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General Zoology, ZOO 2010

Course Syllabus

Fall 2011

Instructo r: Dr. Michael B. Harvey, Rm. 107, Bldg. 7, 305-519-9544 (cell; number

to call when leaving messages) 954-201-6831 (office); mharvey@broward.edu.

Facebook: I encourage students to use the community page Dr. Harveys

Zoology Class on Facebook. During previous semesters, students have found

this page useful for posting pictures from field trips and from lab. Its a useful

place to schedule study sessions and to ask your classmates any number of

questions.

Course Information:

Description : General Zoology (ZOO2010) is a basic course covering the

development, anatomy, physiology, ecology, and evolution of the animal

kingdom. The course is designed to meet the needs of both science majors and

nonmajors; it meets area 4A general education requirements for the A.A. degree

and areas 4 or 5 general education requirements for the A.S. degree.Credit Hours: 3

Contact Hours per Week: 3

Co-requisites: ZOO2010L

Overview and Goals: Upon successful completion of this course, students should

appreciate the diversity of the animal kingdom and understand its phylogeny,

basic biology, and ecology. Students should be able to

Explain the classification of Protista, Porifera, Cnidaria, and Ctenophora

and detail the distinguishing characteristics and importance of selectedtaxa.

Understand and describe the life cycles of selected parasitic and non-

parasitic acoelomates and pseudocoelomates.

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Compare and contrast anatomical, physiological, and ecological features

of selected lesser protostomes and selected taxa of the Mollusca,

Annelida, and Arthropoda.

Compare and contrast anatomical, physiological, and ecological features

of the echinoderms, chordates, and other selected deuterostome taxa. Explain the evolution, physiology, and ecology of fishes and explain why

they have been so successful in their environment.

Explain the transition from an aquatic to a terrestrial existence in

chordates.

Explain adaptations for flight and characterize the relationship between

birds and reptiles.

Methods of Instruction: The material for this course will be presented during class

lecture using a combination of PowerPoint, handouts, and notes written on the

board or overhead. Students will also read complimentary sections in the

textbook. Concepts will be reinforced by lab exercises, homework, class

discussion, and optional fieldtrips.

Required Texts:

Hickman, C. P., Jr. et al. 2007. Animal Diversity. 4th Edition. McGraw Hill, Boston.

Assignments and Evaluation: Your grade in this class will be based on daily

quizzes, homework, and three large exams. There is no final comprehensive

exam in this course. Questions will be fill in the blank, short answer, essay, and

matching. All quizzes and homework will be averaged at the end of the

semester, and the final grade will be calculated as follows:

Quizzes 30%

Homework 20%

3 Exams @ 100 pts

each 50%

Total 100%

A: 90-100% C: 70-79% F: 0-59%

B: 80-89% D: 60-69%

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Field Trips: Students may have an opportunity to participate in one or more field

trips throughout the semester. These trips are completely optional. Successful

completion of assignments associated with the field trips count as extra credit

and can potentially raise a students final grade by 10% (one letter grade).

How to Be Successful in this Course:

Realize that ZOO2010 and 2010L require a minimum of 6-8 hours per

week in reading and studying outside of class.

Read ahead. Try to read chapters in the textbook before lectures begin on

a new topic.

Use the internet: numerous sites provide photos and supplementary

information about the animals we will learn about. Online photos are

particularly helpful in lab.

Exchange telephone numbers and e-mails with 3 other students.

Attendance: Attendance is mandatory and will be reflected in your quiz grades. I

adhere strictly to campus policy 6Hx2-4.20 (Religious Observances) and Policy

6Hx2-4.18 (Class Attendance). There shall be no penalty for a student who is

absent from academic activities because of religious holy day observances in his

faith, the students serious illness, death in the immediate family, or attendanceto statutory governmental responsibilities. You must notify me in advance and

in writing when practicable under the circumstances. Documentation in the form

of a note from your doctor or an announcement in the newspaper is required for

all absences due to death or illness. You will receive a zero on any assignment

missed because of an unexcused absence.

Quizzes are given and homework is collected at the beginning of class. If

you are late, you will not be allowed to take the quiz. Please come on time to

avoid disrupting the class.

Academic Dishonesty: If you cheat or plagiarize, you will receive a failing grade

in the course.

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Rules of the House: You may make audio recordings (but no video recordings)

of my lectures, however I urge you to take notes as well because you will retain

the information longer if you write it down.

**Please turn off all electronic devices such as cell phones before

entering class. If your cell phone rings during class, you will receive a zero forany grades given that week (including major exams).

Students with Disabilities: Any student who has special needs as defined by

the Americans with Disabilities Act should notify the instructor so that reasonable

accommodations can be made.

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Lecture Schedule

Topics Textbook

Introduction, Cell Processes, and Protista 88-109

Sponges, Cnidarians and Ctenophores 110-144

Echinoderms 271-292

Exam I

Parasites and Platyhelminthes 145-161

Nematoda 167-173Arthopods 212-252

Annelids 197-211

October 26 Last Day to Withdraw/Change to Audit*

Exam II

Molluscs 171-196

Chordates: Introduction, Major Advances, and

Diversity

285-405

Evolution of FlightDecember 6 Exam III*

*The final exam for the 2:00 TR class starts at 2:30. The exam for the 6:30 TR

class starts at 6:30.

