1 29 2 Form and Function in Invertebrates To survive, all animals perform the same essential tasks: feeding and digestion, respiration, circulation, excretion, response, movement, and reproduction. In many ways, each animal phylum represents an experiment in the adaptation of body structures to carry out these tasks. The appearance of each phylum in the fossil record, therefore, represents the evolutionary development of a unique body plan. The continued history of each phylum is the story of further evolutionary changes to that plan. Biologists can learn a great deal about the nature of life by comparing body systems among groups of living invertebrates. Body systems that perform the essential tasks of life have taken many different forms in different phyla. Each phylum has a particular type of breathing device, a certain type of body support system, and numerous variations on other physiological functions. More complicated systems are not necessarily better than simpler ones. The fact that any system is found in living animals testifies to its success in performing functions. This section reviews the basic evolutionary trends in each body system, using examples from a variety of invertebrate groups. Feeding and Digestion Invertebrates have evolved many different ways of obtaining food. The spider in Figure 29 7, for example, is feeding on a caterpillar after killing it with venom. Before food can be used for energy, the food must be broken down, or digested. The digested food must then be absorbed into the animal s body. Complex animals accomplish the physiological process of digestion in different ways than simpler animals. Intracellular and Extracellular Digestion Invertebrates have evolved different ways of digesting food. The simplest animals break down food primarily through intracellular digestion, but more complex animals use extracellular digestion. Sponges digest their food inside archaeocytes, which pass nutrients to other cells by diffusion. Because food is digested inside cells, this process is known as intracellular digestion. In contrast, mollusks, annelids, arthropods, and echinoderms rely almost entirely on extracellular digestion. In extracellular digestion, food is broken down outside the cells in a digestive cavity or tract and then absorbed into the body. Flatworms and cnidarians use both intracellular and extracellular digestion. Figure 29 7 Complex animals break down food using extracellular digestion. The spider s venom is breaking down the tissues of the caterpillar. Later, the broken-down food molecules will be absorbed into the spider s digestive tract. SECTION RESOURCES Key Concept How do different invertebrate phyla carry out life functions? Vocabulary intracellular digestion extracellular digestion open circulatory system closed circulatory system hydrostatic skeleton exoskeleton endoskeleton external fertilization internal fertilization Reading Strategy: Finding Main Ideas Before you read, skim the section to identify the key ideas. Then, carefully read the section, making a list of supporting details for each main idea. Section FOCUS Objective Describe how the different invertebrate phyla carry out their essential life functions. Vocabulary Preview Before students read the section, have them locate each Vocabulary term and read its definition. Reading Strategy Suggest that students copy key ideas into their notebooks, leaving enough space for supporting details. Then, as they read the section, they should look for support for each key idea. 2 INSTRUCT Feeding and Digestion Observing Set up an aquarium in the classroom, and encourage volunteers to collect water, gravel and other sediment, plants, and invertebrates from a local freshwater pond. In the pond, students should be able to find planaria, snails, leeches, insect larvae, and hydras, which can often be found attached to rocks and stems of water plants. Ask students to make multiple trips to the pond, first building the habitat in the aquarium and then adding any invertebrates they can find. Once the aquarium contains invertebrates, encourage students to keep a daily record of what they observe about how the animals move about, feed, respond to stimuli, and defend themselves. Print: Teaching Resources, Lesson Plan 29 2, Adapted Section Summary 29 2, Adapted Worksheets 29 2, Section Summary 29 2, Worksheets 29 2, Section Review 29 2 Reading and Study Workbook A, Section 29 2 Adapted Reading and Study Workbook B, Section 29 2 Laboratory Manuals A/B, Chapter 29 Lab Lab Worksheets, Chapter 29 Design an Experiment Biotechnology Manual, Lab 7 Technology: itext, Section 29 2 Animated Biological Concepts DVD, 38 Circulatory Systems Transparencies Plus, Section 29 2 Virtual Labs, Lab 17 Comparing Invertebrates 751
2 29 2 (continued) Use Visuals Figure 29 8 After students have examined the figure, ask: Which of the four invertebrates shown ingest food and expel waste through a single opening? (The cnidarian and the flatworm) What specialized regions can you see in the digestive tracts of any of the invertebrates? (The digestive tract of the cnidarian has no specialized regions, and the tract of the flatworm has only a pharynx. The oneway digestive tract of the annelid has a pharynx, crop, gizzard, intestine, and anus. The one-way digestive tract of the arthropod has a pharynx, crop, stomach and digestive glands, intestine, rectum, and anus.) Point out that the digestive tracts shown represent the great variety of digestive systems in the invertebrate phyla. Respiration Using Analogies To help students understand that larger surface areas are more efficient at gas exchange than are smaller surfaces, compare diffusion of gases through the skin to absorption of water by paper towels. Show students two pieces of paper towel: a whole sheet and a small section cut from another sheet. Ask: Which of these pieces will absorb more water? (The larger piece) You might also provide students with two large beakers containing equal volumes of water. Have them put the small piece of paper towel in one beaker and the large piece in the other. Students can remove the paper towels and then compare the amount of water remaining in each beaker. Pharynx Mouth/anus Mouth Pharynx Mouth/anus Annelid Gastrovascular cavity Crop Stomach and digestive glands Arthropod Digestive cavity Intestine Gizzard Anus Crop Cnidarian Flatworm Pharynx Rectum Intestine Mouth Anus Figure 29 8 Cnidarians and flatworms have a digestive system with only one