This page gives some more information on the technical side of the virtual labs. I've tried to anticipate the kinds of questions that both instructors and students might ask about the models. If you don't find your answer here, please feel free to send an e-mail.

• What devices are compatible with the virtual labs? The virtual labs work in modern browsers that support WebGL and Javascript, including browsers on phones, iPads and other tablets, and on laptops and desktops. I find that they do not work on my oldest (2010-2013) iPads or older browsers.
• Are the virtual labs made from CT scans? These virtual labs include anatomical models and not scans. In many cases, the creation of the model begins with a 3D surface scan of a bone or fossil. In others, the process begins from anatomical models built by artists. These are learning aids and not suitable for research measurements.
• What are the file sizes of the virtual labs? I have prioritized reducing file sizes so that the virtual labs can run on a wider range of devices and with low bandwidth. Even at this reduced size, the virtual labs range from 3 megabytes to 11 megabytes, so please be aware of this if you are working on a limited data plan.
• What are the polygon counts of the virtual models? Many anthropologists are used to working with high-resolution surface models from 3D scans. An important difference between the models in these virtual labs and 3D scans is the low polygon count: around 20,000–40,000 in most models. This results in many changes in detail and shape compared to scans. Zooming in to look at details on teeth in a model of a skull, for example, will show the loss of detail very clearly.
• Why are the virtual labs not true to color of the original skeletal materials or fossils? The models in the virtual labs are not photographs and do not include photographic texture information. I have applied coloring and lighting to highlight some information and de-accentuate information that distracts from learning the anatomy. For example, I have applied a consistent color scheme to depict preserved portions of fossils and reconstructed portions.
• What reconstruction have you chosen of each fossil? In all models in the virtual labs I have tried to delineate the preserved portions of fossils and set those clearly apart from reconstructed elements. Some fossil reconstructions involve a lot of interpretation and date to an era before virtual reconstruction and mirror-imaging techniques. In such cases, casts may have a lot of sculpted elements. In general, I have taken a conservative approach to representing reconstructions: I have usually maintained the spatial relationship of preserved portions of fossils as found in widely-available casts that are likely to be in teaching collections. At the same time, I have reduced or eliminated aspects of reconstructions that reflect sculptural innovations by anatomists. In some cases I have corrected poor reconstructions but this is really a longer-term project that should involve more original data from fossils.
• Are these virtual labs compatible with the Bone Clones® fossil models that are available in many teaching collections? Bone Clones® recreations of fossil hominins are based on the work of anatomical sculptors, and are part of many university teaching collections. The virtual labs on this site are not based on those anatomical models. If your in-person laboratory activities do use Bone Clones® recreations, you may find that students can do similar activities using the virtual labs on this site.
• What priorities guided the creation of the models in these virtual labs? Across these virtual labs, my purpose has been to help students learn the key concepts. Each model accentuates some portions of the anatomy and de-emphasizes others (with lower polygon count, less definition from lighting, etc.).
• How can the virtual models be placed side-by-side for comparisons? Each virtual lab has several "stations" that present comparisons between specimens in standard anatomical orientations. These can be freely rotated and zoomed, maintaining the same spatial relation of the virtual models. Not every possible comparison is included as a station, however. This is a limit that comes from the need to make virtual labs small and manageable on small devices such as phones.
• Can the virtual labs be made bigger to see more detail? Students can explore the virtual labs freely by rotating and zooming any station. All the virtual labs can be expanded to full screen size on most devices. Detail is limited by the polygon count of the models.
• Can students take measurements on the virtual labs? The virtual labs do not include a measurement tool. The reduction of polygon count and other loss of surface detail in the models makes it difficult to identify standard measurement landmarks. If measurement is part of your usual classroom teaching, it may be worth training students in software that would make it possible for them to use higher-resolution surface models. However, all the models in these labs are approximately accurate in relative size. I have confirmed this using measurements on original specimens. Where objects are shown side-by-side, visual comparisons will be true to their relative sizes.
• Are there printable data for the virtual models? The anatomical models presented here are not general-purpose surface models and they cannot be extracted or printed. In each virtual lab I have added links to resources where printable models may be available.
• Why is there no virtual lab with «insert species here»? I have worked first with fossils for which students can access higher-resolution data themselves. Those are all cases where curating institutions and their partners provide data or models. In particular I value Morphosource and AfricanFossils.org and the institutions that have partnered with them to provide access to fossil data. While I have not always relied upon these data for the virtual models, I believe it is important that the data are available for students to access themselves. I will be working with institutions to expand this list as possible, and will prioritize new work in areas where we can make substantial contributions to data access.

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