Millipedes, Centipedes, & Allies Myriapoda, Class Diplopoda

Total Page:16

File Type:pdf, Size:1020Kb

Millipedes, Centipedes, & Allies Myriapoda, Class Diplopoda Phylum Arthropoda: the Arthropods Arthropoda: Major Taxonomic Groups (Part II) Subphylum Chelicerata Class Merostomata (Horseshoe Crabs) Class Arachnida (Spiders, Mites, Ticks, Scorpions, Allies) Subphylum Crustacea Class Malacostraca (Shrimp, Crabs, Lobsters, Crayfish) Class Branchiopoda (Brine Shrimp, Cladocerans) Class Maxillopoda (Copepods and Barnacles) Subphylum Myriapoda Chapter 15 Class Diplopoda (Millipedes) Class Chilopoda (Centipedes) Subphylum Hexapoda Class Insecta (Insects) Myriapoda, Class Diplopoda: Subphylum Myriapoda: Millipedes Millipedes, Centipedes, & Allies Usually 30 or more pairs of legs, 2 pairs per segment ~13,000 species Results from fusion of adjacent pairs of body segments during development All are terrestrial Body usually round in cross section Carnivorous (centipedes) Mandibles modified for chewing or herbivorous (remaining Many have repugnatorial glands that produce a foul- groups) smelling liquid for defense Two body regions ( head Often found in leaf litter or under decaying logs or other and trunk ) objects Slow-moving; diurnal or nocturnal Single pair of antennae Dioecious; females lay eggs Mandibles Males may transfer sperm via spermatophores or by 10 to >750 pairs of legs gonopods 1 Myriapoda, Class Chilopoda: Centipedes Usually 15 or more pairs of legs, 1 pair per segment Body usually flattened in cross section First pair of appendages modified into forcipules , or poison claws Range in size from <5 mm to >30 cm Found in leaf litter and under debris House centipedes often found inside buildings Fast-moving; nocturnal Dioecious; females may brood eggs and young Males produce a spermatophore 2 Above left is a symphylan and above right are several pauropods, both representatives of smaller groups of myriapods. Symphylans and pauropods are small but often common members of the soil community. Subphylum Hexapoda: Insects and Relatives >1 million describes species; estimates of 5-30 million total >60% of all animal species Most are terrestrial, but some are aquatic Many species are aquatic as juveniles and terrestrial as adults Three body regions: head , thorax , and abdomen Mandibulate mouthparts, often heavily modified May be carnivores, herbivores, omnivores, or parasites Three pairs of legs on thorax One pair of antennae Many have wings 3 Class Insecta: Flight Insects are first animals to develop flight Allows them to (a) move more easily to new areas, (b) exploit new food sources, (c) escape predators more easily Wings have thickened, hollow veins for strength and for Clockwise from above left are nutrient transport to wings collembolans (springtails), a dipluran, and a proturan. All are Most can fold wings over the back small soil-dwelling hexapods, the Exceptions are mayflies (Order Ephemeroptera) and latter two lacking eyes and dragonflies and damselflies (Order Odonata) proturans lacking antennae. All are Many are very maneuverable, and some can hover referred to as entognathous, because their mouthparts emerge Wings may be modified (ex: forewings in beetles), from the front of the head rather reduced (ex: hind wings in flies), or absent than the ventral side as in insects. Wings occur only in adults Insecta: Types of Flight Direct or synchronous flight – muscles attached to wings contract for downward thrust One nervous impulse per wing beat Butterflies, dragonflies, and grasshoppers Indirect or asynchronous flight – muscles change the shape of the exoskeleton to create thrust One nervous impulse for several wing beats Flies, beetles, and wasps Indirect flight muscles allow much faster wing beat frequency than do direct flight muscles 4 Insecta: Appendages Insects may walk, run, jump, swim, burrow, or skate on water surface Because of this, many have highly modified limbs Legs may also be modified for catching prey, such as raptorial legs in mantids Insecta: Feeding and Digestion Four types of mouthparts: labrum ; mandibles ; maxillae ; labium Basic biting mouthparts may be heavily modified for chewing, piercing, licking (sponging), or sucking Long, straight digestive system typical of all arthropods Foregut (muscular pharnyx and crop), midgut (site of digestion and absorption), and hindgut (intestine, reabsorbs water) Foregut and hindgut are lined with cuticle, which is shed during molting Typical biting mouthparts, from a grasshopper 5 Insecta: Gas Exchange Tracheae are branched chitin-lined tubes that open to the