Download Module 6 Guided Notes - Biologyflvs-V15

Module 6 Guided Notes
Lesson 6.01: Classification Systems and Viruses
After completing this lesson, you will be able to:
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Describe classification as a work in progress
Discuss the characteristics of the three domains: Bacteria, Archaea, and Eukarya
Describe classification by cladistics
Summarize how molecular evidence reveals species relatedness
Identify the structures and shapes of viruses
Describe different types of viral infections
Currently, there are four ways scientists classify life. Describe each system of classification below.
1) Linnaean taxonomy categorizes organisms based on __________ characteristics. It has a
hierarchy of seven major taxa, or groupings of organisms. From largest to smallest they are:
a)
b)
c)
d)
e)
f)
g)
Currently, there are ______ kingdoms in Linnaean Taxonomy. They are: (1) __________,
(2)__________, (3)__________, (4)__________, and (5)____________ (which include
Archaebacteria and Eubacteria).
**Key term: Binomial Nomenclature gives a two-word name to organisms based on the Latin
language, like the use of Felis catus to describe a common house cat. It is rooted in Linnaean
taxonomy since it simply uses the genus and species names given in that classification system. Make
sure to examine the chart on scientific naming on Binomial Nomenclature tab of page 1, lesson 1.
2) Woese’s three domains:
A scientist named ______________ determined that organisms with similar
____________________ were not necessarily related to one another. He and his colleagues
proposed a new three-domain classification system that includes (1)_____________,
(2)____________, and (3) ______________.
3) Phylogeny or cladistics
a) Phylogeny is the ____________ history of a group of ___________ related species. This
evolution of species is represented by a phylogenetic tree of ____________ and ____________,
linking one species to another in a chain starting from the bottom of the tree to the top.
b) Cladistics uses a chart called a cladogram. Cladograms use clades, a group of organisms that
include an __________ species and all its ___________. Relationships between species are
determined by ___________ inherited from a common ancestor. When a new trait develops,
called a _____________, a fork is added to a cladogram.
4) Genetic connections help ___________ species. The ability to see the genetic code that
connects all species has defined ______________ relationships more clearly and provided
evidence to support species placement within phylogenetic trees and cladograms.
Classification Comparisons
Using the review on page 6, list the correct advantages and disadvantages in the chart below.
Linnaean Taxonomy
Advantage
Disadvantage
Advantage
Disadvantage
Cladistics
Genetic Connections
Classification of Non-Living Things (starting from page 4 of lesson)
Key points:
1. There agents in our midst that contain genetic information, but are not living. These are the
___________ and the ____________.
2. Viruses are categorized by ____________, _______________, _______________, and the host they
infect.
There are four main viral shapes. Use the chart on page 4 to describe each one.
a.
b.
c.
d.
Lytic and Lysogenic Infections
When a virus, like a Bacteriophage, infects a host cell, it follows a ____________ or ____________ cycle.
Both cycles begin with the virus attaching to the _______________ of a host cell.
In a ____________, the virus enters the host cell, replicates many copies, and destroys the cell in order
to get out and spread to others.
Lytic infection steps:
1. In the lytic cycle, viral genetic material is _______________ and the viral genes direct the cell
to construct new __________ parts.
2. The viral ____________ and parts come together to make __________viruses.
3. The cell ________, releasing the new viruses.
In a ____________ infection, the virus __________ its DNA into the DNA of the cell. It stays _________
and replicates with the cell DNA until the cell is in danger of dying. At that time, the ________ infection
will become ____________ in order to spread to other host cells.
Lysogenic infection steps:
1. In the lysogenic cycle, the ____________ of the virus becomes part of the ______ DNA through
_____________.
2. The ____________ DNA (prophage DNA) is ___________ with the ______ DNA for several
cycles..
3. When the cell is stressed or near death, the ___________ DNA begins the ________ cycle.
Lesson 6.02:Bacteria
After completing this lesson, you will be able to:
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Summarize the similarities and differences between Bacteria and Archaea
Describe different types of prokaryotes
Explain how bacteria cause disease
Describe how antibiotics work and the potential for antibiotic resistance
Recognize the roles prokaryotes play in ecosystems
Key points:
1. The root of the universal phylogenetic tree represents a time when life on Earth shared a
___________ _____________. From the root, life divides in two; the __________ domain goes in one
direction, while the __________ and __________ domains go in another.
2. The three domains of __________, __________, and __________ have ribosomal RNA sequences that
differ from one another.
