DOCSLIB.ORG

Biol 111 – Comparative & Human Anatomy Lab 1: Introduction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Biol 111 – Comparative & Human Anatomy Lab 1: Introduction Biol 111 – Comparative & Human Anatomy Lab 1: Introduction & Evolution of Vertebrates Spring 2014 Philip J. Bergmann Lab Objectives The laboratory portion of the course is designed to coincide as much as possible with the lecture. It aims to give you a hands-on, practical, and interactive experience, allowing you to better learn anatomy and to hone your dissecting skills. While the lecture emphasizes the evolution of anatomy, the lab emphasizes the anatomy itself (but still in an evolutionary context). The laboratory is an integral component of the course, needed to properly learn anatomy. The major objectives of the lab are: 1. To learn the basic anatomy of vertebrates in general. 2. To appreciate how the various anatomical systems are functionally integrated with one another. 3. To learn to do detailed, beautiful dissections. 4. To learn how to approach the dissection of anatomy so that you are able to study any part of the anatomy of any vertebrate. Lab Schedule The lab for Biol 111 is scheduled for three hours a week for 14 weeks. You will find that it is often necessary to spend more time during the week than three hours doing the dissections and studying the anatomy. To help you with this, there will be an open lab policy (see below) during weekdays. The lab schedule is as follows: Week of Topic January 14 Introduction, Evolution of Vertebrates: Protochordates & Agnathans January 21 Cranial Osteology January 28 Postcranial Osteology, Shark External Anatomy & Fin Musculature February 4 Myology: Shark Demo & Cat 1 February 11 Myology: Cat 1 February 18 Myology: Cat 3, Review February 25 Lab Exam 1 March 4-8 No lab – Semester Break March 11 Shark Digestive, Respiratory & Urogenital Systems March 18 Cat Digestive, Respiratory & Urogenital Systems March 25 Shark Nervous System: Graded Dissection April 1 Circulatory System: Shark 1 April 8 Circulatory System: Shark 2, Cat 1 April 15 Circulatory System: Cat 2 April 22 Lab Exam 2 1 Biol 111 – Lab 1: Evolution of Vertebrates Lab Components The lab will be evaluated based on several components, worth 50% of the course grade: Lab Exam 1 120 points 12% of total course grade February 26, 28 Lab Exam 2 120 points 12% April 23, 25 Graded Dissection 100 points 10% March 26, 28 Lab Quizzes 60 points 6% Ongoing Course Participation 100 points 10% Ongoing Below is information about each component, also found in the course syllabus. Laboratory Exams There will be two lab exams during the semester. These lab exams will test your knowledge of material presented and available in lab. Because this is an anatomy lab, you will be expected to be able to identify anatomical structures and to know their functions and relationships to other structures. The lab exam format will consist of fill-in-the-blank questions, and some short answer (couple of sentences) questions. The exams will be in the form of stations with demo material about which you will be asked questions. The stations will be timed so that all students have a chance to see all of the material, and time will be available to return to stations you want to revisit at the end of each exam. Lab exams will not be cumulative. A term list will be provided with each exam that lists all terms that students are responsible for in alphabetical order (not by lab). Due to the nature of these exams, making up a missed exam is extremely difficult. Graded Dissection An important skill gained during this course is the ability to dissect vertebrates. You will spend a lot of time honing your dissection skills, and so it is only fair that part of the grade be determined by how well you learn to dissect. Students will have one week to dissect the shark brain and origins of the cranial nerves in late March and early April and will be graded on the quality of their dissections. A good quality dissection is one that has all structures undamaged, clearly visible and identifiable. Lab Quizzes During some labs, you will be given short (5-10 minute) quizzes on material either covered during the previous lab or during that week’s lab. The primary purpose of these quizzes is to give students a gauge of how they are doing in the lab in terms of learning the material. There will be six quizzes, three before each of the lab exams. Course Participation Attending all labs is mandatory and contributes to the lab participation grade. This 10% of the course is also based on participation, completion of dissections and worksheets, and a good attitude during labs. At the beginning of each lab, students should show the TA their worksheet from the previous lab to get a check mark. The TA will also lead a discussion of the previous lab’s questions at the beginning of lab. It is expected that students take part in the discussion by answering questions and contributing ideas. During the last lab before each lab exam, the instructors will also note the degree of completeness of the dissection up to that point of the course. This should be an easy 10% of the course, but really depends on you being engaged. Part of this grade is also for participation during lecture. 