Crayfish Dissection

 

Crayfish Dissection
Objectives:
• Describe the appearance of various organs found in a crayfish.
• Name the organs that make up systems of the crayfish.

 

Materials:
• safety goggles, gloves, magnifying glass, a lab apron, plastic zip lock bag preserved crayfish,  pen, dissecting tray, paper towels, scissors, forceps, dissecting needle, and dissecting pins.

 

Purpose:
In this lab, you will observe the external structures of a crayfish and dissect it to study its internal structures and systems.

 

Background:
Like all crustaceans, a crayfish has a fairly hard exoskeleton that covers its body. As shown in the diagram on the next page, its body is divided into two main parts, the cephalothorax and the abdomen. The cephalothorax consists of the cephalic (or head) region and the thoracic region. The part of the exoskeleton that covers the cephalothorax is called the carapace. The abdomen is located behind the cephalothorax and consists of six clearly divided segments. The cephalothorax consists of 13 segments. Each segment of both the cephalothorax and the abdomen contains a pair of appendages. The head (or cephalic) region has five pairs of appendages. The antennules are organs of balance, touch, and taste. Long antennae are organs for touch, taste, and smell. The mandibles, or jaws, crush food by moving from side to side. Two pairs of maxillae hold solid food, tear it, and pass it to the mouth. The second pair of maxillae also helps to draw water over the gills. Of the eight pairs of appendages on the cephalothorax, the first three are maxillipeds, which hold food during eating. The chelipeds are the large claws that the crayfish uses for defense and to capture prey. Each of the four remaining segments contains a pair of walking legs. In the abdomen, the first five segments each have a pair of swimmerets, which create water currents and function in reproduction. The sixth segment contains a modified pair of uropods. In the middle of the uropods is a structure called the telson, which bears the anus. The uropod and telson together make up the tail fan. The crayfish moves backward by forcing water forward with its  tail fan.

Procedure Part 1—External Anatomy of a Crayfish

1. Put on safety goggles, gloves, and a lab apron.

 

2. Place a crayfish on its side in a dissection tray. Use the diagram below to locate the cephalothorax and the abdomen. The carapace, a shield of chitin, covers the dorsal surface of the cephalothorax. On the carapace, observe an indentation, the cervical groove, that extends across the midregion and separates the head and thoracic regions. On the thoracic region, locate the prominent suture or indentation on the cephalothorax that defines a central area separate from the sides. Note the individual segments of the abdomen.

 

What is the main difference between the cephalothorax and abdomen?

___________________________________________________________

3. Turn the crayfish with its DORSAL side upward, and locate the rostrum, which is the pointed extension of the carapace at the head of the animal shown in the diagram above. Beneath the rostrum locate the two eyes. Notice that each eye is at the end of a stalk.

4. Locate the five pairs of appendages on the head region. First locate the antennules in the most anterior segment. Behind them observe the much longer pair of antennae.

Why is it useful to view the specimen on its Dorsal side for this part of your study?
______________________________________________________________

5. Locate the mouth. Then observe the mandibles, or true jaws, behind the antennae. Now locate the two pairs of maxillae, which are the last appendages in the cephalic region.

Which appendages in the cephalic region are related to the eating of food?
_____________________________________________________________

 

6. On the thoracic portion of the cephalothorax, observe the three pointed maxillipeds.

How are the maxillipeds related to eating?
______________________________________________________________

 

7. Next observe the largest prominent pair of appendages, the chelipeds, or claws. Behind the chelipeds locate the four pairs of walking legs, one pair on each segment.

 

8. Now use the walking legs to determine the sex of your specimen. Locate the base  segment of each pair of walking legs. The base segment is where the leg attaches to the body. Use a magnifying glass to study the inside surface of the base segment of the third pair of walking legs. If you observe a crescent-shaped slit, you have located a genital pore of a female. In a male, the sperm duct openings are on the base segment of the fourth pair of walking legs. Use a magnifying glass to observe the opening of a  genital pore.

 

Is your specimen a male or a female?
_____________________________________________________________

Exchange your specimen with a nearby classmate who has a crayfish of the opposite sex. Then study its genital pores.

 

9. On the abdomen, observe the six distinct segments. On each of the first five segments, observe a pair of swimmerets.

10. On the last abdominal segment, observe a pair of pointed appendages modified into a pair of uropods. In the middle of the uropods, locate the triangular-shaped telson.

 

11. Now turn the crayfish ventral side up. Observe the location of each pair of appendages from the ventral side.

From which view, dorsal or ventral, can you see the location of the appendages on the segments more clearly?
______________________________________________________________

12. Remove all jointed appendages of the crayfish and attach them to the table on the crayfish worksheet.

If dissection is two day, complete steps 13 and 14 only!

 

13. Next you will study the internal anatomy of a crayfish. If you must store your specimen until the next lab period, cover it with a dampened paper towel. Then place the specimen on the tray in a plastic bag. Close the bag with a twist tie. Write your name on the bag with a felt-tip marking pen, and give your specimen to your teacher.