outside via spiracles They are most branched in metabolically active tissue (e.g., flight muscles) Most insects have methods for ventilating the gills tracheae in order to move air May use muscle contractions or create biochemical vacuums Aquatic insects have gills or diffuse gas across body walls (some carry bubbles underwater) 6 Insecta: Circulation and Excretion Circulatory system similar to other arthropods but less developed (blood not used in gas exchange) Circulatory fluid called hemolymph Gases carried dissolved in hemolymph Some insects (e.g., moths) generate heat by rapid contraction of flight muscles (shivering thermogenesis ) Excrete uric acid via Malpighian tubules (like spiders) Insecta: Nervous System Similar in structure to nervous system of annelids and other arthropods Many have two enlarged ganglia in head: the brain and the subesophageal ganglion Subesophageal ganglion is associated with sensory organs tied to the mouthparts Segmental ganglia occur along the ventral nerve cord Some insects are capable of learning and memory 7 Insecta: Sensory Organs Excellent chemoreceptors and touch ocelli receptors (numerous hair-like setae) Many insects can hear with Johnston’s Compound eye organs (at base of antennae) or tympanal organs (in legs, abdomen, or thorax) Light-detecting organs include ocelli (for light/dark perception) and compound eyes (used for forming images) In the katydid at right, the tympani are on the legs. In the grasshopper below left, it’s on the side of the abdomen. In the parasitic fly Ormia below right, the tympani are on the anterior thorax. 8 Insecta: Chemical Regulation Insecta: Reproduction Like other arthropods, insects have endocrine glands that release hormones Most have complex mating behaviors which control many biological processes and internal fertilization Some examples are molting, growth, Pheromones (e.g., moths), visual reproduction, alarm signaling signals (e.g., fireflies), or auditory Pheromones are released chemicals that cause behavioral changes in other signals (e.g., cicadas) may be individuals involved in male courtship displays Sex pheromones attract mates Females of many species deposit Alarm pheromones warn others of eggs with an ovipositor danger Ametabolous Development Immature stages look like small adults; no metamorphosis Only change is development of adult reproductive structures Found only in the more primitive wingless hexapods 9 Holometabolous Development Hemimetabolous Development Immature stages ( larvae ) Immature stages do not resemble adults Larvae often worm- or (nymphs ) look grub-like, often missing generally like legs, antennae, or other small adults adult parts Prior to reaching As juveniles age, adulthood, larvae go through a “resting” stage they develop adult called a pupa reproductive Pupa often, but not structures and always, encased in a wings cocoon Inside pupa, larva is This is sometimes retransformed into the called simple adult form This process is called metamorphosis complete metamorphosis Insecta: Social Insects Eusocial Ants Certain insects (some bees and wasps; all ants and termites) have highly developed social systems Referred to as eusocial insects Individuals form large colonies, almost entirely female, with castes , or division of labor One or perhaps a few individuals can breed; these are the queens Remaining females are sterile, and may be workers , soldiers , foragers Males are called drones , and functionally primarily in mating Colony acts as a “superorganism” Evolutionary origin has caused much debate 10 Eusocial Bees & Eusocial Termites wasps Insecta: Major Insects and Humans Orders Insects are both enormously beneficial and Order Blattaria – costly to humans cockroaches Order Hemiptera – “true” They are essential to many ecological functions bugs, cicadas, aphids Food web dynamics Pollination of plants Order Isoptera – termites Soil aeration and decay processes Order Odonata - They produce products humans use (honey, silk, dragonflies, damselflies wax) Order Orthoptera - grasshoppers, crickets, Some cause damage to crops and livestock while katydids others help prevent this damage Order Ephemeroptera - Some spread diseases (e.g., mosquitoes) mayflies 11 Insecta: Major Arthropoda: Evolutionary Orders Relationships Order Coleoptera – beetles There is Order Diptera – flies currently a lot Order Hymenoptera - of debate and ants, bees, wasps disagreement Order Lepidoptera - about the moths, butterflies relationships Order Siphonaptera – among the fleas various Order Neuroptera – subphyla of lacewings & allies arthropods 12.
