Download Unit 5 Objectives

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Unit 5 Objectives: AP Biology Winter Break Homework (YUCK!)
Your unit exam will derive a number of questions from the ACTIVITIES and QUIZZES in your
CD/ textbook website. Complete these quizzes for understanding. Diversity is a topic that I will
not cover in class extensively, but you are responsible for it. You will making a diversity booklet
to accompany your objectives. Everything in yellow highlight goes in the diversity booklet. Four
students to one group!
The diversity booklet needs to contain important information (copy and paste answers from your
objectives) and pictures for each group of organisms. Your diversity booklet will have one page (2
sides if needed) for each of the following: 1) Bacteria and Archaea 2) Protists 3) Bryophytes 4)
Pteridophytes 5) Gymnosperm 6) Angiosperm 7) Porifera 8) Cnidaria 9) Platyhelminthes 10)
Mollusca 11) Annelida 12) Arthropoda 13) Echinodermata 14) Fishes 15) Amphibians 16) Reptiles
17) Mammals. See sample page from booklet (later).
Go to your textbook companion site on the internet using the class website to guide you. CD works
fine if it is in the back of your text! Using your textbook and textbook companion site, answer the
following objective questions:
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
A popular mnemonic to remember the above list is
"King Phillip Came Over From Germany Stoned/Great Sex!!!". (what are we teaching our students –
but now you will remember this!)
Chapter 26: Introduction to the History of Life
1) When did Earth first form? When did life first evolve and what forms of life existed up until
about 2 billion years ago?
2) Where did life evolve – oceans/land? Why?
3) What were the first photosynthetic organisms? When did they exist and what is the significance
of the evolution of photosynthesis. Were there any ill effects of oxygen or was is it ‘all good’?
4) How did eukaryotes evolve? Explain the theory of endosymbiosis (Pg. 548-552).
5) Describe the snowball-Earth hypothesis – what is its significance for life on earth?
6) What are the major evolutionary adaptations required for living forms to colonize land?
7) Contrast the concept of spontaneous generation and the principle of biogenesis. Describe the
biogenesis paradox and suggest a solution.
8) Describe the four stages of the hypothesis for the origin of life on Earth.
9) Describe the contributions that A. I. Oparin, J. B. S. Haldane, and Stanley Miller made toward
developing a model for the abiotic synthesis of organic molecules. Describe the conditions and
locations where most of these early organic reactions probably occurred on Earth.
10) Describe the evidence that suggests that RNA was the first genetic material. Explain the
significance of the discovery of ribozymes.
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11) Describe how natural selection would have worked in an early RNA world.
12) Describe the key properties of protobionts in the evolution of the first cells.
13) Describe the evidence that suggests that life first evolved on the sea floor near deep-sea vents.
14) Describe the basis for R. H. Whittaker's five-kingdom system.
15) Compare the three-domain system and R. H. Whittaker's five-kingdom system of
classification.
16) Complete the table below by indicating the major events that occurred during each stage of
earth’s history.
Chapter 27: The World of Prokaryotes
List some ‘extreme’ places on earth where prokaryotes live.
What impact do prokaryotes have on humans and biological ecosystems?
Why were archaea and bacteria classified separately in the three-domain system.
How large are prokaryotic organisms in general compared to eukaryotes?
Describe the structure, chemical makeup, and functions of prokaryotic cell walls (this is important
because it distinguishes prokaryotes from other organisms).
6. Distinguish between the structure and staining properties of gram-positive and gram-negative
bacteria. Explain why disease-causing gram-negative bacterial species are generally more
pathogenic than disease-causing gram-positive bacteria.
7. Describe how bacteria move? Is the prokaryotic flagella same as the eukaryotic flagella in its
structure?
8. Explain how the prokaryotic genome (include plasmid and main chromosome) differs from that in
eukaryotic cells.
9. List the mechanisms that produces genetic variation in prokaryotes and indicate which one is the
major source (we covered this in chp 18).
10. Describe ‘growth’ as it applies to prokaryotes. Explain what is meant by geometric growth.
11. Describe the functions of endospores.
12. Describe the advantage of antibiotics. How do prokaryotes make these antibiotics? Can we make
antibiotics in our cells?
13. Distinguish between photoautotrophs, chemoautotrophs, heterotrophs, saprobes, and parasites.
Give examples of each.
14. Describe the process and explain the significance of nitrogen fixation (remember this from
Ecology?).
15. Distinguish among obligate aerobes, facultative anaerobes, and obligate anaerobes.
16. Metabolic diversity is the term used to denote the variation in the mechanisms that organisms use
to obtain energy (by photosynthesis or by heterotrophic mechanisms) and convert it to ATP
(fermentation/respiration). Prokaryotes show considerable diversity in how they accomplish this.
Describe, with supporting evidence, how the evolution of metabolic diversity, occurred in the
prokaryotes: (Pg 534-535). Use the following prompts as outline:
a. nutrition of early prokaryotes (were they autotrophs or heterotrophs – why?) – Did they use
fermentation or aerobic respiration – why?
b. origin of electron transport chains (single/double photosystems…)
c. origin of photosynthesis (nonoxygenic vs oxygenic)
d. origin of aerobic respiration
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4.
5.
