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Zoology > FINAL EXAM > Flashcards

FINAL EXAM Flashcards

1
Q

Explain why scientists use scientific names instead of common names

A

It uses same language (Latin or some Greek) for all names so that it is universally understood

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2
Q

Describe the scientific system of naming organisms

A
  • Scientists use a two-name system called a Binomial Naming System
  • Scientists name animals and plants using the system that describes the genus and species of the organism
  • The first word is the genus and the second is the species
  • The first word is capitalized and the second is not.
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3
Q

Evaluate the role of Linnaeus in creating the modern system of naming organisms

A
  • 18th century taxonomist
  • Classified organisms by their structure
  • Developed naming system still used today
  • Called the “Father of Taxonomy”
  • Developed the modern system of naming known as binomial nomenclature
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4
Q

Explain how to write a scientific name using binomial nomenclature

A
  • Genus species
  • Latin or Greek
  • Italicized in print
  • Capitalize genus, but NOT species
  • Underline when writing
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5
Q

How does the classifying of living things reflect their evolutionary history

A

Two species within the same genus likely share a recent common ancestor in their evolutionary history.

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6
Q

List in order, the 7 levels of biological classification

A

Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

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7
Q

Summarize characteristics that biologists use to classify organisms

A

Physical features, the fossil record, and DNA sequences

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8
Q

Summarize the biological species concept

A

It determines what organisms are part of a species. According to this concept, a species is defined as a group of organisms that can successfully interbreed and produce fertile offspring.

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9
Q

Explain how a cladogram is constructed

A

by grouping organisms together based on their shared derived characteristics.

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10
Q

Describe how biologists use cladograms to determine evolutionary histories

A

By putting emphasis on derived characters and recognizing ancestral characteristics, scientists can compare different phylogenies of the same groups of organisms.

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11
Q

Interpret a dichotomous key

A

To use the key, the scientist starts at the top, or beginning, and sees which of the two options apply to their organism. Based on their answer, the key directs them to a new question. They continue in this way until reaching an endpoint, the name of an organism.

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12
Q

Identify unifying characteristics of all animals

A
  • eukaryotic
  • multicellular organisms
  • heterotrophs
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13
Q

Recognize the advantage of multicellularity

A
  • Intelligence and evolution
  • organisms are larger
  • multiple cells will perform multiple different functions
  • longer lifespan
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14
Q

Contrast the body plans of asymmetrical, radially symmetrical, and bilaterally symmetrical animals

A

RADIAL SYMMETRY
body parts are arranged around a central axis

BILATERAL SYMMETRY
organisms can be divided into two near-identical halves along a single plane

ASYMMETRY
absence of balanced proportions

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15
Q

List three structures derived from mesoderm

A

muscle, bone, connective tissue

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16
Q

Describe the advantage of a one-way gut

A

allows for efficient processing of food and absorption of nutrients.

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17
Q

Contrast the three kinds of body cavities

A
  • Acoelomate: no body cavity
  • Pseudocoelomate: partial body cavity
  • Coelomate: true body cavity
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18
Q

Analyze how animal body plans are related to phylogeny

A

Anatomical features in animals’ body plans mark the branching points on the evolutionary tree

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19
Q

Summarize the difference between protostomes and deuterostomes

A

how they develop in the early embryo stages. In protostomes the mouth opening is the first to be formed later followed by the anus. In deuterostomes the anus forms first followed by the mouth. This all occurs in the gastrulation stage.

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20
Q

Distinguish among the stages of embryonic development in animals

A

Fertilization → Zygote → Cleavage → Morula → Blastula → Gastrula

The zygote undergoes a series of cell divisions (called cleavage) to form a structure called a morula. The morula develops into a structure called a blastula through a process called blastulation. The blastula develops into a structure called a gastrula through a process called gastrulation.

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21
Q

Identify the structures in sponges and their function

A

Osculum - current of water exits

Spicules - structural support

Mesohyl - maintains sponge’s shape

Porocyte - control the amount of water that enters pores

Pinacoderm - forms an external barrier to protect it from the outer environment

Spongocoel - nutrition

Amoebocyte - regeneration and in transportation of food particles

Inhalant pore - water enters and exits the sponge

Choanocyte - aid the movement of water through the sponge

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22
Q

Evaluate the importance of sponges to humans

A

Sponges filter the water and improve its quality

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23
Q

Describe the differences among the various types of sponges

A
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24
Q

Distinguish between asexual and sexual reproduction in sponges

A

ASEXUAL
- Budding: A part of the sponge grows off the parent, eventually becoming a new sponge
- Fragmentation: A part of the sponge breaks off, settles on the seafloor, and forms a new sponge
- Gemmules: Gemmules are sphere-shaped groups of amoebocytes surrounded by a tough layer of collagen (spongin) and spicules.