2 Biol 111 – Lab 1: Evolution of Vertebrates Using the Lab Handouts There is a handout associated with each lab session, available on the course website as a PDF. Each handout will help to guide you through each lab and is particularly important because it contains information about the material you should learn for each lab. Before studying from the purchased lab manual, refer to the lab handout to determine what you need to know. Each lab is presented in the same format. The Lab Objectives is a short section outlining what you should be doing and learning during each lab. The Material to Learn section contains information on which aspects of the anatomy you need to learn and those that you do not, and this is summarized as concisely as possible with a listing of figures and tables to learn and omit, all referenced to the lab manual, The Dissection of Vertebrates by De Iuliis and Pulera. This section also contains a list of terms that you need to learn. This is the definitive list that you can use as a study guide for each lab. There are a lot of terms and this list should help you manage learning them. Note that there are terms that appear in the lab manual figures that you do not need to know. A useful strategy is to go through the term list for each lab and put a small "x" beside the terms in the figures of the lab manual that you do not need to know. The Background & Instructions section tells you what you should be doing during each lab, and includes specific directions for doing the dissection for each lab. These instructions are crucial to getting started and completing each lab efficiently. Your TA and Dr. Bergmann will be available to further help in case of uncertainty – ask them many questions. This section also contains key background information to learn. Finally, it contains questions for you to complete during and after the lab. These questions appear in bold and italics. Some time will be spent at the beginning of each lab discussing questions from the previous lab, so come prepared to participate in the discussion (participation points!). These questions will help put the anatomical material into a broader context, relate it to the lecture, and prepare you for exams. You will quickly realize that there is a lot of text to go through in the lab manual and you are expected to read each lab before coming to lab. Do not wait until lab to read the lab handouts and manual because there will not be enough time to complete the dissections. Please come prepared to each lab: read the entire lab before coming, and bring a print out of the lab handout and your lab manual. It is a good idea to bring past lab handouts as well, so that you can review material from previous weeks. Supplies Gloves, lab aprons, specimens and dissecting tools are available in the lab. If you wish, you may purchase your own dissecting kit– this is the best way to ensure that your tools are in good condition. Bringing the lab manual and lab handout to each lab is critical to doing the lab. Specimen Preservation and Safety You will be handling preserved lamprey, shark and cat specimens extensively during each lab of the course. These specimens are fixed in 10% formaldehyde solution, called formalin, and stored in a less toxic holding solution. Formaldehyde is a carcinogen and quite pungent. It is the major health hazard in the lab. To mediate this hazard, when not in use, specimens are stored in a sealed refrigerator. The lab is also equipped with ventilation fans that easily maintain fumes at non-toxic levels. Despite these precautions, the fumes can be quite strong and protecting yourself is important: 1. Wear gloves whenever handling specimens. 2. Do not eat or drink in the lab (this is prohibited). 3. Step out of the lab for a couple minutes a few times a lab session to get some fresh air. 3 Biol 111 – Lab 1: Evolution of Vertebrates 4. If you feel ill from the fumes, excuse yourself and step out of the lab. 5. If you are or may be pregnant, inform Dr. Bergmann and consult your physician. Another hazard in the lab is the use of sharp implements, including scalpels and scissors.