opening. In more complex animals, the digestive system has two openings. In addition, the digestive organs have become more specialized. Interpreting Graphics Which of these animals has the least specialized digestive system? Patterns of Extracellular Digestion Invertebrates have a variety of digestive systems, as shown in Figure Simple animals such as cnidarians and most flatworms ingest food and expel wastes through a single opening. Food is digested in a cavity through both extracellular and intracellular means. Some cells of the gastrovascular cavity secrete enzymes and absorb the digested food. Other cells surround food particles and digest them in vacuoles. Digested food then diffuses to cells throughout the body. More-complex animals digest food in a tube called the digestive tract. Food enters the body through the mouth, and wastes leave through the anus. A one-way digestive tract (which is characteristic of roundworms, annelids, mollusks, arthropods, and echinoderms) often has specialized regions, such as a stomach and intestines. Specialization of the digestive tract allows food to be processed more efficiently, because each step in the process takes place in order, at a specific place along the digestive tract. What is the difference between intracellular digestion and extracellular digestion? Respiration All animals must exchange oxygen and carbon dioxide with the environment. The more surface area that is exposed to the environment, the greater the amount of gas exchange that can occur. In addition, gases diffuse most efficiently across a thin, moist membrane. Given these principles, all respiratory systems share two basic features. Respiratory organs have large surface areas that are in contact with the air or water. Also, for diffusion to occur the respiratory surfaces must be moist. Aquatic Invertebrates Aquatic animals, such as cnidarians and some flatworms, naturally have moist respiratory surfaces. Many animals even respire through their skins. However, for most active animals larger than worms, skin respiration alone is not sufficient. Aquatic mollusks, arthropods, and many annelids exchange gases through gills. Gills are feathery structures that expose a large surface area to the water. Gills are rich in blood vessels that bring blood close to the surface for gas exchange. SUPPORT FOR ENGLISH LANGUAGE LEARNERS Comprehension: Modified Cloze Beginning Distribute a modified paragraph about extracellular digestion, but leave some strategic words blank. For example, Simple animals such as and most flatworms take in food and eliminate wastes through the same opening. Food is digested in the cavity. Some cells that line this cavity digested food. Provide students with a list of the correct answers, and have them fill in each blank with one of those words. Tell students to refer to Figure 29 8 for help. Intermediate Distribute the cloze paragraph described for Beginning Level, but add two additional sentences that explore the subject in greater depth, each with a blank. To check students comprehension, have them form collaborative groups to write a question or a response about what they have read. 752 Chapter 29
3 How do clams and crayfishes breathe? Materials live clam, food coloring, crayfish, small container of water Procedure 1. Do not touch the clam or crayfish. Put a drop of food coloring in the water near a clam s siphons. Observe what happens to the coloring. 2. Put a drop of food coloring in the water near the middle of a crayfish s carapace. CAUTION: Keep your fingers away from the crayfish s pincers. Observe what happens to the coloring. Terrestrial Invertebrates In terrestrial animals, respiratory surfaces are covered with water or mucus, thereby minimizing water loss. In addition, air is moistened as it travels through the body to the respiratory surface. Terrestrial invertebrates have several types of respiratory surfaces. The mantle cavity of a land snail is a moist tissue that has an extensive surface area lined with blood vessels. Spiders respire using organs called book lungs, such as the one shown in Figure Book lungs are made of parallel, sheetlike layers of thin tissues that contain blood vessels. In insects, air enters the body through openings called spiracles. It then enters a network of tracheal tubes, where gases diffuse in and out of surrounding body fluids. How does respiration in aquatic invertebrates differ from respiration in terrestrial invertebrates? Figure 29 9 Invertebrates have a variety of respiratory structures. Clams and other aquatic mollusks have gills. Many spiders have book lungs. Grasshoppers and other insects have spiracles and tracheal tubes. All respiratory organs have large, moist surface areas in contact with air or water. TEACHER TO TEACHER When I introduce topics related to invertebrate form and function, I find that my students are almost always fascinated with the diversity of structure and process in both digestion and reproduction. To respond to this interest, I try to provide students with a great variety of examples in both areas. Then, I challenge students to explain the reasons for the success of each adaptation presented. This teaching strategy not only Analyze and Conclude 1. Observing Describe what happened to the coloring in step 1. How does water move through a clam s gills? 2. Inferring What is the clam s main defense? How is the location of the clam s siphons related to this defense? 3. Comparing and Contrasting What happened in step 2? Compare the flow of water through the gills of clams and crayfish. 4. Inferring Why do you think the crayfish has gills rather than spiracles, as some other arthropods do? Airflow Spider Insect Tracheal tubes Gill Movement of water Mollusk Book lung Siphons Spiracles helps students gain some appreciation of the great diversity among invertebrates, but it also gives them an opportunity to apply their understanding of the processes involved in evolution. Chuck Campbell Biology Teacher Burbank High School Burbank, CA Objective Students will be able to relate differences in the mechanism of gas exchange to overall adaptation in a clam and a crayfish. Skills Focus Observing, Inferring, Comparing and Contrasting Materials live clam, food coloring, crayfish, small container of water Time 20 minutes Advance Prep You can keep marine clams alive for a few days in a 4% solution of sodium chloride. Safety Make sure students do not touch the organisms. Expected Outcome Students should observe that the food coloring enters one of the clam s siphons and exits through the other. They should also observe the turbulence around the middle of the crayfish s ventral surface, revealing the location of its gills. Analyze and Conclude 1. The coloring entered one siphon and left through the other. Inside the clam, it flowed over the gills. 