BIOLOGY 520 INVERTEBRATE ZOOLOGY WINTER 1996-97

BIOLOGY 322:01 INVERTEBRATE ZOOLOGY Syllabus FALL 2000

Time and Place: 10:00-11:00 M W F Fisher 316

Instructor: Dr. Matt Persons

Contact Information

(570) 372-4526

Email: persons@susqu.edu

Internet: http://www.susqu.edu/FacStaff/p/persons/Inverthomepage.htm

Office Hours 11-12 M W F; other times by appt. (or without appt.-but I can't

promise you I'll be there).

Reference Text: Biology of the Invertebrates Jan A. Pechenik

Course Goals:

To introduce students to the diversity of animals without backbones and understand the evolutionary relationships and taxonomic classification of animals as currently understood.

Learn to identify animals (to phyla, class and sometimes lower taxonomic levels) by sight.

Understand the meaning and use of biological nomenclature, hierarchical levels of classification and major synapomorphies used to identify animal groups.

Introduce students to morphology, physiology, behavior and ecology of major invertebrate groups as they relate to phylogenetic relationships, and adaptations for specific habitats and lifestyles of invertebrates

Compare and contrast feeding, digestion, respiration, excretion, reproduction and locomotion across diverse phyla and relate to the ecology of invertebrates. Understand the role and interaction of these systems in influencing the evolution of diverse invertebrates.

Understand key evolutionary innovations that lead to diversification in various invertebrate groups.

Appreciate how invertebrates are used to conduct biological research and the economic and medical importance of different groups. (e.g. vectors of disease, sources of human food, competitors for food in agricultural systems, potential in biotechnology as sources of medical and other technical advances).

Introduce students to parasitology, entomology, and other sub-disciplines of invertebrate zoology

COURSE STRUCTURE

LECTURE: An introduction to evolutionary themes and functional approaches to invertebrate animal biology through a broad survey of the invertebrate phyla. Within the coverage of each group, unique aspects of morphology, physiology, and behavior will be discussed in light of the selective forces that have favored their evolution. Other topics will include examples from the recent literature that illustrate aspects of ecology, behavior, or research (and/or economic) utility of the group under consideration.

GRADING: The course will consist of 2 lecture exams worth 100 points each, a final exam worth 150 points, and various quizzes that collectively count for 50 points. Thus, the entire lecture grade will be based on 400 points. All three exams will consist of combinations of multiple choice questions, several short answer essays, definitions, and a choice between 2 or more longer essay questions. In addition, the final exam will consist of one take-home essay question (25 points) and a "grab-bag" question that will be given during the final (25 points). In addition to exams, lecture quizzes will be given at the end of approximately half of all lectures. These quizzes will NOT be graded on content, but rather whether or not you have completed the quiz and attempted to answer all questions. Quizzes collectively constitute 50 points. Since lecture quizzes will be given more days than not you may lose a SUBSTANTIAL number of points by not attending class (not to mention the real potential to do poorly on exams). I begin lectures promptly as scheduled. Due to the nature of the material, missing even a single lecture or lab may have a large effect on your final grade. Do not miss class unless it is completely unavoidable. Refer to the student handbook regarding University policy on class attendance.

You may ask what the point is of giving quizzes that aren't graded for content. Here is why:

The quizzes provide you with an idea of the types and form of questions that you may see on an exam--better to get a feel for the instructor's exam style BEFORE the actual exam right?
The quizzes force you to consider the information just presented and internalize it.
The quizzes will help you write better notes by understanding what are the most important things covered during a particular lecture
By reading your responses, I have a better understanding of what material you understand and what you don't and can cover additional material accordingly.
You will be more informed about how much information you understand in class and how much additional studying may be required on your part.
Quizzes force you (as well as myself) to briefly review material from the last class since the answers will be discussed during the first 5 minutes of the following class period.
I have a good record of your classroom attendance since there will be many quizzes given during the semester.