SEXUAL
- Sponges are monoecious or hermaphroditic, meaning each sponge forms both sperm and eggs
- Eggs are kept inside the sponge
- Sperm are released into the water that takes it to another sponge of the same species, where it will enter and fertilize an egg
- Egg develops into a larva which is eventually released from the sponge

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25
Q

Describe the two cnidarian body forms

A

There are two basic cnidarian body shapes: a polyp form, which is attached to a surface; and an upside-down free-floating form called a medusa

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26
Q

Describe the general characteristics of cnidarians

A
  • Radial symmetry
  • Hollow gut
  • Gastrovascular cavity has a single opening
  • Two tissue layers (diploblastic)
  • Outer epidermis and inner gastrodermis
  • Either polyp or medusa shaped
  • Tentacles surround mouth
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27
Q

Summarize how cnidocytes function

A

Cnidarians have a stinging cell called the cnidoblasts or nematocysts. These cnidoblasts are deployed by the tentacles that end or retract toward the mouth. Each of the cnidoblasts has a capsule with a coiled threat that can be forcefully ejected and contains a toxin or immobilizing prey.

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28
Q

Compare the three classes of cnidarians

A

ANTHOZOA
- only polypoid

SCYPHOZOA
- predominantly medusoid

HYDROZOA
- the most primitive, both body forms are generally developed

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29
Q

Compare asexual and sexual reproduction in cnidarians

A

polyps primarily reproduce asexually by budding, however, some produce gametes (eggs and sperm) and reproduce sexually. Medusae usually reproduce sexually using eggs and sperm

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30
Q

Describe the general characteristics of flatworms

A
  • Acoelomate
  • Bilateral symmetry
  • Show cephalization
  • Respiration through skin
  • Single opening to digestive tract (pharynx)
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31
Q

Explain how flatworms maintain homeostasis

A
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32
Q

Compare the three classes of flatworms

A

TURBELLARIA
- Spade (shovel)-shaped head and two eyespots
- Eat protozoans for scavenge
- Flame cells remove waste
- Are hermaphrodites
- Can reproduce by regeneration
- Are free-living (not sessile)

TREMATODA
- Are parasitic flukes
- Have suckers on both ends of the body
- Can live inside or outside of host
- Nervous and excretory systems like turbellarians
- Hermaphrodites
- Have complex life cycles

CESTODA
- Parasitic
- Tapeworms
- Long, ribbon-like bodies
- Absorbs nutrients from host
- Hermaphrodites

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33
Q

Summarize the evolutionary advantages of segmentation

A

a small change in an existing segment can produce a new kind of segment with a different function. Thus, some segments are modified for reproduction, some for feeding, some for more movement, and others for eliminating wastes

34
Q

Describe two ways annelids affect humans

A
  • improves soil fertility
  • acts as food and bait
35
Q

Describe the basic annelid body plan

A
  • Have a true coelom fully lined with mesoderm
  • Body divided into external segments called metameres (metamerism)
  • Metameres correspond to internal segments
  • Have a one way digestive system with a mouth and anus
  • Well developed brain and sensory organs
  • Fluid filled coelom provides hydrostatic skeleton
  • Most have external bristles or setae that aid movement
  • Setae may be modified into flashy appendages called parapodia
36
Q

Compare the three classes of annelids

A

OLIGOCHAETA - EARTHWORMS
- No parapodia
- Few setae for movement
- Bodies may have over 100 metameres
- Internal partitions called septa
- Distinct anterior and posterior ends
- Bilateral symmetry
- Cephalization (head with sense organs) shows specialization for burrowing
- Have both circular and longitudinal muscles for movement
- Have external, saddle-shaped structure called clitellum that forms a cocoon containing eggs and sperm