2. Its main defense is the shell. The location of the siphons allows the clam to pump water through its gills without opening its shell very wide. 3. Both clams and crayfishes draw water into the body, pass it over the gills, and then release it. A clam must open its shell to do this, whereas a crayfish has openings through which water passes in and out. 4. Spiracles do not work under water, where crayfishes live. Answers to... In intracellular digestion, food is digested inside cells. In extracellular digestion, food is broken down outside the cells. Most aquatic animals have gills for removing oxygen from water and releasing carbon dioxide. Terrestrial animals get oxygen from air; respiratory surfaces are moist. Figure 29 8 The cnidarian, because its digestive system consists of only a gastrovascular cavity and one opening that serves as both mouth and anus Comparing Invertebrates 753
4 29 2 (continued) Circulation Use Visuals Figure Have students use the figure to compare and contrast the two circulatory systems. Ask: How does each type of system get blood to tissues and organs? (In the open circulatory system, blood is pumped to a cavity or sinus, where it comes in direct contact with tissues and organs. In a closed circulatory system, blood is pumped through vessels to tissues and organs.) Explain that the blood in an open system aids many invertebrates in movement, acting as part of the animal s hydrostatic skeleton. Point out that although an open system may not seem as efficient as a closed system, it works well for the invertebrates that have it. Excretion Making Connections Chemistry Explain that every amino acid contains an amino group, NH 2. The first step in the breakdown of an amino acid, called deamination, is the removal of the amino group. With the addition of a proton, an amino group becomes ammonia, NH 3. Use a clear glass beaker to show students some household ammonia. CAUTION: Do not perform this demonstration if any students are asthmatic or sensitive to ammonia fumes. Be sure the room is well ventilated and that students don t come close to the beaker. Explain that this commercial product contains ammonia in solution with water and a detergent. Most students will know that even in this dilute solution, the ammonia can be harmful. Emphasize that both urea and uric acid are much less toxic than ammonia, which is why those compounds can be held for long periods of time and excreted by land animals without doing harm to themselves or the environment. Hearts Blood vessels Insect: Open Circulatory System Figure Most complex animals have one or more hearts to move fluid through their bodies in either an open or a closed circulatory system. An insect has an open circulatory system in which blood leaves blood vessels and then moves through sinuses, or body cavities. An annelid has a closed circulatory system in which blood stays in blood vessels as it moves through the body. FACTS AND FIGURES Sinuses and organs Heart Circulation Annelid: Closed Circulatory System Heartlike structure Small vessels in tissues Heartlike structures Blood vessels All cells of multicellular animals require a constant supply of oxygen and nutrients, and cells must also remove metabolic wastes. The smallest and thinnest animals meet this requirement by simple diffusion between their body surface and the environment. But this system is usually insufficient for more complex animals. Most complex animals move blood through their bodies using one or more hearts and either an open or a closed circulatory system. Both types of circulatory systems are shown in Figure Open Circulatory Systems In an open circulatory system, blood is only partially contained within a system of blood vessels. Instead, one or more hearts or heartlike organs pump blood through blood vessels into a system of sinuses, or spongy cavities. The blood comes into direct contact with the tissues, collects in body sinuses, and eventually makes its way back to the heart. Open circulatory systems are found in arthropods and most mollusks. Closed Circulatory Systems In a closed circulatory system, a heart or heartlike organ forces blood through vessels that extend throughout the body. The blood stays within these blood vessels. Materials reach body tissues by diffusing across the walls of the blood vessels. Closed circulatory systems are characteristic of larger, more active animals. Because blood trapped within the blood vessels is kept at high pressure, it can be circulated more efficiently than in an open circulatory system. Among the invertebrates, closed circulatory systems are found in annelids and some mollusks. Excretion Multicellular animals must control the amount of water in their tissues. At the same time, all animals must get rid of ammonia. The excretory systems of invertebrates carry out these functions in a variety of ways as shown in Figure Benefits of an open circulatory system In arthropods with an open circulatory system, the blood empties from blood vessels directly into the body cavity, where it bathes the organs. It might seem that this type of system is extremely sloppy and inefficient. Yet, the open circulatory system often has uses to the organism beyond circulation. For example, for many clams and snails, the blood in the body cavities functions as a hydrostatic skeleton, helping the animal in movement and burrowing. The blood also functions as a hydrostatic skeleton in aquatic arthropods when they molt. Many spiders are able to extend their legs by forcing the blood in the open system into the limbs. In addition, for a few insects, the open circulatory system functions as the body s thermal regulator, maintaining the body temperature within the range in which cells can function. 754 Chapter 29
