BIOL 3405: Invertebrate Zoology Lecture Syllabus, Spring 2002
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Buzzle – Zoology Terms – Glossary of Biology Terms and Definitions Http
Buzzle – Zoology Terms – Glossary of Biology Terms and Definitions http://www.buzzle.com/articles/biology-terms-glossary-of-biology-terms-and- definitions.html#ZoologyGlossary Biology is the branch of science concerned with the study of life: structure, growth, functioning and evolution of living things. This discipline of science comprises three sub-disciplines that are botany (study of plants), Zoology (study of animals) and Microbiology (study of microorganisms). This vast subject of science involves the usage of myriads of biology terms, which are essential to be comprehended correctly. People involved in the science field encounter innumerable jargons during their study, research or work. Moreover, since science is a part of everybody's life, it is something that is important to all individuals. A Abdomen: Abdomen in mammals is the portion of the body which is located below the rib cage, and in arthropods below the thorax. It is the cavity that contains stomach, intestines, etc. Abscission: Abscission is a process of shedding or separating part of an organism from the rest of it. Common examples are that of, plant parts like leaves, fruits, flowers and bark being separated from the plant. Accidental: Accidental refers to the occurrences or existence of all those species that would not be found in a particular region under normal circumstances. Acclimation: Acclimation refers to the morphological and/or physiological changes experienced by various organisms to adapt or accustom themselves to a new climate or environment. Active Transport: The movement of cellular substances like ions or molecules by traveling across the membrane, towards a higher level of concentration while consuming energy. -
Towards a Management Hierarchy (Classification) for the Catalogue of Life
TOWARDS A MANAGEMENT HIERARCHY (CLASSIFICATION) FOR THE CATALOGUE OF LIFE Draft Discussion Document Rationale The Catalogue of Life partnership, comprising Species 2000 and ITIS (Integrated Taxonomic Information System), has the goal of achieving a comprehensive catalogue of all known species on Earth by the year 2011. The actual number of described species (after correction for synonyms) is not presently known but estimates suggest about 1.8 million species. The collaborative teams behind the Catalogue of Life need an agreed standard classification for these 1.8 million species, i.e. a working hierarchy for management purposes. This discussion document is intended to highlight some of the issues that need clarifying in order to achieve this goal beyond what we presently have. Concerning Classification Life’s diversity is classified into a hierarchy of categories. The best-known of these is the Kingdom. When Carl Linnaeus introduced his new “system of nature” in the 1750s ― Systema Naturae per Regna tria naturae, secundum Classes, Ordines, Genera, Species …) ― he recognised three kingdoms, viz Plantae, Animalia, and a third kingdom for minerals that has long since been abandoned. As is evident from the title of his work, he introduced lower-level taxonomic categories, each successively nested in the other, named Class, Order, Genus, and Species. The most useful and innovative aspect of his system (which gave rise to the scientific discipline of Systematics) was the use of the binominal, comprising genus and species, that uniquely identified each species of organism. Linnaeus’s system has proven to be robust for some 250 years. The starting point for botanical names is his Species Plantarum, published in 1753, and that for zoological names is the tenth edition of the Systema Naturae published in 1758. -
Invertebrate Biology Wileyonlinelibrary.Com/Journal/Ivb VOLUME 134 | NUMBER 3 | 2015
ivb_134_3_oc_OC.qxd 8/18/2015 10:23 AM Page 1 Invertebrate Invertebrate Biology wileyonlinelibrary.com/journal/ivb VOLUME 134 | NUMBER 3 | 2015 VOLUME 134 NUMBER 3 2015 | | Biology CONTENTS 181–188 Ultrastructure of the rotifer integument: peculiarities of Sinantherina socialis (Monogononta: Invertebrate Biology Gnesiotrocha) Rick Hochberg, Adele Hochberg, and Courtney Chan 189–202 Linking zebra mussel growth and survival with two cellular stress indicators during chronic VOLUME temperature stress Jennifer A. Jost, Emily N. Soltis, Marshall R. Moyer, and Sarah S. Keshwani 134 203–213 Sex‐specific reproductive investment of summer spawners of Illex argentinus in the southwest | NUMBER Atlantic Dongming Lin, Xinjun Chen, Yong Chen, and Zhou Fang 3 – | 214 230 Immunohistochemical investigations of the development of Scoloplos armiger (“intertidalis clade”) 2015 indicate a paedomorphic origin of Proscoloplos cygnochaetus (Annelida, Orbiniidae) Conrad Helm, Anne Krause, and Christoph Bleidorn 231–241 Effects of tidal height and wave exposure on cirrus and penis morphology of the acorn barnacle Tetraclita stalactifera J. Matthew Hoch and Kevin V. Reyes 242–251 The distribution of cave twilight‐zone spiders depends on microclimatic features and trophic supply Raoul Manenti, Enrico Lunghi, and Gentile Francesco Ficetola 252–259 A non‐destructive tissue sampling technique for holothurians to facilitate extraction of DNA for genetic analysis Samantha J. Nowland, Dean R. Jerry, and Paul C. Southgate 260 Erratum COVER ILLUSTRATION Cave habitats are unusual among terrestrial habitats because most of their trophic resources are ultimately derived by transport from surface communities. The amount and distribution of these resources in caves may have strong effects on the biology of cave-dwelling species. -