17. Describe the distinguishing features and give examples of the methanogens, extreme halophiles,
and extreme thermophiles. Explain why these groups are collectively known as extremeophiles.
Which domain do they fall under?
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18. Describe the role of prokaryotes in recycling within ecosystems.
19. Distinguish among mutualism, commensalism, and parasitism. Describe examples of prokaryotes
in each of these relationships.
20. Bacteria diversity: find 5 pictures of Bacteria and Archaea that show them in their ‘full glory’
occupying different habitats and showing different structures. Include important details ex:
answers from ques 5, 6, 9, 14, 17, and….
Go to your textbook companion site/CD and click on chapter 26. Then find the Activities page and
complete the activities for this chapter and take the Activities quiz.
Chapter 28: Introduction to the Protists (oh yeah, we said Protista was the old system, but keep
learning it anyway…)
1. Explain why it is difficult to classify members of the kingdom Protista.
2. Explain why protista cells are not analogous to (‘like a’) a single cell from a multicellular
organism.
3. What are the three nutritional modes that protists use to obtain energy?
4. Distinguish between prokaryotic and eukaryotic flagella.
5. Do protists employ asexual or sexual reproduction or both?
6. How did the early eukaryotic cell obtain its ‘mitochondia’? What is it now called – a heterotroph
or an autotroph and why? What came first – a heterotroph or an autotroph – hmmmm?
7. What is primary endosymbiosis? How does it explain the number of membranes surrounding the
ingested ‘autotroph’ ? What is the name of that ingested autotroph when it becomes a permanent
organelle? What happens to the original eukaryotic heterotroph as a result of the ingestion?
8. What is secondary endosymbiosis? What happens to the plastid that is formed – how many
membranes does it have?
9. What is serial endosymbiosis?
10. What evidence supports the theory that mitochondria and plastids (like chloroplasts) evolved by
serial endosymbiosis?
11. What living organisms are the likely relatives of the prokaryotes that gave rise to mitochondria and
plastids?
12. Given the endosymbiosis theory, explain the relationship between the genome of the organelles
like chloroplast/mitochondria and the genome of the nucleus.
13. Describe the reasons for the new weblike phylogeny/tree for the three domains and the problem of
assigning groups to kingdoms and phyla.
14. Protist diversity: Find pictures of the following organisms online that illustrate the following
structures with labeled diagrams showing structural features : a) Giardia (diplomonad), b)
Trichomonas vagilis (parabasalid), c) Euglena (Euglenoid), d) Trypanosoma (kinetoplastid), e)
Dinoflagellate, f) Plasmodium (Apicomplexan), g) Paramecium (Ciliate), h) Water mold
(Stramenopila), i) Diatom (Stramenopila) , j) Brown algae (Stramenopila), k) Red algae
(Rhodophyta), l) Green algae (Chlorophyta), m) Chlamydomonas (Chlorophyta), n) Amoeba
(Rhizopoda), o) Foraminifera, p) Radiolaria (Actinopoda), q) Slime mold. Describe how these
protists carry out different functions like eating/digestion/photosynthesis, excretion, reproduction,
osmoregulation, sensing the environment…..as applicable (read your textbook for this – don’t look
for outside sources) – use ques. 15 to 23 to guide you.
15. Describe the importance of chlorophytes and charyophyceans – they are the GREEN ALGAE.
Also, do green algae like kelp have ‘true’ stem, roots, and leaves? If not what do they have?
16. Why do we hate dinoflagellates?
17. Which of the above in question 16) lack mitochondria? How does it get its ATP then?
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18. Which group of protists includes a lot of parasites – refers to question 16?
19. Which organisms have chlorophyll/plant pigments that aid in photosynthesis – refers to question
(16)?
20. Which organisms show alternation of generation - refers to question 16?
21. Is the sporophyte stage in alternation of generation, the diploid stage or haploid stage? How about
the gametophyte stage? What is a spore –diploid/haploid? How does the sperm and the egg in
humans compare to these stages? What does SYNGAMY refer to?
22. What is the function of the contractile vacuole in the paramecium?
23. Are most protists land dwelling or water dwelling?
ACTIVITY:
Complete the Textbook Web/CD activity: Tentative phylogeny of eukaryotes; and the Case Study –
What kinds of Protists do Various Habitats support?
Test yourself online: Go to this website and complete the quiz
Rutgers Univ. Protist Diversity Quiz
Chapter 29: Plants and how they became land dwellers!
1) Where is ‘life’ moving to in this chapter?
2) What are the four main groups of land plants? What are the main differences between the four
land plant groups
3) Describe the four great evolutionary episodes in the history of land plants (use figure 29.1).
(Do activity: highlights of plant phylogeny on textbook CD/website)
4) Describe four shared derived homologies that link charophyceans (green algae – a protist) and
land plants. So the closest relative of all land plants is believed to be:
5) Describe eight characteristics that distinguish land plants from charophycean algae, their
closest relative that lived in water. Explain how these features facilitated the evolution of life
on land. (Do Activity – Terrestrial adaptation of land plants). Are there any additional reasons
that plants exploited to move onto land and colonize it?
6) Describe the evidence for a phylogenetic/evolution connection between land plants and green
algae.
