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ENTOMOLOGY 322 LABS 13 & 14 Insect Mouthparts
ENTOMOLOGY 322 LABS 13 & 14 Insect Mouthparts The diversity in insect mouthparts may explain in part why insects are the predominant form of multicellular life on earth (Bernays, 1991). Insects, in one form or another, consume essentially every type of food on the planet, including most terrestrial invertebrates, plant leaves, pollen, fungi, fungal spores, plant fluids (both xylem and phloem), vertebrate blood, detritus, and fecal matter. Mouthparts are often modified for other functions as well, including grooming, fighting, defense, courtship, mating, and egg manipulation. This tremendous morphological diversity can tend to obscure the essential appendiculate nature of insect mouthparts. In the following lab exercises we will track the evolutionary history of insect mouthparts by comparing the mouthparts of a generalized insect (the cricket you studied in the last lab) to a variety of other arthropods, and to the mouthparts of some highly modified insects, such as bees, butterflies, and cicadas. As mentioned above, the composite nature of the arthropod head has lead to considerable debate as to the true homologies among head segments across the arthropod classes. Table 13.1 is presented below to help provide a framework for examining the mouthparts of arthropods as a whole. 1. Obtain a specimen of a horseshoe crab (Merostoma: Limulus), one of the few extant, primitively marine Chelicerata. From dorsal view, note that the body is divided into two tagmata, the anterior Figure 13.1 (Brusca & Brusca, 1990) prosoma (cephalothorax) and the posterior opisthosoma (abdomen) with a caudal spine (telson) at its end (Fig. 13.1). In ventral view, note that all locomotory and feeding appendages are located on the prosoma and that all except the last are similar in shape and terminate in pincers. -
Ag. Ento. 3.1 Fundamentals of Entomology Credit Ours: (2+1=3) THEORY Part – I 1
Ag. Ento. 3.1 Fundamentals of Entomology Ag. Ento. 3.1 Fundamentals of Entomology Credit ours: (2+1=3) THEORY Part – I 1. History of Entomology in India. 2. Factors for insect‘s abundance. Major points related to dominance of Insecta in Animal kingdom. 3. Classification of phylum Arthropoda up to classes. Relationship of class Insecta with other classes of Arthropoda. Harmful and useful insects. Part – II 4. Morphology: Structure and functions of insect cuticle, moulting and body segmentation. 5. Structure of Head, thorax and abdomen. 6. Structure and modifications of insect antennae 7. Structure and modifications of insect mouth parts 8. Structure and modifications of insect legs, wing venation, modifications and wing coupling apparatus. 9. Metamorphosis and diapause in insects. Types of larvae and pupae. Part – III 10. Structure of male and female genital organs 11. Structure and functions of digestive system 12. Excretory system 13. Circulatory system 14. Respiratory system 15. Nervous system, secretary (Endocrine) and Major sensory organs 16. Reproductive systems in insects. Types of reproduction in insects. MID TERM EXAMINATION Part – IV 17. Systematics: Taxonomy –importance, history and development and binomial nomenclature. 18. Definitions of Biotype, Sub-species, Species, Genus, Family and Order. Classification of class Insecta up to Orders. Major characteristics of orders. Basic groups of present day insects with special emphasis to orders and families of Agricultural importance like 19. Orthoptera: Acrididae, Tettigonidae, Gryllidae, Gryllotalpidae; 20. Dictyoptera: Mantidae, Blattidae; Odonata; Neuroptera: Chrysopidae; 21. Isoptera: Termitidae; Thysanoptera: Thripidae; 22. Hemiptera: Pentatomidae, Coreidae, Cimicidae, Pyrrhocoridae, Lygaeidae, Cicadellidae, Delphacidae, Aphididae, Coccidae, Lophophidae, Aleurodidae, Pseudococcidae; 23. Lepidoptera: Pieridae, Papiloinidae, Noctuidae, Sphingidae, Pyralidae, Gelechiidae, Arctiidae, Saturnidae, Bombycidae; 24. -
4-H Insect Identification Study Guide for Junior 4-H’Ers
4-H Insect Identification Study Guide for Junior 4-H’ers What is it? This is the first question most people ask habits. You must know the information in this study when they encounter a new kind of animal. Being able to guide, the 4-H Introduction to Entomology, and the indicated identify an animal is the first step in learning about that sections of the 4-H Entomology Manual (“How Insects Grow animal. Your backyard is home to hundreds of different and Develop” and “How Insects Feed—Mouthparts”) to species of interesting and unusual animals, and most of do well in the contest. these animals are insects. Insects affect our lives in many ways. Some insects are pests and some are beneficial, Spelling Counts but most insects are neither good nor bad—they are just Try to spell common names and order names correctly. little animals. Answers that are badly misspelled will be counted wrong, Participating in the 4-H Insect Identification contest and spelling may be used to break ties. will help you learn how to identify insects and learn about It is also helpful to understand why the common the biology and habits of these interesting little animals. names of some insects are written as one word, as in For the junior level contest, you only need to learn about 50 “dragonfly,” while those of other insects are written as two of our more common insects, but the skills you acquire in words, as in “house fly.” In general, when an organism learning about these 50 insects will help you expand your really is a member of the group being named, the name is knowledge of insects, as well as other animals and plants, written as two words, but if the organism does not really as you move through life. -
