Download Class Aves (Birds)

Class Aves (Birds)
______________________________ – Zoologists that study birds
Characteristics of Birds
Vertebrate
________________________
_________________ (but not all fly)
Scale-covered legs
Homoeothermic (Keeps their body temperature at one temperature)
__________________________ (Warm blooded)
Designed For Flight.
The following characteristics equip birds for flying:
1. Compact, lightweight, and very strong _______________________
2. A nearly rigid __________________________ that gives a solid support for the
strenuous muscle activity required for flying
3. Hollow spaces in the _________________________ that provide room for air sacs,
which contribute to the efficiency of the respiratory system and make the bird lighter.
4. _________________ (“two-footed”) anatomy, which leaves the wings free for flying.
5. A prominent ridge, or keel, on the ______________________ to allow for the
attachment of flight muscles by strong tendons.
6. Three bones in the shoulder to support each _______________.
7. _____________________________ beaks and skulls.
8. An ___________________ circulatory system, including a four-chambered heart.
9. Powerful ___________________________ to power the wings during flight.
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Groups of Birds
_____________________ Birds –
 _____________ toes pointing forward and ___________ toe pointing backward.
 Leg has a special design that allows the bird to stay on their perch even if they are
sleeping.
 Examples: Thrushes, ___________, Bluebird, Goldfinch, House _______________,
______________, Woodpecker
Birds of __________________  Especially acute ___________________
 Sharp, Powerful ________________ (grasping and killing their prey)
 ____________________ Beak
 Examples: _________________, California Condor, Sea Eagle, ___________
Eagle, Golden Eagle, Hawks, Osprey, Falcons, _____________
_______________________ and Wading Birds –
 Many have water repellent ___________________
 Webbed or Lobed _________________ for swimming
 Some birds have very long legs designed for _____________________
 Examples: _____________, Geese, Storks, Herons, Flamingos, Cranes, _________
______________ Birds –
 Have been hunted for _______________ and sport
 ________________ flight muscles (Breast meat) allow them to burst into flight
 Examples: ____________, Pheasant, Partridge, Grouse, Doves, _______________
_________________________ Birds –
 Live in the world’s _______________________ forests
 ____________________ colored
 Many have large unusual ____________________
 Examples: Parakeets, __________________, Macaw
______________________ Birds
 Have wings or wing-like __________________________
 Usually equipped with powerful ___________ for running
 Example: Ostrich, _____________, Kiwi, ______________________
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_______________________ Birds
 Some became extinct because of the pressures put on their ________________
 Some have been extinct for thousands of years
 Examples: ______________, Moa, Great Auk, Passenger __________________,
Archaeopteryx, Diatryma
Review Questions I
1. What are the nine characteristics that help equip a bird to fly?
2. Into what six categories are birds sometimes classified for purposes of bird
watching?