Invertebrate ZOOLOGY Crustacea Are Issued in Parts at Irregular Intervals As Material Becomes Available Obtainable from the South African Museum, P.O
DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA June 1968 Junie Volume 50 Band Part 12 Dee! iNVERTEBRATE ZOOLOGY Crustacea are issued in parts at irregular intervals as material becomes available Obtainable from the South African Museum, P.O. Box 61, Cape Town (Cash with order, post free) word uitgegee in dele op ongereelde tye na beskikbaarheid van stof Verkrygbaar van die Suid-Afrikaanse Museum, Posbus 61, Kaapstad (Kontant met bestelling, posvry) OUT OF PRINT/UIT DRUK I, 2(1, g, 5, 7-8), g(I-2, 5, t.-p.L), 5(2, 5, 7-9), 6(1, t.-p.i.), 7(1, g), 8, 9(1-2), IO(I-g), II (1-2, 7, t.-p.i.), 21, 24(2), 27, gl (I-g), g8, 44(4)· Price of this part/Prys van hierdie deel RI.75 Trustees of the South African Museum © Trustees van die Suid-Afrikaanse Museum 1968 Printed in South Africa by In Suid-Afrika gedruk deur The Rustica Press, Pty., Ltd. Die Rustica-pers, Edms.,Bpk. Court Road, Wynberg, Cape Courtweg, Wynberg, Kaap DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA By B. F. KENSLEY South 4frican Museum, Cape Town PAGF. Introduction 283 List of species and stations 284- Description and notes 286 Summary 321 Acknowledgements 321 References 322 In 1959 the research ship 4fricana II of the Division of Sea Fisheries carried out trawls at twelve stations off the west coast of the Cape Peninsula and off Cape Point, under the supervision of Dr. F. H. Talbot, then of the South Mrican Museum. -
Glossary - Zoology - Intro
1 Glossary - Zoology - Intro Abdomen: Posterior part of an arthropoda’ body; in vertebrates: abdomen between thorax and pelvic girdle. Acoelous: See coelom. Amixia: A restriction that prevents general intercrossing in a species leading to inbreeding. Anabiosis: Resuscitation after apparent death. Archenteron: See coelom. Aulotomy: Capacity of separating a limb; followed by regeneration; used also for asexual reproduction; see also fissipary (in echinodermata and platyhelminthes). Basal Lamina: Basal plate of developing neural tube; the noncellular, collagenous layer that separates an epithelium from an underlying layer of tissue; also basal membrane. Benthic: Organisms that live on ocean bottoms. Blastocoel: See coelom. Blastula: Stage of embryonic development, at / near the end of cleavage, preceding gastrulation; generally consisting of a hollow ball of cells (coeloblastula); if no blastoceol is present it is termed stereoblastulae (arise from isolecithal and moderately telolecithal ova); in meroblastic cleavage (only the upper part of the zygote is divided), the blastula consists of a disc of cells lying on top of the yolk mass; the blastocoel is reduced to the space separating the cells from the yolk mass. Blastoporus: The opening into the archenteron (the primitive gastric cavity of the gastrula = gastrocoel) developed by the invagination of the blastula = protostoma. Cephalisation: (Gk. kephale, little head) A type of animal body plan or organization in which one end contains a nerve-rich region and functions as a head. Cilium: (pl. cilia, long eyelash) A short, centriole-based, hairlike organelle: Rows of cilia propel certain protista. Cilia also aid the movement of substances across epithelial surfaces of animal cells. Cleavage: The zygote undergoes a series of rapid, synchronous mitotic divisions; results in a ball of many cells. -
Biology Has Been Taught at Bristol – As Botany and Zoology – Since Before the University Was Founded in 1909
Biology has been taught at Bristol – as Botany and Zoology – since before the University was founded in 1909. Bristol has made significant contributions to many fields, from animal cognition and medicinal plants to entomology, evolutionary Game Theory and bird flight – and the BBC Natural History Unit's proximity to the University has led to television careers for a number of graduates! In 1876, University College, the precursor to the University, appointed Dr. Frederick Adolph Leipner as Lecturer in Botany, Zoology and, amusingly, German. Leipner had trained at the Bristol Medical School, but taught botany and natural philosophy, later combining this with teaching in Vegetable Physiology at the Medical School. He became Professor of Botany in 1884 and was a founding member of the Bristol Naturalists' Society, becoming its President in 1893. Bristol today is proud of its interdisciplinary strengths and, among others, offers Joint Honours Degrees in Geology and Biology, and in Psychology and Zoology. A portent of these modern links is seen in one of the University's most notable early appointments, Conwy Lloyd Morgan, appointed as Professor of Zoology and Geology in 1884 and then – somehow fitting in service as Vice- Chancellor – becoming the first Chair in Psychology (and Ethics). Lloyd Morgan is most famous as a pioneer of the study of comparative animal cognition. He was a highly influential figure for the North American Behaviourist movement: “Lloyd Morgan's cannon” is a comparative psychologist's version of Occam's Razor whereby no behaviour should be ascribed to more complex cognitive mechanisms than strictly necessary. He was the first Fellow of the Royal Society to be elected for psychological work. -
