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ZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOK PART 1
ii Name: ___________________________________________ Date: _________________
ZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOKZOOLOGY RESOURCE BOOK PART 1PART 1PART 1PART 1
WRITTEN AND COMPILEDWRITTEN AND COMPILEDWRITTEN AND COMPILEDWRITTEN AND COMPILED
FOR THE WOODLAND HILLS SENIOR HIGH SCHOOLFOR THE WOODLAND HILLS SENIOR HIGH SCHOOLFOR THE WOODLAND HILLS SENIOR HIGH SCHOOLFOR THE WOODLAND HILLS SENIOR HIGH SCHOOL
JULY 1996
REVISED AND UPDATED
JUNE 2003 AUGUST 2005
2006-2007 School Year
BY
J. SMERDEL, J. BLASI, AND D. SCHULLER
Revised 2006-2007 By:
J. Vranka & V. Smith
Continuously updated by J. Vranka & B. Booth
iii Name: ___________________________________________ Date: _________________
DEDICATIONS
Smerdel – To my family who “suffered” through all t he agonies of having a Zoology teacher for their wife and mother.
Schuller – To the countless students who have point ed out mistakes over the past four years. Thank You!
Blasi – To the patient students who learned along w ith me my first year. Thank You!
Vranka – To those who decided to take Zoology despi te what others have told you about it!
Smith – To all of my students who learned through a ll the sights and smells of Zoology.
PHILOSOPHY
This Zoology course is based on the idea that all a nimals are important. Our world and existence must be in constant balance with the diversity of animals in which we share the Earth. Each animal h as a role in a complex
web of life that makes its’ survival crucial. All organisms deserve our respect, for if this balance is upset our lives wil l ultimately be affected.
This course is designed for students wanting to per use an academic path, especially in the sciences. Material in this class is unique to other
sciences, and thus presents an opportunity for the hard working student to achieve success. As an elective course, Zoology is designed to guide its
students to become better learners, more responsibl e students, and hopefully more conscience observers of the natural world. It not our intent
to make the course too hard to be successful in; ho wever, we feel that in challenging our students we provide them with a bet ter way to learn,
therefore helping them to becoming better and more productive students.
iv Name: ___________________________________________ Date: _________________
TABLE OF CONTENTS: INTRODUCTORY MATERIALS Course Syllabus.………………………….……………………………………………………..…… 1 Zoology Safety Agreement……………………………………...………………………………..… 5 Pre-Lab Requirements.……………………………………………………………………………... 6 UNIT I – ANIMAL GEOGRAPHY
Animal Trivia……………………………………………………………………………. 7 Animal Geography Powerpoint Notes Sheet……………………………………………. 8 Populations Reading Assignment……………………………………………………….. 9 Populations Expert Sheet……………………………………………………………….. 16 Movie Charts: Biomes………………………………………………………………….. 17
UNIT II – ANIMAL GROWTH AND DEVELOPMENT
Cell Division Notes…………..………………………………………………………… 23 Cell Division Concept Map….………………………………………………………… 26 Cell Division Steps Review Sheet……………………………………………………… 27 Mitosis Labelling Sheet………...……………………………………………………… 28 Cell Division Study Sheet ..……...……………………………………………….…… 29 Tissues Reading Assignment…………………………………………………………... 30 Tissues Expert Sheet………………………………………………………………….... 33 Directional Terminology List…………………………………………………………… 34 Piggy Drawings for Directional Terminology……………………………………..…… 35 Directional Terminology In Your Own Words…………………………………………. 36 Fetal Pig Lab Labelling…………………………………………………………………. 37
UNIT III – CLASSIFICATION & TAXONOMY Classification Powerpoint Notes ……………………………………………………… 44
Classification Study Sheet ……………………………………………………………. 46 Classification Reading Assignment…………………………………………………… 47 Classification Lab …………………………………………………………………….. 51 Classification Lab Pre-Lab…………………………………………………………….. 53 Classification Lab Answer Sheet……………….……………………………………… 54
UNIT IV – PHYLUM PORIFERA Introduction to the Phylum Porifera Powerpoint Notes……………………………….. 56 Classes of Sponges Powerpoint Notes………………………………………………… 58 Porifera Lab/Self Test.………………………………………………………………… 60 Porifera Lab Pre-Lab…………………………………………………………………… 61 Porifera Lab Report……………………………………………………………………. 62 Phylum Porifera Study Sheet……………………..……………………………………. 63 Porifera Study Guide……………………………………………………………………. 64
1 MR. JEFFREY A. VRANKA, M.Ed./MR. BRETT BOOTH
Science Department – Zoology/Biology Teacher Woodland Hills High School
[email protected] / [email protected]
Woodland Hills High School • 2550 Greensburg Pike • Pittsburgh, PA 15221• Phone (412) 244-1100 • Fax (412) 242-2344
ZOOLOGY COURSE REQUIREMENTS The following information is offered to help you to understand my course requirements. Read each section carefully so that you are familiar with these requirements. Also, review these requirements with your parents so that they too are aware of how things operate in this class. You will be responsible for following all instructions written in the course syllabus whether directly stated or not. 1. RESOURCE BOOKS:
It is your responsibility to bring the resource books provided to you to class daily, and to maintain it during the school year. It will become your responsibility to keep your resource book throughout the year. Replacing lost or missing resource books becomes your financial responsibility. 2. NOTEBOOK:
While a notebook would greatly benefit you in this course, one is not required. Due to midterm and final exams, students should keep an organized collection of notes and handouts, as they will be utilized throughout the year. It is preferred that you keep an organized binder or folder for all the supplementary materials. 3. ASSIGNMENTS:
All assigned homework will be collected and graded. Assignments will be completed in blue ink, black ink, or pencil. Any other color ink will not be accepted, and thus not be graded. Assignments may include answering assigned questions, lab preps and reports, outside readings, etc. Pre-lab reports and outside reading assignments must be done in pen. Handouts and final lab reports may be done in pencil. Although not graded directly, reading assignments and studying are considered homework. It is an unwritten rule that you should study your notes each night. Do not procrastinate until the night before a test! This way should you have any questions on the previous day’s notes, you may ask the next day while it’s fresh in your mind.
If you are not in class but you are in school, any assignment due that day should be turned in on time or it will not be accepted (This means field trips, band practices, sporting events, GATE functions, etc.). Please check the Zoology course on-line to view lesson plans, assignments, test reviews, and notes. To check this course on-line, log in to www.whsd.net. Click on the following sequence of words: schools – high school – courses – zoology. All Zoology courses use the same site on-line. Instructions are found on page 6. 4. DAILY OBJECTIVES:
A daily objective will be on the board when you enter the room. Students are encouraged to look at the objective and get prepared for the lesson. A list of homework will also be written on this board. Students should copy this list of homework in their planners in order to be successful in this class.
2 Name: ___________________________________________ Date: _________________
5. LAB REPORTS:
Before beginning any laboratory experience pre-labs may be required to be completed by each student. Pre-labs may vary based on the specific lab exercises. It is our understanding that in order to get the most out of the lab exercise, one should read over the lab prior to entering the laboratory. A pre-lab exercise will ensure that this vital step is taking place. Students not completing the pre-lab as indicated will not be allowed to participate in that that lab exercise, thus occurring a point deduction for the lab. If this occurs the student will have to make up the lab on his or her own time!
Lab experiments are a vital link to the physical world of zoology and what the resource books helps us to discover. Throughout the experiment, a lab report is used to record any important information discovered throughout the experiment. Lab reports should be completed the day of the experiment and turned in the following day unless otherwise noted by the teacher. 6. CLASS PARTICIPATION:
You will earn points for each day you are in class and actively participate. Undesirable behavior will result in deduction of class participation points!! If you have an absence from school, you will lose those participation points. 7. QUIZZES:
These are usually announced and are based on previous classes, labs, and homework, including reading assignments. There may be some pop quizzes. Point value will vary. Quizzes are meant to check to see if the students are keeping up with their assignments at home. 8. TESTS:
Tests are usually broken up into sections, which may include multiple choice, matching, completion, true or false, definitions, and essay or application questions. Point values will vary. You must study for tests. Don’t rely on your other work to determine your grade in zoology. Retakes may occur at the digression of the instructor. 9. PROGRESS REPORTS:
Each student is given a progress report in the middle of each grading period. Parents are asked to sign these progress reports at the end of each grading period. Prior to the parent signature, I will verify their current grade and initial their progress report. This is the perfect opportunity for parents to review their student’s grade. 10. GRADING SYSTEM:
Grades are based on the school grading scale of 90%=A, 80% = B, 70% = C, 60% = D, and below 60% is failing. Your grade is based on all the points you have earned from graded work. These will be added together at the end of the six weeks. Your actual earned point total will be divided by the total possible points and converted into a percentage. 11. MAKE-UP WORK:
Make up work is your responsibility! Failure to make up work you have missed due to illness or absence from class due to activities (band,
GATE, sports, etc.) is a common cause of low grades. Labs, quizzes, and tests should be made up within 5 school days at the digression of the instructor, and according to school policy. All other assignment make-ups will depend on the number of days absent. Exceptions to this time limit would occur if your absence had been lengthy. Requirements not made up will be recorded as a zero.
In-school and out-of-school suspensions are not considered absences. Work is sent to ISS or guidance (in the case of OSS) and you are responsible for having the work completed upon your return. This means you must have someone pick up your work from the guidance office if you are assigned OSS.
3 Name: ___________________________________________ Date: _________________
12. LAB POLICY:
All students will be expected to complete the following parts of a lab which may include: 1. Pre-lab 2. Introduction 3. Chart 4. Self test
• If you refuse to work with your assigned group you will receive a zero for the assigned lab. • If you are absent the day of a lab, you have the option of staying after school within 5 days to
complete the lab or take a zero on the parts you are not able to work on in class. • If you are unable to complete the lab during the allotted class time, you may stay after school to finish
the lab or receive a score based on what you finished. • All lab related sections of an exam still count, regardless of absences. You are responsible for all
missed materials when absent!
