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Biology 2

Lab Packet

For

Practical 3

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CLASSIFICATION:

Domain: Eukarya Supergroup: Unikonta Clade: Opisthokonts Kingdom: Animalia

Phylum: Porifera Phylum: Chordata – Chordates Class: Calcarea – Calcareous Sponges Subphylum: Urochordata - Tunicates

Class: Hexactinellidae – Glass Sponges Subphylum: Cephalochordata - Lancelets

Class: Demospongiae – People Sponges Subphylum: Vertebrata – Vertebrates

Phylum: Cnidaria Superclass: Agnatha

Class: Hydrozoa - Hydrozoans Class: Cephalaspidomorphi – Lamprey

Class: Scyphozoa – Sea Jellies Class: Myxini – Hagfish

Class: Anthozoa – Flower Animals SuperClass: Gnathostomata – Jawed Vertebrates

Phylum: Ctenophora – Comb Jellies Class: Chondrichthyes - Cartilagenous Fish

Phylum: Platyhelminthes - Flatworms Subclass:Elasmobranchi i

Class: Turbellaria - Planarians Order: Selachiformes - Sharks

Class: Trematoda – Flukes Order: Batiformes – Skates and Rays

Class: Cestoidea – Tapeworms Subclass: Holocephali - Ratfish

Phylum: Rotifera - Rotifers Class: Sarcopterygii – Lobe-finned fish

Phylum: Nematoda – Roundworms Subclass: Coelacanthimorpha - Coelocanths

Phylum: Tardigrada – Water Bears Subclass: Dipnoi – Lungfish

Phylum: Nemertea – Proboscis Worm

Phylum: Brachiopoda – Lamp Shells Class: Actinopterygii – Ray-finned Fish

Phylum: Ectoprocta – Bryozoans Infraclass: Holostei

Phylum: Phoronids – Tube Worms Order: Lepisoteriformes - Gars

Phylum: Mollusca – Soft Bodied Order: Amiiformes - Bowfins Class: Monoplacophora – Monoplacophorans Infraclass: Teleostei

Class: Polyplacophora – Chitons Superorder: Osteoglossomorpha

Class: Bivalvia – Bivalves Order: Osteoglossiformes - Arrowana

Class: Gastropoda – Gastropods Superorder: Elopomorpha

Class: Scaphopoda – Tusk Shells Order: Anguillidae - Morey Eels

Class: Cephalopoda – Octopus/Squid Superorder: Clupeiformorpha

Phylum: Annelida Order: Clupeiformes

Class: Polychaeta – Sandworms Superorder: Ostariphysi – Ostariphysians

Class: Oligochaeta – Earthworms Order: Cypriniformes - Loaches

Class: Hirudinea – Leeches Order: Characiformes – Piranha

Phylum: Onychophora – Walking Worms Order: Cymnotiformes - Knifefishes

Phylum: Arthropoda – Jointed Legs Order: Siluriformes - Catfish

Subphylum: Trilobata - Trilobites Superorder: Protacanthopterygii

Subphylum: Cheliceriformes – Lip arms Order: Salmoniformes – Salmon, Trout

Class: Eurypterids – Water Scorpions Order: Esociformes - Pike

Class: Merostomata – Horseshoe Crabs Order: Osmeriformes – Smelt

Class: Pycnogonida – Sea Spiders Superorder: Stenopterygii

Class: Arachnida – Arachnids Order: Stomiiformes – Dragonfish

Subphylum: Myriapoda Superorder: Scopelomorpha

Class: Diplopoda – Millipedes Order: Myctophiformes – Lantern Fish

Class: Chilopoda – Centipedes Superorder: Acanthopterygii

Subphylum: Hexapoda Order: Mugiligormes - Mullet

Class: Insecta – Insects Order: Atheriniformes - Silversides

Subphylum: Crustacea – Crustaceans Order: Beloniformes - Flying Fish

Group: Decapoda – Decapods Order: Cyprinodontiformes -Pupfish

Group: Isopoda – Isopods Order: Stephanoberyciformes - Ridge

Group: Copepoda – Copepods Order: Gobiesociformes – Clingfish

Group: Cirrepedia - Barnacles Order: Gasterosteiformes Sticklebacks

Phylum: Echinodermata Order: Synganthiformes - Sea Horses

Class: Asteroidea – Sea Stars Order: Tetradontiformes - Porcupine

Class: Ophiuroidea – Brittle Stars Order: Pleuronectiformes - Halibut

Class: Echinodea – Sea Urchins Order: Scorpaeniformes - Sculpin

Class: Holothuroidea – Sea Cucumber Order: Perciformes – 40% of fish

Class: Crinodea – Feather Stars

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INTRODUCTION TO THE ANIMALS (INVERTEBRATE CLASSIFICATION)

Animals are multicellular, heterotrophic eukaryotes that ingest materials and store carbohydrate reserves

as glycogen or fat. They lack cell walls and their multicelluar bodies are held together by proteins called

collagen. Many animals have two types of specialized cells not seen in other multicellular organisms: muscle

cells and nerve cells. The ability to move and conduct nerve impulses is critical for these organisms and lead to

the adaptations that make them different from fungi and plants. Animals are thought to belong to the

Supergroup Unikonta because they have similar myosin proteins and multiple genes in common with fungi,

amoebozoans, and choanoflagellates. Animals inhabit nearly all aquatic and terrestrial habitats of the

biosphere. The majority of the animals are marine. Most of the animals we will be studying for this practical

are usually referred to as invertebrates (animals without backbones) and account for 95% of the animal species.

