Chapters 7 Test Review Sheet
A test on the material covered in Chapter 7 will be administered on Wednesday, April 27, 2011.
The test will consist of the following:
 40 multiple choice questions (2 points ea.)
 2 short answer/essays (10 points ea.)
The multiple choice portion of the test will be taken during the class period, while the short
answer/essay portion will be a take home assignment that will be due on the date of the test.
Short answer/essay portions submitted after the class period on Wednesday will be reduced by a
letter grade.
In order to perform well on this assessment, students should possess knowledge and
understanding about the following concepts:
 Differences between acoelomate, pseudocoelomate, and coelomate animals.
 Explain the structure, function, anatomy and biology of sponges, cnidarians, worms,
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mollusks, crustaceans, and echinoderms.
Explain the major adaptations of worm phyla for life in the infauna and epifauna including
the use of the hydrostatic skeleton.
Know the anatomical structures of a jellyfish, sea anemone, clam, squid, crayfish, and sea
cucumber. Know the basic function of each structure.
Be able to identify the phylum and the major phylogenetic characteristics of representative
organisms.
Compare radial and bilateral symmetry.
Explain the major adaptations of the Molluscan classes including the use of the radula,
muscular foot, and mantle.
Know the major adaptations of crustaceans including the exoskeleton, compound eyes,
molting, and segmentation.
Understand the basic adaptations of echinoderms to life in the sea including the water
vascular system, spines, well-developed digestive system, and the endoskeleton.
Students may wish to study and understand the following vocabulary:
invertebrate
sessile
Porifera
pinacocytes
porocytes
collar cells
sclerocytes
mesenchyme
choanocytes
amebocyte
ostia
osculum
spongocoel
spicule
suspension feeder
deposit feeder
broadcast spawning
asconoid
leuconoid
synconoid
spongin
asymmetrical
acoelomate
pseudocoelomate
coelomate
radial symmetry
Cnidaria
diploblastic
oral surface
aboral surface
tentacles
gut
mesoglea
gastrodermis
epidermis
polyp
medusa
bell
nematocysts
statocysts
planula larva
siphonophore
Hydrozoa
Cubozoa
Scyphozoa
Anthozoa
intracellular digestion
extracellular digestion
nerve net
alternation of generations
Portuguese Man-O-War
Ctenophora
bilateral symmetry
anterior
posterior
ventral
dorsal
Platyhelminthes
Turbellaria
Cestoda
Trematoda
Flatworms
Nemertea
ribbon worms
proboscis
open circulatory system
closed circulatory system
Nematoda
hydrostatic skeleton
Annelida
segmentation
polychaete
Sipuncula
Echiura
Mollusca
mantle
muscular foot
radula
Gastropoda
Bivalvia
Cephalopoda
nudibranch
chitin
labial palp
incurrent siphon
excurrent siphon
pen
siphon
ink sac
chiton
veliger
hermaphroditic
sexually dimorphic
byssal threads
umbo
ganglia
Arthropoda
exoskeleton
molt
dessication
antennae
mandible
maxillae
maxilliped
chelipeds
pereopods
swimmerets
telson
uropod
cephalothorax
abdomen
barnacle
copepod
Decapoda
carapace
cephalothorax
abdomen
amphipod
isopod
euphausiid
compound eye
horseshoe crab
sea spiders
Echinodermata
pentamerous
water vascular system
endoskeleton
ambulacral groove
ampullae
tube feet
ring canal
radial canal
stone canal
madreporite
pedicellariae
sea star
brittle star
sea urchin
sand dollar
sea cucumber
feather star
sea lily
Aristotle’s lantern
self-evisceration
internal fertilization
TAKE HOME ESSAY QUESTIONS
Choose two (2) of the following questions and answer them as completely as possible.
 Responses may be handwritten NEATLY or typewritten.
 Proper spelling and grammar will be considered.
 You may use your text, notes, the internet or other resources to help you with your
answers.
 All literature used should be cited properly in MLA style. Plagiarism will not be tolerated.
 Short answer/essay portions submitted after the class period on Wed. 4/27 will be
reduced by a letter grade.
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=1. What adaptations of marine worm species have made them effective infaunal burrowers? Cite
examples from specific phyla.
2. Explain how the development of eyesight in crustaceans and cephalopods affected the role of
coloration and visual displays in these organisms. Do you believe that sophisticated coloration
or well-developed eyesight evolved first? Why?
3. Compare and contrast the processes of feeding and digestion in at least four different marine
invertebrate phyla.
4. There are more species of mollusk living in the marine environment than any other phylum.
What adaptations have enabled these organisms to be so successful?
5. A new class of echinoderms, the sea daisies, or concentricycloids, was discovered in 1986.
They are deep water animals living on sunken wood. They are flat and round, looking very
much like a small sea star without arms. The also lack a gut. What characteristics other than
those mentioned here, may have led scientists to classify them as echinoderms, not as
members of a new phylum? Make a hypothesis as to how they feed or more around?
6. Shortly after laying her eggs, the female octopus dies. Scientists researching octopus have
found that these animals can be kept from dying by severing their optic nerve which travels
from their brain to their eye. What might be the adaptive advantage to dying shortly after
laying ones eggs? Why might severing the optic nerve interfere with this behavior?
7. Explain the flow of water through the water vascular system of an echinoderm. How is this
system “multifunctional?”
8. It can be said that some crustaceans such as copepods and euphausiids are critical links in
ocean food chains, without which life in the oceans as we know it would collapse. Why might
this be true? Cite specific resources to back up your claim.