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BIOL 335: Invertebrate Zoology
Updated February 6, 2012
Course Description & Syllabus

 

 

To the lecture topics

Dr. Stan Eisen
Office No.: S203B
Office Tel: 321-3447

Office Hours:
M:  9 – 11 a.m.; 1 p.m. – 5 p.m.
WF:  9-11 a.m.

Textbook:
Biology of the Invertebrates, Jan Pechenik, 2010, 6th edition
Invertebrate Zoology Lab Book, Stan Eisen, 2012

Objectives and Grading Criteria:

            For the lecture:

            Objectives:

  • 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.
  • Become familiar with the collecting, taxonomic identification, and curatorial methods for preserving invertebrates.
  • Improve dissection techniques and learn functional anatomy of select invertebrates.

To meet these objectives, you will be looking at specimens during the same lecture hour that they are discussed. As a result, the lab time will be freed up to conduct collecting trips and long-term projects.  In particular, you are responsible for knowing the anatomy and physiology, ecology, distribution, and life cycle of the species or groups specifically mentioned in the lecture schedule.

You will be graded on the following:

    1. Four semester exams, each of which will count 1/7 towards your final grade. All exams will be comprehensive and will include short-answer, multiple-choice and essay questions;
    2. Weekly, non-comprehensive quizzes, given on the Friday of each week. These quizzes will cover the previous week's lectures only, and will consist of short-answer and multiple-choice questions. Collectively, these quizzes will count 1/7 of your final grade.
    3. Your choice of one of the following:
      1. A comprehensive final exam scheduled during Final Exam Week. The final exam will consist solely of short-answer and multiple-choice questions.  These questions will be drawn from previous exams, and will count 2/7 towards your final grade, OR,
      2. A group project where EVERYONE will contribute to the writing of ONE children’s book, “All Things Small and Smaller” about the wonderful world invertebrates, following the same guidelines for last semester’s “Don’t Get Sick, Stan!” written by the Parasitology class
        1. No more than 30 pages
        2. No more than 1,000 words
        3. It’s gotta have a happy ending – NOBODY dies.

            For the lab:

            Objectives:

            1) To learn collection techniques routinely used in population and taxonomic studies;

            2) To acquire experience in utilizing taxonomic keys;

            3) To conduct field and laboratory studies.

            Each of the following will count 20% towards your final grade:

    1. Two laboratory reports.  The first deals with the biology of Artemia salina, the brine shrimp.  The class will be divided into 4 groups, and each group will devise their OWN experiment to report.  Make it biologically useful.  “The effects of boiling temperatures on the longevity of brine shrimp” is not especially useful.  The second will be a GROUP report about the biological diversity of Shelby Farms, to be submitted to Robert Mayer, Superintendent of Shelby Farms, in which the class will be divided into several groups, and each group will be responsible for collecting data regarding specific phyla, especially protists, Annelida, Mollusca, and Arthropoda. 
    2. Weekly non-comprehensive lab quizzes.  The clock in the hallway will serve as the standard for the class for which people should synchronize their watches;
    3. 1 comprehensive mid-term exam;
    4. 1 comprehensive final exam.

Please note that most of the experiments you will be conducting require cooperation and sharing of data. Although you are welcome, even encouraged, to discuss the results and meaning of all experiments, each of you is responsible for submitting a separate lab report.

 

Classroom Management Details

I assume that you have the intention of learning something when you attend class.  Therefore, I would appreciate it if you would do the following:

  1. Arrive on time.  During quiz and exam dates, I shall close the door to prevent late-comers from disrupting the administration of the quiz/exam;
  2. Mute or turn off your cell phone prior to the beginning of class.  If you don’t, then I reserve the right to answer your phone.  (I promise I’ll be civil.);
  3. Restrict your use of laptop computers to note-taking, or if requested, to access appropriate web sites to acquire information that is directly pertinent to the class.  If you’re more interested in using the computer for inappropriate uses, such as instant-messaging your friends on Facebook during class time, then you don’t have to suck up valuable oxygen that the rest of us can use in the classroom.

            Lecture Schedule: Invertebrate Zoology
Fall 2008
Semester Schedule for Lecture & Lab

Day/Date

Lecture Topic, Chapter

Lab Topic/Chapter

M 1/9

Environmental Considerations (1)

Sarcomastigophora (flagellates)

Examination of slides left for a week at the koi pond of the Memphis Botanic Garden.