Load more

Recommended publications
  • Brains of Primitive Chordates 439
    Brains of Primitive Chordates 439 Brains of Primitive Chordates J C Glover, University of Oslo, Oslo, Norway although providing a more direct link to the evolu- B Fritzsch, Creighton University, Omaha, NE, USA tionary clock, is nevertheless hampered by differing ã 2009 Elsevier Ltd. All rights reserved. rates of evolution, both among species and among genes, and a still largely deficient fossil record. Until recently, it was widely accepted, both on morpholog- ical and molecular grounds, that cephalochordates Introduction and craniates were sister taxons, with urochordates Craniates (which include the sister taxa vertebrata being more distant craniate relatives and with hemi- and hyperotreti, or hagfishes) represent the most chordates being more closely related to echinoderms complex organisms in the chordate phylum, particu- (Figure 1(a)). The molecular data only weakly sup- larly with respect to the organization and function of ported a coherent chordate taxon, however, indicat- the central nervous system. How brain complexity ing that apparent morphological similarities among has arisen during evolution is one of the most chordates are imposed on deep divisions among the fascinating questions facing modern science, and it extant deuterostome taxa. Recent analysis of a sub- speaks directly to the more philosophical question stantially larger number of genes has reversed the of what makes us human. Considerable interest has positions of cephalochordates and urochordates, pro- therefore been directed toward understanding the moting the latter to the most closely related craniate genetic and developmental underpinnings of nervous relatives (Figure 1(b)). system organization in our more ‘primitive’ chordate relatives, in the search for the origins of the vertebrate Comparative Appearance of Brains, brain in a common chordate ancestor.
    [Show full text]
  • The Origins of Chordate Larvae Donald I Williamson* Marine Biology, University of Liverpool, Liverpool L69 7ZB, United Kingdom
    lopmen ve ta e l B Williamson, Cell Dev Biol 2012, 1:1 D io & l l o l g DOI: 10.4172/2168-9296.1000101 e y C Cell & Developmental Biology ISSN: 2168-9296 Research Article Open Access The Origins of Chordate Larvae Donald I Williamson* Marine Biology, University of Liverpool, Liverpool L69 7ZB, United Kingdom Abstract The larval transfer hypothesis states that larvae originated as adults in other taxa and their genomes were transferred by hybridization. It contests the view that larvae and corresponding adults evolved from common ancestors. The present paper reviews the life histories of chordates, and it interprets them in terms of the larval transfer hypothesis. It is the first paper to apply the hypothesis to craniates. I claim that the larvae of tunicates were acquired from adult larvaceans, the larvae of lampreys from adult cephalochordates, the larvae of lungfishes from adult craniate tadpoles, and the larvae of ray-finned fishes from other ray-finned fishes in different families. The occurrence of larvae in some fishes and their absence in others is correlated with reproductive behavior. Adult amphibians evolved from adult fishes, but larval amphibians did not evolve from either adult or larval fishes. I submit that [1] early amphibians had no larvae and that several families of urodeles and one subfamily of anurans have retained direct development, [2] the tadpole larvae of anurans and urodeles were acquired separately from different Mesozoic adult tadpoles, and [3] the post-tadpole larvae of salamanders were acquired from adults of other urodeles. Reptiles, birds and mammals probably evolved from amphibians that never acquired larvae.
    [Show full text]
  • Pacific Lamprey My Scientific Name Did You Know? Entosphenus Tridentatus Zzpacific Lampreys Spawn Between March and July
    external pharyngeal (gill) slits anterior dorsal fin posterior dorsal fin buccal papillae caudal fin tail PacifIC Lamprey My ScientifIc Name Did you know? Entosphenus tridentatus zzPacific lampreys spawn between March and July. Males and females both construct nests--known as redds-- by moving stones with their By the Numbers mouths. Adults typically die within 3-36 days after spawning. As adults, we lamprey range in size from about 15 to 25 zzAfter larval lamprey (ammocoetes) hatch, they drift downstream to inches. We have been caught in depths ranging from areas with slower water velocity and fine sand for them to burrow 300 to 2,600 feet, and as far as 62 miles off the west into. Ammocoetes will grow and live in riverbeds and streambeds for coast of the United States! 2 to 7 years, where they mainly filter feed on algae. zzThe metamorphosis of Pacific lamprey from ammocoetes into How to Identify Me macropthalmia (juveniles) occurs gradually over several months. I belong to a primitive group of fishes that are eel-like That’s when they develop eyes, teeth, and emerge from substrate to in form but that lack the jaws and paired fins of true swimming. This transformation typically begins in the summer and is completed by winter. fishes. I have a round, sucker-like mouth, no scales, and seven breathing holes on each side of my body instead zzJuvenile lampreys drift or swim downstream to the estuaries of gills. I also don’t have any bones; my backbone is between late fall and spring. They mature into adults during this made of cartilage, like the stuff that makes up your ear! migration and when they reach the open ocean.
