3-D Education: Biological Anthropology Explored Virtually

 _{Project Introduction}  The Technology

 _{Estimating Sex on the Cranium}

 _{Estimating Human Biological Variation on the}

Cranium

 _Why?

 May not have access to specimens

 _{Gives access to specimens outside of lab hours}  _{Allows for distance education}

 _{Exploring inexpensive 3-D technology}

 Assessing accuracy in scans of estimating sex and population ancestry among modern humans

 _{Ability to implement this technology in courses, such}

 DAVID Laserscanner software

http://www.david-laserscanner.com/

 _{Webcam- high resolution recommended}  _{Line laser}

 _{Calibration panels}  _{90 degree angle}

 _{Overall Size}  _{Mastoid Process}

 _{Brow Ridge}  Nuchal Crest

European Female European Male

European Female European Male

European Female European Male

European Female European Male

 Nasal Form

 _{Alveolar Prognathism}  _{Mastoid Process}

European Male American Indian Male

African Male

American Indian Male

African American Male American Indian Male European Male

 _{The 3-D technology works well for identifying sex}

and general population on human crania anthroposcopically

 _{Using the Landmark program, cranial sutures are not}

seen so extensive knowledge of the cranium is essential

 _{Implementing this type of technology would be}

beneficial to Biological Anthropology labs

 _{Access to specimens outside of lab hours}

 _{The ability to have outreach courses where specimens} would be available virtually for examination

 _{Being able to use and see crania that is no longer} available in University collections

 _{3-D Cranial and Dental Imaging Center}

Fort Collins, Colorado fieldtrip

 This technology is considerably more expensive, but requires less time

 _{Dr. Jim Ahern}  Rick Weathermon  _{Mafe Boza}  _{Ragan Driver}  _{Sandra Pace}  _{Ashley Leger}

 _{William Bass}  _{George Gill}