W 1/11

Classification (2)

Classification Rap:

http://www.youtube.com/watch?v=6jAGOibTMuU

F 1/13

Protozoa (3)

Phylum Mastigophora

·         Giardia lamblia -- http://www.cbu.edu/~seisen/GiardiaLamblia.htm

·         Trichomonas vaginalis -- http://www.cbu.edu/~seisen/TrichomonasVaginalis.htm

·         Volvox sp. (added January 11, 2012) -- http://www.microscope-microscope.org/applications/pond-critters/protozoans/mastigophora/volvox.htm

·         Euglena sp. (added January 11, 2012)  http://www.microscope-microscope.org/applications/pond-critters/protozoans/mastigophora/euglena.htm

·         Chlamydomonas sp. (added January 11, 2012) -- http://www.microscope-microscope.org/applications/pond-critters/protozoans/mastigophora/chlamydomonas.htm

Amoeboid Movement:
http://www.youtube.com/watch?v=7pR7TNzJ_pA 

Movement of cilia and flagellae:

http://www.youtube.com/watch?v=QGAm6hMysTA

M 1/16

Martin Luther King Day, No class

Sarcodina (Amoebas)

Ciliophora (or Ciliata)

W 1/18

 Phylum Gymnamoebae (formerly Sarcodina)

·         Amoeba proteus

·         Chaos chaos

·         Entamoeba histolytica http://www.cbu.edu/~seisen/EntamoebaHistolytica.htm

 

F 1/20

Phylum Ciliophora

·         Paramecium sp.

·         Didinium sp.

·         Ichthyophthirus multifilis

·         Balantidium coli  http://www.cbu.edu/~seisen/Balantidiumcoli.htm

M 1/23

Phylum Apicomplexa

·         Plasmodium sp. http://www.cbu.edu/~seisen/PlasmodiumSpp.htm

·         Toxoplasma gondii http://www.cbu.edu/~seisen/ToxoplasmaGondii.htm

Plasmodium, causative agent for malaria
http://www.cbu.edu/~seisen/Malaria/index.htm

Films on Demand:  Deadly Messengers --

http://ezproxy.cbu.edu:9000/login?url=http://digital.films.com/PortalPlaylists.aspx?aid=9468&xtid=44352&loid=116604

Apicomplexa

Porifera

Class Schyphozoa

Class Hydrozoa

W 1/25

Porifera and Placozoa:

http://www.cbu.edu/~seisen/Porifera.htm

Class Calcarea

·         Leucosolenia

·         Grantia (= Scypha)

F 1/27

Cnidaria (6)

http://www.cbu.edu/~seisen/Cnidaria.htm

Class Scyphozoa (jellyfish)

·         Aurelia sp.

Class Hydrozoa

·         Hydra sp.

·         Hydractinia sp. 

·         Obelia sp.

M 1/30

Class Anthozoa

·         Metridium sp.

·         Heliastra heliopora 

·         Astraea pallida

·          Gorgonia sp.

Coral reef bleaching
http://oceanworld.tamu.edu/students/coral/coral5.htm
http://www.marinebiology.org/coralbleaching.htm
http://www.reefed.edu.au/explorer/bleaching/
http://www.hawaiianatolls.org/research/NOWRAMP2002/features/bleaching.php

 

Class Anthozoa

Ctenophora

Class Turbellaria

Class Monogenea

W 2/1

Ctenophora, AKA comb jellies (7)
http://www.cbu.edu/~seisen/Ctenophora.htm

·         Pleurobrachia sp.

F 2/3

Platyhelminthes(8)
Class Turbellaria

·         Dugesia sp.

Class Monogenea

·         Entobdella soleae

M 2/6

 ***EXAM 1***

Initiate culture of Artemia salina

Class Digenea

Class Cestoda

Class Aspidogastrea

W 2/8

 Class Digenea

·         Clonorchis sinensis

·         Fasciola hepatica

·         Schistosoma sp.

F 2/10

Class Cestoda

·         Echinococcus granulosus

·         Dipylidium caninum 

·         Taenia solium

·         Taeniarhynchus saginata

·         Diphyllobothrium latum 

Class Aspidogastrea

·         Aspidogaster conchicola

M 2/13

Flatworm Relatives (9) & Introduction to the Hydrostatic Skeleton (5), http://www.cbu.edu/~seisen/Hydroskeletons.htm

Phylum Rotifera

Phylum Acanthocephala

W 2/15

Phylum Rotifera

·         Aspanchna sp.

·         Epiphanes sp. (common free-living  rotifer from freshwater)

·         Philodina sp.

 

F 2/17

 Phylum Acanthocephala

·         Acanthocephalus sp.

