Isopod Behavior

 

Isopods in Training  

 

Introduction:

Terrestrial isopods are land dwelling crustaceans, commonly known as sowbugs or pillbugs (or rollypollys). They are related to lobsters, crabs, and shrimp and terrestrial isopods breath with gills. While they look similar, sow bugs are different from pill bugs. Pill bugs will curl into a ball when threatened whereas sow bugs will attempt to flee.

Ethology is the study of animal behavior. Many behaviors involve movement of the animal within its environment. In this exercise, you will investigate some innate (instincts) behaviors of isopods. Orientation is a process by which animals position themselves with respect to spatial features of their environments. Taxis involves the turning of an animal’s body relative to a stimulus – either toward or away. Kinesis is a random turning or movement of an animal in relation to a stimulus.

Materials:

isopods, behavior chamber, paper towels, water

Procedure – Orientation of Isopods in Response to Moisture

  1. Cut paper towels to fit into the bottom of BOTH sides of your behavior chamber.
  2. Moisten one side with tap water while keeping the other side dry.
  3. Transfer 5 isopods to each side of the chamber (total of 10).
  4. Count and record the number of animals on each side of the chamber every 30 seconds for ten minutes.
  5. Record your data in the data table.

Data:

 

Time # in Wet # in Dry
0:00
0:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00

 

Analysis:

1. Based on your observations, do isopods prefer a moist or dry environment.

2. Would this movement be taxis or kinesis? Explain your answer.

 

3. Suggest a reason why this behavior might be advantageous to an isopod

 

4. Select one of the following factors and design an experiment to test for your hypothesis.

 

Factor Materials (suggested)
Temperature cold pack, warm pack
Light lamps, flashlights, dark construction paper, aluminum foil
pH low pH (HCl), high pH (NaOH)
Substrate (surface) soil, sand, sandpaper, bark, paper, cedar chips, gravel
Odor ammonia
Food apple, potato, fish food, lunchmeat
Other Organisms mealworms, crickets, earthworms

 

 

 

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Karyotype Lab

 

 

Karyotype lab

 

Introduction:

We can learn a lot by looking at chromosomes! They can tell us everything from the likelihood that an unborn baby will have a genetic disorder to whether a person will be male or female. Scientists often analyze chromosomes in prenatal testing and in diagnosing specific diseases. Fetal cells from an unborn child are contained in the amniotic fluid and can be tested for hereditary disorders such as Tay-Sachs or Phenylketonuria. Chromosomes are compact spools of DNA. If you were to stretch out all the DNA from one of your cells, it would be over 3 feet (1 meter) long from end to end! You can think of chromosomes as “DNA packages” that enable all this DNA to fit in the nucleus of each cell. Normally, we have 46 of these packages in each cell; we received 23 from our mother and 23 from our father. A karyotype is an organized profile of a person’s chromosomes. In a karyotype, chromosomes are arranged and numbered by size, from largest to smallest. This arrangement helps scientists quickly identify chromosomal alterations that may result in a genetic disorder.

To make a karyotype, scientists take a picture of someone’s chromosomes, cut them out and match them up using size, banding pattern and centromere position as guides. Homologous pairs are arranged by size in descending order (largest to smallest) with the sex chromosomes (XX for female or XY for male) as the last or 23 pair. Homologous chromosomes have genes for the same trait at the same location.

Since humans have 46 chromosomes in their somatic or body cells, they have 23 pairs of chromosomes in their karyotype. If chromosomes fail to separate in meiosis, a condition called nondisjunction, a person may have more or less than the normal 46 chromosomes on their karyotype. A disorder called Down Syndrome would be a example of this. A person with Down Syndrome will have 3 chromosomes in their 21st pair. The image below shows chromosomes as they are seen on the slide (left panel) and after arrangement (right panel).

Materials:

karyotype background (run on colored paper), 1-3 sheets of numbered chromosomes, stick glue, scissors, envelope, black ink pen or fine-point marker

Procedure:

  1. Use your assigned sex and chromosome condition to determine how many of each chromosome you will need for your karyotype. (Assigned conditions include Normal male, Normal female, Female with Turner Syndrome, Male with Klinefelter’s Syndrome, Female with Down Syndrome, Male with Down Syndrome, Female with three X chromosomes, Male with no X chromosome, female with Cri-du-chat, Male with Cri-du-chat)
  2. Cut out this number of chromosomes keeping the homologous pairs together. (Do not cut off the chromosome numbers until you are ready to glue the chromosomes to your karyotype sheet.)
  3. Start arranging the chromosome pairs on the construction paper karyotype sheet in descending order by their size. Do not glue the chromosomes until  all of them are arranged correctly.
  4. Evenly space out 4 rows of chromosomes on your karyotype sheet. Row 1 should contain pairs 1-6, row 2 has pairs 7-12, row 3 has pairs 13-18, and row 4 pairs 19 through the sex chromosomes.
  5. If any additional chromosomes are needed to complete your karyotype, cut these out from additional chromosome sheets.
  6. Make sure ALL PAIRS are in the same direction with their SHORTER END TOWARDS THE TOP OF THE CONSTRUCTION PAPER. 
  7. Cut off the numbers from one homologous pair of chromosomes at a time and glue that pair to your construction paper karyotype sheet.
  8. With your ink pen or marker, neatly number each pair 1-23 below the glued pair.
  9. In the lower left corner of your karyotype, write the sex of your individual and their genetic condition (normal, Cri-du-chat, Down’s…).
  10. In the lower right corner, write the total number of chromosomes for this person.

