INVERTEBRATE
ZOOLOGY
BIOLOGY 3310 SPRING 2016
Dr. Dirnberger
(770) 423-6546
338 Science Building
jdirnber@kennesaw.edu
http://science.kennesaw.edu/~jdirnber/InvertZoo
"Indeed, invertebrate zoology was not a term that then existed (since
Lamarck was to be the first to distinguish vertebrates from invertebrates).
What he [Lamarck] was occupying was the chair of all the zoology that
nobody wanted. Birds, mammals, reptiles, fishes…-- there were men eager to
profess them all. What was left over -- in God’s good creation and the
dusty museum drawers -– was a lot of vermin in the way of snails, squids,
spiders, insects, scorpions, worms, and such ‘coquillage’ as oysters, lobsters,
shrimps and the like. This protean rubbish had baffled Linnaeus and all the
other systematizers, and it had neither been classified nor seriously
examined…In short, it was in limbo –- the midden of God’s lowlier efforts.
And it was nineteen-twentieths of the animal kingdom."
-- A description of invertebrate zoology as it existed when the naturalist Jean
Baptiste Lamarck was appointed its chair following the French Revolution: Donald Culross Peattie, Green Laurels: The Lives and Achievements of the
Great Naturalists. Simon and Shuster, Inc., New York, 1936.
"He seems to have an inordinate fondness for beetles."
-- Repy by the famous British Biologist JBS Haldane (1892-1964) referring to
the more than 250,000 described species of beetles when asked whether his
life-long studies had taught him anything about the creator of the universe.
LECTURE
COURSE DESCRIPTION
Unlike most other biology courses (which are based on specific sub-disciplines
of biology), invertebrate zoology is a broad view across the fields of ecology,
physiology, cell biology, embryology, behavior, evolutionary biology and others.
The tremendous diversity in form and function of the invertebrates provides
unique and important insights into these fields. This course is a journey into a
world often overlooked, a world of the bizarre and the under-appreciated.
There is an old Chinese curse that goes “may you live in interesting times”.
These are interesting times for the field of Invertebrate Zoology. Most of the
described species on Earth are invertebrates (~1 million invert species), and yet
after two centuries of study we have failed to find a satisfying solution to the
basic evolutionary relationships of the major invertebrate phyla. However, with
the recent use of molecular sequence data, developmental genetics and new
fossil discoveries, many zoologists feel that the puzzle pieces are finally falling
into place. In addition to studying the phyla themselves, we will examine many
of the controversies that surround this debate on their relationships to one
another.
COURSE OBJECTIVES
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Distinguish phyla and other taxonomic subdivisions of invertebrates based
on unique sets of characteristics possessed by each group, and recognize the
diversity in structure, function and natural history across the broad survey
of biodiversity covered in this course.
Argue phylogenetic relationships among major taxa based on characteristics
of organisms surveyed in this course, and recognize difficulties inherent in
using various types of evidence to construct such relationships.
Describe the general pattern of phylogenetic relationships most currently
accepted and contrast this to past ideas on the relationship of major
invertebrate phyla.
Generalize patterns and processes of macroevolution and ecology based on
the broad survey of biodiversity covered in this course.
Recognize the ecological, economic and medical importance of various
invertebrate taxa.
Demonstrate the ability to locate, sample and identify common taxa of
invertebrates found in freshwater, marine, and terrestrial environments of
Georgia.
Relate structures observed in lab to the environment from which organisms
were collected by applying evolutionary concepts.
REQUIRED BOOKS
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Pechenik, Jan A. Biology of the Invertebrates, McGraw-Hill, NY.
No lab manual for lab except for a blank bound notebook.
CLASS WEB PAGE
http://science.kennesaw.edu/~jdirnber/InvertZoo
This will link you to lecture outlines and to other resources. While these
outlines are detailed, they are not complete lecture notes (i.e. this is not an
online course).
EXAM DATES
Mini-Exam on basic phylogeny: 29 January
Exam I: 29 February
Exam II: 15 April
Exam III: 4 May, 8:00 am
Mini-Research Paper, 14 March
COURSE OUTLINE FOR INVERTEBRATE ZOOLOGY LECTURE
I. Introductory Lectures – A basic phylogeny of the invertebrates and some
basic terminology
II. The parade of phyla! Each has its own story.
MINI-RESEARCH PAPER
This paper will address a question of your choosing from the “Topics for Further
Discussion and Investigation” found at the end of every chapter in your textbook.
You must choose a topic that has three or more sources cited below it. Read and
use these scientific papers to answer your question.
Paper format
1, State the question you choose to answer.
2. For each of the three journal articles you are using to answer the topic you have
chosen, write a paragraph in your own words that summarizes that paper (do
not use quotes). Cite these sources within the body of your summary; e.g.
“(Smith, 2001)”, or “according to Smith (2001)…”.