3. Although visually similar, the single-celled _______________ cells of the Bacteria and Archaea
domains have many unique differences.
Differences between Bacteria and Archaea Domains:
 Bacteria
1. The Bacteria domain contains most of the _____________ we recognize as common bacteria.
2. They have cell membranes made from straight chains of _______________fatty acids.
3. They have cell walls made of ___________________, a thin layer composed of sugars
derivatives and amino acids.
4. Bacteria also have special _______________________. These molecules are responsible for
transcription, a process that “reads” the genetic code of DNA in order to make the proteins
needed by the cell.
 Archaeabactera
1.
Archaea are some of Earth’s _________ life forms.
2. They inhabit environments with _______ temperature, ________ pH, and _______ salinity.
3. The cell membranes of Archaea contain a lipid layer of _______________ and branched
hydrocarbons.
4. Special cell membranes make ___________________ more adapted to their unique living
environments.
The single, prokaryotic cells of bacteria and archaeabacteria have some common key structures.
Describe their appearance and function below.
Cell wallRibosomesNucleoidFlagellaCell membraneCapsuleBacteria and Archeabacteria Shapes:
The shape of a cell is its morphology. In the case of bacteria and archaeabacteria, there are distinct
shapes that help with their classification and identification. The major morphologies of bacteria are
below. Provide a description of each.
CoccusRodSpirilliumSpirocheteAppendagedFilamentousBacteria Survival:
Bacteria have many ways to survive the changes in their environments.
1. They can adapt to all types of stressors, including __________temperature,___________ UV
radiation, _____________ damage, ______________ deprivation, and ____________ medications.
2. When nutrients run low, some bacteria form __________ or ___________ to move to new locations
where nutrients are plentiful.
3. Some bacteria make new types of ______________ to digest uncommon food sources for nutrients.
4. Lastly, they can create dormant and highly resistant cells called ___________ that preserve the cell’s
genetic material in times of extreme stress. These _____________ “reactivate” when the stressor is no
longer a factor to its survival.
Reproduction of Bacteria
Bacteria have developed many ways to reproduce and share their genetic material with other bacteria.
Describe the processes below.
Binary fission-
Transformation-
Transduction-
Conjugation-
Bacteria as Pathogens
Key points:
1. Most of these _______________ are essential to the overall health of a person. They help with
___________ and protect the body from harmful bacteria by _____________ for their food resources.
This keeps the growth of harmful bacteria down.
2. Normal __________ is different from the disease-causing bacteria, or _____________, that make
people sick.
3. It is the reactivity of a person’s ____________ system and the ability of a pathogen to cause
____________ in a particular host that will determine how sick a person becomes.
Use the interactive on page 4 to describe the general steps of bacterial infection below.
1. Exposure:
2. Adherence:
3. Invasion:
4. Colonization and Growth:
5. Toxicity:
6. Tissue damage or disease:
Antibiotics
Key points:
1. __________________ are chemical substances produced by certain microorganisms that inhibit or kill
other microorganisms.
2. Anitbiotics work by targeting the ___________, ____________, and the processes of
_________________ and _______________ production in bacteria cells.
3. ___________ create antibiotics to target other bacteria. This is why antibiotics are useful as
medications for bacterial infections.
4. Antibiotics only attack ________________ cells with specific ____________ or lipid receptors on their
cell membranes or cell walls; they ______________ attack the eukaryotic cells of the host.
5. Infected people or animals can take an antibiotic that destroys their bacteria invader without
_________ or _______________ their own cells.
6. The _______________, _____________, and ____________ of antibiotics have allowed bacteria to
evolve.
7. Antibiotc immune bacteria can transfer their immunity through ______________, _______________,
or ____________________ to other bacteria. This creates resistant strains of bacteria in multiple species
and the antibiotic loses its effectiveness for many illnesses.
Beneficial Bacteria
There is a common misconception that all bacteria species are harmful. List some of the benefits of
bacteria described on page 6 of the lesson below.
Lesson 6.03:Protists
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After completing this lesson, you will be able to:
Identify the three main types of protist
Identify the three types of locomotion used by protozoa
Compare the six major phyla of plantlike protist
Discuss the three phyla of fungus-like protist, their role in the ecosystem and how they differ
from true fungi
Key points:
1. _________________ are unicellular, eukaryotic organisms.
2. They appear to be multi-cellular when they grow in _______________, however they do not have
specialized cells or differentiation in tissues like those found in multi-cellular organisms.