Recommended publications
  • A Taxonomic Revision of Rhododendron L. Section Pentanthera G
    A TAXONOMIC REVISION OF RHODODENDRON L. SECTION PENTANTHERA G. DON (ERICACEAE) BY KATHLEEN ANNE KRON A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1987 , ACKNOWLEDGMENTS I gratefully acknowledge the supervision and encouragement given to me by Dr. Walter S. Judd. I thoroughly enjoyed my work under his direction. I would also like to thank the members of my advisory committee, Dr. Bijan Dehgan, Dr. Dana G. Griffin, III, Dr. James W. Kimbrough, Dr. Jonathon Reiskind, Dr. William Louis Stern, and Dr. Norris H. Williams for their critical comments and suggestions. The National Science Foundation generously supported this project in the form of a Doctoral Dissertation Improvement Grant;* field work in 1985 was supported by a grant from the Highlands Biological Station, Highlands, North Carolina. I thank the curators of the following herbaria for the loan of their material: A, AUA, BHA, DUKE, E, FSU, GA, GH, ISTE, JEPS , KW, KY, LAF, LE NCSC, NCU, NLU NO, OSC, PE, PH, LSU , M, MAK, MOAR, NA, , RSA/POM, SMU, SZ, TENN, TEX, TI, UARK, UC, UNA, USF, VDB, VPI, W, WA, WVA. My appreciation also is offered to the illustrators, Gerald Masters, Elizabeth Hall, Rosa Lee, Lisa Modola, and Virginia Tomat. I thank Dr. R. Howard * BSR-8601236 ii Berg for the scanning electron micrographs. Mr. Bart Schutzman graciously made available his computer program to plot the results of the principal components analyses. The herbarium staff, especially Mr. Kent D. Perkins, was always helpful and their service is greatly appreciated.
    [Show full text]
  • Allium Albanicum (Amaryllidaceae), a New Species from Balkans and Its
    A peer-reviewed open-access journal PhytoKeys 119: 117–136Allium (2019) albanicum (Amaryllidaceae), a new species from Balkans... 117 doi: 10.3897/phytokeys.119.30790 RESEARCH ARTICLE http://phytokeys.pensoft.net Launched to accelerate biodiversity research Allium albanicum (Amaryllidaceae), a new species from Balkans and its relationships with A. meteoricum Heldr. & Hausskn. ex Halácsy Salvatore Brullo1, Cristian Brullo2, Salvatore Cambria1, Giampietro Giusso del Galdo1, Cristina Salmeri2 1 Department of Biological, Geological and Environmental Sciences, Catania University, Via A. Longo 19, 95125 Catania, Italy 2 Department of Biological, Chemical and Pharmaceutical Sciences and Technologies (STEBICEF), Palermo University, Via Archirafi 38, 90123 Palermo, Italy Corresponding author: Cristina Salmeri ([email protected]) Academic editor: L. Peruzzi | Received 26 October 2018 | Accepted 9 January 2019 | Published 11 April 2019 Citation: Brullo S, Brullo C, Cambria S, Giusso del Galdo G, Salmeri C (2019) Allium albanicum (Amaryllidaceae), a new species from Balkans and its relationships with A. meteoricum Heldr. & Hausskn. ex Halácsy. PhytoKeys 119: 117–136. https://doi.org/10.3897/phytokeys.119.30790 Abstract A new species, Allium albanicum, is described and illustrated from Albania (Balkan Peninsula). It grows on serpentines or limestone in open rocky stands with a scattered distribution, mainly in mountain loca- tions. Previously, the populations of this geophyte were attributed to A. meteoricum Heldr. & Hausskn. ex Halácsy, described from a few localities of North and Central Greece. These two species indeed show close relationships, chiefly regarding some features of the spathe valves, inflorescence and floral parts. They also share the same diploid chromosome number 2n =16 and similar karyotype, while seed testa micro- sculptures and leaf anatomy reveal remarkable differences.