·         Paradoxus polymorphus

M 2/20

Molluscs (12)
http://www.cbu.edu/~seisen/Mollusca.htm

Class Polyplacophora (Chitons)

·         Katharina sp.

Class Monoplacophora

·         Neopilina galatheae

Class Gastropoda

·         Littorina littorea (periwinkle) 

·         Conus sp.

·         Nudibranchs 

·         Lymnaea sp. 

·         Helisoma sp. 

·         Helix sp. (escargot)

Class Polyplacophora

Class Monoplacophora

Class Gastropoda

Class Bivalvia

Dissection of a bivalve

Class Scaphopoda

Class Cephalopoda

W 2/22

 

Class Bivalvia

·         Mytilus edulis

·         Cardium sp. (cockle)

 

F  2/24

Class Scaphopoda (tusk-shells)

·         Dentalium sp.

Class Cephalopoda

·         Squid – Loligo 

·         Nautilus – Nautilus 

·         Octopus – Octopus   

 

M 2/27

Annelids & Sipunculans (13)
http://www.cbu.edu/~seisen/Annelida/

Class Polychaeta

·         Nereis sp.

·         Autolytus sp.

Class Siboglinidae (formerly Pogonophora)

·         Polybrachia sp.

·         Riftia pachyptila

 

Class Polychaeta

Class Oligochaeta

Dissection of an earthworm

Dissection of Nereis

Class Hirudinea

W 2/29

Class Oligochaeta

·         Lumbrucus terrestri 

·         Lumbriculus sp.

Class Hirudinea 

·         Hirudo medicinalis

F 3/2

Exam 2

M 3/5 – F 3/9

Fall Break

 

M 3/12

Introduction to Arthropods (14)
http://www.cbu.edu/~seisen/Arthropoda.htm

Hormonal control of animal development
http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=dbio&part=A4302

Class Trilobita

Class Merostomata (horseshoe crab)
Limulus polyphemus

Class Arachnida
Ticks
Ixodes sp.
Dermacentor sp.
Mites
Unicola sp.
Demodex sp.
Scorpions
Spiders

Class Arachnida

Class Insecta

Class Crustacea

Dissection of a crayfish

Examination of Artemia salina culture

W 3/14

Class Myriapoda (includes Chilopoda & Diplopoda)

Class Insecta

F 3/16

Class Crustacea

Subclass Malacostraca

·         Crayfish – Cambarus sp.

·         Blue Crabs – Callinectes sapidus

Subclass Branchiopoda

·         Daphnia sp.

·         Artemia salina

 

M 3/19

Subclass Ostracoda

Subclass Copepoda

Subclass Cirripedia

·         Balanus sp.

·         Sacculina carcini

Phylum Tardigrada

Free-living nematodes

W 3/21

Subclass Ostracoda

Subclass Copepoda

Subclass Cirripedia

·         Balanus sp.

·         Sacculina carcini

F 3/23

Exam 3

M 3/26

Eusocial insects
http://es.rice.edu/projects/Bios321/eusocial.insect.html
http://en.wikipedia.org/wiki/Eusocial_insect

Visit to Coon Creek in Henderson, TN to collect and examine fossils

W 3/28

Tardigrades & Onychophora (15)
http://www.cbu.edu/~seisen/ArthropodRelatives/

Phylum Tardigrada
Bryodelphax parvulus

Phylum Onychophora
Peripatus sp.

F 3/30

Nematoda (16)
http://www.cbu.edu/~seisen/Nematoda/

Free-living nematodes

·         Caenorhabditis elegans

·         Turbatrix aceti

M 4/2

Parasitic nematodes

·         Hookworms (Ancylostoma sp. & Necator americanus)

·         Ascaris lumbricoides

·         Dirofilaria immitis

·         Wuchereria bancrofti

·         Trichuris trichiura

·         Trichinella spirali

·         Enterobius vermicularis

Parasitic nematodes

W 4/4

Nematode Relatives (17)

Phylum Nematomorpha

Phylum Priapulida

Phylum Kinorhyncha

Phylum Loricifera

F 4/6

Easter Break, no class

M 4/9

Easter Break, no class

Field trip to collect invertebrates at Shelby Farms, Beaver Lake

W 4/11

Echinoderms (20)
http://www.cbu.edu/~seisen/Echinodermata.htm

Class Holothuroidea (sea cucumbers)
Cucumaria sp.
Thyone sp.
Thyonella sp.