7) Describe a likely hypothesis for the origin of alternation of generations in plants. How is the
alternation of generation in plants different from the sexual cycles in humans?
8) Explain how adaptations of charophycean algae to shallow water preadapted/helped plants for
life on land.
Bryophytes – mosses (Do activity – moss life cycle)
9) List the 3 phyla of Bryophytes. What is their common name?
10) Describe the structure of the sporophyte and gametophyte stages of bryophytes.
11) What is the dominant stage in the life cycle of Bryophytes – what dos this mean in terms of the
evolution of land plants?
12) What are archegonia – where are they found in moss?
13) What are antheridia – where are they found in the moss?
14) What is the sporangium – where does it grow from and what does it produce?
15) The products of meiosis in mosses are called:
. They further undergo mitosis to
produce
.
16) Identify all the diploid and haploid stages in the life cycle of the moss.
17) Explain why most bryophytes grow close to the ground and need to be near water.
18) The visible green moss structure seen by you represents which stage in the life cycle?
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19) Describe the stemlike and leaflike structures that occur in mosses.
Cut and paste an online labeled diagram of the life cycle of a bryophyte. Label the gametophyte and
sporophyte stages and the locations of gamete production, fertilization, and spore production. Describe
the structure and alternation of generation in these organisms using answers from ques 10 – 19.
The Origin of Vascular Plant
20) What are vascular bundles – why are they important for plant evolution? List and distinguish
between the groups of modern vascular plants. Explain how they are different from bryophytes
and why they are higher on the evolution scale?
21) Describe the adaptations of vascular plants, including modifications of the life cycle and
modifications of the sporophyte, that have contributed to their success on land.
Pteridophytes: Seedless Vascular Plants (Do Case study: Life cycle of a fern plant)
22) Explain why seedless vascular plants are most commonly found in damp habitats
23) The fern plant you see commonly represents which stage in the life cycle of pteridophytes?
24) What does the sporophyte stage in the fern plant produce and through which process?
25) What happens when the spores fall to the ground?
26) What structures do the gametophyte contain?
27) How dos the male gamete reach the female gamete?
28) Distinguish between homosporous and heterosporous conditions.
29) Describe the major life cycle differences between mosses and ferns.
30) Explain how coal is formed and note during which geologic period the most extensive coal
beds were produced.
Cut and paste an online labeled diagram of the life cycle of a pteridophyte. Label the gametophyte and
sporophyte stages and the locations of gamete production, fertilization, and spore production. Describe
the structure and alternation of generation in these organisms using answers from ques 23- 29
Chapter 30 – evolution of the seed plant
Gymnosperms (Do activity – Pine Life cycle)
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Describe the three most important reproductive adaptations of seed plants for life on land.
Relate the climate changes of the Mesozoic era to the success of gymnosperms during that time
List and distinguish among the four phyla of gymnosperms.
Where are the male gametophytes on a pine tree? What do they produce and through which
process?
What is the term given for transfer of pollen to the ovulate/female cone? How does the pollen
reach the ovulate cone?
What does the pollen grain do when it reaches the ovulate cone? How long can it take for the
pollen tube to grow?
What is going on in the ovulate cone as the pollen tube is growing?
How are meiosis and mitosis involved in the female cone?
What happens when the pollen tube growth is completed?
The zygote formed by the union of sperm and egg leads to the production of the seed and the
eventual:
(stage in life cycle)
Cut and paste an illustration for the life history of a pine indicating which structures are part of
the gametophyte generation and which are part of the sporophyte generation. Describe the
structure and alternation of generation in these organisms using answers from ques 4 - 10
Angiosperms (Flowering Plants) – (Do activity – Angiosperm life cycle)
12) What is a carpel and what is its function?
13) What is the stamen and what is it function?
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Identify the following floral structures and describe a function for each:
a. sepals
d. stigma
b. petals
e. filament
g. style
c. anther
f. ovary
Define "fruit" in botanical terms and explain how fruits are modified in ways that help disperse
seeds.
How is the egg formed in the female gametophyte? What is the embryo sac? Are the cells in
the embryo sac haploid or diploid before fertilization?
How is pollen formed in the male gametophyte?
How does the pollen reach the stigma? What are the agents that deliver it?
How does the sperm reach the egg?
Explain the process and function of double fertilization. (Do Activity – chapter 38 Seed and
fruit development). This is a very important concept.
What is the endosperm – what does it develop into?
What is the ovary and what does it develop into?
How is the angiosperm sporophyte and gametophyte ideally suited for life on land? (Revisit
Chapter 29 Activity – Terrestrial adaptation of land plants)
Distinguish between monocots and dicots. Give examples. Do they have vascular bundles?
Get pictures for your diversity booklet. Include a picture that shows the parts of a flower.
Include details on alternation of generation in angiosperms and double fertilization.
Explain how animals may have influenced the evolution of terrestrial plants and vice versa.
What is golden rice – do the activity chp 30- Making decisions about DNA technology.
Chapter 31 - Introduction to the Fungi
1)
List the characteristics that distinguish fungi from organisms in the other four kingdoms.
2)
Explain how fungi acquire their nutrients. (do activity chp 31 fungi reproduction and nutrition)
3)
Describe the basic body plan of a fungus. Identify the haploid , diploid, and …. Other
multinucleate stages.
