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Department of Zoology and Entomology
ANIMAL DIVERSITY ZEN 161
Study Guide 2012
SECTION A: Organisational Component
Welcome to Animal Diversity (ZEN161) of the Department Zoology and Entomology. Throughout this
module, you will be introduced to the fascinating diversity and wonders of the Animal Kingdom, and
hopefully find it a captivating and enriching learning experience.
We have a highly productive research-oriented department with a strong focus on biodiversity,
systematics, and conservation. The lecturers presenting this module are part of an efficient and
experienced team that will guide you through your study and lend academic support where it is
needed. Be aware though, that academic progress and insight will depend largely on your own
diligence and efforts.
GENERAL
1. Contact information
Name
Office
Consulting
Course
Coordinator
Dr C. A. du Toit
Zoology
Room 3-23
Mon.- Wed.
08h00-10h30
Lecturers
Prof. M.N. Bester
MRI
Room 2-26
Dr P.J.N. de Bruyn
Zoology
Room 2-8
Prof. A.E. McKechnie
Zoology
Room 2-4.8
Prof. M.P. Robertson
Geography R
oom 2-1.8
Practical
Instructor
Ms K.W. Stamhuis
Zoology
Room 3-14
Tutors
Mr C. Minnaar
Zoology
Room 2-25
Ms I. Minnaar
Zoology
Room 3-21
Mon.- Fri.
08h00-16h00
Secretary
Zoology
Room 3 -10
Ms I. Vis
Mon.- Fri.
08h00-16h30
2. Time table
Date
Day
Theme
Lecture
Lecturer
Course introduction
CdT
July
23
M
27
F
1
Evolution: history & evidence
PJNdB
30
M
1
Evolution: history & evidence
PJNdB
August
3
F
2
Animal classification,
phylogeny and organisation
CdT
7
F
2
Animal classification,
phylogeny and organisation
CdT
13
M
3.1
Introduction to animal diversity
CdT
17
F
3.1
Bird diversity
AEM
20
M
3.2
Insect phylogeny & systematics
CdT
24
F
3.2
Insect diversity
CdT
27
M
3.2
Insect diversity
CdT
31
F
3.3
Mammal phylogeny &
systematics
PJNdB
3
M
3.3
Mammal phylogeny &
systematics
PJNdB
7
F
4
Nutrition and digestion
AEM
10
M
4
Nutrition and digestion
AEM
14
F
5
Circulation and gas exchange
AEM
17
M
5
Circulation and gas exchange
AEM
21
F
5
Circulation and gas exchange
AEM
27
M
6
Excretion
AEM
28
F
6
Excretion
AEM
8
M
7
Reproduction
PJNdB
12
F
7
Reproduction
PJNdB
15
M
8
Ecology
MPR
19
F
8
Ecology
MPR
22
M
8
Ecology
MPR
26
F
8
Ecology
MPR
September
October
29
M
8
Ecology
MPR
Lecture venue:
Chemistry – Large Hall
Lecture times:
Monday:
13h30 – 14h20
Friday: 12h30 – 13h20
Tests and Exams:
Theory Test 1: 04 September 2012
Theory Test 2: 09 October 2012
Sick test:
Department will decide and book venue
Theory Examination:
November 2012 (as per Faculty noticeboard)
Supplementary Theory Examination:
November 2012 (as per Faculty noticeboard)
Mark Allocation: Semester mark = Theory + Practical = 100, where T = 60 and P = 40.
(Theory Test 1 + Theory Test 2 = 60),
Practical mark (P 40), which is 40% of the semester mark and is composed of the following
assessments: composite practical tests and final practical examination.
The final mark will be calculated as follows:
Semester mark + Exam mark = 100
2
Prescribed textbook:
Campbell, N.A. & Reece, J.B. 2008. Biology. 9th Ed. Benjamin Cummings, New York.
(This is the prescribed textbook for MLB III.)
Recommended additional reading material:
Miller, S. A. & Harley, J. P. 2010. Zoology. 8th ed. McGraw-Hill, Higher Education, New York.
Solomon, E. P., Berg, L. R. & Martin, D. W. 2005. Biology. 7th Ed. Brooks/Cole, Australia.
Feldhamer, G.A., Drickamer, L.C., Vessey, S.H., Merritt, J.F. & Krajewski, C. 2007. Mammalogy:
adaptation, diversity, and ecology, 3rd ed., Johns Hopkins University Press, Baltimore.
