WEST BENGAL STATE UNIVERSITY Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011 The following curriculum is to give students, teachers and examiners of the WBSU a guideline regarding the scopes and approach of study of each topic included in the Part I syllabus for the BSc. Honours course in Zoology. The students are expected to read the suggested text books thoroughly for each topic and then may expand their knowledge base with the help of reference books or internet sources. Questions patterns in the university final examinations will demand such reading habits for good results.

1st Year : Part I Paper I : Diversity of Animals and Animal Behaviours (Theory; Full Marks 100)

Module No. and name Marks allotted

Suggested teaching hours

Topics, scopes and suggested text books or internet resources Suggested textbooks/ website resources

ZH101: a. Introduction to the kingdoms of living organisms b. Introduction to Protozoans

10

2 Introduction to the modern classification of living organisms into Kingdoms (latest classifications of five and six kingdom systems, see http://en.wikipedia.org/wiki/Kingdom_(biology) ), magnitude of diversity of living organisms: estimated species richness of different taxa (Pechenik, annex, also see http://www.eoearth.org/article/biodiversity and http://cnx.org/content/m12174/latest )

Wikipedia, http://www.eoearth.org/article/biodiversity http://cnx.org/content/m12174/latest

3 Introduction to the Protozoans: Classifications and examples : Preliminary introduction to different Protozoan phyla with examples -briefly mention the salient features only (as in Pechenik)

Pechenik, J.A., Biology of Invertebrates, TMH, 2002 Rupert, E.E., R.S. Fox and R.D. Barnes, Invertebrate Zoology: A functional Evolutioanry Approach, Thomson, 7th Ed, 2004

4 Special topics on Protozoans :Contractile vacuoles; Structures of cilia; Reproduction in a typical Paramoecium; (as in Pechenik)

ZH102: a. Non-Chordates : Diversity and classification b. Non-chordates- diversity in structures and functions

15 14 Diversity of species (just the estimated number of species included in the group) and classification of non-chordates: Poriferans, Cnidarians, Ctenophorans, Platyhelminths, Aschelminths, Annelids, Molluscs, Echinoderms, Arthropods (upto subclass)- Mention only salient features to distinguish a taxon and prominent representatives of a taxon as examples; Rotifera, Bryozoa, Hemichordata-only salient features of the Phyla; –(chapters on these groups in Pechenik)

20 22 -Body planes and symmetries, coelom, deuterostome vs protostome- only preliminary ideas (Pechenik, p6-13) -Polymorphisms in Cnidaria– forms and symmetry in solitary individuals, forms in colonial individuals (Rupert et al. p112-116) -Coral Reef: types and formation, distribution, conservation significance (see http://en.wikipedia.org/wiki/Coral_reef ) -Torsions in Gastropods (Pechenik, p217-218) -Cyclomorphosis in Rotifers (Pechenik, p194-195) -Excretion in invertebrates with special reference to flame cells, nephridia, coelomoducts and malpighian tubules (in chapters on Platyhelminths, Annelids, Arthropods in Rupert et al. and in Pechenik) -Gas exchange by gills and trachea in Arthropods – only introduction to the gas exchange organs and brief outline of the mechanism of gas exchange in major groups (in chapters on Arthropods in Rupert et al. and in Pechenik) -Water vascular system and haemal system in Echinoderms: a brief outline (Pechenik, p478-480) -Brief overview of invertebrate larval forms (Pechenik, p544-552)

1st Year : Part I

Module No. and name

: Paper I : Diversity of Animals and Animal Behaviours (Theory; Full Marks 100) WEST BENGAL STATE UNIVERSITY Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011 1st Year : Part I Paper I : Diversity of Animals and Animal Behaviours (Theory; Full Marks 100)

Marks allotted

Suggested teaching hours

Topics, scopes and suggested text books or internet resources Suggested textbooks/ website resources

ZH103 : a. Chordates –diversity and their classifications b. Chordates-diversity in structures, functions and distributions

15

13

Chordate Classifications : Subphyla Cephalochordata and Urochordata (only salient features of the subphylum and mention prominent groups as representatives of the taxon) Subphylum Vertebrata : Up to orders (salient features to distinguish each taxon and mention prominent groups as representatives of each order, for birds and mammals only names of the orders and representative groups belonging to an order (following Kardong, )

Kardong, K. V., Vertebrates, 3rd ed., TMH ed.2002

20

22

- Feeding in Cephalochordates and Urochordates (as briefly outlined in Kardong, between p61-67) - Larval form and metamorphosis in Ascidians (Kardong, p59-62) -Experimental analysis of function of a vertebrate structure: study of feeding strike of a venomous snake (Kardong, p41-43) -Biting, venom delivery and feeding in viperid snakes (Pough, p311-314 and in Kardong, p43, 262-265, 504, 517) -General features of vertebrate integument and its specialization with reference to exoskeletons (Kardong, p223-230) -Evolution of aortic arches in vertebrates: the archetype and its modifications (Kardong, p454) -Evolutionary trend in vertebrate brains – brief outline of the evolutionary modifications of cerebrum in different vertebrate groups (Kardong, p638-648) -Tripartite concept of kidney organization (Kardong, p532-534) - Ruminant stomachs -Digestive tract specializations as fermentation chambers in herbivore mammals (Kardong, p516, 523-526) - Dentition : different types and examples (Kardong, p491-501); -Vertebrae : different types and examples (Kardong, p287-289)