4)
Describe the processes of plasmogamy and karyogamy. (do activity – fungi life cycle)
5)
Diversity of Fungi- Get online labeled pictures that will help you distinguish among the
groups Chytridiomycota, Zygomycota, Ascomycota, and Basidiomycota. Include a description
of the important structures that characterizes fungi; their life cycle; and list some common
examples of each. Know what the following look like and their function – yeasts (in DNA
technology), lichens, and mycorrhizae.
6)
Describe the beneficial roles of fungi in ecosystems. Explain how fungi can also be dangerous
and costly to humans.
7)
Describe the common ancestor of fungi and animals. A fungi is closer to animals than plants –
is this correct, if so why?
Chapter 32: Invertebrates and vertebrates – Introduction to animals (important chapter)
1)
What domain are we in now? What Kingdom?
2)
List the characteristics that define animals and distinguish them from other organisms.
3)
Explain how and when the first animals likely evolved – find a picture of what that protist
ancestor must have looked like. How is an animal different from a single ball of cells like the
choanoflagellates?
4)
Which branch/grade in the animal kingdom has no true tissues? What does it have then instead
of ‘true tissue’? (Complete chp 32 Activity: Traditional Animal Phylogenetic Tree). This is a
great CD/textbook activity that will really help you learn the vocab that follows.
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What are the grades that have true tissues called?
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Symmetry in body plan can be of two types. What are they and give examples. Why is bilateral
symmetry advantageous over radial symmetry?
What are the dorsal and ventral sides of your body? How about anterior and posterior sides?
Define the term cephalization – which grade of animals show it and why?
What are the 3 germ layers – what tissues derive from these germ layers in the adult?
(Complete chp 47 Activity: Sea Urchin Development video and frog development video before
answrin the next set of questions)
Distinguish between diploblastic and triploblatsic animal grades. Give examples for each.
Distinguish among the acoelomate, pseudocoelomate, and coelomate grades. Give exmples for
each.
Distinguish between spiral and radial cleavage; determinant and indeterminate cleavage; and
schizocoelous and enterocoelous development..
Compare the developmental differences between protostomes and deuterostomes, including
a. patterns of cleavage
b. fates of the blastopore
c. coelom formation
Compare the phylogenetic tree based on grades in body plans with the emerging view of animal
phylogeny based mainly on molecular biology.
Describe the evidence that suggests animals may have first evolved about a billion years ago.
What are the Ediacaran fossils.
What is the Cambrian explosion and what is its significance? Describe the nature of its fossil
organisms.
Explain and compare the three main hypotheses for what caused the Cambrian diversification
of animals.
Get an online/textbook picture or draw out the phylogenetic tree that shows the different grades
and classification of the Kingdom Animalia according to the body plan.
Test yourself online: Go to this website and see if you understand all the vocab from this chapter.
Cornell Univ. Intro to Animal Diversity Vocab Review
Chapter 33: Invertebrate diversity
Parazoa
1) Cut and paste a diagram of a sponge, identify the parts of a sponge – describe how a sponge gets
its nutrition and releases wastes, …… use the comparative anatomy/physiology chart
Radiata
2) List and define the characteristics of the phylum Cnidaria that distinguish it from the other animal
phyla ex: symmetry, nematocysts/cnidcytes, and ….
3) Describe the two basic body plans (polyp and medusa) in Cnidaria and their role in Cnidarian life
cycles. (Click here for online jellyfish animation). How does a jellyfish get nutrition; what is its
nervous system like – does it have muscles to help it move?
List the three classes of Cnidaria and find pictures for them online. Use the comparative
anatomy/physiology chart for details.
Lophotrochozoa
4) Distinguish between the following pairs: acoelomates and coelomates, protostomes and
deuterostomes. What are most invertebrates – choose one from the options?
5) What does the term ‘platyhelminth’ mean? List the characteristics of the phylum
Platyhelminthes that distinguish it from the other animal phyla.
6) What are the four classes of Platyhelminthes and give examples of each. Find pictures online to
illustrate the 4 classes. Use the comparative anatomy/physiology chart for details.
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7) What are planaria – what happens when you cut up a Planaria into two? Also, a Planaria is very,
very flat – how does this help it survive? How does it eat food? What kind of nervous system does the
Planaria have? Finally what are ‘flame cells’ and how do they help the Planaria? (Look at Planaria on
youtube here)
8) What is an intermediary host and how does a platyhelminthes worm use it during its life cycle?
Explain this using an example of one fluke that parasitizes humans .
9) Describe the anatomy and life cycle of a tapeworm (Look at an animation of a 4yard long
tapeworm!). How cn it surviv without a mouth, digetive system, or an excretory system?
10) Define parthenogenesis and describe alternative forms of rotifer reproduction
11) What are some examples of organisms that belong to the phylum Nemertea?
Mollusca
12) What are mollusks? List the 4 classes of mollusks. List the characteristics that distinguish the
phylum Mollusca from the other animal phyla. Find pictures online that show examples for the four
classes of mollusks. Complete the sample page.
13) What is the siphon in the mollusks? What is its function?
14) What is torsion – explain what happens as a result of it to the gastropod snails?
