You know that I expect you to know not only meanings but important relationships among and concepts related
to terms, so don't just memorize definitions. Also, questions on an activity or quiz may be placed on an exam
even if those questions are not found (repeated) on this study guide. There will be lab questions on the exam,
although most of these questions will be included in part B of this study guide. You will not have questions on
how to film or edit photographs. You will find questions on projects, including questions on protocols used to
sex or measure specimens.
Study guide one—Part A:
Review and bauplans
1. Give reasons that some appreciation of invertebrate biology is important is to the
scientific community.
2. What are some of the more common animals found on this planet? What are wonder
pusses? What is Lernaea? Know about ticks.
3, Describe the concept of a “bauplan”.
4. Be able to describe in general the effects of environment on bauplan. You may focus
your comments on the problems invertebrates face in one type of environment versus
another
5. Give some effects of size on bauplan. (Be sure to include material from the arthropod
as well as introductory lectures).
6. How long have the bauplans that we see today existed on this planet? How do we
know?
7. If you had to design the modules to include in bauplans, what would they be? What
would you include as a locomotory module? Would you include developmental
modules? Why or why not? What other types of modules would you include?
8. Be able to compare major characteristics of bauplans of the invertebrates treated in Bio
181. In other words, know terms such as coelom, bilateral symmetry, radial symmetry,
cephalization, segmentation, joints and tube feet. I intend to use the cards you created to
create questions in which you will have to ID the type of animal described or eliminate
nonsuitable candidates or perhaps nonsuitable characteristic from those presented.
8. Be able to describe “typical” development. What developmental differences were
used to group animals before molecular data became available? You do not have to
know every characteristic but I would know well two or three examples that you could
use to answer this question and 13.
9. How would you decide by looking at an adult if an organism was triploblastic? What
are the advantages of being triploblastic or having developed mesoderm? Are there any
problems associated with the terms triploblastic or mesodermal?
10. What is a coelom? What are the advantages of a coelom or body cavity in general?
What groups have coeloms? In which groups are coeloms reduced?
11. What is the significance of gastrulation?
12. What is the difference between a hemocoel and a coelom? A pseudocoelom and a
eucoelom? Are eucoeloms derived from pseudocoelom? What embryonic cavity is
usually associated with a pseudocoelom?
13. Be able to discuss in some detail the problems with the term “protostome”. Know the
problems in general associated with using development to group animals.
14. Comment on the effectiveness of cilia as locomotory devices
15. Discuss the effectiveness of hydrostatic skeletons and muscles as locomotory devices.
Know the types of skeletons found in invertebrates.
16. How do segmented animals use their segments to their advantage while locomoting?
What do we mean by segment specialization?
17. What are the advantages to using joints and appendages in terrestrial environments?
18. What do me mean when we say that animals are heterotrophs? Comment on the
number or effectiveness of filter feeding in invertebrates. What is a lophophore? .
Phylogeny and history of life
1. What are the problems associated with using the fossil record to decipher relationships
among invertebrates? Include in your answer the types of early fossils available for
analysis.
2. What is the Cambrian Explosion and what are some of the factors believed responsible
for this event?
3. Be able to compare Vendian and Cambrian fauna. Be able to describe some of the
Cambrian organisms depicted in reconstructions. Where are Cambrian fossils found?
4. Can we use molecular data to draw phylogenies? If so, what types of molecular data
are used? What do molecular clocks have to do with these phylogenies? Do the
molecular data agree with the fossil data regarding invertebrate relationships?
5. What are hox genes and what is the significance of their distribution for determining
animal relationships? What do we mean when we say hox genes exhibit anatomical and
timing colinearity? What does the conservation of hox genes indicate about imply about
animal evolution? What is the potential for using hox genes to group animals?
6. Why do we consider systematics or classification a scientific pursuit? . Which is now
the current accepted classification scheme as represented by the tree of life project?
What is the value of using this scheme of classification? What types of evidence are used
to construct groups in this school?
7. What would you have to know about 3 groups to be able to classify them using the
tenets of the phylogenetic school? Be able to compare and contrast the this schools of
classification with that used previously or the evolutionary (traditional or classic) school.
8. Be able to compare and contrast homologies and analogies, derived shared homology
and shared ancestral homology. What is an synapomorphy?
9. Be able to draw a phylogeny that is consistent the evidence discussed to date. How has
this tree changed with the use of molecular data? Be able on a relationship diagram to
identify lophotrochozoans and ecdysozoans. What do those terms mean?