27.2 Segmented Worms

Unit 8 Resources Invertebrates
A GLENCOE PROGRAM
BIOLOGY: THE DYNAMICS OF LIFE

Glencoe Online SCIENCE
Visit the Glencoe Science Web site bdol.glencoe.com Youll find:
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and much more!
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Biology: The Dynamics of Life program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-860219-X Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 009 08 07 06 05 04 03
Contents
TO
THE
TEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IV
Unit 8 Invertebrates
REPRODUCIBLE STUDENT
CHAPTER 25 WHAT IS AN
ANIMAL?
PAGES
.............................1
CHAPTER 26 SPONGES, CNIDARIANS, FLATWORMS, AND ROUNDWORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 CHAPTER 27 MOLLUSKS

AND
SEGMENTED WORMS . . . . . . . . . . . . . . . . . 67
CHAPTER 28 ARTHROPODS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 CHAPTER 29 ECHINODERMS

AND INVERTEBRATE
CHORDATES . . . . . . . . . .133
UNIT 8 BIODIGEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
TEACHER SUPPORT
AND
PLANNING . . . . . . . . . . . . . .171
FOLDABLES: STUDY ORGANIZER CHAPTER 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 CHAPTER 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 CHAPTER 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 CHAPTER 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 CHAPTER 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 TEACHER GUIDE
AND
ANSWERS
CHAPTER 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 CHAPTER 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 CHAPTER 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 CHAPTER 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 CHAPTER 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 UNIT 8 BIODIGEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
iii
To the Teacher
This unit-based booklet contains resource materials to help you teach this unit more effectively. You will find in chapter order:
Reproducible Pages
Hands-on Activities
MiniLab and BioLab Worksheets: Each activity in this book is an expanded version of each BioLab or MiniLab that appears in the Student Edition of Biology: The Dynamics of Life. All materials lists, procedures, and questions are repeated so that students can read and complete a lab in most cases without having a textbook on the lab table. Data tables are enlarged so that students can record data in them. All lab questions are reprinted with lines on which students can write their answers. In addition, for student safety, all appropriate safety symbols and caution statements have been reproduced on these expanded pages. Answer pages for each MiniLab and BioLab are included in the Teacher Support and Planning section at the back of this book. Real World BioApplications: These two-page activities provide students with the opportunity to explore a technological or everyday application of biology. Each activity is directly related to a major concept in the Student Edition, and several examine principles from the physical sciences that underlie the biology content. While some activities are more hands-on, all require critical thinking and creativity. The teaching notes in the Teacher Support and Planning section at the back of this book suggest chapters and topics with which to correlate the activities, explain the purpose of each activity, offer materials tips and teaching strategies, and provide answers to all questions on the student pages.
Extension and Intervention
Reinforcement and Study Guide in English and Spanish: These pages help students understand, organize, and compare the main biology concepts in the textbook. The questions and activities also help build strong study and reading skills. There are four study guide pages for each chapter and two pages for the BioDigest. Students will find these pages easy to follow because the section titles match those in the textbook. Italicized sentences in the study guide direct students to the related topics in the text. The Reinforcement and Study Guide exercises employ a variety of formats including short-answer questions, multiple-choice, matching, true/false, ordering, labeling, completion, and short essay. The clear, easy-to-follow exercises and the self-pacing format are geared to build your students confidence in understanding biology. The English pages are followed immediately by the study guide pages in Spanish. Concept Mapping: The Concept Mapping worksheets reinforce and extend the graphic organizational skills introduced in the Skill Handbook in the Student Edition of Biology: The Dynamics of Life. Concept maps are visual representations of relationships among particular concepts. By using these worksheets, students will gain experience with three different types of concept maps: the network tree, which shows causal information, group hierarchies, and branching procedures; the events chain, which describes the stages of a process, the steps in a linear procedure, or a sequence of events; and the cycle map, which shows how a series of events interacts to produce a set of results again and again. There is one Concept Mapping worksheet for each chapter in the Student Edition. Each worksheet is geared toward a specific section or sections in the chapter so that you can assign it at the most relevant time. An entire section may be mapped or just a few key
iv
To the Teacher
concepts from the section. Answers to all Concept Mapping worksheets are provided in the Teacher Support and Planning section at the back of this book.
Critical Thinking/Problem Solving: For each chapter of Biology: The Dynamics of Life, a one-page Critical Thinking or Problem Solving worksheet is provided to extend the material in the Student Edition. Each worksheet is geared to a specific section or sections in the chapter so that you can assign it at the most relevant time. Answers to all worksheets are provided in the Teacher Support and Planning section at the back of this book. The worksheets follow Blooms taxonomy of problem solving. Each worksheet tests the students abilities on one or more of the following areas: to use knowledge to comprehend what that knowledge means to apply that knowledge to a new but related situation to analyze the different aspects of new information to synthesize new information in order to respond to a particular situation in a creative and logical way
Transparency Activity Masters Section Focus Transparencies: A Section Focus Transparency is provided for every section in the Student Edition. Each transparency contains two questions related to the transparency image. In addition, each transparency is reproduced as a master in this book. These masters are designed to generate interest and focus students attention on the topic being presented in that section. Teaching strategies background information, and possible answers to the questions for each transparency in this unit can be found in the Teacher Support and Planning section at the back of this book.
Basic Concepts Transparencies: This book contains a blackline master version of each color Basic Concepts Transparency for this unit. In most cases, the transparency illustration is different than the illustration in the textbook, providing optimum support for your visual learners. The accompanying worksheet for each transparency master focuses students attention on the topic, requiring them to analyze the illustration and relate it to the concepts being taught in the textbook. The use of the masters makes the worksheets convenient homework assignments. Teaching strategies as well as worksheet answers are provided for each transparency. Several transparencies utilize overlays for maximum teaching benefit, and explanations of how to use these overlays are included in the teaching suggestions in the Teacher Support and Planning section at the back of this book. Reteaching Skills Transparencies: This book contains a blackline master version of each color Reteaching Skills Transparency for this unit. The transparencies and masters provide visual tools for reteaching important concepts. To make your reteaching more powerful, the transparencies and masters are developed around basic skills. These skills include, but are not limited to, interpreting scientific illustrations, sequencing, recognizing cause and effect, comparing and contrasting, observing and inferring, and classifying. The accompanying worksheet for each transparency master focuses students attention on the topic skill. Students may find it helpful to take notes on the master and use it as a study tool for the chapter. Teaching strategies as well as worksheet answers are provided for each transparency. Several transparencies utilize overlays for maximum teaching benefit, and explanations of how to use these overlays are included in the teaching suggestions in the Teacher Support and Planning section at the back of this book.
To the Teacher
Assessment
Chapter Assessment: These worksheets provide materials to assess your students understanding of concepts from each chapter in this unit. Each chapter test includes several sections that assess students understanding at different levels. The Reviewing Vocabulary section tests students knowledge of the chapters vocabulary. A variety of formats is used, including matching, multiple-choice, and completion. The Understanding Main Ideas section consists of two parts. Part A tests recall and basic understanding of facts presented in the chapter. Part B is designed to be more challenging and requires deeper comprehension of concepts than does Part A. Students may be asked to explain biological processes and relationships or to make comparisons and generalizations. The Thinking Critically section requires students to use several high-order learning skills. For some questions, students will need to interpret data and discover relationships presented in graphs and tables. Other questions may require them to apply their understanding of concepts to solve problems, to compare and contrast situations, and to make inferences or predictions. In the final section, Applying Scientific Methods, students are put into the role of researcher. They may be asked to read about an experiment, simulation, or model, and then apply their understanding of chapter concepts and scientific methods to analyze and explain the procedure and results. Many of the questions in this section are openended, giving students the opportunity to demonstrate both reasoning and creative skills. This section, as well as the other sections of each test, begins on a separate page, so that if you wish to omit a section from a test, you can easily do so. Answers or possible responses to all questions for the chapters in this unit are provided in the Teacher Support and Planning section at the back of this book. Student Recording Sheet: Student Recording Sheets allow students to use the Chapter Assessments in the Student Edition as a practice for standardized testing, giving them an opportunity to use bubble answer grids and number grids for recording answers. There is a recording sheet for each chapter in this unit and a recording sheet for the Unit Assessment at the end of the BioDigest for this unit. Answers for the Student Recording Sheets can be found in the side wrap of the Teacher Wraparound Edition on the Chapter Assessment and Unit Review pages.
Teacher Support and Planning Foldables Study Organizer: These pages provide an additional Foldables strategy for each chapter in this unit. The strategy is presented at the top of the page along with more challenging options or suggestions for students who prefer their Foldables to be more creative or informative. The bottom of the page provides instructions for how to make Foldables and can be reproduced and distributed to students who may benefit from the illustrated instructions.
Teacher Guide and Answers: Answers or possible answers for questions in this booklet can be found in chapter order in this section. Materials, teaching strategies, and content background along with chapter references are found where appropriate.
vi
Reproducible Pages
Contents
Chapter 25
Chapter 25 What is an animal?

MINILAB 25.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 MINILAB 25.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 BIOLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 REINFORCEMENT REINFORCEMENT
AND AND
STUDY GUIDE (ENGLISH) . . . . . . . . . . . . . .7 STUDY GUIDE (SPANISH) . . . . . . . . . . . . .11
CONCEPT MAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 CRITICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 SECTION FOCUS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .17 BASIC CONCEPTS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .19 RETEACHING SKILLS TRANSPARENCY MASTERS . . . . . . . . . . . . . .21 CHAPTER ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . . .29
Name
Date
Class
MiniLab 25.1
Observing and Inferring
Observing Animal Characteristics
Animals come in a variety of sizes and shapes, and can be found living in a number of different habitats.
Procedure
! Use the data table below. @ Add a few bristles from an old toothbrush to a glass slide. Add a drop of water containing rotifers to your slide. The drop should cover the bristles. Add a coverslip. CAUTION: Use caution when working with a microscope, slides, and coverslips. # Observe your rotifers under low-power magnification. $ Use the data table to record the characteristics that you were able to see. Describe the evidence for each trait. Data Table
Animal Characteristic Multicellular Feeding
Observed? (Yes or No)
Evidence
Movement Size in mm
Analysis
1. Are rotifers multicellular? Explain. 2. Were you able to see evidence of feeding? Explain.
3. Are these organisms autotrophs or heterotrophs?
UNIT 8
CHAPTER 25 What is an animal?
Name
Date
Class
MiniLab 25.2
Check Out a Vinegar Eel
Vinegar eels are roundworms with pseudocoeloms. They exhibit an interesting pattern of locomotion because they have only longitudinal (lengthwise) muscles.
Procedure
! Prepare a wet mount of vinegar eels. CAUTION: Use caution when working with a microscope and slides. @ Observe them under low-power magnification. # Note their pattern of locomotion. Prepare a series of diagrams that illustrate their pattern of movement. $ Time, in seconds, how long it takes for one roundworm to move across the center of your field of view. Find out the diameter of your low-power field in mm. You may want to time several animals and average their speed. Calculate vinegar eel speed in mm/s.
Analysis
1. Name the type of symmetry present in vinegar eels. 2. Describe the pattern of locomotion for vinegar eels. 3. How does the pseudocoelom aid vinegar eels in locomotion?
4. What is the speed of locomotion for a vinegar eel? Based on the speed of your vinegar eel, predict the speed in mm/s for a flatworm. Explain your answer.
UNIT 8
Name
Date
Class
INTERNET
Chapter
25
BioLab
Problem
Zebra Fish Development

PREPARATION
Materials
prepared aquarium zebra fishes (males and females) bulb baster beaker dropper petri dish binocular microscope wax pencil
What do the developmental stages of the zebra fish look like?
Objectives
In this BioLab, you will: Observe stages of zebra fish development. Record all observations in a data table. Use the Internet to collect and compare data from other students.
Skill Handbook
Use the Skill Handbook if you need additional help with this lab.
Safety Precautions
Always wear safety goggles in the lab. Use caution when working with a binocular microscope and glassware.
PROCEDURE
1. Copy the data table. 2. Use the bulb baster to transfer water and fish embryos from the aquarium to a beaker. Allow the embryos to settle to the bottom. 3. Use a wax pencil to write your name and class period on the edge of the lid of your petri dish. Use the dropper to fill the bottom of your petri dish half full with aquarium water, and then to transfer several embryos from the beaker to your petri dish. Place the lid on your petri dish. 4. Your teacher will tell you the approximate time that fertilization occurred. Record the age of the embryos in your data table as hpf (hours past fertilization). 5. Observe the embryos under the miscroscope. In your data table, illustrate what you observe. 6. Go to bdol.glencoe.com/internet_lab to post your data. 7. Continue to observe your embryos daily for one week. Note when new organs appear and when movement is first seen. If you wish to continue watching developmental changes, ask your teacher for directions. CAUTION: Wash your hands with soap and water immediately after completing observations. 8. Cleanup and Disposal Ask students to flush contents of petri dishes into sink with water and wash petri dishes, beaker, turkey baster, and dropper in warm soapy water and rinse well.
UNIT 8
Name
Date
Class
INTERNET
BioLab
Data Table
Date
Zebra Fish Development, continued
Chapter
25
(Age) hpf
Diagram
Observations
ANALYZE AND CONCLUDE

1. Explain Why are zebra fishes ideal animals for studying embryonic development?
2. Thinking Critically Explain why you may not have been able to see stages such as a blastula or gastrula. 3. Collect and Organize Data Visit bdol.glencoe.com/internet_lab for links to internet sites that will help you complete sequences of the major changes during development of zebra fish. a. between 1 and 10 hpf. Include labeled diagrams of these changes. b. between 10 and 28 hpf. Include labeled diagrams. c. between 28 and 72 hpf. Include labeled diagrams. 4. Error Analysis Suggest how you could change the experiments design to allow for observing these stages.
UNIT 8
Name
Date
Class
Chapter
Reinforcement and Study Guide
25
What is an animal?
Section 25.1 Typical Animal Characteristics
In your textbook, read about the characteristics of animals.

Answer the following questions.
1. You have just discovered a new organism that you think is an animal. In order to be classified as an animal, what characteristics must it have?
2. What is one important factor that influences how an animal obtains its food?
3. How might an animal be free-moving at one stage in its life and sessile at another? Give an example.
4. How do sessile, aquatic animals get their food?
If the animal described below is a sessile organism, write yes. If it is not, write no.
_____________________ 5. Barnacles attached to a ships hull _____________________ 6. A spider lying in wait in the center of its web _____________________ 7. Coral larvae drifting in a tropical ocean _____________________ 8. Sponges growing on the outside of a crabs shell Complete each statement.
9. Digestion in a sponge takes place in __________________ __________________ , while digestion in a
more complex animal like a tiger takes place in a(n) __________________ __________________ .
10. Some of the food you had for breakfast has been stored as __________________ or
__________________ , ready to be used if its a long time until your next meal.
UNIT 8
Name
Date
Class
Chapter
25
What is an animal?, continued

Section 25.1 Typical Animal Characteristics
In your textbook, read about the development of animals.

If the statement is true, write true. If it is not, rewrite the italicized part to make it true.
11. Most animals develop from a single, fertilized egg called a blastula. _____________________________ 12. A zygote divides by a process known as cleavage. _____________________________________________ 13. The blastula is a solid ball of cells. __________________________________________________________
Label the parts of the gastrula shown here. Use these choices: ectoderm endoderm mesoderm opening in gastrula
14. ____________________
15. ____________________
Complete the chart by checking the correct column for each description.
Description Endoderm Ectoderm Mesoderm
18. Gives rise to digestive tract 19. Continues to grow and divide 20. Lines the inner surface of gastrula 21. Gives rise to muscles 22. Develops into skin and nervous tissue 23. Forms from cells that break off endoderm
UNIT 8
16. _____________________
17. ____________________
Name
Date
Class
Chapter
25

Section 25.2 Body Plans and Adaptations
In your textbook, read about kinds of symmetry in animals.

Circle the letter of the choice that best completes the statement or answers the question.
1. Different kinds of symmetry make it possible for animals to a. grow very large. b. survive when cut into pieces. c. move and find food in different ways. d. live a long time. 2. The irregularly shaped body of a sponge is an example of a. asymmetry. b. gastrulation. c. symmetry. d. balance. 3. A sponges body has how many layers of cells? a. one b. two c. three d. four 4. The embryonic development of a sponge does not include which of the following? a. formation of endoderm b. formation of mesoderm c. a gastrula stage d. a, b, and c 5. If you divided a radially symmetrical animal along any plane through its central axis, you would end up with a. roughly equal halves. b. front and back halves. c. top and bottom halves. d. three pieces. 6. Which of the following animals is not radially symmetrical? a. a hydra b. a sea urchin c. a spider d. a sea star 7. An organism with bilateral symmetry can be divided lengthwise into right and left halves that are a. asymmetrical. b. similar. c. made up of two cell layers. d. flattened.
Identify each of the following body parts as being either dorsal or ventral on the animals body. ____________________ ____________________
8. the navel of a killer whale 9. the sail fin on an iguana
____________________ 10. the back of your neck ____________________ 11. the mouth of a shark ____________________ 12. the pouch of a kangaroo
UNIT 8
Name
Date
Class
Chapter
25

Section 25.2 Body Plans and Adaptations
In your textbook, read about bilateral symmetry and body plans.

13. In what ways was the development of a body cavity, or coelom, an advantage for bilaterally symmetrical animals?
14. Describe an acoelomate animals body plan.
15. How do nutrients get to the cells in a flatworms solid, acoelomate body?
Use each of the terms below just once to complete the passage. coelom mesoderm completely partly double pseudocoelom internal organs
A roundworm has a (16) __________________ , a fluid-filled body cavity that is (17) _________________ lined with (18) __________________ . Coelomate animals have a (19) __________________ , a body cavity that is (20) __________________ surrounded by mesoderm and in which complex
(21) __________________ are suspended by (22) __________________ layers of mesoderm tissue.
In your textbook, read about animal protection and support.

For each statement below, write true or false. ____________________ 23. During the course of evolution, animal body plans have decreased in complexity. ____________________ 24. An exoskeleton provides protection and support on the outside of an animals body, as well as a place for muscle attachment. ____________________ 25. An endoskeleton is a support framework housed within the body, a protective enclosure for internal organs, and a brace for muscles to pull against. ____________________ 26. An invertebrate is an animal with a backbone.
10
UNIT 8
Nombre
Fecha
Clase
Captulo
Refuerzo y Gua de estudio
25
Qu es un animal?
Seccin 25.1 Caractersticas tpicas de los animales
En tu libro de texto, lee sobre las caractersticas de los animales.

Contesta las siguientes preguntas.
1. Has descubierto un nuevo organismo y crees que es un animal. Qu caractersticas debe poseer para poder clasificarlo como un animal?
2. Cul es un factor importante que influye en la manera en que un animal obtiene su alimento?
3. Por qu un animal puede moverse libremente en cierta etapa de su vida, pero es ssil en otra? Anota
un ejemplo.
4. Cmo obtienen los animales ssiles acuticos sus alimentos?
Si el animal descrito en cada enunciado es un animal ssil escribe s. De lo contrario, escribe no. _____________________ 5. Un blano fijo al casco de un barco. _____________________ 6. Una araa esperando una presa en el centro de su telaraa. _____________________ 7. Las larvas de coral que viajan a la deriva en los mares tropicales. _____________________ 8. Las esponjas que crecen por fuera de la concha de un cangrejo. Completa cada enunciado.
9. La digestin en las esponjas ocurre en __________________ __________________ , mientras que la
digestin en animales ms complejos como un tigre, ocurre en un(a) __________________ __________________ .

10. Parte de la comida del desayuno la almacenaste como __________________ o como
__________________ y est lista para ser utilizada en caso de que transcurra mucho tiempo antes de la siguiente comida.
UNIDAD 8 CAPTULO 25 Qu es un animal?
11
Nombre
Fecha
Clase
Captulo
25
Qu es un animal?, continuacin
Seccin 25.1 Caractersticas tpicas de los animales
En tu libro de texto, lee sobre el desarrollo de los animales.

Si el enunciado es verdadero, escribe verdadero; de lo contrario, modifica la seccin en itlicas para hacer verdadero el enunciado.
11. La mayora de los animales se desarrollan a partir de un solo vulo fecundado llamado blstula.______
_____________________________________________________________________________________
12. El cigoto se divide de acuerdo con un proceso llamado segmentacin. ____________________________ 13. La blstula es una esfera slida de clulas. ____________________________________________________
Identifica las partes de la gstrula que se muestra a continuacin. Usa estas opciones: ectodermo endodermo mesodermo apertura de la gstrula
14. ____________________
15. ____________________
16. _____________________
17. ____________________
Completa la tabla indicando la columna correspondiente a cada enunciado.

Enunciado Endodermo Ectodermo Mesodermo
18. Da origen al tracto digestivo 19. Contina creciendo y dividindose 20. Reviste la superficie interna de la gstrula 21. Origina los msculos 22. Se convierte en piel y tejido nervioso 23. Se forma a partir de clulas que se desprenden del endodermo
12
CAPTULO 25 Qu es un animal?
UNIDAD 8
Nombre
Fecha
Clase
Captulo
25
Qu es un animal? (continuacin)

Seccin 25.2 Diseo corporal y adaptaciones
En tu libro de texto, lee sobre los tipos de simetra de los animales.

Haz un crculo alrededor de la letra de la opcin que completa mejor cada enunciado.
1. Los diferentes tipos de simetra permiten a los animales a. tener un mayor tamao. b. sobrevivir si los parten en varios trozos. c. desplazarse y hallar su alimento de diferentes maneras. d. tener una vida muy larga. 2. El cuerpo irregular de una esponja es un ejemplo de a. asimetra. b. gastrulacin. c. simetra. d. equilibrio. 3. Cuntas capas de clulas tiene el cuerpo de una esponja? a. una b. dos c. tres d. cuatro 4. Cul de las siguientes etapas no ocurre durante el desarrollo embrionario de una esponja? a. la formacin del endodermo b. la formacin del mesodermo c. la etapa de gstrula d. a, b y c 5. Si se divide por el centro y sobre cualquier plano un animal con simetra radial, se obtienen a. aproximadamente dos mitades iguales. b. una mitad trasera y una mitad delantera. c. una mitad superior y una mitad inferior. d. tres secciones.
6. Cul de los siguientes animales no tiene simetra radial? a. la hidra b. una holoturia c. la araa d. una estrella de mar 7. Los animales con simetra bilateral se pueden dividir a lo largo en una mitad derecha y una mitad izquierda que a. son asimtricas b. son similares c. estn formadas por dos capas de clulas d. son aplanadas
Indica si las siguientes partes son dorsales o ventrales con respecto al cuerpo de un animal. ____________________ ____________________
8. el ombligo de una orca 9. la cresta de una iguana
____________________ 10. la parte trasera de tu cuello ____________________ 11. la boca de un tiburn ____________________ 12. la bolsa de un canguro
UNIDAD 8
CAPTULO 25 Qu es un animal?
13
Nombre
Fecha
Clase
Captulo
25
Qu es un animal?, continuacin

Seccin 25.2 Diseo corporal y adaptaciones
En tu libro de texto, lee sobre la simetra bilateral y los diseos corporales.

13. Por qu el desarrollo de una cavidad o celoma represent una ventaja para los animales con simetra bilateral?
14. Describe el diseo corporal de un animal acelomado.
15. Cmo llegan los nutrientes a las clulas de un cuerpo acelomado y slido como el de una planaria?
Completa el prrafo usando cada trmino una sola vez. celoma mesodermo completamente parcialmente dobles seudoceloma rganos internos
Un gusano redondo tiene un (16) __________________ , que es una cavidad llena de fluido que est
(17) _________________ revestida por (18) __________________ . Los animales celomados tiene un (19) __________________ , una cavidad corporal que est (20) __________________ revestida por mesoCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
dermo y dentro de la cual se encuentran (21) __________________ complejos que estn suspendidos entre capas (22) __________________ de tejido mesodrmico.
En tu libro de texto, lee sobre las estructuras de proteccin y sostn de los animales.
Indica si cada enunciado es verdadero o falso. ____________________ 23. Durante el curso de la evolucin, el diseo corporal de los animales se ha simplificado. ____________________ 24. El exosesqueleto protege y sirve como soporte exterior del cuerpo del animal. Adems, sirve como sitio de insercin de los msculos. ____________________ 25. El endoesqueleto es una estructura interna de soporte que adems protege los rganos internos y sirve como sitio para la insercin de msculos. ____________________ 26. Un invertebrado es un animal con columna vertebral. 14
CAPTULO 25 Qu es un animal? UNIDAD 8
Name
Date
Class
Chapter
Concept Mapping
25
What is an animal?
Use with Chapter 25, Section 25.2
Body Structure of Animals with Bilateral Symmetry

Complete the network tree concept map for the body structure of animals with bilateral symmetry. Use these words or phrases one or more times: acoelomate animals; no body cavity; support; roundworms; humans, insects, and fishes; mesoderm; complex internal organs; fluid-filled body cavity; coelomate animals, flatworms; muscles.
Body Structure of Animals with Bilateral Symmetry Three body plans
1.
9.
pseudocoelomate animals
have have have
2.
4. 10.
lined partially with live lined with
5.
11.
and include that acts as
6.
that provides space for for
3. 7.
12.
and include in
8.
13.
UNIT 8
15
Name
Date
Class
Chapter
Critical Thinking
25
What is an animal?
Control of Cell Differentiation During Development

hat controls the development of a complex, multicellular animal from a zygote? What determines which cells of the blastula fold inward to form the gastrula? Why do some cells of the endoderm develop into muscles while others develop into reproductive organs? As the cells of a growing embryo divide, they form different types of tissues and organs that perform different functions. This process is called cell differentiation. Because all the cells of an adult animal share the same DNA, instructions for cell differentiation must be contained in DNA.
Confirming a Hypothesis Many years before DNA was discovered, scientists hypothesized that instructions for the operation of any type of cell are contained in the genetic material of all cells of an organism. To confirm their hypothesis, they used ultraviolet radiation to destroy the nuclei of unfertilized egg cells from frogs. Into the egg cells they implanted nuclei taken from frog blastula cells, gastrula cells, and from cells lining the intestines of tadpoles. Many of these cells survived and eventually developed into normal frogs.
1. How did the results of the experiment support the hypothesis?
2. If none of the implanted cells had survived, would the hypothesis have been proved wrong? Explain.
Animal pole
First cell division
Second cell division
Third cell
Animal pole
division Eight-celled embryo Vegetal pole
Vegetal pole
Zygote
3. In an experiment, eight-celled sea urchin embryos were cut apart in two different ways. The first embryo
was divided along the polar axis. The second embryo was divided at right angles to the polar axis. The pieces of the first embryo developed into two similar, normal larvae. The pieces of the second embryo developed into abnormal larvae. What conclusions can be reached based on these results?
16
UNIT 8
Polarity in Embryos Biologists have discovered that the chemical and physical environment inside and outside the cell, as well as the position of embryo cells relative to one another, are important factors in gene regulation during development. For example, the lower portion of a fertilized sea urchin egg contains large amounts of stored food and is called the vegetal pole. The upper portion contains
proteins and specific types of mRNA and is called the animal pole. The first and second divisions of the zygote take place along the polar axis, so that each daughter cell has an animal and a vegetal pole. During the third cell division, the cells separate at right angles to the polar axis. These cell divisions are illustrated below.
Name
Date
Class
Master
61
Typical Animal Characteristics
Section Focus
Barnacle Gerbil
Frog
Jellyfish
Sponge
Porcupine
Spider
Sea star
1 Which of these organisms do you think are animals? 2 On what characteristics did you base your answer?
UNIT 8 CHAPTER 25 What is an animal?
17
Name
Date
Class
Master
62
Group A
Body Plans and Adaptations
Section Focus
Group B
Group C
1 How are shapes of the organisms in each group similar? 2 How is the shape of each organism suited to the environment in which
it lives?
18
CHAPTER 25 What is an animal? UNIT 8
Name
UNIT 8 Ectoderm Ectoderm Mesoderm Mesoderm Endoderm Endoderm Digestive tube Coelom Digestive tube Pseudocoelom
Ectoderm
Mesoderm
Master
44
Endoderm
Digestive tube
Animal Development
a. Acoelomate organisms
b. Pseudocoelomate organisms
c. Coelomate organisms
a. Zygote
b. Blastula
Date
c. Section through a blastula Ectoderm Endoderm Where mesoderm forms Embryonic germ layers
Class
Use with Chapter 25, Sections 25.1, 25.2
Basic Concepts
d. Cells move inward; gastrula forms. e. Gastrula with blastopore forming
Blastopore
19
Name
Date
Class
Worksheet
Basic Concepts
44
Animal Development
1. How many cells does a zygote contain?
2. How would you characterize a blastula?
3. What happens to the blastula to form the gastrula?
4. Identify the three embryonic germ layers and describe their location.
5. Into which kinds of tissue does each of the germ layers differentiate?
6. From what does the mesoderm form?
7. What major structure can be used to tell apart the embryos of acoelomates, pseudocoelomates, and coelomates? Explain the differences.
8. If you studied the developing embryos of an earthworm, a fish, and a human, how could you tell that fishes are more closely related to humans than to earthworms? Include the reasoning underlying your response.
20
UNIT 8
Name
Date
Class
Master
38
Stage 1
Stages of Development in an Animal Egg
Reteaching Skills
Stage 2
Two-celled stage
Stage 3
Eight-celled stage
Stage 4
Blastula
Stage 5
Forming a gastrula Mesoderm Endoderm Cells of the endoderm break off to form the mesoderm Ectoderm
UNIT 8
21
Name
Date
Class
Worksheet
38
Stages of Development in an Animal Egg
Reteaching Skills
1. Define these terms: a. cleavage b. blastula c. gastrula d. ectoderm e. endoderm f. protostome g. deuterostome h. mesoderm 2. What are examples of groups of animals that follow these developmental strategies? a. protostome
b. deuterostome
3. Which group of animals does not go through the gastrula stage of development?
4. Where do mesoderm cells originate?
22
UNIT 8
Name
Date
Class
Chapter
Chapter Assessment
25
What is an animal?
Reviewing Vocabulary
Match the definition in Column A with the term in Column B. Column A ____________ ____________
1. Third cell layer formed in the developing embryo 2. Body plan of an organism that can be divided along any plane, through a central axis, into roughly equal halves 3. Animal that has three cell layers, with a digestive tract but no body cavities 4. Single layer of cells that forms a fluid-filled ball during early development 5. Animal in which the mouth does not develop from the opening in the gastrula 6. Layer of cells on the outer surface of the gastrula 7. Body plan of an organism that can be divided down its length into similar right and left halves 8. Body cavity completely surrounded by mesoderm 9. Layer of cells lining the inner surface of the gastrula i. mesoderm g. endoderm
Column B
a. acoelomate
b. bilateral symmetry
____________
c. blastula
____________
d. coelom
e. deuterostome
____________
f. ectoderm
____________
____________
h. gastrula
____________ ____________
____________ 10. Body cavity partly lined with mesoderm, such as found in roundworms ____________ 11. Describes organisms that dont move from place to place ____________ 12. Embryonic structure in animals that consists of two cell layers ____________ 13. Animal with a mouth that develops from the opening in the gastrula
j. pseudocoelom
k. protostome
l. radial symmetry
m. sessile
UNIT 8
23
Name
Date
Class
Chapter
25
Chapter Assessment
Understanding Main Ideas (Part A)

Match the number of each location on the drawing of the flatworm with the correct descriptive term for the location. Use these choices: ventral, posterior, dorsal, anterior.
1
1. __________________ 2. __________________ 3. __________________ 4. __________________

3 2
In the space at the left, write the letter of the word or phrase that best completes each statement or answers the question. ____________ ____________ ____________
5. The embryonic layer that forms the skin and nervous tissue is the a. endoderm. b. mesoderm. c. ectoderm. d. protostome.
6. The animals digestive tract forms from the a. endoderm. b. mesoderm. c. ectoderm. d. protostome.
7. Which of the following applies to a sponge? a. adult is sessile c. bilateral symmetry b. has a gastrula stage d. develops three embryonic layers
____________
8. What type of symmetry does a bicycle wheel have? a. bilateral symmetry c. no symmetry b. radial symmetry d. biaxial symmetry
____________
9. Which of these animals has bilateral symmetry? a. sponge b. hydra c. jellyfish d. flatworm
____________ 10. Animals with bilateral symmetry find food and mates and avoid predators more efficiently because they have
a. body cavities. c. tails. b. more muscular control. d. the ability to see in all directions.
24
UNIT 8
Name
Date
Class
Chapter
25
Chapter Assessment
Understanding Main Ideas (Part B)

1. What are the main characteristics of an animal?
2. In what way does a sponge qualify as a heterotroph?
3. How do the structures of the digestive tracts of a flatworm and an earthworm differ?
4. What are the early stages of development from zygote to gastrula?