We will also begin looking at the chordates without backbones through the fish. The classification below will

be used for the next two labs. For the first lab, we will examine the animals from Porifera to Onychophora. We

will examine the rest of the list next week. For this practical, we will also examine invertebrate animals from

three different levels of organization: the cellular level (Porifera), the tissue level (Cnidaria), and the organ level

(Platyhelminethes to Echinodermata). We will be investigating the evolutionary changes seen in the digestive,

excretory, circulatory, nervous, and reproductive systems as the animal phyla become more “advanced”.

Station 1 – Animal Tissues

Although Animals have a complex body plan, they are based on a limited set of cell and tissue types.

Animal Tissues fall into four main categories: Epithelial Tissue, Connective Tissue, Muscle Tissue and

Nervous Tissue. You will be asked to identify the following tissues.

Epithelial Tissues Connective Tissues Muscle Tissues Nervous Tissue

Simple Squamous

Loose Connective

Skeletal Muscle

Neuron

Simple Cuboidal

Fibrous Connective

Smooth Muscle

Simple Columnar

Cartilage

Cardiac Muscle

Stratified Columnar

Bone

Pseudostratified

Columnar

Adipose

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Station 2 – Phylum: Porifera

1. What characteristic is responsible for the branching off of sponges from the other animals?

2. What level of organization do they demonstrate?

3. What does the word “Porifera” mean?

4. What is the name of the flagellated cells seen in sponges?

5. What characteristics are used to divide this phylum into classes?

Station 3 – Sponge Body Types and Skeletal Structures

Be able to recognize the different body types and the different types of skeletal structures in sponges.

1. What is the name of the central cavity?

2. What is the name of the large opening at the top of the sponge?

3. What are the three body types found in sponges and where are the flagellated cells in each type?

4. What are the names of the skeletal structures seen in sponges? What are they made of?

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Station 4 – Sponge Classes

Be able to identify the sponge body types, skeletal types, and examples for each class of sponge.

Class Sponge Body Types Skeletal Type Examples

Calcarea

Hexactinellidae

Demospongiae

Station 5 – Phylum Porifera

Level of Organization

Cellular level

Tissue Layers No true tissues

Type of Digestive System

None

What type of digestion do they have? Intracellular

Type of Excretory System

None

Type of Circulatory System

None

Type of Respiratory System

None

Type of Nervous System

None, local reactions

Type of Body Cavity

None

Type of Asexual Reproduction

Budding or gemmules

Type of Sexual Reproduction

Eggs and sperm

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Station 6 – Sponge Anatomy (Syconoid Canal Structure)

The body surface of a syconoid sponge contains numerous incurrent pores called ostia, which open into

canals lined with pinacocytes called incurrent canals. Water exits these canals through an opening called the

prosopyle. Water will than move into canals that are lined with choanocytes (flagellated collar cells) called

radial canals. The choanocytes are used to propel water through the sponge. The water exits the radial canals

through an opening called the apopyle and enters a large chamber called the spongocoel, which is also lined

with pinacocytes. Water exits the sponge through a large opening called the osculum. Examine a slide of a

syconoid canal system and be able to identify the following structures: ostia, incurrent canal, prosopyle,

radial canal, apopyle, spongocoel, and osculum.

Syconoid Canal Type

Station 7 – Phylum: Cnidara

1. What characteristic is responsible for the branching off of Cnidarians from the other animals?

2. What level of organization do they demonstrate?

3. How many tissue layers do these organisms have?

4. What two body forms do these organisms demonstrate?

5. What is the name of the central cavity?

6. What is the name of the stinging capsule these organisms use to capture food?

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Station 8 – Phylum: Cnidaria Be able to recognize the examples given in class. Be sure you know which body type is dominant for

each class.

CLASSES COMMON NAME DESCRIPTION

Hydrozoa – Life cycle usually

includes both an asexual polyp

stage and a sexual medusa stage.

The majority are marine, colonial

species

Scyphozoa – Usually a free-

swimming medusa stage and a

polyp stage that either doesn’t exist

or is reduced in size. All are

marine

Anthozoa – Polyps only. All are

marine. They may be solitary or

colonial

Station 9 – Phylum Cnidaria


Tissue level

Tissue Layers Diploblastic

What is the name of the noncellular “layer”? Mesoglea


Gastrovascular Cavity

What type of digestion do they have? Extra- and intracellular


None


None


None


Nerve net

Type of Body Cavity

None


Budding


Gametes, monoecious or dioecious

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Station 10 – Phylum Cnidaria (Hydra)

Observe a prepared slide of the fresh water organism Hydra under a dissecting scope. You will need to

be able to identify the following structures: tentacles, mouth, gastrovascular cavity, epidermis,

gastrodermis, basal disc, and the mesoglea.

L.S. of Hydra

Station 11 – Phylum Cnidaria (Hydra Reproduction)

Be able to recognize the following structures: bud, ovaries, and testes.

