Download 1 Date, time and place: Friday, April 20, 2012 @ 12:00

BIOLOGY 205 – COMPARATIVE INVERTEBRATE ZOOLOGY
STUDY GUIDELINES FOR THE FINAL LECTURE EXAM
Date, time and place: Friday, April 20, 2012 @ 12:00 pm in CIRS 1250.
Coverage: The exam is worth 200 marks: 100 marks will be dedicated to material
presented after the midterm (i.e., nemerteans onward) and 100 marks will be
comprehensive in nature. I will expect you to be familiar with all of the lecture material
covered throughout the term.
Time limit: You will have plenty of time to complete the exam. Most of you will have
finished writing the exam well within 2 hours.
What to expect: Anticipate a mixture of objective-style questions like those you saw on
the midterm exam (e.g., definitions, fill-ins, correct/incorrect). There will also be several
questions that ask you to respond with a labeled sketch (that you create) from class
and/or sentences (note that point-form answers are encouraged). As stated in the
previous guidelines, my goal is to test your knowledge of the material at two levels.
First, do you have a firm grasp of the terminology and basic ‘factual’ information?
Second, can you use the information to discuss some basic concepts about
invertebrates? You will notice that in comparison to the midterm, the final exam will
place more emphasis on integrative style questions (the second level). Below are some
guidelines that should help you focus your study time. These guidelines pertain mostly
to the post-midterm portion of the course (you should refer to the midterm exam study
guidelines for earlier material).
Carry-over material:
1. Be able to compare and discuss the nervous systems of cnidarians, flatworms,
protostomes and deuterostomes. Understand the relationship between the structure of
the nervous system, the arrangement of the sense organs, life style (e.g., modes of
feeding) and an animal’s body symmetry.
2. Using examples from class, can you explain the surface area/volume principle, and
how it is related to body size and internal system organization (e.g. sponges, cnidarians,
flatworms and coelomate animals)?
3. Understand the general principles of classification systems and be able to interpret a
phylogenetic tree/cladogram (Chapter 2). Make sure to understand the meaning of the
following terms: ranks, taxa, principle of parsimony, synapomorphy, symplesiomorphy,
monophyletic groups, paraphyletic groups, polyphyletic groups, character states and
common ancestors.
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4. You should be familiar with the fundamental characteristics of the phyla discussed in
class (e.g., synapomorphies, nature of nervous and digestive systems, body symmetry,
excretory systems, gas exchange systems, circulatory systems, reproductive strategies,
any embryonic germ layers).
Post-midterm material:
5. You should expect a classification spot check. Be able to recognize (recall) the taxon
that is indicated by a short description and categorical rank. This section will cover all of
the taxa listed on your PCoI except the taxa that we did not discuss, namely
ctenophores, phoronids, brachiopoda, rotifers, sipunculids, the Lophotrochozoa,
hemichordates and the subphyla of the Chordata. Use your textbook and lab
experiences as necessary to familiarize yourself with the composition of groups listed
below ‘Phylum’ (e.g., Brachyura, Isopoda etc.). Also, know the composition of the
Ecdysozoa, Trochozoa, Bilateria and Spiralia (Chapter 24).
6. After comparing all of the animals we discuss this term, can you identify some
interesting examples of convergent evolution? (Examples: ectoparasites in flatworms
and annelids; ‘strobilization’ in some cnidarians and flatworms; incomplete guts in
flatworms, cnidarians and some echinoderms).
7. Be able to sketch and discuss suspension feeding in lamellibranchs.
8. Be able to compare general patterns of metachronal waves (e.g., lateral undulations)
in annelids, molluscs (muscular foot), crustaceans (swimmerets/pleopods), myriapods,
and chordates – in other words, do the waves pass from head to tail or tail to head?
9. Be able to sketch a trochophore and a polytroch larva and discuss the origin of
segments by teloblastic growth. How does this embryological pattern differ from
‘strobilation’ in cestodes?
10. Be able to discuss how the general body forms and associated morphological
characters of snails, clams and squids relate to their modes of feeding.
11. Be able to sketch and describe the structure and function of crystalline style sacs,
radulae, and ctendia/labial palps.
12. Be able to describe the relationships between circulatory systems, gas exchange
structures, excretory systems and the mantle cavity in molluscs.
13. Be able to describe veliger larvae, torsion and detorsion in molluscs.
14. Be able to sketch and discuss the general structure and growth of molluscan shells.
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15. Be able to discuss with labeled sketches the basic categories of animal
organization: acoelomate vs. blastocoelomate vs. coelomate. Use specific examples
from class (e.g., platyhelminthes vs. arthropods/onychophorans/nematodes vs.
annelids). Be able to identify the embryonic origins (e.g. ectoderm, endoderm,
mesoderm, blastocoel and archenteron) of each structure/cavity labeled. Do you
understand the overall organization of coelomic spaces in annelids?