5. In flatworms, different types of tissues are organized into organs, but unlike earthworms, flatworms lack a coelom in which their internal organs are suspended. Where are the internal organs of the flatworms located?
6. Briefly identify the three cell layers formed during embryonic development and give examples of the body organs and tissues that each layer gives rise to.
UNIT 8
25
Name
Date
Class
Chapter
25
Chapter Assessment
Thinking Critically
Answer the following questions. Answer questions 14, using the table below, which shows the amount of oxygen required for animals of different body mass to move a given distance.
Animal Body Mass Moved mL O2 Required per 1 g of Body Mass
Mouse Kangaroo rat Ground squirrel Dog Horse
10 g 45 g 140 g 13 kg 500 kg
4.00 mL 2.00 mL 0.80 mL 0.40 mL 0.04 mL
1. How many mL of O2 does a kangaroo rat require per 1 g of body mass? _________________________ 2. How many mL of O2 would a mouse require in all? __________________________________________ 3. After studying the table, what generalization can you make about the amount of oxygen used by animals of different body mass?
4. Where in the table do you think a 90 kg human adult would fall? Estimate about how many mL of O2 the human would require per 1 g of body mass.
5. Simpler animals are small in size. As large animals evolved, they tended to become more complex. Hypothesize as to why this was necessary.
26
UNIT 8
Name
Date
Class
Chapter
25
Chapter Assessment
Applying Scientific Methods

The scientific team you are working with wishes to demonstrate that animals become more efficient in interacting with their external environment when the body plan that evolved included bilateral symmetry. You have chosen to work with mealworms, the larvae of grain beetles (Tenebrio molitor).
1. You watch the mealworms moving along the sides of the box in which they are housed. State which factors other than the body plan of the mealworms might affect their behavior.
2. Hypothesize how a mealworms moving along the sides of a box is related to its bilateral body plan.
3. Plan an experiment to prove your hypothesis.
4. What will be your control in this experiment?
UNIT 8
27
Name
Date
Class
Chapter
25
Chapter Assessment
continued
5. How could you prove that mealworms are equally sensitive on both the right and left sides of their body?
6. Hypothesize what would happen if you were to provide the mealworm with a vertical pane or wall on both its left and right sides.
7. Is this behavior seen in other animals? Explain your answer.
28
UNIT 8
Name
Date
Class
Chapter
25
Assessment
Student Recording Sheet
Chapter Assessment
Use with pages 690691 of the Student Edition
Vocabulary Review
Distinguish between the vocabulary words in each pair. 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________
Understanding Key Concepts

Select the best answer from the choices given and fill in the corresponding oval. 6. 7. 8.
A A A B B B C C C D D D
9. 10. 11.
A A A
B B B
C C C
D D D
Constructed Response
Record your answers for Questions 1214 on a separate sheet of paper.
Thinking Critically
Record your answer for Question 15 on a separate sheet of paper. 16. REAL WORLD BIOCHALLENGE Follow your teachers instructions for presenting your BioChallenge answer. 17. Fill in the correct terms to complete the concept map. 1. _______________________ 2. _______________________ 3. _______________________ 4. _____________________ 5. _____________________
Standardized Test Practice

Part 1 Multiple Choice
Part 2 Constructed Response/Grid In

Record your answers for Questions 24 and 25 on a separate sheet of paper.
21. 22. 23.
A A A
B B B
C C C
D D D
UNIT 8
29
Reproducible Pages
Contents
Chapter 26 Sponges, Cnidarians, Flatworms, and Roundworms

MINILAB 26.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 MINILAB 26.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 BIOLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 REINFORCEMENT REINFORCEMENT
AND AND
Chapter 26
STUDY GUIDE (ENGLISH) . . . . . . . . . . . . .37 STUDY GUIDE (SPANISH) . . . . . . . . . . . . .41
CONCEPT MAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 CRITICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 SECTION FOCUS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .47 BASIC CONCEPTS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .51 RETEACHING SKILLS TRANSPRENCY MASTERS . . . . . . . . . . . . . .57
CHAPTER ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . . .65
31
Name
Date
Class
MiniLab 26.1
Observing
Watching Hydra Feed
Hydras are freshwater cnidarians. They show the typical polyp body plan and symmetry associated with all members of this phylum. Observe how they capture their food.
Procedure
! Use a dropper to place a hydra into a watch glass filled with water. Wait several minutes for the animal to adapt to its new surroundings. CAUTION: Use caution when working with a microscope and glassware. @ Observe the hydra under low-power magnification. # Formulate a hypothesis as to how this animal obtains its food and/or catches its prey. $ Place brine shrimp in a culture dish of freshwater to avoid introducing salt into the watch glass. % Add a drop of brine shrimp to the watch glass while continuing to observe the hydra through the microscope. ^ Note which structures the hydra uses to capture food. & Wash your hands after completing this investigation.
Analysis
1. Describe how the hydra captures food.
2. Was your hypothesis supported or rejected? 3. Sequence the events that take place when a hydra captures and feeds upon its prey.
4. Explain how your observations support the fact that hydras have both nervous and muscular systems.
UNIT 8
CHAPTER 26 Sponges, Cnidarians, Flatworms, and Roundworms
33
Name
Date
Class
MiniLab 26.2
Observing
Observing the Larval Stage of Trichinella
You can observe the larval stage of a Trichinella spiralis embedded within the muscle tissue of its host. It will look like a curled up hot dog surrounded by muscle tissue.
Procedure
! Examine a prepared slide of Trichinella larvae under the low-power magnification of your microscope. @ Locate several larvae by looking for spiral worms enclosed in a sac. All other tissue is muscle. # Estimate the size of the larva in m (micrometers). $ Diagram one larva. Indicate its size on the diagram.
Analysis
1. Describe the appearance of a Trichinella larva.
2. Why might it be difficult to find larva embedded in muscle when meat inspectors use visual checking methods in packing houses to screen for Trichinella contamination?
3. Suggest what inspectors might do to help detect Trichinella larvae.
34
UNIT 8
Name
Date
Class
I NVESTIGATE
BioLab
Problem
Observing Planarian Regeneration

PREPARATION
Chapter
26
How can you determine if the flatworm Dugesia is capable of regeneration?
Objectives
In this BioLab, you will: Observe the flatworm, Dugesia. Conduct an experiment to determine if planarians are capable of regeneration.
chilled glass slide dissecting microscope marking pencil or labels single-edged razor blade
Safety Precautions
Always wear goggles in the lab. Use extreme caution when cutting with a razor blade. Wash your hands both before and after working with planarians. Use care when handling a microscope and glassware.
Materials
planarians petri dish distilled or bottled water camel hair brush
Skill Handbook
PROCEDURE
1. Obtain a planarian and place it in a petri dish containing a small amount of springwater. You can pick up a planarian easily with a small camel hair brush. 2. Use a binocular microscope to observe the planarian. Locate the animals head and tail region and its eyes. Use diagram A on page 735 of your text as a guide 3. Place the animal on a chilled glass slide. This will cause it to stretch out. 4. Place the slide onto the microscope stage. While observing the worm through the microscope, use a single-edged razor to cut the animal in half across the midsection. Use diagram B on page 735 of your text as a guide. 5. Remove the head end and place it in a petri dish filled with water. Put the lid on the dish and label the dish with the date, your name, and the word head. 6. Add water to a different petri dish and place the tail section in it. Put the lid on the dish and label it as in step 5, except mark this dish tail. 7. Repeat steps 36 with a second flatworm. 8. Place the four petri dishes in an area designated by your teacher. Change the water in each petri dish every 34 days. 9. Prepare a data table that will allow you to record observations of your planarians every other day for two weeks. 10. Observe your animals under a dissecting microscope and record observations and diagrams in your data table. Include diagrams and the number of days since starting the experiment in your data table. 11. Cleanup and Disposal Clean all equipment as instructed by your teacher, and return everything to its proper place. Properly dispose of slides, petri dishes, and planarians. Wash your hands thouroughly.
UNIT 8
35
Name
Date
Class
INVESTIGATE
BioLab
Observing Planarian Regeneration, continued
Chapter
26

1. State To what phylum do flatworms belong? Are planarians free-living or parasitic? What is your evidence?
2. Observing What new part did each original head piece regenerate? What new part did each original tail piece regenerate?
3. Observing Which section, head or tail, regenerated new parts faster?
4. Infer Would regeneration be by mitosis or meiosis? Explain.
5. Thinking Critically What might be the advantage for an animal that can grow new body parts through regeneration?
6. Thinking Critically Would the term clone be suitable in reference to the newly formed planarians? Explain your answer.
36
UNIT 8
Name
Date
Class
Chapter
26
Sponges, Cnidarians, Flatworms, and Roundworms

Section 26.1 Sponges
In your textbook, read about sponges.

1. How does the name Porifera relate to the structure of a sponge?
2. How do sponges obtain food from their environment?
3. Describe a sponges body plan.
Complete the table by writing a cell type or structure in sponges that fits each description.
Type of Cell or Structure Description
4.
Aid in reproduction and nutrient transport Help produce spicules Form the outside surface of body Contract to close pores Line interior of sponges body Use flagella to draw water through pores Found in jellylike substance between layers Make up sponges support system
5. 6. 7.
Use each of the terms below just once to complete the passage. external buds larvae eggs sexual hermaphroditic sperm internal fertilization
Sponges sometimes reproduce asexually by forming (8) __________________ . Being

(9)__________________ , a sponge can also produce both (10) __________________ and sperm. During (11) __________________ reproduction, (12) __________________ from one sponge fertilize the eggs
of another. Fertilization can be external, but (13) ______________________ is more common. Free-swimming (14) __________________ settle and develop into sessile adults.
UNIT 8 CHAPTER 26 Sponges, Cnidarians, Flatworms, and Roundworms
37
Name
Date
Class
Chapter
26
Sponges, Cnidarians, Flatworms, and Roundworms, continued

Section 26.2 Cnidarians
In your textbook, read about cnidarians.

Identify each of the following descriptions as either the polyp or medusa form of a cnidarian. _________________ 1. Reef-building corals on the Great Barrier Reef _________________ _________________ 3. Deep sea anemones with meter-long tentacles
2. Aurelia, the moon jellyfish _________________ 4. The asexual phase in a jellyfishs life cycle

5. Nematocysts are characteristic of cnidarians. How does a nematocyst work?
6. Compare and contrast how food is digested in a sponge and in a cnidarian.
7. How does a nerve net function?
Order the following steps in the life cycle of a jellyfish from A to F, beginning with the release of eggs and sperm. ________________ ________________
8. A polyp grows and buds repeatedly. 9. External fertilization takes place in the sea.
________________ 10. A zygote develops into a blastula, which develops into a larva. ________________ 11. Male and female medusae release sperm and eggs, respectively. ________________ 12. A cilia-covered larva settles onto a surface. ________________ 13. A tiny medusa breaks free from its sessile parent and drifts away.
38
UNIT 8
Name
Date
Class
Chapter
26

Section 26.3 Flatworms
In your textbook, read about flatworms.

For each statement below, write true or false. ________________ ________________
1. Flatworms are bilaterally symmetrical and have a clearly defined head. 2. Adult planarians can focus well enough with their eyespots to form images of objects in their environment. 3. Flame cells play an important role in maintaining water balance in planaria. 4. A planarian uses its pharynx to locate food. 5. Planarians reproduce sexually by producing encapsulated zygotes that hatch into free-swimming larvae.
________________ ________________ ________________
In part C of the illustration below, draw in what you think will happen to the two halves of the cut planarian. Then, answer the question.
6. 7. How is regeneration adaptive for survival in planarians?
Complete the table by checking the correct column for each description.
Description Planarian Tapeworm Fluke
8. Lives parasitically within a host 9. Body made up of proglottids 10. Body is thin and solid 11. Free-living in aquatic environments 12. Attaches to hosts intestine with scolex 13. Extends a pharnyx to suck up food 14. May live in hosts blood vessels
UNIT 8
39
Name
Date
Class
Chapter
26

Section 26.4 Roundworms
In your textbook, read about roundworms.

1. What impact do parasitic roundworms have on other organisms?
2. List three ways in which roundworms differ from flatworms.
3. What accounts for the characteristic wriggling movement of roundworms?
4. What are four of the most common parasitic roundworms that infect humans?
5. Can roundworms cause plant diseases? Explain.
6. What parts of plants are most commonly susceptible to parasitic roundworms?
Below are two medical reports. After reading each report, give a preliminary diagnosis of what you think might be causing the problem.
7. 8.
MEDICAL REPORT Patient is an active 5-year-old girl. Complains about a constant itching around the anal area, especially at night. Preliminary Diagnosis:
MEDICAL REPORT Patient is a 29-year-old female Peace Corps volunteer. Lived with remote tribe whose primary food is pigs. Complains of muscle pain. Preliminary Diagnosis:
40
UNIT 8
Nombre
Fecha
Clase
Captulo
26
Esponjas, cnidarios, planarias y gusanos redondos

Seccin 26.1 Las esponjas
En tu libro de texto, lee acerca de las esponjas.

Contesta las siguientes preguntas. 1. Qu relacin tiene la palabra Porfera con la estructura de las esponjas?
2. Cmo obtienen sus alimentos las esponjas?
3. Describe el diseo corporal de las esponjas.
Completa la tabla anotando el tipo de clula o estructura de las esponjas que corresponde a cada descripcin.
Tipo de clula o estructura Descripcin
4.
Ayuda en la reproduccin y en el transporte de nutrientes. Participa en la produccin de espculas. Forma la superficie externa del cuerpo. Se contrae para cerrar los poros. Recubre el interior del cuerpo de la esponja. Utiliza sus flagelos para hacer circular el agua a travs de los poros. Se encuentra en una sustancia gelatinosa entre las capas. Forma la estructura de sostn de la esponja.
5. 6.
7.
Completa el prrafo usando cada trmino una sola vez. yemas externas larvas huevos sexual hermafroditas espermatozoides fecundacin interna
A veces, las esponjas, se reproducen asexualmente mediante la formacin de (8) __________________ . Debido a que son (9)__________________ , las esponjas pueden producir (10) __________________ y espermatozoides. Durante la reproduccin (11) __________________ , los (12) __________________ de una esponja fecundan los vulos de otra esponja. La fecundacin puede ser externa, pero la
(13) ______________________ es ms comn. Las (14) __________________ , que son animales de vida
libre, se establecen y convierten en individuos adultos.

UNIDAD 8 CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos
41
Nombre
Fecha
Clase
Captulo
26
Esponjas, cnidarios, planarias y gusanos redondos, continuacin

Seccin 26.2 Los cnidarios
En tu libro de texto, lee acerca de los cnidarios.

Identifica cul de las siguientes descripciones corresponde a la etapa de plipo o a la etapa de medusa de un cnidario. _________________ 1. Los corales que forman el Gran Arrecife de Coral _________________ 3. Anmonas de aguas profundas y con tentculos de un metro de longitud. _________________ 4. Fase asexual del ciclo de vida de un aguamala.
_________________
2. Aurelia, el aguamala de la luna

5. Los nematocistos son caractersticos de los cnidarios. Como funcionan los nematocistos?
6. Compara la digestin entre las esponjas y los cnidarios.
7. Cmo funciona una red nerviosa?

Ordena de A a F las siguientes etapas del ciclo de vida de un "aguamala", empezando con la liberacin de vulos y espermatozoides. ________________ ________________
8. Un plipo crece y sufre gemacin repetidas veces. 9. Ocurre la fecundacin externa en el mar.
________________ 10. El cigoto se convierte en una blstula, la cual a su vez se transforma en una larva. ________________ 11. La medusa masculina y la femenina liberan espermatozoides y vulos, _______________ respectivamente. ________________ 12. Una larva recubierta de cilios se establece en una superficie. ________________ 13. Una diminuta medusa se separa de sus progenitores ssiles y se aleja flotando _______________ a la deriva. 42
CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos UNIDAD 8
Nombre
Fecha
Clase
Captulo
26

Seccin 26.3 Las planarias
En tu libro de texto, lee acerca de las planarias.

Indica si cada uno de los enunciados es verdadero o falso. ________________ ________________
1. Las planarias tienen simetra bilateral y tienen una cabeza claramente definida. 2. Las planarias adultas tienen manchas oculares que les permiten forman imgenes de los objetos en su ambiente. 3. El bulbo ciliado es importante para mantener el contenido de agua adecuado de la planaria. 4. La planaria utiliza la faringe para localizar sus alimentos. 5. Las planarias se reproducen sexualmente, produciendo cigotos rodeados de una cpsula y que se convierten en larvas de vida libre.
________________
________________ ________________
En el siguiente diagrama dibuja en la figura C lo que ocurrir si cortas por la mitad una planaria. Luego, contesta la pregunta.
6. 7. Por qu es la regeneracin una adaptacin de las planarias para sobrevivir?
Completa la tabla indicando la columna correspondiente a cada enunciado.

Enunciado Planaria Tenia Trematodo
8. Viven como parsitos dentro de su husped. 9. Cuerpo formado por progltides. 10. El cuerpo es delgado y slido. 11. Organismo de vida libre en ambientes acuticos. 12. Se fija al intestino de su husped con el esclex. 13. Extiende su faringe para succionar sus alimentos. 14. Puede vivir en los vasos sanguneos de su husped.
UNIDAD 8
CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos
43
Nombre
Fecha
Clase
Captulo
26

Seccin 26.4 Los gusanos redondos
En tu libro de texto, lee acerca de los gusanos redondos.

1. Qu efecto tienen los gusanos redondos parsitos en otros organismos?
2. Anota tres diferencias entre los gusanos redondos y los gusanos planos.
3. Por qu los gusanos redondos se desplazan ondulando el cuerpo?
4. Cules son cuatro de los gusanos redondos parsitos ms comunes en los humanos?
5. Causan enfermedades en las plantas los gusanos redondos? Explica.
6. Qu partes de la planta son ms susceptibles a ser infectadas por gusanos redondos parsitos?
A continuacin se muestran dos informes mdicos. Realiza un diagnstico preliminar del problema en base a la informacin de cada informe.
7. 8.
INFORME MDICO La paciente es una nia activa de 5 aos. Se queja de comezn constante alrededor del rea anal, especialmente en la noche. Diagnstico preliminar:
INFORME MDICO La paciente es una mujer joven de 29 aos, voluntaria del Cuerpo de Paz. Vivi en una regin remota con una tribu cuyo alimento principal era carne de cerdo. Se queja de dolores musculares. Diagnstico preliminar:
44
CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos
UNIDAD 8
Name
Date
Class
Chapter
26
Sponges
Concept Mapping
Complete this concept map showing structure and function in a sponge. Use these words or phrases once: collar cells; no tissues, organs, or organ systems; amoebocytes; pore cells; two cell layers; filter feeding; eukaryotic multicellular heterotrophs; epithelial-like cells; no body cavity; spicules.
Sponges are
1.
that obtain food by
that have
2.
3.
4.
5.
made up of
four types of cells

including
6.
7.
8.
thin, flat; contract in response to stimuli
9.
bring water and nutrients into the body
have flagella that move water through the pores
carry nutrients to other cells
aid in reproduction
help produce chemicals to make
10.
UNIT 8
45
Name
Date
Class
Chapter
26
Sponges, Cnidarians, Use with Chapter 26, Section 26.1 Flatworms, and Roundworms
on its back help hold the sponge in place. The sponge spider crab places pieces of sponge into hooked hairs. Use the illustration to answer the questions that follow.
Critical Thinking
Sponge Camouflage
ponges camouflage and protect certain species of crabs. The lesser sponge crab (Dromidia antillensis), and the sponge spider crab (Macrocoeloma trispinosum) grow sponges on their backs. The lesser sponge crab holds the sponge on its back until the sponge attaches itself to the crab. Tiny curved bristles
Lesser Sponge Crab
Sponge Spider Crab
1. What helps pieces of sponge attach to the lesser sponge crab?
2. Why would hooked hairs help hold pieces of sponge on the sponge spider crab?
3. Some hermit crabs attach the sponge Suberites domuncula to the shell in which they live. The shell provides
durable protection. What other protection might the sponge provide? How might the bad smell and taste of a sponge ward off enemy attacks?
4. Are sponges that attach to crabs stationary?
5. What advantages might the sponges that attach to crabs have?
46
UNIT 8
Name
Date
Class
Master
Section Focus
63
Sponges
Sponge
1 What does the body shape of this sponge suggest about the way it
gets food?
2 What are the advantages and disadvantages of being permanently

attached to a surface, as this sponge is?
UNIT 8
47
Name
Date
Class
Master
Section Focus
64
Cnidarians
Hydra
Portuguese man-of-war
Sea anemone
1 What are some characteristics that are common to these animals? 2 How are these animals adapted to marine life?
48
UNIT 8
Name
Date
Class
Master
Section Focus
65
Flatworms
Head
Tapeworm
1 This tapeworm is a parasite. What do you think the hooklike structures

at the head of the tapeworm are used for?
2 What is one advantage and one disadvantage of a parasitic way of life?
UNIT 8
49
Name
Date
Class
Master
Section Focus
66
Body Plans
Hydra
Ascaris
1 The drawings show longitudinal sections of two different animals. How

does food enter and waste exit each animal?
2 Ascaris is a pseudocoelomate (has a fluid-filled body cavity). What is

the advantage of this characteristic?
50
UNIT 8
Name
Date
Class
Master
45
Spicules Amoebocytes Direction of flow of water Pore cell Collar cells
Body Structure of Sponges and Cnidarians

Osculum Digestive cavity Collar cell
Basic Concepts
Amoebocytes
Pores Flagella Epithelial-like cells
Spicule
Sponge Body Plan

Nematocysts
Cnidarian Body Forms

Mouth
MEDUSA FORM
Gastrovascular cavity
Tentacle
POLYP FORM
Basal disc
Mouth lobes
UNIT 8
51
Name
Date
Class
Worksheet
45
Body Structure of Sponges and Cnidarians
Basic Concepts
1. What is the function of the osculum in a sponge?
2. Which structures form a hard support system in a sponge? 3. What role do amoebocytes play in sponges?
4. Which structures in cnidarians are used for capturing food?
5. What is the function of the nematocysts in cnidarians?
6. Describe the symmetry of sponges and cnidarians.
7. Compare the two body forms of cnidarians.
8. What is the major distinction between the cell layers of a sponge and those of a cnidarian?
52
UNIT 8
Name
UNIT 8
Master
46
Phylum Cnidaria Class Scyphozoa 200 species Phylum Cnidaria Class Hydrozoa 2700 species Phylum Cnidaria Class Anthozoa 6200 species
Phylogeny of Sponges and Cnidarians
Phylum Porifera 5000 species
Date
Protists Present
Class
Basic Concepts
53
Name
Date
Class
Worksheet
46
Phylogeny of Sponges and Cnidarians
Basic Concepts
1. Roughly, what is the ratio of cnidarian species to poriferan species?
2. What classes are included in the phylum Cnidaria? Identify a representative organism from each class.
3. Compare the present and prehistoric environments of most poriferans and cnidarians.
4. What evidence exists to support the idea that poriferans evolved from protists?
5. What evidence exists to support the idea that cnidarians evolved from protists?
6. Why are cnidarian origins not well understood?
54
UNIT 8
Name
UNIT 8 Female
Master
47
A
In sexual reproduction, a male medusa releases sperm and the female medusa releases eggs. External fertilization occurs in the water.
Male Eggs
Larva Sperm Sexual Reproduction
Life Cycle of a Jellyfish
Date
One by one, the tiny medusae move away from the parent polyp, and the cycle begins again.
The zygote grows and develops into a blastula. The blastula becomes a free-swimming larva. The larva, covered with cilia, swims and eventually settles and attaches itself to a hard surface.
Asexual Reproduction
Class
Basic Concepts
In the asexual phase, a polyp grows and begins to form buds that become tiny medusae. As the buds build up, the polyp resembles a stack of plates.
55
Name
Date
Class
Worksheet
Basic Concepts
47
Life Cycle of a Jellyfish
1. What is the mode of reproduction of medusae? Of polyps?
2. Where does fertilization of egg cells by sperm cells occur?
3. Describe reproduction in polyps.
4. What happens to the organism between fertilization and its growth into a polyp?
5. How does the medusa stage of the jellyfish compare in overall body form and motility with the polyp stage?
6. What is the dominant stage of the cnidarian shown in the transparency?
56
UNIT 8
Name
Date
Class
Master
Reteaching Skills
39
Life Cycle of a Tapeworm
UNIT 8
57
Name
Date
Class
Worksheet
Reteaching Skills
39
Life Cycle of a Tapeworm
1. To what phylum and class do tapeworms belong?
2. What is the intermediate host shown in the transparency?
3. Where do the eggs of a tapeworm hatch?
4. After the tapeworm eggs hatch, what sequence of events occurs in the intermediate host?
5. What are the repeated, detachable sections of a tapeworm called? What do they contain?
6. How can a person avoid becoming infested with tapeworms?
7. How are tapeworms transmitted to a pig?
58
UNIT 8
Name
Date
Class
Chapter
26
Chapter Assessment
Write the word or phrase that best completes each statement. Use these choices: external fertilization filter feeding gastrovascular cavity hermaphrodites internal fertilization medusa nematocysts nerve net pharynx polyp proglottids scolex
1. Sponges get their food by __________________ , in which small particles of food are removed from
the water during passage through a part of their body.

2. Cnidarians capture prey by means of __________________ which are coiled, threadlike tubes that are
sticky or barbed or that contain toxins.

3. Digestion in cnidarians takes place in the _________________________ . 4. During feeding, planarians extend a tubelike, muscular organ, called the __________________ , out
of their mouths.
5. A parasitic tapeworm has a knob-shaped head, called a __________________ , by which the worm
attaches itself to the hosts intestinal wall.

6. In __________________________ , fertilization occurs outside the animals body after eggs and sperm
are released.
7. In __________________________ , eggs remain inside the animals body and sperm are carried to
the eggs.
8. Sponges are considered __________________ because an individual sponge can produce both eggs
and sperm.
9. A __________________ is the tube-shaped body form with a mouth surrounded by tentacles, which
serves as the asexual stage in some cnidarians.

10. A __________________ is the sexual form of a cnidarian that has a body form like an umbrella with
tentacles hanging down.