Practicals:
All students are required to attend five practicals. For more details on practicals see the practical
guide. Students will be assigned to practical groups A or B week – lists will be put on the notice
board in the Zoology building (next to lab 2.4 on the notice board)
NB. Please see the practical book for dates of practicals as well as “Click-UP”. Only a sick note will
excuse you to attend a different group (1 of 8).Plagiarism
What is plagiarism? You commit plagiarism when you present someone else's ideas - published or
unpublished - as if they were your own. People's ideas may be contained in:
written text - journal articles, books, theses, dissertations, newspapers, magazines, notes, course
material, students' projects, e-mail messages, data, computer code, everything on the Internet, etc.
visual text - books on fine art, graphics, photographs, etc.
multimedia products - web sites, video productions, films, CDs and DVDs, design projects, etc.
music - compositions, lyrics, CDs and DVDs, music or sound bites on the Internet, etc.
spoken text - speeches, audio recordings, lectures, interviews, etc.
The library website provides information and practical advice on how to avoid plagiarism. For
further information please see http://www.library.up.ac.za/plagiarism/index.htm
ZEN 161: ANIMAL DIVERSITY
LECTURE UNIT THEME 1:
EVOLUTION: HISTORY AND EVIDENCE
Number of lectures: 2
Reference: Campbell & Reece (chapter 25)
REVIEW:
There is consensus among biologists that the diversity of animal life forms on earth evolved from
simple organisms more than three billion years ago. The first organisms were simple, single-celled
organisms which were subsequently followed by the emergence of more complex multicellular
organisms hundreds of millions of years later. In this theme, the diversification of animal life over a
vast time span starting from about 3.8 billion years ago (bya) when the earth was relatively young is
surveyed. Proposed models of how the life began are examined, and life’s long evolutionary history
from its beginnings to the present is traced.
STUDY OBJECTIVES:
After studying this chapter, you should understand the following:
1. Important geological time scales associated with the diversity of animal life.
2. The history of life based on the fossil record, and the sequence of evolutionary events from the
Precambrian, Paleozoic, Mesozoic, to the Cenozoic.
3. Mass extinctions.
LECTURE UNIT THEME 2:
ANIMAL CLASSIFICATION, PHYLOGENY, AND ORGANIZATION
Number of lectures: 2
Reference: Campbell & Reece (chapters 26 & 32)
REVIEW:
The aim of the course is to introduce the student to the various forms of life on earth. It aims to
make the student aware of the diversity of life surrounding us, and to explain the basic principles of
taxonomy and classification. The course also introduces the student to various body plans and
patterns of organization.
STUDY OBJECTIVES:
After studying this chapter, you should be able to:
1. Know and understand the terminology used in animal systematics.
2. Explain the different approaches to animal systematics.
3. Explain Karl von Linné’s important contribution to taxonomy.
4. Know the taxonomic hierarchy.
5. Know and understand the terminology associated with body form, organization and indications
of direction in the body.
6. Understand the meaning of germ layers and what is derived from them.
LECTURE UNIT THEME 3:
ANIMAL PHYLOGENY
3.1 INTRODUCTION TO ANIMAL DIVERSITY
Number of lectures: 2
Reference:
REVIEW:
Campbell & Reece (chapter 32)
The aim of this section is to introduce the student to the Animal Kingdom with an additional focus on
bird diversity.
3.2 INSECT PHYLOGENY AND SYSTEMATICS
Number of lectures: 1
Reference:
Campbell & Reece (chapter 33)
REVIEW:
The aim of this section is to introduce the student to the classification, phylogeny and evolution of
the insects, to make the student aware of the diversity of insect life surrounding us, and to introduce
the antiquity of insects.
STUDY OBJECTIVES:
On completion of this study unit theme, the student can be expected to understand the processes
that led to the success of insects as a group, and to be able to distinguish between the major groups.
3.3 INSECT DIVERSITY
Number of lectures: 2
Reference: Miller & Harley (chapter 15)
Departmental Practical Manual – for diagrams of insect orders
REVIEW:
The aim of this section is to briefly introduce the student to the morphological characteristics and
biology of some of the insect orders.
