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WEST BENGAL STATE UNIVERSITY
Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011
The following curriculum is to give students, teachers and examiners of the WBSU a guideline regarding the scopes and approach of study of each topic
included in the Part I syllabus for the BSc. Honours course in Zoology. The students are expected to read the suggested text books thoroughly for each topic and
then may expand their knowledge base with the help of reference books or internet sources. Questions patterns in the university final examinations will demand
such reading habits for good results.
1st Year : Part I
Module No. and name
ZH101: a. Introduction to
the kingdoms of living
organisms
b. Introduction to
Protozoans
Paper I : Diversity of Animals and Animal Behaviours (Theory; Full Marks 100)
Marks
allotted
Suggested
teaching
hours
Topics, scopes and suggested text books or internet resources
Suggested textbooks/
website resources
2
Introduction to the modern classification of living organisms into Kingdoms (latest classifications of five
and six kingdom systems, see http://en.wikipedia.org/wiki/Kingdom_(biology) ), magnitude of diversity of
living organisms: estimated species richness of different taxa (Pechenik, annex, also see
http://www.eoearth.org/article/biodiversity and http://cnx.org/content/m12174/latest )
Wikipedia,
http://www.eoearth.o
rg/article/biodiversity
http://cnx.org/conten
t/m12174/latest
3
Introduction to the Protozoans: Classifications and examples : Preliminary introduction to different
Protozoan phyla with examples -briefly mention the salient features only (as in Pechenik)
Special topics on Protozoans :Contractile vacuoles; Structures of cilia; Reproduction in a typical
Paramoecium; (as in Pechenik)
Pechenik, J.A.,
Biology of
Invertebrates,
TMH, 2002
10
4
ZH102:
a. Non-Chordates :
Diversity and
classification
b. Non-chordatesdiversity in structures and
functions
15
14
Diversity of species (just the estimated number of species included in the group) and classification of nonchordates: Poriferans, Cnidarians, Ctenophorans, Platyhelminths, Aschelminths, Annelids, Molluscs,
Echinoderms, Arthropods (upto subclass)- Mention only salient features to distinguish a taxon and
prominent representatives of a taxon as examples; Rotifera, Bryozoa, Hemichordata-only salient features
of the Phyla;
–(chapters on these groups in Pechenik)
20
22
-Body planes and symmetries, coelom, deuterostome vs protostome- only preliminary ideas (Pechenik,
p6-13)
-Polymorphisms in Cnidaria– forms and symmetry in solitary individuals, forms in colonial individuals (Rupert
et al. p112-116)
-Coral Reef: types and formation, distribution, conservation significance (see
http://en.wikipedia.org/wiki/Coral_reef )
-Torsions in Gastropods (Pechenik, p217-218)
-Cyclomorphosis in Rotifers (Pechenik, p194-195)
-Excretion in invertebrates with special reference to flame cells, nephridia, coelomoducts and malpighian
tubules (in chapters on Platyhelminths, Annelids, Arthropods in Rupert et al. and in Pechenik)
-Gas exchange by gills and trachea in Arthropods – only introduction to the gas exchange organs and
brief outline of the mechanism of gas exchange in major groups (in chapters on Arthropods in Rupert et
al. and in Pechenik)
-Water vascular system and haemal system in Echinoderms: a brief outline (Pechenik, p478-480)
-Brief overview of invertebrate larval forms (Pechenik, p544-552)
Rupert, E.E., R.S. Fox
and R.D. Barnes,
Invertebrate Zoology:
A functional
Evolutioanry
Approach,
Thomson, 7th Ed, 2004
1st Year : Part I : Paper I : Diversity of Animals and Animal Behaviours (Theory; Full Marks 100)
WEST BENGAL STATE UNIVERSITY
Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011
1st Year : Part I
Marks 100)
Module No. and
name
ZH103 :
a. Chordates –
diversity and
their
classifications
b. Chordatesdiversity in
structures,
functions and
distributions
Paper I : Diversity of Animals and Animal Behaviours
Marks
allotted
Suggested
teaching
hours
15
13
20
22
(Theory; Full
Topics, scopes and suggested text books or internet resources
Suggested textbooks/
website resources
Chordate Classifications :
Subphyla Cephalochordata and Urochordata (only salient features of the subphylum and
mention prominent groups as representatives of the taxon)
Subphylum Vertebrata : Up to orders (salient features to distinguish each taxon and mention
prominent groups as representatives of each order, for birds and mammals only names of the
orders and representative groups belonging to an order (following Kardong, )
- Feeding in Cephalochordates and Urochordates (as briefly outlined in Kardong, between
p61-67)
- Larval form and metamorphosis in Ascidians (Kardong, p59-62)
-Experimental analysis of function of a vertebrate structure: study of feeding strike of a
venomous snake (Kardong, p41-43)
-Biting, venom delivery and feeding in viperid snakes (Pough, p311-314 and in Kardong, p43,
262-265, 504, 517)
-General features of vertebrate integument and its specialization with reference to
exoskeletons (Kardong, p223-230)
-Evolution of aortic arches in vertebrates: the archetype and its modifications (Kardong, p454)
-Evolutionary trend in vertebrate brains – brief outline of the evolutionary modifications of
cerebrum in different vertebrate groups (Kardong, p638-648)
-Tripartite concept of kidney organization (Kardong, p532-534)
- Ruminant stomachs -Digestive tract specializations as fermentation chambers in herbivore
mammals (Kardong, p516, 523-526)
- Dentition : different types and examples (Kardong, p491-501);
-Vertebrae : different types and examples (Kardong, p287-289)
Kardong, K. V.,
Vertebrates,
3rd ed., TMH ed.2002
Formatted
Kardong, K. V.,
Vertebrates,
3rd ed., TMH ed.2002
Pough et al.,
Vertebrate Life, 6th
ed., Pearson LPE,
2003
Formatted
ZH104 :
Animal
Behaviour
Paper I : Total
20
15
100
95
-Tinbergen’s four questions on studying animal behaviour : different approaches to study
animal behaviour (Manning and Dawkins, p1-7)
- Definitions and examples of– habituation, instinctive behaviour, supernormal stimuli, FAP,
imprinting and other programmed learning, social learning or cultural transmission (Taylor,
Green and Stout, Manning and Dawkins, p41, 88, 113, 258)
-Social animals: advantages and disadvantages of living in a group (Chapman and Reiss, p8083);
-examples of social animals and brief outline of their social structures –Lion, hanuman langur,
Roapalidia (social wasp), army ants, termites, naked mole rats as examples. (Chapman and
Reiss, p80-92, Gadagkar, p 23-28, 109-122)
-Definition and examples of altruism- for example, alarm calls by Belding’s ground squirrels,
problems to explain it in terms of simple natural selection (Chapman and Reiss, p80-92,
Gadagkar, p 61-63, 87-88); Eusociality : definition and examples (Gadagkar, p 61-63); Units of
selection – including the concept of selection at gene, group and Kin levels – just introductory
idea (Chapman and Reiss, p80-92)
Manning, A. and M. S.
Dawkins, M.S. An
Introduction to
Animal Behaviour,
Cambridge Univ.
Press, Indian Ed.
Chapman, J.L. and
M.J. Reiss
Ecology : principles
and applications
Cambridge LPE
Gadagkar, R.
Survival Strategies
Universities Press
Taylor, Green and
Stout
Biological Sciences
Cambridge LPE
WEST BENGAL STATE UNIVERSITY
Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011
1st Year : Part I
Module No.