Asexual Reproduction Sexual Reproduction

Station 12 – Phylum Cnidaria (Obelia)

Obelia is a marine, colonial animal that illustrates the phenomenon of alteration of generations because

it alternates between the asexual polyp form and the sexual medusa form. You will be held responsible for the

Obelia life cycle. Examine prepared slides of Obelia hydroids and their medusa. Be able to identify the

following structures and know their functions: hydranth, gonangium, and the basal disc in the polyp, and

tentacles, manubrium, radial canals, gonads, and mouth in the medusa.

Polyp Medusa

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Station 13 – Phylum: Ctenophora

Be able to recognize the example.

1. What does the word ctenophore mean?

2. How do these organisms differ from the Cnidarians?

Station 14 – Phylum: Platyhelminthes

1. What characteristic is responsible for the branching off of the flatworms from earlier animals?

2. What level of organization do these organisms demonstrate?


4. What type of digestive system is seen in these animals?


Be able to recognize the examples for each class.

Classes Questions Examples

Turbellarians What is the name of the eyespots and what

is their function?

What is the name of the bumps on the side

of their head and what is their function?

Trematoda What is the name of the “skin” in these

organisms?

What type of hosts harbor species that

parasitize humans?

Cestoidea What is the name of the head of a

tapeworm?

What is the name of the body parts of a

tapeworm?

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Organ-system level

Tissue Layers Triploblastic


Gastrovascular Cavity



Protonephridia (flame cells)


None


None


Pair of anterior ganglia with longitudinal nerve cords

Type of Body Cavity

Acoelomate


Regeneration


Gametes, usually monoecious

Station 17 – Class: Turbellaria

The fresh water turbellarian (Dugesia tigrina) is a flatworm that is found in ponds and streams. Most

species of turbellarians are marine species. You will be held responsible for the following external body parts:

two ocelli, two auricles, and the tubular sucking pharynx. Also be able to distinguish between the anterior

and posterior ends. You will also be held responsible for the following internal body parts: the anterior and

the two posterior intestines (triclads), the gastrovascular cavity and the mouth.

Planaria

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Station 18 – Class: Turbellaria

You will also be asked to look at cross sections through three different parts of a flatworm. You need to

be able to identify where the cross section is taken from and the following structures: anterior and posterior

branches of the intestine, the pharynx, epidermis, and the gastrodermis.

Anterior Region Pharyngeal Region Posterior Region

Station 19 – Class Trematoda

In this lab, you will study the Sheep Liver Fluke. You need to know the internal structure of the adult

liver fluke. You will be held responsible for the following structures: mouth, pharynx, oral sucker, ventral

sucker, esophagus, intestine, testes, ovaries, uterus (with eggs), shell gland (unknown function) and yolk

glands (produces yolk).

Sheep Liver Fluke

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Station 20 – Class: Trematoda

Be able to recognize these individuals

Organism Description Means of Infection Location of Adult Other Hosts

Chloronchis sp.

Schistosoma

mansoni

Dracunculiasis

sp.

Station 21 – Class: Cestoda

In this lab, you will be studying the tapeworm (Taenia pisiformes). You will also be asked to identify

the following structures: scolex, hooks, rostellum, suckers, proglottids, uterus, ovary, yolk gland, testes,

ductus deferens, genital pore, and vagina.

Scolex Mature Proglottid

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Station 22 – Phylum: Rotifera

1. What type of coelom do they possess?

2. What type of digestive system do they have?



5. What does the word “rotifer” mean?

6. What two characteristics do these animals have?

Station 23 – Phylum: Nemertea

1. What three characteristics do proboscis worms have that are not found in other flatworms?

2. Why is their phylogenetic position being debated?

Station 24 – Phylum: Nematoda

1. What characteristic is responsible for the branching off of the roundworms from earlier animals?



4. What type of digestive system is seen in these animals

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Station 25– Phylum: Nematoda

Be able to recognize the example for each (You need to know the genus name of these organisms).

Organism Description Means of

Infection

Location of Adult Other Hosts

Ascaris lumbricoides

Be able to identify the

male from the female.

Necator Americanus

Trichinella spiralis

Enterobius

vermicularis

Macracanthorhynchus

hirudinaceus

Tubatrix aceti

Wucherieria Bancroft

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Organ-system level



Alimentary canal



Waste exits the excretory pores


None


None


Cerebral ganglia or nerve ring with anterior and posterior nerves

Type of Body Cavity

Pseudocoelomates

Why is it considered a “false cavity”? It is not lined with mesoderm


None


Complicated life cycles


Cross-section of a nematode – You will also be asked to examine the cross-section through a human

intestinal worm. You need to be able to identify the following structures: cuticle, epidermis, pseudocoel,

longitudinal muscle, dorsal and ventral nerve cords, and the intestines.

Station 28 – Tardigrada

1. What is the common name of this organism?

2. What is the term used for organisms that can be found in extreme conditions?

3. What range of temperature can they withstand? What pressures can they withstand? How much

radiation can they be exposed to?

4. How long can they go without food and water?

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Station 29 – Lophophorates

1. What is a lophophore?

2. What are the three phyla that are commonly called lophophorates?

3. What two other similarities are seen between these three phyla?

4. What type of coelom do these organisms have?

Station 30 – Lophophorates

Phylum Questions

Brachiopods

How do these animals differ from clams?

Where are they found?