11. A tapeworm has reproductive organs in segments called __________________ .
UNIT 8
59
Name
Date
Class
Chapter
26
Chapter Assessment

In the space at the left, write the letter of the word or phrase that best completes each statement or answers the question. ____________
1. The collar cells of sponges are similar to a. flagellated protists. c. ciliated paramecia. b. amoebas. d. sessile sporozoans.
____________
2. Because sponges are sessile, they get their food through a. scavenging the sea floor. c. the spicules. b. filter feeding. d. tentacles.
____________ ____________
3. A group of cnidarians that provide food and shelter for many kinds of animals are the a. jellyfish. b. hydras. c. sea anemones. d. corals.
4. A _________ has a muscular tube called the pharynx, which can be extended outside its body to suck in food. a. jellyfish b. sponge c. planarian d. tapeworm
____________
5. In a cnidarian, digestion occurs in the a. proglottids. c. digestive tract. b. gastrovascular cavity. d. tentacles.
____________
6. Uncooked or undercooked pork may contain a. trichina worms. c. pinworms. b. hookworms. d. free-living roundworms.
____________ ____________
7. Which is an acoelomate animal? a. sponge b. cnidarian c. flatworm d. roundworm
8. A Portugese man-of-war is an example of a. an anthozoan. c. a hydrozoan colony. b. a large scyphozoan. d. a sea anemone.
____________
9. Nematocysts discharge when a. salt concentration in the ocean drops. b. tentacles touch a source of food. c. a cnidarian regenerates. d. cnidarians reproduce.
Write the numbers 1 to 3 to show the structures through which water passes through a sponge, in order. ____________ 10. collar cells ____________ 11. osculum ____________ 12. pore cells
60
UNIT 8
Name
Date
Class
Chapter
26
Chapter Assessment

1. How is a sponges food-gathering technique adapted to its sessile lifestyle?
2. Describe the process by which sponges reproduce sexually by internal fertilization.
3. Compare and contrast the sexual and asexual phases of jellyfish reproduction.
4. The body of the planarian is an advance over the cnidarian body. Explain.
5. How do parasitic roundworms keep from being digested by their host organisms?
UNIT 8
61
Name
Date
Class
Chapter
26
Chapter Assessment
Thinking Critically
1. A biologist places a single, live sponge in a saltwater tank. After several weeks, the biologist observes other, smaller sponges living in the tank. Since the biologist is certain that no other sponge had been introduced into the tank, what other explanation could you provide to explain the observation?
2. When you see a sponge passed through a sieve and separated into cells, you may think a sponge is simply a colony of individual cells. What makes you realize that it is more than this?
3. When it brushes the tentacles of a sea anemone, a clownfish is recognized by the anemone, which does not trigger the release of nematocysts. One experiment has shown that the slime on the scales of the clownfish inhibits the release of stinging cells. Hypothesize how the slime might work.
4. What advantage is there to the extracellular digestion of cnidarians over the digestion of sponges?
5. Hypothesize why medusae that live in the midwaters where bioluminescent prey are abundant have dark pigmentation.
62
UNIT 8
Name
Date
Class
Chapter
26
Chapter Assessment

In an experiment about possible factors that cause the differentiation and growth of cells in hydra larvae, a proportion-altering factor (PAF) was discovered and isolated in a specific colonial cnidarian known as Eudendrium sp. In the experiment, hydra larvae were placed in solutions, one with 10 drops of PAF/mL of water, one with 15 drops, one with 20 drops, one with 30 drops, and a control solution. The experiment showed that PAF factor caused parts of the hydra to grow out of normal proportions. The following table and illustration show the differences in tentacle development that result from varying concentrations of PAF. Study the illustration and the table and answer the questions that follow.
Mouth Mouth
Tentacle Tentacle Tentacle Tentacle
Amount of PAF (drops/10 mL of water) 0 10 15 20 30
tentacles near mouth 197 90 74 30 0
Number of Hydras tentacles near base 0 119 130 145 160
no tentacles formed 0 0 5 26 44
UNIT 8
63
Name
Date
Class
Chapter
26

continued
Chapter Assessment
1. What was the control in the experiment?
2. After 48 hours, hydras from the control group looked like polyp A in the figure; most hydras from the 15-drop solution looked like polyp B. How does polyp A differ from polyp B?
3. After 48 hours, most of the hydras treated with 30 drops of PAF/10 mL of water looked like polyp B, but some looked like polyp C. Describe the hydras that looked like polyp C.
4. What conclusions can you draw from the results shown in the table?
64
UNIT 8
Name
Date
Class
Chapter
26
Assessment
Chapter Assessment
Vocabulary Review
If the statement is true, write true. If the statement is false, replace the underlined word with the correct vocabulary word. 1. _________________________ 2. _________________________ 3. _________________________ 4. _______________________ 5. _______________________

Select the best answer from the choices given and fill in the corresponding oval. 6. 7.
A A B B C C D D
8. 9.
A A
B B
C C
D D
Thinking Critically
Record your answers for Questions 12 and 13 on a separate sheet of paper. 14. REAL WORLD BIOCHALLENGE Follow your teachers instructions for presenting your BioChallenge answer.

Part 1 Multiple Choice Part 2 Constructed Response/Grid In
Select the best answer from the choices given and fill in the corresponding oval. 15. 16. 17. 18. 19.
A A A A A B B B B B C C C C C D D D D D
UNIT 8
65
Reproducible Pages
Contents
Chapter 27 Mollusks and Segmented Worms

MINILAB 27.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 MINILAB 27.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 BIOLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 REINFORCEMENT REINFORCEMENT
AND AND
STUDY GUIDE (ENGLISH) . . . . . . . . . . . . .73 STUDY GUIDE (SPANISH) . . . . . . . . . . . . .77
Chapter 27
CONCEPT MAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 CRITICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 SECTION FOCUS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .83 BASIC CONCEPTS TRANSPARENCY MASTERS . . . . . . . . . . . . . . . .85 RETEACHING SKILLS TRANSPARENCY MASTERS . . . . . . . . . . . . . .87 CHAPTER ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . . .95
67
Name
Date
Class
MiniLab 27.1
Comparing and Contrasting
Identifying Mollusks
Have you ever taken a walk on the beach and filled your pockets with shells, and as you examined them later, wondered what they were? Use the following dichotomous key to determine the names of the shells.
Procedure
Refer to p. 726 of the text to examine the pictured shells.
! To use a dichotomous key, begin with a choice from the first pair of descriptions. @ Follow the instructions for the next choice. Notice that either a scientific name can be found at the end of each description, or directions will tell you to go on to another numbered set of choices. 1A One shell ............................................................................................Gastropods see 2 1B Two shells ................................................................................................Bivalves see 5 2A Shelf inside shell ...................................Common Atlantic slipper: Crepidula fornicata 2B No shelf inside shell ..............................................................................................see 3 3A Flat coil....................................................................Sundial shell: Architectonica nobilis 3B Thick coil...............................................................................................................see 4 4A Spotted surface.............................................................Junonia shell: Scaphella junonia 4B Lined surface....................................................Banded tulip shell: Fasciolaria hunteria 5A Polished surface......................................................Sunray shell: Macrocallista nimbosa 5B Rough surface ........................................................Lions paw shell: Lyropecten nodosus
Analysis
1. Infer How is a dichotomous key used to identify a variety of organisms?
2. Evaluate What shell features were easy to pick out using the key? What features were more difficult?
UNIT 8
CHAPTER 27 Mollusks and Segmented Worms
69
Name
Date
Class
MiniLab 27.2
Interpreting Scientific Diagrams
A Different View of an Earthworm
What does an earthworm look like internally? You could look at it many different waysfrom the dorsal or ventral side, along the length of the animal (a longitudinal view), or in cross section through a segment.
Procedure
! Diagram A on page 730 of your text illustrates a longitudinal dorsal view of the internal organs of an earthworm. Note that the segments are numbered. @ Use Diagram B on page 730 of your text as a guide to how a cross section slice appears through segment 9.
Analysis
Describe Make your own cross-section diagrams of segments 8 and 14. Label all the parts
shown in your diagrams.
70
UNIT 8
Name
Date
Class
DESIGN YOUR OWN
BioLab
Problem
How do earthworms respond to their environment?

PREPARATION
Possible Materials
live earthworms glass pan culture dishes thermometer dropper ice black paper hand lens or stereomicroscope
Chapter
27
How do earthworms respond to light, different surfaces, moist and dry environments, and warm and cold environments?
Hypotheses
Place your worm in a tray with some moist soil. Watch your worm for about 5 minutes, and record what you observe. Make a hypothesis based on your observations about what the worm might do under conditions of light and dark, rough and smooth surfaces, moist and dry surfaces, and warm and cold conditions. Limit your investigation as time requires.
paper towels sandpaper warm tap water water penlight ruler cotton swabs
Safety Precautions
Be sure to treat the earthworm in a humane manner at all times. Wet your hands before handling earthworms. Always wear goggles in the lab.
Objectives
In this BioLab, you will: Measure the sensitivity of earthworms to different stimuli, including light, water, and temperature. Interpret earthworm responses according to terms of adaptations that promote their survival.
Skill Handbook
PLAN THE EXPERIMENT

1. As a group, make a list of possible ways you might test your hypothesis. Keep the available materials in mind as you plan your procedure. 2. Be sure to design an experiment that will test one variable at a time. Plan to collect quantitative data. Make sure to incorporate a control. 3. Record your procedure and list materials and amounts you will need. Design and construct a data table for recording your findings. 2. Does each test have one variable and a control? What are they? 3. Each test should include measurements of some kind. What are you measuring in each test? 4. How many trials will you run for each test? 5. Make sure your teacher has approved your experimental plan before you proceed further. 6. Carry out your experiment. CAUTION: Return earthworms to the container the teacher has provided. Wash your hands thoroughly with soap and water. Make wise choices about whether other lab materials should be disposed of or cleaned for reuse. 7. Cleanup and Disposal Follow your teachers instructions.
Check the Plan

Discuss the following points with other group members. 1. What data will you collect, and how will they be recorded?
UNIT 8
71
Name
Date
Class
DESIGN YOU R OWN
BioLab
How do earthworms respond to their environment?, continued

Chapter
27
1. Checking Your Hypothesis Which surface did the worm prefer? Explain.
2. Interpreting Observations At which temperature was the worm most active? Explain.
3. Observing and Inferring How did the earthworm respond to light? How did it respond to dry and moist environments? Of what survival value are these behaviors?
4. Drawing Conclusions In general, what conditions do earthworms prefer?

5. Error Analysis Analyze where errors may have occurred in your experiment.
72
UNIT 8
Name
Date
Class
Chapter
27
Mollusks and Segmented Worms

Section 27.1 Mollusks
In your textbook, read about what a mollusk is.

The phylum Mollusca is a very diverse group of animals. Complete the table by checking the correct column for each characteristic.
Exhibited In: All Mollusks Some Mollusks
Characteristic
1. Possess a hard, external shell 2. Bilaterally symmetrical 3. Have a mantle 4. Live on land 5. Digestive tract has two openings. 6. Inhabit aquatic environments 7. Share similar developmental patterns 8. Are slow-moving 9. Have a coelom
In your textbook, read about diversity of mollusks.

Identify each mollusk shown below. Write the name of the class to which it belongs and briefly describe where it lives.
10. 11. 12.
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
UNIT 8
73
Name
Date
Class
Chapter
27
Mollusks and Segmented Worms, continued

In your textbook, read about a mollusks body systems and the diversity of mollusks.
Complete each statement.
13. Gastropods have either a(n) __________________ shell or __________________ shell. 14. Most mollusks have a(n) __________________ circulatory system in which blood flows through
__________________ into open __________________ around tissues and organs.

15. Most mollusks use __________________ for respiration, while a garden slug uses a primitive
__________________ for gas exchange.

16. __________________ are involved in removing wastes from a mollusks body. 17. Fertilization in most aquatic mollusks takes place __________________ .
For each statement below, write true or false. ____________________ 18. All shelled gastropods are predators. ____________________ 19. When a snail is disturbed, it pulls its body inside its shell for protection.
____________________ 20. Without a shell, terrestrial slugs and sea slugs (nudibranchs) have no protection against predators. ____________________ 21. The two shells of bivalve mollusks are held together by the mantle. Determine whether each of the statements below best describes bivalves, gastropods, or both. ____________________ 22. Nearly all feed by filtering particles from the water around them. ____________________ 23. Most have a large muscular foot. ____________________ 24. They use a radula for feeding. ____________________ 25. Water flows through their bodies via well-developed incurrent and excurrent siphons.
74
UNIT 8
Name
Date
Class
Chapter
27

In your textbook, read about cephalopods.

26. Describe the head-foot region of a cephalopod.
27. What would you expect to find on the interior surfaces of a squids many arms?
28. How does the intelligence of an octopus compare to that of a clam?
Using what you know about the three major classes of mollusks, complete the chart below by checking the correct column(s) for each characteristic.
Type of Mollusk Characteristics Gastropods Bivalves Cephalopods
29. Intelligent, with a well-developed nervous system 30. Have no distinct head 31. Have an open circulatory system 32. External shells present in some species 33. All species are carnivorous predators. 34. Use a radula in feeding 35. All use gills for both respiration and food collection. 36. Bite prey with a beak
UNIT 8
75
Name
Date
Class
Chapter
27

Section 27.2 Segmented Worms
In your textbook, read about segmented worms, including the Inside Story about earthworms.
Use each of the terms below just once to complete the passage: Annelida parapodia bristleworms segments earthworms setae muscles
Members of the phylum (1) __________________ all have bodies made up of multiple
(2) __________________ . Each segment has its own (3) __________________ that function to lengthen
and shorten the worms body. When present, bristlelike (4) __________________ act as anchors while the worm is moving along. In (5) __________________ , each segment has a pair of (6) __________________ . The most familiar annelids are probably (7) __________________ . If the statement is true, write true. If it is not, rewrite the italicized part to make it true.
8. Earthworms have a mouth with tiny teeth in which food particles are ground up before entering
the digestive tract. _____________________________________________________________________

9. Blood is pumped throughout an earthworms closed circulatory system by an elongated,
four-chambered heart. ___________________________________________________________________

10. Some body segments in annelids are specialized for reproduction. ________________________________
Below are the field notes of a biologist studying several newly collected annelid worms. Write the type of annelidearthworm, bristleworm, or leechbeing described.
11. Collected in rain forest of Papua, New Guinea; very active; flattened, with 32 body segments; has suckers on the ends of its body; no setae 12. Found crawling over corals on a reef; contains only eggs; no male reproductive organs; well-developed parapodia 13. Uncovered in top layer of moist soil; body has minute setae on ventral surface of each segment; hermaphroditic
Type of annelid: __________________________
Type of annelid: __________________________
Type of annelid: __________________________
76
UNIT 8
Nombre
Fecha
Clase
Captulo
27
Moluscos y gusanos segmentados

Seccin 27.1 Moluscos
En tu libro de texto, lee sobre lo que es un molusco.

El filo Mollusca es un grupo muy diverso de animales. Completa la tabla indicando la columna correspondiente a cada caracterstica.
Presente en: todos los moluscos algunos moluscos
Caracterstica
1. Poseen una cubierta externa dura 2. Simetra bilateral 3. Tienen un manto 4. Viven en tierra 5. El tracto digestivo tiene dos aperturas 6. Viven en ambientes acuticos 7. Comparten patrones de desarrollo similares 8. Se mueven lentamente 9. Tienen un celoma
En tu libro de texto, lee sobre la diversidad de los moluscos.

Identifica cada molusco. Anota el nombre de la clase a la que pertenece cada uno y describe brevemente los lugares que habitan.
10. 11. 12.
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________ ___________________________ ___________________________
UNIDAD 8
CAPTULO 27 Moluscos y gusanos segmentados
77
Nombre
Fecha
Clase
Captulo
27
Moluscos y gusanos segmentados,

continuacin

En tu libro de texto, lee sobre los sistemas corporales de los moluscos y la diversidad de los moluscos.
Completa cada enunciado.
13. Existen gasterpodos con __________________ concha y gasterpodos __________________ concha. 14. La mayora de los moluscos tienen un sistema circulatorio __________________ en el cual la sangre
fluye por vasos hacia __________________ abiertos, alrededor de tejidos y rganos.

15. La mayora de los moluscos tienen __________________ para respirar, mientras que el caracol de
jardn usa un __________________ primitivo para realizar el intercambio de gases.

16. Los __________________ se encargan de eliminar los desechos del cuerpo de un molusco. 17. La fecundacin en la mayora de los moluscos acuticos es __________________ .
Indica si cada uno de los enunciados es verdadero o falso. ____________________ 18. Todos los gasterpodos con concha son depredadores. ____________________ 19. Si un caracol de jardn se siente amenazado, mete su cuerpo dentro de la concha para protegerse. ____________________ 20. Si no tuvieran concha, los caracoles de jardn y los caracoles marinos (nudibranquiados) no tendran proteccin contra sus depredadores. ____________________ 21. Las dos conchas de un bivalvo se mantienen juntas mediante el manto. Indica si cada enunciado corresponde a la descripcin de un bivalvo, un gasterpodo o ambos. ____________________ 22. Casi todos se alimentan filtrando las partculas del agua que les rodea. ____________________ 23. La mayora tienen un pie muscular grande. ____________________ 24. Usan una rdula para alimentarse. ____________________ 25. El agua fluye a travs de sus cuerpos mediante un desarrollado sistema de sifones que permiten la entrada y salida del agua.
78
UNIDAD 8
Nombre
Fecha
Clase
Captulo
27

continuacin

En tu libro de texto, lee sobre los cefalpodos.

26. Describe la regin de cabeza-pata de un cefalpodo.
27. Qu esperaras encontrar en la superficie interna de los brazos de un calamar?
28. Compara la inteligencia de un pulpo con la inteligencia de una almeja.
Usa tus conocimientos sobre las tres clases principales de moluscos para completar la siguiente tabla. Marca la columna correspondiente a cada caracterstica.
Tipo de molusco Caracterstica Gasterpodo Bivalvo Cefalpodo
29. Inteligentes y con un sistema nervioso bien desarrollado 30. No tienen cabeza 31. Tienen un sistema circulatorio abierto 32. Algunas especies tienen una concha externa 33. Todas las especies son carnvoros depredadores 34. Usan una rdula para alimentarse 35. Todos usan branquias para respirar y para recoger sus alimentos 36. Muerden la presa con un pico
UNIDAD 8
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Nombre
Fecha
Clase
Captulo
27

continuacin

Seccin 27.2 Gusanos segmentados
En tu libro de texto, lee sobre los gusanos segmentados, incluyendo el artculo sobre las lombrices de tierra.
Usa cada trmino una sola vez para completar el prrafo. Annelida parapodios poliquetos segmentos la lombriz de tierra setas msculos
Los cuerpos de todos los miembros del filo (1) __________________ estn formados por mltiples
(2) __________________ . Cada uno de los segmentos tiene sus propios (3) __________________ que se
encargan de acortar y alargar el cuerpo del gusano. Si el gusano tiene (4) __________________ , unas vellosidades duras y cortas, stas se fijan al suelo mientras el gusano se arrastra. En los
(5) __________________ , cada segmento tiene un par de (6) __________________ . El anlido ms
comn es probablemente (7) __________________ . Si el enunciado es verdadero, escribe verdadero; de lo contrario, modifica la seccin en itlicas para hacer verdadero el enunciado.
8. Las lombrices de tierra tienen una boca con dientes diminutos en la que muelen las partculas de ali-
mento, antes de que entren al tracto digestivo. ______________________________________________

9. La lombriz de tierra tienen un corazn alargado que posee cuatro cavidades y que se encarga de bombear
la sangre a travs de su sistema circulatorio cerrado. _________________________________________

10. Algunos de los segmentos de los anlidos estn especializados para la reproduccin. __________________
A continuacin, se muestran las notas de campo de un bilogo que estudia varios gusanos anlidos recin recogidos. Anota el tipo de anlido que se describe: lombriz de tierra, poliqueto o sanguijuela.
11. Se recogi en el bosque pluvial tropical de Nueva Guinea; muy activo, de cuerpo aplanado y con 32 segmentos; tiene ventosas en los extremos de su cuerpo; no tiene setas. 12. Se le encontr deslizndose sobre los corales de un arrecife; contena slo huevos y no tena rganos reproductores masculinos; parapodios bien desarrollados. 13. Se encontr al descubierto sobre la capa superior de un suelo hmedo; el cuerpo presenta setas diminutas en la superficie ventral de cada segmento; hermafrodita.
Tipo de anlido: __________________________
Tipo de anlido: __________________________
Tipo de anlido: __________________________
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Class
Chapter
27
Concept Mapping
Segmented Worms
Complete this network tree concept map showing the body organization of the earthworm. Use these words or phrases once: ventral nerve cord, coelom, brain, excretory organs, bilateral symmetry, crop, reproduction, gizzard, nephridia, anus, nerve fibers, blood, esophagus, segmented body, mouth, blood vessels.
Body Organization of the Earthworm
1.
2.
two body openings

allow for specialization
3.
each segment has its own muscles a few segments contain organs for
each segment contains
4.
5.
6.
digestion
7. 8.
connected to
9. 11.
10. 12.
closed circulatory system
13.
16. 14. 15.
five hearts
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Critical Thinking
Comparing Polychaetes, Oligochaetes, and Hirudinates

ll members of the phylum Annelida have a true coelom, bilateral symmetry, two body openings, and a cylindrical body made up of a series of ringlike segments. The body wall of each segment contains two sets of muscles: circular muscles that fluid, and static refers to a stationary force.
ring the segment, and longitudinal muscles arranged lengthwise. Answer the following questions to learn more about the similarities and differences among the three classes of annelids.
1. Explain why the fluid-filled coelum of annelids is called a hydrostatic skeleton. The prefix hydro- refers to
2. Polychaetes and oligochaetes bear bristles, or setae, on each segment. Compare the function and adaptive
advantage of bristles in an earthworm and a tube-dwelling marine polychaete.
3. Over the course of evolution, leeches have apparently lost their setae. Why might this have happened?
maphrodites have mechanisms that prevent or limit self-fertilization?

5. Spawning is the release of unfertilized gametes directly into the surrounding water. Animals that reproduce
by spawning, including many species of tube-dwelling polychaetes, do not need to make direct contact with another individual in order to produce young. Internal fertilization, on the other hand, requires direct contact because gametes must be deposited inside the body of the mate. For what kinds of lifestyles might spawning be advantageous? For what kinds of lifestyles would spawning not be advantageous?
6. Which type of organism is likely to produce the largest number of gametesone that spawns or one that
reproduces by internal fertilization? Why?
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UNIT 8
4. Hermaphrodites are animals that possess both male and female reproductive apparatus. Why do most her-
Name
Date
Class
Master
Section Focus
67
Mollusks
Slug Snail
Nudibranch
Clam
Nautilus
Octopus
Oyster
1 How would you classify these mollusks into three groups? 2 What characteristics do the animals in each group share?
UNIT 8
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Master
Section Focus
68
Segmented Worms
Earthworm
Roundworm
1 How does the body of the earthworm differ from that of

the roundworm?
2 How might this difference be an advantage?

84
UNIT 8
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Date
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Master
48
Phylogeny of Worms and Mollusks
Basic Concepts
UNIT 8
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Date
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Worksheet
48
Phylogeny of Worms and Mollusks
Basic Concepts
1. Of all the organisms shown, which is the most complex?
2. Based only on fossil evidence, during what era did bivalves apparently evolve?
3. To which phylum and class do snails belong?
4. To which phylum do earthworms belong?
6. Cestoda, Trematoda, and Turbellaria all branch from the same evolutionary line. How does the illustration show this? Explain the significance of having a common evolutionary branch in terms of relatedness between species.
7. Even though bivalves and gastropods are more complex than worms, the fossils of bivalves and gastropods are older than those of worms. How might this be explained?
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UNIT 8
5. To which phylum do the turbellarians, trematodes, and cestodes belong? What is the common name of this phylum?
Name
Date
Class
Master
40
Structure of a Clam, Snail, and Squid

Digestive gland Stomach Heart Kidney
Reteaching Skills
Adductor muscle for closing shell Anus Excurrent opening
Mouth Gills
Clam
Incurrent opening Direction of flow of water
Mantle Ventral foot Intestine
Shell
Reproductive organ Heart
Snail
Gills
Shell
Stomach
Siphon Anus
Mantle Mouth
Ventral foot Suckers Arms Jaws
Brain Liver
Radula Kidney Stomach
Squid
Heart Pen
Mouth
Tentacle
Water jet Radula Ink sac Gill Intestine
Reproductive organ Mantle
UNIT 8
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Worksheet
40
Structure of a Clam, Snail, and Squid
Reteaching Skills
1. Which of the organisms shown in the transparency does not have a hard external covering?
2. What kind of body symmetry do all the organisms shown exhibit?
3. Which organism is a bivalve?
4. Characterize the feeding behavior of bivalves.
5. In the snail, what is the function of the radula?
6. In the squid, which structure replaces the foot of clams and snails?
7. Based on the structures of the organisms, which do you think is the most complex? Explain your reasoning.
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Chapter Assessment
Write the word or phrase that best completes the statement. Use these choices: closed circulatory system gizzard mantle nephridia
1. Annelids have a digestive organ called a(n) ___________________________ that grinds organic mat-
open circulatory system radula setae
ter, or food, into small pieces so that it can be absorbed as it passes through the animals intestine.
2. In bivalves, the ___________________________ is a membrane that sticks to both shells and forms
siphons that are used for drawing in and expelling water.

3. The excretory structures that remove metabolic wastes from the bodies of animals such as mollusks
and annelids are called ___________________________ .

4. You dissect an animal and observe pools of blood surrounding its internal organs. This animal
has a(n) ___________________________ .

5. The ___________________________ is a tongue-like organ with rows of teeth that is used by
gastropods to scrape, grate, or cut food.

6. An animal whose blood moves throughout its body within blood vessels has a(n)
___________________________ .
7. Tiny bristles protruding from each segment of a segmented worm are called
___________________________ .
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Chapter
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Chapter Assessment

Identify each numbered part of the burrowing earthworm shown in the diagram, using the letter of each appropriate term. A. ventral nerve cord B. setae
1 2 3 4
C. simple brain D. hearts

5
E. blood vessels F. gizzard
1. _____________ 2. _____________ 3. _____________ 4. _____________ 5. _____________ 6. _____________
In the space at the left, write true if the statement is true. If the statement is false, change the italicized word or phrase to make it true.
__________________
____________________ ____________________
7. In shelled mollusks, the radula secretes the shell. 8. Bivalves obtain food by predation. 9. The excretory structures in mollusks are called nephridia.
____________________ 10. Gastropods have two shells. ____________________ 11. The respiratory organs in aquatic gastropods are primitive lungs. ____________________ 12. Earthworms are hermaphrodites because each worm produces both eggs and sperm. ____________________ 13. Based on their pattern of early development and other evidence, earthworms and cnidarians are thought to be closely related. ____________________ 14. The first animals to have evolved respiratory organs are the mollusks. ____________________ 15. The most complex and most recently evolved mollusks are gastropods. 90
CHAPTER 27 Mollusks and Segmented Worms UNIT 8
Name
Date
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Chapter
27
Chapter Assessment

1. What adaptations help the octopus and the squid escape their predators?
2. What are some of the functions of the mantle in mollusks?
3. What is the role of the radula?
4. Compare the circulatory system of gastropods, bivalves, and cephalopods.
5. How do sea slugs improve their survival opportunities by feeding on jellyfishes?
6. List and give examples of the three major types of segmented worms.
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Chapter Assessment
Thinking Critically
1. Most cephalopods lack an external shell. What is the adaptive advantage of this feature?
2. Most cephalopods have eyes that are remarkably like vertebrate eyes and fully capable of forming a good image. However, the cephalopod eye develops wholly from the surface ectoderm, whereas the vertebrate eye develops from the neural tube. What does this information indicate about whether or not the vertebrate eye evolved from the cephalopod eye?
4. The Greek philosopher Aristotle called worms the intestines of the soil. What did he mean?
5. Suppose you are given an unknown mollusk to identify. The specimen does not have a shell. How could you decide whether the mollusk is an unshelled gastropod or a cephalopod?
92
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3. An oyster produces a natural pearl when a parasite or a bit of sand lodges between the shell and the mantle. The oyster then grows layers of pearl around the foreign body. What is the advantage of pearl-making to the oyster?
Name
Date
Class
Chapter
27
Chapter Assessment

Alvin, and other submersible vehicles used by oceanographers to study the ocean floor, have also proved invaluable in studying populations of deep-sea mollusks and segmented tube worms. The invertebrates in question live where hot seawater circulates through cracks in the ocean floor called deep-sea vents. Suppose that you are an invertebrate biologist studying these animals. Your studies show that clams that live near the vents may grow as much as 3.8 cm per year, far more rapidly than other deep-water clams.
1. Form a hypothesis to explain why vent clams grow more rapidly than other clams at the same depth.
2. Plan an experiment to prove your hypothesis.
3. Why wouldnt you choose water depth as an independent variable?
4. Suppose your data show that the temperature is the same in samples taken close to the vents or some distance away from the vents. However, the size of the clams is smaller the farther they are from the vents. What would this indicate?
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continued
Chapter Assessment
5. Segmented tube worms that live near the vents grow to lengths of 1.5 m in contrast to the growth of related tube worms living in other environments, whose growth is measured only in centimeters at most. You hypothesize that the food that the worms eat is more abundant at the vents. When you collect samples of the worms, you discover that they have no mouth or other means of taking in food. Hypothesize how the tube worms are obtaining nutrients.
6. Some researchers have hypothesized that life may have begun at deep-sea vents. Why might this be?
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Class
Chapter
27
Assessment
Chapter Assessment
Vocabulary Review
Write the vocabulary words that match the definitions in your book. 1. _________________________ 2. _________________________ 3. _________________________ 4. ________________________ 5. ________________________

9. 10. 11.
A A A
B B B
C C C
D D D
Thinking Critically
15. Fill in the data table.
Data Table Gastropods Getting Food Circulation Excretion Protection Locomotion Bivalve Cephalopods
16.
REAL WORLD BIOCHALLENGE
Follow your teachers instructions for presenting your BioChallenge answer.
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27
Assessment
Student Recording Sheet (continued)
Chapter Assessment

Part 1
19. 20. 21. 22.
A A A A
Multiple Choice
B B B B C C C C D D D D
Select the best answer from the choices given and fill in the corresponding oval.
Part 2
Constructed Response/Grid In
Record your answer for Question 23 on a separate sheet of paper.
24. Record and bubble in your answer on the grid.