Karyotype Template: (Click here for additional templates)

Questions & Observations:

  1. What is a karyotype? 

 

2. How can a karyotype be useful to a couple wanting to have children?

 

3. What makes up chromosomes?

4. How is a karyotype of an unborn infant obtained?

 

5. What was the sex of the individual you were assigned?

6. What is this person’s GENOTYPE for sex?

7. What is a mutation?

 

8. What mutation, if any, occurred in this person’s karyotype?

9. How many chromosomes are in a somatic or body cell of this individual?

10. How many chromosomes are in a gamete or sex cell of this individual?

11. How many chromosomes are in a normal person’s somatic cells?

12. How many chromosomes are in a normal person’s gametes?

13. How many UNPAIRED chromosomes are their in this organism’s somatic cells?

14. What is the sex of an individual with 23 MATCHED pairs of chromosomes?

15. What is the diploid number for this organism?

16. Explain nondisjunction.

 

17. Name and explain 3 disorders due to nondisjunction of chromosomes.

 

 

 

 

AP Lab 2 Report 2001

 

Enzyme Catalysis

 

Introduction
Enzymes are proteins produced by living cells that act as catalysts, which affect the rate of a biochemical reaction. They allow these complex biochemical reactions to occur at a relatively low temperature and with less energy usage.

In enzyme-catalyzed reactions, a substrate, the substance to be acted upon, binds to the active site on an enzyme to form the desired product. Each active site on the enzyme is unique to the substrate it will bind with causing each to have an individual three-dimensional structure. This reaction is reversible and is shown as following:

E + S—-ES—- E + P

Enzymes are recyclable and unchanged during the reaction. The active site is the only part of the enzyme that reacts with the substrate. However, its unique protein structure under certain circumstances can easily be denatured. Some of the factors that affect enzyme reactions are salt concentration, pH, temperature, substrate and product concentration, and activators and inhibitors.

Enzymes require a very specific environment to be affective. Salt concentration must be in an intermediate concentration. If the salt concentration is too low, the enzyme side chains will attract each other and form an inactive precipitate. Likewise, if the salt concentration is too high, the enzyme reaction is blocked by the salt ions. The optimum pH for an enzyme-catalyzed reaction is neutral (7 on the pH scale). If the pH rises and becomes basic, the enzyme begins losing its H+ ions, and if it becomes too acidic, the enzyme gains H+ ions. Both of these conditions denature the enzyme and cause its active site to change shape.

Enzymes also have a temperature optimum, which is obtained when the enzyme is working at its fastest, and if raised any further, the enzyme would denature. For substrate and product concentrations, enzymes follow the law of mass action, which says that the direction of a reaction is directly dependent on the concentration. Activators make active sites better fit a substrate causing the reaction rate to increase. Inhibitors bind with the enzymes’ active site and block the substrate from bonding causing the reaction to subside.

The enzyme in this lab is catalase, which produced by living organisms to prevent the accumulation of toxic hydrogen peroxide. Hydrogen peroxide decomposes to form water and oxygen as in the following equation:

2H2O2 ® 2H2O + O2

This reaction occurs spontaneously without catalase, but the enzyme speeds the reaction considerably. This lab’s purpose is to prove that catalase does speed the decomposition of hydrogen peroxide and to determine the rate of this reaction.

 

Hypothesis
The enzyme catalase, under optimum conditions, effectively speeds the decomposition of hydrogen peroxide.

 

Materials
Exercise 2A: Test of Catalase Activity

In Part 1, the materials used were 10mL of 1.5% H2O2, 50-mL glass beaker, 1 mL catalase, and 2 10-mL pipettes and pipette pumps. In Part 2, the materials used were 5 mL of catalase, a boiling water bath, 1 test tube, a test tube rack, 10 mL of 1.5% H2O2, 50-mL beaker, and 2 10-mL pipettes and pipette pumps. In Part 3, the materials used were 10 mL of 1.5% H2O2, 50-mL beaker, liver, and a syringe.

Exercise 2B: The Baseline Assay

This part of the lab required 10 mL of 1.5% H2O2, 1 mL distilled H2O, 10 mL of H2SO4, 2 50-mL beakers, a sheet of white paper, 5 mL KMnO4, 2 5-mL syringes, and 2 10-mL pipettes and pumps.