    [Show full text]
  • Abstract Introduction
    Marine and Freshwater Miscellanea III KEY TRAITS OF AMPHIOXUS SPECIES (CEPHALOCHORDATA) AND THE GOLT1 Daniel Pauly and Elaine Chu Sea Around Us, Institute for the Oceans and Fisheries University of British Columbia, Vancouver, B.C, Canada Email: [email protected] Abstract Major biological traits of amphioxus species (Cephalochordata) are presented with emphasis on the size reached by their 32 valid species in the genera Asymmetron (2 spp.), Branchiostoma (25 spp.), and Epigonichthys (5 spp.) and on related features, i.e., growth parameters and size at first maturity. Overall, these traits combined with features of their respiration, suggest that the cephalochordates conform to the Gill Oxygen Limitation Theory (GOLT), which relates the growth performance of water-breathing ectotherms to the surface area of their respiratory organ(s). Introduction The small fish-like animals know as ‘lancelet‘ or ‘amphioxius’ belong the subphylum Cephalochordata, which is either a sister group, or related to the ancestor of the vertebrate animals (see Garcia-Fernàndez and Benito-Gutierrez 2008). The cephalochordates consist of 3 families (the Asymmetronidae, Epigonichthyidae and Branchiostomidae), with one genus each, Asymmetron (2 spp.), Branchiostoma (24 spp.) and Epigonichthys (6 spp.), as detailed in Table 1 and SeaLifeBase (www.sealifebase.org). This contribution is to assemble some of the basic biological traits of lancelets (Figure 1), notably the maximum size each of their 34 species can reach, which is easily their most important attribute, though it is often ignored (Haldane 1926). Finally, reported lengths at first maturity of cephalochordates were related to the corresponding, population-specific maximum length, to test whether these animals mature as predicted by the Gill- Oxygen Limitation Theory (GOLT; see Pauly 2021a, 2021b).
    [Show full text]
  • The Metamorphosis of the Endostyle (Thy- Roid Gland) of Ammocoetes Branchialis (Larval Land-Locked Petromyzon Marinus (Jordan) Or Petromy- Zon Dorsatus (Wilder) ).*I
    THE METAMORPHOSIS OF THE ENDOSTYLE (THY- ROID GLAND) OF AMMOCOETES BRANCHIALIS (LARVAL LAND-LOCKED PETROMYZON MARINUS (JORDAN) OR PETROMY- ZON DORSATUS (WILDER) ).*I BY DAVID MARINE, M.D. (From the H. K. Cushing Laboratory of Experimental Medicine, Western Reserve University, Cleveland, and the Laboratory of Histology and Embryology, Cornell University, Ithaca.) PLATES 66 TO 70, INTRODUCTION. Wilhelm Mfil.ler in I873 homologized the endostyle, or hypo- branchial groove, of the Tunicate, Amphioxus, and the larval Petro- myzon with the thyroid gland of all higher chordates. Subse- quent investigations have served to strengthen this remarkable homology, which would have been impossible of demonstration but for the survival of a single ctass of vertebrates, the Cyclostomes, of which the Petromyzontid~e, or Lampreys, are the best known order. The lamprey embraces in its own life history both the fullest devel- opment of the endostyle mechanisms and the characteristic ductless * Received for publication, December 3o, I912. 1I am indebted to Professor B. F. Kingsbury for the privileges of his labora- tory and for helpful criticisms and suggestions. I wish also to thank Professor S. H. Gage for helpful suggestions, and Mr. J. F. Badertscher for aid in many technical problems. 2In addition to the ventral midline subpharyngeal glandular structure, or endostyle proper, there are accessory structures directly continuous with the endostyle epithelium developed in the pharyngeal mucosa that are believed to function as the path of conduction for the slime cord issuing from the orifice of the endostyle. This function has not, however, been observed in the Am- mocoetes and is based on reasoning by analogy from Giard's (Giard, A., Arch.
