You know that I expect you to know not only meanings but also important relationships among and concepts related to terms, so don't just memorize definitions. Also, questions on an activity or quiz may be placed on an exam even if those questions are not found (repeated) on this study guide. There will be lab questions on the exam, although most of these questions will be included in part B of this study guide. You will not have questions on how to film or edit photographs. Most of the test will concern arthropods, as this is your first major group. Part A is review and I do not want to fault those of you for whom it was new material and so unless I emphasized the concept (such as phylogenetics) it will be covered by matching to avoid you losing a lot of points on this material. That also will help you on the exam since most “concept” question will deal with arthropods or at the least you can use some arthropod as an example of concept in action.

Study guide one—Part A:

Review and bauplans

1. Give reasons that some appreciation of invertebrate biology is important is to the scientific community. Be able to give examples of medical products produced using invertebrates.

2. What are some of the more common animals found on this planet? What are the most common animals you would find in pasturelands and soil samples? What are wonder pusses? Know about ticks and pinworms.

3, Describe the concept of a “bauplan”. Be able to compare the bauplans as we did in class of common invertebrate groups. You should be able to classify an organism described or pictures on the basic of these characteristics.

4. Be able to describe in general the effects of environment on bauplan. You may focus your comments on the problems invertebrates face in one type of environment versus another. (Reading-----Chapter one------Think about lab examples.)

5. Give some effects of size on bauplan. (Be sure to include material from the arthropod as well as introductory lectures).

6. How long have the bauplans that we see today existed on this planet? How do we know?

7. Be able to compare major characteristics of bauplans of the invertebrates treated in Bio 181.

8. Be able to describe “typical” development. What is the significance of gastrulation?How would you decide by looking at an adult if an organism was triploblastic? What are the advantages of being triploblastic or having developed mesoderm? Are there any problems associated with the terms triploblastic or mesodermal?

9. What is a coelom? What are the advantages of a coelom or body cavity in general? What groups have or do not have coeloms?

10. What is the difference between a hemocoel and a coelom? What embryonic cavity is usually associated with a pseudocoelom?

11. Know the types of skeletons found in invertebrates.

12. How do segmented animals use their segments to their advantage while moving? What do we mean by segment specialization? (Think about lab examples.)

13. What are the advantages to using joints and appendages in terrestrial environments? (Think about lab examples.)

Phylogeny and history of life

1. What are the problems associated with using the fossil record to decipher relationships among invertebrates? Include in your answer the types of early fossils available for analysis.

2. What is the Cambrian Explosion and what are some of the factors believed responsible for this event?

3.What are hox genes and what is the significance of their distribution for determining animal relationships? What do we mean when we say hox genes exhibit anatomical and timing colinearity? What does the conservation of hox genes indicate about imply about animal and “bauplan” evolution? What is the potential for using differences among developmental genes to group animals?

4. Why do we consider systematics or classification a scientific pursuit? Which is now the current accepted classification scheme as represented by the tree of life project? What is the value of using this scheme of classification? What types of evidence are used to construct groups in this school?

5. Be able to compare and contrast homologies and analogies, derived shared homology and shared ancestral homology. What is asynapomorphy?

6. You should be able to examine simple trees, such as those we drew for nudibranchs, and be able to judge whether they could be propercladograms (i.e. follow the rules of the phylogenetics school).

Arthropods

1. Discuss those characteristics that make arthropods ecdysozoans. What are the key characteristics of the arthropod clade?

2. What is tagmatization? Using examples compare the degree of tagmatization observed in most arthropod classes. What characteristics of tagmatization could be used in cladistic groupings of the different types of arthropods?

3. Describe the cuticle and molting process in arthropods. What are the consequences for arthropod evolution of having to molt. Be able to identify molt-controlling factors in insects

4. Define the terms, and be able to compare and contrast exoskeletons and endoskeletons. Know some of the benefits and problems associated with having an exoskeleton. Be able to discuss how exoskeletons have favored small size in arthropods and may even impose today a limit on the size of successful arthropods? Be able to discuss not only the problems associated with the molt, but also the disadvantages of scaling up size for exoskeletons for appendages and respiration on land.

5. Why is the tripod mode of locomotion considered so stable? What is an “effective” foot? What are the benefits of spines on legs of arthropods?

6. Be able to diagram the flow of hemolymph in the hemocoel of a crayfish or lobster. How would this diagram compare one draw for "circulation" in an insect?

7. Describe the types of respiratory systems used by arthropods. Describe in particular the tracheal system of arthropods. What are the benefits and disadvantages of such a system?

8. Give example of excretory systems used by arthropods. Are Malphigian tubes the excretory system used by all arthropods?

9. Know the types of circulatory systems (or lack thereof) found in different arthropod groups.

10. What type of brain and sensory organs are found in arthropods? Be able to compare and contrast how muscle fibers work in arthropods (insects) and vertebrates.

11. Describe the compound eye and the type of image formed. What are some of the advantages of this type of eye?

12. Be able to discuss all the factors that appear to favor relative small size among arthropods.

13. Be able to compare the arthropod classes with regard to tagmatization, basic body design and other attributes. (Think about lab examples.)

14. Describe the feeding and mating behavior of horseshoe crabs. How are horseshoe crabs used in medical research and practice?

15. Give some examples of the diversity found among Arachnids. Be able to list similarities and differences among Arachnids discussed in lecture. What are the oldest types of Arachnid fossils found to date?

16. Comment on silk production in spiders.

17. Comment on the importance of certain arachnid species to man.

18. Describe the body plan of a sea spider. Are males parental?

19. Be able to give examples of venomous arthropods.

20. What are eurypterids, pseudo scorpions, harvestmen, and daddy long legs?

21. Be able to compare millipedes and centipedes.

22.What is the difference between a hexapod and an insect? Give some examples of the diversity found in insects.

23. Give some examples of the diversity found among crustaceans. Be able to describe the life style, behavior, and bauplan of Daphnia and other crustaceans observed in lab. Are there parasitic copepods? Describe the bauplans and life cycles of barnacles.

24. Be able to describe mating behavior in selected arthropods.

25. Be able to describe some arthropods, especially among the Insecta that are human nuisances or of medical importance.

26. What are the Collembola and why are they not considered true insects?