BIOLOGY 520 INVERTEBRATE ZOOLOGY WINTER 1996-97

BIOLOGY 326 INVERTEBRATE ZOOLOGY Syllabus FALL 2004

Time and Place: 9:00-9:50 M W F Steele 008

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 7-8am daily, 4-5 T, TH or by appointment.

�

Reference Text: Biology of the Invertebrates 5^th 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	Readings in Pechenik
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	Readings in Pechenik
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	11:30am-1:30pm Wednesday, Dec. 15^th-�grab bag� exam. Take home question due

�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?