Lab #7: Introduction to the Kingdom Animalia
Concepts
1. Characteristics of Animals (p. 387)
2. Understand hierarchical organization of animal complexity. (p. 461)
 cellular – tissue – organ – system
 Learn the advantages of cellular specialization to form tissues and organs.
 Which phyla are organized at what level?
 Can you suggest why, during the evolution of separate animal lineages, there
has been a tendency for complexity to increase when body size increases?
 Sponges have folded walls. What advantage could this trait have for the
sponge? Could you think of other organisms or organ systems that also have
similar folded structures? What advantages does folding provide for these
organisms?
3. Learn the differences between the three body plans for bilaterally symmetrical
animals (p. 413)
 acoelomate – pseudocoelomate – coelomate
 Which phyla belong to each group?
 How are the organs and tissues organized differently in coelomates and
acoelomates?
4. Learn how to classify organisms by their type of body symmetry (p. 391)
 asymmetrical – radial – bilateral
 Which phyla display what symmetry?
 What is the advantage of having bilateral symmetry? Can any particular task
be achieved more efficiently? Why would this type of symmetry lead to
cephalization?
5. Understand the major differences between protostomes and deuterostomes. (p.
441)
 Annelida, Mollusca, Arthropoda are Protostomes
 Echinodermata, Hemichordaa, Chordata are Deuterostomes
6. Learn and employ the directional terms used to identify body positions on
different types of organisms. (p. 523-524)
Organisms
 Phylum Porifera (pgs. 387-390)
 Phylum Cnidaria (pgs. 391-392)
 Metridium anatomy (pgs. 397-398)
 Phylum Platyhelminthes (pg. 401)
 Dugesia (pg. 402)
 Phylum Nematoda (pgs. 407-408)
 Ascaris (pgs. 409-410)
 Phylum Annelida (pg. 420)
 Class Oligochaeta (pgs. 421-422)
 Phylum Chordata (pg. 449)
 Subphylum Vertebrata (pg. 451)
 Class Osteichthyes (pg. 453)
Lab #8: Nervous and Musculoskeletal systems
Concepts
1. Types of skeletons
 hydrostatic, exoskeleton, endoskeleton
 What organisms have these types of skeletons?
 What type of tissue are these skeletons made from? (i.e., bone, cartilage,
chitin)
2. Types of muscle
 skeletal, smooth, cardiac
 Where are these types of muscle found?
 Is there a reason to have voluntary control of some muscles, but not others?
3. What are the functions of the musculoskeletal system?
4. What are the functions of the nervous system?
5. How do the differences in musculoskeletal systems reflect the lifestyles of
different animals?
 How do the different skeletons represent the way the animals move?
 What are some of the possible advantages of having a cartilaginous skeleton?
6. Understand how a complex nervous system evolved from much simpler systems.
 Do all animals possess a central nervous system?
 Do all animals possess a nervous system?
 How does brain anatomy relate to the different sensory and motor abilities of
different organisms?
Organisms
 Phylum Platyhelminthes (pg. 401)
 Dugesia (pg. 402)
 Phylum Annelida (pg. 420)
 Class Oligochaeta (pgs. 421-422)
 Phylum Arthropoda (pgs. 427-428)
 Class Insecta (pg. 435)
 Phylum Chordata (pg. 449)
 Subphylum Vertebrata (pg. 451)
 Class Chondrichthyes (pg. 452)
 Class Mammalia (pg 457)
Lab # 9: Digestive and Urinary Systems
Concepts
1) Understand the basic function of a digestive and urinary system.
2) Recognize the different types of digestive systems and how they evolved.
 incomplete versus complete digestive system
 intracellular versus extracellular digestion
3) What are the structures (and functions) of the different digestive systems,
including accessory organs?
 Abdominal organs of the rat (pgs. 536 – 537)
 The muscles of the digestive tract are arranged in two layers; circular
orientation of the inner layer and longitudinal orientation of the outer layer.
Based on what you know about this muscle arrangement in the earthworm,
what functions would these muscles serve in the GI tract?
 Why does Hydra need to stun/sting its food before ingesting it?
4) Understand the role of enzymes in food digestion
 Where are different types of food digested in the body?
 What enzymes are involved in the digestion of different types of food?
5) What are the basic structures of the excretory system?
 Excretory organs of the rat (pgs. 539)
Organisms
 Phylum Cnidaria (pg. 391)
 Class Hydrozoa – Hydra (pgs. 393-394)
 Phylum Mollusca (pg. 414)
 Class Bivalvia (pgs. 416 -418)
 Phylum Annelida (pg. 420)
 Class Oligochaeta – Lumbricus (pgs. 421-423)
 Phylum Chordata, subphylum Vertebrata (pg. 451)
 Class Chondrichthyes – Dogfish shark (pgs. 452)
 Class Mammalia (fetal pig, rat)
Lab #10: Circulatory and Respiratory Systems
Concepts
1. Understand the main function(s) of respiratory and circulatory systems.
2. Learn the major components of each system.
3. Understand how these systems and their components differ across taxa and
environments.
4. Be able to trace the flow of blood through the circulatory and respiratory systems
in the organisms we studied.
5. How does the anatomy of the heart vary across taxa?
6. Explain what happens to the respiratory system during exercise. Explain the major
organs involved.
Organisms
 Phylum Cnidaria (pg. 391)
 Class Hydrozoa – Hydra (pgs. 393-394)
 Phylum Mollusca (pg. 414)



 Class Bivalvia (pgs. 416 -418)
Phylum Annelida (pg. 420)
 Class Oligochaeta – Lumbricus (pgs. 421-423)
Phylum Arthropoda (pgs. 427-428)
 Class Insecta (pg. 435)
Phylum Chordata, subphylum Vertebrata (pg. 451)
 Class Chondrichthyes – Dogfish shark (pgs. 452)
 Class Ostheichthyes (perch)
 Class Amphibia (frog)
 Class Aves (pigeon)
 Class Mammalia (fetal pig, rat)
Lab #11 – Endocrine System and Animal Behavior
Concepts
1. Learn the basics of observing animal behavior (ethology).
2. Understand the interaction of hormones and behavior.
3. What are the ultimate versus proximate causes for behaviors?
4. Learn how to formulate hypotheses.
5. Learn how to construct an ethogram.
6. Learn about experimental design.
 What was the purpose of injecting crayfish with seretonin?
 What was the purpose of the saline injections?
 What is the purpose of a "double-blind" study?
Readings
Exercise 51: Animal Behavior (pg. 561-Introduction)
Exercise 39: Phylum Arthropoda (pg. 427-Introduction, pgs. 431-433)