Diversification of Insects Since the Devonian
www.nature.com/scientificreports OPEN Diversifcation of insects since the Devonian: a new approach based on morphological disparity of Received: 18 September 2017 Accepted: 12 February 2018 mouthparts Published: xx xx xxxx Patricia Nel1,2, Sylvain Bertrand2 & André Nel1 The majority of the analyses of the evolutionary history of the megadiverse class Insecta are based on the documented taxonomic palaeobiodiversity. A diferent approach, poorly investigated, is to focus on morphological disparity, linked to changes in the organisms’ functioning. Here we establish a hierarchy of the great geological epochs based on a new method using Wagner parsimony and a ‘presence/ absence of a morphological type of mouthpart of Hexapoda’ dataset. We showed the absence of major rupture in the evolution of the mouthparts, but six epochs during which numerous innovations and few extinctions happened, i.e., Late Carboniferous, Middle and Late Triassic, ‘Callovian-Oxfordian’, ‘Early’ Cretaceous, and ‘Albian-Cenomanian’. The three crises Permian-Triassic, Triassic-Jurassic, and Cretaceous-Cenozoic had no strong, visible impact on mouthparts types. We particularly emphasize the origination of mouthparts linked to nectarivory during the Cretaceous Terrestrial Revolution. We also underline the origination of mouthparts linked to phytophagy during the Middle and the Late Triassic, correlated to the diversifcation of the gymnosperms, especially in relation to the complex ‘fowers’ producing nectar of the Bennettitales and Gnetales. During their ca. 410 Ma history, hexapods have evolved morphologically to adapt in a continuously changing world, thereby resulting in a unique mega-biodiversity1. Age-old questions2–4 about insects’ macroevolution now- adays receive renewed interest thanks to the remarkable recent improvements in data and methods that allow incorporating full data, phylogenomic trees besides fossil record5–9. -
Who Eats What? Mouthparts and Meals
Who Eats What? Mouthparts and Meals Essential Question: What do insects eat? Location: Classroom/Outdoors Background Information The ecological roles that animals play in their Objectives: Learners will: ecosystems or habitats are, for the most part, determined by 1) describe how insects eat what and how they eat. different kinds of food. 2) give examples of how Contrary to some people’s opinions, no species of insect mouthparts differ insect eats everything. Collectively, however, they eat a wide between species and limit variety of foods, and very few plants have been successful in diets. fending off all insects. Some insects eat only live animals (carnivores, insectivores), others (scavengers) feed on dead Skills: communication, animals or animal waste (e.g., feces). Some feed only on parts observation, listening, analysis of animals, primarily fluids such as blood. Many eat plants Supplies: (herbivores)– but their preferences may be flowers, seeds, Insect Mouthparts stems, roots, leaves, wood or they may choose dead or rotting Worksheet plant parts. Some insects eat fungi or microorganisms; some Illustrations of insects and (omnivores) eat all kinds of things. invertebrates mouthparts Within these ranges, some insects are generalists and GEN Eco-service ID cards these may, if leaf-eaters, for example, nibble leaves from a of insects and invertebrates for mouthpart identification. variety of plants. Other insects are specialists. These would pencils and paper only eat leaves from one – or maybe a few closely related – pliers species of plants. As you might guess, each group or even Relay Race (per team) or species of insect has its own unique diet. -
4-H Entomology Manual
4-H Entomology Manual Table of Contents Introduction .................................................................................................................................................... 3 Insects and Their Relatives ............................................................................................................................ 4 How Insects Grow and Develop (Metamorphosis) ........................................................................................ 8 How Insects Feed—Mouthparts ..................................................................................................................... 9 Other Important Features—Wings and Antennae ........................................................................................ 11 Importance of Insects ................................................................................................................................... 13 Insects in the Natural Recycling of Nutrients .......................................................................................... 13 Insects as Pollinators ................................................................................................................................ 13 Bees and Beekeeping ............................................................................................................................... 14 Insects in Food Webs of Wildlife............................................................................................................. 14 Insects as Biological Controls of -
