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Home , Broad skate, Hagfish, Hexapoda, Stenopterygii, Subphylum

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Biology 2

Lab Packet

For

Practical 3

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CLASSIFICATION: : Eukarya Supergroup: Unikonta : Opisthokonts : Animalia

Phylum: Porifera : Chordata – : Calcarea – Calcareous : Urochordata - Class: Hexactinellidae – Glass Sponges Subphylum: Cephalochordata - Class: Demospongiae – People Sponges Subphylum: Vertebrata – Phylum: Superclass: Class: Hydrozoa - Hydrozoans Class: – Class: Scyphozoa – Sea Jellies Class: Myxini – Class: – Flower SuperClass: – Jawed Vertebrates Phylum: – Comb Jellies Class: - Cartilagenous Phylum: Platyhelminthes - Subclass:Elasmobranchi i Class: - Planarians : Selachiformes - Class: – Flukes Order: Batiformes – Skates and Rays Class: Cestoidea – Tapeworms Subclass: Holocephali - Ratfish Phylum: Rotifera - Class: – Lobe-finned fish Phylum: Nematoda – Roundworms Subclass: Coelacanthimorpha - Coelocanths Phylum: Tardigrada – Water Bears Subclass: Dipnoi – Phylum: – Proboscis Worm Phylum: Brachiopoda – Lamp Shells Class: – Ray-finned Fish Phylum: Ectoprocta – Bryozoans Infraclass: Phylum: – Tube Worms Order: Lepisoteriformes - Gars Phylum: – Soft Bodied Order: Amiiformes - Bowfins Class: Monoplacophora – Monoplacophorans Infraclass: Teleostei Class: Polyplacophora – Superorder: Class: – Bivalves Order: Osteoglossiformes - Arrowana Class: – Gastropods Superorder: Class: Scaphopoda – Tusk Shells Order: Anguillidae - Morey Class: Cephalopoda – Octopus/Squid Superorder: Clupeiformorpha Phylum: Annelida Order: Class: Polychaeta – Sandworms Superorder: Ostariphysi – Ostariphysians Class: Oligochaeta – Earthworms Order: Cypriniformes - Loaches Class: Hirudinea – Order: Characiformes – Piranha Phylum: – Walking Worms Order: Cymnotiformes - Knifefishes Phylum: Arthropoda – Jointed Legs Order: Siluriformes - Catfish Subphylum: Trilobata - Superorder: Subphylum: Cheliceriformes – Lip arms Order: Salmoniformes – Salmon, Trout Class: Eurypterids – Water Scorpions Order: Esociformes - Pike Class: Merostomata – Horseshoe Crabs Order: – Smelt Class: Pycnogonida – Sea Spiders Superorder: Stenopterygii Class: Arachnida – Order: – Dragonfish Subphylum: Superorder: Scopelomorpha Class: Diplopoda – Order: – Lantern Fish Class: Chilopoda – Superorder: Subphylum: Order: Mugiligormes - Mullet Class: Insecta – Order: Atheriniformes - Silversides Subphylum: Crustacea – Order: Beloniformes - Group: Decapoda – Decapods Order: Cyprinodontiformes -Pupfish Group: Isopoda – Isopods Order: Stephanoberyciformes - Ridge Group: Copepoda – Order: Gobiesociformes – Clingfish Group: Cirrepedia - Order: 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 ( 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 (animals without backbones) and account for 95% of the . 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 4

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 – 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 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 – 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

Level of Organization Tissue level

Tissue Layers Diploblastic What is the name of the noncellular “layer”? Mesoglea Type of Digestive System Gastrovascular Cavity What type of digestion do they have? Extra- and intracellular Type of Excretory System None

Type of Circulatory System None

Type of Respiratory System None

Type of Nervous System Nerve net

Type of Body Cavity None

Type of Asexual Reproduction Budding

Type of Sexual Reproduction 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 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?

3. How many tissue layers do these organisms have?

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

Station 15 – Phylum: Platyhelminthes 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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Station 16 – Phylum: Platyhelminthes

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Gastrovascular Cavity What type of digestion do they have? Extra- and intracellular Type of Excretory System Protonephridia (flame cells)

Type of Circulatory System None

Type of Respiratory System None

Type of Nervous System Pair of anterior ganglia with longitudinal nerve cords

Type of Body Cavity Acoelomate

Type of Asexual Reproduction Regeneration

Type of Sexual Reproduction Gametes, usually monoecious

Station 17 – Class: Turbellaria The fresh water turbellarian (Dugesia tigrina) is a 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 . 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 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, , intestine, testes, ovaries, uterus (with eggs), shell gland (unknown function) and yolk glands (produces yolk).