15) How is the foot modified in gastropods and cephalopods? (Do an online squid dissection and clam
dissection)
Annelida (do an online earthworm dissection)
16) List the important characteristics that distinguish the phylum Annelida from the other animal
phyla.
17) Distinguish among the classes of Annelida and give examples of each. Complete the diversity
page as in sample including details from the chart.
18) Describe the adaptive advantage of a coelom and segmentation in annelids.
Nematoda
19) List two characteristics of the phylum Nematoda that distinguish it from other wormlike animals.
Give examples of both parasitic and free-living species of nematodes.
Arthropoda (do an online cockroach dissection- this is a video!)
20) What does the term Arthropoda mean? List the characteristics of arthropods that distinguish them
from the other animal phyla.
21) Describe advantages and disadvantages of an exoskeleton.
22) Distinguish between hemocoel and coelom.
23) Distinguish among the classes of Arthropoda and give examples of each. Complete the diversity
page as in sample including details from the chart.
Deuterostomia – Echinodermata (do an online starfish dissection)
24) List the characteristics of echinoderms that distinguish them from other animal phyla.
25) Distinguish among the five classes of echinoderms and give examples of each. Complete the
diversity page as in sample including details from the chart.
26) Explain why the phylum Chordata is included in a chapter on invertebrates.
27) Describe the evolutionary relationships between echinoderms and chordates.
Chapter 34: Invertebrate Chordates and the Origin of Vertebrates (Do Activities – all three for
this chapter!)
1)
Distinguish between the two subgroups of deuterostomes.
2)
Describe the four unique characteristics of chordate – very, very important!s.
3)
Distinguish between the three subphyla of the phylum Chordata and give examples of each.
4)
Describe the two-stage hypothesis for the evolution of vertebrates from invertebrates.
Ms. SASTRY
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Describe the specialized characteristics found in the subphylum Vertebrata and explain how
each is beneficial to survival.
6)
Define and distinguish between gnathostomes, tetrapods, and amniotes.
Jawless Vertebrates
7)
Define and compare the groups Myxini, Cephalaspidomorphi, ostracoderms, conodonts, and
placoderms.
8)
Distinguish between agnathans and fishes.
Fishes and Amphibians
9)
Describe the function and evolution of jaws.
10) Describe and distinguish between the classes Chondrichthyes and Osteichthyes, noting the
main traits of each group.
11) Identify and describe the main subgroups of the class Osteichthyes.
12) Describe the early evolution of amphibians.
13) Describe the common traits of amphibians and distinguish among the three orders of living
amphibians.
Amniotes
14) Describe an amniotic egg and explain its significance in the evolution of reptiles, birds, and
mammals.
15) Distinguish between the two systems of classifying amniotes (synapsids, anapsids, and diapsids
versus reptiles, birds, and mammals).
16) List the distinguishing characteristics of members of the class Reptilia and explain any special
adaptations to the terrestrial environment.
17) Compare the interpretations of dinosaurs as ectotherms or endotherms.
18) Characterize and compare the first and second major reptilian radiations.
19) List and compare the traits of the major groups of modern reptiles.
20) List the distinguishing characteristics of members of the class Aves and explain any special
adaptations for flight.
21) Summarize the evidence supporting the fact that birds evolved from reptilian ancestors.
22) List and compare the major groups of modern birds.
23) Describe the main features of mammals.
24) Describe the evolution of mammals.
25) Distinguish among monotreme, marsupial, and placental mammals.
26) Describe the adaptive radiation of mammals during the Cretaceous and early Tertiary periods.
27) Compare and contrast the four main evolutionary clades of eutherian mammals.
Primates and the Evolution of Homo sapiens
28) Describe the general characteristics of primates. Note the particular features associated with an
arboreal existence.
29) Distinguish between the two suborders of primates and describe their early evolutionary
relationship.
30) Distinguish between hominoid and hominid.
31) Name three of the most prominent misconceptions about human evolution.
32) Describe the evolutionary changes that occurred in the course of human evolution from about
35 million to 5 million years ago.
33) Describe the evolution of the major features of humans.
34) Describe the global dispersion patterns during the evolution of humans.
35) Diversity – make 1 pagers for the fishes, amphibians, reptiles, mammals using the mollusk
example.
Ms. SASTRY
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SAMPLE MY DIVERSITY BOOKLET PAGE
Domain: Eukarya; Kingdom: Animalia; Phylum: Mollusca
Grades: (see chp 32; do online activity)
Notes on anatomy and physiology of mollusks: copy
Eumetazoa, Bilateria, Triploblastic, Protostomia
and paste from comparative anatomy chart that
Anatomy and physiology: pix from textbook website) follows on pg 13
Digestive system:
Needs Moisture
-Radula
-scrapes food
-Complete digestive tract or alimentary canal
-Anus is separate now (allows ingestion of additional food
before elimination)
-Extracellular digestion followed by absorption
Excretion:
Metanephridia- has internal openings in tubules that flare
out to make a funnel shaped nephrostome. Nephrostome
has cilia to make coelomic fluid move into tubule. Fluid is
filtered and urine passes out through nephridiopore.
Metanephridia have a dense network of capillaries
surrounding it- solutes are reabsorbed into the blood.
Produce dilute urine.