    [Show full text]
  • AUTOMATIC FEEDBACK CONTROL in HUMAN BIOLOGY EEL 5934 Section 32513 Class Periods: MWF, Period 8, 3:00-3:50PM Location: Classroom Location Academic Term: Spring 2021
    AUTOMATIC FEEDBACK CONTROL IN HUMAN BIOLOGY EEL 5934 Section 32513 Class Periods: MWF, period 8, 3:00-3:50PM Location: Classroom location Academic Term: Spring 2021 Instructor: Name: Jacob Hammer Email Address: [email protected] Office Phone Number: 3523924934 Office Hours: MWF hours available, office location Teaching Assistant/Peer Mentor/Supervised Teaching Student: Please contact through the Canvas website • Name, email address, office location, office hours • Name, email address, office location, office hours Course Description A course about the automatic feedback control principles that govern biological, biochemical, and genetic mechanisms underlying critical processes in human biology. The course concentrates on case studies, including the automatic feedback control principles that regulate vision, balance, heart rate, and various metabolic and immunologic processes in human biology. Course Pre-Requisites -Basic knowledge of control theory and linear algebra (EEL 4657C or EEL 4610 or equivalent) or instructor consent Course Objectives Introduce students to general principles of automatic control, as they are applied by natural pHenomena in human biology. Materials and Supply Fees List if applicable Required TextBooks and Software: • "Biomolecular Feedback Systems" • Domitilla Del VeccHio and RicHard M. Murray • Princeton University Press, Princeton, NJ, USA, 2014 • ISBN number (if course notes derived from various publisHed sources are used, provide information above for eacH source) (if course notes are developed by tHe instructor,
    [Show full text]
  • Listing a Species As a Threatened Or Endangered Species Section 4 of the Endangered Species Act
    U.S. Fish & Wildlife Service Listing a Species as a Threatened or Endangered Species Section 4 of the Endangered Species Act The Endangered Species Act of 1973, as amended, is one of the most far- reaching wildlife conservation laws ever enacted by any nation. Congress, on behalf of the American people, passed the ESA to prevent extinctions facing many species of fish, wildlife and plants. The purpose of the ESA is to conserve endangered and threatened species and the ecosystems on which they depend as key components of America’s heritage. To implement the ESA, the U.S. Fish and Wildlife Service works in cooperation with the National Marine Fisheries Service (NMFS), other Federal, State, and local USFWS Susanne Miller, agencies, Tribes, non-governmental Listed in 2008 as threatened because of the decline in sea ice habitat, the polar bear may organizations, and private citizens. spend time on land during fall months, waiting for ice to return. Before a plant or animal species can receive the protection provided by What are the criteria for deciding whether refer to these species as “candidates” the ESA, it must first be added to to add a species to the list? for listing. Through notices of review, the Federal lists of threatened and A species is added to the list when it we seek biological information that will endangered wildlife and plants. The is determined to be an endangered or help us to complete the status reviews List of Endangered and Threatened threatened species because of any of for these candidate species. We publish Wildlife (50 CFR 17.11) and the List the following factors: notices in the Federal Register, a daily of Endangered and Threatened Plants n the present or threatened Federal Government publication.
    [Show full text]
  • Phylogenomic Resolution of Sea Spider Diversification Through Integration Of
    bioRxiv preprint doi: https://doi.org/10.1101/2020.01.31.929612; this version posted February 2, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Phylogenomic resolution of sea spider diversification through integration of multiple data classes 1Jesús A. Ballesteros†, 1Emily V.W. Setton†, 1Carlos E. Santibáñez López†, 2Claudia P. Arango, 3Georg Brenneis, 4Saskia Brix, 5Esperanza Cano-Sánchez, 6Merai Dandouch, 6Geoffrey F. Dilly, 7Marc P. Eleaume, 1Guilherme Gainett, 8Cyril Gallut, 6Sean McAtee, 6Lauren McIntyre, 9Amy L. Moran, 6Randy Moran, 5Pablo J. López-González, 10Gerhard Scholtz, 6Clay Williamson, 11H. Arthur Woods, 12Ward C. Wheeler, 1Prashant P. Sharma* 1 Department of Integrative Biology, University of Wisconsin–Madison, Madison, WI, USA 2 Queensland Museum, Biodiversity Program, Brisbane, Australia 3 Zoologisches Institut und Museum, Cytologie und Evolutionsbiologie, Universität Greifswald, Greifswald, Germany 4 Senckenberg am Meer, German Centre for Marine Biodiversity Research (DZMB), c/o Biocenter Grindel (CeNak), Martin-Luther-King-Platz 3, Hamburg, Germany 5 Biodiversidad y Ecología Acuática, Departamento de Zoología, Facultad de Biología, Universidad de Sevilla, Sevilla, Spain 6 Department of Biology, California State University-Channel Islands, Camarillo, CA, USA 7 Départment Milieux et Peuplements Aquatiques, Muséum national d’Histoire naturelle, Paris, France 8 Institut de Systématique, Emvolution, Biodiversité (ISYEB), Sorbonne Université, CNRS, Concarneau, France 9 Department of Biology, University of Hawai’i at Mānoa, Honolulu, HI, USA Page 1 of 31 bioRxiv preprint doi: https://doi.org/10.1101/2020.01.31.929612; this version posted February 2, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder.