Approximately 1-2 weeks prior to the exam, I will pass out a study guide covering exam material so that you may spend more time focusing on the most pertinent information covered in class. This is NOT to be used as a substitute for coming to class, but should be used as a means of consolidating a large amount of information.

Attendance: You are required to attend class. I compile material in class from a large number of different sources

The following is a calendar for the course. It is not written in stone and may be subject to change by the instructor (and perhaps by you too, depending on interests regarding particular phyla).

Date	Lecture Topic	Readings in Pechenik
Week 1 8/28	Introduction and classification of invertebrates Thematic topic: importance of invertebrates, phylogenetic systematics overview	Chapters 1 and 2
8/30
9/1
9/4	Mesozoa and Porifera and Thematic topic: origins of the Metazoa	Chapter 4
9/6
9/8
9/11	Cnidaria and Ctenophorans: thematic topic: colonial animals, stinging cells, reef biology	Chapter 6 and 7
9/13
9/15
9/18	Platyhelminthes Thematic topic: parasite ecology and evolution	Chapter 8
9/20
9/22	Exam 1
9/25	Pseudocoelomates Thematic topic: the significance of hydrostatic skeleton	Chapter 5, 10, 11, 16, and 17
9/27
9/29
10/2	Annelids Thematic topic: the coelom and the evolutionary significance of metamerism	Chapter 13
10/4
10/6
Date	Lecture Topic	Readings in Pechenik
10/9	Introduction to Arthropods/ Thematic topic: importance of the exoskeleton in diversity	Chapter 14 and 15
10/11
10/13
Fall break
10/19	More about arthropods/ Thematic topic: biological implications of size	Chapter 14 and 15
10/24
10/26	Exam 2
10/31	Molluscs Thematic topic: the evolution of torsion and shells	Chapter 12
11/2
11/7
11/9	Still molluscs	Chapter 12
11/14	Echinoderms Thematic topic: hydraulic movement and evolution of pentaradial symmetry	Chapter 20
11/16
11/21	Thanksgiving break to follow
11/28
11/30	Minor phyla and miscellaneous oddballs phylogenetic overview Thematic topic: why vertebrates are irrelevant	Chapter 18, 19, 21, and 22
12/5
12/7
Final Exam	11:30-1:30 Tues, Dec. 12th

STUDY OUTLINES-INVERTEBRATE ZOOLOGY-BIOLOGY 322

As you accumulate notes and information on various invertebrate phyla we study, it may be helpful to make your own study outlines. The outline below is an example of the kind of information you should have on each phylum (and sometimes classes) we cover. The information can be found in your text, in the lab manual, and from lecture notes.

Unique Feature(s): is there a single diagnostic character (or a combination of features) that serves to define the group?

Skeleton: how is the animal supported? Is the support system internal or external? What is it made of? How is it organized?

Food Capture and Digestion: how does the animal get food? Is it a predator, herbivore, or filter feeder? Are there unique structures for food acquisition? How is food processed and digested?

Excretion and Water Balance: how does the animal process waste products, particularly nitrogenous wastes? Is the excretory system used in maintaining osmotic balance as well?

Respiration: how is gas exchange accomplished? Is respiration passive, or active (i.e., by diffusion across surfaces, or by active pumping, breathing, or water circulation?)

Internal Transport: how are digested nutrients, gases, and wastes moved throughout the body and distributed to and from the cells?

Nervous System: how is the behavior of the animal coordinated with sensory information from the environment? Are there any unique kinds of sense organs?

Reproductive System: how does the animal reproduce? Are the sexes separate, or are these animals hermaphroditic or parthenogenetic? Is fertilization internal or external? Do the animals use fission as a means of reproduction? Do they change sexes over development?

Development: What kind of developmental patterns are seen in this group? How are the larvae or young dispersed? Are there specific larval types?

Ecology and Evolution: where does this animal live? What adaptations does this animal have that allow it to live in its particular niche?