Nervous system:
-Cephalization
(Paired ganglia)
-Nerve cords (ventral)
-sense organs
Respiratory/Circulatory System:
Gills in aquatic organismsGills need ventilation, the flow of water over it. Molluscs
use cilia on gills to ventilate.
- Thickened Artery is the heart -It pumps fluid
-Hemolymph -blood and body fluid cannot be distinguished
-open circulatory system
-Heart relaxes- draws fluid in
-Body movements squeeze hemolymph through body
-Squids and octopuses have closed circulatory system
Include
pix that
show
different
systems
Reproductive system:
-Sexual
-Hermaphordite
Class: Polycophora
Class: Gastropoda
Chiton
(Distinguishing features)
Garden Snail
(Interesting features)
Stomach is foot, shows
torsion – twisting which
causes organs to become
reduced/lost and anus to
come over the head (yuck!)
Class: Bivalvia
Class: Cephalopoda
Ms. SASTRY
11
Ms. SASTRY
12
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/osmoregulation
Gas Exchange
Reproduction
Nervous
System
Responds to
stimuli
Aquatic
-No tissue
-Sessile
-2 layers
(diploblastic)
-Water brings in food
through pores
-Intracellular digestion
(phagocytosis/pinocytosis)
-Amoebocytes- helps
digestion
-Waste goes out through
osculum
-suspension feeders
-Waste goes out through
osculum- no excretory system
-Osmoregulation with
contractile vacuoles in fresh
water sponges
Diffusion from
fluid filled cavity
into cells
Hermaphrodite
Cnidarions
(jellies/ corals)
- Ctenophora
(Comb Jellies)
Aquatic
- True tissue(Eumetazoa)
-Sessile (hydra)
or free floating
(medusa)
-2 layers
(diploblastic)
-Radial
symmetry
-Tentacles bring in water
and food
-Emit a sting
-Nematocytes/cnidocytes
sting
-Extracellular digestionbreaks up food in
gastrovascular
cavity;followed by
intracellular hydrolysis
inside food vacoules
-wastes go out of mouth, no
excretory system
-osmoconformers
Diffusion from
fluid filled
gastrovascular
cavity into cells
Budding in
polyps—asexual
reproductionmedusa
Nerve net
Flat Worms
(platyhelminthes)
Need some
sort of water
-True Tissue
-Triploblastic
-No coelom
-Can move
-Many are
parasitic and
need an
intermediary
host like snail bilateral
symmetry
-Cephalization
-Mouth muscular
-Pharynx- in middle
-Gastro vascular cavity
-Extracellular digestion
followed by absorption
-Mouth is Anus
-Protonephridia- network of
dead end tubules without
openings along the entire
body. Smallest tubules have
flame bulb at the tips – flame
bulb has cilia (beating is like a
flame); Cilia draw in water
and solutes into flame bulb;
Urine emptied out through
openings called
nephridiopores.
Osmoregulation – using flame
bulb (fresh water)
Diffusion from
fluid filled
gastrovascular
cavity into cells
Hermaphrodite
Sexual
reproduction/
Asexual
reproduction
-Female live
inside male
-Ventral
Nerves
(Paired
ganglia)
-Eye spots
that orient
organism to
light
Parazoa
(sponges)
-No Classes-
ClassesTurbellaria (flat
worms)
Trematoda
(flukes)
Cestoda
(tape worms)
Hydrostatic
skeleton
Hydrostatic
skeleton
Circulatory
Cilia
circulates
fluid
containing
nutrients.
Nutrients
diffuse into 2
layered
organism
easily.
Gastro
vascular
cavity
circulates
fluid
containing
nutrients.
Nutrients
diffuse into 2
layered
organism
easily.
Gastro
vascular
cavity
circulates
fluid
containing
nutrients.
Nutrients
diffuse into
flat organism
easily.
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/osmoregulation
Mollusc
-Terrestrial
-Aquatic
ClassesPolyplacophora
(chiton)
Gastropoda
(Snails, slugs)
Bivalvia (clams,
oysters)
Cephalopoda
(squids, octopus)
Annelida
Classes:
Oligochetaearthworms
Polycheta- marine
worms
Hirudinea- leeches
All habitatsneed moisture
-Triploblastic
-coelomate
-Many have
shells
-3 parts
-Visceral Mass
-Organs
-Mantle
(covers
organs)
-Foot is Musclar
-Protostome
-Bilateria
Organs show
torsion in
gastropods
-Needs Moisture
-Radula
-scrapes food
-Complete digestive
tract or alimentary
canal
-Anus is separate now
(allows ingestion of
additional food before
elimination)
-Extracellular digestion
followed by absorption
Excretion- metanephridia (see
Annelida)
-Triploblastic
-Coelomate
-Bilateria
-Segmented
worms
-Protostome
- Have chetaebristles that help
in burrowing
(except leeches)
Muscular pharynx
sucks food
Alimantary canal with
mouth and anus
Food stored in crop
Gizzard has small
stones to crush food
Digestion and
absorption in intestine
Metanephridia- has internal
openings in tubules that flare
out to make a funnel shaped
nephrostome. Nephrostome
has cilia to make coelomic
fluid move into tubule. Fluid
is filtered and urine passes out
through nephridiopore.