5 Most animals have an excretory system that rids the body of metabolic wastes while controlling the amount of water in the tissues. In aquatic invertebrates, ammonia diffuses from their body tissues into the surrounding water. The water immediately dilutes the ammonia and carries it away. Flatworms use a network of flame cells to eliminate excess water. Fluid travels through execretory tubules and leaves the body through tiny pores in the animal s skin. Terrestrial invertebrates must conserve water while removing nitrogenous wastes. To do this, many animals convert ammonia into a compound called urea. Urea is eliminated from the body in urine. Urine is highly concentrated, so little water is lost. In annelids and mollusks, urine forms in tubelike structures called nephridia. Fluid enters the nephridia through openings called nephrostomes. Urine leaves the body through excretory pores. Some insects and arachnids have Malpighian tubules, saclike organs that convert ammonia into uric acid. Both uric acid and digestive wastes combine to form a thick paste that leaves the body through a structure called the rectum. Because the paste contains little water, this process also reduces water loss. Excretory pore Nephrostome Excretory tubules Flame cells NSTA For: Links on invertebrates Visit: Web Code: cbn-8292 Figure Most animals dispose of wastes through excretory systems. Excretory systems also control an organism s water levels. Flatworms excrete ammonia directly into the water and use flame cells to remove excess water. Annelids use nephridia to convert ammonia into urea and to concentrate it in urine. Some arthropods have Malpighian tubules, which convert ammonia into uric acid. Use Visuals NSTA Download a worksheet on invertebrates for students to complete, and find additional teacher support from NSTA SciLinks. Figure Have students study the examples of the three different methods for disposing of wastes. Then, ask: How would you compare the environments in which these three invertebrates live? (The flatworm lives in an aquatic environment, while the annelid and the arthropod live on land.) Why can the flatworm excrete ammonia directly into its environment, while the annelid and arthropod cannot? (When the ammonia diffuses from the flatworm s body, it is immediately diluted by the surrounding water. If the land invertebrates excreted ammonia, the ammonia would not be diluted.) Emphasize that all land organisms must conserve water, and excreting uric acid in solid or semisolid form, as most terrestrial invertebrates do, conserves water. Annelid Nephridia Digestive tract Flatworm Flame cell Excretory tubule Comparing and Contrasting Divide the class into small groups, and assign each group one of the invertebrate phyla studied in this unit. Have the members of each group work together to make a large chart on poster board that includes labeled drawings of the digestive and excretory systems used by organisms in their phylum. Once all groups have finished, have each group present its work and then display its charts on the classroom wall. Arthropod Malpighian tubules FACTS AND FIGURES Getting rid of ammonia Protein is an essential part of an animal s diet, and the digestion of protein in foods produces amino acids. An organism uses some of these amino acids to produce the proteins and other compounds it needs. Excess amino acids are also used in cellular respiration for energy. This use begins with the nitrogen group, forming ammonia, which is highly poisonous to the organism. The aquatic invertebrates that allow ammonia to diffuse out of their bodies are for that reason limited to aquatic environments, because water is necessary to dilute the ammonia, which would be harmful to all organisms if not diluted. Therefore, the ability to produce the relatively harmless uric acid is an important reason why invertebrates, particularly insects, have been so successful on land. Also, because uric acid is excreted in a solid or semisolid form, a land animal is able to conserve precious water. Comparing Invertebrates 755
6 29 2 (continued) Response Use Visuals Figure After students have compared the four examples in the figure, ask: Which is the simplest nervous system shown, and what is it called? (The simplest is that shown in the cnidarian, and it is called a nerve net.) What controls and coordinates the nervous system in the arthropod and the mollusk? (The brain) Which of the four invertebrates exhibit cephalization? (The flatworm, the arthropod, and the mollusk) Demonstration Place live planarians in a petri dish containing a small amount of chlorinefree water, and cover half the dish with a piece of dark paper. Then, shine a flashlight on the uncovered area. Have students observe that the planarians avoid the light by moving under the paper. Have students hypothesize about the selective advantage of planarians ability to detect light and tendency to move away from light into a dark area. Movement and Support Make Connections Physics Show students a hydraulic pump, such as a hydraulic car jack. Explain that when pressure is applied to a fluid in a confined area, an increase in pressure is transmitted uniformly to all parts of the fluid. This is known as Pascal s principle after the French physicist Blaise Pascal, who first described this idea. The principle is used in hydraulic pumps, as well as by various invertebrates. With a hydraulic jack, a person applies pressure by pushing down on the handle, and when the pressure is uniformly distributed, it pushes up on a piston, which raises the car. Similarly, an invertebrate applies pressure on internal fluid by contracting muscles in one part of its body and relaxing muscles in another part. As the pressure is uniformly distributed, the animal can move forward (worm), extend tube feet (echinoderm), or make any number of other movements. Flatworm Brain Ganglia Arthropod Brain Mollusk Ganglia Cnidarian Figure Invertebrate nervous systems have different degrees of centralization, cephalization, and specialization. Cnidarians have a simple nerve net. Flatworms, whose nervous systems are more centralized, have small ganglia in their heads. Arthropods and cephalopod mollusks have a centralized brain and specialized sensory organs. FACTS AND FIGURES Nerve cells Invertebrate eyes Almost all invertebrates have some kind of sense organ that responds to light, though light-sensing ability varies greatly. The eyespots, or ocelli, of flatworms and some other invertebrates are composed of light-sensitive cells that give the organism much information about both the intensity and the direction of light. Many arthropods, some annelids, and some mollusks have compound eyes, which are Response Nervous systems gather and process information from the environment and allow animals to respond appropriately. Figure shows the nervous system of four