Transcript Classification and Introduction to Animals Chapter 18 & 34

Chapter 8-9
Intro to Animals
Image from: http://animaldiversity.ummz.umich.edu/index.html
Zoology
Definition: the scientific study of the
behavior, structure, physiology,
classification, and distribution of animals
Biological Classification
• The science of classifying living things is called
taxonomy.
• Charles Linneaus developed the system of
classifying organisms by assigning them a genus
and species name.
Biological Classification
• All living things are classified in the following
taxa (groups):
Kingdom
Phylum
Class
Order
Family
Genus
Species
Biological Classification
• There are six kingdoms, but Zoology is based
upon only Kingdom Animalia.
• Kingdom Animalia is divided into 9 major Phyla
(Phylum—singular).
• Each Phylum is then divided into Class, Order,
Family, Genus, and Species.
Animals
Invertebrates
(animals without a backbone)
Porifera
Cnidaria
Worms
Mollusks
Echinoderms
Arthropods
Animals
VertebratesAnimals
with backbones
Fish
Amphibians
Reptiles
Birds
Mammals
Animal Groups
Image from: http://ology.amnh.org/biodiversity/treeoflife/pages/graph.html
Characteristics of ALL Animals:
1. Are ____________________
EUKARYOTES
cells have nucleus & membrane bound organelles
HETEROTROPHIC
2. Are ____________________
get food from consuming other organisms
MULTICELLULAR
3. Are ____________________
made of many cells
SPECIALIZATION
4. Show __________________
different kinds of cells do different jobs
Characteristics of ALL Animals:
MOVE
5. _____________
(at some point in life cycle)
for food, find mates, escape danger
DNA
6. Contain _____________
which carries the genetic code
REPRODUCE
7. ____________________
Make offspring
Most have sexual reproduction (few asexual)
Advantages of Being
Multicellular
• The organism can be larger
• Cell differentiation—different cells
perform different functions so bodies can
be more efficient
• The organism can be more complex—
better movement, higher functioning
10 Body Systems :
1. _____________________
INTEGUMENTARY
OUTSIDE BODY COVERING
(fur, skin, scales, feathers)
Covers and protects, ID,
prevents heat & water loss
Orangutan image from: http://www.biologycorner.com/webquests.php
Fish image from:http://www.woodburning.com/fish/
Frog image from: http://gladstone.uoregon.edu/~mmorley/rainbow/green%20frog.jpg
Cardinal image from: http://www.nps.gov/fopu/pulaskione/GRAPHIC/IMAGES/birds/Northern%20Cardinal.jpg
10 Body Systems :
DIGESTIVE
2. _________________
Breaks down food to
obtain nutrients
&
gets rid of
undigested waste
Image from: http://infozone.imcpl.org/kids_diges.htm
NO OPENINGS:
Food enters through skin
Images from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif
Only one opening: FOOD IN and WASTE
OUT through same opening
Image from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif
Two openings:
FOOD IN at one end (mouth)
WASTE OUT at other end (ANUS)
Image from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif
Two openings: Most efficient
If food flows only one direction it
allows for organ specialization
(Different parts can start to do different jobs)
10 Body Systems :
3. __________________
CIRCULATORY
Transports nutrients/oxygen to body cells
Carries carbon dioxide/nitrogen waste
away from cells
Circulatory fluid can be:
inside blood vessels = _________
CLOSED
loose inside body spaces = _______
OPEN
Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_19/147a.gif
10 Body Systems :
4. ___________________
RESPIRATORY
Exchange gases with the
environment
•take in oxygen
•get rid of waste gases
(CO2 &/or ammonia)
Image from: http://www.umm.edu/respiratory/images/respiratory_anatomy.gif
10 Body Systems :
5. ___________________
EXCRETORY
• Get rid of nitrogen waste made by cells
•
Help with HOMEOSTASIS
by maintaining water/ion balance
(_________________________)
OSMOREGULATION
NITROGEN WASTE :
AMMONIA
_________________
_________________
UREA
URIC ACID
_________________
Most TOXIC
Must be removed QUICKLY
Needs MOST water to dilute
Made from ammonia by liver
Less toxic than ammonia
Can be stored if diluted with water
(Needs less water to dilute than ammonia)
LEAST TOXIC
Can be stored if diluted with water
(Needs LEAST amount of water to dilute)
http://www.anselm.edu/homepage/jpitocch/genbio/nitrowaste.JPG
NITROGEN WASTE
ALL WASTE is NOT THE SAME!
DIGESTIVE
WASTE
WHERE ITS
MADE?
left over from
undigested food
Body system
used?
Handled by
digestive system
In what form?