Basic Entomology for Identification
gardening.cornell.edu Basic Entomology for Identification There is a vast array of insects, spiders, mites and ticks found in residential landscapes and homes. Understanding their basic anatomy and life cycles will help you identify those you encounter. Proper identification is key to determining if it is a pest, and if management might be needed. Body Parts The body of an adult insect has three parts: the head, the thorax and the abdomen. There is usually a waist between the thorax and abdomen. For some insects close inspection will be needed to observe the division between the thorax and the abdomen. Spiders, mites, and ticks are arachnids not insects. The body of an arachnid generally has two parts: the cephalothorax (a combined head and thorax) and the abdomen. The insect head includes the eyes, antennae, and mouthparts. Arachnids do not have antennae. Eyes -Most adult insects have a single pair of compound eyes. Additionally, they have simple light detecting organs called ocelli that are usually situated on top of the head. Unlike compound eyes, ocelli do not form a complex image of the environment. Arachnids have two kinds of eyes, the lateral and median ocelli. Antennae – Adult insects have a pair of antennae usually located between or in front of the compound eyes. They can be short or long and of a variety of shapes. Touch is the most common function of antennae. Though antennae may also detect odors and function as humidity sensors. Mosquitoes detect sounds with their antennae, and many flies use theirs to gauge air speed while they are in flight. -
• Mouthparts 1 • Mouthparts 2 • Thorax and Abdomen 1 • Thorax And
• HeadHead •• MouthpartsMouthparts 11 •• MouthpartsMouthparts 22 •• ThoraxThorax andand abdomenabdomen 11 •• ThoraxThorax andand abdomenabdomen 22 •• CockroachCockroach dissectiondissection © 1997 B.K. Mitchell & J.S. Scott, Department of Biological Sciences, University of Alberta The compound eyes are often the most COCKROACH BRAIN - dorsal aspect The inside of the prominent structures on the insect head. Drawing of dissected cockroach head contains more The Insect Head Adult holometabolous insects,as well as head showing brain and related than the brain, of immatures and adults of hemimetabolous Insects are strongly cephalized animals, that is, many of the important nerves. Frontal and hypocerebral course. There are insects have them. Insect compound ganglia are part of the stomatogas- many muscles that functions are moved anteriorly with a high degree of merging or eyes have thousands of more or less tric nervous system, while the cor- operate the various condensing of segments, sensory structures and neural ganglia. This equivalent sensory cartridges called om- pora cardiaca and corpora allata are appendages - the module illustrates the preceding statement. Additional information on matidia. Each ommatidium has a hexago- mouthpart muscles the insect head can be found in the mouthpart module. nal lens (hundreds in focus in this picture) being particularly and six to eight light-sensitive cells. Sin- complex. Six or seven segments are condensed to form the head capsule. This gle homologous sensory cells from nu- strong structure provides protection for the brain, support for eyes, oesophagus frontal ganglion merous adjacent ommatidia respond to This cleared whole ocelli, antennae and mouthparts. The strongest muscles in the head light in their limited field of view and send mount reveals an- serve the mandibles in chewing insects and the sucking pump in the information to the same place in the recurrent nerve other aspect of the piercing-sucking insects. -
Adaptations of Insects Teacher’S Booklet
Adaptations of Insects Teacher’s Booklet Texas Cooperative Extension Part of the Texas A&M University System Molly Keck Extension Program Specialist 3355 Cherry Ridge, Suite 212 San Antonio, TX 78230 Email: [email protected] Preface Insects have amazing adaptations that make each type unique and diverse. Insects are adapted for life in every environment imaginable. With the exception of deep in volcanoes, insects can be found everywhere. Insect adaptations include mouthparts, the ability to fly, leg types, and body shapes. Imagine if all insects looked exactly the same, ate exactly the same food, and lived in exactly the same habitats. It would be impossible because insects would compete too much and would not be able to survive. In this booklet are a variety of exercises designed to help educate your students about adaptations by using insects as examples. 1 Table of Contents Preface 1 Lesson 1 – Insect Adaptations 3 Activity 1 – Maze 7 Lesson 2 – Insect Mouthpart Adaptations 8 Activity 2 – Insect Masks 11 Lesson 3 – Insect Adaptations to Habitats 18 Activity 3-1 – Matching Legs to Habitats 22 Activity 3-2 – Build an Insect 24 Lesson 4 – Who is Adapted to Their Environment 29 Activity 4-1 – Adaptation Matching Game 33 Activity 4-2 – Adaptation Word Search 35 Wrap Up Group Activity 36 Wrap Up Crossword Activity 37 Glossary 39 Lesson 1 - Insect Adaptations Overview: Students will read the following passage in the classroom and then answer relevant questions pertaining to the passage. The students will get an overview about of the term adaptation, and how insects may be adapted to their environment. -