3. Protists appear ___________-like, _____________-like, and ____________-like because they share
some, but not all of the characteristics of those kingdoms.
4. Due to their tremendous diversity, protists are further distinguished from one another by the way
they ______________.
Use the interactive to list the similarities below.
All protists have the following similarities:
1)
2)
3)
4)
5)
6)
7)
8)
Animal-like protists
Key points:
1. Animal-like protists, referred to as ___________________, share two characteristics with animals;
they are _________________ and ________________________.
2. Animal–like protists can consume food using ____________ or ____________. In both processes, the
cell membrane folds inward to take in substances from the outside, but in _______________ protists
also use their cell membranes to form food vacuoles around their prey, which is usually a bacterium.
3. Protists can produce toxins that _____________ the bacteria. Once ____________, bacteria are
brought into the protist’s cytoplasm for breakdown and consumption.
4. Animal-like protists use three common forms of locomotion: ___________, ____________, and
__________.
Describe each of the four types of animal-like protists below.
a. Flagellates
b. Amoebas use pseudopodia
c. Ciliates
d. Sporozoans (Not all protozoa are mobile)
Plant-like Protists
1. Plant-like protists are _____________, or ___________________. This means they make their own
food using sunlight.
Provide a small description of each plant-like protist phyla below.
•
Chlorophyta
•
Chrysophyta
•
Pyrrophya
•
Euglenophyta
•
Rhodaphyta
•
Phaeophyta
Fungus-like protists
Key points:
1. Fungus-like protists are _______________ and most species are ________________.
2. They are similar to species of the fungus kingdom in four ways: they produce __________, they have
_______________, they _______________ food from their surroundings, and they act as
_____________ for their environments.
The key characteristics of fungus-like protists are:
1)
2)
3)
4)
Describe the three types of fungus-like protists below:
1. Water molds
2. Slime molds
3. Mildews
Lesson 6.04: Fungus
After completing this lesson, you will be able to:
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Describe the structure and reproduction of fungi
Describe how fungi obtain nutrients
Identify the four main types of fungi
Recognize the role fungi play in the ecosystem
Fungus kingdom key points:
1. The species of the fungi kingdom are _____________ and ______________.
2. Like ________________, some fungi grow from the soil while others grow flowery outgrowths.
3. Fungi are more closely related to _________________ than to plants. They grow from the soil, but
they do not use ___________________ to make their own food.
4. Fungi are _________________________. They break down dead plant and animal matter and
consume it for energy.
5. Without fungus and fungus-like protists, it would be up to bacteria to fill a large portion of the
decomposer role in ecosystems. Fungi are multicellular organisms. They can spread quickly and
consume plenty. For this reason, fungus is important to every ecosystem.
Use the interactive on page one to describe the reproductive process of fungi below.
Use the interactive on page one to describe the fungi structures below.
1. Rhizoids
2. Mycelium
3. Hyphae
4. Sporangiophores
5. Sporangium
6. Spores
7. Stolon
8. Gametangia
9. Zygospore
Describe budding from the misconception below.
Using the video and self-check on page two, describe the four types of fungi below.
1. Club fungi
2. Sac fungi
3. Imperfect fungi
4. zygote fungi
Using the interactive on page 3, describe at least three ways that Fungi are beneficial to ecosystems.
1.
2.
3.
Lesson 6.05: Plants
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After completing this lesson, you will be able to:
Describe adaptations of land plants
Identify vascular and nonvascular plants
Differentiate between seeded plants
Describe the two groups of flowering plants
Discuss the importance of plants to agriculture and modern medicine
Use the interactive timeline on page 1 to describe the adaptations of land plants listed below.
1. The Cuticle
2. Stomata
3. Spores
4. Vascular Tissues
5. Woody tissue
6. Pollen
7. Seeds
Key points (from page 1 and 2):
1) It wasn’t until millions of years after the first seeds that ________________ plants appeared. Once
they came onto the scene, more seed adaptations developed.
2) Plants began to cover their seeds with ____________________ to entice animals to eat them. Once
consumed, seeds traveled with animals until they __________________ with their feces. The newly
dispersed seeds could grow in new locations.
3) All organisms in the plant kingdom are _________________, ___________________, and
____________________.
Plants are divided into twelve different phyla. These phyla are grouped under four main divisions. Each
division is based on a major plant adaptation. Use the interactive on page two to describe each
division.