13. LATE ASSIGNMENT POLICY: Assignments are due on the date assigned and during regular class time. Late assignments will not be
accepted. Homework is due at the beginning of the period, not in the middle or at the end of the period. Late work will be given a “zero.”
If absent, an assignment will not be accepted once five school days have passed. Allowances will be made for students with an extended illness. If you are not in class, but you are in school, any assignment due that day should be turned in on time or it will not be accepted. 14. TIMES TO SEE ME:
a) Before school starts. b) After school 2:15-4:00 by appointment. c) During prep periods if you have a corresponding free period.
15. GENERAL PROCEDURES:
a) Students will be respectful of the classroom teacher and his/her peers. b) You are responsible for yourself. Use common sense. Don’t blame others. If there is a problem, see me. c) Students must be on time to class. Students must be in their assigned seats before the late bell rings and
prepared for class to begin. A tardy to class will result in the Step process. d) Students will not bring gum, candy, radios or toys to class. e) Students must use proper classroom courtesy – raise your hand to speak. Do not interrupt others.
Everyone will get his or her turn. f) Students should bring pens and books to class daily. Remember – responsibility! g) Students will not be excused from class unless it is an extreme emergency as per the student handbook.
16. A FINAL WORD ABOUT ZOOLOGY: The course of zoology involves the classification, identification, and dissection of a variety of specimens from a number of different phyla of animals. This course is an elective science course; therefore, it will be taught at that level. I believe that if you choose to take this course you should anticipate a great deal work required and participation expected. Due to the pace of this elective course, the depth of the material, and the frequent dissections you will need to have a strong conviction and a positive attitude throughout the year. Those students not wanting to put the work into Zoology will not get the results they desire. Additional Medical Notes of Importance: Students with any known allergies should see a member of the nursing staff before this course begins. Especially important are those students with shellfish allergies. Please consider this before beginning the class.
4 Name: ___________________________________________ Date: _________________
----------THIS PAGE IS AN EXAMPLE. PLEASE SIGN AND RETURN THE COPIED VERSION OF THIS DOCUMENT ASAP!----------
To demonstrate that you have read through and understand the responsibilities of this zoology classroom, sign below. Take this entire resource book home and ask your parents/guardian to review it’s contents and sign below. This is your first graded assignment. Return this signed page to me by ___________________. Respectfully, Mr. Vranka &/or Mr. Booth _______________________________ ___________________________________ (Student – print name) (Parent/Guardian – print name) _______________________________ ___________________________________ (Student Signature) (Parent/Guardian Signature) _______________________________ ___________________________________ Date Date ____________________________________ (Parent/Guardian Contact Number - Home) ____________________________________ (Parent/Guardian Contact Number - Work) ____________________________________ (Parent/Guardian Contact Number - Cell) ____________________________________ (Parent/Guardian Contact E-mail) I am looking forward to a productive and stimulating year with your child and would appreciate your support. Any comments or concerns please list below or contact me via phone or email at any time throughout the year. I will do my best to keep you informed of the progress of your student; however, I need you to continue making sure your student is working up to their ability and more! Contact through e-mail is the quickest and easiest way for us to stay in touch. Progress reports can be sent directly to your e-mail address with hesitation. Therefore, please provide me with a e-mail address, or better yet, send me an e-mail so that we can begin to keep in contact with one another.
5 Name: ___________________________________________ Date: _________________
Science Safety Agreement PLEASE SIGN ON THIS DOCUMENT AND LEAVE IN THE RESOU RCE BOOK!
I WILL: 1. Follow all written and oral instructions given by the teacher. Ask questions, or state concerns, before
beginning a lab procedure.
2. Wear lab appropriate shoes; no sandals, slippers, or open-toes shoes allowed in laboratory exercises.
3. Behave in a manner that will ensure the health and safety of others and myself in the laboratory or
classroom at all times.
4. Use protective devise for my eyes, face, hands, body, and clothing during laboratory activities as
needed.
5. Know the location and use of first aid and fire extinguishing equipment.
6. Refrain from eating, drinking, chewing gum, or applying cosmetics in the laboratory.
7. Keep my work area clean and free of clutter during lab class.
I understand and realize that many accidents are caused by carelessness and being in a hurry. I will come to class
prepared to be responsible so that the safety and welfare of others and myself is not jeopardized.
A Special Note Concerning Contact Lenses:
Contact lenses should not be worn in the laboratory as certain chemical fumes or small particles may
become lodged under the lens. Please be aware of the slight increase in the risk of eye damage for contact
wearers as compared to students in similar situations without contact lenses. All students are required to wear
goggles during procedures that involve the use of chemicals, dissections, or projectiles.
I __________________________________ (Parent/Guardian) have read the above and will give my permission
for ________________________________ (student) to wear contact lenses (with goggles) in science lab.
Parent and Student Responsibilities
Students must know and follow the science safety rules and sign the science safety agreement before
participating in any science labs. Parents must read and sign the science safety agreement acknowledging the
need for their child to follow the safety rules and procedures set out by the contract.
Both parents and students acknowledge that if the student and/or parent refuses to sign the science safety
agreement or the student subsequently refuses to follow the science safety rules and procedures, the student
will be banned from participation in the science labs. The parents and students acknowledge that lack of
participation in the assigned science labs will reduce the student’s grade as determined by the teacher.
Print Student Name: __________________________________ Date: ____________________ Student Signature: ___________________________________________ Date: ____________________ Parent Signature: ___________________________________________ **** Important Notice **** We will be dissecting shellfish in this class, if any student has a shellfish allergy their teacher MUST BE notified. It is preferable to drop the class rather than risk an allergic reaction.
6 Name: ___________________________________________ Date: _________________
How To Access Zoology Course Files
1. Go to http://www.whsd.net 2. Login using your student ID and password. (The login button is in the upper right hand corner) 3. Click on Schools on the left hand side of the page.
4. Click on High School
5. Click on Courses.
6. Scroll to the bottom of the screen and click on Zoology. 7. Click on the relevant topic of study and check out all the files!!
7 Name: ___________________________________________ Date: _________________
ANIMAL TRIVIA GROUP QUESTIONS
THE GROUP WITH THE MOST CORRECT ANSWERS WINS A REWARD.
1. WHAT IS THE LARGEST ANIMAL?
2. WHAT IS THE LARGEST LAND ANIMAL?
3. WHAT IS THE LARGEST FISH?
4. WHAT IS THE LARGEST BIRD?
5. WHAT IS THE LARGEST INVERTEBRATE?
6. WHAT IS THE LARGEST INSECT?
7. WHAT IS THE LARGEST REPTILE?
8. WHAT IS THE SMALLEST MAMMAL?
9. WHAT IS THE LONGEST REPTILE?
10. WHAT IS THE FASTEST MAMMAL?
11. WHAT IS THE FASTEST FISH?
12. WHAT IS THE FASTEST BIRD?
13. WHAT IS THE TALLEST ANIMAL?
14. WHAT IS THE SLOWEST MAMMAL?
15. WHAT IS THE SLOWEST FISH?
16. WHAT ANIMAL HAS THE LARGEST EARS?
17. WHAT ANIMAL HAS THE LARGEST EYES?
18. WHAT IS THE PA STATE GAME ANIMAL?
19. WHAT IS THE PA STATE BIRD?
20. WHAT IS THE PA STATE FISH?
8 Name: ___________________________________________ Date: _________________
ANIMAL GEOGRAPHY A. ______________
• The ______________ is the thin layer of earth where all life is found. Roughly 10 miles wide. • The ____________ is divided in __________
B. BIOMES
• ____________ are parts of the earth that have a ______________ set of characteristics. • Biomes can be divided into _____________ Biomes and ___________ Biomes.
Examples of Terrestrial Biomes: Examples of Aquatic Biomes: C. BIOMES ARE INFLUENCED BY TWO FACTORS. • _____________ • ________ factors • All the ___________ found in that biome.
(animals, plants, and microorganisms)
• _______________ • ___________ factors • _________conditionsof the biome. (climate,
rainfall, soil, minerals, wind, altitude, depth, etc…)
D. INTERSPECIES RELATIONSHIPS • A relationship between two different animal __________. • For example:
o Shark and Remora Fish E. INTRASPECIES RELATIONSHIPS
• A relationship between two animals of the ________ species. • For example:
o Caring for young – in some species. F. PHYSICAL ADAPTATIONS
• ____________ characteristics that an animal has that increases it’s survival. • For example:
o Tusks on a elephant. G. BEHAVIORAL ADAPTATIONS
• Behaviors that an animal exhibits that increases it’s _________. • For example:
o Defending territory o Hunting during the night.
9 Name: ___________________________________________ Date: _________________
Characteristics of Populations Populations are groups of individuals of the same species living in a particular place at the same time.
Populations may differ in their number, patterns of living together, behavior, and organization. All of these
factors are important when considering the interactions of a population with its environment and other
populations.
Density
The number of individuals of a species living in a particular area is the density of that population.
Density is dependent upon many factors, such as danger of predators, the availability of food, water, light, heat,
and nesting places. The density of a population increases when conditions are favorable to the population and
decreases when they are not favorable. You might find 1,000 or more grass plants in a square meter of well-
maintained lawn. In a semi-desert where water is limited, less than 10 grass plants might be found per square
meter. The study of population density and factors that limit it are important in ecology.
Distribution
The arrangement of the individuals of a population in a particular space is called the distribution . While
population density tells us how many individuals exist in an area, distribution tells us how those individuals are
arranged in that area. The patterns of distribution are random, uniform , and clumped:
• In random distribution, organisms occur in no particular order. The appearance of the organism is random
throughout the area without an overall pattern.
• Organisms that are distributed in a uniform manner are spread evenly over an area. No one plant has more or
less of the organisms than any other place.
• Clumped organisms are concentrated at points throughout an area. Clusters may offer the population
protection from enemies, wind, or cold.