Sheep Liver Fluke 12

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: 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 do they possess?

2. What type of digestive system do they have?

3. What level of organization do these organisms demonstrate?

4. How many tissue layers do these organisms have?

5. What does the word “” 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?

2. What level of organization do these organisms demonstrate?

3. How many tissue layers do these organisms have?

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 name of these organisms). Organism Description Means of Location of Adult Other Hosts Infection 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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Station 26 – Phylum: Nematoda

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Alimentary canal What type of digestion do they have? Extra- and intracellular Type of Excretory System Waste exits the excretory pores

Type of Circulatory System None

Type of Respiratory System None

Type of Nervous System 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 Type of Asexual Reproduction None

Type of Sexual Reproduction Complicated life cycles

Station 27 – Phylum: Nematoda Cross-section of a – 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? 16

Station 29 – Lophophorates

1. What is a ?

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 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?

Where are they found?

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?

2. What level of organization do these organisms demonstrate?

3. How many tissue layers do these organisms have?

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. 17

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?

2. Where are they found?

Gastropoda 1. What is the name of the process that makes their body asymmetrical?

2. Where are they found?

Scaphopoda 1. What is their foot used for?

2. What is their radula used for?

3. Where are they found?

Bivalvia 1. What do they lack that is found in other molluscans?

2. Where are they found?

Cephalopoda 1. Do they have shells?

2. How do they move?

3. Where are they found?

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Station 33 – Phylum: Mollusca

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Alimentary Canal What type of digestion do they have? Extra- and intracellular Type of Excretory System Metanephridia

Type of Circulatory System Open system with 3 chambered heart

Type of Respiratory System or Lungs

Type of Nervous System Paired cerebral ganglia or nerve ring with nerve cords

Type of Body Cavity Eucoelomate

Type of Asexual Reproduction None

Type of Sexual Reproduction Gametes, monoecious or dioecious

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). 19

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 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?

2. What level of organization do these organisms demonstrate?

3. How many tissue layers do these organisms have?

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

Classes Description Questions Examples 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?

2. Do they have well-developed heads?

3. Do they have parapodia?

Hirudinea 1. How many setae do they have?

2. Do they have well-developed heads?

3. Do they have parapodia?

Station 37 – Phylum: Annelida

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Alimentary Canal What type of digestion do they have? Extra- and intracellular Type of Excretory System Metanephridia

Type of Circulatory System Closed system without true heart

Type of Respiratory System Skin, Gills or Parapodia

Type of Nervous System Ventral nerve cord with dorsal cerebral ganglia and pair of ganglia in each segment Type of Body Cavity Eucoelomate

Type of Asexual Reproduction Budding

Type of Sexual Reproduction Gametes, monoecious or dioecious

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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 . There are also several invertebrate chordates

Station 1 – Phylum: Arthropoda

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

2. What level of organization do these organisms demonstrate?

3. How many tissue layers do these organisms have?

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?

Classes Description Questions Examples 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?

2. Where are they found?

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?

2. Where are they found?

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?

2. Do they have a mandible?

3. Do they have antennae?

Description Questions Examples Isopoda Where are they found?

Decapoda Where are they found?

Copepoda Where are they found?

Cirripedia Where are they found?

Station 5 – Phylum: Arthropoda, Subphylum: Myriapoda

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

2. Do they have a mandible?

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

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

2. Do they have a mandible?

3. How many antennae do they have?

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

Order Common Name Description Flattened body, legs modified for rapid running Coleoptera Two pairs of wings, one thick, the other membranous, chewing mouthparts Dermaptera Biting mouthparts and large posterior pincers

Diptera One pair of wings, sucking mouthparts

Ephemeroptera May flies Long front legs, wings: front, triangular hind, fan-shaped: Abdomen w/ two filaments 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 Ants, Bees, Wasps Social insects, two pairs of membranous wings Isoptera Termites Social insects, many wingless

Lepidoptera Two pairs of wings covered with scales, long proboscis Alder and Dobson flies Enlarged and fan-folded anal area of their hind wings , Lacewings Four membranous wings, forewings and hindwings the same size, chewing mouthparts Dragonflies, Damselflies Large; long narrow, membranous wings; long slender body Grasshoppers Large hind legs for jumping, two pairs of wings, (one leathery, one membranous) Phasmatoidea Stick Insects Mimic plants