    [Show full text]
  • 001 Biolife Building Room
    Biology 1009 Biological Reasoning (3.0 credits) Section: 001 BioLife Building Room 332 - Fall 2017: Mon, Wed, Fri 1.00-1.50pm INSTRUCTOR: Dr. Cinzia Sevignani – Office: BL248 - Email: [email protected] Readings: There is no assigned textbook but you should have access to a college level biology text such as Campbell Biology 9th/10th Edition ISBN -10: 0321558235 or Biological Science 4th Edition by Scott Freeman ISBN-10: 0321598202. Introductory Biology 1111 and 2112 use the Campbell textbook. I will give you assigned readings either in class or posted on Blackboard. All readings and class exercises and readings should be placed in a Notebook so you can review them for the midterm exams. Some readings will be taken from scientific literature and others will be from news articles such as the New York Times or from a biology textbook. The notebook will become your textbook and you will bring it to class each day (see details below). Here is a link to a video with information about the class https://www.youtube.com/watch?v=Oulh0Bflsdk. Course Goal: The goal of the course is to increase your success in learning biology and to provide insight and inspiration by learning about some of the exciting ideas in contemporary biology. Biology is a complex subject requiring quantitative reasoning (to understand graphs, data tables, etc.) and the ability to acquire and link concepts with data. Memorization is important but not enough. Part I: General tools for success in biology. We will develop facility with the following tools: • Concept mapping to illustrate how details are linked to and support concepts and ideas.
    [Show full text]
  • MYRIAPODS 767 Volume 2 (M-Z), Pp
    In: R. Singer, (ed.), 1999. Encyclopedia of Paleontology, MYRIAPODS 767 volume 2 (M-Z), pp. 767-775. Fitzroy Dearborn, London. MYRIAPODS JVlyriapods are many-legged, terrestrial arthropods whose bodies groups, the Trilobita, Chelicerata, Crustacea, and the Uniramia, the are divided into two major parts, a head and a trunk. The head last consisting of the Myriapoda, Hexapoda, and Onychophora (vel- bears a single pair of antennae, highly differentiated mandibles (or vet worms). However, subsequent structural and molecular evidence jaws), and at least one pair of maxillary mouthparts; the trunk indicates that there are several characters uniting major arthropod region consists of similar "metameres," each of which is a func- taxa. Moreover, paleobiologic, embryologie, and other evidence tional segment that bears one or two pairs of appendages. Gas demonstrates that myriapods and hexapods are fiindamentally exchange is accomplished by tracheae•a branching network of polyramous, having two major articulating appendages per embry- specialized tubules•although small forms respire through the ological body segment, like other arthropods. body wall. Malpighian organs are used for excretion, and eyes con- A fourth proposal (Figure ID) suggests that myriapods are sist of clusters of simple, unintegrated, light-sensitive elements an ancient, basal arthropod lineage, and that the Hexapoda that are termed ommatidia. These major features collectively char- emerged as an independent, relatively recent clade from a rather acterize the five major myriapod clades: Diplopoda (millipeds), terminal crustacean lineage, perhaps the Malacostraca, which con- Chilopoda (centipeds), Pauropoda (pauropods), Symphyla (sym- tains lobsters and crabs (Ballard et al. 1992). Because few crusta- phylans), and Arthropleurida (arthropleurids). Other features cean taxa were examined in this analysis, and due to the Cambrian indicate differences among these clades.