0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 2 3 4 5 6 7 8 9
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Reproducible Pages
Contents
Chapter 28 Arthropods
MINILAB 28.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 MINILAB 28.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 BIOLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 REAL WORLD BIOAPPLICATIONS . . . . . . . . . . . . . . . . . . . . . .103 REINFORCEMENT REINFORCEMENT
AND AND
STUDY GUIDE (ENGLISH) . . . . . . . . . . . .107 STUDY GUIDE (SPANISH) . . . . . . . . . . . .111
CONCEPT MAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 PROBLEM SOLVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116 SECTION FOCUS TRANSPARENCY MASTERS . . . . . . . . . . . . . . .117 BASIC CONCEPTS TRANSPARENCY MASTERS . . . . . . . . . . . . . .119 RETEACHING SKILLS TRANSPARENCY MASTERS . . . . . . . . . . . .121 CHAPTER ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . .131
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Chapter 28
Name
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Class
MiniLab 28.1
Lobster Characteristics
There are more species of arthropods than all of the other animal species combined. This phylum includes a variety of adaptations that are not found in other animal phyla.
Procedure
! Examine a preserved lobster. CAUTION: Wear disposable protective gloves and use a forceps when handling preserved material. @ Prepare a data table with the following arthropod traits listed: body segmentation, jointed appendages, exoskeleton, sense organs, jaws. # Observe the lobster. Fill in your data table, indicating which of the arthropod traits you observed. $ Gently lift the edge of the body covering where the legs attach to the body. Look for feathery structures. These are gills and are part of the animals respiratory system. CAUTION: Wash hands with soap and water after handling preserved materials.
Analysis
1. Evaluate Do lobsters have all of the traits listed above?
2. Infer Make a hypothesis as to how lobsters locate food.
UNIT 8
CHAPTER 28 Arthropods
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Name
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Class
MiniLab 28.2
Comparing Patterns of Metamorphosis
Insects undergo a series of developmental changes called metamorphosis. But not all insects follow the same pattern of metamorphosis.
Procedure
! Use the data table below. @ Examine the three life stages of a grasshopper. Complete the information called for in your data table. CAUTION: Wear disposable protective gloves and use forceps to handle preserved insects. # Examine the four life stages of a moth. Complete the information called for in your data table. Data Table
Insect Stage Locomotion Method Feeding Method Able to Reproduce
Grasshopper egg nymph adult
Moth egg larva pupa adult
Analysis
1. What are the differences between the stages of metamorphosis of a grasshopper and those of a moth?
2. Correlate the ability to move with ability to feed.
3. How are the nymph stage and the adult stage of a grasshopper similar?
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Class
DESIGN YOUR OWN
BioLab
Problem
Will salt concentration affect brine shrimp hatching?

PREPARATION
Possible Materials
beakers or plastic bottles labels or marking pencil graduated cylinder brine shrimp eggs
Chapter
28
How can you determine the optimum salt concentration for the hatching of brine shrimp eggs?
Hypothesis
Formulate a testable hypothesis. Your hypothesis might be that increased salt concentrations result in an increase in the number of eggs hatched.
clear plastic trays salt (noniodized) balance water
Safety Precautions
Wear protective eye goggles when preparing solutions.
Objectives
In this BioLab, you will: Analyze how salt concentration may affect brine shrimp hatching. Interpret your experimental findings.
Skill Handbook
PLAN THE EXPERIMENT

1. Decide on a way to test your groups hypothesis. Keep the available materials in mind as you plan your procedure. Be sure to include a control. For example, you might place brine shrimp eggs in two traysone with the salt concentration of the water brine shrimp normally inhabit, and one with a different salt concentration. 2. Decide how long you will make observations and how you will judge the extent of egg hatching. 3. Decide on the number of different salt water concentrations to use and what these concentrations will be. Review the steps needed to prepare solutions of different concentrations.
Check the Plan

Discuss the following points with other group members to decide on the final procedure for your experiment. 1. What is your single independent variable? Your dependent variable? What will be your control? 2. How much water will you add to each tray and how will you measure the same number of eggs to be used in each tray? 3. Will it be necessary to hold variables such as light and temperature constant? 4. What data will you collect and how will it be recorded? 5. Make sure your teacher has approved your experimental plan before you proceed further. 6. Carry out your experiment. 7. Cleanup and Disposal Return the brine shrimp to your teacher. Wash your hands with soap and water after working with the brine shrimp.
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DESIGN YOU R OWN
BioLab
Will salt concentration affect brine shrimp hatching?, continued

Chapter
28
1. Interpreting Data Using specific numbers from your data, explain how salt concentration affects brine shrimp hatching.
2. Drawing a Conclusion Was your hypothesis supported? Analyze the strengths and weaknesses of your hypothesis using your data.
3. Identifying and Controlling Variables What were the independent and dependent variables? What were some of the variables that had to be held constant?
4. Hypothesizing Formulate a hypothesis that explains why high salt concentrations may be harmful to brine shrimp hatching.
5. Classifying Classify brine shrimp. Identify their kingdom, phylum, class, order, family, genus, and species.
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Chapter
Real World BioApplications
28
Organic Pest Management

naturally-occurring chemicals in various plants. Extracts from plants such as garlic, onions, peppers, and tomatoes, for example, have been shown to be easy to use and effective repellents against some indoor and garden insects. In this activity, you will learn how to prepare organic insect repellents from common household food items, and investigate their effectiveness against aphids, a common garden pest.
ay in and day out, in our homes and gardens, in our pantries and basements, and on our pets, humans wage war against insects. By some estimates, Americans use close to 200 million tons of toxic insecticides to eliminate ants, roaches, spiders, and other creepy crawlers. Such chemicals can be effective, but can we be sure that they arent doing more harm to the environment than good? An alternative to toxic pesticides is to use the
Figure 1
Part A: Preparing Organic Insect Repellents

PROCEDURE
Prepare samples of the following natural insect repellents. Garlic Spray 3 whole garlic bulbs 3 tablespoons olive oil 3 cups warm water 1 tablespoon liquid soap Separate garlic cloves and chop in a blender or food processor. Put chopped garlic in a jar with the oil, close the jar, and let stand for 24 hours. Add water and liquid soap. Store in refrigerator. When ready to use, strain and dilute with water (1/2 cup concentrate to 1 quart water). Hot Pepper Spray 1/2 cup hot peppers 2 quarts water 1 tablespoon liquid soap
UNIT 8 CHAPTER 28 Arthropods
Blend the peppers and 2 cups of water in a blender or food processor. Transfer to a closed jar or container and let mixture stand overnight. When ready to use, strain and add the rest of the water and the liquid soap. Onion Juice Spray 3 large onions 4 cups water Blend onions and water in a blender or food processor. Transfer to a closed jar or container. Let mixture stand overnight and strain before using.
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Organic Pest Management
Part B: Testing Organic Repellents Perhaps the most common pest of indoor and outdoor gardens is the aphid. Small and softbodied, aphids come in a variety of colors, from pale green to gray or white and are often found on the undersides of leaves. Aphids destroy plants by sucking out the plants juices. In Part B, you will be testing the effectiveness of organic repellents on a group of aphid-infested plants over a one-week period.
H2O
Water spray
Garlic spray
Hot pepper spray
Onion juice spray
Figure 2
1. Label infested plants as shown in Figure 2. Carefully examine the leaves and stems of your plants, and record your observations in your science journal. 2. Begin your treatment of the plants by lightly spraying each with the proper repellent
solution. Be careful not to get traces of spray on the wrong plant. Spray your control plant with plain water.
3. Repeat treatments each day for one week. Record daily observations in your journal.

1. Compare your treated and untreated plants. Which organic repellent was the most effective against the aphids? Which was the least effective?
2. Do you think widespread use of organic insect repellents in the agricultural industry might be a practical alternative to synthetic insecticides? Explain your answer.
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Chapter
28
Insect-Plant Relationships in Your Garden

Use with Chapter 28: Arthropods
ertainly one of the reasons for the great evolutionary success of insects has been their diversification into a number of dietary niches. Insects have evolved a variety of adaptations, such as small size and specialized mouth parts, that allow them to grind, slice, suck, and bore their way through all kinds of plants and other organic matter. Plants have, in turn, evolved structural and physiological mechanisms to fight insect attack. Some plants
can withstand insect damage better than others, even within the same species. This host-plant resistance is important in agriculture, with many plants such as wheat, corn, tomatoes, and soybeans having resistant varieties. In this activity, you will learn how knowledge of insect anatomy and behavior can be important for the development of pest-resistant plant strains.
Part A: Anatomy and Behavior of Common Garden Pests Figure 1 shows three common agricultural pests. Read the description of each insect, study the illustrations, then answer the questions below.
Chewing mouthparts Aphid Caterpillar Piercing and sucking mouthparts
Mandible
Grub
Labium
Figure 1
a. Aphids and leafhoppers: order Homoptera; small, soft-bodied insects; mouthparts adapted for piercing plant stems and leaves and sucking out plant juices; will attack a variety of crops; very common on plants with large leaves; prefer soft-plant tissues b. Butterfly/moth larvae: order Lepidoptera; common names include earworms, caterpillars, army worms, fruitworms, and cabbageworms; mouthparts adapted for chewing large amounts of plant tissue, especially leaves c. Grubs: order Coleoptera; beetle larvae, possess very strong, heavily muscled mouthparts adapted for chewing leaves, fruits, vegetables, and plant roots 1. Describe how the mouthparts of each type of insect are adapted for diet.
2. What other adaptations to diet do you think insects possess?
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Insect-Plant Relationships in Your Garden
3. Why might knowledge of the anatomy and behavior of pest insects be important for trying to control them?
Part B: Breeding the Perfect Plant Imagine that you are a plant breeder trying to design an insect-resistant plant. Your genetics laboratory contains seeds from five different varieties of a single plant species. The genotypes of the seeds are given in the box below. Each seed will develop into a plant with two prominent characteristics. If an allele is not listed, assume the seed is homozygous dominant for the particular allele. Use the key to identify the characteristics of each type of seed. Then, predict what two plant characteristics working together would form the most effective deterrent against each of the insects. Next, plan a cross, using plants grown from the available seeds, which will produce the desired characteristics in the offspring. Then make a Punnett square to determine the possible genotypes of the offspring. Key Seeds on hand: T thin-skinned fruit t thick-skinned fruit llhh H stiff, sticky hairs covering leaves h smooth leaves LlHH C colorful flowers; attracts c dull coloration CCaa butterflies ccAA A chemical attractant for pest enemies a no chemical attractant TtLl L thin-skinned leaves l thick-skinned leaves
1. Aphids 2. Grubs
Traits effective against aphids: 1.

2.
Traits effective against grubs: 1.

2.
Parental genotypes:
Parental genotypes:
Expected phenotypic frequency of desired F1 offspring:
Expected phenotypic frequency of desired F1 offspring:
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UNIT 8
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Date
Class
Chapter
28
Arthropods
Section 28.1 Characteristics of Arthropods
In your textbook, read about what an arthropod is and exoskeletons.

1. What is the most distinguishing arthropod characteristic? 2. Explain the advantage of having appendages with joints.
3. List three functions of an arthropod exoskeleton.
In your textbook, read about molting, segmentation, and gas exchange.

Complete each statement.
4. Prior to molting, a new exoskeleton forms __________________ the old one.
5. Many arthropods have three distinct body sections: a(n) __________________ ,
a(n) __________________ , and a(n) __________________ .

6. In arthropods that have a __________________ , the head and thorax are fused.
Complete the table by checking the correct column to indicate the respiratory structure you would expect to find in each example.
Type of Respiratory Structure Example Book Lungs Gills Tracheal Tubes
7. freshwater crayfish 8. tarantula 9. hissing cockroach 10. swallowtail butterfly
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Chapter
28
Arthropods, continued

Section 28.1 Characteristics of Arthropods
In your textbook, read about arthropods senses, body systems, and reproduction.
Identify the following as characteristics of either simple or compound eyes. ____________________ 11. have multiple lenses ____________________ 12. well-adapted for detecting slight movements ____________________ 13. have a single, focusing-type lens ____________________ 14. produce an image made up of thousands of parts If the statement is true, write true. If it is not, rewrite the italicized part to make it true.
15. Animals produce pheromones, or low frequency sounds, that affect the behavior of others.
16. In many arthropods, large, fused ganglia act as nervous system control centers for the entire body.
17. Arthropods have an open circulatory system, in which blood leaves vessels and comes in direct contact
with body tissues. _______________________________________________________________________

18. Respiration occurs in arthropods via the Malpighian tubules. __________________________________ 19. During parthenogenesis, fertilized eggs develop into offspring. _________________________________
Section 28.2 Diversity of Arthropods
In your textbook, read about arthropod origins.

20. What are the major reasons for the widespread success of arthropods?
21. From what animal group did arthropods probably evolve?
22. List three adaptations that have evolved in arthropods.
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Chapter
28

Section 28.2 The Diversity of Arthropods
In your textbook, read about arachnids.

Circle the letter of the response that best completes the statement.
1. An animal that is not a member of the class Arachnida is a. a spider. b. a deer tick. c. a walking stick. d. a dust mite.
2. In spiders, chelicerae are highly modified appendages that are adapted for a. holding food and injecting poison. b. spinning silk and weaving webs. c. chewing food. d. mating and reproduction. 3. The appendages of a spider that function as sense organs are a. its chelicerae. b. its pedipalps. c. its legs. 4. After catching their prey and injecting it with poison, spiders a. eat the prey whole. b. lay their eggs in the prey. c. chew the prey into small pieces. d. suck up the preys contents, which have been liquified with enzymes. 5. In ticks and mites, the head, thorax, and abdomen a. are absent. b. are well-defined. c. are fused into one section. d. are all the same size. 6. The fact that horseshoe crabs have remained relatively unchanged for 500 million years indicates that a. natural selection has not taken place. b. they must reproduce by parthenogenesis. c. they have very little genetic diversity. d. their environment has changed very little. d. its spinnerets.
In your textbook, read about crustaceans, centipedes, and millipedes.

Determine if each statement is true or false. ____________________
7. Having compound eyes on movable stalks is an advantage for aquatic crustaceans whose potential predators could attack from almost any direction. 8. The legs of most crustaceans are unspecialized and used only for walking. 9. You might be more likely to see pill bugs moving around out in the open on a rainy day than on a sunny one.
____________________ ____________________
____________________ 10. Both centipedes and millipedes have book lungs for gas exchange.
UNIT 8
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Name
Date
Class
Chapter
28

Section 28.2 The Diversity of Arthropods
In your textbook, read about insects.

Using the choices below, label the diagram of a honeybee. antennae compound eye legs mandibles spiracles wings
11. ______________________
12. ______________________
13. ______________________
14. ______________________
15. ______________________
16. ______________________
Complete the table by checking the correct column for each statement.
Type of Metamorphosis Description Complete Incomplete
17. Insect begins life as a fertilized egg. 18. Larva hatches from an egg. 19. Nymph repeatedly molts and increases in size. 20. Nymph hatches from an egg. 21. Pupa undergoes changes while encased in cocoon. 22. Adults and young usually eat the same food. 23. Adults are the only sexually mature form.
110
UNIT 8
Nombre
Fecha
Clase
Captulo
28
Artrpodos
Seccin 28.1 Caractersticas de los artrpodos
En tu libro de texto, lee sobre lo que es un artrpodo y el exoesqueleto de los artrpodos.

1. Cules son las caractersticas ms distintivas de los artrpodos? 2. Explica cules son las ventajas de poseer apndices articulados.
3. Anota tres funciones del exoesqueleto de un artrpodo.
En tu libro de texto, lee sobre la muda, la segmentacin y el intercambio de gases en los artrpodos.
Completa cada enunciado.
4. Antes de la muda, se forma un nuevo exoesqueleto __________________ del anterior.
5. El cuerpo de muchos artrpodos est dividido en tres secciones: __________________ ,
__________________ y __________________ .
6. En los artrpodos que presentan __________________ , la cabeza y el trax estn fusionados.
Completa la tabla indicando la columna con la estructura respiratoria correspondiente a cada ejemplo.
Tipo de estructura respiratoria Ejemplo Filotrqueas Branquias Tubos traqueales
7. langostino 8. tarntula 9. cucaracha de Madagascar 10. mariposa cola de golondrina
UNIDAD 8
CAPTULO 28 Artrpodos
111
Nombre
Fecha
Clase
Captulo
28
Artrpodos (continuacin)

Seccin 28.1 Caractersticas de los artrpodos
En tu libro de texto, lee sobre los rganos de los sentidos, los sistemas corporales y la reproduccin de los artrpodos.
Indica si cada caracterstica correponde a ojos compuestos o a ojos simples. ____________________ 11. tiene lentes mltiples ____________________ 12. bien adaptado para detectar pequeos movimientos ____________________ 13. tiene un solo lente para enfocar ____________________ 14. produce una imagen formada por miles de partes Si el enunciado es verdadero, escribe verdadero; de lo contrario, modifica la seccin en itlicas para hacer verdadero el enunciado.
15. Los animales producen feromonas o sonidos de baja frecuencia que afectan el comportamiento de otros
animales.
16. Muchos artrpodos tienen ganglios grandes y unidos que funcionan como centros de control del
sistema nervioso para todo el cuerpo.

17. Los artrpodos tienen un sistema circulatorio abierto, en el cual la sangre sale de los vasos
sanguneos y entra en contacto directo con los tejidos del cuerpo. ___________________________________
18. La respiracin en los artrpodos ocurre a travs de los tubos de Malpighi. _______________________ 19. En la partenognesis, los huevos fecundados se convierten en nuevos individuos. __________________
En tu libro de texto, lee sobre el origen de los artrpodos.

Contesta las siguientes preguntas. (Seccin 28.2)
20. Cules son las razones ms importantes que explican el gran xito de los artrpodos?
21. A partir de cul grupo de animales evolucionaron los artrpodos?
22. Anota tres adaptaciones que aparecieron en los artrpodos.
112
UNIDAD 8
Nombre
Fecha
Clase
Captulo
28
Artrpodos, continuacin

Seccin 28.2 Diversidad de los artrpodos
En tu libro de texto, lee sobre los arcnidos.

Haz un crculo alrededor de la letra de la opcin que completa mejor cada enunciado.
1. El animal que no es miembro de la clase Arachnida es a. la araa. b. la garrapata del venado. c. el palote. d. el caro.
2. En los arcnidos, los quelceros son apndices altamente modificados, adaptados para a. sostener alimentos e inyectar el veneno. b. desenrollar y tejer la seda. c. masticar alimentos. d. la copulacin y la reproduccin. 3. Los apndices de las araas que les sirven como rganos sensoriales son a. los quelceros. b. los pedipalpos. c. las patas. d. las hileras.
4. Despus de atrapar una presa e inyectarle su veneno, las araas a. se comen la presa completa. b. depositan sus huevecillos en la presa. c. cortan la presa en trozos pequeos. d. succionan el contenido de la presa, el cual ya ha sido previamente digerido por enzimas liberadas por la araa. 5. La cabeza, el trax y el abdomen de caros y garrapatas a. no existen. b. estn bien definidos. c. estn fusionados en una sola seccin. d. son del mismo tamao.
6. Los cangrejos bayoneta han permanecido prcticamente sin cambios durante 500 millones de aos. Esto indica que a. no ha ocurrido seleccin natural. b. se deben reproducir mediante partenognesis. c. tienen muy poca variabilidad gentica. d. su ambiente ha cambiado muy poco.
En tu libro de texto, lee sobre los crustceos, los centpedos y los milpedos.
Indica si cada enunciado es verdadero o falso. ____________________
7. El poseer ojos compuestos localizados en la punta de antenas mviles es una ventaja para los crustceos acuticos porque sus depredadores potenciales pueden atacar desde casi cualquier direccin. 8. Las patas de la mayora de los crustceos no estn especializadas y sirven slo para caminar. 9. Es ms probable que veas cochinillas de la humedad caminando por el terreno durante un da lluvioso que durante un da soleado.
____________________
____________________
____________________ 10. Los centpedos y los milpedos tienen filotrqueas para realizar el intercambio de gases.
UNIDAD 8
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Nombre
Fecha
Clase
Captulo
28
Artrpodos, continuacin

Seccin 28.2 Diversidad de los artrpodos
En tu libro de texto, lee sobre los insectos.

Identifica las partes de la abeja que se muestra en el diagrama. Usa las siguientes opciones: antenas ojo compuesto patas mandbulas espirculos alas
11. ______________________
12. ______________________
13. ______________________
14. ______________________
15. ______________________
16. ______________________
Completa la tabla indicando la columna a la que corresponde cada enunciado.

Tipo de metamorfosis Enunciado Completa Incompleta
17. La vida de un insecto se inicia con la fecundacin del huevo. 18. Una larva sale del huevecillo. 19. La ninfa muda repetidas veces y aumenta de tamao. 20. Sale una ninfa de un huevecillo. 21. La pupa sufre cambios dentro del capullo. 22. Adultos y jvenes generalmente comen el mismo tipo de alimentos. 23. Los adultos son los nicos que son sexualmente maduros.
114
UNIDAD 8
Name
Date
Class
Chapter
Concept Mapping
28
Arthropods
Metamorphosis in Insects
Complete the concept map on metamorphosis in insects. Use these words or phrases one or more times: complete, internal chemicals, larva, tissue reorganization, adult, four stages, nymph, incomplete, fully developed appendages, reproductive system, egg, grows, three stages, caterpillar, eats leaves, replacement of tissues, molts, pupa.
Metamorphosis in Insects
1.
is controlled by
14.
13.
includes
includes
2.
15.
16.
3.
4.
5.
6.
17.
18.
or
or
lacks
has
7.
cocoon
10. 8. 9.
allows for
19.
reproductive system
20. 21.
11.
12.
UNIT 8
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Name
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Class
Chapter
Problem Solving
28
Arthropods
What Insect Am I?
he graph below shows some major orders of the Class Insecta and the approximate number
of species in each order. Study the graph, and then answer the questions that follow.
Some Major Orders of the Class Insecta

Order Odonata Orthoptera Hemiptera Coleoptera Lepidoptera Diptera Hymenoptera 50 100 150 200 Number of Species (in thousands) 250 300
1. About how many species are included in the Order Orthoptera? 2. Order Diptera, the true flies, includes mosquitoes, gnats, horseflies, and houseflies. This order has about
85 000 species. Draw the correct bar on the graph for Order Diptera.
3. Beetles, weevils, and fireflies are grouped together in the largest insect order. Name the order and the
number of species it includes.

4. Butterflies and moths are grouped in an insect order with more than 100 000 species. Name the order and
then determine from the graph the approximate number of species it includes.
5. Smaller orders of insects are Order Thysanura (about 700 species, example: silverfish); Order Anoplura
(about 200 species, example: lice); and Order Siphonaptera (about 1100 species, example: fleas). Do you think that the data about these orders could be effectively displayed on the graph above? Explain. How else might you show the data?
116
UNIT 8
Name
Date
Class
Master
Section Focus
69
Arthropods
Millipede
Wasp
Scorpion
1 What are some common characteristics of these arthropods? 2 What is one advantage of each characteristic?
UNIT 8 CHAPTER 28 Arthropods
117
Name
Date
Class
Master
Section Focus
70
Arthropod Diversity
Horseshoe crab
Centipede
Beetle
Shrimp
Crab Tick
1 What do you know about each of these arthropods? 2 How do they differ?
118
CHAPTER 28 Arthropods UNIT 8
Name
UNIT 8
Master
Kingdom Animalia Phylum Arthropoda
49
Insects 750 000 species Crustaceans 35 000 species
Arachnids 57 000 species Chilopods 2500 species
Phylogeny of Arthropods
Date
Diplopods 10 000 species
Class
Basic Concepts
Trilobites
Merostomates 4 species
119
Name
Date
Class
Worksheet
Basic Concepts
49
Phylogeny of Arthropods
1. Which group of arthropods are now extinct?
2. What crustacean is represented in the transparency? Provide three other examples of crustaceans.
3. Why are horseshoe crabs regarded as living fossils?
4. What is the common name for the chilopods? The diplopods?
5. What is the simplest way to distinguish a chilopod from a diplopod?
6. What is the most varied class of arthropods? What feature distinguishes this class from other arthropods?
7. Describe some of the adaptations of different kinds of arachnids.
120
UNIT 8
Name
Date
Class
Master
41
Structures of a Spider and a Grasshopper
Reteaching Skills
Arthropod Characteristics
Jointed appendages Brain Eyes, simple Eyes, compound Specialized mouth parts Exoskeleton Heart Fused body segments Nerve cord Malpighian tubules
Special Adaptations Spider

Eyes6 or 8 simple, no compound Poison glands Appendages Chelicerae for biting Pedipalpsfor holding food for sense organs 4 pairs of walking legs (8 legs) Book lungs Silk glands Spinnerets
Grasshopper
Eyes 3 simple 2 compound Tympanumfor hearing Appendages Antennaefor sense organs 6 walking legs, two of these adapted for jumping 2 pairs of wings
UNIT 8
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Name
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Class
Worksheet
41
Structures of a Spider and a Grasshopper
Reteaching Skills
1. Define appendage and discuss the various functions of arthropod appendages.
2. What is the evolutionary advantage that jointed appendages gave to arthropods?
3. Define exoskeleton and discuss the evolutionary advantage that it gave to arthropods.
4. Describe the three types of respiratory systems found in arthropods. Why are these systems so valuable an adaptation?
6. What special appendages are seen in spiders? In grasshoppers?
7. Spiders have six or eight simple eyes. Grasshoppers have two compound eyes and three simple eyes. What can you infer about the activities of these two arthropods from this information? Explain your reasoning.
122
UNIT 8
5. What is the difference between a simple eye and a compound eye?
Name
UNIT 8 b. Incomplete Metamorphosis
a. Complete Metamorphosis
42
Master
Eggs Eggs
Larva
Young nymph
Molt
Insect Metamorphosis
Pupa
Older nymph
Molt
Date
Adult
Adult
Class
Reteaching Skills
Painted lady butterfly
Harlequin bug
123
Name
Date
Class
Worksheet
Reteaching Skills
42
Insect Metamorphosis
1. What stages in metamorphosis do the painted lady butterfly and the harlequin bug have in common?
2. How do the stages of metamorphosis differ between the two insects shown in the transparency?
3. In which stage of complete metamorphosis is an insect most destructive to plant life?
4. Although nymphs have the general appearance of adults, they differ from adults in what two ways?
5. What process accompanies growth in nymphs?

6. Compare and contrast complete and incomplete metamorphosis.
7. What is an adaptive advantage of complete metamorphosis?
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Name
Date
Class
Chapter
Chapter Assessment
28
Arthropods
Match the definition in Column A with the term in Column B. Column A ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
Column B
a. appendage b. book lung c. cephalothorax d. Malpighian tubule e. mandible f. molting g. parthenogenesis h. pheromone i. spinneret j. spiracles k. tracheal tubes
1. Branching networks of hollow passages that carry air throughout the body 2. Chemical odor signal given off by an animal 3. Form of asexual reproduction in which an organism develops from an unfertilized egg 4. Openings through which air enters and leaves the tracheal tubes 5. Any structure, such as a leg, that grows out of the body of an animal 6. Fused head and thorax region in some arthropods 7. Excretory organ of terrestrial arthropods 8. Air-filled chamber containing leaflike plates that serve for gas exchange 9. Shedding of the old exoskeleton
____________
____________ 10. Jaw of an arthropod ____________ 11. Movable structure used by a spider to turn silk into thread
Compare or contrast each pair of related terms.

12. simple eye, compound eye
13. chelicerae, pedipalps
UNIT 8
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Class
Chapter
28
Chapter Assessment

In the space at the left, write the letter of the word or phrase that best completes the statement or answers the question. ____________
1. The characteristic that most distinguishes arthropods from other invertebrates is a. the coelom. c. jointed appendages. b. the endoskeleton. d. bilateral symmetry.
____________
2. Before an arthropod molts, a new exoskeleton a. grows on top of its old one. c. cannot grow. b. must be found. d. grows beneath its old one.
____________
3. Aquatic arthropods exchange gases through a. tracheal tubes. c. their exoskeleton. b. gills. d. book lungs.
____________ ____________ ____________ ____________
4. How many pairs of jointed appendages do arachnids have? a. two b. four c. three d. six
5. When a spider bites, it uses its a. chelicerae. b. mandibles. c. pedipalps. d. silk glands.
6. In spiders, the exchange of gases takes place in a. book lungs. b. lungs. c. gills. d. spiracles.
7. Most insects have one pair of _________ that are used to sense vibrations, food, and pheromones in the environment. a. pedipalps b. wings c. antennae d. eyes
____________ ____________
8. The typical tick body consists of _________ segment(s). a. one b. two c. three d. four
9. Crabs, lobsters, shrimps, and pill bugs are members of the class a. Insecta. b. Chilopoda. c. Crustacea. d. Arachnida.
____________ 10. The stages of incomplete metamorphosis are

a. egg, larva, pupa, adult. c. egg, larva, adult. b. larva, pupa, nymph. d. egg, nymph, adult.
____________ 11. Grasshoppers have

a. b. c. d.
two compound eyes and three simple eyes. three compound eyes and two simple eyes. two compound eyes and two simple eyes. none of these.
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Name
Date
Class
Chapter
28
Chapter Assessment

1. How are insects adapted to living on land?
2. What are four uses of the jointed appendages of arthropods? Give examples.
3. How do compound eyes aid arthropods?
4. How do web-spinning spiders create their webs?
5. It is believed that arthropods evolved from the annelids. What differences, present in the arthropod structure, make arthropods better adapted to their environment?
UNIT 8
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Name
Date
Class
Chapter
28
Chapter Assessment
Thinking Critically
1. Fossils reveal that the horseshoe crab has remained almost unchanged for 500 million years. Why would an arthropod such as the horseshoe crab fail to evolve? What can you infer about the rate of change of its seaside environment?
2. How are insects different modes of feeding reflected in their mouthparts?
3. Why do arthropods lack muscle strength after molting?
4. Barnacles are primarily sessile, filter-feeding crustaceans that live on rocks in the ocean. Many barnacles, however, live on the backs of gray whales. Compare and contrast these two environments with regard to barnacle survival.
5. Suppose a new species of insect is introduced into an area as a natural control to rid the area of other insect pests. What are some possible advantages and disadvantages of doing this?
128
UNIT 8
Name
Date
Class
Chapter
28
Chapter Assessment

Many invertebrates, from hydrozoans to mollusks and arthropods, have specialized sense organs for monitoring gravity. This sensitivity is related to their sense of equilibrium. Arthropods can sense when they are upright and when they are turned over. The organ that senses changes with respect to gravity is the statocyst, located at the base of each antennule of the crayfish. A statocyst is a chamber that contains sensory neurons with hairlike fibers and a solid mass of sand grains or hardened calcium salts. These grains push against the hair cells, which then trigger signals in associated sensory neurons.
Antennules Particle Antenna Sensory hairs
Statocyst
Hair cell
Fibers of sensory neurons
1. Hypothesize how the statocyst functions to keep a crayfish upright.
2. Suppose that scientists on board a space shuttle wanted to investigate the effects of microgravity on the uprighting reflex of crayfish. What experiment might they propose?
UNIT 8
129
Name
Date
Class
Chapter
28
Chapter Assessment

3. Which variable would be tested?
continued
4. What would be the control?
5. What could scientists do if their hypothesis was not supported by the data?
6. Noting that hydrozoans and mollusks also have specialized sense organs for monitoring gravity, what experiment might be proposed to compare this mechanism among species?
130
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Name
Date
Class
Chapter
28
Assessment
Chapter Assessment
Vocabulary Review
Write the vocabulary words that match the definitions in your book. 1. _________________________ 2. _________________________ 3. _________________________ 4. _______________________ 5. _______________________

Select the best answer from the choices given and fill in the corresponding oval. 6. 7. 8. 9.
A A A A B B B B C C C C D D D D
10. 11. 12.
A A A
B B B
C C C
D D D
Thinking Critically
16.
Fill in the correct terms to complete the concept map. 1. ______________________ 2. ______________________ 3. _____________________ 4. _____________________
17.