Siphonaptera Wingless and compressed laterally, legs modified for jumping Silverfish Small, wingless, reduced

Trichoptera Two pairs of hairy wings with chewing or lapping mouthparts

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Phasmatoide

Phasmatoide

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Station 7 – Phylum: Arthropoda

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Alimentary Canal What type of digestion do they have? Extra- and intracellular Type of Excretory System Excretory glands and Malphigian tubules in some

Type of Circulatory System Open system with dorsal contractile heart

Type of Respiratory System Body surfaces, Skin, trachaea, or book lungs

Type of Nervous System Dorsal ganglia connected by nerve ring

Type of Body Cavity Eucoelomates

Type of Asexual Reproduction None

Type of Sexual Reproduction 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 characteristics. Place a preserved specimen in a dissection pan. You will be asked to recognize the following structures: head, prothorax, mesothorax, metathorax, abdomen, , 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 characteristics.

EXTERNAL FEATURES You will be held responsible for the following external features: , 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

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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 – 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 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?

Station 16 – Class: Echinodea 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?

5. What do they have instead of arms?

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

Station 17 – Class: Holothuroidea 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? 36

Station 18 – Class: Crinodea 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?

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

Level of Organization Organ-system level

Tissue Layers Triploblastic

Type of Digestive System Alimentary Canal What type of digestion do they have? Extra- and intracellular Type of Excretory System None

Type of Circulatory System Reduced

Type of Respiratory System Dermal Branchiae

Type of Nervous System Ring and Radial nerves

Type of Body Cavity Eucoelomates

Type of Asexual Reproduction Regeneration

Type of Sexual Reproduction Dioecious

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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 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 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 characteristics found in the adults in this subphylum?

2. What type of lifestyle do they demonstrate?

Station 24 – Subphylum: Cephalochordata

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

2. What type of lifestyle do they demonstrate?

Biology 2 – Lab Practicum 3 39 Station 25 - Subphylum: Vertebrata . 1. What are the chordate characteristics found in the adults in this subphylum?

2. What type of lifestyle do they demonstrate?

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 ?

4. What are the larvae called? Where are they found? What do they have to do to become adults? Biology 2 – Lab Practicum 3 40 Station 29 – Superclass: Gnathostomata

1. What characteristics does this superclass have?

2. What do they develop from?

Station 30 – Class: Chondrichthyes Be able to recognize the examples at this station.

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?

Biology 2 – Lab Practicum 3 41 Station 31 – Order: Selachiformes - Sharks Be able to recognize the examples at this station and know their characteristics.

Shark Information Great 1. What size are they?

2. What do they eat?

3. Where are they found?

4. In the last 100 years, more people have been killed in the U.S. by what animal over this shark?

Leopard Shark 1. What size are they?

2. What do they eat?

3. Where are they found?

4. How do the adult differ from the juveniles?

Whale Shark 1. What size are they?

2. What do they eat?

3. Where are they found?

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

Hammerhead Shark 1. What size are they?

2. What do they eat?

3. Where are they found?

4. What does the hammer head do for the animal and how many more times effective is it than other sharks?

Biology 2 – Lab Practicum 3 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

Stinging Spines

Pelvic

Child Birth

Example Broad Manta Ray

1. What size are they? 1. What size are they?

2. Where are they found? 2. Where are they found?

3. What do they eat? 3. What do they eat?

Station 33 – Guitarfish

1. Where are they found?

2. What size are they?

3. What do they eat?

Biology 2 – Lab Practicum 3 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–

1. What is their skeleton made of?

2. What type of scales do they have?

3. What two other adaptations do they have?

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

Biology 2 – Lab Practicum 3 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?

3. Where are they found?

4. What do they eat?

Subclass: Dipnoi Lungfish 1. What description is given for lungfish?

2. What primitive characteristic are they well known for?

3. Where are they found?

4. How do they survive dessication?

5. What do they eat?

Biology 2 – Lab Practicum 3 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?

Classification Fish Information

Order: Gar 1. Where are these fish normally found? Lepisoteriformes

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?