Behavior of Populations
An important characteristic of animal populations is their behavior. Animal behavior consists of all
movements that the animal makes: movements of motion, feeding, mating, nesting, and defense. Each animal
population has its own particular set of behavior patterns.
Communication
The survival and well being of an animal population is largely dependent upon the communication among
the members of the population. Through specific methods of communication, members of populations indicate
dominance, submission, the source of foods, the presence of danger, urge to mate, and the limits of territory.
Even simple organisms have developed methods of communication.
Visual Displays - Animals may use visual displays to communicate. A visual display is the way the animal
stands, moves, or shows body coloring. The cobra shows aggressive behavior when the snake arches its back,
10 Name: ___________________________________________ Date: _________________
bares its fangs and displays the neck hood. Some species of animals have special adaptations for communicating
their message. The porcupine fish turns into a ball of quills to tell an enemy to beware. Male birds are often
brightly colored to attract female of their species and to draw the attention of enemies away from the female and
young. The wood duck shows this type of coloration.
Communicating by Sound - Animals may also communicate by making sounds and sometimes combine their
visual displays with sounds. Each call or cry carries its own special message. Even animals such as rabbits and
giraffes, usually thought of as mute, may utter sounds when they are intensely afraid.
Use of Chemicals - Some animals may secrete chemicals, including pheromones. These substances
communicate territorial rights, fear, or a desire to mate. Chemicals can be produced and secreted by specialized
glands or tissues and may be included in urine or saliva. The male lion marks his territory by spraying urine at
points along the outer edge of his territory. The skunk is a well-known example of an animal that secretes
chemicals to communicate.
Physical Contact - To convey concern, hunger, nurturing, play, or aggression animals may use physical contact.
A young bird pecks at the parents’ bill to communicate hunger. Mother animals lick their young to communicate
caring as well as to groom the offspring. A pet cat will rub up against a person to communicate pleasure.
Giraffes use their long necks in struggles for dominance by slowly and forcibly knocking heads and necks.
Animals seldom fight other members of their species to the death. Rather, they fight until one animal admits
defeat by communicating signs of submission or by leaving the area.
Social Behavior and Organization
Another characteristic of populations is their social behavior. This is the interaction of animals among
their own kind. These interactions depend upon communication between the individuals, and all contribute to the
success of the population. Organized social interactions offer the advantages of cooperation in reproduction,
caring for the young, obtaining food, and in defense. A herd of musk oxen form a circle for protection.
Social organization may be very simple or very complex. The simplest social behavior is herding,
schooling, or flocking. In a school of fish, there is safety in numbers. Individuals are less likely to be captured
by a predator while in a school than if alone.
Social organization also aids in reproduction and rearing. For the seal, meeting at the breeding area
makes contact between male and female easier. Baboons live together for such advantages as grooming each
other and caring for the young.
Review It Questions – Characteristics of Populations 1) How do population density and population distributions differ? 2) List the three areas of population distribution and describe each one. 3) List and give an example of each form of communication within animal populations. 4) List the ways that social organization among animal populations helps ensure the survival of the populations. Give
examples of how each way works to the benefit of the population.
11 Name: ___________________________________________ Date: _________________
Community Structure and Function
A single population seldom occupies a given space. Rather numerous species of plants and animals
occupy an area. A community is made up of a number of populations that live together in the same area such as
a pond, a forest, or a meadow. These populations depend on one another for food and shelter. The dynamic
relationships in the community change with and adapt to changes within populations themselves.
Species Diversity and Dominance
Communities differ in species diversity. This means they differ in the number and kinds of populations
that exist in the community. A desert community has different species than a coastal rainforest.
Usually a community has a few populations that are more important in determining the nature of the
community than the others. These dominant species strongly influence the food supply and the environment of
the other species in a forest; the large trees are usually dominant species. A common dominant tree in the eastern
United States is the maple. In Pacific coast forests, dominant tree species are different. In northern California
and southern Oregon, for example, coastal redwoods are often dominant. Large trees dominate forests because
their canopy of leaves over the other population determines how much light is available to the other plants. Also,
their leaves or needles make up much of the litter on the ground and therefore influence the make-up of the soil.
The fallen leaves provide food for sod organisms that cause the leaves to decay. Their trunks and branches are
the places where insects, birds, lichens, mosses, and fungi live. Some of them use the living tree for food.
Habitats and Niches
Every population in a community has its own special place to live within the community. This living
place is known as its habitat. Some populations can live in a variety of habitats, whereas other can only survive
within very limited conditions. For example, rats can live in cities or rural areas. Purple marsh crabs live only in
salt-water marshes. The habitat supplies all of the biotic and abiotic elements necessary for the survival of the
population. The habitat can be considered the population’s address within the community.
Many plants and animals share the same general habitat. The lifestyle of an individual population in the
habitat is known as the niche. Crickets and grasshoppers are closely related insects that live in the same habitat
yet each occupies a different ecological niche. The grasshopper is very active during daylight. It can usually be
found on a plant, its head pointing upward as it feeds on the plant parts. Although the cricket lives in the same
field, it is quite different. During the day, the cricket hides under leaves or plant debris and is usually inactive.
However, the cricket is active at night when it feeds, moves about, and makes sounds. The cricket and the
grasshopper do not interfere with each other’s activities in the same habitat. In general, the niche of an organism
is the total position and function of an individual to its environment.
12 Name: ___________________________________________ Date: _________________
Special Relationships Among Organisms
Living things continually interact with other living things. This interaction may be between individuals
of the same species or between individuals of different species. The types of interactions differ among
populations in a community.
Competition
The amount of food, light, space, minerals, and water that are available in a particular habitat are limited.
As a result organisms are in competition with one another for one or more of these factors. Populations with the
most similar niches will have the most intense competition. Populations may compete directly leading to the
extinction or adaptation of one of the populations. Many animals establish territories within which they live and
which they will defend against others of their species who try to intrude. By staying in their own territories,
competition and combat are lessened. In one area, five species of warblers live together in the same tree. You
can see in Figure 1 below that each warbler has a specific niche, so they do not compete directly for food or
space.
Figure 1: Five different species of warblers living in the same tree, but each with a different niche. From left to right the species are: Cape May, Yellow–Rumped, Black–Throated Green, Blackburnian and Bay–Breasted Warblers illustration from The Birder’s Handbook, ed. Ehrlich, Paul and David Dobson
Predation
The relationship between predators (hunters), and their kill (prey) is called predation. Predators have
developed characteristics that make it easier to capture their prey. Exceptionally keen eyesight has made it
possible for some birds to fly high over the oceans, spot a tasty fish, and dive for their dinner. Prey has also
adapted to avoid capture. Some, such as the chameleon, use protective coloration to blend with their
environment.
Predation is often density dependent. When the population of prey becomes very dense, the individuals
are often weaker due to competition within the population for common resources. Predators then more easily
capture the prey. Predation is a means of reducing an overly large population and controlling its size. It should
be remembered that predation is one of the biotic factors of environmental resistance.
13 Name: ___________________________________________ Date: _________________
Symbiotic Relationships
Symbiosis usually means living together in a close association. Forms of symbiosis differ among
populations in a community.
Mutualism
Oxpecker bird on a rhinoceros
Parasitism Wasp larvae on a caterpillar
Commensalism
Remora fish and shark
Review It Questions – Community Structure and Function 1. Define dominant species and give an example. 2. Define and give an example of the following interactions: parasitism, predation, commensalisms,
competition, and mutualism. 3. Explain the difference between habitat and niche.
When more than one species live together in a close
association that is helpful to both species, the relationship is known as
mutualism. The oxpecker bird and the rhinoceros exhibit this
relationship. The oxpecker receives protection and obtains food from
the ticks and other pests infesting the rhino’s skin. The rhino receives
cleaning and early warning of approaching dangers. Algae and fungi
live together in a mutualistic relationship with lichens. The algae are
able to produce food by photosynthesis. The fungi obtain water and
minerals and provide attachment for the lichen.
Parasitism is a relationship in which one organism, the parasite, spends much or
all of its life living in or on another organism, the host. The parasite is dependent upon
the host for food. The parasite benefits from the relationship and the host is always
harmed. Parasites may bring about the death of their host, but most often they only
weaken their host. Wasp lay their eggs on a caterpillar. As the larvae hatch, they feast on
the caterpillar. Parasitism is a very common symbiotic relationship. Human parasites
include tapeworms, some types of roundworms, lice, ticks, mites, and leeches.
Commensalism
Some organisms live together so that one organism benefits by the
relationship while the other organism is neither helped nor harmed. This type of
relationship is known as commensalism. An example of commensalism is the
relationship between the shark and small remora fish. The remoras attach
themselves to the shark as it swims through the water. When the shark finds food
the remora eat some of the food not consumed by the shark. The remora fish does
not harm the shark, whereas the remora is definitely helped.
14 Name: ___________________________________________ Date: _________________
Population Dynamics: How Populations Change
Populations can change in many ways. They can get larger or smaller. The areas they occupy can
increase or decrease. The role of male to females can vary. Changes in a population occur in response to some
change in the factors that influence that population.
Biotic Potential and Environmental Resistance
Every kind of organism produces more offspring than are necessary for that species to survive. The
maximum reproduction rate of a population, under ideal conditions, is called biotic potential. Biotic potential
assumes that all of the young all live long enough to reproduce. To reach its biotic potential a population must
have all of the food or raw materials, water, and space it needs to survive. It also needs an ideal climate and the
absence of competitors and disease. The age at which an individual is able to reproduce and the number of
young born at any one time influence the biotic potential.
Dramatic examples of biotic potential can be calculated. If a pair of houseflies produced one generation
every two weeks, they could have 391,000,000 descendents at the end of one year. Some bacteria divide about
every 20 minutes. At this rate, 72 generations could be produced in 24 hours. The number of individuals
produced would be enough to cover the entire surface of the earth to a depth of over 20 centimeters.
Populations do not reach their biotic potential. Many factors influence the growth rate of a population.