*Please note that after the official last day to withdraw, I will not give special

permission for any student to drop or audit the course. Students who audit are

expected to attend every class and take every exam. If a student auditing the

course fails to attend class, he shall receive an F in the course.

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How to Study

Consider the following text from lecture:

Giardia: Backpackers Dysentery, Giardiasis

Common in Rocky Mountains Beavers and other mammals are reservoir hosts Protective cyst used for dispersal

Try organizing this as a parallel list; you should supplement your list with info fromtextbook (mainly for clarification; I base quizzes on the notes). The method is then to coverup one side and try to recall the other side. Then, switch sides.

Giardia Genus of flagellate protists; cause diarrhea

Distribution? Worldwide; Rocky Mountains

Reservoir Host Definition A host where a parasite can hide when not

in humansReservoir host of Giardia Beavers; other mammals

Cyst Protective shell; dispersal

Intestine Where Giardia lives

Ingesting cyst How people get infected

Practice spelling difficult words:(1) Copy Giardia by saying it out loud while you write it; do this 2 or 3 times(2) Cover the word up and try to spell it from memory; again say the word out loud!(3) Copy it again, saying it out loud.

Search the web so that you can associate pictures with the words. Try making conceptmaps or life cycle charts.

Sample Questions:

1. Backpackers diarrhea is caused by ______; a flagellate that lives in the intestine.2. How does a reservoir host differ from an intermediate host?3. When Giardia passes out of the body, it is surrounded by a protective ____.4. Where in the body does Giardia live?

Some students prefer flashcards to parallel lists, although I think they take up too much

room and take too much time to make. One student said that she would go over the notesand makeup questions that she thought I would ask. It is important to work with thisinformation and not just read over and highlight it.

Review SheetsZOO 2010

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1. Preparation: First read over all your notes. Read over the chapter in yourtextbook.

2. Organize Your Study Guide:

A. Make a table with the vocabulary words in the left column and definitions in theright column. Try to define as many of these as you can from memory. Then,organize your notes from lecture and lab and associate definitions and conceptswith each vocabulary word. (WARNING: Use your notes to generate definitions;do not look the terms up online or in the back of your book unless you are confusedby your notes and by the chapter. You also want to be as brief as possible.Remember, you are making a study sheet for yourself. Im not interested in a longdefinition!).

B. Add 15 short answer questions based on topics from your notes. Place the questionsin the left column and the answers in the right column.

C. Number the words and the definitions, and the questions.

3. Turn In: Make a photocopy for me and keep the original for yourself.4. Study: Cover up the vocabulary words and look at the definitions. Try to remember

as many as you can. Say the words out loud and practice writing them on a scratchsheet of paper. Check off the ones you have trouble with so that you can work onthose again later. Now cover the definitions and see if you can recall them from thelist of words. Use the same procedure to study your questions.

Topic 1: Protozoans (79 terms)

General Biology of Single-Celled Organisms: Protozoan, Protista, Diffusion, Cytostome,Linnaean Hierarchy, Pseudopodium, Eukaryotic cell, Kingdom, Trichocyst, Cilium,Prokaryotic cell, Osmosis, Nucleus, Organelle, Phagocytosis, Mitochondrion, Endoplasm,Phylum, Food Vacuole, Cytoplasm , Contractile Vacuole, Flagellum, Lysozyme,Ectoplasm, Fluid Mosaic Model

Protozoan Diversity: Test, Malaria, Dinoflagellate, Extracellular space, Reservoir Host,Kissing Bug, Giardia, Axopodium, Vector, Backpackers Dysentery, Radiolarian,Apicomplexa, Parasitism, Coccidia, Red Tide, photosynthesis, Lobopodium, binary fission,Sporozoan, Quinine, micronucleus, Flagellate, Foraminiferan, Cyst, Toxoplasma,Mutualism, macronucleus, Antibody, Intermediate Host, DDT, Trypanosoma brucei,Trypanosoma cruzi, Tsetse fly, polyploidy, Antigen, Commensalism, White Blood Cell,Sleeping Sickness, Entamoeba, Chagas disease, merozoite, Trichonympha, symbiosis,Cassiopeia, cellulose, apical complex, gametocyte, Plasmodium, Definitive Host,metabolism, Oocyst, ciliate, conjugation (For this part, underline scientific names)

Porifera and Radiate Animals

Phylum Porifera (23 terms): sclerocyte, osculum, Choanoflagellate, dioecious, pinacocyte,dessication, gamete, spongocoel, epithelium, spicules, Sessile, monoecious, choanocyte,

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Filter feeder, spongin, archaeocyte, ostium, warning colors, porocyte, budding, gemmule,mesohyal, microvilli,

Phyla Cnidaria and Ctenophora (45 terms): zygote, epidermis, radial symmetry, endoderm,luminescent, coenosarcs, Obelia, comb jellyfish, Anthozoa, bleaching, cnidocil, gonopore,

mesoglea, alternation of generation, perisarc, colloblast, medusa, diploblastic, velarium,gastrula, Hydrozoa, gonangia, polymorphism,Hydra, hydranth,velum, Scyphozoa,nematocyst, ectoderm, cleavage, sea wasp, mesoderm, hypostome, Cubozoa, man-o-war,cephalization, comb row, zooxanthellae, medusa bud, Gonionemis, gastrodermis,cnidocyte, nerve net, gastrovascular cavity, siphonophore