3. Pick four of the following verses and tell how birds are viewed/used in the Bible.
Proverbs 27:8
Revelation 4:7
Psalm 17:8
Ecclesiastes 10:20
Revelation 12:14
Psalm 91:4
Matthew 8:20
Psalm 103:5
Isaiah 6:2
Matthew 10:29
Isaiah 40:31
Ezekiel 1:6
Leviticus 12:8
Luke 11:12
Zechariah 5:9
Matthew 10:16
Genesis 8:8
Malachi 4:2
Luke 2:24
Matthew 3:16
Luke 13:34
Deuteronomy 32:11
Exodus 19:4
Revelation 4:8
Ezekiel 1:10
Ruth 2:12
Family Life of Birds
Migration
 Generally migrate in ______________
 Can migrate ________ ___________ or _____________ of ____________
Ex: North American Blue Grouse
 Migrates about _________miles, one of the shortest
Arctic Tern
 Migrates __________ miles each time from Antarctica to the Arctic
 Can migrate slowly or in one continuous flight
Ex: Redwing Blackbird (migrate ____________) and Golden Plover (flies nonstop for
__________ _________ on flight from __________ to ______________ _____________
Many mysteries still abound in understanding migration
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This is what we do know:
 Migrating birds follow the ______________ ______________ each year
 They use a sense of ____________ and recognize _______________
 ____________ and ______________________ are used as landmarks
 Some birds use the Earth’s ____________________ _________________
 The amount of ______________ can trigger migration
 Urge to migrate can be linked to __________________
 Migration generally occurs in the _____________and ____________
 Migration is generally ___________ and _______________
Courtship
 Males establish __________________
 Males have unique ____________, _____________, and/or ____________ that
help to attract a mate
 Some birds mate for __________, some for a _______________
 Some have long __________________
Mating and Fertilization
 Mating occurs after _____________________
 Male sperm passes from the _____________ to the ______________ of the female
 In the most species, the __________ovary and oviduct is the only functioning pair
 Egg cells are released by the _____________ and go to the ___________________
 _____________ is added to the egg cell
 Sperm migrate up the ____________ and fertilize the egg as it descends to the
_____________
 This can happen in ______________ or ________________
 ______________ is added at the end of the oviduct
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 The egg is then _____________
The Egg
 Yolk is the _________ __________
 ________________ ______________ is the embryo on the yolk
 Egg white is _____________ – protects __________ and is an additional
___________ ______________
 Egg shell is made of ________________ and has tiny _____________ for air
 ______________ keeps yolk upright when eggs are turned so the embryo is always
______________
Label the cross section of a newly-laid chicken egg.
air cell - an empty space located at the large end of the egg; it is between the inner and outer shell membranes.
chalaza - a spiral, rope-like strand that anchors the yolk in the thick egg white. There are two chalazae anchoring
each yolk; one on the top and one on the bottom. (The plural of chalaza is chalazae.)
germinal disc or blastodisc - a small, circular, white spot (2-3 mm across) on the surface of the yolk; it is
where the sperm enters the egg. The nucleus of the egg is in the blastodisc.
inner shell membrane - the thin membrane located between the outer shell membrane and the albumin.
outer shell membrane - the thin membrane located just inside the shell.
shell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but keeps other
substances from entering the egg. The shell is made of calcium carbonate.
thick albumin - the stringy part of the egg white (albumin) located nearest the yolk.
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thin albumin - the watery part of the egg white (albumin) located farthest from the yolk.
vitelline (yolk) membrane - the membrane that surrounds the yolk.
yolk - the yellow, inner part of the egg where the embryo will form. The yolk contains the food that will nourish the
embryo as it grows.
Label a 10-day old chicken embryo in egg.
air cell - a space at the large end of the egg, between the inner and outer shell membranes.
albumin - the egg white. It provides protein and water for the embryo and protects it from microorganisms.
allantois - a sack that holds some of the embryo's waste. It is attached to the embryo near the legs.
amnion - a membrane that surrounds the embryo, protecting it from dehydration (losing water) and shock.
eggshell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but keeps
other substances from entering the egg. It is made of calcium carbonate.
embryo - the developing chick inside the egg.
eye - large and prominent on the head.
inner shell membrane - the thin membrane located between the outer shell membrane and the albumin.
leg - one of the lower limbs of the chick.
outer shell membrane - the thin membrane located just inside the shell.
tail - located at the far end (the posterior) of the embryo.
wing - one of the upper limbs of the chick.
yolk - the yellow part of the egg; it contains nourishment (food) for the embryo.
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Label the cross section of a 72-hour old chicken embryo.
allantois - a large sack that holds some of the embryo's waste. It is located near the far end (the posterior) of the
embryo, close to the leg buds.
brain - the developing brain takes up much of the head area (at the anterior) of the embryo.
eye - at this point in development, the eye consists of an eye cup and lens, and is located near the brain.
heart - the developing heart is above (anterior to) the wing buds and below (posterior to) the head.
leg bud - the beginning of the development of the of the legs are small bumps of tissue located just above
(anterior to) the tail bud.
spinal cord - the developing spinal cord runs through the length of the embryo, from the brain to the tail.
tail bud - the beginning of the development of the of the tail is located at the far end (the posterior) of the
embryo.
wing bud - the beginning of the development of the wings are small bumps of tissue located in the mid-section
of the embryo.