23. 24.
A A
B B
C C
D D
UNIT 8
131
Reproducible Pages
Contents
Chapter 29 Echinoderms and Invertebrate Chordates

MINILAB 29.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 MINILAB 29.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 BIOLAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 REINFORCEMENT REINFORCEMENT
AND AND
CONCEPT MAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 CRITICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 SECTION FOCUS TRANSPARENCY MASTERS . . . . . . . . . . . . . . .149 BASIC CONCEPTS TRANSPARENCY MASTERS . . . . . . . . . . . . . .151 RETEACHING SKILLS TRANSPARENCY MASTERS . . . . . . . . . . . .155
CHAPTER ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157 STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . .163
BioDigest 8 Invertebrates
REINFORCEMENT REINFORCEMENT
AND AND
Chapter 29
STUDENT RECORDING SHEET . . . . . . . . . . . . . . . . . . . . . . . . .169
133
Name
Date
Class
MiniLab 29.1
Examining Pedicellariae
Echinoderms move by tube feet. They also have tiny pincers on their skin called pedicellariae.
Procedure
! Observe a slide of sea star pedicellariae under low-power magnification. CAUTION: Use caution when working with a microscope and slides. @ Record the general appearance of one pedicellaria. What does it look like? # Make a diagram of one pedicellaria under low-power magnification.
Analysis
1. Describe the general appearance of one pedicellaria.
2. What is the function of this structure?

3. Explain How does the structure of pedicellariae assist in their function?
UNIT 8
CHAPTER 29 Echinoderms and Invertebrate Chordates
135
Name
Date
Class
MiniLab 29.2
Observing
Examining a Lancelet
Branchiostoma californiensis is a small, sea-dwelling lancelet. At first glance, it appears to be a fish. However, its structural parts and appearance are quite different.
Procedure
! Place the lancelet onto a glass slide. CAUTION: Wear disposable protective gloves and handle preserved material with forceps. @ Use a dissecting microscope to examine the animal. CAUTION: Use care when working with a microscope and slides. # Prepare a data table that will allow you to record the following: General body shape, Length in mm, Head region present, Fins and tail present, Nature of body covering, Sense organs such as eyes present, Habitat, Segmented body. $ Indicate on your data table if the following can easily be observed: gill slits, notochord, dorsal hollow nerve cord.
Analysis
1. How does Branchiostoma differ structurally from a fish? How are its general appearance and habitat similar to those of a fish?
2. Explain why you were not able to see gills, notochord, and a dorsal hollow nerve cord.
3. Using its scientific name as a guide, where might the habitat of this species be located?
136
UNIT 8
Name
Date
Class
I NVESTIGATE
BioLab
Problem
Observing and Comparing Echinoderms

PREPARATION
Chapter
29
How are sea stars, sea urchines, sea cucumbers, and sand dollars alike? How are they different from each other?
forceps culture or petri dish toothpicks
Safety Precautions
CAUTION: Specimens are preserved and will be reused, so they must be kept intact. Wear disposable protective gloves and use forceps when handling preserved materials. Always wear goggles in the lab.
Objectives
In this BioLab, you will:
Observe, compare, and contrast
various echinoderms. Draw representative echinoderms. List the traits of four different echinoderms. Infer adaptations for life functions of echinoderms.
Skill Handbook
If you need help with this lab, refer to the Skill Handbook.
Materials
preserved specimens of sea star, sea urchin, sand dollar, sea cucumber
PROCEDURE
1. Copy the data table.
Data Table
Sea Star Outer covering Tube feet Spines No. of body openings Rays Type of symmetry Sea Urchin Sand Dollar Sea Cucumber
2. Examine the sand dollar, sea cucumber, sea star, and sea urchin and fill in the data table by describing the features listed. 3. Draw each of your specimens and label the external features you can see. 4. Cleanup and Disposal Clean all equipment as instructed by your teacher, and return everything to its proper place for reuse. Wash your hands with soap and water after handling preserved specimens.
UNIT 8
137
Name
Date
Class
INVESTIGATE
BioLab
Observing and Comparing Echinoderms, continued
Chapter
29

1. Observe and Infer Using your observations, compare the outer coverings of sea stars, sea urchins, sand dollars, and sea cucumbers. Explain how the coverings benefit the animals.
2. Analyze In what way are the echinoderms you examined alike externally? Explain how this adap-
tation benefits these animals.
3. Infer Tube feet are not visible on all the specimens you observed. Why not?
fied as an echinoderm?
5. Infer Which of the echinoderms you studied may move the fastest? Explain.
6. Error Analysis Preserved animal specimens may differ from living animals due to the preservation
technique. Soft, fragile parts may not be preserved as well as hard, sturdy parts. Analyze your data table to see where errors may have occurred due to these differences.
138
UNIT 8
4. Infer The sea cucumber appears to be less like the other specimens you studied. Why is it classi-
Name
Date
Class
Chapter
29
Echinoderms and Invertebrate Chordates

Section 29.1 Echinoderms
In your textbook, read about echinoderms internal skeleton, radial symmetry, and the water vascular system.
1. Describe the spiny skin that is a characteristic of echinoderms.
2. In what way is being radially symmetrical an advantage for adult echinoderms?
For each item in Column A, write the letter of the matching item in Column B. Column A ____________ 3. Has a flattened, immovable endoskeleton made up of fused plates
Column B a. brittle star

b. sea star c. sand dollar d. sea lily e. sea cucumber
____________ 4. Has thin, flexible rays made up of small, overlapping, calcified plates ____________ 5. Has a flexible endoskeleton divided into rather long, tapering rays ____________ 6. Has tiny, calcified plates embedded in fleshy skin ____________ 7. Has feathery, branching rays made up of tiny, calcified plates Complete the following sentences.
8. Tube feet are part of an echinoderms __________________ _________________ ________________ ,
which is involved not only in locomotion, but also in __________________ __________________ , __________________ , and food collecting.
9. In a sea star, water enters and exits the water vascular system through a structure called the
__________________ , a sievelike, disc-shaped opening on the __________________ side of the body.
UNIT 8
139
Name
Date
Class
Chapter
29
Echinoderms and Invertebrate Chordates, continued

In your textbook, read about sea star structure, echinoderm larvae, nutrition, nervous systems, and origins.
Label this drawing of a sea star and of a cross section of one of its rays. Use these choices: ampulla eyespot madreporite pedicellariae tube foot
10. _______________________
11. _______________________
12. _______________________
13. _______________________
14. _______________________
Identify each of the following as describing either larva or an adult echinoderm. _________________ 15. free-swimming _________________ 17. radially symmetrical _________________ 16. bilaterally symmetrical _________________ 18. moves with tube feet
Determine if each of the following statements is true or false. _________________ 19. If a sea urchin population underwent a population explosion, you might expect to see a rapid decline in the amount of algal life in the area. _________________ 20. Sea stars and brittle stars both eat suspended organic particles. _________________ 21. Most echinoderms have highly developed sense organs. _________________ 22. The fact that echinoderms have deuterostome development is strong evidence that they are most closely related to chordates. 140
CHAPTER 29 Echinoderms and Invertebrate Chordates UNIT 8
Name
Date
Class
Chapter
29

In your textbook, read about the diversity of echinoderms.

23. List the six classes of living echinoderms and the types of animals in each class.
24. How is the ability to regenerate lost body parts adaptive for most echinoderms?
Complete the table by checking the column(s) that best fit(s) each description.
Description Asteroidea Ophiuroidea Echinoidea Holothuroidea Crinoidea
25. Have multiple rays 26. May rupture and release internal organs when threatened 27. Some members of the class are sessile 28. Burrow into rock or sand 29. Use mucus-coated tentacles for feeding 30. Some members of the class can actively swim from place to place 31. Use rays, not tube feet, for locomotion 32. The most inflexible type of echinoderm 33. Use long, feathery arms to trap food particles drifting past 34. Eat bivalves and other small animals
UNIT 8 CHAPTER 29 Echinoderms and Invertebrate Chordates
141
Name
Date
Class
Chapter
29

Section 29.2 Invertebrate Chordates
In your textbook, read about invertebrate chordates.

Complete the following sentences.
1. At some time in their life, all chordates possess a _______________ , a dorsal hollow ______________
_________________ , _________________ _________________ , and a postanal tail.

2. During your early development, your notochord became your _________________ , and your
pharyngeal pouches disappeared.

3. The _________________ _________________ is derived from the _________________ portion of the
dorsal nerve cord, whereas the _________________ is derived from the anterior portion.
4. At some time during their lives, all chordates have a muscular _________________ .
In your textbook, read about tunicates and lancelets.

Trace the path of water through a tunicate, starting with water entering the animals body, by numbering the following statements from 1 to 5. ____________________ ____________________ ____________________ ____________________ ____________________
5. Water leaves the pharynx region. 6. Water passes through the gill slits, which filter food out of the water. 7. Water is drawn into the body through the incurrent siphon. 8. Water passes out of the body via the excurrent siphon. 9. Water enters the pharynx, where the gill slits are located.
Complete the table by checking the correct column(s) for each description.
Description Tunicates Lancelets
10. Only larval forms have a tail 11. Are filter feeders 12. Retain all chordate traits throughout life 13. Blood flow is continually reversed in the adult body 14. Capable of actively swimming as adults
142
UNIT 8
Nombre
Fecha
Clase
Captulo
29
Equinodermos e invertebrados cordados

Seccin 29.1 Equinodermos
En tu libro de texto, lee sobre el esqueleto interno, la simetra radial y el sistema vascular acufero de los equinodermos.
1. Describe la piel "espinosa" caracterstica de los equinodermos.
2. Por qu la simetra radial es una ventaja para los equinodermos adultos?
Anota la letra de la columna B que corresponda a cada enunciado de la columna A. Columna A ____________ 3. Tiene un endoesqueleto aplanado formado por placas fusionadas
Columna B a. ofiuro
b. estrella de mar c. escutlido d. lirio de mar e. holoturia
____________ 4. Tiene brazos delgados y flexibles formados por pequeas placas calcificadas que se traslapan ____________ 5. Tiene un exoesqueleto flexible que se divide en brazos alargados y terminados en punta ____________ 6. Tiene diminutas placas calcificadas incrustadas en su piel de consistencia carnosa ____________ 7. Tiene brazos muy ramificados formados por diminutas placas calcificadas Completa los siguientes enunciados.
8. Los pies ambulacrales forman parte del __________________ _________________ ________________ de
un equinodermo. Este sistema no slo ayuda en la locomocin, sino que tambin ayuda en el __________________ __________________ , en la __________________ y en la recoleccin de alimentos.
9. En las estrellas marinas, el agua entra y sale del sistema vascular acufero a travs de una estructura
llamada __________________ , una abertura redonda que sirve como filtro, localizada en la parte __________________ del cuerpo.
UNIDAD 8 CAPTULO 29 Equinodermos e invertebrados cordados
143
Nombre
Fecha
Clase
Captulo
29
Equinodermos e invertebrados cordados, continuacin

En tu libro de texto, lee sobre la estructura de la estrella de mar, las larvas, la nutricin, el sistema nervioso y el origen de los equinodermos.
Identifica las partes de la estrella marina y las partes que se muestran en el corte transversal de uno de sus brazos. Usa las siguientes opciones: ampolla mancha ocular madreporito pedicelios pie ambulacral 10. _______________________
11. _______________________
12. _______________________
13. _______________________
14. _______________________
Indica si cada enunciado se refiere a la larva de equinodermo o a un adulto. _________________ 15. vida libre _________________ 17. simetra radial Indica si cada enunciado es verdadero o falso. _________________ 19. Si hubiera un crecimiento muy rpido en una poblacin de erizos marinos, esperaras una rpida disminucin en la cantidad de algas en el rea. _________________ 20. Las estrellas marinas y los ofiuros se alimentan de partculas suspendidas. _________________ 21. La mayora de los equinodermos poseen rganos de los sentidos muy desarrollados. _________________ 22. El hecho de que los equinodermos presentan desarrollo deuterostomado es una prueba suficiente de su cercana relacin con los cordados. _________________ 16. simetra bilateral _________________ 18. se mueve usando sus _________________ pies ambulacrales
144
CAPTULO 29 Equinodermos e invertebrados cordados
UNIDAD 8
Nombre
Fecha
Clase
Captulo
29
Equinodermos e invertebrados cordados, continuacin

En tu libro de texto, lee sobre la diversidad de los equinodermos.

Contesta las siguientes preguntas. 23. Anota las seis clases de equinodermos que existen actualmente y el tipo de animal que hay en cada clase.
24. Por qu la capacidad de regenerar partes del cuerpo es una adaptacin que presentan la mayora de los equinodermos?
Completa la tabla indicando la columna que mejor corresponda a cada enunciado.

Descripcin Asteroidea Ophiuroidea Echinoidea Holothuroidea Crinoidea
25. Tienen brazos mltiples. 26. Pueden deshacerse de los rganos internos si es amenazada.
27. Algunos miembros de esta clase son ssiles. 28. Se entierran en roca o arena. 29. Usan tentculos cubiertos de una mucosidad para alimentarse. 30. Algunos miembros de esta clase pueden nadar libremente de un sitio a otro. 31. Utilizan sus brazos y no los pies ambulacrales para moverse. 32. El tipo de equinodermo menos flexible. 33. Utilizan sus brazos largos y ramificados para atrapar las partculas alimenticias que pasan por su cercana. 34. Se alimentan de bivalvos y otros animales pequeos.
UNIDAD 8 CAPTULO 29 Equinodermos e invertebrados cordados
145
Nombre
Fecha
Clase
Captulo
29
Equinodermos e invertebrados cordados (continuacin)

Seccin 29.2 Invertebrados cordados
En tu libro de texto, lee sobre los cordados invertebrados.

Completa los siguientes enunciados.
1. En algn momento de su vida todos los cordados poseen un _______________ , un ______________
_________________ dorsal hueco, _________________ _________________ y una cola postanal.

2. En las etapas tempranas de tu desarrollo, tu notocordio se convirti en _________________ y desa-
parecieron tus bolsas farngeas.

3. El(La) _________________ _________________ se deriva de la parte _________________ del cordn
nervioso dorsal, mientras que el(la) _________________ se deriva de la porcin anterior.

4. Todos los cordados tienen un(a) ________________ en algn momento de su desarrollo.
En tu libro de texto, lee sobre los tunicados y los anfioxos.

Ordena del 1 al 5 los siguientes enunciados acerca de la circulacin del agua en un tunicado, empezando con la entrada de agua al cuerpo del animal. ____________________ ____________________
5. El agua sale de la regin farngea. 6. El agua pasa a travs de las hendiduras branquiales, las cuales se encargan de filtrar las partculas alimenticias. 7. El agua entra al cuerpo a travs del sifn incurrente. 8. El agua sale del cuerpo a travs de sifn excurrente. 9. El agua entra a la faringe, sitio donde se localizan las hendiduras branquiales.
____________________ ____________________ ____________________
Completa la tabla indicando la columna a que corresponda cada enunciado.

Enunciado Tunicados Anfioxos
10. Slo las formas larvarias poseen cola. 11. Son filtradores. 12. Mantienen las caractersticas de los cordados durante toda la vida. 13. El flujo sanguneo se invierte continuamente en el cuerpo del adulto. 14. Pueden nadar libremente en su vida adulta.
146
CAPTULO 29 Equinodermos e invertebrados cordados
UNIDAD 8
Name
Date
Class
Chapter
29
Concept Mapping
Characteristics of Invertebrate Chordates

Complete the concept map of the characteristics of invertebrate chordates. Use these words or phrases once: the dorsal hollow nerve cord, posterior portion, the brain, the notochord, each muscle block, the spinal cord, a pair, gill slits, muscle blocks, the tail, the pharynx, nerves, anterior portion.
Invertebrate Chordates have
semirigid, rodlike structure

called
a hollow tube of cells

called
paired openings
in
4. 1.
12.
which provides support for

5.
called
13. 6.
becomes provides
2.
that move
7.
becomes
9.
3.
8.
of
10.
for
11.
UNIT 8
147
Name
Date
Class
Chapter
29
Critical Thinking
Comparing and Contrasting Invertebrate Phyla

nimal phyla differ greatly in many ways, particularly in body plan. But members of different phyla also share many characteristics, some of which make these members difficult to distinguish similar feeding methods?
from one another. Answer the following questions to learn more about similarities and differences among the invertebrates.
1. Compare and contrast the food-getting mechanisms of sponges and sea squirts. What other animals share
2. Many species of tunicates form colonies made up of hundreds of individual organisms. These colonial tuni-
cates often bear a superficial resemblance to sponges. Suppose you are conducting a scuba survey of the animals living along a coral reef. You collect specimens of brightly colored, sessile organisms attached to rocks and pieces of dead coral. What features would you use to tell whether your specimens were sponges or tunicates?
3. Compare the structure and function of the tentacles of sea anemones and sea cucumbers. What features
would you use to distinguish between a sea cucumber and a sea anemone?
4. Why do you think many biologists prefer the term sea star over the term starfish?
148
UNIT 8
Name
Date
Class
Master
Section Focus
71
Echinoderms
Brittle star
Sea urchin
Sand dollar
1 The word echinoderm comes from the Greek echinos, meaning spiny,
and derm, meaning skin. Why do you think this name was given to this group of organisms?
2 How is the radial symmetry of these saltwater animals an advantage?

UNIT 8 CHAPTER 29 Echinoderms and Invertebrate Chordates
149
Name
Date
Class
Master
72
Invertebrate Chordate Structures
Section Focus
Dorsal nerve cord
Notochord
Tail Mouth Gill Slits Anus Muscle blocks

1 Which of the structures shown on this lancelet are not found on other
animals you have studied so far?
2 What do you think the function of the notochord is?
150
UNIT 8
Name
UNIT 8
Water Vascular System
50
Master
A. B.
Ray Ampulla Stomach Digestive gland
Madreporite
Madreporite
Ring canal Reproductive organ Ring canal Radial canal Tube foot
Structure of a Sea Star
Anus Spines
Tube feet
Section Through Arm
Digestive gland
Date
C.
D.
Eyespot
Reproductive organ
Class
Pedicellaria Tube foot Ampulla
Basic Concepts
Spine
151
Name
Date
Class
Worksheet
Basic Concepts
50
Structure of a Sea Star
1. What is the primary composition of the sea stars endoskeleton? 2. The mouth of a sea star is located on its underside. Why is that an adaptive advantage for the sea star?
3. What is the function of the pedicellariae?
4. What are the eyespots of a sea star able to sense?
5. What material flows through the madreporite? 6. What is the effect of the contraction and relaxation of the ampullae?
7. Describe the feeding process of a sea star.
8. List four functions of the sea stars water vascular system.
152
UNIT 8
Name
Date
Class
Master
Basic Concepts
51
Phylogeny of Echinoderms Use with Chapter 29, Section 29.1
UNIT 8
153
Name
Date
Class
Worksheet
Basic Concepts
51
Phylogeny of Echinoderms Use with Chapter 29, Section 29.1
1. What is the oldest group of living echinoderms? Give an example.
2. To which class of echinoderms do sea urchins belong?
3. What characteristics of ophiuroids increase the probability that they will escape from the attack of a predator?
4. To which class are the ophiuroids most closely related? Explain your reasoning.
5. In what way are sea lilies unique among the echinoderms?
6. Explain the significance of the bulge in the phylogenetic tree during the Paleozoic era.
7. Why do scientists believe that echinoderms might be the closest invertebrate relatives of the chordates?
154
UNIT 8
Name
UNIT 8
43
Master
Brain
Nerve cord Notochord postanal tail
Characteristics of Chordates
Adult tail develops from a Notochord
Water
Mouth
Date
Adult gill slits develop from pharyngeal pouches
Class
Reteaching Skills
Muscle blocks
Generalized Chordate Body Plan
155
Name
Date
Class
Worksheet
43
Characteristics of Chordates
Reteaching Skills
1. Define the following terms: a. notochord ________________________________________________________________________ b. dorsal hollow nerve cord ____________________________________________________________ c. pharyngeal pouches ________________________________________________________________ d. postanal tail _______________________________________________________________________ 2. Fill in the chart, explaining what happens to each structure during the development of invertebrate and vertebrate chordates.
Structure Invertebrate Chordates Vertebrate Chordates
a. notochord b. dorsal hollow nerve cord c. pharyngeal pouches d. postanal tail 3. How do the notochord and muscle blocks interact? Explain how this arrangement affects chordates.
4. Compare and contrast a larval and an adult sea squirt.
5. Describe the chordate characteristics of a lancelet.
156
UNIT 8
Name
Date
Class
Chapter
29
ampulla
Chapter Assessment
Write the word or phrase that best completes each statement. Use these choices: madreporite tube feet pharyngeal pouches sea squirt regeneration dorsal hollow nerve cord water vascular system
notochord pedicellariae rays
1. Echinoderms have ________________________, which are hollow, thin-walled structures that each
have a suction cup on the end.

2. The sievelike, disc-shaped opening in an echinoderms body through which water enters and leaves is
called the ________________________.

3. ________________________, the replacement or regrowth of missing body parts, is a common feature
in echinoderms.
4. The ________________________, paired openings located in the pharynx behind the mouth, are
present only during embryonic development in some chordates.

5. The ________________________ is a round, muscular structure that is located on the opposite end
from the suction cup on the tube feet.

6. Another name for a tunicate is a(n) ________________________. 7. The long, spine-covered, tapered arms of sea stars are called ________________________. 8. The ________________________ regulates locomotion, gas exchange, food capture, and excretion in
an echinoderm.
9. The ________________________ is a semirigid, rodlike structure in chordates that is replaced by the
backbone in vertebrates.
10. In chordates, the __________________________ is a hollow tube of cells surrounding a fluid-filled
canal that lies above the notochord.

11. Pincerlike appendages called ________________________ are modified spines found on sea stars.
UNIT 8
157
Name
Date
Class
Chapter
29
Chapter Assessment

Match each letter on the drawing of the sea star with the appropriate term that follows.
A
____________ ____________
1. ampulla 2. madreporite
____________ ____________
3. spine 4. tube foot

5. Write the names of the structures listed above that are part of the water vascular system.
In the space at the left, write the letter of the word or phrase that best completes the statement. ____________
6. A sea star can hold tightly to the surface it is touching because of the a. sieve in the madreporite. c. suction in the tube feet. b. endoskeleton. d. eyespots.
____________
7. You could recognize an adult sea squirt as a chordate by its a. notochord. c. gill slits. b. dorsal hollow nerve cord. d. spines.
____________ ____________
8. An animal that retains its chordate features throughout life is the a. sea star. b. sand dollar. c. sea squirt. d. lancelet.
9. The type of symmetry found in adult echinoderms is a. horizontal. b. radial. c. bilateral. d. regional.
158
UNIT 8
Name
Date
Class
Chapter
29
Chapter Assessment

1. Describe two characteristics that set echinoderms apart from other organisms in the animal kingdom.
2. What are the functions of the water vascular system?
3. What three methods do echinoderms use to get food?
4. Describe the nervous system of echinoderms.

5. Why are echinoderms thought to be related to chordates?
6. Describe how a sea star feeds on a clam.
UNIT 8
159
Name
Date
Class
Chapter
29
Chapter Assessment
Thinking Critically
1. When a fossil sea urchin is found with a large number of tube feet specialized for gas exchange, a paleoecologist infers that the sea urchin once lived in warm, tropical water. What would be the reasoning behind such an inference?
2. Fertilization in echinoderms may occur in areas where ocean currents are strong or in calm tide pools. Which of these areas would result in a higher rate of fertilization? Explain.
3. Researchers induced male sea urchins to spawn out of season by placing them in an isotonic solution of potassium chloride. They recorded the number of males induced to spawn at different lunar phases: half moon (H), full moon (F), and new moon (N). From the table shown at the right, what can you conclude about the influence of the lunar cycle on spawning?
Lunar phase H H H H F F F F N N N
Total No. 15 8 7 15 12 22 25 18 12 22 16
No. induced to spawn 12 8 4 14 10 15 16 16 12 10 7
% induced to spawn 80 100 57 93 83 68 64 88 100 45 44
160
UNIT 8
Name
Date
Class
Chapter
29
Chapter Assessment

Sand dollars have a system of food grooves on their underside. When food-containing sediment passes over their upper surface, fine particles of food in the sediment drop between the spines on that surface and are carried to the underside. There the fine matter passes to the food grooves. Food particles are captured by the tube feet that border the grooves and are helped along to the mouth. Suppose that you are a taxonomist confronted with the task of determining the relationship among several families of the order Clypeasteroida, to which the sand dollars belong. You have many fossil sand dollars and are studying the differences in the arrangement of their food grooves. Refer to the diagrams.
1. Plan a way to show the relationships among the six families of sand dollars shown below, all of which belong to the order Clypeasteroida illustrated in the phylogenetic diagram to the right. Base your relationships on the arrangement of the food grooves. Show where each family belongs in the phylogenetic tree. Write the letter of the correct position of each family in the blank below each diagram. (Hint: Consider the number of grooves and the number and position of branches in relation to the mouth or the outer edge of the organism.)
A C D
Scutellidae
Echinarachniidae
Laganidae
Fibulariidae Togocyamus
Clypeasteridae
Arachnoididae
Astriclypeidae
Dendrasteridae
Mellitidae
Rotulidae
Scutellaster
UNIT 8
161
Name
Date
Class
Chapter
29

continued
Chapter Assessment
2. Which families were most difficult to place? Explain.
3. What characteristic did you use to establish where to place the Mellitidae?
4. Which families were easiest to place in side branches that did not further evolve? Explain.
5. Hypothesize about the advantage of food grooves on the underside of sand dollars.
6. Why would taxonomists use food grooves to trace the evolution of sand dollars?
7. Which characteristic of the food grooves seems to have survived variations in the sand dollars environment?
162
UNIT 8
Name
Date
Class
Chapter
29
Assessment
Chapter Assessment
Vocabulary Review
If the statement is true, write true. If the statement is false, replace the underlined word with the correct vocabulary word. 1. _________________________ 2. _________________________ 3. _______________________ 4. _______________________

A A B B C C D D
7. 8.
A A
B B
C C
D D
Thinking Critically
12. Fill in the correct terms to complete the concept map. 1. ______________________
3. _____________________ 4. _____________________
2. ______________________ 13.

A A B B C C D D

18. 19.
A A
B B
C C
D D
UNIT 8
163
Name
Date
Class
BioDigest
Invertebrates
In your textbook, read about invertebrates.

Study the definitions on the next page and write the terms in the appropriate spaces in the crossword puzzle below. All terms are important in the BioDigest.
1 4 7 10 8 11 9 2 5 6 3
12 14 15
13
16
17
18
19
20
21
22
23
24 26
25
27 28 29
UNIT 8
BIODIGEST 8 Invertebrates
165
Name
Date
Class
BioDigest
8
ACROSS
Invertebrates, continued
1. In a animal with _____________ symmetry, the right and left sides are mirrors of each other. 7. An echinoderm has an inner skeleton; its _____________ covering is called the epidermis. 9. Bivalves, gastropods, and cephalopods are _____________ . 10. Some echinoderms have long _____________ that are used for locomotion. 12. The _____________ have radial symmetry and a water vascular system. 16. Because arthropods have _____________ , fossil arthropods are frequently found. 19. _____________ such as planaria have no body cavity. 21. In earthworms, internal _____________ are suspended from the mesoderm. 22. In some invertebrates, an exoskeleton offers _____________ and support for internal tissues. 25. A(n) _____________ belongs to the phylum Cnidaria. 26. Sponges have a(n) _____________ body shape. 27. In earthworms and other segmented worms, each _____________ has its own muscles. 28. Some segments in chordates have been modified into stacked layers called (2 words) _____________ . 29. In arthropods like grasshoppers, a set of jointed appendages called antennae are adapted to give the insect acute _____________ .
DOWN
1. The mouthparts of an arthropod may be adapted for such things as chewing, lapping, or __________ . 3. _____________ go through metamorphosis during their life cycles. 4. A dorsal nerve _____________ is a hollow, fluid-filled canal lying above the notochord. 5. Setae, or small bristles, help earthworms with _____________ . 6. Mesoderm differentiates into _____________ , circulatory vessels, and reproductive organs. 8. Echinoderms have a supporting _____________ , which is inside of the body instead of outside. 11. The _____________ of a mollusk such as a clam is secreted by the mantle. 13. A(n) _____________ functions as a watery skeleton against which muscles can work. 14. Many _____________ are parasitic, such as plant-parasitic nematodes. 15. Arthropods are characterized by having a wide variety of _____________ for feeding. 17. The _____________ of a cnidarian is found in a highly specialized stinging cell. 18. _____________ are made up of two cell layers and have only one body opening. 20. Special _____________ feet enable sea stars to move from place to place. 22. Water enters a sponge through _____________ . 23. A jellyfish, a(n) _____________ , and an anemone are types of cnidarians. 24. Bivalves acquire food by filtering water through their _____________ . 26. A radula is a tonguelike organ used by snails to scrape _____________ from surfaces.
2. Echinoderm _________ have bilateral symmetry, while adults have radial symmetry.
166
UNIT 8
Nombre
Fecha
Clase
BioCompendio
Invertebrados
En tu libro de texto, lee sobre los invertebrados.

