INVERTEBRATE
ZOOLOGY
BIOLOGY 3310 LECTURE SPRING 2011
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, 31 January rescheduled for 7 February
Exam I:, 28 February
Exam II:, 6 April
Exam III: 9 May (Comprehensive) – 3:30 pm
Mini-Research Paper, 15 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. If papers reach
different conclusion, which paper presented the most convincing argument and
why? If papers reached similar conclusions, how do they compliment each other
and what do they collectively indicate still needs to be studied? 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 oncampus.
JSTOR can be accessed from off-campus computers at:
http://130.218.75.39/cf/dbslistfrm.htm (requires your NetID for offcampus 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 online using an electronic
form at: http://www.kennesaw.edu/library/services/ILL.htm
 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:
15 March - Begin your paper by stating the question you choose to answer. Be
sure to use all three journal articles to answer the question in summarizing the
issue that you are addressing. Cite these sources within the body of your
summary; 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
Week of:
Topic
January 10
January 17
January 24
January 31
February 7
February 14
February 1819
February 21
February 2526
No lab:
No lab: Week of MLK Day
Intro to keys/Temporary pools
Stream sampling*
Freshwater work-up continued
Pond sampling* and work-up
Optional Friday–Saturday Field trip to the Coast
Freshwater work-up continued
Optional Friday–Saturday Field trip to the Coast *
Marine fauna work-up
and FW Quiz
No lab: Spring Break
Marine fauna work-up
Marine fauna work-up
Terrestrial sampling* (macrocryptozoa)
March 28
and Marine Quiz
April 4
Terrestrial sampling* (micro-inverts)
April 11
Terrestrial sampling* (macro-inverts)
April 18
Terrestrial sampling* (macro-inverts & habitats)
April 25
Terrestrial Quiz and journal due
No lab final
* field trips – dress accordingly; come to lab even if the weather is bad
February 31
March 7
March 14
March 21
OPTIONAL FIELD TRIP TO THE COAST: 25-26 Feb. (Friday –Saturday). The
boat only holds 22 students, so this opportunity is only available to the first 22
that sign up. Midday Friday – We will 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 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. We will be camping at Skidaway State Park. Saturday, we
will collect in the marsh at Skidaway and the beaches on Tybee Island.
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. Avoid the flimsy
“composition” books typically used as lab books.
Bring your journal notebook to every lab. During the semester, I will check your
progress 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 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.
among environments. 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 that you have observed. See the handout 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
LAB POINTS
Journal (lab notebook)
3 Lab Quizzes/Mini-practicals @ 30 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)
50 pts
90 pts
20 pts
(160 pts)
10 pts
545 pts
A= >90%; B= >80%; C= >70%; D= >60%
OFFICE HOURS
TUESDAY/THURSDAY 1:30-3:30 PM, WEDNESDAY 9-10 AM, 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
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 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).
 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/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. 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
14 March 2011
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.