and name
Marks
allotted
Suggested
teaching
hours
Paper II : Evolution and Preliminary knowledge for quantification in biology
Topics, scopes and suggested text books or internet resources
(Theory; Full Marks 50)
Suggested
textbooks/ website
resources
- Rise of evolutionary theories: the historical outline- conflict between creationists’ idea and
evolutionary theories, Lamark’s theory, Theories proposed by Darwin and Wallace, modern form of
Darwinian theory including modern syntehesis (Futuyma, p1-17, Ridley, p1-20)
ZH 201 :
Evolution
35
32
-H-W theorem and its significance in evolutionary biology (knowledge both derivation and
applications required at preliminary level, only diallelic loci, sex linked locus excluded), calculating
gene frequencies for H-W and non-H-W populations (very simple problems only) (Ridley, p91-100),
Variations in natural populations- natural heritable variations as revealed by morphological and
molecular studies (e.g. polymorphic loci studied by gel electrophoresis / DNA analyses ( see
Futuyma, 97-99, Ridley, 77-81)
- Nature and actions of Natural selection – evolution of industrial melanism in Biston betularia as
example, Genetic Drift, Gene flow and Mutation Rates (only definitions and outlines of these
processes, details of nature of actions by each and mathematical models not necessary) ) (Ridley,
p103-105, )
ZH202 :
Preliminary
knowledge for
15
8
Critical concepts (only preliminary and brief discussions)-Application of the concept of adaptation- precise definition of adaptation in evolutionary sense,
critique of `adaptationist program’ (Futuyma, p251-258)
-Trends in the evolution of modern horses- outlines only (Taylor, Green and Stout, p890-891)
-Measurement of rates of evolution – with the example of equine teeth including allometry (Ridley,
p553-556)
-Punctuationist vs. gradualist mode of evolutionary changes (Ridley, 565-573)
-Heterochrony – as a process of macroevolution, just definitions of the heterochronic processes
and examples , including Neoteny and Progenesis (Kardong, p195-197)
- Process of speciation: concept of reproductively isolated species and models of speciationAllopatric, Sympatric and Parapatric models ( preliminary ideas only) (Ridley,p425-440)
-Recent knowledge about hominid evolution -a brief outline ( see
http://en.wikipedia.org/wiki/Human_evolution )
Logarithm, Matrices, Permutation and Combination, Probabilities : just preliminary concept and
only very simple problems to be worked out (same chapters from any high school level
Mathematics text book)
Futuyma, D.
Evolutionary
Biology
Sinauer Asscts.
Ridley, Mark
Evolution
Blackwell
Taylor, Green and
Stout
Biological
Sciences
Cambridge LPE
Any high school
level Mathematics
text book
quantification
in biology
Paper II : Total
10
50
Graphical representation of data- bar chart, histograms, scatter plots, pie charts, Discrete and
continuous variables-examples, Normal distribution (mathematical characterizations not required),
Mean, Mode and Median, Standard deviation, Variance and Standard error, Simple Correlations,
concept of hypothesis testing, Tests for goodness of fit- Chi-square, Student t-test for comparing
means of two small samples from normal populations
50
Bailey, N.T.J
Statistical Methods
in Biology
Cambridge LPE
Zar, J.H.
Biostatistics
Pearson LPE
WEST BENGAL STATE UNIVERSITY
Detailed Curriculum of the UG-BSc Syllabus for Zoology (Hons)-2010-2011
1st Year : Part I
Module No.
and name
Marks
allotte
d
ZH 301 :
a. Morphoanatomical
studies
5
Suggeste
d
teaching
hours
12
Paper III : Practicals (Full Marks 50)
Topics and scopes of practical
Study of distinctive characters in the external morphologies of Crab- body divisions and shells, male-female identification by external feature,
appendages, eyes
Prawn- body divisions and appendages, eyes and eyestalks
Achatina, Pila, Lamellidens- shells
Honeybee- body parts, worker bee’s pollen sac, stings,
Spider- body parts and appendages,
Leech- anterior and posterior suckers, clitellum
Sea star- body symmetry, oral and aboral surfaces, tube feet
Dogfish- mouth, snout, gills, fins, clasper/cloaca,
Flatfish- body shape and surfaces, positions and modifications of mouth, eyes,
Rohu, Mystus- body shapes, mouth and barbels, fins
Toad and frog- body shapes, limbs and digits ,
House lizard and Garden lizard- body shapes, tails, limbs and digits,
Checkered keelback and Russel’s viper- scales, head, teeth pattern ,
Pigeon- names of the different parts of the plumage, beak, legs and digits,
Bat – adaptive modifications in limbs
Objectives, scopes and suggested
source for study materials
To give students an idea about the
diversity in external forms, in
general, and salient morphological
features of specific animals
commonly found around us.