Resuelve el crucigrama. Usa las definiciones que se presentan en la siguiente pgina. Todos estos trminos son importantes en el BioCompendio.
1 4 5 6 8 9 10 7 2 3
11 12 13 14 15 16 17
18 19 20 23 24 25 26 28 27 21 22
29
UNIDAD 8
BIOCOMPENDIO 8 Invertebrados
167
Nombre
Fecha
Clase
BioCompendio
Invertebrados, continuacin
HORIZONTALES 2. Los _____________ tienen simetra radial y un sistema vascular acufero. 4. En los animales con simetra _____________ , el lado izquierdo y el lado derecho del cuerpo son imgenes especulares. 8. Los gusanos _____________ , como la planaria, no tienen una cavidad corporal. 9. En las lombrices de tierra y otros gusanos segmentados, cada _____________ tiene sus propios msculos. 12. Los equinodermos tienen esqueleto interno; la epidermis es la cubierta _____________ . 14. El agua entra a una esponja a travs de los _____________ . 15. Los artrpodos se caracterizan por tener una gran variedad de _____________ para alimentarse. 18. La _____________ pertenece al filo Cnidaria. 19. Los _____________ sufren metamorfosis. 22. Las cerdas ayudan a las lombrices de tierra en su _____________ . 23. Los bivalvos, los gasterpodos y los cefalpodos son _____________ . 24. El mesodermo se diferencia en _____________ , vasos sanguneos y rganos de la reproduccin. 26. La _____________ de moluscos como la almeja es secretada por el manto. 28. Las aguamalas, los _____________ y las anmonas son diferentes tipos de cnidarios. 29. En artrpodos como los saltamontes, un conjunto de apndices articulados conocidos como antenas, estn adaptados para proporcionar al insecto rganos de los _____________ muy desarrollados. VERTICALES 1. La rdula es un rgano semejante a una lengua que usan los caracoles para raspar _____________ de superficies. 2. Los equinodermos tienen un _____________ interno, en vez de ser externo, que les sirve de sostn. 3. En las lombrices de tierra, los _____________ internos estn suspendidos del mesodermo. 5. La forma del cuerpo de las esponjas es _____________ . 6. A menudo se encuentran artrpodos fsiles porque poseen un _____________ . 7. Los bivalvos obtienen sus alimentos filtrando el agua a travs de sus _____________ . 10. El _____________ de un cnidario se encuentra en las clulas urticantes especializadas. 11. El _____________ funciona como un esqueleto hidrulico que sirve de apoyo para la contraccin de los msculos. 12. Algunos equinodermos tienen largas _____________ que usan para la locomocin. 13. Los pies _____________ permiten a las estrellas marinas moverse de un lado a otro. 15. En algunos invertebrados, el exoesqueleto sirve como _____________ y de sostn de los tejidos internos. 16. Muchos gusanos_____________ como la Trichinella, son parsitos. 17. Los_____________ constan de dos capas de clulas y tienen una sola abertura corporal. 20. El _____________ dorsal nervioso es un canal hueco y lleno de fluido, localizado por encima del notocordio. 21. Los segmentos de algunos cordados se han modificado para formar grupos sobrepuestos de _____________ . 25. Las _________ de los equinodermos tienen simetra bilateral, lo que sugiere una gran cercana con los cordados. 27. Las partes de la boca de un artrpodo pueden estar adaptadas para mascar, lamer o __________ . 168
BIOCOMPENDIO 8 Invertebrados UNIDAD 8
Name
Date
Class
Unit
Standardized Test Pract
Assessment

Part 1
1. 2. 3. 4. 5. 6. 7.
A A A A A A A
Multiple Choice
B B B B B B B C C C C C C C D D D D D D D
Select the best answer from the choices given and fill in the corresponding oval. 8. 9. 10. 11. 12. 13. 14.
A A A A A A A B B B B B B B C C C C C C C D D D D D D D
Part 2
Constructed Response/Grid In
16.
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UNIT 8
169
Contents
Unit 8 Invertebrates Teacher Support and Planning
FOLDABLES
CHAPTER 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Teacher Support
CHAPTER 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 CHAPTER 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 CHAPTER 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 CHAPTER 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

TEACHER GUIDE
AND
ANSWERS
CHAPTER 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 CHAPTER 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 CHAPTER 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 CHAPTER 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 CHAPTER 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 UNIT 8 BIODIGEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
171
Chapter
25
What is an animal?
Use with Section 25.2
Identifying Body Types

Have each student make a Foldable, using the three-tab book shown below, to identify the characteristics of acoelomate, pseudocoelomate, and coelomate body plans.
How to Use the Foldable

Have students . . . 1. construct a three-tab book. If students need additional instructions to construct a three-tab book, the bottom of this page can be reproduced and distributed to students. 2. draw cross sections of acoelomate, pseudocoelomate, and coelomate body plans, one per flap. 3. using a separate color for each, color code the ectoderm, endoderm, mesoderm, body cavity, and digestive tract on each drawing. 4. write the name of the body plan under the flap and make a key to identify colors. 5. list the characteristics of each body plan on the back of each flap. 6. use their Foldables to review body plans before the test.
Going Further
Critical Thinking Explain the adaptive advantages of each type of body plan on the back of the three-tab book. Cut the three-tab book into three parts and quiz another student about body plans by showing either the drawing or the list of characteristics; then have the other student identify the body plan.
Three-Tab Book
STEP 1 Fold a vertical sheet of paper from side to side. STEP 2 Turn lengthwise and fold into thirds.
STEP 3 Unfold and cut only the top layer along both folds to make three tabs.
STEP 4 Illustrate each tab.
UNIT 8
CHAPTER 25 FOLDABLES
173
Chapter
26
Use with Section 26.126.4
Describing Sponges, Cnidarians, Flatworms, and Roundworms

Have each student make a Foldable, using the bound book shown below, to diagram and describe the characteristics of sponges, cnidarians, flatworms, and roundworms.

Have students . . . 1. construct a six-page bound book. If students need additional instructions to construct a bound book, the bottom of this page can be reproduced and distributed to students. 2. draw and label a sponge, cnidarian, flatworm, and roundworm on one side of each inside page of the book. 3. describe the features of each type of organism on the back of each page. 4. title the book. 5. trade their Foldables with a friend and quiz each other on the contents.
Going Further
Explain why each of the groups is or is not adapted to their area on the back of the bound book. Draw or glue pictures of other representative organisms of the group on the back of each illustration.
Bound Book
STEP 1 Fold three sheets of paper in half. Mark 2.5 cm from the edge of each sheet. STEP 2 Unfold two sheets and cut them along the fold from each edge to each mark. Cut the third sheet along the fold between the marks to form a slot.
STEP 3 Insert the first two sheets into the second sheet and align folds.
STEP 4 Fold the three sheets of paper to form a six-page bound book.
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UNIT 8
Chapter
27
Describing Segmented Worms

Have each student make a Foldable, using the three-tab book shown below, to describe the three main classes of segmented worms.

Have students . . . 1. construct a three-tab book. If students need additional instructions to construct a three-tab book, the bottom of this page can be reproduced and distributed to students. 2. label the tabs Earthworms, Bristleworms, and Leeches and draw a representative organism of each class of segmented worms on the appropriate tab. Label the bottom tab Segmented Worms. 3. describe the features and unique characteristics of each class under the appropriate tab. 4. use their Foldables to review what they have learned about segmented worms.
Going Further
Indicate which worms are adapted to their area and explain why on the back of their three-tab book. Cut the entire three-tab book into the shape of a segmented worm.
Three-Tab Book
STEP 1 Fold a vertical sheet of paper from side to side. Make the back edge about 1.5 cm longer than the front edge. STEP 2 Turn lengthwise and fold into thirds.
STEP 3 Unfold and cut only the top layer along both folds to make three tabs.
STEP 4 Label each tab and the bottom as shown.

Earthworms
Bristleworms
Leeches
Segmented Worms
UNIT 8
175
Chapter
28
Arthropods
Summarizing Metamorphosis
Have each student make a Foldable, using the four-door book shown below, to summarize the stages of complete metamorphosis.

Have students . . . 1. construct a four-door book. If students need additional instructions to construct a four-door book, the bottom of this page can be reproduced and distributed to students. 2. label the tabs Egg, Larva, Pupa, and Adult. 3. describe each stage of complete metamorphosis beneath the appropriate flap. 4. use the Foldables to review metamorphosis before the test.
Going Further
Describe and draw insects from your area that undergo complete metamorphosis inside their four-door book. Cut the book into the shape of an insect they have studied.
Four-Door Book
STEP 1 Draw a mark at the midpoint of a sheet of paper along the side edge. Then, fold the top and bottom edges in to touch the midpoint. STEP 2 Fold in half from side to side.
STEP 3 Open and cut along the inside fold lines to form four tabs.
STEP 4 Label each tab.
Egg
Larva
Pupa
Adult
176
UNIT 8
Chapter
29
Illustrating Invertebrate Chordates

Have each student make a Foldable, using the four-tab book shown below, to illustrate and label invertebrate chordate features.

Have students . . . 1. construct a four-tab book. If students need additional instructions to construct a four-tab book, the bottom of this page can be reproduced and distributed to students. 2. draw a cross section of a typical invertebrate chordate across all of the tabs. 3. write inside each tab how the section shown on the front indicates that this animal is an invertebrate chordate. 4. trade their Foldables with a friend and quiz each other on the contents.
Going Further
Indicate which features of invertebrate chordates are not chordate features. Cut the entire four-tab book into the shape of a cross section of an invertebrate chordate. Be sure to keep the top fold intact so the Foldable will stay together.
Four-Tab Book
STEP 1 Fold a sheet of paper in half lengthwise. STEP 2 Fold in half, then fold in half again to make three folds.
STEP 3 Unfold and cut only the top layer along the three folds to make four tabs.
STEP 4 Illustrate each tab.
UNIT8
177
Teacher Guide & Answers

Chapter 25
MiniLab 25.1
Page 3 Observing Animal Characteristics
Expected Results Analyze and Conclude
Students will observe movement and feeding. They will find a size range from about 0.04 to 2.0 mm in length. Students will infer that these animals are multicellular.
Analysis
1. Students wont see individual cells, so they infer that the rotifers are multicellular. 2. Student answers will vary. Most rotifers will be actively feeding on bacteria; the movement of cilia implies that these animals are pulling water and food into their bodies. 3. They are not green, thus are probably not autotrophs.
1. They are inexpensive, easy to care for, form many embryos, and show rapid development. 2. The early stages occur rapidly after fertilization. 3. For questions ac, student answers should agree with the information in Data and Observations. Encourage students to print out Internet diagrams and include them in their answers to this question. 4. Students could reset the timer, or use embryos that were collected and preserved by an earlier class.

Page 7 Section 25.1 1. It must be multicellular, heterotrophic (feed on other organisms), and its cells must lack cell walls. 2. its ability to move 3. Animals such as sponges, corals, and barnacles are sessile as adults, but they develop from freeswimming larvae. 4. They rely on water currents to bring food to them or on organisms to swim near them. 5. yes 6. no 7. no 8. yes 9. individual cells, internal cavity 10. fat, glycogen 11. zygote 12. true 13. a hollow ball formed by a single layer of cells that surrounds a fluid-filled space 14. endoderm 15. mesoderm 16. opening in gastrula 17. ectoderm 18. endoderm 19. endoderm, ectoderm, mesoderm 20. endoderm 21. mesoderm 22. ectoderm 23. mesoderm Page 9 Section 25.2 1. c 2. a 3. b UNIT 8
MiniLab 25.2
Page 4 Check Out a Vinegar Eel
Expected Results
Students will observe the movement of vinegar eels as a series of jerking contractions. The speed of these animals will be in the range of 2 to 5 mm/s.
Analysis
1. bilateral symmetry 2. series of jerky contractions 3. The body cavity if filled with fluid. Body muscles can brace and contract against this fluid. 4. The speed will range between 2 and 5 mm/s. The speed of a flatworm will be slower due to the fact that flatworms have no body cavity.
Internet BioLab
Page 5 Zebra Fish Development
Data and Observations
Between 12 hpf: dividing cells will appear above yolk sac. Between 25 hpf: blastula formation. Between 510 hpf: gastrulation formation is complete with appearance of somites. Between 1028 hpf: tissues and organs form. Between 2872 hpf: fins, gills, mouth form.
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CHAPTER 25 TEACHER GUIDE & ANSWERS

4. 5. 6. 7. 8. 9. 10. 11. 12. 13. d a c b ventral dorsal dorsal ventral ventral provided space for complex internal organs; made it possible for animals to grow larger and to move and feed more efficiently Acoelomate animals have three cell layers with a digestive tract but no body cavity. by diffusion pseudocoelom partly mesoderm coelom completely internal organs double false true true false 12. verdadero 13. esfera hueca cuyas paredes tienen una sola clula de grosor y que rodea un espacio lleno de fluido 14. endodermo 15. mesodermo 16. apertura de la gstrula 17. ectodermo 18. endodermo 19. endodermo; ectodermo; mesodermo 20. endodermo 21. mesodermo 22. ectodermo 23. mesodermo Pgina 13 Seccin 25.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. c a b d a c b ventral dorsal dorsal ventral ventral Porque proporcion un espacio para el desarrollo de rganos internos complejos, posibilit adems que los animales aumentaran de tamao y que se movieran y se alimentaran con mayor eficacia. Los acelomados son animales con tres capas de clulas y con tracto digestivo, pero sin cavidad corporal. por difusin pseudoceloma parcialmente mesodermo celoma completamente rganos internos dobles falso verdadero verdadero falso
14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.

Pgina 11 Seccin 25.1 1. Debe ser multicelular, hetertrofo (que se alimenta de otros organismos) y sus clulas no deben tener pared celular. 2. su capacidad de moverse 3. Los animales como las esponjas, los corales y los blanos son ssiles como adultos, pero se desarrollan a partir de larvas que nadan libremente. 4. Dependen de las corrientes de agua para obtener sus alimentos o de los organismos que nadan cerca de ellos. 5. s 6. no 7. no 8. s 9. cada clula de manera individual; cavidad interna 10. grasa; glucgeno 11. cigoto
14.
15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
UNIT 8
179

Concept Mapping
Page 15 Body Structure of Animals with Bilateral Symmetry 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. acoelomate animals no body cavity flatworms fluid-filled body cavity mesoderm support muscles roundworms coelomate animals fluid-filled body cavity mesoderm complex internal organs humans, insects, and fishes barnacle extends its feathery legs into the water to filter out food particles. Answers to questions on the transparency include: 1. All are animals. 2. Answers will vary but might include: all are multicellular; all move to obtain food; and all digest food in their bodies.
Section Focus Transparency 62

Page 18 Body Plans and Adaptations
Purpose
To introduce the three types of body symmetry

Teaching Suggestions
Critical Thinking
Page 16 Control of Cell Differentiation During Development 1. The experiment showed that nuclei from cells at different stages of development contained the genetic information needed for growth and differentiation of the developing embryo. 2. Not necessarily; the techniques used by the experimenters to destroy the egg cell nuclei might have killed the cells or the techniques used to transplant nuclei might have been faulty. Further experimentation would have been required to prove the hypothesis incorrect. 3. If both poles are not present, normal gene regulation is disrupted and development will not proceed properly.
Project the transparency, and identify the organisms shown. (Group AAmoeba, sponge; Group B Hydra, jellyfish; Group Cmoth, planarian, Gila monster) Have students identify the one organism that is not an animal. (Amoeba) Draw attention to Group A, and point out the sponge. Explain that the sponge is the only member of the animal kingdom with no definite body shape. Explain that all the animals in Groups B and C have regular body shapes or a definite symmetry. Group B animals have radial symmetry. Group C animals have bilateral symmetry. Explain to students that they will learn more about symmetry in this section. Answers to questions on the transparency include: 1. Group ABoth are irregularly shaped; Group BBoth have tentacles that radiate from a central body; Group CAll have a right and left half that are mirror images. 2. Group AThe irregular shape of Amoeba enables it to surround its food; the sponges shape enables it to filter food from the water that surrounds it. Group BThe tentacles radiating from these animals bodies enable them to detect and capture prey from all directions. Group CThese animals have a definite head, which enables them to move through their environment quickly.

Page 17 Typical Animal Characteristics
Purpose
To introduce characteristics of the animal kingdom

Project the transparency, and have students compare and contrast the organisms. Some students might have difficulty understanding that the sponge and barnacle move to get food. Explain that a sponge uses flagella within its body cavity to cause water to flow through its body. The water carries food, which the sponge filters out. The
Basic Concepts Transparency 44

Page 19 Animal Development
Purpose
To review and differentiate the embryological development of various types of animals
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UNIT 8

Reteaching Skills Transparency 38

Pae 21 Stages of Development in an Animal Egg
Purpose
Use the transparency to show the development of germ layers, to identify organs that derive from each of the layers, and to compare organisms that have body cavities with those that do not. Point out that the characteristics of embryos help scientists to classify animals and that by comparing and contrasting embryos, scientists have gained insights into the evolutionary relationships among animals. Project the base transparency. Have students describe the process by which the germ layers develop.
Extension: Research Report
To explore the early developmental stages in animals Skill: Sequencing

Discuss the concepts of development and differentiation. Present the transparency. Review the developmental stages through which an animal egg passes. Point out that the first step in development is fertilization, during which time the nucleus of the sperm merges with the nucleus of the egg. There still is only one cell. Thus, the two-celled stage on the transparency is the first cell division. Discuss the three basic types of tissues that arise as a result of development. The ectoderm becomes skin and nervous tissue, the endoderm tissues develop into the lining of the animals digestive tract, and the mesoderm develops into muscles, reproductive organs, and circulatory vessels.
Have students research and define the expression ontogeny recapitulates phylogeny and relate it to the topic of this transparency. The expression was coined by the German naturalist Ernst Haeckel in 1868 in support of Darwins evolutionary concepts. Although Haeckels expression was not altogether correct, it was not far from the mark. Students should write a critical appraisal of the expression.
Answers to Student Worksheet
1. one 2. A blastula is a single layer of cells that forms a fluid-filled ball. 3. As cell division continues in the blastula, the cells on one side move inward to form the gastrula. 4. Ectoderm is the outermost germ layer, mesoderm is the middle layer, and endoderm is the innermost cell layer. 5. The ectoderm differentiates into skin and nervous tissue; the endoderm differentiates into the lining of the digestive tract; and the mesoderm gives rise to muscles, reproductive organs, and circulatory vessels. 6. The mesoderm forms from clumps of cells that break off from the endoderm. 7. The coelom, or body cavity. Acoelomates dont have a coelom, pseudocoelomates have a coelom partly lined with mesoderm, and coelomates have a coelom fully lined with mesoderm. 8. In earthworms, the blastoporethe opening into the gastruladevelops into a mouth, whereas in both fishes and humans, it develops into an anus. The closer two animals are related to each other, the more similar will be their embryonic development. Thus, the more similar development of the blastopore in fishes and humans is evidence that they are more closely related than fishes are to earthworms. UNIT 8
Many birth defects can be related to problems during very early stages of development. This is especially true with disorders such as fetal alcohol syndrome or disorders that arise because of maternal diseases such as measles. Have students research birth defects that are related to atypical development. Their goal should be to develop a set of guidelines that pregnant women can follow to avoid endangering their unborn children.
1. a. Cleavage is the process of cellular division. b. A blastula is a single layer of cells that forms a fluid-filled ball. c. Cells of the blastula move inward to form a two-layered gastrula. d. Ectoderm is the outer surface of the gastrula. e. Endoderm is the inner surface of the gastrula. f. A protostome is an animal with a mouth that developed from the opening in the gastrula. g. A deuterostome is an animal in which the mouth developed elsewhere in the gastrula. h. The mesoderm is a third cell layer formed in the developing embryo, between the endoderm and the ectoderm. CHAPTER 25 TEACHER GUIDE & ANSWERS
181

2. a. Protostomes are earthworms and insects. b. Deuterostomes are sea urchins and fishes. 3. Sponges do not go through gastrulation. 4. Mesoderm cells break away from the endoderm and migrate to the area between the endoderm and the ectoderm. openings, one for ingesting food and the other for eliminating digestive wastes. 4. After the zygote completes a series of continuous cell divisions, the result is a single layer of cells that forms the blastula. Cells of the blastula move inward to form the gastrula, a hollow area surrounded by two cell layers. 5. The organs of the flatworms are embedded in the solid tissues of their bodies. 6. The ectoderm is the outer layer, which eventually develops into the skin and the nervous tissue of the animal. The mesoderm is the middle layer, which develops between the ectoderm and the inner layer, or endoderm. The mesoderm gives rise to muscles, reproductive organs, and circulatory vessels, while the endoderm cells develop into the lining of the digestive tract. Page 26 Thinking Critically 1. 2 mL 2. 40 mL 3. As body mass increases, the amount of oxygen needed to move 1 g of body mass over a given distance decreases. So, to move 1 g of its body mass a given distance, much less oxygen is used by a larger animal than by a smaller animal. 4. The human would fall between the dog and the horse. Estimates will vary; 0.10.2 mL is reasonable. 5. As animals grew larger, supplying nutrients and oxygen to all their cells became more difficult. Larger animals needed a transport system to carry oxygen and nutrients throughout the body, as well as muscles and a skeletal system to support their body and move it around. They required still another system to excrete wastes produced by cell metabolism, and a nervous system to coordinate all their body processes. Page 27 Applying Scientific Methods 1. Light, warmth, humidity, and presence of food would all affect the behavior of the mealworms and should be controlled in all the experiments you carry out. 2. Answers will vary. In an effort to protect themselves from predators, mealworms may use the sides of their body to remain in contact with a safe place; in this case, that safe place seems to be the sides of the box. 3. Answers will vary. Students may plan different kinds of walls or even provide a vertical pane of UNIT 8
Chapter Assessment
Page 23 Reviewing Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. i l a c e f b d g j m h k
Page 24 Understanding Main Ideas (Part A) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. anterior dorsal ventral posterior c a a b d b
Page 25 Understanding Main Ideas (Part B) 1. An animal is a eukaryotic heterotroph that responds, reproduces, obtains food, and protects itself. Animals are multicellular, and their cells have no cell walls. 2. A heterotroph obtains energy and nutrients from outside sources. A sponge filters food out of the water surrounding it. 3. The digestive tract of a flatworm has only one opening for ingesting food and getting rid of wastes. An earthworms digestive tract has two
182

glass or hard, clear plastic along which a mealworm can move. They may note that the mealworm always touches the plate with one side of its body. They may observe what happens when the mealworm reaches the end of the glass plate. (It will turn toward the plate. ) They may move the mealworm away from the plate and observe if it tries to return to touching the plate with its side. (If it is not moved too far from the plate, it will return to the plate.) They should include numerous trials and recording of data. The mealworms that are placed far from the pane or the wall tend to be disoriented until they find a surface they can touch with at least one side of their body. You could turn them around, but placing them so that they are still touching the wall surface with a side of their body to see if they will continue in the new direction or if they will turn around to go in their original direction. Answers will vary, but if the mealworm receives the touch stimuli from both sides, it would probably keep going forward between the plates, rather than crawling up over the plates. Many species will move along the perimeter of their environment instead of through the center. Rodents, rabbits, cats, and deer are examples. The purpose is adaptive as it provides a safer route for the animal. Humans exhibit this behavior, too.
4.
5.
6.
7.

Page 29 Answers can be found on page 690 in the Teacher Wraparound Edition.
UNIT 8
183

Chapter 26
MiniLab 26.1
Page 33 Watching Hydra Feed
Students will see the tentacles of hydra surround and capture brine shrimp. Food is then pushed by the tentacles into the animals mouth.
Analysis
1. Nematocysts and tentacles work together to capture food. 2. Student answers will vary depending on their original hypothesis. 3. prey organisms touch tentacles, nematocysts are released, prey is captured, tentacles push food into hydras mouth 4. muscles move the tentacles, nervous system directs tentacles to trap food and push food into mouth
1. Planarians belong to the phylum Playthelminthes. They are free-living and can be found in ponds and streams living on their own. 2. The head regenerated a new tail, and the tail regenerated a new head. 3. The head section regenerated a new tail faster. 4. Yes, planarians can regenerate new body parts. Regeneration occurs through mitosis; no sexual reproduction or formation of gametes was needed. 5. Answers may vary; there is no need to find a mate, able to replace lost body parts, faster than sexual reproduction, identical genetic makeup as original animal 6. Yes, clones form asexually by mitosis. Regeneration in planarians is a type of cloning.

Page 37 Section 26.1 1. Porifera means pore-bearer, which refers to the many pores in a sponges body wall. 2. Sponges are filter feeders; they filter small particles of food out of the water that they draw through their bodies. 3. two cell layers between which lies a jellylike layer; no body cavity, tissues, or organs 4. amoebocytes 5. epithelial-like cells 6. collar cells 7. spicules 8. external buds 9. hermaphroditic 10. eggs 11. sexual 12. sperm 13. internal fertilization 14. larvae Page 38 Section 26.2 1. 2. 3. 4. 5. polyp medusa polyp polyp When a nematocyst is triggered, a coiled tube is explosively discharged, which stabs, entangles, and/or injects toxin into prey.
MiniLab 26.2
Page 34 Observing the Larval Stage of Trichinella
Expected Results
Analysis
1. microscopic, round, spiral 2. Trichinella larvae are microscopic and cannot be seen. 3. Samples of muscle tissue can be taken and viewed under a microscope.
Investigate BioLab
Page 35 Observing Planarian Regeneration
Students will observe the flatworms and will be able to see those structures shown in Figure A. Data table design will vary from student to student. Encourage students to diagram their observations. At the end of two weeks, students will observe that a new head has formed on the original tail section, and a new tail on the original head section.
184
UNIT 8
Students will not be able to see Trichinella larvae without the aid of a microscope. Size of the larvae will be close to 100 mm.

6. In sponges, food is digested inside individual body cells. In cnidarians, digestion takes place inside a space called a gastrovascular cavity. 7. It conducts nerve impulses from all over the body and stimulates contractions of musclelike cells. 8. E 9. B 10. C 11. A 12. D 13. F Page 39 Section 26.3 1. 2. 3. 4. 5. 6. true false true false false 7. pinworm infection 8. Trichinella infection

Pgina 41 Seccin 26.1 1. Porfera significa que tiene poros y se refiere a la gran cantidad de poros que posee el cuerpo de las esponjas. 2. Las esponjas son animales filtradores. Se alimentan de pequeas partculas de alimento que obtienen filtrando el agua que pasa a travs de su cuerpo. 3. Est formado por dos capas de clulas, con una capa gelatinosa entre medio. No tienen cavidad corporal, ni tejidos, ni rganos. 4. amebocitos 5. clulas que parecen epiteliales 6. clulas de collar 7. espculas 8. yemas externas 9. hermafroditas 10. huevos 11. sexual 12. espermatozoides 13. fecundacin interna 14. larvas Pgina 42 Seccin 26.2 1. 2. 3. 4. 5. plipo medusa plipo plipo Cuando se activa, un nematocisto dispara un filamento de forma enrollada que se clava, se enreda e inyecta una toxina en la presa. En las esponjas, los alimentos son digeridos por cada clula, de manera individual. En los cnidarios, la digestin ocurre dentro de un espacio llamado cavidad gastrovascular. Conduce impulsos nerviosos por todo el cuerpo y estimula las contracciones de clulas semejantes a clulas musculares. E B C A D F
7. Loss of part of the body is not necessarily fatal; two worms can result where there was only one. 8. tapeworm, fluke 9. tapeworm 10. planarian, tapeworm, fluke 11. planarian 12. tapeworm 13. planarian 14. fluke Page 40 Section 26.4 1. Virtually all plant and animal species are affected by parasitic roundworms of some type; they cause infection and disease. 2. (1) rounded, with tapered ends; (2) pseudocoelomate; (3) have both mouth and anus 3. Roundworms have pairs of lengthwise muscles that alternately contract and relax, causing the worms to thrash from side to side. 4. Ascaris, hookworm, Trichinella, pinworms 5. Yes; over 1200 species of roundworms are known to cause diseases in plants. 6. plant roots
6.
7.
8. 9. 10. 11. 12. 13.
UNIT 8
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Pgina 43 Seccin 26.3 1. 2. 3. 4. 5. 6. verdadero falso verdadero falso falso 5. 6. 7. 8. 9. 10. filter feeding epithelial-like cells pore cells collar cells amoebocytes spicules
Critical Thinking
Page 46 Sponge Camouflage
C
7. Porque la prdida de partes corporales no es necesariamente mortal y porque puede producir dos individuos a partir de uno solo. 8. tenia; trematodo 9. tenia 10. planaria; tenia; trematodo 11. planaria 12. tenia 13. planaria 14. trematodo Pgina 44 Seccin 26.4 1. Gusanos redondos parsitos de algn tipo prcticamente afectan todas las especies de plantas y animales. Pueden causar infecciones y enfermedades. 2. (1) Tienen extremos que terminan en punta. (2) Son pseudocelomados. (3) Tienen boca y ano. 3. Porque los gusanos redondos tienen pares de msculos longitudinales que se contraen y relajan en forma alternada, ocasionando la ondulacin del cuerpo del gusano. 4. Ascaris, anquilostomas, Trichinella y oxiuros 5. S, se conocen cerca de 1200 especies de gusanos redondos que causan enfermedades en las plantas. 6. las races 7. infeccin por oxiuros 8. infeccin por Trichinella
1. Tiny curved bristles on the back of the lesser sponge crab help pieces of sponge attach to the crab. 2. The hooked hairs probably help by curving around the pieces of sponge to trap it, holding it in place. 3. Answers will vary. The sponge provides camouflage. Also the bad smell and taste might make an enemy think the crab itself tastes bad. 4. Sponges attached to the backs of crabs are stationary in relation to the crab but mobile in the sense that they travel from place to place with the crab. 5. Answers will vary. These sponges have the advantage of constantly being in new water in which to obtain food.