Echinodermata (32 + 15)

Ambulacra (regions, grooves, etc. ), water vascular system, regular and irregular urchins,crown of thorns, Echinodermata, Ampullae, Secondary Radial Symmetry, test, dermalbranchiae, Madreporite Plate, Deuterostomes, Dermal endoskeleton, Pentaradial

Symmetry, respiratory tree, Tube feet, pedicellaria, Oral and Aboral Sides, Ossicles, Stonecanal, Echinoidea, Ocellus, hemal system, autotomy, coelom, Asteroidea, Ophiuroidea,periproct, Aristotles lantern, Heart Urchin, Holothuroidea, cloaca, Crinoidea

ZOO 2010

Review Sheet for Test 1

I. Short Answer/Essay: On the test, I will ask some of the questions in the following list.I strongly recommend that you try to answer all of them, well before the exam.

1. Make a table contrasting sacodines, flagellates, ciliates, and Apicomplexa. Supplycolumns for (1) representative taxa, (2) mode of locomotion, and (3) types ofnuclei.

2. Distinguish between the terms parasitism, commensalism, and mutualism. Howdoes parasitism differ from predation? Supply two examples of mutualisms.

3. Why have attempts to eradicate malaria failed?4. How do the functions of the macronucleus and micronucleus differ?5. Explain the function of the contractile vacuole and why it is necessary in

freshwater, but not in saltwater. Why dont cells within multicellular organisms likehumans contain contractile vacuoles?

6. How do lobopodia and axopodia differ in terms of function and form? Whatpurpose do holes in the tests of radiolarians and foraminiferans serve?

7. How does conjugation differ from mitosis and binary fission?8. Explain how Giardia, Plasmodium, Trypanosoma cruzi, and Trypanosoma brucei

evade the immune system of their hosts. For each, briefly describe the parasiteslife cycle, hosts involved, pathogenesis, and global distribution.

9. What characteristics do dinoflagellates share with plants?10. Origin of animals: how do animals differ from multicellular protozoans? What

group of protozoans are the closest relatives of animals? Do these relativesresemble any specialized cells of animals?

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11. Describe the structure and function of a choanocyte.12. Of what value are gemmules. What organisms produce these things and what are

they?13. In what ways do archaeocytes function like the bloodstream of humans?14. Trace the flow of water through a typical sponge. What keeps the water moving and

why might one-way flow of water be important? What purpose does the constantflow of water serve?15. Sponges appear to be an obvious source of protein. Why dont more animals eat

sponges?16. It has been suggested that despite being large multicellular animals, sponges

function more like protozoa. What aspects of sponge biology support thisstatement? (consider nutrition, reproduction, gas exchange, and cellularorganization.)

17. How do you distinguish a scyphozoan medusa from a hydrozoan medusa?18. Describe the organization of a Portuguese man-o-war? Is it just one jellyfish? What

makes up the float and the tentacles? Why is this species considered to be

polymorphic?19. Describe the reproductive biology and life cycle ofObelia. Which stagesreproduce asexually and how; which sexually?

20. Explain how a fertilized egg of a cnidarian develops into an organism with twotissue layers. What is the developmental fate of the endoderm, ectoderm, andblastopore. What is the jelly of jellyfish?

21. Describe the form and function of a cnidocyte. What is the difference between anematocyst and a cnidocyte.

22. How do you distinguish true jellyfish from hydrozoan jellyfish and box jellyfish?23. Explain the selective advantage of radial symmetry for sessile and free-floating

animals.24. List the categories of the Linnaean hierarchy from largest to smallest (Kingdom to

species).25. What physiological mechanism brings water into the water-vascular system of

echinoderms. Describe the layout of this system in a typical sea star. How do seastars use their hydrovascular system to overpower their molluskan prey?

26. Make a table comparing the classes of echinoderms. Rows should contrastpedicellaria (presence/absence), location of madreporite plate, location andcondition of ambulacra, Aristotles lantern (presence/absence), function of tubefeet, dermal branchiae (presence/absence).

27. What is an ambulacral groove and what is the difference between open and closedambulacral grooves?

28. What is the function of Aristotles lantern?29. Describe gas exchange in a sea star. How would oxygen get from the surrounding

sea water all the way to the cells of the reproductive system?30. How do brittle stars get their name?31. Why do we say that heart urchins and sea cucumbers have evolved secondary

bilateral symmetry? (Mention location of anus relative to oral-aboral axis in hearturchins, length of oral-aboral axis in sea cucumbers, location of tube feet relative toambulacra in both, why considered secondary instead of primary).

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II. Vocabulary: In addition to some of the short answer questions listed above, the testwill have a series of fill in the blank questions like those on the quizzes. Study for thissection using the review sheets you have already prepared.

III. Taxonomy: A matching section will test your knowledge of the formal taxonomyof species covered in this section. To study, connect names in list A with names in listB.