Environmental resistance is the name given to the collection of factors that reduce the growth rate of a
population. The advantage of a high biotic potential, such as that of the housefly, is to counteract the effects of
environmental resistance.
Biotic and Abiotic Factors That Influence Population Growth
Factors that influence population growth are either biotic or abiotic. Biotic factors are living organism or
their characteristics. Examples of biotic factors that influence a population are: the presence of predators (or
hunters), the food supply, the density of the population itself, the biotic potential of the species, and disease.
Abiotic factors are nonliving physical elements in the environment. Abiotic factors include temperature,
humidity, water, light, soil, slope, air, and wind.
In the case of the housefly, one reason that it does not reach its biotic potential is that its predators are
numerous. Not only is it an important food supply for other insects and birds, but it is so annoying to humans
that fly swatters, electronic zappers, and other means reduce the population.
Density Dependent and Density Independent Factors
Another way to think about the factors that influence population growth is to group them as either density
dependent or density independent. Density-dependent factors influence a population differently if the
population is crowded than if it is not crowded. Biotic factors are usually dependent on the density of the
population. The effects of predators, disease, and competition vary with the concentration of the population. For
example, a disease spreads more rapidly through a crowded population than through a sparse one. The loss of a
15 Name: ___________________________________________ Date: _________________
food source affects a crowded population severely, because each individual has less area available in which to
seek another food supply.
Abiotic factors, the factors in the environment which are not directly associated with living things,
influence population growth by changes in temperature, humidity, availability of air, water, light, soil conditions,
rate, and the slope of the environment. These factors influence all populations regardless of their density and are
said to be density-independent. A forest fire affects the food supply and shelter of all organisms in the area
whether they are five together grouped closely or scattered apart.
Carrying Capacity
The number of individuals of a population in a particular area can support in terms of space, food, and
shelter is the carrying capacity of the area. The interaction of biotic potential and environmental resistance
tends to hold most populations at a fairly stable level that matches the carrying capacity of the area.
Humans sometimes disturb the natural interplay of biotic potential and environmental resistance. People
make changes in the environment or attempt to control the environment in order to increase the environmental
resistance against organisms they do not want. These changes alter the carrying capacity of the area. Then the
land area and the food supply it contains are reduced if all members are to have enough food to survive. This is
happening with the concentrated swan. Their numbers are decreasing as humans eliminate available food supply
and living area through the destruction of marshlands.
Review It Questions – Population Dynamics: How Populations Change
1.) Define biotic potential and explain why it can be useful to living organisms. 2.) List the abiotic and biotic factors of environmental resistance. 3.) Define density-dependent factor and density-independent factor give an example of each. 4.) Under normal conditions what is the result of the interaction of biotic potential and environmental
resistance?
16 Name: ___________________________________________ Date: _________________
EXPERT SHEET - CHARACTERISITCS OF POPULATION A. PART 1 1. What factors increase or decrease population density? 2. Give three examples of distribution. 3. What types of information can be communicated through visual displays? 4. Give three examples of social interactions between animals. B. PART 2 1. What is a community? 2. How does a niche compare to a habitat? 3. What is symbiosis? 4. Fill out following chart. What do they have in common? How are they different? Example
Mutualism
Parasitism
Commensalism
C. PART 3 1. Why do most populations not reach biotic potential? 2. What are density dependent factors? Give an example. 3. What are density independent factors? Give an example. 4. What is carrying capacity? How do humans change it?
17 Name: ___________________________________________ Date: _________________
CHARACTERISTICS BIOME:
ABIOTIC FACTORS
1. 2. 3.
4. 5.
TYPES OF ANIMALS
1. 2. 3.
4. 5.
PHYSICAL ADAPTATIONS
1. 2.
BEHAVIORAL ADAPTATIONS
1. 2.
INTERSPECIES RELATIONSHIPS
1. 2.
INTRASPECIES RELATIONSHIPS
1. 2.
CHARACTERISTICS BIOME:
ABIOTIC FACTORS
1. 2. 3.
4. 5.
TYPES OF ANIMALS
1. 2. 3.
4. 5.
PHYSICAL ADAPTATIONS
1. 2.
BEHAVIORAL ADAPTATIONS
1. 2.
INTERSPECIES RELATIONSHIPS
1. 2.
INTRASPECIES RELATIONSHIPS
1. 2.
18 Name: ___________________________________________ Date: _________________
UNIT II: ANIMAL GROWTH & DEVELOPMENT
AND ANIMAL SYSTEMS
19 Name: ___________________________________________ Date: _________________
CELL DIVISION NOTESCELL DIVISION NOTESCELL DIVISION NOTESCELL DIVISION NOTES
CELL DIVISION • Necessary for ___________ and ___________ • Two major processes of cell division. • Left side – ___________ • Right side - ___________ MITOSIS • Occurs in ___________ cells. Basically all your cells except the ___________ cells. • Contains a ___________ set of chromosomes. (2n) ___________. • The (n) value depends on the organism. In humans, (n) is equal to ___________. • Results in two ___________ daughter cells. The Cell Cycle has 5 stages • ___________ -- not part of mitosis • ___________ -- this stage and below are all part of mitosis • ___________ • ___________ • ___________ Interphase • Chromosomes form thin strands called ___________ which has DNA
in structures called ________________. • Can be divided into three phases: G1, S, and G2. • Cell spends most of its time in interphase What is a chromosome?
20 Name: ___________________________________________ Date: _________________
Prophase • The ___________ divides and aids in spindle formation. • The chromatin reforms into ________________.
Metaphase • Chromosomes line up at the ___________. Anaphase
• The CHROMOSOMES ___________. • The centrioles pull the chromosomes to opposite ends of the cell.
Telophase • The SPINDLE FIBERS and CENTRIOLES ___________. • Result in a ___________ (2n) number of chromosomes. • Process of _______________. MEIOSIS • Occurs in ___________ cells (egg and sperm) • Contains a half set of chromosomes. (n) ___________. • Results in ___________ different cells. • Germ cells unite to form a ___________ (fertilized egg) Meiosis has 8 stages • Meiosis I – CHROMOSOMES carry
___________ ___________ and separate. They line up as ___________. (which are pairs of chromatids)
Meiosis has 8 stages • Meosis II – The CHROMATID PAIRS
___________. • ___________ cells are finally formed. • Each cell is a ___________ (n) Meiosis • In females, the process of meiosis is called ___________. It results in one large egg cell and three small polar
bodies. • In males, the process of meiosis is called _____________________. It results in four equal sperm cells.
21 Name: ___________________________________________ Date: _________________
ASEXUAL CELL DIVISION • The two major types of asexual cell division are ___________ and ___________ ___________. • Binary fission is the splitting ___________ ___________ where budding is when the young ___________ off the adult. • Both result in a ___________ DAUGHTER CELLS. Similar as in Mitosis.
What is a zygote? • A ____________ is a _________________ _________. • A ___________ goes through stages of ___________. • You will need to know the following stages: • 1. ______________ – four cell stage
Stages of Cleavage cont.
• 2. ___________ – A hollow ball made out of a single layer of cells. Stages of Cleavage cont.
• ___________ – The hollow ball folds in on itself to form three layers of cells/tissues.
THREE EMBRYONIC TISSUE LAYERS 1. ________________ – gives rise to the ___________ and ___________ system. 2. ______________ (Entoderm) – gives rise to the ___________ ___________. 3. ______________ – gives rise to the ___________, ___________, and ___________. Additional Notes:
22 Name: ___________________________________________ Date: _________________
CELL DIVISION FLOW CHART
NECESSARY FOR ____________________ AND __________________
____________________
Occurs in _________________ cells.
Results in _________________
Has __________ stages.
1. INTERPHASE Chromosomes form thin strands called _________________ which has DNA in structures called _________________. 2. ____________________ - The ______________ divides and aids in spindle formation. 3. ____________________ - Chromosomes at middle. 4. Anaphase – The ______________________ separate. 5. ___________________ - ___________________________ disappears. Results in a ______________ (2n) number of chromosomes.
___________________
Occurs in _______________ cells.
(Eggs and Sperms)
Results in _________________.
Germ Cells that meet to form ______________.(Fertlized egg)
Has _________ stages.
1. MEIOSIS I - ______________________ carries
genetic information and separate. They line up as ____________________. (Which are pairs)
2. MEIOSIS II - _________________ divide. ______ Cells are finally formed. Each cell is ____________. (n)
ASEXUAL CELL DIVISION
_________________________________ __________________________________ Splitting
Results in a _____________________________________.
23 Name: ___________________________________________ Date: _________________
24 Name: ___________________________________________ Date: _________________
Mitosis Labelling Sheet
Directions: Label ALL of the appropriate structures on the numbered boxes provided below.
1. 2. 3.
4. 5.
6.
7.
8.
9.
Animal Cell Mitosis
25 Name: ___________________________________________ Date: _________________
CELL DIVISION STUDY SHEET 1. What is mitosis?
2. List the four phases of mitosis in order?
3. Where is DNA located in the cell?
4. What makes up a chromosome in the late phase of prophase?
5. What structure disappears or dissolves at the end of Prophase?
6. Where are the spindle fibers located?
7. What happens to the chromatids in anaphase?
8. What reforms in telophase?
9. What is meiosis?
10. What is oogenesis?
11. What is a tetrad?
12. When is a polar body formed?
13. What is spermatogenesis?
14. What are the two major types of asexual reproduction.
15. What is a zygote?
16. What are the three embryonic tissue layers? What do they form?
26 Name: ___________________________________________ Date: _________________
Tissue, Organs, and Systems Groups of cells of a similar structure which perform specialized functions are called tissues. Specialization
of the multicellular forms in evolution, then, is partly a matter of tissue differentiation. In the bodies of
vertebrates, and even in the invertebrate forms, several kinds of tissues are found.
A further specialization, or organization, of the various tissues into organs, is met with in the higher plants
and animals. The heart, for example, consists of several kinds of tissues built into a structural and functional unit.