Be able to recognize the Lamp shells.

Ectoprocts

What does Ectoproct mean?

What does their common name (Bryozoans) mean?


Be able to recognize the bryozoans.

Phoronids

Where are these animals found?

No example in lab

Station 31 – Phylum: Mollusca

1. What characteristic is responsible for the branching off of the mollusks from earlier animals?



4. What three parts do all mollusks possess?

5. What is the name of the rasping organ most species possess? Which class is missing this organ? Be able

to recognize this structure under a microscope.

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Station 32 – Phylum: Mollusca Be able to recognize the examples for each

Classes Description Questions Examples

Monoplacophora

1. How many shells do they

have?

2. How does their body differ

from other molluscans?

3. Where are they found?

Polyplacophora

1. How many shells do they

have?


Gastropoda

1. What is the name of the

process that makes their body

asymmetrical?


Scaphopoda

1. What is their foot used for?

2. What is their radula used for?


Bivalvia

1. What do they lack that is found

in other molluscans?


Cephalopoda

1. Do they have shells?

2. How do they move?


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Station 33 – Phylum: Mollusca


Organ-system level



Alimentary Canal



Metanephridia


Open system with 3 chambered heart


Gills or Lungs


Paired cerebral ganglia or nerve ring with nerve cords

Type of Body Cavity

Eucoelomate


None



Station 34 – Phylum: Mollusca Dissection – In Lab Room

The example used for this class is the fresh water clam. They inhabit our ponds, lakes and streams,

moving over the soft bottoms. They are filter feeders and feed on minute plant and animal material.

External Anatomy

You will be held responsible for the external anatomy of the clam or mussel. The two valves (or shells)

held together by a hinge ligament on the dorsal surface. Near the anterior end of the ligament is a swollen area

called the umbo. You will be held responsible for the following structures: anterior and posterior ends, dorsal

and ventral sides, right and left valves, and the umbo.

Internal Structures

You will need to open the valves very carefully by prying them apart until the parts inside can be seen.

Place the animal so the left valve is facing upward. Inside, you should be able to locate the mantle, a flap of

tissue that is attached to the shell. With your scalpel, separate the mantle from the left valve. Holding the

valves shut are two large muscles, the anterior and posterior adductor muscles. You will need to cut through

these two muscles to open the valve for further dissection.

VALVE MUSCLE SCARS (Handout)

On the inside surface of a valve, you are able to locate the scars left by the various muscles attached to

the valve along with the scar left from the mantle. You will be held responsible for the location and function of

The following structures: Anterior and Posterior adductor muscles (keep valves closed), anterior retractor

and posterior retractor muscles (pulls in foot), anterior protractor muscle (pushes out foot), the hinge

ligament (open valves) and the pallial line (formed by the mantle). You will also be held responsible for the

structure of the shell’s three layers and what they are made of: the outer layer called the periostracum, layer

(protein), the middle layer called the prismatic layer (calcium carbonate mixed with protein), and the inner

layer called the nacreous layer (calcium carbonate).

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VISIBLE INTERNAL STRUCTURES

Observe the posterior margins of the two mantles with the hinge facing up. They form two openings in

the back that allow water to pass in and out of. The opening on the bottom (ventral side) is called the incurrent

siphon and allows food-laden water to pass into the mollusk. The opening on the top (dorsal side) is called the

excurrent siphon and allows waste-laden water to pass out of the mollusk. Carefully removing the left mantle,

locate the visceral mass and the muscular foot. Located on either side of the visceral mass, is the gills used for

which surround the mouth. Dorsal to the gills is the pericardial cavity, which is covered by a thin membrane

called the pericardium. You will be held responsible for the following structures: incurrent and excurrent

siphons, the mantle, the foot, the gills, the mouth, the labial palps, the pericardial cavity, and the

pericardium. (See handout)

CIRCULATORY AND EXCRETORY SYSTEMS

Carefully cut open the pericardial cavity, removing only the amount of pericardium necessary to see the

heart. The heart consists of three chambers: two paper thin triangular atria and one ventricle. A portion of the

intestine runs through the ventricle and then through the pericardial cavity. Look for the anterior aorta running

from the anterior end of the ventricle along the dorsal side of the rectum, and the posterior aorta, which runs

from the posterior end on the ventral side of the rectum. The kidney is a dark-colored organ lying near the base

of the fills and just below the pericardial cavity. You will be held responsible for the following structures:

heart (atria and ventricle), pericardial cavity, pericardium, and the kidney.

DIGESTIVE AND REPRODUCTIVE SYSTEM

Cut into the body wall of the visceral mass on the right side and cut open the muscular foot. You will

be held responsible for the following structures: mouth, digestive (green) gland, intestine, rectum and

anus. The yellowish mass around the intestine is the gonads of the animal.

Station 35 – Phylum: Annelida

1. What characteristic is responsible for the branching off of the segmented worms from earlier animals?



4. What is the name of the bristles seen on these animals?

5. What is the name of the side feet seen in some animals?

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Station 36 – Phylum: Annelida Be able to recognize the examples for each


Oligochaeta 1. How many setae do they have?

2. Do they have well-developed

heads?

3. Do they have parapodia?

Polychaeta 1. How many setae do they have?


heads?


Hirudinea 1. How many setae do they have?


heads?