STUDY OBJECTIVES:
On completion of this study unit theme, the student can be expected to identify different insect
orders based on their diagnostic characteristics and evaluate the economic importance of insects.
3.4 MAMMAL PHYLOGENY AND SYSTEMATICS
Number of lectures: 2
Reference: Feldhamer, G.A., Drickamer, L.C., Vessey, S.H., Merritt, J.F. & Krajewski, C. 2007.
Mammalogy: adaptation, diversity, and ecology, 3rd ed., Johns Hopkins University Press, Baltimore.
Chapter 4.
REVIEW:
Mammals evolved from reptiles and morphological changes took place from reptilian traits to those
that characterize modern mammals. This adaptive radiation is a product of the evolutionary process
operating over hundreds of millions of years. In this theme, morphological changes from reptilian to
mammalian structural organization, including the development of mammal-like traits in synapsid
reptiles and the emergence of early mammals are described. Characteristics from mammal-like
reptiles, first to modern mammals, and the question of whether mammals are monophyletic or
polyphyletic in origin, are discussed. Conventional as well as current mammalian phylogenies based
on both morphological and molecular data are discussed.
STUDY OBJECTIVES:
After studying this chapter, you should know the following:
1.
Important geological times associated with mammalian evolution.
2.
Characteristics of the mammal-like reptiles.
3.
Characteristics of the first mammals.
4.
Characteristics of modern mammals.
5.
Mammalian dentition.
6.
Conventional mammalian phylogeny based on morphological data.
7.
Monophyletic versus polyphyletic origin of mammals.
LECTURE UNIT THEME 4:
NUTRITION AND DIGESTION
Number of lectures: 2
Reference: Campbell & Reece (chapter 41).
REVIEW
Digestion is the process whereby the initial food that is eaten is broken down into physical and
chemical components. All animals are heterotrophs and as such depend upon the ingestion of food
to satisfy their nutritional requirements. Foodstuffs consumed by animals vary tremendously from
bacteria through to large animals. In this section on digestion we will not concentrate on the process
of absorption but rather on the mechanisms by which the food is collected and broken down
mechanically. The digestive tracts of heterotrophs may be incomplete (lacking an anus) or complete
(possess both a mouth and anus). Animals may feed continuously, as in many of the filter feeders, or
discontinuously, as is the case for several of the large mammals.
STUDY OBJECTIVES
After studying this chapter you should be able to:
1. Discuss the different mechanisms by which heterotrophs obtain their food.
2. Know how food size and type are prepared for the process of absorption.
3. Compare and contrast incomplete and complete digestive tracts.
4. Compare and contrast continuous and discontinuous feeding mechanisms.
LECTURE UNIT THEME 5:
CIRCULATION AND GAS EXCHANGE
Number of lectures: 3
Reference: Campbell & Reece (chapter 42)
REVIEW:
All animal cells acquire nutrients and oxygen from the environment and give off carbon dioxide and
other wastes to the environment. In small aquatic animals, each cell directly exchanges materials
with the external environment by using diffusion and plasma membrane transport mechanisms.
These animals have no need for a circulatory system, while other invertebrates have an open, as
opposed to a closed, system. Vertebrates have a closed circulatory system where arteries take blood
away from the heart to the capillaries where exchange occurs, and veins take the blood to the heart.
Some vertebrates (fishes) have a single circulatory loop, whereas the others have a double
circulatory loop – to and from the lungs and also to and from the tissues. Exchanges of substances
between blood and tissue fluid across capillary walls supply cells with nutrients and oxygen and
remove wastes. The lymphatic system of mammals is a one-way system that returns excess fluid
from the tissues to the central circulation system.
Respiration is a physiological process whereby animals move oxygen into their internal environment
and give carbon dioxide up to the external environment. All organisms require energy to drive
metabolic activities, which comes mainly from aerobic respiration (the ATP metabolic pathway
requires oxygen and produces carbon dioxide waste). O2 and CO2 diffuse across a respiratory
surface. To be effective, the surface should be large, thin and moist. There are 5 main types of
respiratory systems in animals, namely diffusion (across a plasma membrane), tracheae, cutaneous
respiration, gills and lungs. These respiratory systems vary according to the environment in which
gaseous exchange occurs. In water, gaseous exchange involves diffusion or gills, whilst on land a
variety of respiratory systems is represented.