Introduction to Entomology
® EXTENSION Know how. Know now. EC1588 Introduction to Entomology James A. Kalisch, Entomology Extension Associate Ivy Orellana, Extension Assistant Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties and the United States Department of Agriculture. University of Nebraska–Lincoln Extension educational programs abide with the nondiscrimination policies of the University of Nebraska–Lincoln and the United States Department of Agriculture. © 2014, The Board of Regents of the University of Nebraska on behalf of the University of Nebraska–Lincoln Extension. All rights reserved. Introduction to Entomology James A. Kalisch, Entomology Extension Associate Ivy Orellana, Extension Assistant Insects and mites are among the known to exist. They have three the insects . Within the class Insecta, most numerous animals on earth. In a characteristics in common — a seg- various characteristics are used to typical midsummer landscape and gar- mented body, jointed legs, and an group insects into orders (Table 1). den, there are approximately a thou- exoskeleton. The Arthropoda phylum These characteristics are easily visible sand insects in addition to mites and is divided into classes, and some com- and do not require a microscope; for spiders! The goals of this publication is mon names of each class includes example, mouthparts, wings, and type to introduce the science of entomology the crustaceans, centipedes, milli- of metamorphosis are all identifying and insect identification to those who pedes, spiders, ticks and mites, and characteristics. are active in outdoor landscapes or natural settings. Insects play a valuable role in our Table 1. The following table describes the common names associated with natural world. -
Fluid Rise in C-Shaped Conduits of Separated Butterfly Mouthparts
1 2 FLUID RISE IN C-SHAPED CONDUITS OF SEPARATED BUTTERFLY MOUTHPARTS A thesis submitted to the Kent State University Honors College in partial fulfillment of the requirements for Departmental Honors by Ashley L. Lash May, 2016 iii Thesis written by Ashley L. Lash Approved by ________________________________________________________________, Advisor _____________________________________, Chair, Department of Biological Sciences Accepted by ____________________________________________________, Dean, Honors College ii iii TABLE OF CONTENTS LIST OF FIGURES…..……………………………………………………………….….iv LIST OF TABLES………..………………………………………………………….……v ACKNOWLEDGMENTS……………...……………………………..……………..…...vi CHAPTER I. INTRODUCTION………………………………………………………….1 II. MATERIALS AND METHODS…………………….…………..……….10 III. RESULTS………………………………………….…………………...…18 IV. DISCUSSION………………………………………………………...…..28 REFERENCES………………………………………………………………………..…35 iii LIST OF FIGURES Figure 1. Scanning electron microscope image of a coiled proboscis (Vanessa cardui)………………………………………………………………………......1 Figure 2. Darwin’s sphinx moth…………………………………………………………..2 Figure 3. Proboscis functionality Test……………………………………………….......10 Figure 4. Set up for fluid rise experiments………………………………………………12 Figure 5. Isolated frames for fluid uptake measurements………………………..……....13 Figure 6. SEM measurements of the food canal………………………………………....14 Figure 7. Proboscis length measurements……………………………………………..…16 Figure 8. Regression analysis comparing fluid rise rates with food canal measurements in the DR treatment………………………………………………..……...……23 -
Nibble, Sip, and Grind
Unit 3 Lesson 3: Nibble, Sip, and Grind Focus Areas: Animal Lifestyles; Science, Math Focus Skills: comparing and contrasting, observing, forming a Dedicated hypothesis, drawing conclusions to Reducing Pesticides Objective To understand that the variety in insect mouthparts are adaptations to their diet Essential Questions • What do insects eat? • How do insects eat? Essential Understanding Insects’ mouths are adapted to eat food within their environment. Background Insects have a variety of ways to obtain nourishment. Mosquitoes, adult fleas, lice, and some flies puncture tissue with a slender beak, a PROBOSCIS, and suck the fluids within. Butterflies, moths, and bees also dine on fluids, but their PROBOSCIS lacks the piercing adaptation and is extended only when their feet touch and “taste “a sweet solution. A spongy tip, LABELLUM, on the tip of the PROBOSCIS allows most INTEGRATED PEST flies to sop up liquids or easily soluble food. Other insects like ants, MANAGEMENT grasshoppers, beetles, and caterpillars nibble and grind their food with jaws, MANDIBLES, which move horizontally. Unit 3 Lesson 3: Nibble, Sip, and Grind Vocabulary labellum the spongy tip of some insects’ proboscis a b c d e f mandibles the chewing mouth parts of some insects proboscis the slender feeding tube of some insects 12 Logistics Time: 30 minutes 9 3 Group Size: 5 to 30 6 Space: an area large enough for children to move about comfortably Materials straws sponges juice box with straw pliers files assorted food stuffs: cereal, juice, Jell-O®, ice cream, pudding cups, popcorn, apple sauce, oranges, pretzels, bread, lettuce a stuffed animal or two a soft bodied doll a display board for group work insect pictures from Insect Babies and Adults Picture Card Set * Handout 1 “Individual Tally Sheet” with answer key* * single copy provided Page 2 Unit 3 Lesson 3: Unit 3 Lesson 3: Nibble, Sip, and Grind Preparation 1.