INVERTEBRATE
ZOOLOGY
BIOLOGY 3310 LECTURE SPRING 2008
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 and new fossil discoveries, many
invertebrate 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.
REQUIRED BOOKS
Pechenik, Jan A. Biology of the Invertebrates, McGraw-Hill, NY.
No lab manual for lab except for the two blank notebooks (a small spiral rough
draft notebook and a bound final journal).
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, 30 January
Exam I: Wednesday, 27 February
Exam II: Wednesday, 2 April
Exam III Wednesday, 5 May (Comprehensive) –9:30 am
Mini-Research Paper, 26 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 question that has three or more sources cited below it. Read and use
these scientific papers to answer your question. In your paper, be sure to discuss how
the sources you cited may conflict or support each other, and to present your opinion on
the issue (e.g. which paper presented the most convincing argument and why?; what is
the broader conclusion that can be drawn from all these papers?; what is the ecological
or evolutionary significance of the findings?).
You must find, copy, and read (either in the KSU library, through inter-library loan, or
on-line) at least three of the journal articles listed below your question. Use (and cite)
these journal articles to answer the question 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.
JSTOR can be accessed from off-campus
computers at: http://130.218.75.39/cf/dbslistfrm.htm (requires your NetID for off-campus
use).
The library may have these articles in there holdings. To see which journals the KSU library
has, go to: http://130.218.75.39/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 in the library by filling out a hard-copy form or online using an
electronic form at:
http://www.kennesaw.edu/library/services/ILL.htm
It usually takes a week or two to get the article so order this on or before 28 January. 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 Dates:
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28 January (5 pts.) - Turn in the question you wish to address and the citations (Author,
Title, Journal, Volume, Date) of the journal articles you are going to use. At this time,
indicate whether the library has these articles, they are accessible on-line, or your have
ordered them through interlibrary loan (it takes a couple of weeks to get a paper through
interlibrary loan.
25 February (5 pts.) - Turn in a copy of the first page of each journal articles to me (this will
usually include the abstract). I will not return these so be sure you have a copy for yourself.
26 March (40 pts.) - Turn in your answer to the proposed question. Begin by stating the
question you choose to answer. Be sure to use all three journal articles to answer the
question. Cite these sources within the body of your text; e.g. “(Smith, 2001)”, or “according
to Smith (2001)…”. Also include a final paragraph with some original thought in which you
draw an overall conclusion. Provide a “Literature Cited” section.
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. To provide a frame of reference, we will begin with a
brief survey of previously collected specimens from selected
invertebrate phyla. Then 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
Lab
Unit Date
1 January 7
Journal Due
Date
Topic
No lab
Intro to notebooks/
January 14 Diversity and structure
1 January 21 No lab: MLK Day
1/2 January 28 Lab practical /Intro to keys/Temporary pools General Biodiv. due
2 February 4 Stream sampling*
2 February 11 Freshwater work-up continued
2 February 18 Pond sampling* and work-up
3 February
Friday–Saturday Field trip to the Coast *
(see below)
22-23
3
Freshwater due
Marine fauna work-up
February 25 and FW Quiz
No lab: Spring Break
March 3
3 March 10
Marine fauna work-up
3 March 17
Marine fauna work-up
4
Marine due
Terrestrial sampling* (cryptozoa)
March 24
and Marine Quiz
4 March 31
Terrestrial sampling* and work-up (meadow)
4 April 7
Terrestrial sampling* and work-up (woods)
4 April 14
Terrestrial sampling* and work-up (habitats)
Terrestrial and
final synthesis due
April 21
Terrestrial Quiz
No lab final
* field trips – dress accordingly; come to lab even if the weather is bad
FIELD TRIP TO THE COAST: 22-23 Feb. (Friday –Saturday)
Midday Friday – Meet at UGA’s Marine Education Center on Skidaway Island, just
southeast of Savannah. Give yourself 4 and half hours to get from Kennesaw to
Skidaway (and more if you leave during rush hour). We will collect in the marsh at
Skidaway and the beaches on Tybee Island. We will be staying at the dorms at the
Marine Education Center. Saturday, we will sample the estuaries on UGA’s trawler, the
R.V. Sea Dawg. It could be quite cold on the boat so bring many layers of clothes. I will
try to get at least one van but more than likely we will have to car pool as well.
Let me know by 28 January if you cannot attend one or both of days. If you cannot
attend either day, then you must complete an alternative assignment (details will be
posted at a later date). For the marine portion of the course, you must still turn in the
laboratory section of your journal (this will be worth 10 pts in addition to an additional
assignment worth 15 pts).
