BIOLOGY 326 INVERTEBRATE ZOOLOGY Syllabus FALL 2004
Time and Place:
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
Reference Text: Biology of the Invertebrates 5th Edition. 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.
·
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 these to the
ecology of the invertebrates under study.
·
Understand the role and interaction of organ 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 3 lecture exams worth 100 points each, various quizzes
that collectively count for 50 points, a set of three take-home essay questions
each worth 25 points and a cumulative final exam worth 100 points; thus the
entire lecture grade will be based on 525 points. All three exams will consist
of combinations of multiple choice questions, several short answer essays, definitions. Exams will likely also include a take-home
open-book question. In addition, the final exam will consist of one take-home
essay question (50 points) and a “grab-bag” question that will be given during
the classroom time scheduled for the final (50 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 (see attendance
policy below).
Grade Breakdown
3 lecture exams 100 points each (57%)
1 final exam 100 points (19%)
3 Take-home essays
25 points each (14%)
Quizzes 50 points (10%)
Total points for course 525 points
You may ask what the point
is of giving quizzes that aren't graded for content. Here is why:
1) 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?
2) The
quizzes force you to consider the information just presented and internalize
it.
3) The
quizzes will help you write better notes by understanding what are the most
important things covered during a particular lecture
4) 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.
5) You
will be more informed about how much information you understand in class and
how much additional studying may be required on your part.
6) 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.
7) 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. Translation: the lectures aren't all "from the book".
Attendance:
Lecture quizzes will be the primary means to assess
attendance. Quizzes will be given frequently and will not be announced. Quizzes can not be made up.
Therefore, your level of class attendance can have a very positive or negative
effect on your overall grade. All students are expected to participate fully in
all lectures for the entire time
scheduled. 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.
Make-up Examinations: Students who expect to miss any classes or exams
must notify the instructor one week prior to the class to be missed. Make-up
lecture exams will be given for legitimate reasons only as outlined by
university regulations. Excused absences must be accompanied with written
confirmation from a doctor or the Dean of Students. Anyone who fails to comply
with these procedures, or who can not provide sufficient reasons for missing a
scheduled exam or other assignment will
receive a zero for that exam or assignment.
Instructor and University Policy on Cheating,
Plagiarism, and other forms of Academic Dishonesty
I proscribe all forms
of plagiarism and cheating (they are one in the same in my view). I follow the
guidelines and University policy regarding the penalty for those identified as
cheating or plagiarizing on exams, written laboratory assignments, or other
assignments in this class (see page 118 of student handbook for maximum
penalties and the definition of plagiarism).
Students found to be cheating on assignments will receive a zero for the
assignment on the first offense and will receive an F for the course on a
second offense. I reserve the right to have all student written assignments
submitted in an electronic format for the expressed purpose of checking
assignments for plagiarism against Internet sources (including pay-sites for
papers) using the commercial service Turn-it-in.com. If you are in doubt as to
whether or not any of your assignments for this class constitute cheating or
plagiarism as defined by the University Student Handbook, PLEASE discuss this with
me BEFORE turning in an assignment. University faculty have many tools to
identify pages lifted from the Internet (both proprietary and free sites) and
inserted in whole or in part into papers and other assignments (a direct form
of plagiarism). All that being said, don't plagiarize and cheat. It will cause
nothing but pain, suffering, and grief for both you and me.
COURSE CALENDAR 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 |
|
|
8/30 M |
Introduction and classification of invertebrates: why study invertebrates? Thematic topic: importance of invertebrates, phylogenetic systematics overview |
Chapters 1 and 2 |
|
9/1 W |
What is an animal? Classification methods |
|
|
9/3 F |
Properties of water & biological significance |
|
|
9/6 M |
Refresher on systematics |
|
|
9/8 W |
Mesozoa and Porifera and Thematic topic: origins of the Metazoa and multicellularity |
Chapter 4, 9 |
|
9/10 F |
Sponges and what it means to be an individual |
|
|
9/13 M |
Sponge anatomy and function (they are cooler than you think!) |
|
|
9/15 W |
Sponge ecology |
|
|
9/17 F |
Cnidaria and Ctenophorans: thematic topic: colonial animals, stinging cells, reef biology |
Chapter 6 and 7 |
|
9/20 M |
|
|
|
9/22 W |
|
|
|
9/24 F |
Exam 1 |
|
|
9/27 M |
Platyhelminthes Thematic topic: parasite ecology and evolution |
Chapter 8 |
|
9/29 W |
|
|
|
10/1 F |
Essay 1 DUE (25
points) |
|
|
10/4 M |
Pseudocoelomates Thematic topic: the significance of hydrostatic skeleton-nematodes |
Chapter 5, 10, 11, 16, and 17 |
|
10/6 W |
Acanthocephalans, nematomorphs and other pseudocoelomates |
Chapter 10 |
|
10/8 F |
Gastrotrichs, gnathostomulids, kinorhyncs and more! |
Chapter 17, 18 |
|
10/11 M |
Loriciferans and priapulids |
|
|
10/13 W |
Annelids Thematic topic: the coelom and the evolutionary significance of metamerism |
Chapter 13 |
|
Date |
Lecture Topic |
|
|
10/15 F |
Sipunculans-weird annelid relatives |
|
|
Fall break |
|
|
|
10/20 W |
The arthropods body plan: |
|
|
10/22 F |
Why have arthropods taken over the planet? |
Chapter 14 |
|
10/25 M |
Exam 2 |
|
|
10/27 W |
Introduction to Arthropods/ Thematic topic: importance of the exoskeleton in diversity-insects and spiders |
Chapter 14 |
|
10/29 F |
Crustacean and pychnogonids |
|
|
11/1 M |
Onychophorans and tardigrades: origins of arthropods?? Essay 2 DUE (25 points) |
Chapter 15 |
|
11/3 W |
Introduction to Molluscs |
Chapter 12 |
|
11/5 F |
Thematic topic: the evolution of torsion, shells and other twisted hypotheses |
|
|
11/8 M |
Mollusc behavior and movement |
|
|
11/10 W |
Mollusc diversity |
|
|
11/12 F |
Mollusc diversity and evolution |
|
|
11/15 M |
Echinoderms Thematic topic: hydraulic movement and evolution of pentaradial symmetry |
Chapter 20 |
|
11/17 W |
Echinoderm diversity: the classes |
|
|
11/19 F |
Echinoderm diversity: the classes |
|
|
11/22 M |
Lophophorates: brachiopods, phoronids, bryozoa and entoprocts |
Chapter 19 |
|
|
Thanksgiving Break!! |
|
|
11/29 M |
Chaetognaths and cycliophorans |
Chapter 18 |
|
12/1 W |
Hemichordates and other non-vertebrate chordates |
Chapter 21 and 22 |
|
12/3 F |
Revising your model of anatomy: reviewing the phyla |
|
|
12/6 M |
Open-review Essay 3 DUE (25pts) |
|
|
12/8 W |
Exam 3 |
|
|
12/10 F |
Open-review-take home question (50 pts) |
|
|
Final Exam |
|
|
STUDY OUTLINE-INVERTEBRATE ZOOLOGY-BIOLOGY 326
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. (Hint: The final exam will also be based on this).
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 environment? What selection
pressures have likely shaped the form and habits of this animal?