(1) non-vascular plants
(2) seedless vascular plants
(3) non-flowering vascular plants (gymnosperms)
(4) flowering vascular plants (angiosperms)
From page three, list at least three reasons why plants are important.
1.
2.
3.
Lesson 6.05 honors: Plants
 describe the characteristics and classification of seedless vascular and nonvascular plants
 describe the characteristics and classification of seed plants, including cone-bearing plants and
flowering plants
Use the interactive to describe the characteristics of the non-vascular plant division below.
1. Bryophyta (mosses)-
2. Anthocerophyta (hornworts) –
3. Hepatophyta (liverworts)-
Use the interactive to describe the characteristics of the seedless vascular plant division below.
1. Lycophyta (club mosses) –
2. Pterophyta (ferns) –
3. Sphenophyta (horsetails)
4. Psilophyta (whisk ferns) -
Use the interactive on page 2 to describe the characteristics of gymnosperms below.
1. Coniferophyta –
2. Cycadophyta-
3. Ginkgophyta –
4. Gnetophyta-
Use the interactive on page 2 to describe the characteristics of angiosperms below.
1. Anthopyta-
Lesson 6.06: Plant Growth, Cells, and Tissues
After completing this lesson, you will be able to:
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Summarize the events in seed germination and its requirements
Describe the structure and function of plant cells and tissues
Describe the form and functions of plant roots and stems
Describe structures common to most leaves
Explain the response of plants to environmental stimuli and hormones
Key points about seed structure:
1. For angiosperms, there are two basic seed structures, monocots, and _________________.
2. The seeds of________________ have an endosperm packed into one seed leaf, or
_________________________.
3. A _________________ has an endosperm divided into multiple cotyledons.
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A _________________ is the outer covering and
protects the seed from drying out or the invasion of
parasites.
The ____________ is the food source for the embryo.
A _______________ is an inner leaf of endosperm.
__________________ is the tip of the root
Seed germination:
1. ___________________ is a process of plant growth from a seed or a spore.
2. Sunlight, water, and oxygen — as well as ________________, _______________________, and pH, all
influence germination.
3. Seed or spore _________________ affect germination rate as well.
Use the diagrams on the monocot and dicot tabs of page one to describe the steps of germination for
each type of seed.
Monocots:
1)
2)
3)
4)
5)
Dicots:
1)
2)
3)
4)
5)
Plant tissues and cells:
Tissue Type
Function
Location
Cell Type
Dermal Tissue
parenchyma cells-
Ground Tissue
Collenchyma cells-
Schlerenchyma cellsVascular Tissue
Vascular tissues have two types: Xylem and Phloem.
Xylem
Phloem cells
Plant roots, stems, and leaves
Key points on roots:
1. The __________________________ is the source from which plants receive water, minerals,
hormones, and organic and inorganic compounds necessary for healthy growth.
2. In ______________________, the root structure is fibrous and stringy.
3. The root system of a ____________________, like a carrot, is a taproot. It burrows downward and
forms fine lateral roots in search of water and nutrients.
View the pictures on roots. How does the vascular cylinder differ in monocots and dicots?
Key points on stems:
1. Unlike the roots, the __________________ has a higher percentage of collenchyma cells to aid in
structural support.
2. In ________________stems, vascular bundles are scattered throughout the stem.
3. In a ___________, the vascular bundle is a ring, with the larger _________ cells in the center and the
smaller _________________ cells to the outside.
Key points on leaves:
1. Leaves consist of ______________ tissues for protection, ______________ tissues for food storage,
and ________________ tissues for transport.
2. Leaves have specialized cells for ___________________ and gas exchange.
Use the interactive on page 3 to describe the structures and cells of leaves below.
1. Vein system of dicots
2. Vein system of monocots
3. Stomata
4. Chloroplasts
Plant Responses to Environmental Stimuli and Hormones
Key points:
1. Plants respond to changes in their environment. They detect gravity, light, touch, and seasonal
changes and respond to these stimuli in many ways.
2. When a plant grows toward or away from a stimulus, it’s called a __________.
3. ____________________ is a response to light that directs the stem to grow towards the light and
roots to grow away from it.
4. ____________________ is the growth towards or away from gravity. Stems and leaves grow
_____________ from the force of gravity while roots grow ___________ it.
5. Plants have a touch response called ______________________. Plants that grow in vines are a good
example of this tropism.
6. Plants are able to respond to all types of stimuli through the help of plant _____________________.
Each one is a chemical messenger that travels from cell to cell inducing specific responses.