HIRUDINEA - LEECHES
- No setae or parapodia
- Have anterior and posterior suckers for attachment
- Some suck blood from hosts, while others are scavengers or predators
- Mouth’s of blood-sucking leeches with chitinous teeth and secrete anticoagulant
- Found in freshwater
- Flattened dorso-ventrally
- Hermaphrodites that cross-fertilize
-32 body segments

POLYCHAETA - SANDWORMS AND CLAMWORMS
- Marine
- Have paddle-like parapodia to move
- Take in oxygen through parapodia
- Some are free-swimming predators with strong jaws to feed on small animals
- Many live commensally with sponges, mollusks, and echinoderms
- Well developed head with antenna and specialized mouthparts

37
Q

Evaluate the importance of the coelom to mollusks

A

It provides space and attachment sites within the mesoderm for internal organs

38
Q

Interpret the function of the mantle and its adaptive advantage to mollusks

A

It houses the gills and in some secretes a protective shell over the visceral mass. Many species have modified it to use for siphoning water for feeding and propulsion.

39
Q

Analyze the importance of mucus and the muscular foot to mollusks

A

Mucus protects some mollusks. It also enables mollusks to stick to surfaces and slide easily through their habitats.

The muscular foot is for movement which is modified into tentacles for squid and octopus

40
Q

Describe the characteristics of common mollusks

A
  • Soft bodied invertebrate
  • Covered with protective mantle that may or may not form a hard, calcium carbonate shell
  • Second largest animal phylum
  • Have a muscular foot for movement which is modified into tentacles for squid and octopus
  • Complete, one way digestive tract with a mouth and anus
  • Coelomate
  • Cephalization ~ have a distinct head with sense organs and brain
  • Have a scraping, mouth like structure called the radula
  • Go through free swimming larval stage called trochophore
41
Q

Describe the three largest classes of mollusks

A

Class Gastropoda ~ snails and slugs
Class Bivalvia ~ clams, mussels, and oysters
Class Cephalopoda ~ octopus and squid

42
Q

Describe excretion, circulation, respiration, and reproduction in mollusks

A
43
Q

Compare the body plans and feeding adaptations of gastropods, bivalves and cephalopods

A
44
Q

Identify internal and external structures of the clam

A
45
Q

Compare and Contrast three classes of echinoderms

A
46
Q

Describe the major characteristics of echinoderms

A
47
Q

Summarize how the sea star’s water vascular system and tube feet function

A
48
Q

Describe the three major characteristics of arthropods

A
49
Q

Evaluate the importance of arthropods

A
50
Q

Distinguish structure and function in the major groups of arthropods

A
51
Q

Compare adaptations in the major groups of arthopods

A
52
Q

Identify characteristics of crustaceans

A
53
Q

Identify characteristics of arachnids

A
54
Q

Identify characteristics of insects

A
55
Q

Analyze how structure determines function in insects

A
56
Q

Compare and contrast complete and incomplete metamorphosis

A
57
Q

Explain some positive and negative impacts of insects on human populations

A
58
Q

Describe how growth occurs in arthropods

A
59
Q

Compare millipedes and centipedes

A
60
Q

Identify internal and external structures of crayfish

A
61
Q

Identify internal and external structures of grasshoppers

A
62
Q

Identify the 5 main characteristics of all chordates

A
63
Q

Describe the characteristics of all fish

A
64
Q

Distinguish between the 3 classes of fish
Agnatha
Chondrichthyes
Osteichthyes

A
65
Q

Label the internal and external anatomy of a fish

A
66
Q

Know the major function of the structures of the fish

A
67
Q

Describe the characteristics of amphibians

A
68
Q

Distinguish between the 3 major orders of amphibians
Anura
Urodela
Apoda

A
69
Q

Label the internal anatomy of a frog

A
70
Q

Know the function of a frog’s internal structures

A
71
Q

Identify the common characteristics of reptiles

A
72
Q

Identify the internal structures of lizards

A
73
Q

Know the function of the lizard structures

A
74
Q

Distinguish between the 4 classes of modern reptiles and give an example

A
75
Q

Identify the common characteristics of birds

A
76
Q

Identify the external features of most birds and know their function

A
77
Q

Describe how birds are classified

A
78
Q

Identify the structures and know the function of amniotic eggs

A
79
Q

Identify the common characteristics of mammals

A
80
Q

Distinguish between the various classes of mammals and give an example

A
81
Q

Identify and know the function of the internal structures of the rat.

A

Zoology (7 decks)

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