    [Show full text]
  • On the Presence of Scutigera Coleoptrata (Linnaeus, 1758) (Chilopoda: Scutigeromorpha: Scutigeridae) in the Metropolitan Region, Chile
    MASUMOTO, K., G. DELLACASA & M. KIUCHI 1990. On the Aphodius de Storia naturale, Milano, 114: 51-70. ● REITTER, E. 1895. Einige species of Japan. Entomological Review of Japan, 45: 145-156. ● neue Coleopteren aus Korea und China. Wiener entomologische MÜLLER, G. 1941. Nuovi Coleotteri dell’Africa Orientale. Atti del Zeitung, 14: 208-210. ● SCHMIDT, A. 1907. Zusammentellung der Museo civico di Storia naturale di Trieste, 14: 319-352. ● NEAVE, bis 1906 beschriebenen Aphodiinen. Deutsche entomologische S.A. 1939. Nomenclator Zoologicus. A List of the Names of Genera Zeitschrift, Beilage, 1907-1908: 1-141. ● SCHMIDT, A. 1910a. Col- and Subgenera in Zoology from the Tenth Edition of Linnaeus 1758 eoptera Lamellicornia, Fam. Aphodiidae. 110me Fascicule. In: P. to the End of 1935. Vol. 1, A-C. The Zoological Society of London, Wytsman (ed.), Genera Insectorum. Tervueren, 155 pp, 3 pls. ● London, xiv + 957 pp. ● PAULIAN, R. 1942. Exploration du Parc SCHMIDT, A. 1910b. Aphodiinae. Pars 20, Vol. 19(4). In: S. Schenk- National Albert. Mission G. F. de Witte (1933-35). Fasc. 35. Aphodi- ling (ed.), Coleopterorum Catalogus. W. Junk, Berlin, 111 pp. ● inae (Coleoptera Lamellicornia) Fam. Scarabaeidae. Institut des SCHMIDT, A. 1913. Erster Versuch einer Einteilung der exotischen Parcs Nationaux du Congo Belge, 143 pp., 23 pls. ● PETROVITZ, R. Aphodien in Subgenera und als Anhang einige Neubeschreibungen. 1958. Neue afrikanischen Aphodiusarten (Col. Scarab.). Entomolo- Archiv für Naturgeschichte. Abtheilung A, Original-Arbeiten, 79: 117- gische Arbeiten aus dem Museum G. Frey, 9: 140-159. ● 178. ● SCHMIDT, A. 1922. Coleoptera, Aphodiinae. In: C. Apstein PETROVITZ, R. 1962. Neue und verkannte Aphodiinae aus allen (ed.), Das Tierreich.
    [Show full text]
  • Activity 3: Six Kingdoms Brochure
    Activity 3: Six Kingdoms Brochure Objective: You will demonstrate your knowledge of the six kingdoms of organisms by gathering information (from your class notes, the internet, and the biology textook) and creating a brochure on the six kingdoms in which scientists classify organisms. Your brochure will be organized as follows: 1. Making the Brochure- the brochure is made of one piece of paper. Fold the paper into thirds. 2. Cover- your cover should have a picture and an appropriate title. Your name should be written in the bottom right corner of the cover. 3. Inside the Brochure- inside your brochure, you should have one section for each of six kingdoms. Use the front and back of the paper. Since there will only be five open sections left in the brochure, you should place both the Eubacteria Kingdom and Archaebacteria Kingdom in the same section. You must include the following information for each of the six kingdoms: • Are the organisms unicellular (one cell) or multicellular (many cells) or both? • Do they have a nucleus in their cells? • Do they make their own food or get it from other organisms? • Other important characteristics • A picture or a diagram of sample organisms (one or a few) The Kingdom Fungi The Kingdom Fungi includes some of the most important organisms, both in terms of their ecological and economic roles. By decomposing dead material, they continue the cycle of nutrients through ecosystems. In addition, most plants could not grow without the fungi, or mycorrhizae, that live in their roots and supply essential nutrients. Other fungi provide numerous drugs (such as penicillin and other antibiotics), foods like mushrooms, truffles and morels, and the bubbles in bread (yeast), champagne, and beer.
    [Show full text]
  • Introduction to the Myriapoda
    Introduction to the Myriapoda Introduction to the Myriapoda They've got legs. they know how to use them. Click on either of these images to view an enlarged version! Nearly 13,000 species of arthropod are classified in the Myriapoda, the "many-legged ones." All myriapods are terrestrial forms. Like insects and other uniramian arthropods, myriapods have appendages with only one branch, or ramus. Myriapods can have anywhere from fewer than ten to nearly 200 pairs of appendages; they range in size from nearly microscopic to 30 cm in length. Most myriapods live in humid environments, and can be found in soils, in leaf litters, or under stones and wood. Many species possess repugnatorial glands, specialized glands that secrete foul-tasing compounds and thus function in defense. There are four groups of myriapods; how they are related to each other is not yet well understood. Two of them, the Symphyla and Pauropoda, consist of tiny arthropods living in leaf litter and soil; both superficially resemble centipedes. The Chilopoda includes the true centipedes, like the one shown at the top left of this page. Chilopods have only one pair of legs per body segment. They are predators; the first pair of appendages on the trunk are modified into a pair of claws with poison glands, which centipedes use to capture prey (usually other arthropods). The bite of large centipedes can cause humans some pain and discomfort, although there are no authenticated cases of human fatalities from centipede bites. Myriapods in the Diplopoda ("double legs") include the millipedes, like the one pictured at the http://www.ucmp.berkeley.edu/arthropoda/uniramia/myriapoda.html (1 of 3) [10/23/2007 3:44:21 PM] Introduction to the Myriapoda top right of this page.
