INTRODUCTION

Presence in class is important
You’ll learn not only from what you see or hear, but also so from what you do in class. You need to come to class ready to learn. I want you to be prepared as we go along to use your knowledge - not just get ready to memorize it just before the exam and forget it.

Strategies to help you learn

I’ll present Learning Objectives in each class

There will be quizzes in class to help me know what you are understanding and not, what I need to help clarify. Some will count; some won’t.

Scantrons (small form 815 or 815E) required by Wed. 3/15. Available in bookstore and market for about $1 for package of 15. One package should be sufficient for 2 people.

Short discussions in class

Completing worksheets in class

Tools for this part of the course

Topic Outlines (available from bookstore or library reserve room)

Use as a guide for preparing for class

Readings to support topics in class

Use textbook glossary/dictionary -- Look up words you don’t know

Answer the study questions at end of chapter

Use the CD that came with text

Animal Diversity

Animal diversity will be explored, starting with invertebrates, focusing on 3 major themes:

• phylogenetic (evolutionary)relationships that are the basis of animal classification
• relationship between form & function
• relationship of environment & lifestyle to form & function

How do animals differ from plants?

No photosynhesis (must consume other organisms or their byproducts); no cell walls; greater diversity

Greater diversity ? Why?

Specialization to get food has led to adaptations of: • body form - external & internal

• sense organs

• behavior (what they do, where they live …), etc.

Major theme: relation of form & function (or activities)

Consider activities of animals -- What do they have to do just to live? for species to persist?
Try to think generally, but consider a dog or cat, for example Eat -- (digestive systems)

Breathe -- (respiratory systems)

Move -- Do all animals move? No (skeletal/support & muscle systems)

Reproduce -- (reproductive systems)

Excrete N wastes & balance water /salt (excretory systems)

Lots of diversity -- Most animals are invertebrates

How do we classify them? … How do we figure out who’s related to whom?

Refer back to major themes
Look at the animals & consider body shapes (Comparative morphology)

External • Symmetry: radial, bilateral, asymmetry

• Head, legs, wings, tentacles …

Internal • Morphology of certain organs (eg. digestive tract)

• Body cavity (coelom; cavity to hold organs; not dig. tract)

Comparative physiology of organ systems • Respiratory, or gas exchange, system

• Digestive system, or gut

• Circulatory system

• Excretory, or water & salt balance, system

• Skeletal system

• Reproductive systems

• Nervous system

Also, some other important distinguishing characteristics that are not so obvious are very helpful in determining relations of organisms.
Patterns of development in animal embryos • cell layers

• cleavage patterns

• fate of embryonic blastopore (opening of dig tract)

Fossil record doesn’t help much with invertebrates Review main points

What are major themes we’ll be adressing?

• phylogenetic (evolutionary) relationships that are the basis of animal classification

• relationship between form & function

• relationship of environment & lifestyle to form & function

What will we focus on to help us understand these relationships?

• Comparative morphology

• Comparative physiology (organ systems)

For Monday Read text & lab manual on Porifera (sponges) & Cnidaria (Jellyfish) & Platyhelmenthes (flatworms)

Examine the rubric

For homework answer the question in <1/2 page (use rubric):

What is an animal? (so you could distinguish it from organisms in the other 4 kingdoms)

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