A. Higher categories: Anthozoa, Echinoidea, Protista, Crinoidea, Scyphozoa, Cnidaria,Ciliophora, Porifera, Ophiuroidea, Ctenophora, Hydrozoa, Flagellate, Asteroidea,Sarcodine, Echinodermata, Apicomplexa, Holothuroidea, Cubozoa.

B. Genera, species, and common names: Starfish, hard coral, Obelia,Amoeba proteus,Sea lilly, sea anemone,Paramecium caudatum, true jellyfish, Sea UrchinTrypanosoma, Sea cucumber,Didinium, Sand dollar, Comb jelly, Cassiopeia,Radiolarian, Goniocnemis, Foraminiferan,Plasmodium, Brittle star, Portuguese

man-o-war, Sponge, Toxoplasma,Hydra, Giardia, box jellyfish.

Platyhelminthes (44 topics)

Life cycle ofSchistosoma vs. Clonorchis (names of stages, hosts, where adults live,distribution in the world, etc.),Tegument vs. ciliated epidermis (groups with each,morphology, syncitial), mimicry (model, mimic, nudibranch, Mullerian vs. Batesian),Aswan High Dam, ovary, reverse peristalsis, Scolex, Platyhelminthes, ceca (diverticula),Bipalium, pharynx, viviparous, Planarian, auricles, seminal receptacle vs. seminal vesicle,Trematoda, oviduct, Dugesia, Acoelomate body plan, Schistosoma, why bilateral,cephalization, structure of ocellus (mucles, cup, pigment cells, etc.), parenchyma,opisthaptor, vasa efferentia and vas deferens, Turbellaria, Cestoda, uterus, polyclad andtriclad flatworms, fluke (2--3 adaptations for parasitism),Diphyllobothrium, Bilharzia,miricidium, cercaria, redia, sporocyst, metacercaria,Fasciola hepatica, proglottid, Taenia,cysticercosis, Monogenea, ectoparasite vs. endoparasite

Nematoda

1. Make a table comparing the life cycles of the species of nematodes described inclass.

2. Make a parallel list of the following terms and concepts: cuticle, hydrostaticskeleton, cutting plates in buccal capsule, caduceus, sexual dimorphism,pseudocoelom, protostome, geophagy, collagen, copulatory bursa, nerve-musclecell arrangement of nematodes, lateral lines, spicules, oviparous, viviparous,creeping eruption, elephantiasis. (17 terms)

Arthopoda

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Maxilliped, biramous vs. uniramous, pheromone, ecdysis, drones vs. workers vs. queen(mechanisms of determining caste) cantharidin, lyme disease, gnathobase, metamerism(metameres), brown recluse, chigger, mandible, spinneret, maxilla, chitin, exoskeleton(whats in it), tagma (tagmata), cirrus, book gills and book lungs, parasitoid, pedipalp,parts of a tracheal system (trachea, spiracles), Neopyrochroa, parts of open circulatory

system (dorsal heart, ostia, sinuses, arteries but no veins), cladoceran, queen substance,hypostome, chelicerae, different kinds of metamorphosis (hemimetabolous,holometabolous, direct development; differences, larva, nymph, pupa), coxa, ovipositor,venom types (hemotoxic vs neurotoxic), black widow, vector of disease, scrub typhus,proboscis, nauplius, vernal pool, vinegaroon, gooseneck vs. encrusting barnacles, SpanishFly, royal jelly.

Annelida

Clitellum, parts of digestive tract (pharynx, esophagus, crop, gizzard, intestine), Pasola,acicula, transverse septa (role in locomotion), trochophore, trophosome, anticoagulant,setae, Polychaeta, metamerism (somites, metameres; role in locomotion), nephridia,chlorogogue tissue, errant vs. sedentary, parapodia, epitoky (atokes vs. epitokes),beardworms, chemosynthesis, Oligochaeta, seminal grooves, fertilization cocoon ofearthworms, Hirudinea.

Make a table comparing the three major classes of Annelida. As subjects, includeparapodia (present/absent), setae (numerous, few, usually none), habitat (mostly marine,mostly terrestrial and in freshwater), monoecious or dioecious, segmentation (fixed orincreasing with age).

ZOO 2010Review for Exam 2

Phyla: Platyhelminthes, Nematoda, Arthropoda, Annelida

I. Short Answer and Essay

1. Annelids and arthropods are both segmented and were traditionally thought to beclosely related. Why do we now believe that mollusks and annelids are closelyrelated?

2. Contrast the respiratory system of a terrestrial arthropod with that of a terrestrialvertebrate.

3. Make a table comparing the subphyla of arthropods (you can leave out theTrilobita). Include chelicera (present/absent), mandibles (present absent),appendages (primitively biramous/uniramous).

4. Mandibles are appendages used for chewing. Chelicerates lack mandibles sohowdo they chew up their food?

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5. What are the two species of dangerous spiders in the US? In what way does theirvenom differ?

6. When you pull out a tick, why does its head often remain in the wound?7. What would you say if someone asked, When you get attacked by chiggers, what

should you do to kill the chiggers once they burrow in?