    [Show full text]
  • Animal Phylum Poster Porifera
    Phylum PORIFERA CNIDARIA PLATYHELMINTHES ANNELIDA MOLLUSCA ECHINODERMATA ARTHROPODA CHORDATA Hexactinellida -- glass (siliceous) Anthozoa -- corals and sea Turbellaria -- free-living or symbiotic Polychaetes -- segmented Gastopods -- snails and slugs Asteroidea -- starfish Trilobitomorpha -- tribolites (extinct) Urochordata -- tunicates Groups sponges anemones flatworms (Dugusia) bristleworms Bivalves -- clams, scallops, mussels Echinoidea -- sea urchins, sand Chelicerata Cephalochordata -- lancelets (organisms studied in detail in Demospongia -- spongin or Hydrazoa -- hydras, some corals Trematoda -- flukes (parasitic) Oligochaetes -- earthworms (Lumbricus) Cephalopods -- squid, octopus, dollars Arachnida -- spiders, scorpions Mixini -- hagfish siliceous sponges Xiphosura -- horseshoe crabs Bio1AL are underlined) Cubozoa -- box jellyfish, sea wasps Cestoda -- tapeworms (parasitic) Hirudinea -- leeches nautilus Holothuroidea -- sea cucumbers Petromyzontida -- lamprey Mandibulata Calcarea -- calcareous sponges Scyphozoa -- jellyfish, sea nettles Monogenea -- parasitic flatworms Polyplacophora -- chitons Ophiuroidea -- brittle stars Chondrichtyes -- sharks, skates Crustacea -- crustaceans (shrimp, crayfish Scleropongiae -- coralline or Crinoidea -- sea lily, feather stars Actinipterygia -- ray-finned fish tropical reef sponges Hexapoda -- insects (cockroach, fruit fly) Sarcopterygia -- lobed-finned fish Myriapoda Amphibia (frog, newt) Chilopoda -- centipedes Diplopoda -- millipedes Reptilia (snake, turtle) Aves (chicken, hummingbird) Mammalia
    [Show full text]
  • Biology 126 Syllabus Exploring Biology: Cycles of Life
    B R O O K D A L E C O M M U N I T Y C O L L E G E Biology 126 Syllabus Exploring Biology: Cycles of Life 2 CODE: BIOL 126 TITLE: Exploring Biology: Cycles of Life INSTITUTE: STEM DEPARTMENT: Biology COURSE DESCRIPTION: Exploring Biology: Cycles of Life is a general study of the basic concepts of biology for the non-science major. Topics include: chemistry of life, cell structure and function, genetics, evolution, diversity of life and ecology. Topics are covered at an introductory level to provide students an overview of biological science and its relevance in the world. PREREQUISITES: A grade of “C” or higher in MATH 012, MATH 015 or passing score in computation on Basic Skills Test and READ 095 or passing score on reading on Basic Skills Test, ENGL 095 or passing score in writing on Basic Skills test PREREQUISITES OR COREQUISITES: CREDITS: 3 LECTURE HOURS: 3 LAB/STUDIO HOURS: 0 REQUIRED MATERIALS: CAMPBELL Campbell Essential Biology e-book with MyLab & Mastering by Simon, Dickey, & Reece & 7th Edition, 2019 Pearson Education, Inc. ADDITIONAL TIME REQUIREMENTS: Work online is required to complete the course. COURSE LEARNING OUTCOMES: The student will be able to: • Demonstrate application of basic biological concepts: o properties of life o chemistry of life o cell structure & function o genetics o evolution and diversity of life o ecology • Use the scientific method of inquiry to explore biological phenomena. • Employ appropriate technology and resources to collect and interpret biological information and data. COURSE CONTENT: Unit One:
    [Show full text]