16. Be able to sketch and compare the structure, arrangement and position of excretory
systems in annelids, molluscs, crustaceans, hexapods and chelicerates. How does the
metanephridia, if present, relate to the coelom in each of these groups?
17. Be able to sketch and compare the three main gas exchange systems found in
arthropods (i.e., gills, tracheae and book lungs). How does each system relate to the
animal’s mode of life (e.g., aquatic vs. terrestrial)?
18. Be able to sketch and compare the circulatory systems of different lineages of
annelids, molluscs and arthropods/onychophorans. How do these systems relate to an
animal’s relative size, skeletal systems, mode of locomotion and feeding strategy?
19. Hermaphroditic mating is the rule in clitellates, such as earthworms. What are
anatomical features and functional advantages associated with this reproductive
strategy?
20. Be able to sketch and discuss the regionally specialized gut of earthworms.
21. Using simple sketches, be able to compare the general arrangement of ambulacra
in crinoids, asteriods/ophiuroids, echinoids and holothuroids.
22. Be able to sketch the arrangement of the water vascular system in sea stars,
including the structure of a sea star’s arm in cross section.
23. Know the general structure and specific elements of the Aristotle’s lantern in
echinoids. (Refer to Figure 22.10 and the review animation on the course webpage).
24. Be able to sketch and discuss the regionally specialized gut and feeding strategies
of sea stars (Asteriodea).
25. Be able to sketch and compare different gas exchange systems in asteroids,
echinoids, holothuroids and ophiuroids.
26. Be able to sketch a generalized chordate and discuss the fundamental differences
with a generalized protostome (e.g., position of heart, position of nervous system, blood
flow and pattern of metachronal waves).
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27. OVERALL: I will expect you to demonstrate an understanding of zoological
concepts using appropriate terminology and supporting ‘factual’ information. Be able to
organize the major animal groups and their characteristics into a phylogenetic context.
Expect some short answer style questions relating to the cladogram on the following
page – the “big tree”. I will supply the cladogram for the exam. You should be able to
place at least two characters at most numbered dashes on the cladogram and know
some synapomorphies for each phylum. On the midterm exam, I provided you with
characters and you provided a number that corresponded to the character’s most
parsimonious position on the given cladogram. You will see the opposite format on the
final exam; I will give you numbers and ask you to list appropriate characters –
below are some characters to consider:
* multicellularity
* radial symmetry
* net-like nervous system
* radial cleavage
* the origin(s) of mesoderm/triploblasty
* gastrovascular cavity
* complete gut
* blastopore becomes mouth
* circumproboscal nerve ring
* collagen
* circumenteric nerve ring
* teloblastic growth/’true’ segmentation
* molting by ecdysis
* reduced coelom/persistent blastocoel
* loss of functional cilia
* tripartite arrangement of coeloms
* 1 pair of jaws
* loss of circular/oblique muscle
* 1 pair of biramous appendages
(without intrinsic muscle) per segment
* bilateral symmetry
* cephalization
* ventral, ladder-like nervous system
* spiral cleavage
* diploblasty
* schizocoelous coelom
* enterocoelous coelom
* blastopore does NOT become mouth
* basement membrane
* closed circulatory system
* trochophore larvae
* muscle ‘arms’
* metanephridia
* open circulatory system
* spermatozoa
* dorsal ostiate heart
* thick, layered cuticle
* metachronal waves: tail to head
* ventral heart
* OTHER CHARACTERS
28. Which of the characters listed above evolved more than once (i.e. arose by
convergent evolution)? What is the evidence for these inferences? What is the
functional significance of these convergent characters?
29. THREE FINAL PIECES OF ADVICE AND ENCOURAGEMENT: (A) Try to know
your notes absolutely cold & take full advantage of your textbook. (B) After
familiarizing yourself with the notes, form a study group and rigorously quiz each other.
Ultimately, developing the ability to talk about the material is the best way to understand
it, remember it, and use it in the future. (C) Read the exam questions carefully. Answer
them directly, completely and clearly and do your best to exclude irrelevant and
incorrect information in your answers.
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A Synthetic Phylogeny of Animals
Choanoflagellates
Porifera
A
2
Cnidaria
4
Platyhelminthes
B
1
7
E
Nemertea
6
9
F
C
Mollusca
3
8
13 11
G
H
10
D
I
12
5
14
K
20
21
5
16
17
J
15
19
Annelida
Onychophora
Arthropoda
Nemata
18
Chordata
Echinodermata