8. Where do most species of branchiopods live?9. Compare centipedes and millipedes in terms of (a) food (herbivore/carnivore), (b)body shape (cylindrical or flattened?), (c) number of legs per abdominal segment,(d) mode of defense

10. What genetic and chemical mechanisms determine sex and caste (drone, worker,queen) in bees? What insect orders contain the social insects?

11. Describe the use and abuse of cantharidin by insects and humans.12. How does the nerve-muscle cell arrangement of nematodes differ from that of

humans and most other animals. The nervous systems of annelids and arthropodsare similar. How are ganglia, a main nerve cord, body segments, and peripheralnerves organized in these two phyla? How does this arrangement differ from that of

humans?13. How many times have animals developed the ability to fly? What group was thefirst to invade the air?

14. Nematodes are typically dioecious. List the ways males and females can bedistinguished from one another.

15. Why do some polychaetes produce huge numbers of epitokes on one or two daysout of the year instead of a few epitokes every few days throughout the year? Howdo atokes and epitokes differ from one another?

16. Describe the life cycle ofAscaris. Why do the larvae leave the intestine and embarkupon a perilous journey throughout the body only to return to the intestine to live asadults?

17. Why cant male ants, bees, and wasps sting?18. Differentiate between parenchyma, peritoneum, coelom, and pseudocoelom.19. Why do some people think that treatment of guinea worm may be the inspiration

behind the symbol of the American Medical Association?20. We have covered a variety of parasites so farand there are relatively few from

here on out. Make a table of the platyhelminth and nematode parasites we havecovered (Clonorchis, Schistosoma, Taenia, Ascaris, Wurchereria, Guinea worm,Trichinella, Heartworms, Hookworms, any others I discussed). Supply columnsfor (1) definitive hosts, (2) intermediate hosts, (3) infective stage such as egg, larva,cyst, metacercaria, etc. , (4) location in host where adults are found, (5) how thedefinitive host usually contracts the parasite (i.e., from undercooked pork, frommosquito bites, walking barefoot, etc.). You will definitely find a similar table onthe exam!! Use your notes and the textbookto complete this important table. Beable to describe the life cycle and intermediate stages of all parasites covered inlecture. Youll also get a question like Describe the life cycle ofClonorchis.Mention names of larval stages and different hosts. Be able to answer this type ofquestion for each parasite covered.

21. Why do parasites produce so many offspring (tapeworms produce about 1,000,000eggs/day)?

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22. Explain the importance and function of the cuticle in nematodes.23. How does the tegument of some flatworms differ from the epidermis? Why do you

think a tegument is restricted to parasitic species.24. What type of life style might favor the evolution of bilateral symmetry and

cephalization from a radially symmetrical ancestor? Why would this occur?

25. Why did construction of the Aswan High Dam in Egypt cause a dramatic increase(7-fold) in schistosomiasis.26. Normally, tapeworm infections are really mild. When and how do tapeworms cause

fatalities and how might people avoid this type of tapeworm infection?27. Why are flatworms flat? What organ-systems are lacking in flatworms that require

them to be flat and why?28. Describe locomotion in an earthworm. What role do the setae, circular muscle,

longitudinal muscle, coelomic fluid, transverse septa and metamerism play?29. From an evolutionary standpoint, of what benefit is metamerism? Describe

specialization in appendages and formation of tagmata in arthropods. In what wayhas specialization of appendages lead to the development of mouthparts in

arthropods? Contrast the chewing mechanisms of mandibulates (Uniramia andCrustacea) with that of chelicerates (such as spiders and horseshoe crabs).30. Describe reproduction in earthworms. Where are the gametes produced, how do

they get into the cocoon? How is the cocoon produced? Etc.31. Make a table contrasting the three major classes of annelids in terms of (1) presence

of setae, (2) presence/absence of permanent or temporary clitellum, (3) parapodia,(4) dioecious/monoecious (5) habitat.

32. Describe the differences between ametabolous, hemimetabolous, andholometabolous insects in terms of development and partitioning of resourcesbetween the immature and adult stages. What are the various life stages called?How can you tell them apart?

33. Beard worms do not have digestive tracts, but may be up to 2 m long. How do theyobtain nutrients? What is the trophosome? Where do beard worms live and why?

II. Review vocabulary and expect fill in the blank questions like those on the quizzes.

III. Taxonomy: The exam will have a matching section where names from list (a) arematched with names from list (b):

List a: Guinea worm, Brine shrimp,Dugesia, Millipede,Ancylostoma, Flea, Schistosoma,Sea louse, Trichinella, Centipedes,Daphnia, Taenia, Polyclad, Spider, Christmas treeworm, pill bug, horseshoe crab,Bipalium, leeches,Diphyllobothrium, Tick, earthworm,Ascaris, Clonorchis, Barnacle, Mite,Nereis, crab, heartworm, butterfly, scorpion

List b: Annelida, Platyhelminthes, Arthropoda, Nematoda, Isopoda, Tapeworms,Monogenea, Crustacea, Oligochaeta, Uniramia, Hookworms, Arachnida, Planarians,Filarial worms, Chelicerata, Tapeworms, Decapoda, Diplopoda, Polychaeta, Branchiopoda,Flukes, Cirripedia, Chilopoda, Insecta

Practice Matching:

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**Before you attempt this practice section. First study the words in the two lists andorganize them into some sort of coherent arrangement. That is, try to match them up usingyour notes first. Once you think youve learned them, attempt the following matchingexercise. A similar matching section will appear on the exam.