Exercise 2C: The Uncatalyzed Rate of H2O2 Decomposition

The materials used for this section were 15 mL of 1.5% H2O2, 1 mL distilled H2O, 10 mL H2SO4, 2 50-mL beakers, a sheet of white paper, 5 mL KMnO4, 2 5-mL syringes, and 2 10-mL pipettes and pumps.

Exercise 2D: An Enzyme-Catalyzed Rate of H2O2 Decomposition

The materials required for Exercise 2D were 70 mL of 1.5% H2O2, 70 mL of H2SO4, 6 mL of catalase solution, 13 plastic, labeled cups, 3 100-mL beakers, 1 50-mL beaker, 1 10-mL syringe, 1 5-mL syringe, 1 60-mL syringe, a sheet of white paper, a timer, and 30 mL of KMnO4.

 

Method
Exercise 2A: Test of Catalase Activity

In Part 1, 10 mL of 1.5% H2O2 were transferred into a 50-mL beaker. Then, 1 mL of fresh catalase solution was added and the reaction was observed and recorded. In Part 2, 5 mL of catalase was placed in a test tube and put in a boiling water bath for five minutes. 10 mL of 1.5% H2O2 were transferred to a 50-mL beaker and 1 mL of the boiled catalase was added. The reaction was observed and recorded. In Part 3, 10mL of 1.5% H2O2 were transferred to a 50 mL beaker. 1 cm3 of liver was added to the beaker and the reaction was observed and recorded.

Exercise 2B: The Baseline Assay

10 mL of 1.5% H2O2 were transferred to a 50-mL beaker. 1 mL of H2O was added instead of catalase, and then, 10 mL of H2SO4 were added. After mixing well, a 5 mL sample was removed and placed over a white sheet of paper. A 5-mL syringe was used to add KMnO4, 1 drop at a time until a persistent brown or pink color was obtained. The solution was swirled after every drop, and the results were observed and recorded. The baseline assay was calculated.

Exercise 2C: The Uncatalyzed Rate of H2O2 Decomposition

A small quantity of H2O2 was placed in a beaker and stored uncovered for approximately 24 hours. To determine the amount of H2O2 remaining, 10 mL of 1.5% H2O2 were transferred to a 50-mL beaker. 1 mL of H2O was added instead of catalase, and then, 10 mL of H2SO4 were added. After mixing well, a 5 mL sample was removed and placed over a white sheet of paper. A 5-mL syringe was used to add KMnO4, 1 drop at a time until a persistent brown or pink color was obtained. The solution was swirled after every drop, and the results were observed and recorded. The percent of the spontaneously decomposed H2O2 was calculated.

Exercise 2D: An Enzyme-Catalyzed Rate of H2O2 Decomposition

 

The baseline assay was reestablished following the directions of Exercise 2B. Before starting the actual experiment a lot of preparation was required. Six labeled cups were set out according to their times and 10 mL of H2O2 were added to each cup. 6 mL of catalase were placed in a 10-mL syringe, and 60 mL of H2SO4 were placed in a 60-mL syringe. To start the actual lab, 1 mL of catalase was added to each of the cups, while simultaneously, the timer was started. Each of the cups were swirled. At 10 seconds, 10 mL of H2SO4 were added to stop the reaction. The same steps were repeated for the 30, 60, 120, 180, and 360 second cups, respectively.

Afterwards, a five 5 mL sample of each of the larger cups were moved to the corresponding labeled smaller cups. Each sample was assayed separately by placing each over a white sheet of paper. A 5-mL syringe was used to add KMnO4, 1 drop at a time until a persistent brown or pink color was obtained. The solution was swirled after every drop, and the results were observed and recorded.

 

Results

Table 1
Enzyme Activity

 

 

 

Activity

 

Observations

Enzyme activity The solution only bubbled slightly and slowly.
Effect of Extreme temperature

 

 

The catalase had no reaction with the H2O2; there were no bubbles
Presence of catalase The solution foamed up immediately

 

 

Table 2
Establishing a Baseline

 

 

 

Volume

 

Initial reading

 

 

5.0 mL

 

Final reading

 

 

0.8 mL

 

Baseline ( final volume – initial volume)

 

 

4.2 mL

 

 

Table 3
Rate of Hydrogen Peroxide Spontaneous Decomposition

 

 

 

Volume

 

Initial KMnO4

 

 

5.0 mL

 

Final KMnO4

 

 

1.2 mL

 

Amount of KMnO4 used after 24 hours

 

 

3.8 mL

 

Amount of H2O2 spontaneously decomposed
( ml baseline – ml after 24 hours)

 

0.4 mL

 

Percent of H2O2 spontaneously decomposed
( ml baseline – ml after 24 hours/ baseline)

 

9.52%

 

 

Table 4
Rate of Hydrogen Peroxide Decomposition by Catalase

 

Time ( Seconds)
10 30 60 120 180 360
 

Baseline KMnO4

 

 

4.0 mL

 

4.0 mL

 

4.0 mL

 

4.0 mL

 

4.0 mL

 

4.0 mL

 