Feces
(poop)
NITROGEN
WASTE
made by cells
from break
down of proteins
Handled by
excretory system
ammonia, urea,
or uric acid
10 Body Systems :
SKELETAL
6. ___________________
Framework to support body/protection
ENDOSKELETON
Skeleton on inside = _______________
Skeleton on outside = _______________
EXOSKELETON
Walking skeleton image from: http://virtualastronaut.jsc.nasa.gov/textonly/act15/text-skeletonpuz.html
Insect lefg image from:http://www.zoobooks.com/newFrontPage/animals/virtualZoo/animals/i/insects/images/exoskeleton
Image from: http://kidshealth.org/kid/body/muscles_noSW.html
10 Body Systems :
MUSCULAR
7. _______________
Locomotion- move body itself
OR
move substances through body
(EX: food through digestive system;
blood through vessels)
http://www.angliacampus.com/public/sec/science/nutriton/images/peristal.gif
10 Body Systems :
8. _____________________
REPRODUCTIVE
Produce offspring by combining
genetic material from 2 parents
= __________________________
SEXUAL REPRODUCTION
Produce offspring using genetic
material from only 1 parent
=_____________________________
ASEXUAL REPRODUCTION
Family image from: http://babyhearing.org/Parenet2Parent/index.asp
Planaria animation: http://www.t3.rim.or.jp/~hylas/planaria/title.htm
10 Body Systems :
INDIRECT DEVELOPMENT
______________
immature LARVA looks different than adult
Metamorphosis image from: http://www.lincoln.midcoast.com/~del/butterfly
Frog image from: http://www.animationlibrary.co
__________
DIRECT DEVELOPMENT
young are smaller
versions of adults
Image from: http://www.bcps.org/offices/lis/models/life/images/grow.JPG
Sperm and egg join
External fertilization
outside female’s body = ___________________
Sperm and egg join
inside female’s body = ____________________
Internal fertilization
Animation from: http://discover.edventures.com/images/termlib/f/fertilization/support.gif
9. ___________________
NERVOUS
Receive sensory info
about environment
&
send response signals
http://www.roadhunter.com/~ceph/gallery/anatomy07.jpg
ENDOCRINE
10. __________________
Make hormones
that regulate
other body systems
(only in higher animals)
Image from: http://www.cushings-help.com/images/endocrine.jpg
Types of Symmetry
No symmetry
Radial symmetry
Bilateral symmetry
ASYMMETRY
___________________
No symmetry
Doesn’t matter
how you cut it;
you never get 2
identical halves.
Example: Sponge
Image from: http://mbgnet.mobot.org/salt/animals/sponges.htm
Radial Symmetry
_______
Jelly fish image: http://www.redfishbluefish.com/BellaLuz/Jellyfish.jpg
http://sps.k12.ar.us/massengale/animal%20dissections.htm
Image from:
http://biodidac.bio.uottawa.ca/
Get 2 identical halves in several directions.
Bilateral
___________
Symmetry
If divide animal down
the middle you get 2
mirror images
BUT only divides
equally in ONE
direction
Image from:
http://www.okc.cc.ok.us/biologylabs/Documents/Animals/Symmetry.htm
CEPHALIZATION
________________
Concentration of
nervous tissue and
sensory organs
in anterior end of an
organism (head area)
Which way is up?
DORSAL (top)
ANTERIOR
head end
POSTERIOR
tail end
VENTRAL (underneath)
Image from: http://www.ca4h.org/4hresource/clipart/animals/pics/dog.gif
Planes of Symmetry
EMBRYOLOGY
Image from: http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml
1. Where does BLASTOPORE end up?
2. What do embryos look like as they divide?
3. When do cells decide what they will be?
EMBRYONIC DEVELOPMENT
Becomes
digestive
system
Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm
1. Where does BLASTOPORE end up?
Images modified from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm
What do embryos look like as they divide?
SPIRAL
CLEAVAGE
Images from:
http://www.zo.utexas.edu/faculty/sjasper/images/so28_04.gif
RADIAL
CLEAVAGE
When do cells decide what they
will become?
Image from: http://www.rbej.com/content/figures/1477-7827-1-100-1.jpg
Cells decide early
Removing cell causes death
DETERMINATE
Cells decide later
Removing cell OK
INDETERMINATE
Images modified from: http://www.rbej.com/content/figures/1477-7827-1-100-1.jpg
THAT’S WHERE TWINS
COME FROM!
ANIMALS
PROTOSTOMES
DEUTEROSTOMES
Blastopore becomes
MOUTH
Decide very early
(DETERMINATE)
Blastopore becomes
ANUS
Decide later
(INDETERMINATE)
RADIAL cleavage
SPIRAL cleavage
ALL INVERTEBRATES
except ECHINODERMS
ALL VERTEBRATES
(Fish, amphibians, birds,
reptiles, mammals)
plus ECHINODERMS
EMBRYOLOGY
__________________
Echinoderms
are the
“exception to the rule”!