___ 1. Planarian a. heart worm___ 2. Diplopoda b. Taenia___ 3. Cirripedia c. pill bug___ 4. Tapeworm d.Nereis___ 5. Oligochaeta e. millipede___ 6. Filarial worm f. tick___ 7. Fluke g. centipede___ 8. Insecta h.Ancylostoma___ 9. Chelicerata i.Daphnia___ 10. Hook worm f. Clonorchis___ 11. Polychaeta g. flea

___ 12. Branchiopoda h. barnacle___ 13. Isopoda i. earthworm___ 14. Chilopoda j. polyclad

Mollusca

Trochophore larva, head-foot/visceral mass body plan, mantle, umbo, periostracum,calcium carbonate, prismatic layer, nacreous layer, cultured vs. natural pearls, nacre,radula, Conus, Chitons, Polyplacophora, Bivalvia, adductor muscles, hinge ligament,suspension feeder, labial palps, how scallops swim, pocketbook mussel, glochidia,Gastropoda, operculum, torsion, fouling, coiling,Abalone and limpets, dextral and sinistralcoiling, pulmonates, pneumostome, types of Cephalopoda and their shells, ink sac, funnel,Nautilus, function of gas chambers, siphuncle, pen, cuttle bone, chromatophores, blue-ringoctopus, zebra mussels, byssal threads

Chordata

Cephalochordata,Branchiostoma, Amphioxus, notochord, dorsal hollow nerve cord, cirri,oral hood, velum, wheel organ, atrium, endostyle, epipharyngeal groove, Urochordata,tunicate, sea squirt, tadpole larva, neural crest, neural arch, hemal arch, centrum, agnatha,hagfish, lamprey, knotting behavior, conodont, cartilage, bone (calcium phosphate),ostracoderm, cartilaginous fish (class Chondrichthyes), chimaera, clasper, operculum,heterocercal and homocercal tails, boney fish (Osteichthyes), swim bladder, teleost,lungfish, coelacanth, ray-finned and lobe-finned fish, tetrapod, Comoro Islands, Sulawesi,labyrinthodont, caecilian, biphasic, cutaneous respiration, amniotic egg, amnion, yolk sac,allantois, chorion, temporal fenestra, anapsid, diapsid, synapsid, lepidosaurians,amphisbaenian, squamate, tuatara, archosaurians, Caudipteryx, inner ear bones, mammaryglands, monotreme, marsupium, echidna, platypus, placenta

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Answer the following questions:1. List five defining characteristics of chordates. Of these, which are unique to

chordates among animal phyla? Of these, which are retained by adult sea squirtsand which are lost during metamorphosis?

2. Describe feeding in amphioxus. What role does the cilia, wheel organ, pharynx,

endostyle, mucus, and atrium play?3. What is the function of a notochord? Its present in all chordate embryos. Whathappens to this structure in adult humans, lampreys, amphioxus, and lungfish?

4. How does formation of the nerve cord in chordates compare with its formation inprotostomes like annelids and arthropods?

5. Name two agnathan fishes and explain how they feed as adults since they donthave jaws.

6. Since sharks lack swim bladders, how do they keep from sinking?7. Explain how the swim bladder differs among primitive fish like gars, advanced

teleosts, and lungfish.8. Where have the two known species of coelacanths been found in the world?

9. In what ways was a labyrinthodont such asIchthyostega intermediate between fishand modern amphibians. (What fish-like characteristics did these primitiveamphibians have?)

10. List some advances that freed reptiles from an amphibious life style.11. Why do we think that crocodiles are more closely related to birds than to other

reptiles

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Flukes Tapeworms Monogeneans

Location and type of

holdfast organ

Type of life cycle

Ectoparasitic orendoparasitic

Examples

Digestive System

ZOO 2010 Review SheetChordates

Generate a parallel list of the following vocabulary words: Cephalochordata, Amphioxus,notochord, dorsal hollow nerve cord, cirri, oral hood, velum, wheel organ, atrium,endostyle, epipharyngeal groove, Urochordata, tunicate, sea squirt, tadpole larva, neuralcrest, neural arch, hemal arch, centrum, agnatha, hagfish, lamprey, knotting behavior,conodont, cartilage, bone (calcium phosphate), ostracoderm, cartilaginous fish (class

Chondrichthyes), chimaera, clasper, operculum, heterocercal and homocercal tails, boneyfish (Osteichthyes), swim bladder, teleost, lungfish, coelacanth, ray-finned and lobe-finnedfish, tetrapod, Comoro Islands, Sulawesi, labyrinthodont, caecilian, biphasic, cutaneousrespiration, amniotic egg, amnion, yolk sac, allantois, chorion, temporal fenestra, anapsid,diapsid, synapsid, lepidosaurians, amphisbaenian, squamate, tuatara, archosaurians,Caudipteryx, inner ear bones, mammary glands, monotreme, marsupium, echidna,platypus, placenta

Answer the following questions:1. List five defining characteristics of chordates. Of these, which are unique to

chordates among animal phyla? Of these, which are retained by adult sea squirts

and which are lost during metamorphosis?2. Describe feeding in amphioxus. What role does the cilia, wheel organ, pharynx,

endostyle, mucus, and atrium play?3. What is the function of a notochord? Its present in all chordate embryos. What

happens to this structure in adult humans, lampreys, amphioxus, and lungfish?4. How does formation of the nerve cord in chordates compare with its formation in

protostomes like annelids and arthropods?