EXPLANATION OF THE LABS
General Diversity and Structure Lab (LAB UNIT #1)
This is the "dry-ball" stuff, but necessary for several reasons:
 to expose you to the diversity of invert phlya (many of which we would
not find in Georgia)
 to enhance lecture by giving you a 'face to hang a name on'
 to learn some structures useful when using dichotomous keys later in the
semester
You should enter your notes for this lab section in your journal. Twenty-five points
for this lab unit will be based on your journal. You should describe characteristics
that distinguish each taxon in this section. There will also be a lab practical to test
your knowledge of this material.
Invertebrate surveys from environments in Georgia (LAB UNIT #2, 3, & 4)
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. 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.
You will develop two notebooks:
1) The Field Notebook - rough draft notes (A small spiral notebook) for
observations and data collected while in the field (and lab). I will not grade this
notebook, so this notebook can be messy and disorganized to some degree.
However, it must be complete and organized enough so that you can transcribe
the information in it to your final notebook.
2) The Naturalist Journal - final draft version (A bound notebook) to be
turned in for grading (4 times during the semester). This notebook should be
neat and organized. The notebook should be sturdy, bound, and hard-covered; it
maybe lined or un-lined depending on your preference. Bookstores sell blank
journals and ledgers. Un-lined bound notebooks are sold at art supply stores
such as Dick Blick on Busbee Parkway. Avoid the flimsy “composition” books
typically used as lab books.
The bound notebooks will be turned in (and will be returned) 4 times during the
semester (see lab schedule on previous page).
Criteria used in grading notebooks:
 Completeness, neatness, organization, accuracy, and clarity
 Observation ability
 Synthesis of observations and thoughts
Because it is critical that you keep up with your notebook while ‘the material is still
fresh’, notebooks must be turned in at the beginning of lab on the due date. There
will be a 5% deduction per 24 hours after the due date!
A detailed handout on requirements and suggestions for your journals will be given
out on a later date.
The last time you turn in your journals, you will also be required to include a “Final
Synthesis Section” that should include a few paragraphs comparing and contrasting
adaptations of invertebrates from all three of the environments (freshwater,
marine, and terrestrial). Describe any general trends in morphology, behavior,
lifestyle, dispersal stages, general size, etc. Be sure to include a discussion of how
these environments differ (e.g. in terms of stability, predictability, connectiveness…)
and relate this to specific adaptations.
There will also be for each section, a lab quiz/mini practical:
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.
Alternative assignment to coastal fieldtrip: An alternate assignment will be provided
if you are unable to go on the coastal fieldtrip.
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
LAB POINTS
General Diversity Lab Practical
General Diversity Journal Section
Freshwater Diversity Journal Section
Marine Diversity Journal Section
Terrestrial Diversity Journal Section
Final Synthesis Journal Section
3 Lab Quizzes/Mini-practicals @ 10 points each
5 notebook checks at the end of some labs @ 2 points each
Participation / group work points
Total points for determination of final course grade:
50 pts
100 pts
100 pts
100 pts
25 pts
(375 pts)
25 pts
10 pts
25 pts
25 pts
25 pts
10 pts
30 pts
10 pts
(160 pts)
10 pts
545 pts
A= >90%; B= >80%; C= >70%; D= >60%
OFFICE HOURS
WEDNESDAYS 1-4 PM; FRIDAY 1-3 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; Corequisite Biology 3310
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
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

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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 and click on “Campus Advisories”.
Late papers will result in a 5% reduction per 24 hours.
The penalty is initiated at the beginning of each class
period (i.e. if the paper is not turned in at the start of
class on the day it is due, 5% is taken off).
Do not turn in assignments electronically (i.e. I want
hard copies).
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/LabSafetyGuideNoPic.doc
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
Students may withdraw from one or more courses anytime before the last three weeks of
the semester. However, as of Fall 2004, students will be allowed a maximum of eight
total withdrawals if the enter KSU as a freshman. Transfer students will be allowed
one withdrawal per fifteen credit hours attempted, for a maximum of eight. Students
who choose to pursue a second degree at KSU will be allowed two additional withdrawals.
Students who entered KSU before the Fall of 2004 will be allowed one withdrawal per
fifteen credit hours attempted for a maximum of eight. To withdraw, the student should
complete an official withdrawal form in the Office of the Registrar. Students who officially
withdraw from courses on or before the last day to withdraw without academic penalty will
receive a “W”. Students who officially withdraw after the last day to withdraw without
academic penalty (and before the last three weeks of the semester) will receive a “WF”,
which will be counted as an “F” in calculation of their grade point average.
The only exceptions to these withdrawal regulations will be for instances involving unusual
circumstances, which are fully documented. Students may appeal to the academic
standing committee for consideration of unusual circumstances.
LAST DATE TO WITHDRAW WITHOUT ACADEMIC PENALTY
Spring 2007
March 10th
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 b y 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.