Page 47 Sponges
Purpose
To introduce some characteristics of sponges

Project the transparency, and explain to students that the animal shown is a sponge. Point out the pores on the animals body. Tell students that sponges live in water. Explain that many sponges have small, needlelike structures called spicules located between their outer and inner cell layers. After a sponge dies and decays, this spicule layer remains. Natural sponges, which people buy and use for a variety of purposes, are made of the spicule remains of many sponges. Answers to questions on the transparency include: 1. The pores and the single opening at the top indicate that water travels through the sponge. Food is filtered from the water as it passes through the sponge. 2. Advantagerequires less energy Disadvantagescant travel in search of food; cant move to escape predators UNIT 8
Concept Mapping
Page 45 Sponges 1. 2. 3. 4. eukaryotic multicellular heterotrophs no tissues, organs, or organ systems two cell layers no body cavity
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Page 48 Cnidarians
Purpose

Page 50 Body Plans
Purpose
To introduce characteristics of cnidarians

To compare and contrast the sac body plan and the tube body plan
Project the transparency, and have students describe the three organisms. Explain that these animals have stinging cells with which they paralyze their prey. Ask students if they have ever been stung by a Portuguese man-of-war. Explain that although the sting is seldom fatal, it can cause extreme pain, skin rash, nausea, and breathing difficulties. Answers to questions on the transparency include: 1. All live in water and have tentacles and radial symmetry. 2. Answers will vary but might include: They use tentacles to capture prey from the surrounding water. Their radial symmetry makes them able to detect and capture prey from all directions.
Project the transparency, and have students compare and contrast Hydra and Ascaris. (Hydraradial symmetry, sac body; Ascarisbilateral symmetry, tube body; bothseparate body tissues with specific functions) Tell students that Ascaris is a parasitic roundworm that is often found in puppies. If left untreated, it can be fatal. Ascaris also infects humans and livestock. Answers to questions on the transparency include: 1. Hydrafood enters and exits through a single opening; Ascarisfood enters and exits through two separate openings. 2. The fluid-filled pseudocoelom provides a rigid structure for the animals muscles to attach to and brace against, thus making it possible for the animal to move quickly.

Page 49 Flatworms
Purpose

Page 51 Body Structure of Sponges and Cnidarians
Purpose
To introduce characteristics of parasitic flatworms

Project the transparency, and review the definition of parasitism. (a symbiotic relationship in which one organism derives benefit at the expense of the other) Point out that the tapeworm gets its nutrients by absorbing nutrients from the intestines of its host. Ask students how this tapeworm is adapted to obtaining its nutrients from inside the hosts body. (Hooks and suckers enable it to attach to the host; the long, thin body increases surface area for absorption of nutrients.) Answers to questions on the transparency include: 1. The hooklike structures attach the tapeworm to its host. 2. Advantageless demand for complex nervous or muscular tissue. Disadvantageif the host dies, the parasite also dies.
To review and compare and contrast sponges and cnidarians

Compare and contrast the organization of cells, the body plans, and the symmetry of sponges and cnidarians. Students should gain an understanding of the increased structural and functional complexity represented by cnidarians. Compare feeding strategies between sponges and cnidarians based on the different body structures. Discuss specific examples of cnidarians such as jellyfishes, corals, sea anemones, and hydras. Project the base transparency and challenge students to identify and compare the various structures and their functions. Then project the overlay to provide visual learning reinforcement.
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Extension: Debate Extension: Research Activity
Have students debate the issues involved in protecting coral reefs, such as those found in the Caribbean Sea and in the South China Sea. A good source of material can be found in Coral in Peril, National Geographic, January 1999, pp. 3037.
Show students a video on sponges and cnidarians. Then have each student select one organism featured in the video and prepare a research project about that organism.
1. Water and wastes are expelled through the osculum. 2. spicules 3. Amoebocytes carry nutrients to other cells, contribute to the formation of spicules, and aid in reproduction. 4. Tentacles, on which nematocysts are located, are used for capturing food. 5. Nematocysts capture prey by spearing it and/or by injecting toxins to cause paralysis. 6. Sponges are asymmetrical; cnidarians are radially symmetrical. 7. A polyp is a sessile, tubular organism with tentacles surrounding its mouth. A medusa is an umbrella-shaped, free-swimming organism with trailing tentacles surrounding its mouth. 8. The cell layers of a sponge are not differentiated into distinct tissues with specific functions, whereas those of a cnidarian are.
Page 53 Phylogeny of Sponges and Cnidarians

Purpose

Page 55 Life Cycle of a Jellyfish
Purpose
To show the origins and the evolutionary development of sponges and cnidarians
To review the sexual and asexual processes of reproduction in the jellyfish

Use the transparency to clarify the evolutionary relationships of phylum Porifera and the various cnidarian groups and to point out the increasing complexity of the various groups. Point out that data indicating when various organisms evolved are based on fossil evidence. Because these organisms leave behind little fossil evidence due to their structure, not much is known about their phylogeny. Be sure that students understand the difference between an organism that is made up of specialized colonial cells, as is the case with sponges, and organisms that are made up of specialized tissues, as is the case with the cnidarians.
Project the base transparency and pose questions to determine students understanding of the jellyfish life cycle. Then use the copy blocks on the overlay to help reinforce or reteach the life cycle. Compare and contrast reproduction in sponges and in jellyfishes. Point out that sponges are hermaphroditic, whereas the medusa stage of jellyfishes consists of separate males and females. Also, sponges exhibit internal fertilization, whereas jellyfishes exhibit external fertilization. Students should also compare the larvae of both sponges and jellyfishes. Both are free-swimming structures, but the larvae of sponges are propelled UNIT 8
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1. There are almost twice as many cnidarians as poriferans. 2. The phylum Cnidaria includes the Scyphozoans, represented by jellyfish; the Anthozoans, represented by corals; and the Hydrozoans, represented by the hydras. 3. In the past, the environment for sponges and cnidarians was the warm, shallow seas that covered almost all of Earths surface. Today, these organisms are primarily found in the warm, shallow waters of the oceans in regions that are in the tropics. 4. The sponges cells are actually single cells that live together in a colony. This is much like Volvox, the colonial, flagellated protist. For this reason, biologists theorize that poriferans evolved from protists. 5. The theory is that cnidarians evolved from protists because the larval form of cnidarians resembles protists. 6. Cnidarian origins are not well understood because cnidarians are soft-bodied organisms, so they do not preserve well as fossils.

by flagella, whereas those of a jellyfish are propelled by cilia.
Extension: Activity Extension: Oral Report
Encourage students to find out about the Australian box jelly and why it is considered by many to be the most poisonous marine organism.
Have students research and report on the prevalence of tapeworm infestation among people in the United States. The reports should include information about how government agencies act to minimize such infestations.
1. The medusae reproduce sexually to produce polyps, which reproduce asexually to form new medusae. 2. Fertilization occurs in the water. 3. Polyps can reproduce both sexually and asexually, depending on the species. Polyps reproduce asexually by budding. Small buds grow as extensions of the polyp's body wall. As the buds develop, they form the mouth and tentacles of tiny polyps, then they break away and settle. In sexual reproduction, polyps produce medusae. The medusae then break away from the parent polyp. 4. The fertilized egg becomes a zygote, which, in turn, grows and develops into a blastula. The blastula becomes a free-swimming larva that must find an area for attachment and the beginning of the asexual phase of the jellyfish life cycle. 5. Both the polyp and the medusa have a mouth surrounded by tentacles. But the body form of the polyp is tube-shaped, whereas the body form of the medusa is bell-shaped. Additionally, the mouth of a polyp can point upward, whereas the mouth of the medusa points downward. The medusa floats through the water, but the polyp is sessile. 6. the medusa stage
1. Tapeworms belong to Class Cestoda of the phylum Platyhelminthes. 2. The intermediate host is a pig. 3. The eggs of a tapeworm hatch in the small intestine of the intermediate host. 4. Larvae burrow through the intestinal wall, enter the bloodstream, and burrow into muscle tissue. 5. These sections are called proglottids. They contain muscles, flame cells, nerves, and both male and female reproductive organs. 6. A person can avoid eating foods known to harbor tapeworms or can thoroughly cook such foods, since high temperatures kill tapeworms. 7. The feces of an infected person contain tapeworm proglottids. If a pig eats food contaminated with the feces, it will ingest the proglottids.
Chapter Assessment
Page 59 Reviewing Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. filter feeding nematocysts gastrovascular cavity pharynx scolex external fertilization internal fertilization hermaphrodites polyp medusa proglottids

Page 57 Life Cycle of a Tapeworm
Purpose
To review the stages of a tapeworms life cycle Skill: Sequencing

Page 60 Understanding Main Ideas (Part A) 1. 2. 3. 4. 5. 6. a b d c b a 7. 8. 9. 10. 11. 12. c c b 2 3 1
Project the transparency and have students identify the structures that are not labeled. These include the scolex, proglottids, and eggs. Point out that pigs are not the only intermediate hosts of tapeworms. Cattle, fish, and small crustaceans may act as intermediate hosts. Discuss how the anatomy of the tapeworm is adapted to its parasitic life. UNIT 8
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Page 61 Understanding Main Ideas (Part B) 1. A sponge is a filter feeder, which is ideal for a asessile animal because it simply filters its food from the water that passes by or through its body. 2. Sexual reproduction begins with the formation of eggs and sperm. In internal fertilization, eggs remain inside the sponge; sperm are released from one sponge and carried to another by water currents. The collar cells collect the sperm, transfer them to amoebocytes, which then transfer the sperm to eggs. The resulting zygote develops into a flagellated larva that leaves the parent sponge and swims to a new surface to grow into an adult. 3. The sexual phase consists of the external union of sperm released by a male medusa with an egg released by a female medusa. In the asexual phase, polyps develop from the zygote produced in the sexual phase. Polyps form buds that become tiny medusa. 4. Planarians have a clearly defined head that senses and responds to changes in the environment. They have eyespots that respond to light. They also have sensory pits on their heads that are able to detect food, chemicals, and movements in the environment. They have a digestive system, two nerve cords, and a brainlike structure. All of these structures are an advance over those of the simpler cnidarians. 5. They have a thick outer covering that is not digestible. Page 62 Thinking Critically 1. The additional sponges could be the result of asexual reproduction by budding or by hermaphroditic sexual reproduction. 2. The cells seem to recognize that they belong together, since they eventually reunite after being separated. 3. Answers will vary. The slime may contain a chemical that tranquilizes the anemone, or the slime may be so viscous that it interferes with the release of the nematocysts. 4. Being able to digest food in the gastrovascular cavity instead of inside its cells allows the cnidarian to digest organisms larger than its individual cells. 5. Dark pigmentation could be a selection factor, since bioluminescent prey in their stomach would make the medusae visible to their predators. The dark pigmentation would hide the bioluminescent prey. Page 63 Applying Scientific Methods 1. the larvae that were allowed to develop in untreated water 2. Polyp A has an extended base. Its tentacles are close to its mouth. In Polyp B, the base has almost disappeared, and the tentacles are growing lower on the body, away from the mouth. This position will have an effect on its feeding, since tentacles are used to take food to the mouth. 3. These hydras have no tentacles at the mouth. 4. As the hydras received more PAF, the number of tentacles near the mouth decreased and the number near the base increased. PAF disrupts the development of tentacles in hydras and as a result, may interfere with success in feeding.

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UNIT 8

Chapter 27
MiniLab 27.1
Page 69 Identifying Mollusks
Expected Results
5. Error Analysis earthworm unhealthy, cold, or too warm; too much handling of earthworm by other classes; environment not dark enough, not light enough, not moist enough; testing more than one variable at a time; inaccurate timing; sample size too small; too few trials
Students will classify the pictured shells using the dichotomous key provided.
Anaylsis

Page 73 Section 27.1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. some mollusks all mollusks all mollusks some mollusks all mollusks some mollusks all mollusks some mollusks all mollusks snail; gastropods; live in water or on land, in generally moist areas clam; bivalves; aquatic, many live attached to some kind of surface octopus; cephalopods; free-swimming in ocean habitats single, no open, vessels, spaces gills, lung Nephridia externally false true false false bivalves both gastropods bivalves Instead of having a single muscular foot, cephalopods have multiple arms and tentacles that are arranged around the head. suckers Cephalopods are intelligent invertebrates that can be trained to distinguish colors. cephalopods bivalves gastropods, bivalves
1. A dichotomous key divides a group into smaller and smaller groups until each organism is identified. 2. easy: 1, 2, 3, 4; more difficult: 5, because it requires more interpretation and closer comparison
MiniLab 27.2
Page 70 A Different View of an Earthworm
Expected Results
Student diagrams will reflect their ability to translate information from a longitudinal view to a cross-sectional view.
Analysis
Segment 8 will show muscles, esophagus, dorsal and ventral blood vessels, and nerve cord. Segment 14 will show crop, nephridia, blood vessels, nerve cord, and muscle layers.
Design Your Own BioLab

Page 71 How do earthworms respond to their environment?
Most likely, earthworms will avoid light and extremes of temperature, move quickly on a rough surface, and prefer a moist surface.
Analyze and Conclude
1. a rough surface; the worm moves more easily on a rough surface 2. an intermediate temperature; an earthworm is ectothermic so its level of activity depends upon the surrounding temperature 3. moved away from light; preferred a moist environment; earthworms are safer from predators in the soil where it is dark, and earthworms skin must remain moist or the animal will dry out and die 4. worms would prefer moist environments, intermediate temperatures, darkness, and rough surfaces
27. 28. 29. 30. 31.
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32. 33. 34. 35. 36. gastropods, bivalves, cephalopods cephalopods gastropods, cephalopods bivalves cephalopods 21. 22. 23. 24. 25. 26. falso bivalvo ambos gasterpodo bivalvo Los cefalpodos tienen mltiples brazos o tentculos alrededor de la cabeza, en vez de tener un slo pie muscular. ventosas Los cefalpodos son invertebrados inteligentes, que se pueden entrenar para distinguir colores. cefalpodos bivalvos gasterpodo; bivalvos gasterpodo; bivalvos; cefalpodos cefalpodos gasterpodo; cefalpodos bivalvos cefalpodos
Page 76 Section 27.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Annelida segments muscles setae bristleworms parapodia earthworms gizzard enlarged blood vessels that act as hearts true leech bristleworm earthworm
27. 28. 28. 30. 31. 32. 33. 34. 35. 36.
Pgina 80 Seccin 27.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Annelida segmentos msculos seta poliquetos parapodios la lombriz de tierra molleja venas agrandadas que actan como un corazn verdadero sanguijuela poliqueto lombriz de tierra

Pgina 77 Seccin 27.1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. algunos moluscos todos los moluscos todos los moluscos algunos moluscos todos los moluscos algunos moluscos todos los moluscos algunos moluscos todos los moluscos caracol de jardn; gasterpodo; vive en agua o en tierra, generalmente en lugares hmedos almeja; bivalvo acutico, vive fijo a algn tipo de superficie pulpo; cefalpodo; nada libremente en hbitats del ocano una sola; sin abierto; espacios branquias; pulmn nefridios externa falso verdadero falso CHAPTER 27 TEACHER GUIDE & ANSWERS
Concept Mapping
Page 81 Segmented Worms 1. 2. 3. 4. 5. 6. 7. 8. 9. bilateral symmetry coelom segmented body excretory organs nerve fibers reproduction nephridia mouth ventral nerve cord UNIT 8
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10. 11. 12. 13. 14. 15. 16. brain esophagus crop gizzard blood blood vessels anus
Project the transparency, and explain that the organisms belong to a group of animals called mollusks. Point out that the members of this phylum are quite diverse, and have students note the diverse characteristics of the organisms shown. Students will likely group the mollusks according to their external features. Explain that the classes of mollusks are actually grouped according to internal similarities that students will learn about in this section. Answers to questions on the transparency include: 1. Classifications will vary; accept all classifications that students can support with logical explanations. 2. Answers will vary according to classifications used.
Critical Thinking
Page 82 Comparing Polychaetes, Oligochaetes, and Hirudinates 1. The column of fluid inside the coelom provides a rigid structure against which the muscles of the body wall can work. This is similar to the way a skeleton provides support in vertebrates. 2. Setae are used by both types of organisms to anchor them in their burrow or tube. This anchoring ability helps the animals resist being pulled out of their home by a predator. 3. As leeches became adapted for a parasitic lifestyle, they developed means of attaching themselves to their hosts. Setae became unnecessary and gradually disappeared. Body openings at the front and rear of the animal developed into suckers for grasping host organisms. 4. Avoidance of self-fertilization helps maintain genetic variability in the population. 5. Accept reasonable answers. Spawning is advantageous for tube-dwelling or burrowing animals that become vulnerable to predators if they leave their homes. Spawning would not be advantageous for terrestrial species, such as earthworms. 6. Animals that spawn produce larger numbers of gametes. They have little or no control over the gametes after release, so large numbers must be produced to ensure that some will encounter complementary gametes of the same species. Even though individuals must encounter one another to accomplish internal fertilization, there is much more control over the gametes, so that fewer are needed for successful reproduction.

Page 84 Segmented Worms
Purpose
To introduce the phylum Annelida

Project the transparency, and draw attention to the characteristics of each organism. Tell students that earthworms are only one example of the phylum Annelida. Other members that students might be familiar with are the leeches. Tell students that in this section they will learn how some leeches are used for medical purposes. Answers to questions on the transparency include: 1. The earthworms body is divided into segments; the roundworms body does not have this feature. 2. Answers will vary but might include: Segmentation allows the earthworm to move by shortening and lengthening its body; segments can become specialized for a particular function.

Page 85 Phylogeny of Worms and Mollusks
Purpose

Pge 83 Mollusks
Purpose
To show the origins and the evolutionary development of worms and mollusks
To introduce the three most common classes of mollusks
Use the transparency to clarify the evolutionary relationship between the phylum Mollusca and the various worm phyla and to point out the pattern of increasing complexity of worms and mollusks.
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Point out that data indicating when various organisms evolved are based on fossil evidence and that these organisms may have evolved earlier but fossils from earlier times have not yet been found. Be sure students understand that cestodes, trematodes, and turbellarians are members of classes in the phylum Platyhelminthes.
Extension: Research Activity
Discuss how the structures of each organism are adapted to a different mode of feeding. Discuss how the structures of each organism are adapted to a different mode of locomotion.
Have students do library research and present brief written reports on the size, structure, and behavior of the giant squid.
Have students do research to find examples of organisms in the phyla and classes shown that are parasites of humans or other organisms. Have students discuss whether these organisms evolved before or after their hosts evolved.
1. 2. 3. 4.

Page 87 Structure of a Clam, Snail, and Squid
Purpose
1. 2. 3. 4. 5. 6. 7.
gizzard mantle nephridia open circulatory system radula closed circulatory system setae
Page 90 Understanding Main Ideas (Part A) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. C E D A F B mantle filter feeding true Bivalves gills
To compare and contrast the structures of three classes of mollusksbivalves, gastropods, and cephalopods Skills: Interpreting scientific data; comparing and contrasting
Project the transparency and have students determine similarities and differences among the structures of the three organisms.
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UNIT 8
1. The cephalopods are the most complex organisms shown. 2. Based on fossil evidence, bivalves apparently evolved in the Paleozoic Era. 3. Snails belong to the phylum Mollusca and the class Gastropoda. 4. Earthworms belong to the phylum Annelida. 5. These worms represent classes of the phylum Platyhelminthes, commonly known as flatworms. 6. The common branch can be seen by tracking back from the present to the point of origin. Organisms that share a common evolutionary branch are more closely related than those that do not. 7. The hard parts of organisms are more likely to be preserved as fossils than the soft parts. Because bivalves and gastropods possess shells, their fossils date to earlier eras than do the fossils of worms, which have soft bodies.
The squid does not have a hard external covering. They all have bilateral symmetry. A clam is a bivalve. Bivalves are filter feeders, which strain their food from the surrounding water. 5. A snail uses its radula to scrape food from surfaces, to grate, or to cut food. 6. In the squid, tentacles and arms replace the foot of clams and snails. 7. The squid is more complex than either the clam or snail. This conclusion is based on the fact that the squid has more specialized organs and tissues than either the clam or the snail.
Chapter Assessment
Page 89 Reviewing Vocabulary

12. 13. 14. 15. true mollusks true cephalopods it has tentacles with suckers, it is probably a cephalopod. If the specimen is dissected, an open circulatory system would indicate a gastropod, whereas a closed circulatory system would indicate a cephalopod. Page 93 Applying Scientific Methods 1. Answers will vary. Students may hypothesize that the water temperature is higher near the vents and stimulates growth or that there is more food available near the vents. 2. Students will select one factor as an independent variable in their experiment. They may use temperature or food supply. If they study the effect of temperature, they would have to take temperature readings at different locations and relate these readings to clam size at these same locations. 3. In question 1, the study was limited to clams living at the same depth. 4. It would indicate that a factor other than temperature is affecting the size of the clams. It may have to do with food supply. 5. Answers will vary. Students may suspect that a symbiont supplies the worms with food. For example, bacteria in the worms body may use the gases and nutrients that the worm absorbs from the water to produce carbohydrates and proteins, which the worm uses for growth. 6. The warmth of the vents, anaerobic conditions and high pressure, the gases, minerals, and water might have led to organic matter forming.
Page 91 Understanding Main Ideas (Part B) 1. Both of these mollusks can move by jet propulsion in any direction by ejecting water through their siphons. They have complex nervous systems, acute eyesight, and the ability to learn. 2. Snails and slugs use the mantle and mantle cavity as a primitive lung. The mantle, which sticks to both shells of a bivalve, forms siphons that are used to move water over the gills, where respiration takes place, and then out of the body. The mantle also secretes the shell of a shelled mollusk. 3. The radula is used to scrape, grate, or cut food. 4. Gastropods and bivalves have an open circulatory system. Cephalopods have a closed circulatory system. 5. When sea slugs feed on jellyfishes, they incorporate the jellyfish nematocysts into their own tissues. Any fish that tries to eat the slugs is bombarded by a rapid discharge of the transplanted nematocysts. 6. bristleworms and their relatives, leeches, earthworms
Page 92 Thinking Critically 1. An animal without a shell is freer to move about. Cephalopods can move rapidly, an advantage in their predatory lives. They have a complex brain and nervous system, which is also a decided advantage. 2. It shows that the vertebrate eye did not evolve from the cephalopod eye because the embryonic development of cephalopods and vertebrates is not similar. Students may explain that this is a case of convergent evolution. 3. The layers of pearl around the particle lodged inside the shell seal the particle off and protect the soft body of the oyster from damage. 4. Usually when an animal eats, its intestines absorb digested food, and wastes are passed out of the body through the intestines. Worms take in soil and use any nutrients in soil as food. They pass undigested matter back into the soil. 5. Students should suggest using other distinguishing features. For example, if the specimen has a single muscular foot, it is probably a gastropod; if

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Chapter 28
MiniLab 28.1
Page 99 Lobster Characteristics
Expected Results
All arthropod traits can be observed on the lobster.

Analysis
eggs hatched. Other variables that had to be held constant were the temperature of the water, amount of water used, and the number of eggs used. 4. Too high a salt concentration may result in water loss from the egg or larva, leading to dessication. 5. animal, Arthropoda, Crustacea, Anostraca, Artemia salina
1. Yes: all traits listed are the major traits that characterize Arthropoda. 2. Student answers may vary: visually through their eyes; detection of odor or movement with antennae.

Page 103 Organic Pest Management
Planning the Activity
MiniLab 28.2
Page 100 Comparing Patterns of Metamorphosis
Expected Results:
Data Table
Insect Stage Locomotion Method Feeding Method Able to Reproduce Grasshopper egg nymph adult Moth egg larva pupa adult
This activity can be used as students learn about insect diversity in Chapter 28 of the text or as they study insect/plant relationships.
Purpose
Students prepare insect repellents from foods and other household items and test the effectiveness of these organic repellents on common garden pests.
yes yes no no no no yes yes yes
no no no
yes yes no
yes yes yes
no no no
Career Applications
Analysis
Design Your Own BioLab

Page 101 Will salt concentration affect brine shrimp hatching?
Ideal salt concentrations for hatching will be in the 14% range. No salt present or concentrations higher than 4% may result in fewer larvae hatching.
Analyze and Conclude
1. Student answers may vary; maximum hatching will occur at 14% salt concentration. 2. Student answers will vary depending upon their original hypothesis. 3. The independent variable was the salt concentration. The dependent variable was the number of
Technicians may also assist medical entomologists employed by the U.S. Army. These entomologists have the responsibility of preventing arthropod-borne disease in soldiers, their families, and others. Working under the guidance of an army entomologist, a technologist may provide entomological guidance and support during contingency operations, assist in research related to arthropod-borne diseases, document installation of pest management programs worldwide, and assist in providing entomology-related guidance and consultation to military and civilian agencies.
Materials Tips
Materials garlic bulbs, olive oil, liquid soap, hot peppers (chiles), onions, water, knife, blender or food processor, large jars or containers, spray bottles, aphidinfested plants UNIT 8
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1. A grasshopper has incomplete metamorphosis. The moth has complete metamorphosis. 2. The stages that were able to move are the only stages in which feeding occurs. 3. The nymph stage looks like a small adult, but it lacks wings and is sexually immature.
As in other scientific fields, agricultural scientists and entomologists often rely on technicians to carry out the day-to-day tasks of setting up, operating, and maintaining laboratory instruments, monitoring experiments, making observations, calculating and recording results, and developing conclusions. Technicians working with agricultural scientists may look for ways to improve crop yield, while controlling pests and weeds more safely. Technicians working with entomologists seek new technologies that are compatible with the environment and that will control or eliminate pests in infested areas and prevent the spread of harmful pests to new areas.

If you grow plants in your classroom or greenhouse in the spring or early fall, they are almost surely infested with aphids. Use a hand lens to check if there are aphids on the undersides of leaves. The school cafeteria and custodial supply room may be sources for most of the needed items. Alternatively, you may have students share the responsibility of bringing items to class.
Safety Tips

Page 105 Insect-Plant Relationships in your Garden
Planning the Activity
Use this activity with Chapter 28 of the text, after students read about insect/plant relationships and the coevolution of insects and plants.
Purpose
Remind students to use care when handling electric appliances and sharp objects. Students should wear kitchen gloves when handling hot peppers.
Teaching Strategies
After students have read the introduction, initiate a discussion about the ecological relationships between insects and plants. Point out some of the adaptations that have resulted during the coevolution of insects and plants. Have students work in groups of three or six, so responsibilities for preparation of the different sprays can be easily divided. Discuss the factors students will control in their experiment. For example, the same amount of each repellent should be used. Have students identify the independent variable (the particular repellent used) and the dependent variable (the amount of aphid infestation).
Students are introduced to the anatomy and feeding habits of three common garden pests. Students then use this information to plan hypothetical breeding experiments for the development of insect-resistant plants.
Career Applications
Plant science, one area of agricultural science, includes crop science and entomology. Some crop technicians carry out studies on the breeding, physiology, and management of crops and use genetic engineering to develop crops resistant to pests. Technicians working with entomologists assist in research to develop new technologies to control or eliminate pests in infested areas and prevent the spread of harmful pests to new areas. Continuing research is necessary as insects and diseases continue to adapt to pesticides. Both disciplines evaluate advances in biotechnology as they strive to develop methods that are compatible with the environment. Crop technicians may spend time outdoors conducting research on farms and at agricultural research stations. Technicians concentrating on entomology work in laboratories, insectories, or agricultural research stations. Some technicians spend time outdoors studying or collecting insects in their natural habitat.
Teaching Strategies
Remind students to record the degree of aphid infestation of their plants before treatment with organic repellents begins. Plants may be watered as usual. Instruct students to only lightly spray the plants. High concentrations of repellent may kill plants.
Answers to Student Worksheet Analyze and Conclude
1. Student results will be mixed, but most students will find that the garlic spray is very effective against aphids. Pepper and onion sprays work well under some conditions. 2. Answers will vary, but students should recognize that because plants have naturally-occurring chemicals that repel insects, organic pest control may be a safer and possibly more economical way of dealing with agricultural pests.
After students read the opening paragraph, initiate a discussion about the possible benefits of using insect-resistant plant strains in agriculture. Ask students to consider why knowledge of insect anatomy and behavior is important for breeding insect-resistant plants. Carefully review each of the insect illustrations in Part A with students. Be sure students understand how the structure and arrangement of insect mouthparts are related to the dietary needs of the species. Understanding the anatomy and behavior of pest species is an important part of successful plant breeding. For Part B, check that students can identify the characteristics of each seed type in the box before
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they proceed to breed their plants. For example, llhh indicates thick-skinned, smooth leaves. If necessary, review the use of Punnett squares for dihybrid crosses (Chapter 10). You may wish to have students consult various seed catalogs to learn more about pest-resistant plant varieties.