Nesting
 Eggs are laid in already prepared __________________
 Some nests are ____________ and some are _______________
 Nest-building is an ________________ – parents do not teach young how to build
nests’
 The purpose of the nest is to _____________ ________ ____________
 Robin nest - Made of ___________ and ____________
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 Barn Swallow nest - Made of _____________
 Killdeer nest - Made of _______________
 Oriole nest - Nest ____________ from branches
 Osprey nest - ____________, built near ______________
Incubation
 During incubation, eggs must be kept _____________, usually by a parent laying on
them
 Incubation must happen ______________ or the egg will ____________
 Feathers are not good heat _________________, so birds will lose feathers and
form a _________________ _______________ so their skin is on the eggs
 In most species, ________________ and ______________ take turns incubating
the eggs
 Many birds don’t start incubating until a ______________ has been formed
 1st eggs are ______________ until incubation starts
 Eggs are _____________ to eliminate cold spots
 Emperor penguin keeps the egg at _______ degrees for __________ weeks with air
temperatures at _________________
Hatching
 Can take from _______________ days depending on the species
 _______________ – naked and helpless when born
 Most song birds are ______________
 ________________ – covered with down, able to run or swim almost immediately
 Most water and ground birds are __________________
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Feeding
 Precocial birds are taught to _________ right away
 Altricial birds have food _____________ to ___________ by parents
 Some parents will __________ food and ___________ it in the nest for the young or
the young will ____________ into the parent’s ____________
 Doves and pigeons produce ____________ ____________
Review Questions II
1. What landmarks can birds use when migrating?
2. Why is nest building an instinct?
3. What is a brood patch?
4. What is the difference between altricial and precocial?
5. How can territoriality help to ensure birds’ survival?
Avian Anatomy and Physiology
Feathers
 Purpose
o _____________ body covering
o Good _____________
o Provide a smooth, tapered, _____________ body shape
o Increase the _____________ _____________of the wings
 Types
o _____________
 Strong
 Found on bird’s body, wings, and tail
 Point toward the tail
 Aid in streamlining
o _____________
 Special contour feathers on the wing
o _____________
 Soft fluffy feathers
 Provide excellent insulation
 Don’t add weight
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Parts of a Feather
 _____________ – stiff quill
 _____________ – vane of the feather (several hundreds per vane)
 _____________ – connect barbs together

Label the anatomy of a typical bird feather.
calamus – The shaft in the middle of the feather that attaches to the bird.
rachis – The long shaft in the middle of the feather that the barbs attach to.
barbs – Small projections coming off the rachis which have barbules with hooks or flanges coming off of them
barbules – Small projections coming off the barb that hook together with the barbules of the next barb
vane – All of the Barbs on one side of the rachis (this does not have an arrow pointing to it.)