Vertebrates and Invertebrates
Vertebrates and invertebrates The animal kingdom is divided into two groups: vertebrates and invertebrates. Vertebrates have been around for millions of years but have evolved and changed over time. The word vertebrate means “having a backbone." Many animals have backbones. You have a backbone. So does a cow, a whale, a fish, a frog, and a bird. Vertebrates are animals that have a backbone. Most animals have a backbone that is made of bones joined together to form a skeleton. Our skeleton gives us our shape and allows us to move. Mammals, fish, birds, reptiles, and amphibians have Vertebrae backbones so they are all vertebrates. Each bone that makes up the backbone Scientists classify vertebrates into five classes: is called a vertebra. These are the • Mammals building blacks that form the backbone, • Fish also known as the spinal cord. The • Birds vertebrae protect and support your • Reptiles spine. Without a backbone, you would not • Amphibians be able to move any part of your body. Animals without a backbone are called invertebrates. Most The human animals are invertebrates. In fact, 95% of all living creatures backbone has 26 on Earth are invertebrates. vertebrae. Arthropods are the largest group of invertebrates. Insects make up a large part of this group. All insects, such as ladybugs, ants, grasshoppers, and bumblebees have three body sections and six legs. Most arthropods live on land, but some of these fascinating creatures live in water. Lobsters, crabs, and shrimp are arthropods that live in the oceans. Many invertebrates have skeletons on the outside of their A frog only has bodies called exoskeletons. -
Fun Facts: Incredible Invertebrates 40 Minutes Age 7-11
Fun Facts: Incredible Invertebrates 40 minutes Age 7-11 1. Invertebrates are animals that do not have a backbone. Some common invertebrates are worms, snails, corals, sponges, insects, jellyfish, and crustaceans (Brsuca and Brusca, 2003). 2. Invertebrates first evolved during the Cambrian Period, over 540 million years ago (Brusca and Brusca, 2003) 3. Over 95% of the 1.4 million known animal species are invertebrates (Smithsonian, 2018) 4. The largest invertebrate is the colossal squid which can weigh over 500kg and reach lengths of up to 14m (Ravaiolo and Youngster, 2012). 5. Corals are sessile invertebrates, meaning they are fixed in one place and unable to relocate. Corals grow at different rates, with some growing up to 10cm in one year and others only growing 0.3cm in one year (Barnes, 1987). 6. Many species of marine worms, such as feather duster and Christmas tree worms, survive by hiding their body in a tube attached to the reef. They feed by extending their gills into the water and catching phytoplankton and other microscopic organisms in the water column (NOAA, 2020). 7. Sea stars and sea urchins are some important species of invertebrates that have specialized organs called tube feet, which allow them to move and feed. The tube feet have two special types of cells. The first type of cell releases a glue-like substance that allows the tube feet to stick and hold onto different structures. The second type of cell releases a substance that breaks down the glue-like substance and allows the tube feet to release from the structure (Flammang et al., 2005). -
Cnidarian Immunity and the Repertoire of Defense Mechanisms in Anthozoans
biology Review Cnidarian Immunity and the Repertoire of Defense Mechanisms in Anthozoans Maria Giovanna Parisi 1,* , Daniela Parrinello 1, Loredana Stabili 2 and Matteo Cammarata 1,* 1 Department of Earth and Marine Sciences, University of Palermo, 90128 Palermo, Italy; [email protected] 2 Department of Biological and Environmental Sciences and Technologies, University of Salento, 73100 Lecce, Italy; [email protected] * Correspondence: [email protected] (M.G.P.); [email protected] (M.C.) Received: 10 August 2020; Accepted: 4 September 2020; Published: 11 September 2020 Abstract: Anthozoa is the most specious class of the phylum Cnidaria that is phylogenetically basal within the Metazoa. It is an interesting group for studying the evolution of mutualisms and immunity, for despite their morphological simplicity, Anthozoans are unexpectedly immunologically complex, with large genomes and gene families similar to those of the Bilateria. Evidence indicates that the Anthozoan innate immune system is not only involved in the disruption of harmful microorganisms, but is also crucial in structuring tissue-associated microbial communities that are essential components of the cnidarian holobiont and useful to the animal’s health for several functions including metabolism, immune defense, development, and behavior. Here, we report on the current state of the art of Anthozoan immunity. Like other invertebrates, Anthozoans possess immune mechanisms based on self/non-self-recognition. Although lacking adaptive immunity, they use a diverse repertoire of immune receptor signaling pathways (PRRs) to recognize a broad array of conserved microorganism-associated molecular patterns (MAMP). The intracellular signaling cascades lead to gene transcription up to endpoints of release of molecules that kill the pathogens, defend the self by maintaining homeostasis, and modulate the wound repair process. -