invertebrates. Invertebrates show three trends in the evolution of the nervous system: centralization, cephalization, and specialization. Different nervous systems have various degrees of each of these characteristics. Centralization and Cephalization The simplest nervous systems, found in cnidarians, are called nerve nets. Nerve nets consist of individual nerve cells that form a netlike arrangement throughout the animal s body. In flatworms and roundworms, the nerve cells are more concentrated, or centralized. There are a few small clumps of nerve tissue, or ganglia, in the head. In cephalopod mollusks and arthropods, ganglia are organized into a brain that controls and coordinates the nervous system. This concentration of nerve tissue and organs in one end of the body is called cephalization. Specialization The more complex an animal s nervous system is, the more developed its sense organs tend to be. Flatworms, for example, have simple eyespots that detect only the presence of light. More complex animals, such as insects, have eyes that detect motion and color and form images. Complex animals may have a variety of specialized sense organs that detect light, sound, chemicals, movement, and even electricity to help them discover what is happening around them. Movement and Support Most animals use specialized tissues called muscles to move, breathe, pump blood, and perform other life functions. Muscles work by contracting, or becoming shorter. This is the only way that muscle tissue can generate force. When they are not stimulated, muscles relax. In most animals, muscles work together with some sort of skeletal system that provides firm support. Invertebrates have one of three main kinds of skeletal systems: hydrostatic skeletons, exoskeletons, or endoskeletons. Hydrostatic Skeletons Some invertebrates, such as annelids and certain cnidarians, have hydrostatic skeletons, shown in Figure In these animals, muscles surround a fluid-filled body cavity that supports the muscles. When the muscles contract, they push against fluid in the body cavity, causing the body to change shape. composed of many units, each with a separate nerve track that leads to a large optic nerve. The fields of vision of each unit overlap somewhat with neighboring units, giving the organism great ability for detecting movement. Some cephalopods, including squids and octopi, have complex, or camera, eyes. These eyes, which are much like vertebrate eyes, form the best images among all invertebrate eyes. 756 Chapter 29
7 Use Visuals Water Circular muscles contracted Flexed joint Extended joint Figure Have students examine the three types of skeletons. Then, ask: How does a hydra change its shape? (It contracts muscles that surround a fluid-filled body cavity.) Describe how an invertebrate with an exoskeleton bends and extends a limb. (When a limb is bent, or flexed, one muscle contracts while the other relaxes. During extension of the same limb, the opposite muscles contract and relax.) Point out that muscles can pull but cannot push. Vertebrates, which have endoskeletons, use muscles in the same way to flex and extend limbs. Skeletal plates Longitudinal muscles contracted Water Hydrostatic Skeleton Exoskeleton Endoskeleton Exoskeletons In arthropods, the exoskeleton, or external skeleton, is a hard body covering made of chitin. Arthropods move by using muscles that are attached to the inside of the exoskeleton. These muscles bend and straighten different joints. The shells of some mollusks can also be considered exoskeletons. Muscles attached to the shell make it possible for snails to withdraw into their shells and for bivalves to close their shells. Endoskeletons An endoskeleton is a structural support located inside the body. Sea stars and other echinoderms have an endoskeleton made of calcified plates. These plates function in support and protection, and also give these animals a bumpy and irregular texture. Vertebrates also have endoskeletons. Tube foot Figure The three main types of invertebrate skeletons are hydrostatic skeletons, exoskeletons, and endoskeletons. In animals with hydrostatic skeletons, muscles contract against a fluid-filled body cavity. In animals with exoskeletons, the muscles pull against the insides of the exoskeleton. Echinoderms and some sponges have endoskeletons. Sexual and Asexual Reproduction Designing Experiments Divide the class into small groups, and ask each group to design an imaginary experiment to investigate what conditions are best for the reproduction of a specific kind of invertebrate. Tell students to imagine that they have the resources of any university biology department and an unlimited amount of time. Instruct students to write a hypothesis, identify manipulated and controlled variables, describe how they would collect data, and predict the results of the experiment. Sexual and Asexual Reproduction Most invertebrates reproduce sexually during at least part of their life cycle. Depending on environmental conditions, however, many invertebrates may also reproduce asexually. Each form of reproduction has advantages and disadvantages. Asexual reproduction allows animals to reproduce rapidly and take advantage of favorable conditions in the environment. Sexual reproduction, in contrast, maintains genetic diversity in a population by creating individuals with new combinations of genes. FACTS AND FIGURES Invertebrate hermaphrodites In Greek myth, Hermaphroditus, the son of Hermes and Aphrodite, caught the eye of a nymph of the spring in which he was bathing. She fell in love with and clung to him, and they melded into one being half male and half female. Likewise, a hermaphroditic animal contains both male and female organs and thus can produce both eggs and sperm. Hermaphroditism is common in invertebrates such as some worms, some gastropods, some leeches, and barnacles. During sexual reproduction, different animals pass sperm from one to the other. As a result, eggs in both organisms become fertilized. That result is an advantage of hermaphroditism, because two organisms, not one, are impregnated by each encounter. Such an event is called mutual crossfertilization. If your class subscribes to the itext, use it to review the Key Concepts in Section Comparing Invertebrates 757