    [Show full text]
  • Single Cell Chromatin Accessibility of the Developmental
    bioRxiv preprint doi: https://doi.org/10.1101/2020.03.17.994954; this version posted March 19, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. Single cell chromatin accessibility of the developmental cephalochordate Dongsheng Chen1, Zhen Huang2,3, Xiangning Ding1,4, Zaoxu Xu1,4, Jixing Zhong1,4, Langchao Liang1,4, Luohao Xu5, Chaochao Cai1,4, Haoyu Wang1,4, Jiaying Qiu1,4, Jiacheng Zhu1,4, Xiaoling Wang1,4, Rong Xiang1,4, Weiying Wu1,4, Peiwen Ding1,4, Feiyue Wang1,4, Qikai Feng1,4, Si Zhou1, Yuting Yuan1, Wendi Wu1, Yanan Yan2,3, Yitao Zhou2,3, Duo Chen2,3, Guang Li6, Shida Zhu1, Fang Chen1,7, Qiujin Zhang2,3, Jihong Wu8,9,10,11 &Xun Xu1 1. BGI-shenzhen, Shenzhen 518083, China 2. Life Science College, Fujian Normal University 3. Key Laboratory of Special Marine Bio-resources Sustainable Utilization of Fujian Province, Fuzhou 350108, P. R. China 4. BGI Education Center, University of Chinese Academy of Sciences, Shenzhen 518083, China 5. Department of Neuroscience and Developmental Biology, University of Vienna 6. State Key Laboratory of Cellular Stress Biology, School of Life Sciences, Xiamen University, Xiangan District, Xiamen, Fujian 361102, China 7. MGI, BGI-Shenzhen, Shenzhen 518083, China 8. Eye Institute, Eye and ENT Hospital, Shanghai Medical College, Fudan University, Shanghai, China 9. Shanghai Key Laboratory of Visual Impairment and Restoration, Science and Technology Commission of Shanghai Municipality, Shanghai, China 10.
    [Show full text]
  • Kclo4 Inhibits Thyroidal Activity in the Larval Lamprey Endostyle in Vitro
    GENERAL AND COMPARATIVE ENDOCRINOLOGY General and Comparative Endocrinology 128 (2002) 214–223 www.academicpress.com KClO4 inhibits thyroidal activity in the larval lamprey endostyle in vitro Richard G. Manzon*,1 and John H. Youson Department of Zoology and Division of Life Sciences, University of Toronto at Scarborough, 1265 Military Trail, Toronto, Ont., Canada MIC 1A4 Accepted 5 July 2002 Abstract An in vitro experimental system was devised to assess the direct effects of the goitrogen, potassium perchlorate (KClO4), on ra- dioiodide uptake and organification by the larval lamprey endostyle. Organification refers to the incorporation of iodide into lamprey thyroglobulin (Tg). Histological and biochemical evidence indicated that endostyles were viable at the termination of a 4 h in vitro incubation. A single iodoprotein, designated as lamprey Tg, was identified in the endostylar homogenates by polyacrylamide gel electrophoresis and Western blotting. Lamprey Tg was immunoreactive with rabbit anti-human Tg serum and had an electrophoretic mobility similar to that of reduced porcine Tg. When KClO4 was added to the incubation medium, both iodide uptake and orga- nification by the endostyle were significantly reduced relative to controls as determined by gamma counting, and gel-autoradiography and densitometry, respectively. Western blotting showed that KClO4 significantly lowered the total amount of lamprey Tg in the endostyle. Based on the results of this in vitro investigation, we conclude that KClO4 acts directly on the larval lamprey endostyle to inhibit thyroidal activity. These data support a previous supposition from in vivo experimentation that KClO4 acts directly on the endostyle to suppress the synthesis of thyroxine and triiodothyronine, resulting in a decrease in the serum levels of these two hormones.