Page 107 Section 28.1 1. jointed appendages 2. Joints allow for more powerful movements during locomotion, and they make certain types of appendages multifunctional. 3. (1) protects and supports internal tissues; (2) provides places for muscles to attach; (3) helps prevent water loss 4. beneath 5. head, thorax, abdomen 6. cephalothorax 7. gills 8. book lungs 9. tracheal tubes 10. tracheal tubes 11. compound 12. compound 13. single 14. compound 15. chemical odor signals 16. for the body section in which they are located 17. true 18. Excretion 19. unfertilized eggs 20. As a group, they can exploit just about every type of food source available. 21. from ancient annelids 22. (1) reduced number of body segments; (2) specialization of body segments; (3) greater development of nervous tissue in the head Page 109 Sections 28.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. c a b d c d true false true false wings spiracles legs
Part A 1. Aphid mouthparts are shaped like a tube to pierce plant tissues and suck out fluids. Grubs and butterfly/moth larvae have large mandibles for chewing through plant tissues. 2. Students should relate information from the chapter for this question. Responses will likely include: group feeding behavior in ants, compound eyes for detecting food, strong muscles for capturing food, and the ability to fly. 3. Students should recognize that if you understand the anatomy and behavior of insects, you can probably develop pest control methods that make use of this knowledge. Part B
LH LH lH lH llHh llHh llHh llHh lh LlHh LlHh llHh 1. Aphids Traits effective against aphids: thick- lh LlHh LlHh llHh skinned leaves, lh LlHh LlHh llHh hairy leaves Parental genotypes: lh LlHh LlHh llHh llhh LlHH Expected phenotypic frequency of desired F1 offspring: 50% thickskinned, hairy leaves (llHh) TL Tl tL
tl
2. Grubs TL TTLL TTLl TtLL TtLl Traits effective Tl TTLl TTll TtLl Ttll against grubs: thick-skinned tL TtLL TtLl ttLL ttLl leaves, thickskinned fruits ttLl ttll tl TtLl Ttll Parental genotypes: TtLl TtLl Expected phenotypic frequency of desired F1 offspring: 1/16 thick-skinned leaves and fruit (ttll)
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14. 15. 16. 17. 18. 19. 20. 21. 22. 23. compound eye mandibles antennae complete, incomplete complete incomplete incomplete complete incomplete complete, incomplete Pgina 113 Seccin 28.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. c a b d c d verdadero falso verdadero falso alas espirculos patas ojo compuesto mandbulas antenas completa; incompleta completa incompleta incompleta completa incompleta completa; incompleta

Pgina 111 Seccin 28.1 1. la presencia de apndices articulados 2. Las articulaciones permiten realizar movimientos ms poderosos para desplazarse y permite que ciertos tipos de apndices realicen funciones mltiples. 3. (1) Protege y sirve de sostn a los tejidos internos (2) Sirven como sitio de insercin de los msculos (3) ayuda a prevenir la prdida de agua. 4. debajo 5. cabeza; trax; abdomen 6. cefalotrax 7. branquias 8. filotrqueas 9. tubos traqueales 10. tubos traqueales 11. compuestos 12. compuestos 13. simples 14. compuestos 15. seales qumicas olorosas 16. para la seccin del cuerpo donde se encuentran los ganglios 17. verdadero 18. excrecin 19. huevos no fecundados 20. Los artrpodos son un grupo que puede sacar provecho de cualquier tipo de alimento disponible. 21. Evolucionaron a partir de los anlidos antiguos. 22. (1) Nmero reducido de segmentos corporales (2) Especializacin de los segmentos corporales (3) Un mayor desarrollo de los tejidos nerviosos de la cabeza
Concept Mapping
Page 115 Metamorphosis in Insects 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. complete four stages egg larva pupa adult caterpillar grows eats leaves molts tissue reorganization replacement of tissues internal chemicals incomplete egg three stages nymph adult
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19. fully developed appendages 20. reproductive system 21. fully developed appendages
Problem Solving
Page 116 What Insect Am I? 1. about 23 000 2. Diptera
50 100
Before projecting the transparency, review with students the characteristics of arthropods that they learned about in Section 28.1. Project the transparency, and have students identify the characteristics that make each animal a member of the phylum Arthropoda. Have students identify the environment in which each organism lives. Ask students how each organism is adapted to its environment. Answers to questions on the transparency include: 1. Students might know that some of the arthropods (crabs, shrimp) are food sources for humans and that some ticks cause human health concerns. 2. Answers will vary but might include: The number of appendages varies, and their habitats differ.
3. Coleoptera; about 300 000 4. Lepidoptera; a little more than 100 000 5. The scale of the graph is not apporpriate for showing such small numbers of species. Students may suggest making another graph with a different scale, just for these orders.
Basic Concepts Transparency 49 Section Focus Transparency 69

Page 117 Arthropods
Purpose
Page 119 Phylogeny of Arthropods

Purpose
To introduce characteristics of arthropods

To show the evolutionary relationships among arthropods

Draw attention to the appendages on each arthropod. Explain that arthropods use their appendages for purposes other than movement. Ask students to identify other uses for the appendages shown on the three arthropods. (grasping food and prey, sensing, mating) Answers to questions on the transparency include: 1. Answers will vary but might include: segmented bodies, jointed appendages, and external skeletons. 2. Segmented bodyallows for specialization of internal organs; jointed appendagesenable arthropods to move quickly and powerfully; external skeletonprovides protection
Point out that trilobites lived in the ocean from about 600 million years ago to about 250 million years ago, and that the approximate date of their extinction is used to mark the boundary between the Paleozoic and Mesozoic Eras. Have students discuss why the common name horseshoe crab may be misleading in respect to the evolutionary pattern revealed in the transparency. The merostomates (which include the horseshoe crabs) are more distantly related to crustaceans (which include all other organisms called crabs) than to most other classes of arthropods.
Extension: Laboratory Activity

Page 118 Arthropod Diversity
Purpose
To illustrate the diversity among arthropods
Obtain living samples of three or more arthropods, each from a different class, from a biological supply house or from field work. Have students compare and contrast the structures and behavior of the organisms and write reports describing their observations.
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Project the transparency, and tell students that the organisms shown are members of the phylum Arthropoda. Have students observe the characteristics of each organism.
Make clear to students that the transparency shows seven classes of the phylum Arthropoda. Remind students that, generally, groups that are close together in the rays of the fan are more similar than groups that are far apart.

1. Trilobites are now extinct. 2. A lobster is represented in the transparency. Other crustaceans include crabs, shrimp, crayfishes, barnacles, water fleas, and pill bugs. 3. They have changed very little since their origin. 4. The common name for chilopods is centipedes. The common name for diplopods is millipedes. 5. Chilopods have one pair of legs per segment, whereas diplopods have two pairs of legs per segment. 6. The most varied class of arthropods is composed of the insects, which include 750 000 species. Insects are distinguished by their ability to fly. 7. Answers will vary. Spiders have spinnerets that make silk for catching prey and protecting young. Scorpions and spiders kill their prey by injecting poison. Digestion is extracellular. Arachnids usually have two body regions and eight legs.
a display that illustrates the types of arthropods they found in the survey and identifies the grid in which they were found.

Page 121 Structures of a Spider and a Grasshopper
Purpose
To compare and contrast two arthropods Skill: Comparing and contrasting

Present the transparency and review the characteristics of arthropods listed at the top. Discuss how the spider and grasshopper share these characteristics. Then demonstrate how each arthropod expresses these characteristics. In evolution, random mutations in DNA eventually give rise to new species. Discuss how the environment determines whether a characteristic is beneficial or not, giving one individual an advantage or disadvantage over others. Those with an advantage will survive and reproduce in greater numbers, in time evolving into a new species.
Extension: Collection
Take students on a collecting field trip. Divide a field into a grid, assign grids to students, and have them collect samples of the arthropods that they find in their areas. (Use baby food jars with perforated tops as collecting jars.) Provide safety guidelines for the collection process. In the classroom, have students identify their specimens and construct
1. An appendage is any structure (for instance, leg or antenna) that grows out of the body of an animal. Arthropod appendages function in sensing, walking, feeding, and mating. 2. Joints allow more rapid, powerful, and precise locomotion, and they also allow for many variations as species diverge. 3. An exoskeleton is a hard, thick, outer covering made of protein and chitin. It protects and supports internal tissues and provides places for attachment of muscles. It also protects against water loss. 4. Arthropods have book lungs, gills, and tracheal tubes with spiracles. Each system supplies the animals with an efficient supply of oxygen for many activities. 5. A simple eye has only one lens and is used for detecting light. A compound eye has many lenses, each of which registers light from a tiny portion of the field of view. Although the compound eye provides little detail, it shows movement in sharp detail and detects color. 6. Spiders: The first pair of appendages are called chelicerae and are located near the mouth. Chelicerae function as fangs or as pincers to hold prey. The second pair of appendages are called pedipalps and are adapted for handling food and for sensing. Four remaining appendages are modified as legs for locomotion. Grasshoppers: One pair of antennae is used to sense vibrations, food, and pheromones. Wings are used for flight. Six legs are used for locomotion, two of which are very large and used for jumping. 7. Accept reasonable responses. Simple eyes register light and shadow; compound eyes detect movement and color. Therefore, one can infer that grasshoppers are predators that rely on vision to detect prey. Spiders, on the other hand, are predators that must rely on other senses to detect prey. The structures of the appendages of the two reinforce these inferences.
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Page 123 Insect Metamorphosis
Purpose
Chapter Assessment
Page 125 Reviewing Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. k h g j a c d b f e i A simple eye is a visual structure with only one lens; a compound eye is a visual structure with many lenses. 13. Chelicerae are the first pair of holding or biting appendages of arachnids; pedipalps are the second pair of appendages and are used for handling food and for sensing. Page 126 Understanding Main ideas (Part A) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. c d b d a a c a c d a
To compare and contrast complete and incomplete metamorphosis in insects Skill: Comparing and contrasting
Project the transparency. Have students compare and contrast complete metamorphosis and incomplete metamorphosis. Have students provide examples of insects that undergo each kind of metamorphosis. Those that undergo complete metamorphosis include ants, beetles, flies, bees, and wasps. Those that undergo incomplete metamorphosis include grasshoppers, cockroaches, and lice. Point out that the process of metamorphosis is controlled by insect hormones. Encourage students to do independent research on how this process works.
1. Both the butterfly and bug have an egg and adult stage. 2. The butterfly has a larva and pupa stage, whereas the bug has a nymph stage. 3. An insect is most destructive to plant life when in the larva stage. 4. Nymphs do not possess wings, and they cannot reproduce. 5. Molting accompanies growth in nymphs. 6. Complete metamorphosis involves four stages, each of which is very different in form from the others. Incomplete metamorphosis involves three stages, the final two of which differ only slightly in form. 7. In complete metamorphosis, larvae do not compete with adults for food, so both have an improved chance of survival.
Page 127 Understanding Main Ideas (Part B) 1. Their thinner exoskeleton allows more freedom to fly and jump; the exoskeleton is covered by a waxy layer that protects against water loss. Most insects breathe through tracheal tubes. The flight and landing mechanisms are also adaptive advantages for land. 2. Jointed appendages are adapted for sensing, walking, feeding, and mating. Male spiders use the second pair of appendagesthe pedipalpsfor sensing and mating. Many arthropods use their jointed appendages for walking. 3. The image formed from compound eyes is a composite of many partial images, one for each lens. UNIT 8
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Have students do library research on insect pests that destroy commercial crops. Students should identify the stage of the pest, such as larva or adult, that causes the damage. In a written report, students should discuss the impact of the pest on the crop and the means used to control the pest. You may also wish to have students evaluate the environmental impact of the method used to control the pest.

This type of image is good for detecting motion. Even the slightest movement of prey, mates, or predators can be detected. 4. Spider silk is secreted by silk glands in the abdomen. The silk passes through many small tubes before being spun into thread by the spinnerets, structures at the rear of the spider. 5. Arthropod segments are fewer and are adapted for functions such as locomotion, feeding, and sensing. Arthropod segments show more complex organization. The arthropod shows greater development of nerve tissue and sensory organs, such as well-developed eyes. The exoskeleton of arthropods is harder and provides more protection than the cuticle of annelids. Page 128 Thinking Critically 1. The horseshoe crab might be well-adapted for movement, protection, and feeding in its environment. You can infer that its seaside environment must have changed very little. 2. Insects that draw blood have needlelike mouth parts. Those that suck nectar have a rolled-up sucking tube. Those that lap up food have a spongelike tongue. Insects that chew have mouthparts for handling and chewing food. 3. After molting, the new exoskeleton is soft and does not provide the resistance needed to pull the body when the muscles contract. 4. Barnacles living on rocks rely on the tides and currents for a food supply. Barnacles living on gray whales are exposed to a richer food supply as the whale moves through the water. Barnacles on rocks are able to reproduce easily, whereas barnacles on whales will have a harder time reproducing. 5. An advantage of introducing insect predators is that they will control pests without polluting soil and water with harmful chemicals. A possible disadvantage is that they might not have natural enemies in the area, leading to a population explosion of the new insect that could upset the ecological balance and food chain. Page 129 Applying Scientific Methods 1. Answers will vary but should include that, when a crayfish is on its back, the mass of sand grains falls away from its accustomed place on the hairs. This would signal the crayfish to turn upright again. 2. Answers will vary. They might include placing crayfish in several positions to observe their ability to turn themselves upright again. Scientists may try to find out whether the effects of microgravity are felt more by larger crayfish than by smaller crayfish. They may also investigate whether microgravity affects crayfish that are in a dry environment more than those that are in water. Answers will depend on the experiment but will most likely relate to the position of the crayfish. Answers will vary but may include a control group of similar crayfish kept on the ground at normal gravity conditions. They could check the experimental procedure, check the data, or change the hypothesis. Answers will vary but should include testing one species from each of the three phyla mentioned. The same variable, such as position, would be tested on each individual. In this case, three controls (one from each phylum) would have to be included.
3. 4.
5. 6.

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Chapter 29
MiniLab 29.1
Page 135 Examining Pedicellariae
Students will observe that pedicellariae have a pincherlike appearance.

Analysis
1. Student answers will vary and may include pincherlike, plierslike, forcepslike. 2. allows animal to grasp objects, clean itself of debris, protection 3. These pincherlike organs allow the sea star to pinch potential predators when they touch the animal. Their shape also allows the sea star to clean itself by picking off materials that become stuck to its body.
1. Sea stars have hard, bumpy outer coverings; sea urchins are spiny; sand dollars are hard; and sea cucumbers are leathery. The outer coverings protect the animals from predators and from the action of waves on the shoreline. 2. They all have radial symmetryimportant for an animal that moves slowly to get food and escape predators. They all have two body oepnings, one for taking in food and one for expelling wastesa more efficient digestive system than having one body opening. 3. Tube feet are fragile and do not have hard parts that can be preserved. 4. It has tube feet. 5. The sea star has rays in addition to tube feet that can aid in movement. 6. Error Analysis Tube feet may not have been visible due to their fragile nature.
MiniLab 29.2
Page 136 Examining a Lancelet
Expected Results

Page 139 Section 29.1 1. a hard, spiny, or bumpy endoskeleton composed primarily of calcium carbonate and covered by a thin epidermis 2. Radial symmetry enables these slow-moving or sessile animals to sense food, predators, and other environmental cues from all directions. 3. c 4. a 5. b 6. e 7. d 8. water vascular system, gas exchange, excretion 9. madreporite, dorsal 10. madreporite 11. pedicellariae 12. eyespot 13. ampulla 14. tube foot 15. larva 16. larva 17. adult 18. adult 19. true 20. false 21. false UNIT 8
Lancelets have a long, tubular body shape; length close to 50 mm, head region, tail-like posterior; smooth body; no sense organs. Students will not be able to see a notochord, gill slits, or a dorsal hollow nerve cord.
Analysis
1. It has no sense organs, gills, fins, or a distinct head area. It looks like a fish because it has a streamlined shape and a tail. Both live in water. 2. These structures are all internal organs. 3. in the ocean along the coast of California
Investigate BioLab
Page 137 Observing and Comparing Echinoderms
Data and Observation
Data Table
Sea Star Outer covering Tube feet Spines No. of body openings Rays Type of symmetry hard, bumpy yes no 2 yes radial Sea Urchin spiny yes yes 2 no radial Sand Dollar hard yes no 2 no radial Sea Cucumber leathery yes no 2 no radial
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22. true 23. class Asteroidea, the sea stars; class Ophiuroidea, the brittle stars; class Echinoidea, the sea urchins and sand dollars; class Holothuroidea, the sea cucumbers; class Crinoidea, the sea lilies and feather stars; class Concentricycloidea, the sea daisies 24. An echinoderm can survive an attack and escape from a predator with only minimal losses that can gradually be replaced. 25. Asteroidea, Ophiuroidea, Crinoidea 26. Holothuroidea 27. Crinoidea 28. Echinoidea 29. Holothuroidea 30. Crinoidea 31. Ophiuroidea, Crinoidea 32. Echinoidea 33. Crinoidea 34. Asteroidea Page 142 Section 29.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. notochord, nerve cord, pharyngeal pouches backbone spinal cord, posterior, brain tail 4 3 1 5 2 tunicates tunicates, lancelets lancelets tunicates lancelets 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. estmulos que provienen desde cualquier direccin. c a b e d sistema vascular acufero; intercambio de gases; excrecin madreporito; dorsal madreporito pedicelaria mancha ocular ampolla pata ambulacral larva larva adulto adulto verdadero falso falso verdadero clase Asteroidea: estrellas de mar; clase Ofiuroideos: ofiuras; clase Equinoideos: erizos de mar y escutlidos; clase Holoturia: pepinos de mar; clase Crinoideos: lirios de mar; clase Concentricicloidea: las margaritas de mar Porque permite que los equinodermos sobrevivan el ataque de un depredador con prdidas mnimas que se pueden reponer. Asteroidea; Ophiuroidea; Crinoidea Holothuroidea; Crinoidea Crinoidea Echinoidea Holothuroidea Crinoidea Ophiuroidea; Crinoidea Echinoidea Crinoidea Asteroidea
24.

Pgina 143 Seccin 29.1 1. El endoesqueleto cubierto de pas o salientes duras, est formado principalmente por carbonato de calcio y est recubierto por una delgada epidermis. 2. La simetra radial permite que los animales que se desplazan lentamente, o que son ssiles, detecten la presencia de alimentos, depredadores u otros
25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
Pgina 146 Seccin 29.2 1. 2. 3. 4. notocordio; cordn nervioso; bolsas farngeas columna vertebral mdula espinal; posterior; encfalo cola postanal
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5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 4 3 1 5 2 tunicados tunicados; anfioxos anfioxos tunicados anfioxos with stinging cells used to capture prey. Sea cucumber tentacles are used to collect small particles from the ocean bottom. Other differences students might point out: Sea anemones are usually attached to rocks or other surfaces, and sea cucumbers simply lie on the ocean floor. Sea anemones have a single body opening, while sea cucumbers have two body openings. Sea cucumbers have tube feet and a water vascular system. 4. Sea stars are echinoderms, not fish. The term starfish is potentially misleading to those who arent familiar with the invertebrate phyla.
Concept Mapping
Page 147 Characteristics of Invertebrate Chordates 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. the notochord muscle blocks the tail the dorsal hollow nerve cord posterior portion anterior portion the spinal cord the brain a pair nerves each muscle block the pharynx gill slits

Page 149 Echinoderms
Purpose
To introduce characteristics of echinoderms

Project the transparency, and have students tell what they know about each organism shown. Explain that a dead sand dollar, which students are most likely familiar with, is smooth, but a live one has a furry appearance. The furry appearance is due to many small projections on the surface of the animal. Have students observe the five appendages of the brittle star and the radial pattern on the top of the sand dollar. Tell students that echinoderms are unique in that they have five-part radial symmetry. This symmetry is more evident in some species than in others. Answers to questions on the transparency include: 1. The outer surface of each organism has spiny projections. 2. Radial symmetry enables the animals to sense potential food and predators from all directions.
Critical Thinking
Page 148 Comparing and Contrasting Invertebrate Phyla 1. Both sponges and sea squirts are filter feeders. Bivalve mollusks, some types of polychaete worms, and some crustaceans (for example, barnacles) also filter food from the water. 2. Sponges are asymmetrical, usually contain spicules, and have no internal organs or tissues. They contain many pores through which water enters the colony, and one or more large openings, or oscula, for outgoing water. Tunicates have muscles, a heart, a stomach, and gill slits. Each adult tunicate in the colony has two body openings or siphonsone for incoming water and one for outgoing water. 3. Both sea cucumbers and sea anemones use tentacles for feeding. Anemone tentacles are armed

Page 150 Invertebrate Chordate Structures
Purpose
To introduce characteristics of invertebrate chordates

Project the transparency, and direct attention to the labeled structures. Tell students that the notochord is a semirigid, rodlike structure. Tell students that some of the structures shown in UNIT 8
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the lancelet diagram are common to all members of the phylum Chordata, which includes humans. Explain that some of the structures are present in some chordates only during embryonic development. Answers to questions on the transparency include: 1. Structures include dorsal nerve cord, notochord, gill slits, and muscle blocks. 2. Answers will vary, but students will probably suggest that it provides physical support. enzymes that digest the food, turning it into a liquid that is absorbed by the sea star. After feeding, the stomach is drawn back in through the mouth. 8. The water vascular system functions in locomotion, gas exchange, food capture, and excretion.

Page 153 Phylogeny of Echinoderms
Purpose

Page 151 Structure of a Sea Star
Purpose
To review the origins and evolutionary history of the echinoderms

To identify sea star structures, organs, and systems

Use the transparency to identify various structures and their functions and to show how the structures are adapted to life in the sea. Point out that the constant suction applied by tube feet of sea stars to the shells of bivalves allows sea stars to eventually open the shells and consume their contents. Have students discuss the water vascular system of a sea star and how it is related to locomotion, gas exchange, food capture, and excretion.
Point out that each group of organisms shown in the transparency represents a different class of echinoderms. Have students prepare tables showing the structural similarities and differences among the members of the five classes shown in the transparency. Have students discuss the reasons why scientists suggest that echinoderms are the closest invertebrate relatives of the chordates.
Extension: Challenge
Have students research the work of ecologist Robert Paine, who studied an ecosystem on the coast of Washington. Tell students to explain why Paine called the sea star a keystone species and how Paines study clarified the critical importance of biodiversity.
In some areas of the United States, there are many kinds of fossil echinoderms. Ask students to find and bring in any fossil echinoderms that might be common to your local area. Field guides to fossil identification will help them in their search.
1. calcium carbonate 2. The sea star crawls on top of its prey and extends its stomach out of its mouth. Its food is under its body. 3. Pedicellariae are pincers that are used for protection and for cleaning the surface of the sea stars body. 4. The eyespots can distinguish between light and dark but do not form images. 5. water 6. The contraction and relaxation of the ampullae produces and releases suction in the tube feet. 7. A sea star extends its stomach through its mouth. The stomach surrounds the food and secretes UNIT 8
1. The oldest group of living echinoderms is the crinoids. Examples include sea lilies and feather stars. 2. Sea urchins belong to the echinoids. 3. The ophiuroids, or brittle stars, easily lose parts of rays that predators tend to concentrate upon while the brittle star escapes to safety. 4. The ophiuroids are most closely related to the asteroids because both evolved most recently from a common evolutionary branch. 5. Sea lilies are the only sessile echinoderms. 6. The bulge represents a large increase in the number of echinoderm species that began in the early Paleozoic and ended in the late Paleozoic. 7. Like chordates, echinoderms exhibit deuterostome development.
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Page 155 Characteristics of Chordates
Purpose
2.
Structure a. notochord b. dorsal hollow nerve cord c. pharyngeal pouches
Invertebrate Chordates Remains as a notochord Becomes the brain and the spinal cord In some adults become gill slits that strain food from the water Remains as a tail
Vertebrate Chordates Is replaced by the backbone Becomes the brain and the spinal cord In some adults become internal gills adapted for gas exchange Disappears in humans
To examine the structure of invertebrate chordates Skill: Interpreting scientific illustrations

Present the transparency. Remind students that the drawing is just a model; the elements shown will appear in unique configurations in different species. Then discuss the characteristics of an invertebrate chordate. Point out that invertebrate chordates are considered transitional species between the phylum Echinodermata and the subphylum Vertebrata. Discuss the characteristics that caused biologists to reach this hypothesis. Discuss the differences between the embryonic, larval, and adult stages of an animal. It is not uncommon for the structures of the three stages of development to be very different. For an example, refer students to the drawings of a larva and an adult sea urchin in Section 29.1.
Extension: Model
d. postanal tail
3. Muscle blocks are anchored by the notochord, which gives the muscles a firm structure to pull against. As a result, chordates tend to be more muscular than members of other phyla. 4. A larval sea squirt has all the common chordate traits, but an adult has only gill slits. The larva swims freely through the water, but the adult is stationary, living either alone or with a number of other adults. 5. A lancelet retains all chordate characteristics throughout its life.
Page 157 Reviewing Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. tube feet madreporite Regeneration pharyngeal pouches ampulla sea squirt rays water vascular system notochord dorsal hollow nerve cord pedicellariae
1. a. A notochord is a long, semirigid, rodlike structure that runs along the back of a chordate, from the head region to the tail region. b. A dorsal hollow nerve cord is a hollow tube of cells surrounding a fluid-filled canal that lies above the notochord. c. Pharyngeal pouches are paired openings located in the pharynx, behind the mouth. d. A postanal tail is present in all chordates at some point in development and is moved by muscle blocks.
Page 158 Understanding Main Ideas (Part A) 1. 2. 3. 4. 5. 6. B A D C madreporite, tube foot, ampulla c UNIT 8
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Some biologists hypothesize a very close relationship between lancelets and lampreys. The lamprey is a vertebrate, but the structure of its larvae closely resembles that of the lancelet. Prepare a display of the two animals, pointing out the similarities and differences, as an example of evolutionary change.
Chapter Assessment

7. c 8. d 9. b Page 159 Understanding Main Ideas (Part B) 1. Their method of locomotion is unique, as they move by means of hundreds of hydraulic, suction cup-tipped tube feet. Also they have spiny skin. 2. The water vascular system regulates locomotion, gas exchange, food capture, and excretion. 3. Some echinoderms, such as the sea stars, are carnivores that prey on worms or mollusks. Others, such as the sea urchins, are herbivores and graze on algae. Still others feed on dead and decaying matter on the ocean floor. 4. Echinoderms have a nerve net and nerve ring but no head or brain. Most have no sensory organs, although they do have cells that detect light and touch. Sea stars, however, have a sensory organ called an eyespot at the tip of each ray. 5. Like chordates, echinoderms have deuterostome development. They are the only major group of deuterostome invertebrates. 6. The sea star uses its tube feet to force open the clam shell. Then it pushes its stomach out of its mouth and spreads the stomach over the soft parts of the clam. Digestive enzymes break down the clam until it is a soupy liquid that the sea star can absorb. When it is finished eating, the sea star retracts its stomach. Page 160 Thinking Critically 1. Answers will vary. An invertebrates metabolic rate generally increases with temperature. Therefore, if gas exchange can provide the oxygen needed for metabolism, the environment must be warm. Thus, sea urchins with a large number of tube feet that are specialized for gas exchange show an adaptation for survival in a warm environment. 2. Answers will vary. Students may suggest that a higher rate of fertilization would occur in the tide pool, where there is a better chance that sperm and eggs would meet. 3. Answers may vary, but students should conclude that lunar phase did not affect spawning because there were high and low percentages during each lunar phase. Page 161 Applying Scientific Methods 1. B, D, E, F, A, C 2. Answers will vary but may include the Mellitidae, the Astriclypeidae, and the Rotulidae because of their complexity. 3. Answers will vary, but students may use the Yshaped branches at the ends of the radial branches to show that the Mellitidae branched from the Scutellidae. 4. The Arachnoididae, the Rotulidae, and the Astriclypeidae all were end-of-the-line side branches because their food grooves were so intricate that further variations were more difficult to improve on. 5. Food grooves on the underside are advantageous to the sand dollar because its mouth is on that side. Food can thus be passed by the tube feet in assembly-line fashion to the mouth. 6. Food grooves are etched into the endoskeleton and thus can be observed in fossils. Also, food grooves would likely reflect the sand dollars lifestyle, diet, and environment. 7. All sand dollars have five main food grooves radiating from the center.

UNIT 8
209

Unit 8 BioDigest
Page 165
Across

Pgina 167
Horizontales
1. 7. 9. 10. 12. 16. 19. 21. 22. 25. 27. 28. 29.
Bilateral Outer Mollusks Spines Echinoderms Exoskeletons Flatworms Organs Protection Hydra Segment Muscleblocks Senses
2. 4. 8. 9. 12. 14. 15. 18. 19. 22. 23. 24. 26. 28. 29.
Equinodermos Bilateral Planos Segmento Exterior Poros Partesbucales Hidra Insectos Locomocion Moluscos Musculos Concha Corales Sentidos
Down
Verticales

210
BIODIGEST TEACHER GUIDE & ANSWERS
UNIT 8
1. 2. 3. 4. 5. 6. 8. 11. 13. 14. 15. 17. 18. 20. 22. 23. 24. 26.
Biting Larvae Insects Cord Locomotion Muscles Endoskeleton Shell Coelom Roundworms Mouthparts Nematocyst Cnidarians Tube Pores Coral Gills Algae
1. 2. 3. 5. 6. 7. 10. 11. 12. 13. 15. 16. 17. 20. 21. 25. 27.
Algas Endoesqueleto Organos Asimetrica Exoesqueleto Branquias Nematocisto Celoma Espinas Ambulacrales Proteccion Redondos Cnidarios Cordon Somitas Larvas Morder

27.2 Segmented Worms

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Unit 8 Resources Invertebrates

BIOLOGY: THE DYNAMICS OF LIFE

CHAPTER 26 SPONGES, CNIDARIANS, FLATWORMS, AND ROUNDWORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 CHAPTER 27 MOLLUSKS

CHAPTER 28 ARTHROPODS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 CHAPTER 29 ECHINODERMS

UNIT 8 BIODIGEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter 25 What is an animal?

STUDY GUIDE (ENGLISH) . . . . . . . . . . . . . .7 STUDY GUIDE (SPANISH) . . . . . . . . . . . . .11

Observing and Inferring

Observing Animal Characteristics

Observed? (Yes or No)

3. Are these organisms autotrophs or heterotrophs?

CHAPTER 25 What is an animal?

Observing and Inferring

Check Out a Vinegar Eel

CHAPTER 25 What is an animal?

Zebra Fish Development

What do the developmental stages of the zebra fish look like?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CHAPTER 25 What is an animal?

Zebra Fish Development, continued

ANALYZE AND CONCLUDE

CHAPTER 25 What is an animal?

Reinforcement and Study Guide

Section 25.1 Typical Animal Characteristics

In your textbook, read about the characteristics of animals.

4. How do sessile, aquatic animals get their food?

CHAPTER 25 What is an animal?

What is an animal?, continued

Reinforcement and Study Guide

In your textbook, read about the development of animals.

CHAPTER 25 What is an animal?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What is an animal?, continued

Reinforcement and Study Guide

In your textbook, read about kinds of symmetry in animals.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CHAPTER 25 What is an animal?

What is an animal?, continued

Reinforcement and Study Guide

In your textbook, read about bilateral symmetry and body plans.

14. Describe an acoelomate animals body plan.

In your textbook, read about animal protection and support.

CHAPTER 25 What is an animal?

Refuerzo y Gua de estudio

Seccin 25.1 Caractersticas tpicas de los animales

En tu libro de texto, lee sobre las caractersticas de los animales.

4. Cmo obtienen los animales ssiles acuticos sus alimentos?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

digestin en animales ms complejos como un tigre, ocurre en un(a) __________________ __________________ .

Refuerzo y Gua de estudio

Seccin 25.1 Caractersticas tpicas de los animales

En tu libro de texto, lee sobre el desarrollo de los animales.

Completa la tabla indicando la columna correspondiente a cada enunciado.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Refuerzo y Gua de estudio

En tu libro de texto, lee sobre los tipos de simetra de los animales.

Refuerzo y Gua de estudio

En tu libro de texto, lee sobre la simetra bilateral y los diseos corporales.

14. Describe el diseo corporal de un animal acelomado.

Use with Chapter 25, Section 25.2

Body Structure of Animals with Bilateral Symmetry

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

digestin en animales ms complejos como un tigre, ocurre en un(a) .

1. 2. 3. 4.