8 29 2 (continued) Applying Concepts On the board, write groupings of related terms used in discussing invertebrate structure and function. Have students work in pairs to write short paragraphs using the terms of each group in context, comparing and contrasting kinds of invertebrates. Here are some possible groups: gastrovascular cavity, digestive tract mantle cavity, book lungs, tracheal tubes open circulatory system, closed circulatory system ammonia, urea, uric acid nerve net, ganglia, brain hydrostatic skeleton, exoskeleton, endoskeleton asexual reproduction, sexual reproduction 3 ASSESS Evaluate Understanding Read aloud each of the boldface sentences in the section. For each, call on a volunteer to provide a supporting detail for that key idea. Then, ask others in the class for additional supporting details. After students have provided support for the idea, ask for a volunteer to explain the importance of that idea in understanding form and function in invertebrates. Reteach Ask each student to choose any two organisms from two different invertebrate phyla and write a paragraph comparing the animals in terms of their feeding and digestion, respiration, circulation, excretion, response, movement and support, and reproduction. Figure Invertebrates may reproduce asexually or sexually. Note that the largest sea anemone in this group is undergoing asexual reproduction by splitting into two parts (top). The Acorpora coral (bottom) is releasing brown eggs into the water. The eggs will be fertilized externally. This is an example of sexual reproduction Section Assessment 1. Key Concept In your own words, describe the evolution of three different body systems of invertebrates. 2. Key Concept Compare asexual and sexual reproduction. What are the advantages and disadvantages of each? 3. Compare circulation in annelids and arthropods. Sexual reproduction is the production of offspring from the fusion of gametes. Recall that gametes are haploid, meaning that they have half the number of chromosomes found in most body cells. Gametes, such as the eggs in the lower photo in Figure 29 14, are produced by meiosis, the process by which the number of chromosomes per cell is reduced to half that of most body cells. When male and female gametes join during fertilization, the zygote, or fertilized egg, has the diploid number of chromosomes. Since the zygote received chromosomes from each parent, its genes are a combination of the genes of both parents. The zygote, which is one cell, grows through ongoing cell divisions, or mitosis, and eventually develops into a multicellular animal. In most animals, each individual is a single sex. The individual produces either sperm or eggs. But some animals, such as earthworms, are hermaphrodites, or individuals that produce both sperm and eggs. In external fertilization, eggs are fertilized outside the female s body. In internal fertilization, eggs are fertilized inside the female s body. In contrast to sexual reproduction, asexual reproduction does not involve the production of gametes by meiosis or the formation of new combinations of genes. The offspring of asexual reproduction grow into multicellular organisms by mitosis of diploid cells. In asexual reproduction, all the offspring are genetically identical to the parent. Asexual reproduction sometimes occurs through budding, in which new individuals are produced by outgrowths of the body wall. Some animals reproduce asexually by dividing in two. 4. What are the three main kinds of skeletal systems in invertebrates? 5. Critical Thinking Applying Concepts List the three forms of nitrogenous wastes excreted by animals. How are the ways in which animals dispose of these wastes related to each animal s environment? Creating a Venn Diagram Create a Venn diagram that compares and contrasts open and closed circulatory systems. Be sure to include similarities as well as differences. In your Venn diagram, identify some kinds of animals that have each type of circulatory system. Students Venn diagrams should include the fact that in open systems blood comes in direct contact with tissues, whereas in closed systems blood stays within blood vessels. Open systems are characteristic of arthropods and most mollusks; closed systems are found in annelids and some mollusks Section Assessment 1. Students should describe the evolution of three body systems discussed in the section. 2. Asexual reproduction allows animals to reproduce rapidly and take advantage of favorable environments, where genetic diversity is not so important. Sexual reproduction maintains genetic diversity in a population, but it is not rapid. 3. Annelids have a closed circulatory system; arthropods have an open circulatory system. 4. Hydrostatic skeletons, exoskeletons, endoskeletons 5. Ammonia, urea, and uric acid. The method largely depends on environment: Freshwater animals generally need to get rid of excess water; terrestrial animals must conserve it. 758 Chapter 29
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s7an-ppg-pc-il-002-012.indd 2 7/18/05 2:46:40 PM 2 McDougal Littell Science, Cells and Heredity Chapter 1: The Cell, pp. 6 37 1.1 The cell is the basic unit of living things. pp. 9 17 Explore: Activity
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'-napter Sponges, Cnidarians and Worms Structure and function What major functions do animals' bodies perform? Chapter Preview O What Is an Animal? Discover is It an Animal? Try This Get Moving O Animal
26 1 Introduction to the Animal Kingdom Of all the kingdoms of organisms, the animal kingdom is the most diverse in appearance. Some animals are so small that they live on or inside the bodies of other
NAME Introduction to Animals (Chapter 32) Identify what type of body symmetry is being exhibited by each of the following organisms. 1. 2. 3. 4. What view is Figure A giving of the human body? 5. Which
Classification The three-domains Bacteria Archaea Eukarya The six-kingdom system Bacteria Archaea Protista Plantae Fungi Animalia The traditional five-kingdom system Monera Protista Plantae Fungi Animalia
(1 st 9 Weeks- 1 st 4.5 9 Weeks) Date Hobbs Science By being embedded throughout the, these Processing Skills will be addressed throughout the year. NM & 1 Scientific Thinking and Practice Understand the
BOOK 3 OUR PLANET SECTION 2 WORLD OF LIFE ANIMAL AND PLANT CELLS There are two general types of cell - the animal cell and the plant cell. The animal cell is the most basic with the fewest parts. The plant
Cell organelles carry out specific metabolic processes. 1.Study the statement above. Which cell organelle manages the process by which proteins are sorted and packaged to be sent where they are needed?