Promotes Promotes Controls Signals Controls
Growth
Stem
aging
flower Germination
Branching
and
leaves
to
drop
Auxins
X
Ethylene
X
Gibberellins X
X
Cytokinins
X
X
Abscisic
X
Acid
Controls Controls
budding Tropisms
flowers
or
ripening
fruit
X
X
X
Stimulates
Stomata
opening
and
closing
X
X
Lesson 6.07: Plant Reproduction and Development
After completing this lesson, you will be able to:
 Compare and contrast the life cycles of mosses, ferns, and conifers.
 Describe the reproductive organs and fertilization of flowering plants
 Identify methods of plant reproduction
Alternation of Generations:
Key points:
1. All plants have alternating life cycles that switch back and forth between a _______________
reproductive stage and ________________________ reproductive stage.
2. A ____________________________ is a plant in its asexual reproduction phase. It consists of cells
that are diploid (2n).
3. A ______________________________ is a plant in its sexual reproduction phase. All the cells of a
gametophyte are haploid (1n).
Using the interactive, describe the life cycles of mosses and ferns.
Moss life cycle:
Fern life cycle:
Compare moss and fern cycles in the venn diagram.
Similarities:
Differences:
The Life Cycle of Gymnosperms
Key points:
1. The __________________________ phase is the dominant plant in seedless vascular (ferns),
gymnosperms, and angiosperms.
2. In the gymnosperm and angiosperm divisions, the __________________ stage grows directly from
the dominant sporophyte and stays hidden in something smaller, like a _______________ in
angiosperms or a ______________________ in gymnosperms.
Use the image and descriptions on page 2 below to summarize the life cycle of gymnosperms below.
Reproduction of Flowering Plants
Key points:
1. Unlike gymnosperms, _________________ use flowers in their sexual reproductive cycle, not cones.
2. Parts of a flower:
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Petals Colorful structures at the top of the flower stem responsible for attracting pollinators
Pistil/Carpel The female part of the flower (multiple carpels are called a pistil)
Stigma The sticky part of the pistil that traps pollen
Style Tube-like structure that supports pistil
Ovary Contains the female gametophytes (eggs)
Stamen The male part of the flower
Anther Contain the male gametophytes (pollen)
Filament Thread-like support for stamen
Sepals modified leaves that enclose the petals
3. A flower has three main organs important to reproduction: the ___________, the ___________ (or
carpel), and the ________.
4. The _______________, the male part of the flower, holds the male gametophytes (pollen) in its
anthers.
5. The ________________ is the female part of the flower and holds the female gametophytes, the
ovules.
6. The ____________________ contain eight haploid cells: one main egg, two polar nuclei in the center
of an embryo sac, and five additional cells to the outside of the ovule.
7. The ____________________ attract pollinators to the anthers. When a bird or insect sips the nectar,
it brushes against the anthers, and the pollen sticks to their bodies. They carry the pollen to another
flower, resulting in ____________________________.
8. When a pollen (1n) grain containing two haploid nuclei reaches the pistil, it sticks to the
_______________. A pollen tube grows through the pistil into the ovary, and then into the ovules (1n).
9. The male gametes (two haploid sperm) join with the female gametes within the ovule. This is known
as __________________, one sperm must fertilize the main egg, the other sperm joins the polar nuclei
inside the embryo sac to make the endosperm tissue that will provide energy for the embryo's growth
and development.
10. Double fertilization creates a ___________________ zygote or seed (2n).
11. The embryo of a seed is the next ____________________ generation. As the seed develops, the
ovary surrounding it gets larger and becomes a fruit.
Let’s Compare!
Sporophyte
is dominant
Mosses
(non-vascular
plants)
no
Separate
male and
female
gametophytes
yes
Ferns
(seedless
vascular)
yes
no
no
yes
yes
Gymnosperms yes
yes
yes
no
no
Angiosperms
no
yes
no
no
yes
Gametophytes Flagellated Spores
grow within
male
release into
sporophyte
gametes
the
environment
no
yes
yes
Methods of Asexual Reproduction in Plants
Key points:
1. Some plants can also reproduce asexually by a process called _______________ or
___________________, where new plants grow from existing plant organs or parts.
2. Asexual reproduction differs from _____________ reproduction in that it does not require the
combination of male and female gametophytes.
3. Asexual reproduction can be a disadvantage, too. The new plants have the same genetic make-up as
the original plant. This reduces ____________________ in the genes of the plant species.