Kardong, K. V., Vertebrates, 3rd ed., TMH ed.2002 Pough et al., Vertebrate Life, 6th ed., Pearson LPE, 2003

Formatted

Formatted

ZH104 : Animal Behaviour

20

15

-Tinbergen’s four questions on studying animal behaviour : different approaches to study animal behaviour (Manning and Dawkins, p1-7) - Definitions and examples of– habituation, instinctive behaviour, supernormal stimuli, FAP, imprinting and other programmed learning, social learning or cultural transmission (Taylor, Green and Stout, Manning and Dawkins, p41, 88, 113, 258) -Social animals: advantages and disadvantages of living in a group (Chapman and Reiss, p80-83); -examples of social animals and brief outline of their social structures –Lion, hanuman langur, Roapalidia (social wasp), army ants, termites, naked mole rats as examples. (Chapman and Reiss, p80-92, Gadagkar, p 23-28, 109-122) -Definition and examples of altruism- for example, alarm calls by Belding’s ground squirrels, problems to explain it in terms of simple natural selection (Chapman and Reiss, p80-92, Gadagkar, p 61-63, 87-88); Eusociality : definition and examples (Gadagkar, p 61-63); Units of selection – including the concept of selection at gene, group and Kin levels – just introductory idea (Chapman and Reiss, p80-92)

Manning, A. and M. S. Dawkins, M.S. An Introduction to Animal Behaviour, Cambridge Univ. Press, Indian Ed. Chapman, J.L. and M.J. Reiss Ecology : principles and applications Cambridge LPE Gadagkar, R. Survival Strategies Universities Press Taylor, Green and Stout Biological Sciences Cambridge LPE

Paper I : Total 100 95

WEST BENGAL STATE UNIVERSITY Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011 1st Year : Part I Paper II : Evolution and Preliminary knowledge for quantification in biology (Theory; Full Marks 50) Module No. and name

Marks allotted

Suggested teaching hours

Topics, scopes and suggested text books or internet resources Suggested textbooks/ website resources

ZH 201 : Evolution

35

32

- Rise of evolutionary theories: the historical outline- conflict between creationists’ idea and evolutionary theories, Lamark’s theory, Theories proposed by Darwin and Wallace, modern form of Darwinian theory including modern syntehesis (Futuyma, p1-17, Ridley, p1-20) -H-W theorem and its significance in evolutionary biology (knowledge both derivation and applications required at preliminary level, only diallelic loci, sex linked locus excluded), calculating gene frequencies for H-W and non-H-W populations (very simple problems only) (Ridley, p91-100), Variations in natural populations- natural heritable variations as revealed by morphological and molecular studies (e.g. polymorphic loci studied by gel electrophoresis / DNA analyses ( see Futuyma, 97-99, Ridley, 77-81) - Nature and actions of Natural selection – evolution of industrial melanism in Biston betularia as example, Genetic Drift, Gene flow and Mutation Rates (only definitions and outlines of these processes, details of nature of actions by each and mathematical models not necessary) ) (Ridley, p103-105, ) Critical concepts

-Recent knowledge about hominid evolution -a brief outline ( see

(only preliminary and brief discussions)- -Application of the concept of adaptation- precise definition of adaptation in evolutionary sense, critique of `adaptationist program’ (Futuyma, p251-258) -Trends in the evolution of modern horses- outlines only (Taylor, Green and Stout, p890-891) -Measurement of rates of evolution – with the example of equine teeth including allometry (Ridley, p553-556) -Punctuationist vs. gradualist mode of evolutionary changes (Ridley, 565-573) -Heterochrony – as a process of macroevolution, just definitions of the heterochronic processes and examples , including Neoteny and Progenesis (Kardong, p195-197) - Process of speciation: concept of reproductively isolated species and models of speciation- Allopatric, Sympatric and Parapatric models ( preliminary ideas only) (Ridley,p425-440)

http://en.wikipedia.org/wiki/Human_evolution )

Futuyma, D. Evolutionary Biology Sinauer Asscts. Ridley, Mark Evolution Blackwell Taylor, Green and Stout Biological Sciences Cambridge LPE

ZH202 : Preliminary knowledge for

15

8 Logarithm, Matrices, Permutation and Combination, Probabilities : just preliminary concept and only very simple problems to be worked out (same chapters from any high school level Mathematics text book)

Any high school level Mathematics text book

quantification in biology

10 Graphical representation of data- bar chart, histograms, scatter plots, pie charts, Discrete and continuous variables-examples, Normal distribution (mathematical characterizations not required), Mean, Mode and Median, Standard deviation, Variance and Standard error, Simple Correlations, concept of hypothesis testing, Tests for goodness of fit- Chi-square, Student t-test for comparing means of two small samples from normal populations