Initial volume KMnO4

 

 

5.0 mL

 

5.0 mL

 

5.0 mL

 

5.0 mL

 

5.0 mL

 

5.0 mL

 

Final volume KMnO4

 

 

2.2 mL

 

1.4 mL

 

2.0 mL

 

1.7 mL

 

2.4 mL

 

2.3 mL

 

Amount KMnO4 used
(baseline – final)

 

2.8 mL

 

3.6 mL

 

3.0 mL

 

3.3 mL

 

2.6 mL

 

2.7 mL

 

Amount H2O2 used
(KMnO4 – initial)

 

1.2 mL

 

0.4 mL

 

1.0 mL

 

0.7 mL

 

1.4 mL

 

1.3 mL

 

Amount of Hydrogen Peroxide Decomposed by Catalase

Exercise 2A: Test of Catalase Activity

1. Observing the reaction of catalase on hydrogen peroxide:

a. What is the enzyme in this reaction?  catalase

b. What is the substrate in this reaction? Hydrogen peroxide

c. What is the product in this reaction? Oxygen & water

d. How could you show that the gas evolved is O2? The gas could be shown to be O2 if the gas were collected in a tube, and a glowing splint was held in the tube. If the splint glowed, it would prove the gas was oxygen.

2. Demonstrating the effect of boiling on enzyme action:

a. How does the reaction compare to the one using the unboiled catalase? Explain the reason for this difference. While the unboiled catalase caused bubbles to form in the solution, the boiled catalase did not react at all because boiling an enzyme causes the protein to unfold and therefore denatures it.

3. Demonstrating the presence of catalase in living tissue:

a. What do you think would happen if the potato or liver was boiled before being added to the H2O2? The catalase in the liver would have been denatured by the boiling and would not have reacted with the H2O2.

Analysis of Results

1. Determine the initial rate of the reaction and the rates between each of the time points.

 

 

Time Intervals (Seconds)

 

Initial 0 to 10

 

10 to 30

 

30 to 60

 

60 to 120

 

120 to 180

 

180 to 360

 

Rates

 

0.12 mL/sec

 

-0.04 mL/sec

 

0.02 mL/sec

 

-0.005 mL/sec

 

0.01167 mL/sec

 

-0.00083

mL/sec

 

 

2. When is the rate the highest? Explain why.

 

The rate is the highest in the initial ten seconds because the concentration of catalase is at its highest. As more of the product is formed, it blocks the reaction between the catalase and the hydrogen peroxide.

3. When is the rate the lowest? For what reasons is the rate low?

The rate is lowest during the 180-360 seconds time period because of the law of mass action. This law says that when there is a high concentration of product as in this period, the enzymes will be blocked by the product (water) from reaching and reacting with the substrate (H2O2).

 

4. Explain the inhibiting effect of sulfuric acid on the function of catalase. Relate this to enzyme structure and chemistry

 

Sulfuric acid has an inhibiting effect on catalase function because it causes the pH level in the solution to lower considerably. Acidic solutions cause the protein structure of the enzyme to gain H+ ions causing it to denature.

 

5. Predict the effect lowering the temperature would have on the rate of enzyme activity. Explain your prediction.

 

Lowering the temperature of the catalase would slow the rate of reaction until it finally caused the enzyme to denature, and it would no longer react with the substrate. Most enzymes are only affective in a temperature range between 40° – 50° C.

6. Design a controlled experiment to test the effect of varying pH, temperature, or enzyme concentration.

Part 1: Enzyme Activity at Room Temperature

Add 10 mL of 1.5% H2O2 to a 50-mL beaker, and add 1 mL of room temperature catalase. Mix well and add 10 mL of H2SO4. Watch the reaction and record the results.

Part 2: The Effect of Excessive Heat on Enzyme Activity

Put 5 mL of catalase into a test tube and heat thoroughly over a Bunsen burner. Add 1 mL of the heated catalase to 10 mL of 1.5% H2O2 in a 50-mL beaker. Add 10 mL of H2SO4. Watch the reaction and record the results.

Part 3: The Effect of Excessive Cooling on Enzyme Activity

Put 5 mL of catalase in a freezer until completely frozen. Add 1 mL of the frozen catalase to 10 mL of 1.5% H2O2 in a 50-mL beaker. Add 10 mL of H2SO4. Watch the reaction and record the results.

 

Error Analysis
Any number of factors in this lab could have affected the results of this experiment. To get the desired results all of the measurements had to be precisely accurate and fully planned before hand. In Exercise D especially, the factor of planning became increasingly essential. The first attempt at 2D was unsuccessful due to several reasons. First of all, the measurements, which were taken, could have possibly been inaccurate and the 60-mL syringe containing H2SO4 also dripped into one of the cups early which did not allow the reaction to fully take place. There was also some confusion on the operation of the timer and precise planning in its use. The second attempt at 2D contained errors as well. The measurements were still not as accurate as they should have been, and the solution did not appear entirely uniform. In one cup, for example, the first drop of KMnO4 left a persistent pink color, and then after over a minute, it returned back to being clear. It then took several milliliters more to get it back to a pink color.