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5. Name two agnathan fishes and explain how they feed as adults since they donthave jaws.

6. Since sharks lack swim bladders, how do they keep from sinking?7. Explain how the swim bladder differs among primitive fish like gars, advanced

teleosts, and lungfish.

8. Where have the two known species of coelacanths been found in the world?9. In what ways was a labyrinthodont such asIchthyostega intermediate between fishand modern amphibians. (What fish-like characteristics did these primitiveamphibians have?)

10. List some advances that freed reptiles from an amphibious life style.11. Why do we think that crocodiles are more closely related to birds than to other

reptiles

ZOO 2010Review for Exam 3

Phyla: Mollusca, Chordata

I. Short Answer and Essay

1. How are pearls formed? What are cultured pearls?2. Describe feeding in a clam. Mention incurrent and excurrent siphons, mucus, cilia,

labial palps.3. How does a pocketbook mussel disperse its offspring and what are the offspring

called?4. Ammonites andNautilus have chambered shells. What function do these chambers

serve?5. Among the cephalopods, the shell has been reduced to varying degrees. Which

cephalopods retain a shell and which have lost it completely? What is the shellcalled in these various groups of cephalopods? Is it external or internal? What is theshell made out of?

6. What are zebra mussels and why are they a problem in the US?7. Describe filter-feeding in Amphioxus. (mention roles of cirri, oral hood, wheel

organ, cilia, pharynx, velum, velar tentacles, endostyle, epipharyngeal groove,mucus, pharyngeal slits, atrium, atriopore).

8. Describe the morphology and function of a notochord. Do any adult vertebrateshave one? What replaces the notochord functionally in most vertebrates?

9. In what ways does a primitive vertebrate such as an ammocoetes larva (larvallamprey) differ from an amphioxus?

10. What do lampreys and hagfish eat. They lack bone, but do they have any teeth?What are their teeth made out of?

11. Why do sharks sink if they stop swimming? What morphological and behavioralcharacteristics keep them from sinking while they swim? How do they use theBernoulli principle to keep from sinking.

12. How does the fin of a ray-fin fish differ from that of a lobe-fin fish?

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13. Primitively, the swim bladder was connected to the digestive tract (the pharynx) bya trachea. What was the evolutionary fate of the swim bladder and trachea inadvanced fishes (teleosts) and in most lobe-fin fish? Why do gars come up to thesurface periodically to gulp air?

14. Labyrinthodonts were the first tetrapods. What were some of their fishlike

characteristics that have been lost in modern amphibians?15. Vertebrates have undergone several major transitions during their evolution. Whatinnovations allowed them to (1) move from being a filter feeder to a fastswimming, active predator, (2) move from water onto land, (3) move into desertenvironments without the need to return to water to breed, (4) invade the air.

16. What preadaptations for flight did therapod dinosaurs possess? Compare thetherapod Caudipteryx to primitive birds likeRahona and modern birds.

17. In what ways have birds reduced their mass to make flying easier.18. What is the Bernoulli principle and how do birds make the most of the Bernoulli

effect?19. Give examples of some gliders and parachutists. How do these groups of animals

differ; in what part of the world do most of them live and why?20. Describe how feather morphology relates to function.21. Why do ducks fly in a V; why do vultures circle above rock outcrops.22. Contrast the morphology of the wings of birds, bats, pterosaurs, and insects. For

the first three, make a table with three columns: (1) is wing membranous orfeathered, (2) how have they achieved forearm stability? (3) what happened to thefingers (=digits)?

23. Contrast the relative lengths of hand and arm wings of hummingbirds andalbatrosses. How do relative lengths of the wings relate to function (form vs.function)?

II. Vocabulary: Expect a fill in the blank section for vocabulary.III. Matching: For practice, associate words in group a with words in group b:

a. Lepidosauria, Monotremata, Dinosauria, Chondrichthyes, Bivalvia, Archosauria,Aves, Synapsid, Cephalochordata, Marsupalia, Gastropoda, Teleost, Squamata,Cephalopoda, Amphibia, Agnatha, Diapsid, Placental, Ray-fin fish, Urochordata,Anapsid, Osteichthyes, Lobe-fin fish.

b. Clam, Snail, Oyster, Octopus, Nautilus, Abalone, Limpet, Sturgeon, Tunicate,Ostracoderm, Coelacanth, Shark, Platypus, Amphioxus, Lamprey, Caudipteryx,Sting ray, Sea Squirt, Goldfish, Ammocoetes, Hagfish, Conodont, Kangaroo,Chimaera, Gar, Lungfish, Frog, Salamander, Opossum, Caecilian, Turtle, Lizard,Snake, Amphisbaenian, Tuatara, Crocodile, Bird, Echidna, Cat

IV. Phylogeny: You will see a phylogeny of chordates like those presented in class. I mayask you to supply characters to branches of the phylogeny or supply names at the ends ofbranches. Practice making phylogenies ahead of time. You might put all the characters in alist and them add them to a tree you copy from your notes with just the names on it. Thentry the reverse: add names to a tree of characters. Finally, try drawing the entire tree withcharacters from memory.