Bailey, N.T.J Statistical Methods in Biology Cambridge LPE Zar, J.H. Biostatistics Pearson LPE

Paper II : Total 50 50 WEST BENGAL STATE UNIVERSITY Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011 1st Year : Part I Paper III : Practicals (Full Marks 50) Module No. and name

Marks allotted

Suggested teaching hours

Topics and scopes of practical Objectives, scopes and suggested source for study materials

ZH 301 : a. Morpho-anatomical studies

5

12

Study of distinctive characters in the external morphologies of To give students an idea about the diversity in external forms, in general, and salient morphological features of specific animals commonly found around us. Students should learn to study and draw sketches of these features on the spot. In cases, live or preserved specimens are not available, study should be based on good quality coloured photographs. In case of live specimens, the animal could be studied unharmed by keeping it in a well-aerated aquarium/glass jar/box and released to its natural habitat after the study.

- Crab- body divisions and shells, male-female identification by external feature, appendages, eyes Prawn- body divisions and appendages, eyes and eyestalks Achatina, Pila, Lamellidens- shells Honeybee- body parts, worker bee’s pollen sac, stings, Spider- body parts and appendages, Leech- anterior and posterior suckers, clitellum Sea star- body symmetry, oral and aboral surfaces, tube feet Dogfish- mouth, snout, gills, fins, clasper/cloaca, Flatfish- body shape and surfaces, positions and modifications of mouth, eyes, Rohu, Mystus- body shapes, mouth and barbels, fins Toad and frog- body shapes, limbs and digits , House lizard and Garden lizard- body shapes, tails, limbs and digits, Checkered keelback and Russel’s viper- scales, head, teeth pattern , Pigeon- names of the different parts of the plumage, beak, legs and digits, Bat – adaptive modifications in limbs

To minimize, destruction of natural populations of animals, number of specimens should be shared by a group of students than each having one or more individually.

b. Study of exoskeletons

3 9 Study of exoskeletons : fish scales (ctenoid, placoid and cycloid); feathers (different types found in a pigeon)

c. Study of skeleton and identification of skulls

5 12 Skeleton of a guinea-pig; Skulls of- toad, garden lizard, venomous and non-venomous snakes, bird, dog (identification and pointing out not more than 3 most distinguishing features)

c. Dissecting the body to reveal anatomical peculiarities

10 45 In cockroach: digestive system, nervous system, male and female reproductive systems; In Tilapia/Oreochromis: urino-genital system, brain and vagus distribution, pituitary gland

ZH 302 : Identifying important and common protist and animals

12 36 Mention the systematic position, specimen name and specimen characters (2-3) only for the following animals

In case of unavailability of already preserved specimens, students should be shown good colour photographs of the animal from books or internet sources.

- Paramoecium, Sponge (Scypha and common freshwater sponge), Jelly fish, Obelia colony, Taenia solium, Liver fluke, Ascaris, Nereis, Limnea, Bellamya, Octopus, Cuttle fish, Daphnia, Scylla, Ocypode, fiddler crab, Penaeus, Scorpion, Cerambyicid beetle, Water scorpion, Praying mantis, Aphids, Earwig,, Bumble bee, Potter wasp, Polystes wasp (common yellow wasp), sea-star, sea cucumber, sea-urchin, sea-lily, Balanoglossus, Ascidia, Amphioxus, Petromyzon, Myxine, Sting Ray, Flying fish, Monopterus cuchia, Caecilian, Tree frog, Salamander, Axolotl larva, Varanus, Ptyas, Naja, Russel’s viper, Bandicoot, Mus musculus, Flying fox, Pippistrel bat

ZH 303 : Outdoor animal study

5 Field trips to any locations suitable for watching animals in their natural habitats and natural moods as much intensively as possible (for example, watching surface swimming insects in a stream or pond, ants and other insects foraging on ground and in the plants, grazing herbivores in a forest patch, the activities of inter-tidal fauna in estuary, bird watching in village groves , watching behaviours in a troupe of macaques or langurs etc.). Students should be trained to locate and observe fauna in natural habitats, observe their behaviours and to take notes and draw sketches. They must note down their own observations and draw sketches in a field diary.

Students should be trained to locate and observe fauna in natural habitats, observe their behaviours and to take notes and draw sketches. There is no restriction in selecting locations of such study, it could even be a nearby suitable localion (for e.g. a wetland with rich natural flora and fauna in the neighbouring locality).

Formatted

Actual field diary is to be submitted during the final examination

Lab notebook an field diary

5 Actual working in situ notes and sketches have to be submitted, drawing copied from books or other printed sources would be discredited. The field diary should also include actual field observations and sketches.

Students should submit in the lab note book at least 10 sketches on from each of module ZH 301 and ZH 302

Viva voce 5 5-10 questions to be asked from the practical syllabus of the present paper Paper II : Total 50 114 Statutory note: Teachers must take active initiative to minimize killing of wild animals, avoid purchase, collection, harming or killing of any scheduled or protected animal.

Formatted

Formatted

Formatted