F 4/13

Passover, no class

M 4/16

EXAM 4

Class Echinoidea

Class Stelleroidea

Dissection of sea star

W 4/18

Class Echinoidea (Sea urchins, sand dollars)
Diadema sp.
Echinus sp.
Arbacia

Class Crinoidea   

F 4/20

Class Stelleroidea
Subclass Ophiuroidea  (Brittle stars)
Ophiothrix fragilis
Gorgonocephalus sp.

Subclass Asteroidea (Sea stars)
Asterias sp.
Rosaster sp.

M 4/23

Phylum Brachiopoda

Hemichordates (21)

Nonvertebrate Chordates

Completion of experiment of Artemia salina

W 4/25

Nonvertebrate Chordates (22)
http://www-biol.paisley.ac.uk/courses/Tatner/biomedia/units/chor1.htm

Subphylum Urochordata -- sea squirts
Class Ascidiacea
Herdmania sp.
Botryllus sp. 
Ciona sp.

Class Larvacea (= Appendicularia )

Class Thaliacea

F 4/27

Subphylum Cephalochordata
lancelets – Amphioxus sp.

M 4/30

Coral reef ecology and energetics

 

T 5/1

Study Day

 

W 5/2 through T 5/8

Final Exam Week

 

 

GUIDELINES FOR LABORATORY REPORTS

  1. Please DOUBLE-SPACE your laboratory report, and use margin size to 1 inch.
  2. Place a cover sheet at the front of your laboratory report. The cover sheet should have your name, the report title, the course and section numbers centered on the page. PLEASE DO NOT PLACE YOUR LABORATORY REPORT IN A PLASTIC OR OTHER BINDER.

The laboratory report should include the following sections:

    1. An ABSTRACT section, in which you describe in briefest form, the purpose, primary results and conclusions of the research report. By convention, it is 200 words or 3% of the laboratory report, whichever is LESS;
    2. An INTRODUCTION section, in which you provide information pertaining to the problem as it is recognized and in which you discuss background information which would be pertinent to the reader. The purpose, in which you specify the questions to be addressed in THIS lab report, should be in the LAST paragraph of the introduction section;
    3. A MATERIALS AND METHODS section, in which you discuss the organism(s) under study and the experimental protocol in "text" form. PLEASE DO NOT INCLUDE A MATERIALS LIST. If there are several parts to the experiment, each part should be described separately. Briefly describe, in text format, the protocol you followed in conducting the experiment. If there are several parts to the experiment, each part should be described separately;
    4. A RESULTS section, in which you discuss the data from each part of the study in the same sequence as the parts were described in the Materials and Methods section. Use a paragraph to tell the reader what the main point is, and at the end of the sentence, refer to a specific Table or Figure, as in the following: "Seedlings exposed to either .1% or .2% phosphate grew vigorously, but the controls did not (Figure 1)." It is essential to convert or present the data in an understandable format. CHARTS OF RAW DATA ARE NEITHER NECESSARY NOR DESIRABLE!;
    5. A DISCUSSION section, in which you relate the results of your experiment to the general body of knowledge pertinent to this area of research;
    6. A REFERENCES section, in which you list the references used for background information and/or protocol procedures, including your laboratory textbook.

CRITERIA FOR THE GRADING OF PAPERS AND EXPERIMENTAL REPORTS

            The report grade is a composite of three grades based on spelling grammar, and content.

I. Spelling counts 10% of the total grade. Each different spelling or typographical error will usually result in a point deducted from the maximum. However, if one word is consistently misspelled, it will be deducted only once. Low grades in spelling can be avoided by keeping a dictionary on hand and proofreading your work before you submit it for review.

II. Grammar counts 20% of the total grade. Each grammar error (wrong tense, poor sentence of paragraph structure) will usually result in a point deducted from the maximum. Low grades in grammar can be avoided by proofreading your work before you submit it and by writing practice essays.

III. Format counts 30% of the total grade.  The format for your laboratory reports should follow that of a typical research article, with the following sections mentioned above

IV. Content counts 40% of the total grade. The kinds of questions that are considered in evaluating content include the following:

      1. Is your information accurate?
      2. Is your discussion logical?
      3. Did you transform the raw data into a more useful and appropriate format?
      4. Do you adequately support your argument?
      5. Do you adequately correlate and contrast your data to previous experience?
      6. Do you support your conclusions with the appropriate statistical test(s)?

You should write your reports as if you were submitting them to the Transactions of the Tennessee Academy of Sciences. I, in turn, will review them as if I were an editor for the journal.

Name______________________

Grades

Spelling x 10% = .

Grammar x 20% = .

Format x 30% =   .

Content x 40% = .

COMPOSITE GRADE .