The liver, kidney, stomach, and glands are examples of organs, each of characteristic shape and internal
combinations of several tissues.
Finally, we have the organization of organs into unified systems. The digestive system, for example, is
composed of many organs: the esophagus, the stomach, the intestines, and all the associated glands. The
circulatory system includes the heart and the blood and the lymph vessels. The nervous system includes nerves,
the spinal cord, and the several structures comprising the brain.
Kinds of Cells and Tissues
The various types of cells constituting the tissues of the body possess the general features common to all
cells; but each kind has, in addition, certain structural modifications associated with specialization of function.
The characteristic structural features, which distinguish the various types of cells and tissues, are studied in detail
in the important branches of the science of anatomy called cytology and histology.
A. Epithelium – The Covering Tissue
Figure 1: Types of epithelium. Photo courtesy of http://www.willamette.edu.
This is made up of cells which may be thin and flat, or tall and
columnar, or any shape intermediate between the two. Epithelial
tissue may be a single layer in thickness, or it may be composed of
several layers of cells. It is the covering and lining tissue. It
covers the exposed surfaces of the body – the skin, the eyes, the
lips; it also lines the cavities, tracts, vessels, and ducts in the
interior of the body. It lines the digestive tract, the blood vessels,
the abdominal and chest cavaties, the ducts of glands, as well as
making up the secretory cells of glands. In any case, the defining
characteristic of epithelial tissue is that one of its surfaces is
usually “free,” exposed either to the exterior of the body or to the
cavity of a hollow structure.
27 Name: ___________________________________________ Date: _________________
B. Connecting and supporting tissue
Figure 2: Connective tissue.
Photo courtesy of
ww.drbio.cornell.edu.
Bones and cartilage (“gristle”) are living tissues, composed of living cells which are capable of
manufacturing the extracellular, rigid components of the tissues. It is these cellular products consisting largely of
calcium and phosphorus compounds, which give bone and cartilage their properties of rigidity and strength, and
upon which depends their more obvious functions.
Figure 3: Fat “signet”
rings. Photo courtesy of
www.uoguelph.ca.
C. Muscle – The Contracting Tissue
There are three variations of muscle tissue: striated muscle, smooth muscle, and cardiac muscles. Striated
muscles are those which move the body parts. Smooth muscles are found in the internal organs and blood vessels.
Cardiac muscles make up the heart. Striated muscle is composed of bundles of long, thin, cylindrical fibers,
arranged parallel to one another, varying in both thickness and length. Each fiber is an organization of several
cells whose substance (sarcoplasm) has fused into a single unit, each fiber is multinucleate (having more than one
nucleus). The term striated is derived from the fact that under the microscope one sees alternate light and dark
Under this heading is grouped a variety of cell having a common embryonic
origin. These tissues are characterized by the large amount of extracellular, or
nonliving, materials they contain. The connective tissue proper is made up of
spindle-shaped cells. These cells have the peculiar property of manufacturing long,
fibrous strands containing the important protein collagen, which makes up the bulk
of the tissue. The fibers are interlaced with one another, giving the tissue a tough,
fabric-like consistency. The tissue also possesses a degree of elasticity, which
varies with the numbers of elastic fibers included in it. Connective tissue, as the
name implies connects the cells of the body to one another and binds together the
tissues of all the organs. It is to be found almost everywhere in the body. It binds
the nerve and muscle fibers of nerve trunks or muscles into compact bundles and
holds together the cells of the internal organs.
Fat tissue is composed of specialized cells which have the ability to take up fat and
store it as a single globule within the interior of each cell. The bulk of the cell is
simply inert fat, with the living components, including cytoplasm and the nucleus,
compressed to a thin covering surrounding the fat droplet. This gives the cell the
appearance of a signet ring when seen under a microscope. Fat cells are bound
together into a more or less well-knit structural mass by connective tissue. Fat is
found especially under the skin, and much of it is located in and about internal organs.
28 Name: ___________________________________________ Date: _________________
cross-striations, arranged at right angles to the long axis of the fiber. It is also called skeletal muscle because, by
means of attachements to bones, contractions of these muscles move the parts of the skeleton.
Figure 4: Type of muscle tissue.
Photo Courtesy of www.agen.ufl.edu
D. Nerve – The Conducting Tissue
Early in embryonic development, it is possible to detect a differentiation of the multiplying cells into three
groups. Ectoderm is the outer layer, from which the skin is derived, for example. The endoderm, or inner layer,
gives rise to the lining of the alimentary canal (or digestive system) and its glands. Developing from the
mesoderm, or in between layer, is the great bulk of the body of an adult man; including muscle, bone, blood, and
blood vessels.
There are certain cell groups of mesodermal origin, in addition to bone and fat, in which the constituent
cells are not bound together into a closely knit tissue. Examples of these are the blood and lymph cells, and cells
possessing ameboid properties, which wander about the tissues of the body engulfing foreign particles. These help
defend the body against certain infectious diseases by engulfing and destroying the invading bacteria.
The characteristics structural feature of nerve cells, or neurons, is
the extension of long, thin processes, called dendrites and
axons, from the main body of the cell. Bundles of these
extensions make up the nerves of the body and the nerve
pathways in the brain and spinal cord. Many variations of this
general structural cell plan are to be found in various parts of the
Figure 5: Neuron, with dendrites and axons labeled.
Smooth muscle is so named because of the absence of
cross striations. It is, therefore, also called unstriated muscle.
The cells comprising it are spindle-shaped; the long axes of
adjacent cells are parallel to one another, so that a contraction
of each cell results in a shortening (and thickening) of the
group of cells constituting the tissue.
The heart, or cardiac, muscle somewhat resembles
striated muscle in appearance, having similar light and dark
striations. In its mode of action, it is intermediate between
striated and smooth muscle.
29 Name: ___________________________________________ Date: _________________
Tissues Expert Sheet
A -- Epithelium Tissue
1. What kind of tissue is epithelium?
2. What does epithelium cover?
3. Give three structures that are lined by epithelium?
4. What characterizes epithelium?
B -- Connective and Support Tissue
1. What characterizes both connective and support tissue?
2. What is the function of connective tissue?
3. What three things do connective tissue bind?
4. What do the cells of bone and cartilage manufacture?
C -- Muscle Tissue
1. What are the three varieties of muscle tissue and where are they located?
2. What does the term “striated,” mean?
3. Why is smooth muscle called unstriated?
4. How does the cardiac resemble striated?
D -- Nerve Tissue
1. What are neurons?
2. What the extensions of neurons called?
3. What makes up nerves and pathways in a body?
4. What do ectoderm, mesoderm, and endoderm form?
30 Name: ___________________________________________ Date: _________________
Directional Terminology
1. Aboral – Away or opposite to the mouth; usually dorsal.
2. Anterior – toward the front or head end, opposite of posterior.
3. Asymmetry – Irregular arrangement of body parts around a central point; not mirror images.
4. Bilateral Symmetry – Has left and right sides that are approximately mirror images.
5. Caudal – Towards the tail.
6. Cephalic – Of or relating to the head; opposite of caudal.
7. Cranial – The skull, pertaining to the skull.
8. Cross section – A section that is cut along the width (or middle) of a structure.
9. Deep – Structures away from the surface of the body; the opposite of superficial.
10. Distal – Away from the point of attachment or origin.
11. Dorsal – Relating to the back or top side of an animal.
12. Frontal – Front part of an animal; parallel to dorsal and ventral.
13. Lateral – Toward the side; opposite of medial.
14. Medial – Toward the sagittal plane or center of the body; the opposite of lateral.
15. Median – Located in or near the sagittal plane.
16. Oral – Relating to the mouth.
17. Peripheral – Toward the outer surface.
18. Posterior – The hind part (rear) of the body; the opposite of anterior.
19. Proximal – Toward the center or point of attachment; the opposite of distal.
20. Radial Symmetry – Arrangement of body part symmetrically around an axis.
21. Sagittal plane – Any longitudinal plane passing from the head to the tail. The midsagittal
plane bisects a bilateral animal into two symmetrical halves (mirror images).
22. Superficial – Located near the surface of the body ; the opposite of deep.
23. Transverse Plane – Any plane perpendicular to the sagittal and frontal planes. Sections of the
body cut on a transverse plane are called cross sections.
24. Ventral – Relating to the belly or underside; the opposite of dorsal.
31 Name: ___________________________________________ Date: _________________
Instructions: Draw your pig in the three different views, then label each view with the appropriate directional terms. Ventral View (anterior, peripheral, posterior, lateral, cross-section cut, medial)
Dorsal View (midsagittal plane, transverse plane, cranial)
Lateral View (frontal, caudal, proximal, distal, cephalic)
32 Name: ___________________________________________ Date: _________________
Summarize Directional Terms in your own words!!! This will provide a more personal approach to these terms. 1. _________________________________________________________________________________________
2. _________________________________________________________________________________________
3. _________________________________________________________________________________________
4. _________________________________________________________________________________________
5. _________________________________________________________________________________________
6. _________________________________________________________________________________________
7. _________________________________________________________________________________________
8. _________________________________________________________________________________________
9. _________________________________________________________________________________________
10. _________________________________________________________________________________________
11. _________________________________________________________________________________________
12. _________________________________________________________________________________________
13. _________________________________________________________________________________________
14. _________________________________________________________________________________________
15. _________________________________________________________________________________________
16. _________________________________________________________________________________________
17. _________________________________________________________________________________________
18. _________________________________________________________________________________________
19. _________________________________________________________________________________________
20. _________________________________________________________________________________________
21. _________________________________________________________________________________________
22. _________________________________________________________________________________________
23. _________________________________________________________________________________________
24. _________________________________________________________________________________________
33 Name: ___________________________________________ Date: _________________
34 Name: ___________________________________________ Date: _________________
sex of your pig: ________________ length (mm) of your pig: _________ age of your pig:_______________
number of teats: _________ pairs of teats: ____________
physical adaptations:
behavioral adaptations:
35 Name: ___________________________________________ Date: _________________
36 Name: ___________________________________________ Date: _________________
XXXXXXXXXXXX
Digestive and Respiratory System of the Fetal Pig
37 Name: ___________________________________________ Date: _________________
Urogenital System of a Male Fetal Pig
38 Name: ___________________________________________ Date: _________________
Urogenital System of a Female Fetal Pig
39 Name: ___________________________________________ Date: _________________
UNIT III: CLASSIFICATION & TAXONOMY
40 Name: ___________________________________________ Date: _________________
Classification of Organisms
Taxonomy �The assignment of a _____________ name to each of the groups in a _____________ system. Animal Systematics �What is systematics?
