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Edexcel A-Level Human Biology |
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This course teaches has the same content on evolution as the Edexcel A Level Biology course, and an additional substantial section on the origin of humans. The syllabus for this topic (Unit 5H, Topic 2) is quoted here in full:
5H.2
| HUMAN EVOLUTION
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Humans as primates
| describe the range of form in primates illustrated by lemurs, old and new world monkeys, apes and humans. |
Evidence for human evolution
| describe the phylogenetic relationships of hominoids, illustrated by evidence from the following:
comparative anatomy of skull and skeleton (details of individual bones are not required);
fossils and geochronology with reference to comparing and dating fossil material;
immunological studies of blood sera;
amino acid sequences;
DNA hybridisation and base sequences.
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Hominoid evolution | describe the divergence of apes and hominids from a common ancestor;
the possible influence of climate and habitat change on the evolution of hominid features;
describe the Australopithecines and their possible relationships to Homo.
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Evolution of Homo | describe the main features of Homo habilis, Homo erectus, Homo sapiens and Neanderthal man;
changes in the skeleton, skull and brain development;
bipedalism and evolution of the hand.
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Palaeolithic | describe Homo habilis;
tool making, development of brain, speech and language;
sexual bonding and extended childhood;
describe Homo erectus;
development of hunting and the use of fire; describe Homo sapiens, Neanderthal man, Cro-Magnon man and the Upper Paleolithic cultures;
development of flint knapping and cave painting;
foundation of religious beliefs and practices.
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Neolithic | describe the development of agriculture and settled communities;
domestication of animals.
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TiS: The evidence for human evolution is actually quite sparse. As Bill Bryson memorably puts it: "The total world archive of hominid and early human bones" could fit "into the back of a pickup truck." (A Short History of Nearly Everything p. 529). Homologies between apes and Homo sapiens do not necessarily indicate common ancestry, but could reflect a design economy optimised to accord with structural and functional constraints. Students should be allowed to explore these alternative explanations for the data.
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