 

Discussion and Conclusion
This lab showed how catalase increased the rate of decomposition of hydrogen peroxide. In 2A, it was shown that catalase causes a visual reaction with H2O2, that when boiled catalase is no longer reactive, and that catalase is present in living tissue. Lab 2C shows that the natural decomposition of H2O2 is much slower than the enzymatic reaction. Lab 2D showed the decomposition of H2O2 over just a period of six minutes, and it had already decomposed more than the uncatalyzed H2O2 had done in 24 hours.

BACK

 

Invertebrate Notes

 

Notes on Invertebrate Animals

Phyla:

1. Porifera-sponges

2. Cnidaria

a. sea anemones

b. hydra

c. corals

d. jelly‑fish

3. Platyhelminthes-flatworms

a. flukes

b. tapeworms

4. Nematoda-roundworms

a. Trichinella

b. Ascaris

c. hookworms

d. pinworms

5. Rotifera–rotifers

6. Annelida-segmented worms

a. earthworm

b. leeches

7.  Mollusca-clams, oysters, snails, and octopus

8. Arthropoda

     subphylum: Trilobita–trilobites (extinct)

     subphylum: Chelicerata-horseshoe crabs, spiders, scorpions, mites, & ticks

subphylum: Mandibulata–crustaceans, insects, millipedes, centipedes

9. Echinodermata: starfish, sea cucumbers, sea lilies

About 97% of all animals are invertebrates.  Invertebrates are animals which do not have a backbone.  In this unit we cover nine phyla of invertebrates:  Porifera, Cnidaria, Platyhelminthes, Nematoda, Rotifera, Mollusca, Annelida, Arthropoda, & Echinodermata.

SPONGES

The phylum Porifera are sponges.  There are about 800 different species of sponges, and 88% are marine.  “Marine” means that they live in salt water, such as an ocean or a sea.  Freshwater sponges are smaller and less brightly colored than marine sponges.  Sponges are filter feeders.  This means that they use their body as a filter to trap their food, microscopic plankton.

Sponges are asymmetrical and live attached to one spot as adults making them sessile animals. Sponges have a skeleton composed of a flexible protein material called spongin & hard fibers called spicules composed of calcium carbonate or silicon dioxide. The body of a sponge is filled with holes or pore through which water enters their hollow bodies.  Sponges lack the tissue level of organization but they do have some specialized cells.  Choanocytes are specialized cells that line pores in a sponge and have a flagellum that spins to pull in water and food.  Collar cells at the base of choanocytes capture plankton & start digesting it.  Amebocytes are specialized cells that carry food to all other parts of a sponge=s body.  Wastes and excess water leave a sponge through an opening at the top called the osculum.

Sponges reproduce asexually by internal or external buds and by fragmentation whenever a piece of the sponge breaks off. Each piece can form a new sponge. This is how sponges form colonies. Sponges reproduce sexually by dispensing eggs and sperm into the water.

If the freshwater supply evaporates, freshwater sponges become dormant and form an internal bud or gemmule which is release when the sponge dies.  The gemmule is a small freshwater sponge covered with hardened mucus which prevents it  from drying out.  When the freshwater returns, the gemmule becomes an active sponge.

Cnidarians

The phylum Cnidaria include sea anemones, hydra, corals and jellyfish.  All Cnidaria are marine except hydra, which is a freshwater organism. Cnidarians have radial symmetry and are carnivorous using tentacles that surround their mouth to get food. Cnidarians exhibit two body forms – the sessile polyp with tentacles & mouth at the top or the motile medusa with tentacles & mouth on the bottom.  Cnidarians may exist in one of these two stages or go through both stages in their life cycle.  Cnidarians have a hollow gastrovascular cavity on the inside lined with gastrodermisEpidermis covers the outside and a jellylike material called mesoglea is between the layers.  Mesoglea is thin in polyp forms but thick in medusa forms. Cnidarians have stinging cells called nematocysts or cnidocytes on their tentacles that are poisonous & shoot out like a harpoon to kill or paralyze prey.   Their mouth is the only opening to their body so they have a two-way digestive system.  The also have a simple nerve net . Cnidarians reproduce asexually by budding or sexually producing fertilized eggs whenever males release sperm and females release eggs into the water. Some cnidarians like coral build a limestone case that makes an underwater reef.

Platyhelminthes (flatworms)

The phylum Platyhelminthes are dorsoventrally flattened and have a definite anterior and posterior end giving them bilateral symmetry.  Their bodies are solid so they are said to be acoelomate.  Some flatworms are parasites, while others are free-living carnivores or scavengers.  Examples of parasitic flatworms are flukes and tapeworms. Flatworms also have only a mouth for both food and wastes.  Their nervous system is composed of a nerve net and sometimes light-sensitive eyespots at the anterior end.  Specialized flame cells help get rid of wastes.