–The study of the kinds and diversity of _____________ and the _____________ relationships among them. Three schools of Systematics �1. _____________ _____________: Grouping based on evolutionary relationships. Homologous and analogous relationships are both important. �2. _____________: Grouping also based on evolutionary relationships. Only homologous relationships are important. �3. _____________ _____________ : Grouping based on math models and the number/proportion of characteristics per animal. Classification System (Modern) �Seven levels of _____________ (taxa) (Domain) �1. _____________ �2. _____________ �3. _____________ �4. _____________ �5. _____________ �6. _____________ �7. _____________ Classification System (Modern) �Taxa begin with the _____________, _____________ groups to the _____________, more _____________ groups. 5 Kingdoms (recently updated to 6) 1. _____________ -- old group a. Eubacteria b.Archaebacteria) 2. _____________ 3. _____________ 4. _____________ 5. _____________ Binomial Nomenclature – Universal Naming system �A scientific name of an organism contains two parts. The first name is the _________ name and the second name is the ________ name. �Here are some simple rules in writing a scientific name:
1. The first letter of the Genus name must be _____________. 2. The first letter of the species name is ___ capitalized. 3. Both names must be _____________ or _____________.
41 Name: ___________________________________________ Date: _________________
Evolutionary Relationships �_____________ features: characteristics/structures that have a _____________ origin but different _____________.
–Ex. Evolutionary Relationships �_____________ features: characteristics/structures that have _____________ origins but the same function.
–Ex. Common Classification Terms �_____________ : a structural map of _____________. Used to place an animal into the correct group by successfully _____________ choices. Common Classification Terms �_____________ the layout of an animal’s body
1. _____________ : no noticeable pattern or shape, irregular 2. _____________ _____________ : circular or tubular pattern. Cut halves look similar.
3. _____________ _____________ : Left side a mirror image of the right side down a longitudinal plane. Common Classification Terms �Body Cavities
1. _____________ – no body cavity 2. _____________ – (false body cavity) an unlined body cavity
3. ______ _________ - a body cavity lined with peritoneum.
Common Classification Terms �_____________ systems
1. ___ _____ ________ _________: only has one opening (mouth) for food to enter and wastes to exit. 2. ___ _____ ________ ________: have two openings (mouth, anus) for food to enter and wastes to exit.
Common Classification Terms �_____________ systems
1. ______ _______ : has blood vessels that are not interconnected. Blood empties into cavities or sinuses. 2. ______ _______ : has blood vessels that are interconnected in which blood continuously flows.
Common Classification Terms �_____________
1. _____________ pressure – body fluids support body 2. _____________ – skeleton covering body tissue. 3. _____________ – body tissue covers the skeleton.
Common Classification Terms �_____________
1. _____________ : attached to one place; rarely move 2. _____________ : able to move but lack control of direction 3. _____________ : able to control movements.
42 Name: ___________________________________________ Date: _________________
CLASSIFICATION STUDY SHEET
1. Define taxonomy and systematics.
2. List the three schools of systematics.
3. What are the two parts of the scientific name of an organism?
4. What is a key?
5. What are the three types of symmetry and how do they differ?
6. What are the three types of body cavities and how do they differ?
7. What are the two types of digestive systems and how do they differ?
8. What are the two types of circulatory systems and how do they differ?
9. What are the three types of skeletal systems and how do they differ?
10. What are the three ways used to classify movement and how do they differ?
43 Name: ___________________________________________ Date: _________________
CLASSIFICATION OF ORGANISMS
One of the characteristics of modern humans is our ability to communicate with a spoken language.
Language not only allows us to communicate, but it also helps us encode and classify concepts, objects, and
organisms that we encounter. To make sense out of life’s diversity, we need more than just names for organisms.
A potpourri of over a million animal names is of little or no use to anyone. To be useful, a naming system must
reflect the order and relationships that arise from evolutionary processes. Systematics is the study of the kinds
and diversity of organisms and the evolutionary relationships among them. These studies result in the description
of new species, and in the organization of animals into groups (taxa) based on degree of evolutionary relatedness.
Taxonomy is the assignment of a distinctive name to each of the groups in a classification system.
A Taxonomic Hierarchy
Our modern classification system is rooted in the work of Karl von Linne (1707-1778). His system, called
binomial nomenclature, is still used today. Von Linne recognized that different species could be grouped into
broader categories based on shared characteristics. A group of animals that shares a particular set of
characteristics forms an assemblage called a taxon. For example, a housefly (Music domestics), although
obviously unique, shares certain characteristics with other flies (the most important of these being a single pair of
wings). Based on these similarities, all true flies form a logical, more inclusive group. Further, all true flies share
certain characteristics with bees, butterflies, and beetles. Thus, these animals form an even more inclusive
taxonomic group: they are all insects.
Von Linne recognized five taxa. Modern taxonomists use those five and have added two other major taxa.
They are arranged hierarchically (from broader to more specific): Kingdom, Phylum, Class, Order, Family, Genus,
Species. Even though Linne did not accept evolution, many of his groupings reflect evolutionary relationships.
Morphological similarities between two animals are often the results of common evolutionary history. Thus, in
grouping animals according to shared characteristics, von Linne grouped them according to their evolutionary
relationships. Ideally, members of the same taxonomic group are more closely related to each other than to
members of different taxa. Above the species level, there are not precise definition of what constitutes a particular
taxon. Disagreements as to whether a species should be grouped into the same taxon or different are common.
Nomenclature
Do you call freshwater crustaceans crawdads, crayfish, or crawfish? Do you call a common sparrow an
English sparrow, or a house sparrow? The binomial system of nomenclature brings order to a chaotic
world of common names. There are two problems with common names. Most common names vary
from country to country, and from region to region within a country. Some species have literally
hundreds of different common names. Biology transcends regional and national boundaries, and so must
the names of what biologists study. Second, many common names refer to taxonomic categories higher than the
species level. A superficial examination will simply not distinguish most kinds of pillbugs (class Crustacea, order
44 Name: ___________________________________________ Date: _________________
Isopoda) or most different kinds of crayfish (class Crustacea, order Decapoda). A common name, even if one
recognizes it, often does not specify a particular species.
The binomial system of nomenclature is universal, one always knows what level of classification is
involved in a description. No two kinds of animals are given the same binomial name, as required by the
International Code of Zoological Nomenclature, therefore, the confusion caused by common names is avoided.
TAXONOMIC CATEGORIES OF A HUMAN AND A DOG:
Taxon
Human Dog
Kingdom Animalia Animalia
Phylum Chordata Chordata
Class Mammalia Mammalia
Order Primates Carnivora
Family Hominidae Canidae
Genus Homo Canis
Species sapiens familaris
When writing the scientific name of an animal between kingdoms based on cellular organization, the genus
begins with a capital letter, and the species designation is italicized or underlined because it is Latinized. Thus,
scientific name of humans is written Homo sapiens, and abbreviated as H. sapiens.
KINGDOMS OF LIFE
The earliest system of classification included two kingdoms: plant and animal. This system must have
seemed natural because most animals encountered by the early taxonomists were assigned to one of these two
categories. Certain technological advances, especially the refinement of microscopes, have shown that many
organisms do not fit neatly into either the plant or the animal kingdom. Euglena, for example, is a single-celled
organisms that moves through the water and lacks rigid cell boundaries (animal-like characteristics), yet it has
chloroplasts and can carry out photosynthesis (a plant-like characteristics), yet it has chloroplasts and can carry out
photosynthesis (a plant-like characteristic). Similarly, what should be done with bacteria and fungi?
The advent of the electron microscope, a very powerful microscope used to see tiny cellular organelles,
allowed scientists to discover two fundamentally different kinds of cells. Even though bacteria and cyanobacteria
(blue-green algae) had been considered plants their cells are prokaryotic, that is, they lack a membrane-bound
nucleus and other membranous organelles. All organisms except the bacteria and cyanobacteria are eukaryotic.
In the 1960s, a system of classification that uses five kingdoms gained widespread acceptance. It
distinguishes all organisms based on cellular organization and mode of nutrition. According to this system,
members of the kingdom Monera are the bacteria and the cyanobacteria. They are distinguished from all other
45 Name: ___________________________________________ Date: _________________
organisms by on characteristic – they are prokaryotic. Members of the kingdom Protista are eukaryotic and many
others. Members of the kingdom Plantae are eukaryotic, multicellular, and photosynthetic. Plants are
characterized by walled cells and are usually non-mobile. Members of the kingdom Fungi are also eukaryotic and
multicellular. Like plants, they have walled cells and are usually non-mobile. Fungi are distinguished from plants
by mode of nutrition. They digest organic matter extracellularly (outside of the cell) and absorb the broken down
products. Members of the kingdom Animalia are eukaryotic, multicellular and feed by ingesting other organisms
or parts of other organisms. Their cells lack cell walls and they are usually mobile.
In recent years, the five-kingdom classification system has been challenged by new information regarding
the evolutionary relationships among the monerans and protests. Much of the information comes from molecular
studies of RNA from bacteria and protists. Some biologists have advocated splitting the moneran and protist
groupings in multiple kingdoms. At the other extreme, some biologists have suggested that there should be three
kingdoms – two for the major groups of monerans and one for all eukaryotic organisms.
Animal Systematics
As in any human endeavor, disagreements have arisen in animal systematics. These disagreements revolve
around methods of investigation and whether or not data may be used in describing distant phylogenic
relationships. Three contemporary schools of systematics exist.