Station 37 – Phylum: Annelida


Organ-system level



Alimentary Canal



Metanephridia


Closed system without true heart


Skin, Gills or Parapodia


Ventral nerve cord with dorsal cerebral ganglia and pair of ganglia in

each segment

Type of Body Cavity

Eucoelomate


Budding



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Station 38 – Class: Polychaeta

Examine the prepared specimen of the sandworm Nereis. Be able to identify the following structures:

Parapodia, mouth, prostomium, setae, tentacles and palps.

Nereis

Station 39 - Dissection – Earthworm – In Lab Room

EXTERNAL STRUCTURES

You will be held responsible for the following external features: clitellum, prostomium, setae, mouth

and anus.

INTERNAL STRUCTURES

You will need to do this dissection carefully so you can see all the internal structures. You will need to

pin the specimen, dorsal side up; with a pin through the muscular pharynx (between segment IV and V) leaning

the pins forward to avoid blocking the view. Stretch the specimen slightly and place a pin behind the clitellum,

leaning the pin backwards. Make a longitudinal, dorsal incision along the median line, beginning at the

clitellum and cutting anteriorly. Pin the segments with just enough pins to hold the dissection in position

pointing the pins outward to avoid blocking the view. Be very careful when dissecting the last 5 segments at

the anterior end, or you will destroy the pharynx and the nervous system.

DIGESTIVE SYSTEM

You need to be able to identify the following structures of the digestive system: mouth, pharynx,

esophagus, crop, gizzard, intestine, and anus.

CIRCULATORY SYSTEM

You need to be able to identify the following structures of the circulatory system: 5 aortic arches,

dorsal vessel, and the ventral vessel.

REPRODUCTIVE SYSTEM

You need to be able to identify the following structures of the reproductive system: the male sex organs

(three pairs of seminal vesicles which store sperm made from the testes), and the female sex organs (ovaries

and the seminal receptacles, which store sperm from another worm)

NERVOUS SYSTEM

You need to be able to identify the following structures of the nervous system: cerebral ganglion and

the ventral nerve cord.

EXCRETORY AND RESPIRATORY SYSTEMS

You need to be able to identify the following structures of the excretory system: metanephredia and

the skin.

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Station 40 – Phylum: Onychophora

Be able to recognize the example.

1. What two groups were they once thought to be a “link” between?

2. What do they have in common with each group?

3. What group are they most closely related to today?

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INTRODUCTION TO THE ANIMALS (INVERTEBRATE CLASSIFICATION)

This lab continues exploring the invertebrate animals which we started in last week’s lab. This lab will

continue exploring the rest of the invertebrate groups beginning with Arthopoda and continuing through the

Echinoderms. There are also several invertebrate chordates

Station 1 – Phylum: Arthropoda

1. What characteristic is responsible for the branching off of the arthropods from earlier animals?



4. What characteristics do all arthropods have in common?

5. What are the 5 recognized subphyla in this phylum?

Station 2 – Phylum: Arthropoda, Subphylum: Trilobita

1. What do they have in common with other arthropods?

2. How do they differ from other arthropods?

3. Where are they found today?

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Station 3 – Phylum: Arthropoda, Subphylum: Cheliceriformes

1. How are the six pairs of appendages divided up? How is the body divided?

2. Do they have a mandible?

3. Do they have antennae?


Eurypterids

1. Why don’t we have an

example in lab?

2. Where were they found?

Merostomata

1. How do their appendages

differ from others in this

subphylum?


3. Examine the slide under

the microscope. This is a

Horseshoe Crab Larvae.

What does it look similar

to?

Pycnogonida

1. How do their appendages

differ from others in this

subphylum?


Arachnida

1. How are the chelicerae

modified in spiders?

2. How are the pedipalps

modified in scorpions?

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Station 4 – Phylum: Arthropoda, Subphylum: Crustacea

1. How are their appendages modified? How are their bodies divided?


3. Do they have antennae?

Description Questions Examples

Isopoda


Decapoda


Copepoda


Cirripedia


Station 5 – Phylum: Arthropoda, Subphylum: Myriapoda



3. How many antennae do they have?

Description Questions Examples

Chilopoda

1. How many legs

per segment?

2. What do they

eat?

Diplopoda 1. How many legs

per segment?

2. What do they eat?

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Station 6 – Phylum:Arthopoda, Subphylum:Hexapoda



3. How many antennae do they have?

4. What organism’s evolution may they have affected?

Order Common Name Description

Blattodea

Cockroaches Flattened body, legs modified for rapid

running

Coleoptera Beetles

Two pairs of wings, one thick, the other

membranous, chewing mouthparts

Dermaptera Earwigs

Biting mouthparts and large posterior pincers

Diptera Flies

One pair of wings, sucking mouthparts

Ephemeroptera

May flies Long front legs, wings: front, triangular

hind, fan-shaped: Abdomen w/ two filaments

Hemiptera True Bugs

Two pairs of wings, one thick, the other

membranous, piercing or sucking mouthparts

Homoptera

Cidadas, Aphids, Scale Insects Wings held roof-like over body, piercing-

sucking mouthparts

Hymenoptera Ants, Bees, Wasps

Social insects, two pairs of membranous

wings

Isoptera Termites

Social insects, many wingless

Lepidoptera Lepidoptera

Two pairs of wings covered with scales, long

proboscis

Megaloptera Alder and Dobson flies Enlarged and fan-folded anal area of their

hind wings

Neuroptera Antlions, Lacewings

Four membranous wings, forewings and

hindwings the same size, chewing mouthparts

Odonata Dragonflies, Damselflies

Large; long narrow, membranous wings; long

slender body

Orthoptera Grasshoppers

Large hind legs for jumping, two pairs of

wings, (one leathery, one membranous)