 

14. Clean up your work area and wash your hands before leaving the lab.

 

Part 2—Internal Anatomy of a Crayfish

15. Put on a lab apron, gloves, and safety goggles.

 

16. Using one hand to hold the crayfish dorsal side up in the dissecting tray, use scissors to carefully cut through the back of the carapace along dissection cut line 1,  as shown in the diagram below. Cut along the indentations that separate the thoracic portion of the carapace into three regions. Start the cut at the posterior edges of the carapace, and extend it along both sides in the cephalic region.

 

 

17. Use forceps to carefully lift away the carapace. Be careful not to pull the carapace away too quickly. Such action would disturb or tear the underlying structures.

18. Place the specimen on its side, with the head facing left, as shown in the diagram below. Using scissors, start cutting at the base of cut line 1. Cut along the side of the crayfish, as illustrated by cut line 2. Extend the cut line forward toward the rostrum (at the top of the head).

 

19. Use forceps to carefully lift away the remaining parts of the carapace, exposing the underlying gills and other organs.

 

20. Use the diagram below to locate and identify the organs of the digestive system. Locate the maxillae that pass the pieces of food into the mouth. The food travels down the short esophagus into the stomach. Locate the digestive gland, which produces digestive substances and from which the absorption of nutrients occurs. Undigested material passes into the intestine. Observe that the intestine is attached to the lobed stomach. The undigested material is eliminated from the anus.

Rows of chitinous teeth line the stomach. Predict their function.
_____________________________________________________________

 

21. Use the diagram below to locate and identify the organs of the respiratory system. Locate the gills, which are featherlike structures found underneath the carapace and attached to the chelipeds and walking legs. A constant flow of blood to the gills releases carbon dioxide and picks up oxygen.

The feathery nature of the gills gives them a very large surface area. Why is this important?
____________________________________________________________

 

22. Use the diagram of the internal anatomy of the crayfish to locate and identify the organs of the circulatory system. Locate the dorsal tubular heart and several arteries. The crayfish has an open circulatory system in which the blood flows from arteries into sinuses, or spaces, in tissues. The blood flows over the gills before returning to the heart.

 

23. Use the same diagram to locate and identify the organs of the nervous system. Find the ventral nerve cord. Locate a ganglion, one of the enlargements of the ventral nerve cord. Locate the dorsal brain, which is located just behind the compound eyes. Note the two large nerves that lead from the brain, around the esophagus, and join the ventral nerve cord.

Many nerves leave from each ganglion. Where do you think these nerves go?
__________________________________________________________

 

24. Use the same diagram to locate and identify the organs of the excretory system. The blood carries cellular wastes to the disk-like green glands. Locate these organs just in front of the stomach. The green glands excrete waste through pores at the base of each antenna.

What organs in your body carry out the same function as the green glands?

      ____________________________________________________________

 

25. Use the diagram once again to locate and identify the organs of the reproductive system. The animal shown in the diagram is a male crayfish. If your specimen is a male, locate the testis. The testis is the long, white organ under the heart and a bit forward. The sperm ducts that carry sperm from the testis open at the fifth walking leg. If your specimen is a female, locate the bi-lobed ovary. It is in the same relative position as the testis, but the ovary appears as a large, reddish mass under the heart. Then locate the short oviducts that extend from near the center of each side of the ovary and open at the third walking leg. Exchange your specimen with a nearby classmate who has a crayfish of the opposite sex. Then study its reproductive system.

25. Dispose of your materials according to the directions from your teacher.

 

26. Clean up your work area and wash your hands before leaving lab.

Crayfish Worksheet Crayfish Appendage Table

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Crayfish Worksheet

Name(s)__________________________________ Group______ Date ________ Period_____

Crayfish Dissection Worksheet

1. What structures are used for capturing prey and securing and eating food?

 

 

2. How are the antennae, chelipeds, other walking legs, and swimmerets related?

 

3. What are the main structures you could have observed when you removed the exoskeleton of the abdomen and tell the function of each?

 

 

 

 

4. Is the crayfish most vulnerable to its enemies from the dorsal or ventral side? Why?

 

5. The crayfish usually molts, or sheds its exoskeleton, twice a year. Why does the crayfish “hide” after it molts?

 

 

6. Name the appendages found on the head of a crayfish & tell the function of each.

 

 

 

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7. Of the systems studied, which two are most unlike the related human system? Why?

 

 

8. Although the crayfish has an inflexible cephalothorax, the crayfish is classified as a segmented animal. Why?

 

 

9. Name the appendages found on the thorax of the crayfish and tell the function of each.

 

 

 

10. Name the appendages on the abdomen of the thorax and tell the function of each.

 

 

 

 

11. Label the drawing of the crayfish.

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Chromosomes & Inheritance Worksheet Bi

 

 

 