Metanephridia have a dense
network of capillaries
surrounding it- solutes are
reabsorbed into the blood.
Produce dilute urine.
Osmoconformers and
osmoregulators
Gas
Exchange
Gills in
aquatic
organismsGills need
ventilation,
the flow of
water over it.
Molluscs use
cilia on gills
to ventilate.
Many have
gills –
aquatic;
Earthworm
breathes
through moist
skin. Oxygen
diffuses into
blood vessels
and is carried
through
closed
circulatory
system.
Reproduction
-Sexual
-Hermaphordite
Hermophrodites
– however they
mate and
exchange
sperm/egg
Nervous
System
-Cephalization
(Paired
ganglia)
-Nerve cords
(ventral)
-sense organs
Same as above
Hydrostatic
skeleton
Circulatory
- Thickened
Artery is the
heart It pumps fluid
-Hemolymph
(blood and body
fluid cannot be
distinguished
-open circulatory
system
-Heart relaxesdraws fluid in
-Body
movements
squeeze
hemolymph
through body
-Squids and
octopuses have
closed
circulatory
system
-Closed
circulatory
system with
muscular heart
(thickened
artery)
-Blood (with
hemoglobin)
separate from
body fluid
-Maintains blood
pressure inside
closed vessels
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/osmoregulation
Arthropoda
Subphyla:
Cheliceriformshorse crab,
spiders)
Myriapodamillipedes and
centipedes
Hexapoda- Insects
Crustacea- crabs,
pill bugs, lobsters
All habitatsvery diverse;
Insects- ability
to fly helped
explore new
habitats
(coevolution
with plants as
pollinators)
-Triploblastic
-Coelomate
-Bilateria
-Protostome
-Joint
appendages with
many
appendages
modified as
chelicera
(pincers/fangs)
or antenna, or
extensive mouth
parts with jaw
like mandibles
and maxilla
-Insect wings
are extensions of
cuticle
Foregut-(esophagus and
crop- stores food)
Midgut-(Digestion
happens here)
Hindgut – last portion
of digestive system
Gastric ceca- help in
absorption of digested
food
Alimantary canal with
mouth and anus
Malpighian tubules: Remove
nitrogenous waste and
osmoregulate. Malpighian
tubules are extensions of the
hindgut and they open into the
hindgut. Solutes, and
nitrogenous waste (uric acid)
are transported into the tubule
and then excreted along with
the digestive system wastes
through the anus. Water is
reabsorbed and wastes are
nearly dry- great terrestrial
adaptation!
Gas
Exchange
Gills in
aquatic
organismsGills need
ventilation,
the flow of
water over it.
Arthropods
use paddle
like legs to
ventilate.
Tracheal
system in
insectsbranching Air
Tubes through
out body have
openings to
outside and
connect
directly with
body cells for
direct
diffusion
Reproduction
Sexual,
Parthenogenesis
in some,
Hermophrodites.
Insects have
seminal
receptacle to
store sperm for
upto a year!
Internal
fertilization.
Nervous
System
Same as above;
compound eyes
with ommatidia
and lens
Hearing and
equilibrium
organsStatocysts with
hair cells lining
a cup
containing little
stones
suspended in
jelly!!
Taste organs in
feet and mouth!
Exoskeleton
Circulatory
Same as Mollusc
Hemolymph
(contains
hemocyanin)
does not take
oxygen or
carbondioxide
for terrestrial
insects
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/Osmoregulation
Echinoderms
Classes:
Astroidea- sea
stars
Ophiuroideabrittle stars
Echinoidea- sea
urchins
Holothuroideasea cucumbers
Mostly marine
Triploblastic
-Coelomate
-Bilateria (larval
stage shows it)
-Deuterostome
- Have a water
vascular systemextensive canals
that pump water
and body fluid
ending in tube
feet that
function in
locomotion and
respiration
Digestive tract; Mouth
and anus separate (on
the central disk in sea
stars);
Digestive glands
secrete enzymes
Osmoconformers mostly. No
excretory organs- diffusion of
wastes.
Gas
Exchange
Gills on
skin.
Tube feet also
allow
exchange of
gases.
Reproduction
Sexual/Asexual
Nervous
System
Nerve net and
nerve ring
Circulatory
Water vascular
system helps
circulation
-open circulation
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/Osmoregulation
Fishes
Marine and
fresh water
Classes:
Chondrichthyes(cartilaginous)sharks
Ostiechthyes (old
term)
Bony fishes –
tuna, salmon
(Ray finned and
Lobe finned)
Frog/Amphibians
Terrestrial and
aquatic life
stages – show
metamorphosis
(larval stage
and adult stage
vastly
different)
-Triploblastic
-Coelomate
-Bilateria
-Deuterostome
-Chordate
larval stage
shows 4
characteristics
of chordate
(notochord,
dorsal nerve
cord, pharyngeal
pouch, post anal
tail)
-Craniata
-Gnathostomes
(jaws)
- Pectoral and
pelvic fins
- Eggs are not
shelled- less
protected
-Triploblastic
-Coelomate
-Bilateria
-Deuterostome
-Chordate
larval stage
shows 4 traits
-Craniata
- Gnathostomes
- Tetrapod
- Eggs are not
shelled- less
protected
Complete digestive
system with accessory
glands
Excretion= Nephron (see
mammals)
Osmoregulation:
Salt water fishes- Body is
hyposmotic to surrounding (so
water diffuses out through gills
and body. Need to get rid of
salt and conserve water. Salts
are excreted by gills, urine;
urine is very concentrated –
not much water in it.