Students should learn to study and
draw sketches of these features on
the spot.
In cases, live or preserved
specimens are not available, study
should be based on good quality
coloured photographs.
In case of live specimens, the
animal could be studied unharmed
by keeping it in a well-aerated
aquarium/glass jar/box and
released to its natural habitat after
the study.
b. Study of
exoskeletons
c. Study of
skeleton and
identification of
skulls
c. Dissecting
the body to
reveal
anatomical
peculiarities
ZH 302 :
Identifying
important and
common protist
and animals
3
9
Study of exoskeletons: fish scales (ctenoid, placoid and cycloid); feathers (different
types found in a pigeon)
Skeleton of a guinea-pig;
Skulls of- toad, garden lizard, venomous and non-venomous snakes, bird, dog
(identification and pointing out not more than 3 most distinguishing features)
5
12
10
45
In cockroach: digestive system, nervous system, male and female reproductive
systems;
In Tilapia/Oreochromis: urino-genital system, brain and vagus distribution, pituitary
gland
12
36
ZH 303 :
Outdoor animal
study
5
Mention the systematic position, specimen name and specimen characters (2-3)
only for the following animals - Paramoecium, Sponge (Scypha and common
freshwater sponge), Jelly fish, Obelia colony, Taenia solium, Liver fluke, Ascaris,
Nereis, Limnea, Bellamya, Octopus, Cuttle fish, Daphnia, Scylla, Ocypode, fiddler
crab, Penaeus, Scorpion, Cerambyicid beetle, Water scorpion, Praying mantis,
Aphids, Earwig,, Bumble bee, Potter wasp, Polystes wasp (common yellow wasp),
sea-star, sea cucumber, sea-urchin, sea-lily, Balanoglossus, Ascidia, Amphioxus,
Petromyzon, Myxine, Sting Ray, Flying fish, Monopterus cuchia, Caecilian, Tree frog,
Salamander, Axolotl larva, Varanus, Ptyas, Naja, Russel’s viper, Bandicoot, Mus
musculus, Flying fox, Pippistrel bat
Field trips to any locations suitable for watching animals in their natural habitats
and natural moods as much intensively as possible (for example, watching surface
swimming insects in a stream or pond, ants and other insects foraging on ground
and in the plants, grazing herbivores in a forest patch, the activities of inter-tidal
fauna in estuary, bird watching in village groves , watching behaviours in a troupe
of macaques or langurs etc.). Students should be trained to locate and observe
fauna in natural habitats, observe their behaviours and to take notes and draw
sketches. They must note down their own observations and draw sketches in a field
diary.
To minimize, destruction of natural
populations of animals, number of
specimens should be shared by a
group of students than each
having one or more individually.
In case of unavailability of already
preserved specimens, students
should be shown good colour
photographs of the animal from
books or internet sources.
Students should be trained to
locate and observe fauna in
natural habitats, observe their
behaviours and to take notes and
draw sketches.
There is no restriction in selecting
locations of such study, it could
even be a nearby suitable localion
(for e.g. a wetland with rich natural
flora and fauna in the neighbouring
locality).
Formatted
Lab notebook
an field diary
5
Viva voce
Paper II : Total
5
50
Actual working in situ notes and sketches have to be submitted, drawing copied
from books or other printed sources would be discredited. The field diary should
also include actual field observations and sketches.
114
5-10 questions to be asked from the practical syllabus of the present paper
Actual field diary is to be submitted
during the final examination
Students should submit in the lab
note book at least 10 sketches on
from each of module ZH 301 and
ZH 302
Statutory note:
Teachers must take active initiative to minimize killing of wild animals, avoid purchase, collection, harming or killing of any scheduled or protected animal.
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