    [Show full text]
  • Hemichordate Phylogeny: a Molecular, and Genomic Approach By
    Hemichordate Phylogeny: A molecular, and genomic approach by Johanna Taylor Cannon A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 4, 2014 Keywords: phylogeny, evolution, Hemichordata, bioinformatics, invertebrates Copyright 2014 by Johanna Taylor Cannon Approved by Kenneth M. Halanych, Chair, Professor of Biological Sciences Jason Bond, Associate Professor of Biological Sciences Leslie Goertzen, Associate Professor of Biological Sciences Scott Santos, Associate Professor of Biological Sciences Abstract The phylogenetic relationships within Hemichordata are significant for understanding the evolution of the deuterostomes. Hemichordates possess several important morphological structures in common with chordates, and they have been fixtures in hypotheses on chordate origins for over 100 years. However, current evidence points to a sister relationship between echinoderms and hemichordates, indicating that these chordate-like features were likely present in the last common ancestor of these groups. Therefore, Hemichordata should be highly informative for studying deuterostome character evolution. Despite their importance for understanding the evolution of chordate-like morphological and developmental features, relationships within hemichordates have been poorly studied. At present, Hemichordata is divided into two classes, the solitary, free-living enteropneust worms, and the colonial, tube- dwelling Pterobranchia. The objective of this dissertation is to elucidate the evolutionary relationships of Hemichordata using multiple datasets. Chapter 1 provides an introduction to Hemichordata and outlines the objectives for the dissertation research. Chapter 2 presents a molecular phylogeny of hemichordates based on nuclear ribosomal 18S rDNA and two mitochondrial genes. In this chapter, we suggest that deep-sea family Saxipendiidae is nested within Harrimaniidae, and Torquaratoridae is affiliated with Ptychoderidae.
    [Show full text]
  • Molecular Investigation of the Cnidarian-Dinoflagellate Symbiosis
    AN ABSTRACT OF THE DISSERTATION OF Laura Lynn Hauck for the degree of Doctor of Philosophy in Zoology presented on March 20, 2007. Title: Molecular Investigation of the Cnidarian-dinoflagellate Symbiosis and the Identification of Genes Differentially Expressed during Bleaching in the Coral Montipora capitata. Abstract approved: _________________________________________ Virginia M. Weis Cnidarians, such as anemones and corals, engage in an intracellular symbiosis with photosynthetic dinoflagellates. Corals form both the trophic and structural foundation of reef ecosystems. Despite their environmental importance, little is known about the molecular basis of this symbiosis. In this dissertation we explored the cnidarian- dinoflagellate symbiosis from two perspectives: 1) by examining the gene, CnidEF, which was thought to be induced during symbiosis, and 2) by profiling the gene expression patterns of a coral during the break down of symbiosis, which is called bleaching. The first chapter characterizes a novel EF-hand cDNA, CnidEF, from the anemone Anthopleura elegantissima. CnidEF was found to contain two EF-hand motifs. A combination of bioinformatic and molecular phylogenetic analyses were used to compare CnidEF to EF-hand proteins in other organisms. The closest homologues identified from these analyses were a luciferin binding protein involved in the bioluminescence of the anthozoan Renilla reniformis, and a sarcoplasmic calcium- binding protein involved in fluorescence of the annelid worm Nereis diversicolor. Northern blot analysis refuted link of the regulation of this gene to the symbiotic state. The second and third chapters of this dissertation are devoted to identifying those genes that are induced or repressed as a function of coral bleaching. In the first of these two studies we created a 2,304 feature custom DNA microarray platform from a cDNA subtracted library made from experimentally bleached Montipora capitata, which was then used for high-throughput screening of the subtracted library.
    [Show full text]
  • Learning Lessons About Lampreys Don Orth
    Learning Lessons about Lampreys Don Orth 11 American Currents Vol. 43, No. 3 LEARNING LESSONS ABOUT LAMPREYS Don Orth Virginia Tech University, Blacksburg, Virginia Lampreys are simple fish that leave me with many ques- tiative emerged. Will the Pacific Lamprey ever recover? The tions. Lampreys and hagfishes are genetically very similar Lost Fish movie tells an all too familiar story (Freshwaters and represent the oldest living groups of vertebrates (Fig- Illustrated 2015) of the loss of important fish populations ure 1). These two lineages of Chordates arose well before the before scientists even have a chance to discover their distri- appearance of jawed fishes. Lampreys and hagfish persisted butions and uniqueness (Carim et al. 2017; Wade et al. 2018). through at least four of five mass extinction events on Earth. Joni Mitchell’s lyrics from “Big Yellow Taxi” seem appropri- How did they survive when most other marine organisms ate here. perished? What does their presence today indicate? “Don’t it always seem to go Studies of evolutionary history tell us that the appear- That you don’t know what you’ve got till it’s gone ance of the cranium, eyes, pineal gland, inner ear, olfactory They paved paradise rosettes, lateral line, large brain, and muscular heart, were And put up a parking lot” first evident in the lamprey. In fact, the body form of lam- A common genus of lampreys in eastern USA drainages preys is essentially the same as a 360 million-year-old fos- is Ichthyomyzon, which includes six species. Ichthyomyzon sil lamprey (Gess et al.