STUDY OBJECTIVES
After studying this chapter, you should:
1.
Understand that larger invertebrates usually have circulatory systems and the reasons why
this is necessary.
2.
Appreciate that animals with a sac body plan and gastrovascular cavity do not require a
circulatory system.
3.
Contrast open and closed circulatory systems and the roles of haemolymph and
haemoglobin.
4.
Describe the generalized closed cardiovascular system and all its components in
vertebrates.
5.
Compare the three different types of closed circulatory pathways in vertebrates.
6.
Understand the difference between the pulmonary and systemic circuit.
7.
Describe the different components of blood and their respective functions.
8.
Understand capillary exchange and the forces that control movement of fluid through
capillary walls at exchange surfaces.
9.
Appreciate the close association between the cardiovascular system and lymphatic system,
and the overall functions of the lymphatic system.
10.
Define external and internal respiration.
11.
Compare respiration in water and on land.
12.
Explain the counter-current exchange mechanism in fish gills.
13.
Provide examples of respiration systems utilized by terrestrial organisms.
14.
Discuss oxygen and carbon dioxide transport and exchange in vertebrates.
LECTURE UNIT THEME 6:
EXCRETION
Number of lectures: 2
Reference: Campbell & Reece (chapter 44)
REVIEW: Many animals maintain a more-or-less constant internal osmotic environment, and must
excrete excess ions and/or water. Different habitats present very different excretory requirements.
For instance, a freshwater fish must deal with high rates of water gain from its hypo-osmotic
environment, but a desert rodent needs to conserve as much water as possible. The major
osmoregulatory organ in vertebrates is the kidney, which uses a system of nephrons to produce
urine. Another key waste product that animals need to eliminate is nitrogenous waste produced as a
by-product of protein metabolism. The way in which animals eliminate nitrogenous waste is strongly
related to environmental factors.
STUDY OBJECTIVES
After studying this chapter, you should:
1. Understand why animals need to excrete ions and/or water
2. Describe the anatomy and physiology of a nephron
3. Understand the advantages and disadvantages of various nitrogenous waste products
4. Relate the nitrogenous waste type excreted by a particular group of animals to environmental
factors.
LECTURE UNIT THEME 7:
REPRODUCTION
Number of lectures: 2
Reference: Campbell & Reece (chapter 46)
REVIEW:
All animals have the capacity to reproduce. There are two patterns of reproduction in animals:
asexual and sexual reproduction. Asexual reproduction does not involve the use of sex cells such as
sperm and eggs. The offspring are identical to the parents, which may be an advantage if the
environment is not changing. Sexual reproduction requires two parents. It has the advantage of
producing offspring that are not identical to the parents, which may ensure the survival of the
species. Sexual reproduction evolved in aquatic environments, and organisms living on dry land
required evolutionary innovations to prevent desiccation of gametes and embryos. Hormones
coordinate the reproductive functions.
STUDY OBJECTIVES
On completion of this section you should be able to:
1. Compare the advantages and disadvantages of asexual and sexual reproduction and discuss the
different forms of reproduction with examples.
2. Discuss the adaptations for external and internal fertilization.
LECTURE UNIT THEME 8:
ECOLOGY
Number of lectures: 5
Reference: Campbell & Reece (chapter 51 - 55)
REVIEW:
This section introduces the key concepts in ecology, including interactions between organisms and
the environment, terrestrial and aquatic biomes. Behavioural ecology is introduced and some of the
key concepts are covered. A section on Community Ecology covers community interactions,
keystone species, biogeography and pathogen life cycles on human disease. Ecosystems are
introduced and the effects of human activities on ecosystems are discussed.
STUDY OBJECTIVES
After studying this chapter, you should:
1. Describe the different fields of ecology.
2. Describe the influence of the environment on the distribution of species.
3. Describe the main terrestrial and aquatic biomes and provide examples.
4. Define a community.
5. Explain community interactions including competition, predation,. herbivory, symbiosis.
6. Explain the role of keystone species in structuring communities.
7. Describe the role of disturbance in structuring communities.
8. Understand the biogeographic factors that affect community biodiversity.
9. Describe how an understanding of community ecology can help in control of human disease.
10. Describe what ecosystems are and give some examples.
11. Explain energy flow and chemical cycling in ecosystems.
12. Describe human impacts on ecosystems including climate change.