Phasmatoidea Stick Insects

Mimic plants

Siphonaptera Fleas

Wingless and compressed laterally, legs

modified for jumping

Thysanura Silverfish

Small, wingless, reduced eyes

Trichoptera Caddisflies

Two pairs of hairy wings with chewing or

lapping mouthparts

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Phasmatoide

Phasmatoide

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Station 7 – Phylum: Arthropoda


Organ-system level



Alimentary Canal



Excretory glands and Malphigian tubules in some


Open system with dorsal contractile heart


Body surfaces, Skin, trachaea, or book lungs


Dorsal ganglia connected by nerve ring

Type of Body Cavity

Eucoelomates


None


Usually dioecious

Station 8 - DISSECTION: GRASSHOPPER (PP 172-173, Figs. 7.138-7.140) – In Lab Room

We will be using the external anatomy of a grasshopper to demonstrate insect characteristics. Place a

preserved specimen in a dissection pan. You will be asked to recognize the following structures: head,

prothorax, mesothorax, metathorax, abdomen, antenna, compound eyes, simple eyes, labrum (upper lip),

maxilla with palps, labium, (lower lip) with palps, mandible, wings, coxa, trochanter, femur, tibia, and

tarsus. Use the handouts and the lab manual to help distinguish these parts. Also be able to identify the

difference between a male and female grasshopper.

Station 9 - DISSECTION: CRAYFISH – In Lab Room

We will be using the anatomy of a crayfish to demonstrate arthropod characteristics.

EXTERNAL FEATURES

You will be held responsible for the following external features: cephalothorax, abdomen, carapace,

cervical groove, gills, rostrum, telson, eyes, antennules, antennae, mandible, first maxilla, second maxilla,

first maxilliped, second maxilliped, third maxilliped, uropod, chelipeds, walking legs, swimmerets,

oviduct openings (third walking leg), and male openings (fifth walking legs). Be sure you can recognize the

structures above and their functions. Be sure you can also identify the difference between the male and female

crayfish.

Station 10 – Insect Sounds

You will be held responsible for the following insect sounds:

Field Cricket Honey Bees Cicada Grasshopper Mosquito

33

Station 11 – Phylum: Echinodermata

1. What characteristic is unique to echinoderms?

2. What type of symmetry do these organisms demonstrate?

3. What does the word “echinodermata” mean?

4. What type of development do these animals have?

Station 12 – Echinoderm Structures

Be able to recognize the following terms and the pedicellariae under the microscope.

Oral side:

Aboral side:

Madreporite:

Ambulacral Grooves:

Pedicellariae:

Papillae:

34

Station 13 – Echinoderm Classes

Be able to identify the characteristics that separate the echinoderm classes.

Class Characteristics Examples

Asteroidea

Ophiuroidea

Echinodea

Holothuroidea

Crinoidea

Station 14 – Class: Asteroidea

Be able to recognize the examples at this station.

1. Is the ambulacral groove open or closed?

2. Where is the madreporite located?

3. Do they have pedicellariae?

4. Do they have dermal branchiae?

35

Station 15 – Class: Ophiuroidea






Station 16 – Class: Echinodea






5. What do they have instead of arms?

6. What is the name of the specialized feeding structure?

Station 17 – Class: Holothuroidea






36

Station 18 – Class: Crinodea






5. How do these organism feed?

Station 19 – Bipinnaria larvae

Be able to recognize the bipinnaria larvae slide under the microscope.

1. What is the function of the larvae?

2. Why is the shape important in echinoderm evolutionary history?

Station 20 – Phylum: Echinodermata


Organ-system level



Alimentary Canal



None


Reduced


Dermal Branchiae


Ring and Radial nerves

Type of Body Cavity

Eucoelomates


Regeneration


Dioecious

37

Station 21 - DISSECTION – SEASTAR – In Lab Room

EXTERNAL ANATOMY

You will be held responsible for the following structures and their functions: central disk, arms, oral

side, aboral side, spines, dermal branchiae, ocelli, madreporite, ambulacral grooves and tube feet.

INTERNAL ANATOMY

With a pair of scissors, cut the aboral wall of the ray along each side and across the top at the margin of

the central disk. Carefully lift the flap and examine the large perivesceral cavity, which is part of the coelom

and contains the internal organs. Now carefully remove the entire aboral surface of the disk but leave the

madreporite in place by carefully dissecting around it.

DIGESTIVE SYSTEM

The mouth opens into tow stomachs: the cardiac stomach is located closest to the mouth and can be

everted out of the mouth to help digest their prey and the pyloric stomach is located closest to the aboral side

and is connected to the pyloric ceca, which pass into each arm and produce digestive enzymes. Attached to the

pyloric stomach, are small, saclike intestinal ceca. You will be held responsible for the following structures:

coelom, cardiac stomach, pyloric stomach, pyloric ceca, and the intestinal ceca.