Method of
Vegetative
Reproduction
Example
Runners
Strawberry
Cuttings
Geranium
Rhizomes
Ginger
Bulbs
Daffodils,
tulips, onions
Suckers
Elm trees
Grafting
Fruit trees
Tuber
Potato
Buds
Brussels sprout
Lesson 6.08: Animals
After completing this lesson, you will be able to:
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Identify the defining characteristics of animals.
Describe the criteria used to group animals
Explain how genetics reveals the evolutionary history of animals
Describe the characteristics of Invertebrates
Describe the diversity of vertebrates including fish, amphibians, reptiles, birds and mammals
The Animal Kingdom Key points:
1. All animals have _____________ digestion.
2. Animals are __________________, __________________, and consist of _________________ cells.
3. Most animals reproduce _____________________.
4. Most animals share the following characteristics:
1)
2)
3)
4)
5)
6)
7)
What criteria do scientists use to differentiate between animal species? Describe each below using
the interactive on page 2.
1. Morphology
2. Symmetry
3. Body cavity
4. Embryotic cell division
5. Embryo development
6. Physiology
7. Genetic sequences
The Animal Phyla
Key points:
1. There are ___________ phyla in the animal kingdom.
2. Eight of these phyla contain ______________. These animals do not have a backbone or spinal
column.
3. The ninth phylum, named Chordata, contains the ________________, which do have backbones.1.
Vertebrates
Background on each animal phylum is provided below.
Porifera: The species of porifera are sessile sponges, this means they are stuck to one spot and don’t
move. These marine invertebrates lack true tissues or digestive organs. Instead, they pump water and
organic matter through their pores to obtain food in a process called filter feeding.
Cnidaria:The species of cnidaria include jellyfish, sea anemones, and coral. These species are
invertebrates, radial symmetric, and have true tissues. Many species of this phylum have nematocysts,
or stinging cells, they use for protection or for stunning and trapping their food.
Platyhelminthes:The species of platyhelminthes are invertebrates and bilaterally symmetric. Some are
free-living, while other are parasitic and need a host species to live. They do not have body cavities
(acoelomates) or respiratory systems so they must exchange gases on the surface of their bodies. They
do have a nervous system and sense organs.
Nematoda: The species of nemtoda are also invertebrates and exhibit bilateral symmetry. They have an
incomplete body cavity (pseudocoelomates), and a primitive brain and nervous system. Most species of
this phylum are plant and animal parasites.
Annelida: The species of annelida include earthworms and leeches. They are invertebrates and show
bilateral symmetry. However, they are different from other worm phyla because their species are
segmented and have true body cavities (coelomates) and complete digestive tracts. Their species also
have a brain, a nervous system, hearts, and blood vessels.
Mollusca:The species of mollusca include clams, oysters, and snails. They are invertebrates, show
bilateral symmetry, and have complete body cavities. Their external shells are made of calcium
carbonate and they have a muscular foot-like projection they use for locomotion.
Arthropoda: The species of arthropoda include all crabs, shrimp, and all insects. They are invertebrates
and bilaterally symmetrical. They have segmented bodies, jointed feet, body cavities, and digestive
systems. They are covered with hard exoskeletons that molt or shed away and regrow as an organism
gets bigger.
Echinodermata: The phylum of echinodermata contains marine animals only and includes starfish, sand
dollars, and sea urchins. These species are invertebrates but they are radially symmetric and lack
segmentation. They have full body cavities, circulatory systems, and nervous systems, but no central
brain. Many species of echinodermata have spines or scales made from calcium carbonate. They can
also regenerate appendages.
Chordata: Chordata is the only phylum that contains vertebrates, animals with backbones. These species
vary from humans to fish but they all show bilateral symmetry, segmentation, and complete body
cavities. Every species has a defined head structure, brain casing, central nervous system, and sensory
organs. At some point in their development, all species of chordata have notochords (a hollow nerve
cord).
invertebrate
Chordata
Echinodermata
Arthropoda
Mollusca
Annelida
Nematoda
Platyhelminthes
Cnidaria
Porifera
Bilateral
Symmetry
Radial
Symmetry
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Tissues
True body
cavity
Segmented
Deuterosomes
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
The Vertebrates
Key points:
1. Chordata is the only animal phylum that contains ______________, the animals with backbones.
2. This phylum is divided into five classes. Use the interactive on page 4 to describe each class below.
a. Fish
b. Amphibians
c. Reptiles
d. Birds
e. mammals