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ZOO 2010Trip to Everglades for Extra Credit

Visitors coming from the Miami area and points north may take the Florida Turnpike(Route 821) south until it ends, merging with U.S. 1 at Florida City. Turn right at the first

traffic light onto Palm Drive (State Road 9336/SW 344th St.) and follow the signs to thepark. Go past the Ernest Coe visitor center; pay $10/car to enter the park, and drive downto the Royal Palm Visitor Center and Anhinga Trail. We will meet in front of the visitorcenter and begin a walk along the Anhinga trail at 10:00 AM sharp. Youll be able toreturn home shortly after dark. Remember that this trip is for extra credit and you donthave to go.

During the trip, you will make a list of species that you see. I will help you identify them.The list will include the speciess name, distinguishing characteristics, and observations.Example:

Species: Snowy EgretCharacteristics: White wading bird with distinctive black legs and yellow feetObservations: small flock of about four feeding in shallow pool; two pairs nesting near

pond had 4-5 chicks.

What to Bring:

Sunscreen

Insect repellent

Notepad

Pen

Comfortable Shoes

Recommended:

Binoculars: If youve been planning to buy a pair, nows the time! I use a pair ofwaterproof Bushnells 8 X 42. They cost about $40. If you buy a pair, choose somewhere the higher number divided by the lower number is close to 5.

Camera

Water bottle

Snacks

Field Guide to Birds: I strongly recommend the Sibley guide

Visit http://www.nps.gov/ever/eco/lists.htm to obtain checklists of birds, mammals,reptiles, and amphibians of the everglades

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Keys Marine Lab Trip

Directions: You must arrive at or before 11:00 AM or you will miss the boat. Take USHwy 1 to Long Key (before Marathon). The Keys Marine Lab is on the highway at milemarker 68.5 across from a post office. If you reach a restaurant called Little Italy, you have

gone too far (although this is a good place to stop for breakfast).

Bring:

Sunburn Prevention Stuff: sunscreen, hat, sunglasses

Bathing suit and a change of cloths; towel

Water bottle

Mask, Snorkel, and Fins. If you have your own snorkel gear, bring it. The KMLhas limited supplies and will check them out to students who dont bring their own.Do not bring scuba gear (tanks, fins, etc.)

Notepad, paper, and pen

INSECT REPELLENT

Optional: camera, binoculars, guides to marine invertebrates and fish, snacks,drinks (non alcoholic)

Schedule:11:00 AM: meet in front of Keys Marine Lab office11:15 PM: depart on boats3:00-4:00 PM: return4:00-5:00 PM: break for dinner/rest5:00-7:00 PM (or later if you like): observe and identify marine creatures in KML wet lab.

Contact information:

If you have problems of any sort, first try to call my cell phone (305-519-9544).You can also call the KML office at 305-664-9101. See you there!

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Field Trip Participation AgreementAssumption of Risk

1. I (please print full name) ______________________________________________

understand that field trips are an outdoor learning activity and that certain known andunknown inherent risks may exist in relation to this unique activity.

2. I understand that some risks may include:

Drowning Extreme temperature andweather conditions

Shark Attack

Attack from other animals

Heat exhaustion/heat stroke

Serious bodily injury Motion Sickness

Stings or bites from animals Physically difficult conditions

Allergic or toxic reactions to animals

and plants

Risk of bee stings and insect

bites Sunburn Death from any of the aforementioned

Emotional Distress

3. I understand that field trips are operated on an optional basis only. I understand that I amfree to NOT participate in the field trip or any PART of the field trip I do not want to. Iunderstand that I will be fully supported in my choices.

4. I understand that safety rules will be discussed and it is my responsibility to ensure that Iunderstand and follow all safety guidelines.

5. I understand that it is my responsibility to inform (in writing) faculty coordinating thefield trip of any and all physical limitations, liabilities, or injuries including but notlimited to neck and back problems, heart problems, recent surgery, allergies, inability to

swim, and any other medical situations.6. I understand that Broward College, its staff, employees, independent contractors, and

associates shall not be held liable or responsible in any way to me for bodily injury,illness whether mental or physical, property damage or loss, accidental death. The termshereof shall serve as a release and assumption of risk for myself and all members of myfamily. Should Broward College or anyone acting on its behalf be required to incurattorneys fees to enforce this agreement, I agree to indemnify and reimburse them suchfees and costs.

7. Specifically exempted from this release are any injuries caused by the gross negligenceof any Broward College staff as it specifically relates to field trip procedure.

8. I HAVE READ, UNDERSTOOD, AND ACCEPTED THE CONDITIONS STATEDHEREIN

________________________________ _______________________Participant Date

________________________________ _______________________Witness Date

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