Invertebrate What is a Cnidarian? 9000 species of jellyfishes, corals, sea anemones, hydras Mostly marine animals Radially symmetrical One body opening Two layers of cells organized into tissues with specific
What is your body made of? You might say that you are made of atoms or cells. You might even say you are made of organs, like skin and a heart. These answers are all correct. Each focuses on a different
Specialized Cells, Tissues, Organs and Organ Systems Chap 2, p. 67 Chap 9, p. 295 Chap 14, p. 468-471 2. I. Cell (Review) basic unit of structure and function in a living thing. They carry out the processes
Unit 5: Living beings 1. Characteristics of living beings 2. Composition of living beings 3. The cell 4. The vital functions 5. Levels of organisation Think and answer? a. What living beings can you see
Name: Date: Period: Frog Dissection Virtual Lab Use the frog Dissection link that follows to answer the questions. http://www.mhhe.com/biosci/genbio/virtual_labs/bl_16/bl_16.html Introduction 1. Why Dissect.
Reproduction 1. If a eukaryotic cell has a single set of chromosomes, it is called A. haploid B. diploid C. polypoid 2. Which of the following cell functions are maintained by cell division? A. growth,
Collin College BIOL 2401 Anatomy &Physiology I Why Study Anatomy & Physiology?! You are Entering a medically-related profession.! Planning a career in a biological field.! The course is a requirement for
*Add to Science Notebook Name 1 Arthropods, Ch. 13, pg. 374-382 Characteristics of Arthropods *Arthropods are the largest group of animals. *Arthropods have jointed and include,,, and. *Arthropod appendages
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Porifera Sponges The Phylum Porifera consists only of sponges, which is unique since these animals are entirely aquatic; with 98% found only in marine environments and a small percentage found in freshwater
ells: 3 Star 1. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology. The diagram represents a model cell setup. The locations of three different substances
The Evolution of Animal Diversity Dr. Stephen J. Salek Biology 130 Fayetteville State University Create your own animal? Start with a basic plant. Make the plant into a simple animal such as a worm. Consider:
Cells and Genetics Life Science SOL Review Hooke was 1 st person to observe cells Cells Basic Unit of structure and function of life Prokaryote: bacteria/no nucleus Eukaryote: membrane structures; everything
Biology 11 The Kingdom Animalia Objectives By the end of the lesson you should be able to: Describe the 5 ways we classify animals Symmetry Germ layers Body plan Segmentation Animal Evolution Hank Video
Introduction to Animal Diversity Chapter 32 Objectives List the characteristics that combine to define animals Summarize key events of the Paleozoic, Mesozoic, and Cenozoic eras Distinguish between the
Meiosis and Sexual Reproduction Chapter 11 Reproduction Section 1 Reproduction Key Idea: An individual formed by asexual reproduction is genetically identical to its parent. Asexual Reproduction In asexual
Define the following terms: Term Final Exam Vocabulary Review 2016-2017 Definition adaptation an inherited trait that increases an organism's chance of surviving and reproducing in a particular environment
Please arrive 30 minutes before your program. Teachers and chaperones must be present during the staff-facilitated 45-minute program. Introduction. 1 Background Information.....2 Adaptation Scavenger Hunt......3
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Slide 1 / 64 1 Arrange the following in order from least complex to most complex: organ, tissue, cell, organism, organ system. Slide 2 / 64 2 List the four major groups of tissues in animals. Slide 3 /
10 Sexual Reproduction and Genetics section 1 Meiosis Before You Read Think about the traits that make people unique. Some people are tall, while others are short. People can have brown, blue, or green
Endocrine Physiology Introduction to Endocrine Principles There are TWO major groups of hormones Peptide and protein hormones Amine hormones Peptide and protein hormones act through cell membrane receptors
Name Period Date Sponge and Cnidarian Review Matching On the lines provided, write the letter of the definition that matches each term. 1. Invertebrate 2. Filter feeder 3. Asymmetry 4. Radial 5. Medusa
Year 8: Living World- Functioning Organisms Revise assumed knowledge: ST3-10LW describes how structural features and other adaptations of living things help them to survive in their environment Check Date
Diversity of Life Unit Map Grade 7 Course Goal and Description: Diversity of Life emphasizes the use of knowledge and evidence for students to construct explanations for the structures and functions of
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Chapter 3 Cell Processes and Energy 1 Chapter 3 Objectives Section 1: Chemical Compounds in Cells 1. Define elements and compounds 2. Explain how water is important to the function of cells 3. Identify
Chapter 8 Key Concepts Sponges are asymmetric, sessile animals that filter food from the water circulating through their bodies. Sponges provide habitats for other animals. Cnidarians and ctenophores exhibit
11.4 THINK ABOUT IT As geneticists in the early 1900s applied Mendel s laws, they wondered where genes might be located. They expected genes to be carried on structures inside the cell, but which structures?