The planarian is the most common free-living flatworm found in water or moist places. They are hermaphrodites producing both eggs and sperm, but they exchange sperm with each other during sexual reproduction.  Planarians also reproduce asexually by fragmentation.

Flukes and tapeworms often live in their host=s digestive tract resistant to the host=s enzymes.  They  do not have a digestive system allowing the host to digest their food.

Tapeworms are divided into sections called proglottids that each have a complete reproductive system producing fertilized eggs. Tapeworms are hermaphroditic (one body having both sexual parts), and they fertilize their own eggs. Ripe proglottids with their eggs pass out with the host=s feces. Tapeworms anterior end is called the scolex and is modified with both hooks and suckers to attach to the host=s intestines.  Humans most often get tapeworms from undercooked pork, beef. or fish.  Tapeworm eggs can withstand boiling water so it is important to cook these meats well enough to destroy the eggs.  Children sometimes get tapeworms by playing with the feces in the litter box of a cat, getting the eggs on their hands, and placing their hands or fingers in their mouth.  The longest tapeworm ever passed by a person was 39 meters.

Flukes have complex life cycles that involve more than one host. A fluke causes Schistosomiasis, a disease that affects 250 million people world wide.  This blood fluke attacks the kidneys, liver, and intestines causing progressive weakness.  It often takes 20 years to die from Schistosomiases, & there is no cure.

Nematoda (roundworms)

The phylum Nematoda are the roundworms.  Roundworms are cylindrical in shape and vary in length from being microscopic to  20 inches long.  Roundworms are pseudocoelomate having a body cavity that is not completely lined. The body cavity or pseudocoel serves as a hydrostatic skeleton against which muscles can contract.  Unlike flatworms, roundworms have a complete gut.  This means that they have a one-way digestive tract with a gut that begins with a  mouth and ends with an anus. Therefore, they are usually able to digest food.  However, roundworms have no blood or heart.  Nutrients are distributed by a non‑ blood fluid which is not pumped.

Most roundworms are parasites and are found in all habitats. They are bilaterally symmetrical and unsegmented.  Although they are cylindrical in shape, they usually taper at both ends.  They are covered with a thick protective cuticle that is flexible and can be molted.  They have separate sexes generally and reproduce sexually.

The roundworm Trichinella, causes the disease called trichinosis.  People get trichinosis from eating undercooked pork.  Trichinella gets into muscles and leaves calcium deposits which effect muscle contraction.  Trichinosis can affect the heart.  Another roundworm, Ascaris, parasitizes human lungs. The Filaria worm attacks the lymphatic system causing great swelling. Hookworms and pinworms are also roundworms which parasitize humans.

Rotifers

The phylum Rotifera includes microscopic worms found in aquatic and soil habitats.  They have a crown of cilia at their head end surrounding their mouth for movement and feeding.  Their bodies are covered with an external layer of chitin. Having separate sexes, they reproduce sexually.  Some species contain only females and reproduce by parthenogenesis (unfertilized eggs developing into females).

Mollusks

The phylum Mollusca contains snails and slugs, bivalves, octopus, squid, and the chambered nautilus. Many members of this phylum have durable limestone shells and are found in all habitats. Members of this group are economically important as sources of human food , pearl and shell production, crop & flower damage, destruction to submerged wooden structures, and intermediate hosts for some parasitic diseases. The giant squid and giant clam are the two largest invertebrates.  Mollusks have bilateral symmetry and a visceral mass containing their body organs. Mollusks also have a muscular foot for movement which can be modified into arms or tentacles in some species.  Mollusks breathe through gills or lungs located below a protective layer called the mantle.  The mantle forms the shell in some species and also protects the body organs. All mollusks except bivavles contain a rasping, tongue-like radula for scraping food.  The circulatory system consists of a three-chambered heart  and open-flowing system except for octopus & squids which have a closed circulatory system. Reproduction is sexual even in hermaphroditic forms.  Mollusks go through a free swimming larval stage called the trochophore.

The class of mollusks called gastropods have a foot on their belly.  An example of a gastropod is the snail.  When a snail lacks a shell it is called a slug.  Snails and slugs walk on their belly.  Most snails are marine, but some do live on land.  Marine snails have gills.  Land snails are called pulmonate snails and have an air hole for breathing.  Snails can be very large.  The helmet snail can be as big as 15 pounds.

The class of mollusk called Bivalvia includes clams, oysters, mussels , and scallops. These mollusks have two shells hinged together by a ligament.  Strong adductor muscles open and close the shells. Incurrent and excurrent siphons circulate water containg food and oxygen through the bivalve.  Gills extract the oxygen from the water,  and they move by jet propulsion.  Their muscular foot can be extended from the shell for movement or anchoring.