    [Show full text]
  • Ecology of the River, Brook and Sea Lamprey Lampetra Fluviatilis, Lampetra Planeri and Petromyzon Marinus
    Ecology of the River, Brook and Sea Lamprey Lampetra fluviatilis, Lampetra planeri and Petromyzon marinus Conserving Natura 2000 Rivers Ecology Series No. 5 Ecology of the River, Brook and Sea Lamprey Conserving Natura 2000 Rivers Ecology Series No. 5 Peter S Maitland For more information on this document, contact: English Nature Northminster House Peterborough PE1 1UA Tel:+44 (0) 1733 455100 Fax: +44 (0) 1733 455103 This document was produced with the support of the European Commission’s LIFE Nature programme. It was published by Life in UK Rivers, a joint venture involving English Nature (EN), the Countryside Council for Wales (CCW), the Environment Agency (EA), the Scottish Environment Protection Agency (SEPA), Scottish Natural Heritage (SNH), and the Scotland and Northern Ireland Forum for Environmental Research (SNIFFER). © (Text only) EN, CCW, EA, SEPA, SNH & SNIFFER 2003 ISBN 1 85716 706 6 A full range of Life in UK Rivers publications can be ordered from: The Enquiry Service English Nature Northminster House Peterborough PE1 1UA Email: [email protected] Tel:+44 (0) 1733 455100 Fax: +44 (0) 1733 455103 This document should be cited as: Maitland PS (2003). Ecology of the River, Brook and Sea Lamprey. Conserving Natura 2000 Rivers Ecology Series No. 5. English Nature, Peterborough. Technical Editor: Lynn Parr Series Ecological Coordinator: Ann Skinner Cover design: Coral Design Management, Peterborough. Printed by Astron Document Services, Norwich, on Revive, 75% recycled post-consumer waste paper, Elemental Chlorine Free. 1M. Cover photo: Erling Svensen/UW Photo Ecology of River, Brook and Sea Lamprey Conserving Natura 2000 Rivers This account of the ecology of the river, brook and sea lamprey (Lampetra fluviatilis, L.
    [Show full text]
  • Sea Lampreys Zebra Mussels Asian Carp
    Invasive Species Threats to the North American Great Lakes Sea Lampreys Asian Carp What are Sea Lampreys? Zebra Mussels What are Zebra Mussels? What are Asian Carp? •The sea lamprey is an aggressive parasite, equipped with a tooth-filled mouth •The Zebra Mussel is a small non-native mussel originally found in Russia. •The Asian carp is a type of fish that includes four species: black carp, grass carp, that flares open at the end of its body. Sea lampreys are aquatic vertebrates • This animal was transported to North America in the ballast water of a bighead carp, and silver carp. native to the Atlantic Ocean. transatlantic cargo ship and settled into parts of Lake St. Clair. •Adults may be more than 28 kg in weight and 120 cm in length. •Sea lampreys resemble eels, but unlike eels, they feed on large fish. They can •In less than 10 years zebra mussels spread to all five Great Lakes, •Originally, Asian carp were introduced to the United States as a management tool live in both salt and fresh water. Sea lampreys were accidentally introduced into Mississippi, Tennessee, Hudson, and Ohio River Basins. for aqua culture farms and sewage treatment facilities. The carp have made their the Great Lakes in the early 20th century through shipping canals. Today, sea •Many inland waters in Michigan are now infested with Zebra Mussels. way north to the Illinois River after escaping from fish farms during massive lampreys are found in all of the Great Lakes. flooding along the Mississippi River. •Asian carp are a tremendous threat to the Great Lakes and could devastate the Zebra Mussels in the Great Lakes lakes if they enter our Great Lakes ecosystem.
    [Show full text]