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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