Introduction to Biology Web Course Informational and Test Schedule Spring 2011 Inquiry into Life by Sylvia Mader Introduction to Biological Science (BIO1100AAW1 & 2) Three Hours Credit Nancy Petersen Brian
An Introduction to the Invertebrates, Part One Phyla Placozoa, Porifera, Cnidaria, Ctenophora Reference: Chapter 33.1, 33.2 Overview: Life Without a Backbone v Invertebrates are animals that lack a backbone
Abraham Darby Academy KS3 Biology Cells, tissue, organs Knowledge series Study Booklet 2017 Key terms Adaptation: A feature of an organism's body which helps it to survive. Bacteria: Single-celled micro-organisms.
Meiosis, Sexual Reproduction, & Genetic Variability Teachers Guide NARRATION FOR MEIOSIS, SEXUAL REPRODUCTION, AND GENETIC VARIABILITY Since the members of no species, even California redwoods or giant
Correlations to Next Generation Science Standards Life Sciences Disciplinary Core Ideas LS-1 From Molecules to Organisms: Structures and Processes LS1.A Structure and Function Systems of specialized cells
5.3 Reproduction and Meiosis Lesson Objectives Compare and contrast asexual and sexual reproduction. Give an overview of sexual reproduction, and outline the phases of meiosis. Explain why sexual reproduction
Notes THINK ABOUT IT As geneticists in the early 1900s applied Mendel s laws, they wondered where genes might be located. They expected genes to be carried on structures inside the cell, but which structures?
CELLS 7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles).
Summer 2015 Units: 10 high school credits UC Requirement Category: d General Description: BIOLOGY Grades 9-12 Summer session biology will be an intense, fast paced course. Students will gain an understanding
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Unit 6 : Meiosis & Sexual Reproduction 2006-2007 Cell division / Asexual reproduction Mitosis produce cells with same information identical daughter cells exact copies clones same number of chromosomes
Biology Assessment Eligible Texas Essential Knowledge and Skills STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules
Page 1 What is the role of the nucleus? What is the role of the cytoplasm? What is the role of the cell membrane? What is the role of the mitochondria? What is the role of ribosomes? What is the role of
Mollusks Block 1 Nabinger Purpose This lesson is intended to introduce the phylum Mollusca and to go over its general physical characteristics. It will also be used to setup a comparison between the major
Chapter 4 The Organization of Life Section 3: The Diversity of Living Things DAY 1 The Diversity of Living Things Most scientists classify organisms into six kingdoms based on different characteristics.
1 2 3 4 5 6 7 8 9 10 Sensory and Motor Mechanisms Chapter 50 Sensory receptors transduce stimulus energy and transmit signals to the central nervous system Sensory Pathways Sensory pathways have four basic
THE CELL CYCLE & MITOSIS Asexual Reproduction: Production of genetically identical offspring from a single parent. Sexual Reproduction: The fusion of two separate parent cells that produce offspring with
Photosynthesis-Cellular Respiration Cycle Lesson Concept Link Photosynthesis and cellular respiration are reverse processes. Plants use photosynthesis to make food and release oxygen and plants and animals
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Section 6.1 Comparing Plants & Animals p. 164-168 Major Similarities: They are both multi-cellular, eukaryotes. Their sizes both range from microscopic to very large. Major Differences: How they obtain
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Delaware Science Coalition Grade 1 Organisms Unit Template Copyright 2008Delaware Department of Education 1 Preface: This unit has been created as a model for teachers in their designing or redesigning
The Radiata-Bilateria split Second branching in the evolutionary tree Two very important characteristics are used to distinguish between the second bifurcation of metazoans Body symmetry Germinal layers
BIO 2 GO! 3216a The Cell Organelles and Nucleus Function The cell is the smallest unit of life. Each living cell has a nucleus which functions to control the actions of the rest of the cell. Upon successful
The Cell Cycle Cells divide by Mitosis or Meiosis. Mitosis allows the organism to replace cells that have died or aren't working, and is how living things grow. It makes an exact copy of the parent cell.