WATER VASCULAR SYSTEM

The vascular system of the seastar begins at the madreporite. Water passes through the madreporite

and passes into the stone canal, which brings water to the ring canal, which surrounds the mouth. Passing from

the ring canal into each arm, are the radial canals. The radial canals are attached to the thin-walled bulb-shaped

ampullae, which are connected to the tube feet by the transverse (lateral) canals. You will be held responsible

for the following structures: madreporite, stone canal, ring canal, radial canals, transverse (lateral) canals,

ampullae, and tube feet.

Biology 2 – Lab Practicum 3

38

Introduction – Phylum Chordata

Although chordates vary widely in appearance, they are distinguished as a phylum by the presence of

four anatomical features that appear sometime during their life time. They exhibit deuterostome development

and bilateral symmetry. Chordates only comprise 5% of the animal species but may be the most commonly

known phylum. They comprise of both invertebrates and vertebrates.

Station 22 – Phylum: Chordata

1. What four characteristics are shared by all chordates and what are their functions?

2. What are the three subphyla included in this phylum?

Station 23 – Subphylum: Urochordata

Be able to recognize the example at this station.

1. What are the chordate characteristics found in the adults in this subphylum?

2. What type of lifestyle do they demonstrate?

Station 24 – Subphylum: Cephalochordata




39

Station 25 - Subphylum: Vertebrata

.



Station 26 – “Fish

1. What is a fish?

2. What are the major “groupings” of fish?

Station 27 - Superclass: Agnatha - Hagfish

Be able to recognize the examples given at this station.

1. What do the organisms in this superclass lack?

2. What other structures do these organisms lack?

3. What type of feeding behavior is found in the hagfish? What are and how do they find their prey?

4. What do they do to their body that is unique and what is the function of this behavior?

Station 28 - Superclass: Agnatha - Lamprey

Be able to recognize the examples given at this station.

1. What do the organisms in this superclass lack?

2. What type of feeding behavior is found in the lamprey? How do they accomplish this?

3. How do they spawn?

4. What are the larvae called? Where are they found? What do they have to do to become adults?


40

Station 29 – Superclass: Gnathostomata

1. What characteristics does this superclass have?

2. What do they develop from?

Station 30 – Class: Chondrichthyes


1. What is the skeleton made of?

2. Is this a primitive characteristic?

3. What type of scales do they have?

4. How do you tell males from females?

5. What are the three types of reproduction found in sharks? Know the definition of each.

6. What are the two subclasses found in this class? What are their characteristics?


41

Station 31 – Order: Selachiformes - Sharks

Be able to recognize the examples at this station and know their characteristics.

Shark Information

Great White Shark

1. What size are they?



4. In the last 100 years, more people have been killed in the U.S. by

what animal over this shark?

Leopard Shark




4. How do the adult differ from the juveniles?

Whale Shark




4. How much water can they filter in an hour?

Hammerhead Shark




4. What does the hammer head do for the animal and how many

more times effective is it than other sharks?


42

Station 32 – Order: Batiformes: Skates and Rays

Fill out the following table – Be able to recognize the pictures and/or specimens of these organisms.

Skate Ray

Caudal Fin

Stinging Spines

Pelvic Fins

Child Birth

Example Broad Skate




Manta Ray




Station 33 – Guitarfish





43

Station 34 – Order: Chimaeriformes - Chimaeras

1. How do these differ from sharks, skates and rays?

2. What are the common names for these species?

3. Where are they usually found? What do they eat?

Station 35– Osteichthyes

1. What is their skeleton made of?


3. What two other adaptations do they have?

4. What two classes has this group been divided into? What are their characteristics?


44

Station 36 – Bony fish Adaptations – Class Sarcopterygii – Lobe-finned Fish

Fill out the following table - Be able to recognize the pictures and/or specimens of these organisms.

Classification Fish Information

Subclass:

Coelacanthimorpha

Coelocanths

1. What description is given for Coelocanthes?

2. What structure do they have to detect prey?



Subclass: Dipnoi

Lungfish

1. What description is given for lungfish?

2. What primitive characteristic are they well known

for?


4. How do they survive dessication?



45

Station 37 – Bony fish Adaptations – Class Actinopterygii – Ray-finned Fish

Fill out the following table - Be able to recognize the pictures and/or specimens of these organisms.

Infraclass: Holosteri

1. What do all these fish have in common?


Order:

Lepisoteriformes

Gar

1. Where are these fish normally found?

2. How are they able to breathe atmospheric air?

Order: Amiiformes

Amia

1. What are the common names of this fish?

2. How do these fish survive dry conditions?

3. Where are these fish normally found?

4. What do these fish eat?


46

Station 38 - Infraclass: Telostei

1. What do all these fish have in common?

2. What are the characteristics for each of the 8 Superorders?

Superorder: Osteroglossomorpha

Superorder: Elopomorpha

Superorder: Clupeopmorpha

Superorder: Ostariphysi

Superorder: Protacanthopterygii

Superorder: Stenopterygii

Superorder: Scopelomorpha

Superorder: Acathoptyergii


47

Superorder: Osteoglossomorpha


Order:

Osteoglossiformes

Bony-tongue fish

Arowana


2. How do they use their “bony tongue”?

3. How do they obtain oxygen?

Superorder: Elopomorpha


Order:

Anguillidiformes

Freshwater Eels

Moray Eel



3. Why is their mouth often open?

Superorder: Clupeomorpha


Order:

Clupeiformes

Anchovies


2. What is the name of their way of feeding?

3. What is the specialized structure used?

Sardines


2. What is their other name?

3. What are they packed with?


48

Superorder: Ostariphysi


Order:

Cypriniformes

Loaches



3. How have they adapted to less than ideal water

conditions?