Evolutionary systematics is the oldest of the three approaches. It is sometimes called the “traditional
approach,” although it has certainly changed since the beginnings of animal systematics. Evolutionary systematics
believe that the order of the animal kingdom is a result of evolution, and that their goal as systematists is to
reconstruct evolutionary pathways. Results of the work of these systematists are frequently portrayed on
phylogenic trees, where organisms are ranked according to their evolutionary relationships. A basic assumption is
that organisms closely related to an ancestor will resemble that ancestor more closely than they resemble distantly
related organisms. Two kinds of similarities between organisms are recognized. Homologies are resemblances
that result from common ancestry. An example is the similarity in the arrangement of bones in the wing of a bird
and the arm of a human. Analogies are resemblances that result from organisms adapting under similar
evolutionary pressures. The latter process is sometimes called convergent evolution. The similarity between the
wings of birds and insects is an analogy.
Numerical taxonomy emerged during the 1950s and 1960s and represents the opposite end of the spectrum
from evolutionary systematics. The founders of numerical taxonomy believed that the criteria for grouping taxa
had become too arbitrary and vague. They tried to make taxonomy more objective. Numerical taxonomoists use
mathematical models and computer-aided techniques to group samples of organisms according to overall
similarity. There is no attempt to distinguish between homologies and analogies. Numerical taxonomists admit
that analogies exist. They contend, however, that it is sometimes impossible to tell one from the other and
analogies will be overshadowed by the numerous homologies used in analysis. A second major difference
46 Name: ___________________________________________ Date: _________________
between evolutionary systematics and numerical taxonomy is that numerical taxonomists limit discussion of
evolutionary relationships to closely related taxa.
Phylogenic systematics (cladistics) represents a third approach. As is true for evolutionary systematics,
cladists believe that the goal of systematics is the reconstruction of animal phylogenic relationships. Cladists
differentiate between homologies and distinguish between homologies that are derived from a remote common
ancestor and those or more recent origin. Cladists contend that the latter are more useful in phylogenetic studies
because they are more likely to be retained in all members of a give group. For example, mammals are
characteristically have hair, three middle ear bones, and mammary glands. These characteristics are relatively
recently derived from a common ancestor and fairly constant within this class. Other characteristics, such as
pharyngeal gill pouches and postanal tail, are shared with distant ancestors and are sporadically observed.
Because it is very difficult to identify unique characteristics in distantly related organisms, cladists concentrate on
describing the evolutionary relationships among closely related groups.
REVIEW: To answer these questions, read the entire reading and then answer the questions.
1. What is animal systematics?
2. What are the two parts of a scientific name?
3. What format should be used when writing species names in a term paper?
4. What does it mean when one says that our classification system is hierarchical?
5. Why are common names inadequate for scientific purposes? Give two reasons.
6. List the taxa used in modern times. (List from broadest to the most specific.)
7. Who was von Linne (Linneaus), and what did he system did he create?
8. What is taxonomy?
9. How did von Linne group animals?
10. What are the five kingdoms and give one example of each.
11. What are the three different types of systematics?
12. What is a homology? What is an analogy? How are they different?
13. Give two reasons how evolutionary systematics and numerical taxonomy differ?
14. What is the goal of cladistics?
15. Which type of phylogenetic relationship do cladists find to be more useful? Why?
47 Name: ___________________________________________ Date: _________________
ANIMAL CLASSIFICATION LAB
For work in Biology, it is essential to have the proper scientific name of the animal or plant with which
you are working so that the experiment can be repeated by another scientist, perhaps at a distance, using
essentially the same materials and organisms. It would not be sufficient, therefore, to simply say that one worked
on a crayfish. There are over 200 species of crayfish in the United States alone. In order to make sure that the
work can be repeated, it is necessary to specify what particular species of crayfish should be employed.
Therefore, precise naming of animals is invaluable in all branches of biology. In the earlier days of naming
animals, the science was called taxonomy, which meant merely the assigning of names. In the present, we speak
of it as systematics, involving not only the assigning of names but also the arrangement of animals in a logical
systematic order that shows their relationship to one another.
Purpose:
The purpose of this exercise is to familiarize you with methods of classifying animals and of identifying
animals whose names are already in existence. In this study we should also become familiar with the great
diversity within the animal kingdom and come to appreciate some of the relationships between the various groups
of animals.
Procedure:
Animal classification relies principally on external morphology. Review in your resource book the
relationship of the terms homology, implying evolutionary similarity and a common embryonic origin, and the
word analogy, which implies superficial resemblance. In classification, the greater the number of homologous
structures two animals have in common, the more closely they are regarded as related.
In this exercise, while we will not attempt to give names to animals, we will attempt to find names that
have already been given. The simplest method of locating the name of an unknown animal is by the use of an
appropriate key. A key is literally a structural map of a phylum, class, genus, species, and other taxonomic unit. It
operates by successfully eliminating choices until the correct choice is reached. It is obvious that the more
detailed a key is, the more accurate it is and the smaller the systematic unit will be in which the key will place an
animal. Therefore, in dealing with the following simple keys no provision is made for occasional exceptions to
the rule. Keys are available in a great number of books for practically every existing group of plants and animals.
However, as the use of a specialized key involves a great deal of specialized terminology, our keys will be
necessarily simple. You will find that the simpler the key the greater the chances of error, for one word or a brief
statement will not be sufficient for identifying all the animals in a give phylum, class or order.
Using the representative animals available to you, identify the phylum to which each belongs. Remember
that in each couplet of the key you will find either that the animal belongs at that point or that you go on to the
next number until it is properly described. Complete the chart at the end of this lab, using the appropriate key with
the labeled trays.
48 Name: ___________________________________________ Date: _________________
KEY A – A simple key to classify organisms into the major Phyla
1. Microscopic – Phylum Protozoa 1a. Visible to the unaided eye – go on to # 2 2. Holes and sac-like – Phylum Porifera 2a. No holes – go on to # 3 3. Body two layered sac, one opening, tentacles – Phylum Coeloenterates (or Cnidaria) 3a. Body now a sac or with two openings, 3 layers or more – go on to # 4 4. One opening to the digestive tract, very flat – Phylum Platyhelminthes 4a. Two openings to the digestive tract – go on to # 5 5. Radially symmetrical – Phylum Echinodermata 5a. Bilaterally symmetrical – go on to # 6 6. Nonsegmented worm – Phylum Nematoda 6a. Segmented or with shell – go on to # 7 7. With a shell – Phylum Mollusca 7a. Segmented – go to # 8 8. Legless – Phylum Annelida 8a. With appendages – go to # 9 9. Exoskeleton – Phylum Arthropoda 9a. Endoskeleton – Phylum Chordata
KEY B – Key to Classes of the Phylum Arthropoda
1. Wormlike adult with many body segments and with one or two pairs of legs per segment – Class Myriapoda 1a. Non-wormlike adults: fewer body segments – go on to # 2 2. Two pairs of antennae: marine or aquatic, has gills – Class Crustacea 2a. One pair of antennae or none: terrestrial or freshwater – go on to # 3 3. Four pairs of legs (meaning eight legs total) – Class Arachnida 3a. Three pairs of legs (meaning six legs total) – Class Insecta
KEY C – Simple key to the Classes of the Phylum Chordata
1. Fins or no appendages, marine or aquatic, fish or fish-like – go on to # 2. 1a. Legs, wings, or flippers, but not fins as appendages, mostly terrestrial – go on to # 3. 2. Slimy, scaleless skin, no paired appendages and reduced fins, no jaws, snakelike – Class Cyclostomata 2a. Leathery skin with small scales, predominant fins, sharp teeth, jaws, no true bones – Class Chondricthyes 2b. Scaly skin with prominent scales, jaws and true bones – Class Osteichthyes 3. No scales, feathers, or hair – Class Amphibia 3a. Scales, feathers or hair – go on to # 4. 4. Scales – Class Reptilia 4a. Feathers – Class Aves 4b. Hair – Class Mammalia
49 Name: ___________________________________________ Date: _________________
CLASSIFICATION LAB ANSWER SHEET
Directions: Record all answers from the classification lab.
COMMON NAME SCIENTIFIC NAME
PART 1: GENERAL CLASSIFICATION (KEY A) PHYLUM
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
PART II: ARTHROPODS (KEY B) CLASS
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
PART III: CHORDATES (KEY C)
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
50 Name: ___________________________________________ Date: _________________
CLASSIFICATION PRE-LAB QUESTIONS
These questions must be answered in order to take part in the lab!!! You must get these pre-lab questions initialed before you
begin the lab, or you WILL NOT receive credit for the lab!
1. Why is having a proper name important to biological studies?
2. What was the science of naming called in it’s earliest days?
3. What is the science of naming called now?
4. Why did the name change?
5. What is the purpose of this lab – in your own words?
6. What does animal classification rely on?
7. What does the term homology mean?
8. What does the term analogy mean?
9. If two animals have share many homologies, what does this mean about their evolutionary relatedness?
10. What is a key?
11. How does a key work?
12. Which provides a greater chance of error, a simple key or a complex key? Why?
Teacher Sign Off: _______________________ Date: ___________
51 Name: ___________________________________________ Date: _________________
UNIT IV: PHYLUM PORIFERA
52 Name: ___________________________________________ Date: _________________
Introduction to the Phylum Porifera Notes
Finally, the first animal phylum!!!
What do you think of …What do you think of …What do you think of …What do you think of …
•When you hear the word “sponge?”
Sponge… the animal …can look like this…Sponge… the animal …can look like this…Sponge… the animal …can look like this…Sponge… the animal …can look like this…
Sponges are placed in their own phylum for two major reasons.Sponges are placed in their own phylum for two major reasons.Sponges are placed in their own phylum for two major reasons.Sponges are placed in their own phylum for two major reasons.
•Their body is covered with numerous
_________ which are called ___________.
•They lack ________________ that is found in other animals.