The class of mollusks called cephalopods have a foot on their head.  Examples of cephalopods are octopus, squid and nautilus.  Most cephalopods have beaks, tentacles and jaws and are active predators. Their musclar foot has been modified into arms or tentacles. They lack external shells except for the natilus.  These are the most intelligent of all invertebrates.  They used their siphons to move by jet propulsion.  Octopus have their shell inside of their body.  Octopus secrete an inky substance which they spit out to help them escape from predators.  The giant squid is the largest cephalopod.  It can be up to 60 meters in length and has been known to eat whales.

 Annelids (segmented worms)

The phylum Annelida are the segmented worms and are abundant in all habitats. External segments  are characterized by ringlike structures along the body, and corresponding internal segments are called septaSegmentation gives worms more flexiblity in movement. If one segment is damaged, it isn=t usually fatal to the animal because their organs are duplicated in other segments.  Annelids have a Atube within a tube@ body plan known as a coelom which is fully lined and contains the body organs.  The coelom runs from the mouth to the anus. Annelids have bilateral symmetry, and a well-developed brain and diverse sense organs showing cephalization. Coelomic fluid serves as a  hydrostatic skeleton.

Earthworms belong to this phylum.  Each segment of the earthworm has setae or external bristles made of chitin.  These bristles allow the earthworm to move and to burrow into soil.   Earthworms have a head and a central nervous system.  Earthworms respire through their moist skin as they dig through the soil and help loosen it. They have a closed circulatory system in which blood is pumped by five pairs of hearts.  Most earthworms feed on decomposing vegetation causing it to decompose faster. A  pharynx sucks in the organic debris which the muscular gizzard grinds. Earthworms bring the nutrients from the subsoil to the top soil, thereby helping plants to grow.  Undigested materials or castings are deposited outside burrows.

Leeches are also in the phylum Annelida.  Most leeches live in water and have suckers at both ends of their bodies. The tail suckers are used to latch on to a host, while the head suckers are used to suck blood from the host.  Most leeches are predators or scavengers, but some suck blood.  Because of this, blood sucking leeches are collected for anticoagulant. Leeches bodies are flattened dorsoventrally and lack setae except for one species.  Like earthworms, leeches are hermaphrodites that exchange sperm with other members of their species.

Polychaetes are marine annelids that have their setae modified into paddle-like structures called parapodia.  Parapodia improvement movement and give more area for gas exchange. Polychaetes often live commensally with sponges, mollusks, echinoderms, and crustaceans. Sexes are separate with external fertilization.

Arthropods

The members of the phylum Arthropoda all have jointed appendages.  In fact, the word “arthropod” means jointed leg.  There are more species of arthropods than any other phylum. Arthropods have these characteristics:

a. hard exoskeleton which is usually composed of substance called  chitin

b. go through periodic ecdysis as they shed or molt their exoskeleton

c. they have specialized body segments (head,  thorax, cephalothorax, & abdomen)

d. jointed appendages such as legs, antenna, and mouthparts.

e. open circulatory system

The phylum Arthropoda is divided according to their type of appendages.  The subphylum Chelicerata possess chelicerae or fangs and no antenna, while the subphylum Mandibulata have antenna and mandibles or jaws.  Crustaceans have pincers called chelipeds.  The subphylum Trilobita are an extinct group with a head and trunk with a pair of legs on each segment.

Terrestrial arthropods like insects, millipedes, & centipedes have a system of hollow air tubes called trachae as their respiratory system. Aquatic chelicerates like the horseshoe crab have book gills, while terrestrial chelicerates such as spiders, ticks, mites, & scorpions  use  book lungs.    Book lungs have numerous blood vessel lined surfaces which look like the pages in a book & get oxygen from air.  Crustaceans respire through gills. Gills are folded tissue which are lined with blood vessels which  remove oxygen from water.

Terrestrial mandibulates are uniraimous with one-branched appendages, but aquatic mandibulates like crustaceans are biramous or two-branched.   Arthropods have a brain and nervous system and possess a variety of sensory receptors such as simple eyes called ocelli or compound eyes, typmpanic membranes for hearing, and antenna that can smell and taste.  Excretory structures in arthropods vary, but terrestrial arthropods have Malpighian tubules to filter nitrogenous wastes.

The subphylum Chelicerata (ki-LISS-uh-ruh) include the class Xiphosura or horseshoe crabs which have a cephalothorax and abdomen, live in marine environments breathing through book gills, lack antenna, but have chelicera & 4 pairs of walking legs.  The class Arachnida containing spiders, scorpions, mites, and ticks are also chelicerates that lack antenna, have chelicera (fangs) and 4 pairs of legs, but they live in terrestrial habitats and breathe through book lungs or trachae Chelicerates also have appendages on their head called pedipalps that are sensory and can help move food into their mouth.   Unlike most arthropods,  spiders do not see well; however, they are good at detecting movement.  Spiders have glands called spinnerets on the posterior end of their abdomen that produce silk to make webs.  When prey get caught in a spider’s web, it is the movement which alerts the spider to the captured prey.  Most spiders also have hairs on their body to assist them in feeling movement.  Spiders  poison their prey once they are caught in their webs. Spiders are very beneficial because they catch and eat insects.  Two spiders which are dangerous are the black widow and the brown recluse.  Both of these spiders have distinct markings on the underside of their abdomen..  Spiders differ from insects in having eight, not six legs,   having simple eyes  and not compound eyes, and having only 2 body regions (cephalothorax & abdomen) instead of 3 regions ( head, thorax, & abdomen).

