Download Zoology Survey Lab

Name ___________________________
Advanced Biology II – Zoology Survey Lab
Chordates
Directions: Each of the following stations will give you a chance to look a little closer at some of the diversity
of Phylum Chordata and provide some in-depth information about the various samples as well. Read the
descriptions and observe the samples at each station. Use the space provided to respond to the prompts given
in the station descriptions.
1. Molgula sp.
a. This station has two samples of a sea squirt, one of the simplest forms of chordates. The actual animal
is the dark circle in the center of the sample, while the clear material surrounding it is the covering it
secretes around itself. This covering, or tunic, is where the common name of this group (Tunicates)
comes from. This tunic also forms the siphons used by sea squirts for feeding. Tunicates are filter
feeders, bringing water in through one siphon and out through the other. Draw the sea squirt, labeling
the body, tunic, and siphons.
2. Microscope slide – Amphioxus Immature Adult w.m.
a. This slide shows the most commonly studied lancelet, Amphioxus. This animal is the simplest
organism that demonstrates all four characteristics of chordates as an adult. These characteristics are a
notochord, dorsal nerve cord, gill slits, and postanal tail. When you find this organism at low power,
move the slide so you are looking at the head end of the animal. This view will show you three of the
four chordate characteristics. The nerve cord appears along the top of the back – in this slide it looks
pink with tiny black dots. The notochord is the very solid looking orange bar right beneath the nerve
cord. The gills are the large pink area, although depending on your focus it can be difficult to see the
lines of the gill slits. Draw the lancelet, labeling the mouth, gill slits, notochord, and nerve cord.
3. Article – Atlantic sea lamprey
a. The article at this station highlights the problems caused by the Atlantic sea lamprey, and
introduced/invasive species of the Great Lakes. Read the article, which describes how the lampreys
got to the Great Lakes and the damage they have caused. What do the lampreys feed on in the Great
Lakes? How has this negatively impacted local economies?
4. Preserved lamprey
a. Although the Atlantic sea lamprey is a very large and damaging parasite, most lampreys are neither of
these things. The sample at this station shows a scavenging lamprey, which is very small in size.
Write the genus and species name of this particular lamprey.
5. Shark fetus
a. A few shark species give birth to live young (viviparous). The sample at this station is a fetal shark –
you can still see the placenta attached to it. What makes sharks, and other cartilaginous fish, more
advanced than the jawless fish are there fins and jaws. Sharks have paired fins, which you can observe
from this sample. Sketch the shark, labeling the paired pectoral fins, the dorsal fin, and the paired
anal fins.
6. Preserved sea horse
a. Sea horses are a great example of the problems with common names. Even though the name says
otherwise, a sea horse is definitely not a horse. Sea horses are part of the wide diversity of bony fish.
Its distinctive shape is an adaptation that allows it to grasp onto marine plants and blend in with the
surroundings. List three characteristics that would identify these horses as a fish, and not a mammal.
7. Microscope slide – Fish scale w.m.
a. This slide shows a single fish scale, mounted whole on the slide. Bonus points if you tell me, “There’s
something fishy about this slide” while you are looking at it. When working with other scales to form
a protective covering on a bony fish body, this scale would form an overlapping barrier with others.
Cartilaginous fish have placoid scales, which do not overlap. Scales also grow year to year, forming
rings much like a tree trunk. Researchers can count these rings to determine the age of a fish. Draw
the fish scale, labeling the rings. Next to your drawing, write the age of the fish this scale was taken
from.
8. Preserved frog
a. Frogs are probably the most familiar type of amphibian. Like all amphibians, they have a number of
characteristics that make them able to colonize land habitats, including lungs, limbs with digits, and
strong bones. They do still retain some of the ancestral characteristics of fish, including external
fertilization of eggs that don’t have any especially protective membranes. This makes frogs, and other
amphibians, dependent on nearby water sources. Write the scientific name of this frog.
9. Preserved lizard
a. This lizard represents the next step in the movement of chordates onto land. Reptiles are better
adapted to land than amphibians, which has allowed them to move further away from water sources
and colonize more diverse habitats. Write three derived characteristics of reptiles that make them
better adapted to life on land than amphibians.
10. Preserved chicken
a. The preserved chicken at this station will be our example of Class Aves. Observe the chicken and its
external characteristics. This sample shows a number of the characteristics that define birds as a class.
List four things that define Class Aves and differentiate it from Class Reptilia and Class Mammalia.
11. Bird Slides – Set 1
a. There are a number of bird slides in this box, most of which are images of birds you can find locally.
Hold the slides up to the light to observe the birds (you can use the magnifying glass if you would
like). Find two specific slides of birds with black bodies – one will have a yellow head and one has
red markings near the base of its wings. Notice the acronyms for the common names of these birds are
written on the cards. Given their characteristics and the acronym on the card, write the complete
common name for each of these birds.
12. Bird Slides – Set 2
a. This box is another group of bird slides. Hold the slides up to the light to observe the birds (you can
use the magnifying glass if you would like). After looking at all the slides, write what is common
about all of these birds.
13. Preserved mammals
a. The Mammals are endotherms with hair that provide their young with milk. The samples at this
station demonstrate these characteristics, which is why they have been able to develop such diverse
body forms and live in so many different habitats. Write the common names of the three mammals at
this station.
14. Article – Bat ecology
a. The article at this station describes many of the benefits of bats, a group that often get a bad rap in the
media and popular culture. After reading the article, list three beneficial services bats perform.
Name ___________________________
Advanced Biology II – Zoology Survey Lab
Chordates
Molgula sp.
Microscope slide – Amphioxus Immature
Adult w.m.
Article – Atlantic sea lamprey
Preserved lamprey
Shark fetus
Preserved sea horse
Microscope slide – Fish scale w.m.
Preserved frog
Preserved lizard
Preserved chicken
Bird Slides – Set 1
Bird Slides – Set 2
Preserved mammals
Article – Bat ecology