3. Include a final paragraph with some original thought in which you draw some
overall conclusions concerning these three papers. Do all three papers reach
similar conclusions (if so, which paper presented the most convincing argument
and why; if not, why did their conclusions differ)? What do these three paper
collectively indicate still needs to be studied?
4. Provide a “Literature Cited” section listing the three papers you discussed.
You must find and read (either in the KSU library, through inter-library loan, or online) at least three of the journal articles listed below your topic. Use (and cite)
these journal articles to answer the question/topic in your paper. Your paper
should be about 2-3 pages long.
 You may be able to get one or more of the articles on-line. For example, the
KSU library gives us access to JSTOR (Journal Storage: The Scholarly
Journal Archive). Go to: http://www.jstor.org/ if you are on-campus.
 The library may have these articles in there holdings. To see which journals
the KSU library has, go to:
http://dewey.kennesaw.edu/cf/jrnlsfrm.htm
 If you cannot get the article online or at the KSU library, you must go
through interlibrary loan. This can be done online using an electronic form
at: http://kennesaw.illiad.oclc.org/illiad/logon.html. It sometimes takes a
week or two to get the article so plan to find your articles well before the
due date. Do this only if you have confirmed that the library does not have
this journal; they will not provide the article if the journal is at KSU.
Due Date:
14 March – Turn in your paper electronically through Turnitin.com (you must
“enroll” at this site: the class id is 11293216 and the password is “InvertZoo”)
LAB
We sat on a crate of oranges and thought what good men [people] most biologists are, the tenors of
the scientific world-temperamental, moody, … loud-laughing, and healthy. Once in a while one comes on
the other kind -- what used in the university to be called a "dry-ball" but such men are not really
biologists. They are the embalmers of the field, the picklers who see only the preserved form of life
without any of its principle. Out of their own crusted minds they create a world wrinkled with
formaldehyde. The true biologist deals with life, with teeming boisterous life, and learns something
from it, learns that the first rule of life is living. The dry-balls cannot possibly learn a thing every
starfish knows in the core of his soul and in the vesicles between his rays. He must, so know the
starfish and the student biologist who sits at the feet of living things, proliferate in all directions.
Having certain tendencies, he must move along their lines to the limit of their potentialities. And we
have known biologists who did proliferate in all directions: one or two have had a little trouble about it.
Your true biologist will sing you a song as loud and off-key as will a blacksmith, for he knows that
morals are too often diagnostic of prostatitis and stomach ulcers. Sometimes he may proliferate a
little too much in all directions, but he is as easy to kill as any other organism, and meanwhile he is very
good company.
- John Steinbeck and Ed Ricketts from The Sea Of Cortez, reflections on their
collecting voyage along the Gulf of California
LAB OBJECTIVES
Invertebrate zoology labs typically focus on examination and
dissections of standard specimens (the ‘usual suspects’ like
the earthworm). However, labs in this course will focus on
field collection and laboratory identification of invertebrates
that inhabit our region.
We will focus on collections,
identification, and study of invertebrates in this region. By
taking this approach, you will not only become familiar with
basic invertebrate anatomy and diversity, but also gain an
awareness of a major part of the biodiversity that surrounds
us.
LAB OUTLINE FOR INVERTEBRATE ZOOLOGY
Topic
No lab
Intro to notebooks /Intro to illustration/ Intro to keys
Pond sampling (plankton)* and work-up
Stream sampling*
Freshwater work-up
Pond sampling (benthos)* and work-up
Marine fauna work-up (live specimens)
February 24
and FW Quiz
March 2
Marine fauna work-up (arthropods)
March 9
Marine fauna work-up (other macrobenthos)
March 16
Marine fauna work-up (plankton and finish up other)
March 23
Terrestrial sampling* (cryptozoa) and Marine Quiz
March 30
Terrestrial sampling* (macro-inverts)
No lab: Spring Break
April 6
April 13
Terrestrial sampling* (macro-inverts & habitats)
April 20
Terrestrial Quiz and Journal due
April 27
No lab
* field trips – dress accordingly; come to lab even if the weather is bad
January 13
January 20
January 27
February 3
February 10
February 17
EXPLANATION OF THE LABS
After some introductory activities and discussions, the lab proportion of this course will
be divided into three main sections covered sequentially over the semester: freshwater,
marine, and terrestrial. We will collect invertebrates from their native environments,
and identify and describe collected specimens in lab. Your effort in lab will be assessed
in two ways:
Natural History Journal:
You will be required to develop journals of your field and lab experiences. This will
not only give you something more permanent to carry away from this course, but also
help you develop a broader understanding of the natural history of the
invertebrates, as well as refine your powers of observation. A notebook done well
will help you as you study for your laboratory mini-practicals. I hope that you will
produce something you will be proud of and can use in the future to find and
recognize critters in this region.
