Test Format and Scoring:  The test, worth 100 points, will consist of 50 multiple choice questions, worth 2 points each.  Additionally, there will be two bonus questions worth 2 points each (for extra credit).

Curve: As stated in the syllabus, if the highest grade is below 94, your test will be graded on a curve--the number of points needed to bring the highest score (excluding the bonus) up to 94 will be added to everyone's score.

What to study: The test will cover information presented in class and assigned readings.  Review the following:

• Maples:  Chapters 7-9
  
• Burns: 
  • Age estimation:   Pages 44, 73-74. 87-89, 123-126, 173, 200, 224
  • Stature estimation:  Pages 204-208, 228; handedness:  see Chapters 4, 13
  • Review relevant chapters--3 through 11--for information on age and stature estimation; know which bones/features are used and for which stages of life (infant, child, teen, adult, etc.) they are applicable. You do NOT need to memorize numbers or formulae.
  • Chapter 12
    
• Online (see the schedule)
• Lecture:  What you learned, wrote, and or remember (especially the parts that I mentioned were going to be on the test):  Age Estimation, Stature Estimation, Facial ID

Items of particular interest:

• Theoretical considerations behind methods of estimating age and stature.  What must be evaluated?  Are all methods equally reliable or equally accurate?  How are the estimations reported? 

• What are some of the methods used for estimating age and stature?  Which methods apply to subadults?  Which methods apply to adults? What other methods were explained in your online readings? (i.e., what bones were studied, what the general idea of the method involved was).

   

  • Age:  from fetal remains throughout the lifespan to elderly remains—what bones, features, methods, techniques can be used for the various age groups?  What is epiphyseal union?  What ages does this work for and what is the sequence?  What type of information do the various methods provide?  What factors influence growth and development, and aging?  Remember the dentition—know the difference between (1) formation and calcification of teeth and (2) timing and sequence of eruption.  What about the third molar?  What about dental wear?  Are these methods accurate?  When are they used?  What’s the difference between chronological and developmental age? What does it mean to examine the size and morphology of bones to estimate age compared to the specific analysis of morphological changes to estimate age?  

   

  •  Stature:  What bones are used?  How is stature estimated? What factors affect stature in life and stature estimations from bones?

  
  

• Review the history (i.e., early attempts--what was done) of facial reproduction, as well as modern methods of facial reproduction, reconstruction (know the difference), and skull/photo video superimposition.  What features of the skull are used in a skull/photo video superimposition (aka photo superimposition) comparison?  What steps are involved in creating a facial reproduction?  How are things like the length of the nose and width of the mouth determined?  What does tissue depth/thickness refer to and what does it help with?
   
• Who are some people mentioned in Maples, and in lecture, who were involved facial reconstruction/reproduction (historically)?
   
• Read Maples for enjoyment; yet be able to answer general questions on the cases presented. For example, you may be asked a question about some key findings that helped with establishing identity, or that led to the solving of a murder.  The questions will contain enough information to remind you of what case or topic Maples was discussing.

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Click here to take a practice test (a link to answers is also provided)