The Incredible Feather
 By design, a feather can change _____________ during flight in response to
different pressures in the air
 Most of the feathers are designed to give _____________
 Some feathers are designed as ailerons and _____________ to control
_____________ and give extra lift.
 The tail feathers serve as a _____________ and elevator to control flight
_____________.
 There are nerve endings near the end of each feather that turn the feathers into
_____________ receptors
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Flight Patterns
 _____________– Flap with a downward stroke of the wings to produce lift
 _____________– Use of the air movement to “fall” slowly and gracefully
 _____________ – Use of the thermal up-currents to rise in a circular pattern. Birds
can dive and start climbing again
 Special _____________ _____________– Complicated motion of the wings
produce a vertical, reverse or hovering flight. (Hummingbird and Skylark)
Skeletal System
 _______________ and _______________
 Filled with _______________
 Strengthened by _______________ cross bracing
 Only _______________of a bird’s weight compared to _______________ of human
 Large _______________, extends out from the rib cage
 Called the _______________
 Mounting point for powerful _______________ muscles
 Light weight _______________
 _______________
 Lightweight _______________ made of _______________
 Thin _______________l bones
 Short _______________ – strength for attachment of flying muscles
Muscular System
 _______________ _______________– pulls the wing down in the “power stroke”
 _______________ _______________– raises the wing after each stroke; operates
like a rope and pulley
 Reduces need for strong _______________ _______________
Nervous System
3 parts of the brain
 _______________
o Two _______________
o Controls _______________ behavior
o Allows for day-to-day decisions
 Cerebellum
o Muscle _______________
o Processes _______________ messages
 Brain Stem
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o Controls _______________ functions
o Controls _______________ lobe
o Optic lobe much _______________ in birds than mammals
Senses
Poor sense of _______________ and _______________
Excellent _______________
 Does not have an _______________ ear (would be less streamlined)
 Tube leads to _______________
 Have a single _______________ and a _______________ that transmit the sound
 Because of the need to distinguish between the differences of different bird calls the
bird needs to be able to distinguish differences in intensity and rapid fluctuations in
pitch
Senses - Eyesight
 Bird’s eyes are almost completely _______________
 Turn their _______________ to look around
 Less _______________ than a human eye
 Have a _______________ membrane
 Allows birds to _______________ the cornea without _______________ their eyes
(bad idea for flight!)
Reasons for good vision
 _______________ eye than human
 Many more _______________ (light) and _______________(color) cells
 More than one _______________ (depression in the retina where the sharpest
focus is)
 Can see the _______________ spectrum PLUS much of the _______________
range of the spectrum
Digestive System
 Relative small _______________ and great _______________ requires a great deal
of fuel
 Birds absorb a very high _______________ of the food they eat.
 Birds are able to _______________ and _______________ their food quickly
 Different birds have different _______________ designed for what they
_______________
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Special Parts of the Digestive System
 _______________ – Many birds have a special sac in their esophagus that serves
as a storage chamber. Will release food at a proper rate to the rest of the system
 _______________ – A chamber of the digestive system found after the stomach
that is muscular, has horny plates, and sometimes contains grit to help grind the
food up
 _______________ – Area of the digestive system where the waste is expelled. Also
where the sperm is received for reproduction, where the eggs are released and
where the wastes from the kidneys are released.
Label the major parts of the bird’s digestive system.
crop – Many birds have a special sac in their esophagus that serves as a storage chamber.
gizzard – A chamber of the digestive system found after the stomach that is muscular, has horny plates, and
sometimes contains grit to help grind the food up.
cloaca – Area of the digestive system where the waste is expelled. Also where the sperm is received for
reproduction, where the eggs are released and where the wastes from the kidneys are released.
Excretory System
 Birds can completely _______________ food in _______________ minutes and get
rid of the waste
 Birds produce _______________ _______________ instead of _______________.
This does not have to be dissolved in water and keeps water in the bird.
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 Birds release their uric acid through the _______________
 Uric acid does not contain much water like urea, so birds can _______________
water
 Some birds have a _______________ gland, which takes salt out of their body and
puts it into a salty solution that runs through a duct in the _______________.
 The salt gland allows marine birds to get the water they need by drinking
_______________
Circulatory System
 Have a _______________-chambered heart
 Have a high _______________ to keep the body at a constant temperature, so they
have a rapid _______________
Respiratory System
 The respiratory system is completely _______________ from every other living
vertebrate.
 Breathes “_______________” their lungs instead of “_______________” their lungs
 Lungs do not _______________ or _______________
 With this different way of breathing, birds are able to take more _______________
out of the air
 Respiratory system allows birds to fly at _______________ altitudes and have
enough _______________
 The _______________ _______________ of birds are used to _______________
the body during flight.
 The bird’s “voice box” (_______________) has a membrane that vibrates when air
passes over it.
 Some birds have _______________ membranes that allows them to produce two
_______________ notes at once
Review Questions III
1. What are the purposes of feathers?
2. What are the three basic types of feathers on a bird?
3. Describe the structure of a flight feather.
4. What is the purpose of the bird’s crop?
5. What is the purpose of the bird’s gizzard?
6. In what ways are birds similar to mammals? In what ways are they different?
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