Order:

Characiformes

Piranha


2. How large are they?

3. What is the threat to humans?

4. What do they normally eat?

5. What do they have in common with sharks?

Hatchet Fish


2. What do they have in common with other deep water

fish?

3. How does this allow them to avoid predators?

Order:

Cymnotiformes

Knifefish


2. What can they generate?

3. What is this organ derived from?

Order: Siluriformes

Catfish

1. How do they get their name?

2. How are they different then other fish?

3. Why are ghost / glass catfish transparent?


49

Superorder: Protacanthopterygii


Order:

Salmoniformes

Salmon

1. What is the term used on how the reproduce? What

does it mean?

2. What has happened to the Salmon Industry in

California?

Trout

1. What characteristics on their fins can be used to help

identify a trout?

2. Trout from different areas look different. How do

ichthyologists classify them?

Order: Esociformes

Pike

1. What shape do they have?


3. They are cannibalistic. How much of their diet

includes their own kind?

4. Because of their size and their lack of respect, what

are they apt to do?

Order:

Osmeriformes

Smelt

1. What do smelt smell like?

2. What are their roe used for?


50

Superorder: Stenopterygii


Order:

Stomilliformes

Dragonfish



fish?

3. What does this fish do that other deep sea fish can’t?

Superorder: Scopelomorpha


Order:

Myctophiformes

Lanternfish



fish?

3. How much of the deep sea biomass does this fish

make up?

Superorder: Acanthopterygii


Order:

Mugiliformes

Mullet


2. What are they used for? What is the problem when

they are used this way?


51

Superorder: Acanthopterygii (cont.)


Order:

Atheriniformes

Silversides (Top smelt

and Mosquito fish)

1. What do they have in common?

2. Why are mosquito fish probably the most

freshwater fish in the world?

Grunion


2. How do they reproduce?

Order: Beloniformes

Flying Fish


2. What is used for “wings”?

3. Why do they do this behavior?

Order:

Cyprinodontiformes

Desert Pupfish

1. Why are they endangered?

2. What can they tolerate?

Order:

Stephanoberyciformes

Ridgeheads


2. How did they get their name?

3. Why are they called pseudoceanic?


52



Order:

Gobiesociformes

Clingfish

1. What is modified into the sucker?


Order:

Gasterosteiformes

Sticklebacks

1. How are they unique?

2. Who are they related to?

3. How were they used in behavioral studies?

Order:

Synganthiformes

Sea Horses and

Pipefish

1. Why are these two species notable?

2. How does the male seahorse carry the eggs? How

are they deposited there?

3. What does the male seahorse’s pouch do for the

eggs?

4. Why are seahorses and pipefish shaped they way

they are?

Order:

Tetradontiformes

Porcupine Fish

1. How do these fish differ from puffer fish?

2. Why does this fish look this way?

3. Why do they do this?

Cowfish

1. Why do these fish look this way?

2. What does this do for them?


53



Order:

Pleuronectiformes

Halibut

1. Where are the eyes when a halibut is born?

2. When do they migrate?

3. What does this help with?

Order:

Scorpaeniformes

Sculpin

1. Where are they eat?

2. What do they have instead of scales?

3. What do they use to stabilize themselves?

Order: Perciformes

Garibaldi

1. What do they represent for California?


3. What type of marine habitat are they associated

with?


5. What ability do they have to “even out” the

population?


54



Order: Perciformes

(cont.)

Striped Marlin


2. How large are they? How much do they weigh?

3. What are they built for?

4. What do they eat and where?

Wrasses /

California Sheephead


2. Where are sheepheads found?

3. What do sheepheads eat?

4. How are feeding patches maintained? What if the

male is removed?

Ocean Sunfish

1. How heavy are they?


Clownfish

1. What do they form symbiotic relationships with?

2. How do each of them benefit?


55

Station 39 – OSTIECHTHYES – EXTERNAL FEATURES (Handout)

1. What shape does it exhibit and why?


3. Note the location of the eyes. Does this animal have binocular vision? Does the animal have eyelids?

4. Note the lateral line. What is its function?

5. Be able to identify the following features: operculum, the pectoral, pelvic, anal, dorsal, and caudal

fins.

6. How flexible is the skeletal system of the fish?

Station 40 – OSTIECHTHYES – INTERNAL FEATURES

Know the parts and their functions listed in each section below.

System Structure Function

Muscular System

Myomeres

Digestive System

Stomach

Pyloric ceca

Intestine

Liver

Pancreas

Spleen

Excretory System

Kidney

Circulatory System

Sinus venosus

Atrium

Ventricle

Bulbous arteriosus

Respiratory System

Gills

Nervous System

Brain

Spinal cord

Reproductive System

Ovaries or Testes

Swim Bladder

Swim Bladder

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