This journal should be neat and organized. The notebook itself should be sturdy,
bound, and hard-covered; it maybe lined or un-lined depending on your preference.
Notebooks are sold at most bookstores and art supply stores. Spiral bound
notebooks are not allowed.
Bring your journal notebook to every lab. During the semester, I will check your
progress (for credit) and make suggestions for improvement.
The journal will be turned in near the end of the semester (see lab schedule on
previous page). There will be a 5% deduction per 24 hours after the due date!
Criteria used in grading notebooks:
 Completeness, neatness, organization, accuracy, and clarity
 Observation ability
 Synthesis of observations and thoughts
A detailed handout on requirements and suggestions for your journals is available on
the lab webpage for this class.
The final entry in your journal should be a “Final Synthesis Section” that will include
a few pages comparing and contrasting adaptations of invertebrates from the
different environments that we collected from. Describe any general trends in
morphology, behavior, lifestyle, dispersal stages, general size, etc. among
environments. Be sure to include a discussion of how these environments differ and
relate this to specific adaptations that you have observed. See the handout on the
Invert Zoo Lab Webpage for some ideas. Be sure to cite some specific examples
from your previous journal entries to back up your conclusions!
Lab quiz/mini practicals:
I will post a list of the most common organisms on the lab webpage prior to the “lab
quiz/mini practical”. The “lab quiz/mini practical” will consist of identifying some of
these taxa from some combination of descriptions, illustrations and actual specimens.
The best study guide for these mini practicals are your journals, so make sure you
make good, detailed notes of specimens in your journals.
OFFICIAL STUFF FOR BOTH LECTURE AND LAB:
GRADING
LETURE POINTS
Mini-Exam on basic phylogeny
Exam I: Wednesday
Exam II: Wednesday
Exam III Wednesday
Mini-Research Paper
50 pts
100 pts
100 pts
100 pts
25 pts
(375 pts)
LAB POINTS
Journal (lab notebook)
3 Lab Quizzes/Mini-practicals @ 30 points each
5 notebook checks at the end of some labs @ 4 points each
50 pts
90 pts
20 pts
(160 pts)
Participation / group work points
Total points for determination of final course grade:
15 pts
550 pts
A= >90%; B= >80%; C= >70%; D= >60%
OFFICE HOURS
MONDAY, WEDNESDAY 1:30-3:30 PM; TUESDAY 9 AM – 12 PM
If you cannot make it during these times, I will be glad to make an appointment with
you. If you are having any problems with the material, please come by and see
me. Don't put it off until it is too late!
PREREQUISITES
Biology 2107, 2108
POLICIES
 You must show up for field trips on time or you will get left behind!
Attendance for both fieldtrips and lab are important; the quality of the
material in your notebook will suffer considerably if you miss both fieldtrips
and ID labs!
 Keep all of your returned, graded work. You must have these materials if you
decide to contest your final course grade.
 To find out about school closings due to inclement weather, check the KSU
website: http://www.kennesaw.edu.
 Late assignments will result in a 5% reduction per 24
hours. For excused absences, provide documentation
as soon as possible.
 Do not request grade info by email. I am not allowed to
send grades by email.
LAB SAFETY
Safety must be a primary concern when in lab and in the field.
You must review the Laboratory Safety Guidelines at:
http://science.kennesaw.edu/biophys/LabSafetyGuideNoPi
c.doc.
When we are in the field, watch where you step. Don’t reach into an area that you cannot
see into. Wear shoes that cover the foot and socks that cover the ankle to avoid poison ivy
and bites. Avoid contact with wildlife and even with domesticated animals including dogs and
cats. If the weather is hot and sunny, be sure to stay hydrated. Avoid fast moving water
and deep areas, especially while wearing waders. Let me know before going into the field
whether you are allergic to such things as bee stings.
ACCOMMODATIONS
Any student with a documented disability or medical condition needing academic
accommodations of class-related activities or schedules must contact the
instructor immediately. Written verification from the KSU disAbled Student
Support Services is required. No requirements exist that accommodations be made
prior to completion of this approved University documentation. All discussions will
remain confidential.
ACADEMIC WITHDRAWAL
The policy for academic withdrawal can be found at
http://catalog.kennesaw.edu/content.php?catoid=24&navoid=2171#withdrawalfromclasses
LAST DATE TO WITHDRAW WITHOUT ACADEMIC PENALTY is
2 March 2016
ACADEMIC INTEGRITY
Every KSU student is responsible for upholding the provisions of the Student code of
Conduct, as published in the Undergraduate and Graduate catalogs. Section II of the
Student Code of Conduct addresses the University’s policy on academic honesty, including
provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic malicious/intentional
misuses of computer facilities and/or services, and misuse of student identification cards.
Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “Informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct’s minimum one semester
suspension requirement.