Biology 2 – Lab Practicum 3 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

Biology 2 – Lab Practicum 3 47 Superorder: Osteoglossomorpha

Classification Fish Information

Order: Arowana 1. Where are they found? Osteoglossiformes

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

3. How do they obtain oxygen?

Superorder: Elopomorpha

Classification Fish Information

Order: Moray 1. Where are they found? Anguillidiformes

Freshwater Eels 2. What do they eat?

3. Why is their mouth often open?

Superorder: Clupeomorpha

Classification Fish Information

Order: Anchovies 1. Where are they found? Clupeiformes 2. What is the name of their way of feeding?

3. What is the specialized structure used?

Sardines 1. Where are they found?

2. What is their other name?

3. What are they packed with?

Biology 2 – Lab Practicum 3 48 Superorder: Ostariphysi

Classification Fish Information

Order: Loaches 1. Where are they found? Cypriniformes 2. What do they eat?

3. How have they adapted to less than ideal water conditions?

Order: Piranha 1. Where are they found? Characiformes 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 1. Where are they found?

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

3. How does this allow them to avoid predators?

Order: Knifefish 1. Where are they found? Cymnotiformes 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?

Biology 2 – Lab Practicum 3 49 Superorder: Protacanthopterygii

Classification Fish Information

Order: Salmon 1. What is the term used on how the reproduce? What Salmoniformes does it mean?

2. What has happened to the Salmon Industry in ?

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?

2. What do they eat?

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: Smelt 1. What do smelt smell like? Osmeriformes

2. What are their used for?

Biology 2 – Lab Practicum 3 50 Superorder: Stenopterygii

Classification Fish Information

Order: Dragonfish 1. Where are they found? Stomilliformes 2. What do they have in common with other deep water fish?

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

Superorder: Scopelomorpha

Classification Fish Information

Order: Lanternfish 1. Where are they found? Myctophiformes 2. What do they have in common with other deep water fish?

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

Superorder: Acanthopterygii

Classification Fish Information

Order: Mullet 1. Where are they found? Mugiliformes

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

Biology 2 – Lab Practicum 3 51 Superorder: Acanthopterygii (cont.)

Classification Fish Information

Order: Silversides (Top smelt 1. What do they have in common? Atheriniformes and Mosquito fish)

2. Why are mosquito fish probably the most in the world?

Grunion 1. Where are they found?

2. How do they reproduce?

Order: Beloniformes Flying Fish 1. Where are they found?

2. What is used for “wings”?

3. Why do they do this behavior?

Order: Desert Pupfish 1. Why are they endangered? Cyprinodontiformes

2. What can they tolerate?

Order: Ridgeheads 1. Where are they found? Stephanoberyciformes

2. How did they get their name?

3. Why are they called pseudoceanic?

Biology 2 – Lab Practicum 3 52 Superorder: Acanthopterygii (cont.)

Classification Fish Information

Order: Clingfish 1. What is modified into the sucker? Gobiesociformes

2. Where are they found?

Order: Sticklebacks 1. How are they unique? Gasterosteiformes

2. Who are they related to?

3. How were they used in behavioral studies?

Order: Sea Horses and 1. Why are these two species notable? Synganthiformes

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: Porcupine Fish 1. How do these fish differ from puffer fish? Tetradontiformes

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?

Biology 2 – Lab Practicum 3 53 Superorder: Acanthopterygii (cont.)

Classification Fish Information

Order: Halibut 1. Where are the eyes when a halibut is born? Pleuronectiformes

2. When do they migrate?

3. What does this help with?

Order: Sculpin 1. Where are they eat? Scorpaeniformes

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?

2. Where are they found?

3. What type of marine habitat are they associated with?

4. What do they eat?

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

Biology 2 – Lab Practicum 3 54 Superorder: Acanthopterygii (cont.)

Classification Fish Information

Order: Perciformes Striped Marlin 1. Where are they found? (cont.)

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

3. What are they built for?

4. What do they eat and where?

Wrasses / 1. Where are they found? 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?

2. What do they eat?

Clownfish 1. What do they form symbiotic relationships with?

2. How do each of them benefit?

Biology 2 – Lab Practicum 3 55 Station 39 – OSTIECHTHYES – EXTERNAL FEATURES (Handout)

1. What shape does it exhibit and why?

2. What type of scales do they have?

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

4. Note the . What is its function?

5. Be able to identify the following features: , 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 Excretory System Kidney

Circulatory System Sinus venosus Atrium Ventricle Bulbous arteriosus Respiratory System Gills

Nervous System Spinal cord Reproductive System Ovaries or Testes

Swim Bladder