(LOCF) for (ZOOLOGY) Undergraduate Programme: a Template 2019
Learning Outcomes based Curriculum Framework (LOCF) for (ZOOLOGY) Undergraduate Programme: A template 2019 UNIVERSITY GRANTS COMMISSION BAHADUR SHAH ZAFAR MARG NEW DELHI – 110 002 1 Table of Contents Table of Contents ....................................................................................................................... 2 Preamble .................................................................................................................................... 6 Foreword .................................................................................................................................... 9 1. Introduction ......................................................................................................................................... 10 2. Learning Outcome Based approach to Curriculum Planning ............................................... 10 2.1 Nature and extent of the B.Sc degree Programme in Zoology ......................................... 11 2.2. Aims of Bachelor’s Degree Programme in Zoology ......................................................... 11 3. Graduate Attributes in Zoology ..................................................................................................... 12 4. Qualification Descriptors for a Bachelor’s Degree Programme in Zoology.....................14 5. Learning Outcomes in Bachelor’s Degree Programme in Zoology…………………..15 5.1 Knowledge and Understanding ...................................................................................................... 15 -
History of Zoology Since 1859
History of zoology since 1859 This article considers the history of zoology since the Asian zone and a New Guinea/Australian zone. His key theory of evolution by natural selection proposed by question, as to why the fauna of islands with such similar Charles Darwin in 1859. climates should be so different, could only be answered by Charles Darwin gave new direction to morphology and considering their origin. In 1876 he wrote The Geograph- ical Distribution of Animals, which was the standard ref- physiology, by uniting them in a common biological the- ory: the theory of organic evolution. The result was erence work for over half a century, and a sequel, Island Life, in 1880 that focused on island biogeography. He a reconstruction of the classification of animals upon a genealogical basis, fresh investigation of the development extended the six-zone system developed by Philip Sclater of animals, and early attempts to determine their genetic for describing the geographical distribution of birds to relationships. The end of the 19th century saw the fall animals of all kinds. His method of tabulating data on an- of spontaneous generation and the rise of the germ the- imal groups in geographic zones highlighted the disconti- ory of disease, though the mechanism of inheritance re- nuities; and his appreciation of evolution allowed him to propose rational explanations, which had not been done mained a mystery. In the early 20th century, the redis- [2][3] covery of Mendel’s work led to the rapid development of before. genetics by Thomas Hunt Morgan and his students, and The scientific study of heredity grew rapidly in the wake by the 1930s the combination of population genetics and of Darwin’s Origin of Species with the work of Francis natural selection in the "neo-Darwinian synthesis". -
ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus
ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus Instructor: Dr. Ritin Bhaduri Office: 263 Naraghi Hall Phone: (209) 667-3485 Email: [email protected] Office Hours: Monday & Friday 9:00 -11:00 AM, or by appointment. Lectures: MWF 8:00 - 8:50 AM in Rm. N210; Lab: W 9:00 – 11:50 AM in Rm N210 Text: Animal Diversity, 6th ed., (2012) C. P. Hickman, L. S. Roberts, et al. McGraw Hill. Announcements: We will use Moodle as our learning management system. Create a Moodle account (code: zool4420-001) and check for lecture slides, videos, etc. on a regular basis. Introduction: Invertebrates comprise at least 95% of all known animals. From their numbers and diversity alone, it is obvious that invertebrates are incredibly important. They are food for humans and other animals, they cause disease, they pollinate most of the plants we need and use, they affect global climate, some are important with respect to medicine, etc. All people, but especially biologists, need to have a good working knowledge of invertebrates Teaching Philosophy: My teaching philosophy is that I want to share as much knowledge and understanding of the subject with students as possible. To see my students excel and become empowered with the newly acquired knowledge is what I feel teaching is all about. My goal for this course is that all participants learn about and come to appreciate all invertebrate groups. In more detail, this involves learning names and classification, and biology of invertebrates. Course Description: Invertebrate Zoology is a senior-level animal diversity course. It is a 4-unit lecture and laboratory course, with 3 lectures and 1 lab period per week.