So…what is there to know about a sponge?So…what is there to know about a sponge?So…what is there to know about a sponge?So…what is there to know about a sponge?
•Sponges are ____________.
•They are ______________ ___________________.
•They are typically found in ______________, ___________ waters among _____________.
What are they made out of?What are they made out of?What are they made out of?What are they made out of?
•The sponge is supported by structures
called _______________.
•The spicules are covered by a _______________
____________________.
•Four different cells are attached to the material. They are:
1. 2. 3. 4.
How does it feed?How does it feed?How does it feed?How does it feed?
•Well…we mentioned it was a ___________ __________________.
•The sponge uses special cells called _____________________ to bring in ________ and catch the __________.
53 Name: ___________________________________________ Date: _________________
How does it feed?How does it feed?How does it feed?How does it feed?
Why are sponges important?Why are sponges important?Why are sponges important?Why are sponges important?
•Sponges are good indicators of __________, _____________ ____________ and a healthy ______________. They are very sensitive to __________________.
•Sponges also provide _____________ for many other _______ ________________.
Why are sponges important…to us?Why are sponges important…to us?Why are sponges important…to us?Why are sponges important…to us?
•Real sponges used to be used for everything that we now use synthetic sponges for… like ___________ and
__________________.
•Natural sponges are still sold.
Interesting Sponge FactInteresting Sponge FactInteresting Sponge FactInteresting Sponge Fact
•Sponges have the ability to recognize other sponge cells. •Why is this interesting?
•Because you can pass a living sponge through a silk mesh (separates it into individual cells).
•When you put the individual cells back together it reforms into a sponge!!!
Sponges are colorful animals.Sponges are colorful animals.Sponges are colorful animals.Sponges are colorful animals.
AddiAddiAddiAdditional Notes:tional Notes:tional Notes:tional Notes:
54 Name: ___________________________________________ Date: _________________
Classes of Sponges and Sponge Anatomy Notes
Classes of Sponges
� There are three different classes of sponges: – – –
Canal Systems
� Canal systems refer to method of ________________ throughout the sponge.
� There are three different types of canal system: – ________________ (________________)
• Water enters spongocoel by incurrent openings of the pore cells. Cells lining the spongocoel absorb the nutrients and oxygen and left over water is expelled through the osculum. – ________________ (________________)
• The body wall is folded, accomodating more pores without increasing the size of the sponge. – ________________ (________________)
• This canal system is extensively branched, and thus more complex.
Calcarerous Sponges
� Sponges of the class ________________ are known as calcareous sponges. � Their specific characteristics include:
– are usually ________________ (4” in height). – Found in ________________ waters – Skeletons are made up of separate ________________ of calcium carbonate.
Calcaerous Sponges
� There are two different varieties: – ________________
• These are the simplest sponges that have a simple canal system. – ________________
• These contain an advanced canal system. – There are also calcareous sponges that have a ________________ canal system.
Simple Canal System
Advanced Canal System
Complex Canal System
55 Name: ___________________________________________ Date: _________________
Class Hexactinellida � This class is commonly known as ________________ sponges. � Their specific characteristics include:
– Skeleton consists of six-pointed ________________ fused in a geometric pattern. – Found in deep, ________________ waters. – Possess an ________________ canal system.
Class Demospongia
� This class contains that ________________ number of sponges. � They are also the most ________________ sponges, often used as ________________ products. � Their specific characteristics include:
– Skeleton consisting of ________________ (________________) fibers, silicon dioxide, or a combination of the two. • It is the elastic nature of the skeleton that makes them ________________.
– They possess a ________________ canal system. Sponge Anatomy
� Sponges have the following types of cells: – ________________ cells – line the outside of the sponge. – ________________ Cells – Which extend through the body wall of the sponge to allow water in. – ________________ Layer – The middle layer of the body wall that is jelly-like and contains mobile
amoeboid cells. – ________________ Cells – mobile cells that move around the sponge, secrete spicules, and are
responsible for digestion. • ________________ – are the calcium carbonate structures that are imbedded in the
body wall of the sponge to support it. – ________________ Cells – Line the internal cavity (spongocoel), and have flagella used to catch food
particles.
56 Name: ___________________________________________ Date: _________________
PORIFERA LABPORIFERA LABPORIFERA LABPORIFERA LAB
Materials: o Disposable Pipette (Droppers) o Sponge Spicules o Sponges o Mortar & Pestal (if sponges are available)
o Compound Light Microscope o Slides o Cover Slips
Procedures: Depending on whether sponge spicules or sponges are available there are slightly different procedures for this lab. If only Sponges are available: 1. Obtain all materials. 2. Crush up sponges using the mortar & pestal. 3. Add water to crushed sponges. Follow this procedure for both sponges or sponge spicules: 4. Using a pipette, obtain a small amount of sponge spicules (crushed up
sponge) and place 2 drops on a slide. 5. Drop the cover slip on the slide starting with the cover slip at a 45° angle,
and dropping slowly onto slide to avoid air bubbles. 6. Starting with the microscope on LOW POWER (Red objective lens) focus
the slide using the COURSE FOCUS KNOB (the larger focus knob). 7. If needed, and the slide is in focus, use a higher power objective to view the
spicules. a. REMEMBER:
• DO NOT USE THE COURSE FOCUS KNOB!! Only use the fine focus knob. • DO NOT ATTEMPT TO FOCUS WHILE LOOKING THROUGH THE SCOPE, this could result
in cracking the slide. • Turn nosepiece clockwise to get to higher power objective. (Higher power objective are longer than
lower power objectives.) • To calculate total magnification, multiply the # on the objective by the # on the eyepiece. • If there is any confusion as to how to use the microscope, ask for help!!
SELF TEST
1
2
3
4
5
6
7
8
9
10
57 Name: ___________________________________________ Date: _________________
PORIFERA PREPORIFERA PREPORIFERA PREPORIFERA PRE----LAB QUESTIONSLAB QUESTIONSLAB QUESTIONSLAB QUESTIONS
These questions must be answered in order to take part in the lab!!! You must get these pre-lab questions initialed before you begin the lab, or you WILL NOT receive
credit for the lab! All questions except question #9 are worth 1 point.
1. If using sponges, what are the extra steps for?
2. How do you prepare a wet mount slide?
3. What objective lens do you start out on with a microscope?
4. When is it okay to move from a low power to a higher power objective?
5. When is it appropriate to use the course focus knob? When is it essential to use the fine focus
knob?
6. Which knob is the course focus, and which is the fine focus?
7. Why shouldn’t you use the focus knobs while looking at your slide with the microscope?
8. How do you calculate the total magnification?
9. Label the parts of the microscope below. The stage clips are not labeled on the picture from the
procedures page. BUT, YOU SHOULD KNOW IT FROM BIOLOGY!!! (Each label = ½ point)
Teacher Sign-Off: ___________________________ Date: ___________
58 Name: ___________________________________________ Date: _________________
PORIFERA LAB REPORT PORIFERA LAB REPORT PORIFERA LAB REPORT PORIFERA LAB REPORT
Please read the procedures outlined on pg. 60 in the resource book. Background Info: Answer the following questions in complete sentences using your sponge notes:
1. What are the three major types of sponges and how are they different from each other? 6 points
2. What are the three types of canal systems found in sponges? 3 points Results: Write the results from the procedures in the corresponding spaces in the results. 3. Drawing of Spicules. Need to label: title; magnification; triaxon spicules, and monaxon spicules. Remember, your pictures should be as accurate as possible as they are scientific drawings!! 6 points
4. SELF TEST FOR SPONGES from page 60. Use your Sponge Anatomy Notes. 10 points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
59 Name: ___________________________________________ Date: _________________
PHYLUM PORIFERA STUDY SHEETPHYLUM PORIFERA STUDY SHEETPHYLUM PORIFERA STUDY SHEETPHYLUM PORIFERA STUDY SHEET
INTRODUCTION TO THE PHYLUM PORIFERA) 1. List some characteristics that all sponges share. 2. What is the habitat and the niche of sponges? 3. How are sponges supported? 4. What are the four different types of cells found in sponges? Give their function and location. 5. Describe how sponges feed. Explain how they get their food in and out of their bodies. Include specific cell
types in your answer. 6. Why are sponges important? 7. How can the sponge’s ability to recognize other sponge cells be useful to it?
CLASSES OF SPONGES (21 points) 8. What are the characteristics of the class Calcaria? Give two examples.
9. How do Leucosolonia and Sycpha differ?
10. What is a spongocoel?
11. Describe the advanced canal system.
12. Describe the skeleton of the glass sponge. What is the name of this class?
13. What is the name of the bath sponge? Why?
14. What is present in Demospongia to give it a “spongy” nature?
15. What is a leuconoid type of canal system?
16. Name two types of cells in the outer layer or sponges.
17. What is the gelatinous layer? What is located in this area?
18. What are spicules? Where are they located?
19. What makes up spicules?
60 Name: ___________________________________________ Date: _________________
*** You should be studying from your resource book readings & questions, porifera notes, and all related labs (Porifera).***
1. Know the location & function of the following sponge cell types:
a. Collar Cells b. Epidermal Cells (aka covering cells) c. Amoeboid Cells d. Pore Cells
2. Know sponge habitat and niche. This includes where they live (be specific, not just in the ocean) and the lifestyle they live within that niche (how do they get food, do they move around, what do they eat, how do they reproduce, etc).
3. Why are sponges considered a dead end phylum? 4. Know the three types of sponges, what they are made of, the name of specific sponges within each
group, and what type of canal system each has. 5. Be able to label the following parts of a sponge:
a. Spicules b. Pore cells c. Incurrent Opening d. Osculum e. Spongocoel
f. Amoeboid cells g. Collar cells h. Gelatinous layer i. Epidermal cells
6. How does water enter the spongocoel? 7. What are the three types of canal systems found in sponges?
61 Name: ___________________________________________ Date: _________________
62 Name: ___________________________________________ Date: _________________
63 Name: ___________________________________________ Date: _________________