Fresh water fishes – Body is
hyperosmotic to surrounding
(so water enters body and
gills). Take in salts through
gills; excrete large amounts of
dilute urine to get rid of water.
Complete digestive
system with accessory
glands
Excrete Urea; Nephrons (see
mammals)
Gas
Exchange
Gills with
counter
current
exchange
system- know
what this
means
(important)
Reproduction
External
fertilization,
many eggs- R
strategies mostly
Nervous
System
Lateral line
sense organhelps sense its
movement in
water using the
hair cells; also
senses
pressurewaves
produced by
any moving
objects in the
water
Dorsal nerve
cord is the
spinecephalization.
Well developed
nervous system
and sense
organs
Lungs and
skin functio
as respiratory
surfaces and
organs.
Positive
pressure
breathing –
muscles lower
floor of
mouth cavity,
draws air in;
then nostrils
and mouth
close forcing
air down into
lungs
Same as fishes.
Eggs have jelly
coat so they
don’t dry out
Dorsal nerve
cord is the
spinecephalization.
Well developed
nervous system
and sense
organs
Circulatory
Closed
circulation.
-2 chambered
heart (mixing of
“good’ and
“bad” blood)
One circuit for
blood flow (gill
circulation and
systemic
circulation
connected by
one circuit to
heart)
-Closed
-3 chambered
heart – 2 atria
and 1 ventricle
-Mixing of
oxygen rich and
oxygen poor
blood
-two circuits –
(pulmocutaneous
and systemic
circuits) for
blood flow
(lung/skin
circulation and
systemic
circulation
connected by 2
circuits to heart)
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/osmoregulation
Reptiles
Lepidosaurs
(lizards and
snakes)
All habitats
Amniotic egg
allowed for
terrestrial
diversity
-Triploblastic
-Coelomate
-Bilateria
-Deuterostome
-Chordate
larval stage
shows 4 traits
-Craniata
- Gnathostomes
- Tetrapod
-Amniotic egg
with chorion,
allontois, yolk,
and amnion
(know their
functions)
-exothermic
Complete digestive
system with accessory
glands
Uric acid is excreted; nephron
(see mammals)
All habitats
Same as above
-endothermic
No teeth.
Separate chamberscrop, stomach, gizzard
Intestine- chemical
digestion and
absorption
Uric acid is excreted; nephron
(see mammals)
Turtles
Alligators and
crocs
Birds (yes birds
are reptiles!)
Birds (belong to
reptiles)
Gas
Exchange
Lungs
Turtles- use
mouth and
anus as
supplemental
gas exchange
areas
Lungs +
Many air sacs
that act as
bellows; No
alveoli, but
parabronchi
(open
channels)
Know how
the bird lung
is more
efficient than
mammalian
lung
Reproduction
Internal
fertilization with
well developed
copulatory
organs- K
strategies;
Amniotic egg
Same as reptiles
Nervous
System
Dorsal nerve
cord is the
spinecephalization.
Well developed
nervous system
and sense
organs
Have color
vision- acute
rod vision
Dorsal nerve
cord is the
spinecephalization.
Well developed
nervous system
and sense
organs
Circulatory
-Closed
-3 chambered
heart with
septum partially
dividing
ventricles
-Some Mixing
of oxygen rich
and oxygen poor
blood
-two circuits –
(pulmonary and
systemic
circuits) for
blood flow (lung
circulation and
systemic
circulation
connected by 2
circuits to heart)
-Closed
-4 chambered
heart with
septum partially
dividing
ventricles
-No Mixing of
oxygen rich and
oxygen poor
blood
-Double
circulation or
two circuits –
(pulmonary and
systemic
circuits) for
blood flow (lung
circulation and
systemic
circulation
connected by 2
circuits to heart)
Comparative Anatomy and Physiology
Comparative Anatomy and Physiology of Invertebrate and Chordate Phyla (AP Biology, Ms. Sastry, LGHS)
Phylum
Where?
Body Plan
Nutrition
Excretion/osmoregulation
Humans/
mammals
Monotremes: egg
laying
Marsupialspouch
Placental
Mammalsplacenta
All habitats
All of the above
+
-Mammary
glands
-hair
-fat layer under
skin
-Endothermic
-larger brain
-varied shapes
of teeth
Ruminants- have
multiple chambers;
some chambers contain
symbiotic bacteria that
help digest cellulose.
Urea is excreted; Nephron –
made up of the glomerulus
(ball of capillaries) and a set
of tubules. Know the entire
structure and function of the
vertebrate kidney.
Gas
Exchange
Lungs with
negative
pressure
breathing
(know what
this means)
Reproduction
Know the
following:
ovarian, uterine
cycles; male and
female
reproductive
organs;
hormonal
control of
reproductive
system
Nervous
System
Know how an
action potential
is generated in
the neuron; how
neurotransmitter
is released;
CNS and PNS
parts and
function; eye,
ear, muscle
structure and
function
Circulatory
Same as birds