They are INVERTEBRATES
but their embryos act like
DEUTEROSTOMES
_________________________
Image from: http://www.bsac21.freeserve.co.uk/images/Critters/Starfish%20Bloody%20Henry.JPG
EMBRYONIC DEVELOPMENT
Becomes
digestive
system
Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm
All animals except sponges, jellyfish,
anemones have 3 germ layers in their
embryos
Endoderm Digestive system,
respiratory
Muscle,
excretory,
bones,
Mesoderm
circulatory
Outer
skin,
brain,
Ectoderm
nervous system
Types of Coeloms (See-Lums)
No cavity (space) around organs
Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm
ACOELOM = “without space”
FLATWORMS are
ACOELOMATES!
Types of Coeloms (See-Lums)
Space around organs but only lined with
mesoderm on one side
(mesoderm lines body wall BUT NOT around
Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm
gut)
PSEUDOCOELOM
ROUND WORMS are
PSEUDOCOELOMATES!
Kinds of Coeloms (See-Lums)
EUCOELOM: Body cavity (space)
lined on BOTH sides by mesoderm
Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm
EUCOELOM = TRUE COELOM = COELOM
EUCOELOMATES
ALL
VERTEBRATES &
SOME
INVERTEBRATES
ALL ANIMALS you will dissect this year are EUCOELOMATES!
3 Types of Coeloms
ACOELOM
ectoderm
mesoderm
endoderm
EUCOELOM
PSEUDOCOELOM
Image from: http://www.lander.edu/rsfox/310images/310bil5.jpg
Advantages of having a
COELOM (body space):
Provides space for internal organs
In animals without a skeletonFluid in coelom space can act as a
HYDROSTATIC skeleton
In animals without blood vesselsFluid in coelom space can circulate
nutrients and oxygen to cells
WHY is a EUCOELOM the best?
Digestive organ muscles and body wall
muscles come from MESODERM in
different places so organism can digest food
and move at same time.
Images from:
http://www.lander.edu/rsfox/310images/310bil5.jpg
http://www.okc.cc.ok.us/biologylabs/Images/Animal_Images/coelomate.gif
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 1: Understand the fundamental structures,
functions, classifications, and mechanisms found
in living things
9-12.L.1.1. Students are able to relate cellular
functions and processes to specialized
structures within cells.
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 1: Understand the fundamental structures,
functions, classifications, and mechanisms found
in living things
9-12.L.1.2. Students are able to classify organisms using
characteristics and evolutionary relationship of major
taxa. (APPLICATION)
• Kingdoms
Examples: animals, plants, fungi, protista, monera
• Phyla
Examples: invertebrates, vertebrates, divisions of plants
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 1: Understand the fundamental structures,
functions, classifications, and mechanisms found
in living things
9-12.L.1.3. Students are able to identify structures and
function relationships within major
Core High School Life Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
predict the function of a given structure;
predict how homeostasis is maintained within living systems;
High school students
performing at the
PROFICIENT level:
describe the relationship between structure and function
explain how homeostasis is maintained within living systems;
High school students
performing at the
BASIC level
recognize that different structures perform different functions;
define homeostasis
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
9-12.L.1.5A. Students are able to classify organisms using
characteristics and evolutionary relationships of
domains. (SYNTHESIS)
Examples: eubacteria, archaebacteria, and eukaryotes
SOURCES
Anemone from: http://www.oum.ox.ac.uk/children/animals/cnidaria.gif
Snail from: http://www.lucinda.net/surber/graphics/orlovsky.gif
Crab from: http://www.gifs.net
Clam from: http://sps.k12.ar.us/massengale/animal%20dissections.htm
Ant from: http://www.wildaboutbritain.co.uk
Millipede from:
http://atschool.eduweb.co.uk/sirrobhitch.suffolk/key/images/invertebrates/millipede.jpg
Starfish from: http://www.gifs.net
Jellyfish from: http://www.aloha.com/~lifeguards/jellie75.jpg
Tree frog: http://www.dynamicearth.co.uk/education/images/tree_frog.jpg
Turtle: http://www.50birds.com/images/endttboxturtle.jpg
Bird: http://people.eku.edu/ritchisong/homepage.htm
Fish from: http://www.chm.bris.ac.uk/motm/trimethylamine/fish.gif
Orangutan: http://www.biologycorner.com/webquests.php
Earthworm :
http://www.york.ac.uk/org/ciec/CaringfortheEnvironment.29.
4.03/Exxon/Food%20Chain%20images/ExxonPicsLarge/Earthworms.jpg
Starfish from: http://www.gifs.net
Snail from: http://www.lucinda.net/surber/graphics/orlovsky.gif
Crab from: http://www.animation-station.com/fish/index.php?page=2
All images on this page from: http://www.seaworld.org/AnimalBytes/animal_bytes.html