The subphylum Mandibulata contains the class Crustacea.  Most crustaceans live in the water and include crabs, shrimp, lobster, crayfish, & barnacles. Terrestrial crustaceans include pillbugs and sowbugs.  Crustaceans have a pair of antenna to smell and detect chemicals and a shorter pair of antennules used for balance. They have 2 body regions (cephalothorax and abdomen), and their mouthparts include mandibles, maxilla, and maxillipeds.  They also have pincers called chelipeds to help them  catch food.  Aquatic crustaceans  have a shell called a carapace that they regularly shed as they grow to produce a larger one.    Crustaceans are economically important to man as a food source.

The classes Chilopoda and Diplopoda are alo in the subphylum Mandibulata.  Chilopoda or centipedes are poisonous predators feeding on other terrestrial arthropods. Centipedes have fangs, venom glands, and a pincer on their tail. They have a single pair of legs per body segment.  Diplopoda or millipedes are vegetarians or scavengers feeding on decaying vegetation that have two pairs of legs per body segment.

The class Insecta in the subphylum Mandibulata includes all of  the insects.  This is the largest and most successful group of arthropods. Insects usually have six legs, a pair of antenna, and a pair of wings although some species may be wingless such as silverfish and termites. Flies have their second pair of wings modified into a balancing structure called halteres.  Insect’s mouths usually have four parts – the mandible or jaw, maxilla, labium or lower lip, and labrum or upper lip and are adapted for a particular food.  For example, grasshoppers  have chewing mouthparts for eating grass, mosquitos have sucking mouthparts for sucking blood, butterflies have siphoning mouthparts for getting nectar from flowers, and the house fly has spongy mouth- parts for soaking up liquid food.  Wings and legs are attached to the midsection or thorax, antenna, eyes, and mouthparts are attached to the head, and the abdomen on females may have an egg-laying tube called the ovipositor.  Insects communicate by producing sounds and by making chemicals called pheromones. Tympanic membranes on the abdomen and sensory hairs detect sound waves.  Spiracles line the sides of the insect=s abdomen and open into their breathing tubes or trachae. Insects may go through stages in their life cycle.  Butterflies, bees, flies, and beetles go through the egg, larva, pupa, and adult stages.  This is known as complete metamorphosis. Dragonflies and grasshoppers go through egg, nymph, and adult stages known as incomplete metamorphosis.  Insects such as silverfish and fleas do not go through metamorphosis.  Metamorphosis and molting are controlled by hormones.

Echinoderms

The phylum Echinodermata include the starfish, sea urchins and sea cucumbers.  The word “echinoderm” means spiny skin.  Echinoderms are the most advanced invertebrates. All other invertebrates are protostomes in which the blastopore in their development becomes the mouth.  Echinoderms, like chordates, are deuterostomes in which the blastopore becomes the anus. Echinoderms have an endoskeleton composed of movable or fixed calcium plates called ossicles.  The members of this phylum have radial symmetry with a five part body plan. Adults have no head or brain and move be extendable tube feet.  Echinoderms also possess a water vascular system made up of a system of canals that help the organism feed and move.  Water enters through an opening called the madreporite into a short stone canal into the ring canalRadial canals connect to the ring canal and determine the five-part symmetry. This hydraulic water system is strong enough to help starfish open clam shells.  Skin gills are used for respiration and waste removal.   Echinoderms are capable of extensive regeneration whenever parts are dropped.  They can reproduce asexually by fragmentation or sexually with external fertilization.

Starfish are in the class Asteroidea and are active marine predators with 5 arms set off from a central disk and their mouth located on the underside or oral surface. Bivalve mollusks are a favorite food of the starfish, and they consume them by turning their stomach inside out and sticking it into the clam shell to digest the clam.

Sea urchins and sand dollars are in the class Echinodea and they lack distinct arms. Five rows of tube feet protrude through their skeletal.  They use the spines of their skin and tube feet to move about and graze on algae, coral, or dead fish.  Triangular teeth around the mouth scrap or crush food.

The class Crinoidea contains sea lilies and feather stars with highly branched arms around their mouth for filter feeding.  Sea liles are attached by a stalk to the substrate, but feather stars are able to detach and move about.

Brittle stars in the class Ophuroidea have slender arms attached to their central disk and can move faster than starfish. Sea cucumbers are in the class Holothuroidea and are soft, sluglike organisms with leathery outer skin. Sea cucumbers usually lie on their sides on the ocean bottom and can eject part of their intestines in order toscare away a predator.  They also move by tube feet or by wiggling their entire body. Some of these are hermaphroditic which is unusual for echinoderms.