you have determined what species are in your pellet, add your data to class list on the board. Examine the class totals. List the three most common taxa for the left side and the right side of class. Left Side Right Side 1. 1. 2. 2. 3. 3. 2. Which region did the owl pellets for the left side and the right side of the class come from? What kind of climate is represented for each side of the class? How did you figure these things out? (10 points) Location Climate Left Side Right Side 115

Delaware Canyon Microfaunas You were introduced to the archaeological record from Delaware Canyon in the last lab. In that exercise you considered the evidence for changing faunal exploitation practices based on the key mammalian and reptilian taxa. Now we will revisit the locality, this time investigating its microfaunal data. We use the term microfauna, since both insectivores and rodents are included in our review. These data are presented in the table below. As you can see the size of the samples varies considerably, in part because of excavation areas but also because of differences in rates of sedimentation. Duration of occupations, which was an issue for the density of larger taxa, would only be an issue here if some of these microfauna had actually been concentrated through acquisition and use as food resources. Otherwise, we assume that the density of microfauna would be much more the result of environmental change and rate of Delaware Canyon Microfaunas Archaic Plains Woodland Plains Village Lower Upper Lower Upper Insectivores Rodents Shorttail Shrew 21 5 1 4 Least Shrew 8 1 Eastern Mole 1 190 31 17 78 Pocket Gopher 15 1231 250 130 112 Pocket Mouse 5 49 10 19 Kangaroo Rat 2 64 1 8 Harvest Mouse 8 2 5 White Footed Mouse 91 26 6 36 N. Grasshopper Mouse 40 12 4 13 Hispid Cotton Rat 95 23 24 25 Wood Rat 2 46 10 9 8 Vole 7 448 117 15 43 NISP SUM 32 2291 485 208 352 TAXA SUM 6 12 10 9 12 Voles% 21.9 20.3 24.1 7.2 12.2 Gopher % 46.9 53.7 51.5 62.5 31.8 Cotton Rat % 0 4.1 4.7 11.5 7.1 Mole % 3.1 8.2 6.4 8.2 22.1 116

sedimentation (or its correlate, surface stability). This issue will require your thinking after you examine the data. First look at the overall data, including the summary frequencies for several key taxa already calculated for you below the table. Notice the dominance of Pocket Gophers (Geomys) throughout the sequence. Recall the very sandy nature of the sediments and their soil horizons at Delaware Canyon. Pocket Gophers love sand. The voles are particularly interesting, especially since they are extremely rare today in the region today. Notice the significant drop in their frequencies between the Archaic/Woodland periods and the Plains Village horizons here. Recall from the earlier discussion of Cotton Rats (Sigmodon hispidus) that their populations react quickly and often quite dramatically to changes in precipitation, which is facilitated in part by their phenomenal reproduction rates. The insectivores here are obviously dominated by the Eastern Mole (Scalopus aquaticus), which is of interest as well, because it prefers moist (not wet) sandy soils. But compared to Cotton Rats these moles are very slow reproducers, having only one small (2-5) litter per year; instead of 40 days to puberty for Cotton Rats, these moles require a full year before the females can reproduce. 3. What role do you think habitats played in the overall composition of microfaunas at Delaware Canyon? Why? (5 points) 4. Which of the microfaunal assemblages is most different from the others, and what do think is the probable explanation for this? (10 points) 117

Critical Thinking Questions 5. Which patterns in the Delaware microfauna best track environmental change? Why is caution needed in comparing the frequencies of large game to microfauna when the samples come from archaeological sites? (15 points) 6. Now, what similarities and differences do you see in the taxa represented by the Delaware Canyon microfaunas, overall, compared to the Northwest and Southeast faunas? Comment on possible explanations. (10 points) 118