Chromosomes & Inheritance

Section 12-1 Sex Determination

1. Geneticist Thomas Hunt Morgan conducted breeding experiments with what animal?

2. How many pairs of chromosomes are found in Drosophila.

3. Are the chromosomes in male & female fruit flies the same? Explain.

4. What did Morgan name the 2 chromosomes in the non-identical pair?

5. Describe the shape of the 2 chromosomes in the non-identical pair.

6. Morgan hypothesized that the non-identical pair were the _____________ chromosomes.

7. All other chromosomes except X and Y are called ______________________________.

8. What is the genotype for males? Females?

9. When male & female fruit flies are crossed, what percent of the offspring will be male? Female?

10. Because the X chromosome was much bigger than the Y chromosome, what did Morgan hypothesize?

11. Genes on the X chromosome are ____________________________ genes.

12. What is meant by sex linkage?

13. Did Morgan’s experiments prove or disprove the existence of sex-linked traits?

14. Name a trait that Morgan discovered was carried on the X chromosome in fruit flies.

15. Use a Punnett Square to show the results of crossing a red-eyed female (XRXR) with a white-eyed male XrY.

16. Use a Punnett Square to show the results of crossing a red-eyed female (XRXr) with a red-eyed male XRY.

17. What are linkage groups?

18. What 2 fruit fly traits did Morgan discover were linked?

19. What is the effect of crossing-over on genes?

20. Do genes that are close together or far apart get crossed over more often?

21. What is a chromosome map?

22. What scientist made a chromosome map of Drosophila?

23. How is one amp unit determined?

24. What is germ cell mutation & what is its effect?

25. What are somatic mutations, give an example, & can they be passed on to offspring?

26. What are lethal mutations?

27. What are chromosome mutations?

28. Name & describe 4 types of chromosome mutations.

29. What are gene mutations?

30. What are point mutations?

31. What are substitutions & give an example of a disease caused by this type of gene change?

32. What are frame shift mutations?

Section 12-2 Human Genetics

33. What is a pedigree?

34. Write the symbol that would appear on a pedigree for each of the following:

a. Male carrier?

b. Male with trait?

c. Female carrier?

d. Female with trait?

35. Name several single allele traits (both dominant & recessive).

36. Name 3 sex-linked traits.

37. What are polygenic traits and name four.

38. What influences the expression of a sex-influenced trait?

39. Name & describe 2 types of nondisjunction.

40. What causes Down syndrome?

41. When would genetic screening be useful?

42. What is amniocentesis?

43. What disease is genetically screened fro immediately after birth in the U.S.?

Darwin & Natural Selection

 


Charles Robert Darwin
Darwin and Evolution

All Materials © Cmassengale

 

History of Evolution:

  • Plato & Aristotle believed species were fixed & could be arranged according to their complexity
  • In the mid eighteenth century, Carolus Linnaeus developed a system of classification that called binomial nomenclature
  • George Cuvier, in the eighteenth century, explained changes in the fossil record by proposing that a whole series of catastrophes (extinctions) and re-populations from other regions had occurred giving the appearance of change over time
  • Prior to Darwin, it was thought that the world was young & species did not change
  • Lamarck (1744-1829) was first to state that descent with modification occurs and that organisms become adapted to their environments
  • Inheritance of acquired characteristics was the Lamarckian belief that organisms become adapted to their environment during their lifetime and pass on these adaptations to their offspring
  • Lamarck believed that the long necks of giraffes evolved as generations of giraffes reached for ever higher leaves; known as the Law of Use & Disuse

Giraffe neck extension

  • Because it is supported by so many lines of evidence, evolution is no longer considered a hypothesis
  • Evolution is one of the great unifying theories of biology

Darwin’s Background & Voyage:

  • His nature was too sensitive to become a doctor like his father so he studied divinity
  • He attended biology and geology lectures and was tutored by the Reverend John Henslow who arranged his trip on the HMS Beagle
  • In 1831, at the age of 22, Charles Darwin accepted a naturalist position aboard the ship HMS Beagle & began a five-year voyage around the world

Map showing Darwin's voyage on the Beagle

  • He read Principles of Geology by Charles Lyell that stated that the observed massive geological changes were caused by slow, continuous processes (erosion, uplifting…)
  • Darwin carried this book with him on his voyage as he witnessed Argentina coast earthquakes raising the earth several feet, & marine shells occurring far inland and at great heights in the Andes
  • Darwin’s many observations led him to the idea that species slowly change over time
  • Darwin’s comparison of the animals of South America and the Galapagos Islands caused him to conclude that adaptation to the environment can cause diversification, including origin of new species
    Examples: Patagonian hares replaced rabbits in the South American grasslands

The Galapagos Islands:

  • Volcanic islands off the South American coast
  • Island species varied from the mainland species, and from island-to-island
  • Each island had either long or short necked tortoises depending on the island’s vegetation

  • Finches on the Galapagos Islands resembled a mainland finch, but there were more types
  • Bill shapes are adaptations to different means of gathering food. Diversity of bill shape in the Hawaiian honey creeper
  • Galapagos finch species varied by nesting site, beak size, and eating habits


Darwin’s Theory of Evolution:

  • An adaptation is a trait that helps an organism be more suited to its environment
  • Darwin decided adaptations develop over time
  • Natural selection was proposed by both Alfred Russell Wallace and Darwin as a driving mechanism of evolution
  • Darwin and Wallace both read an essay by Thomas Malthus that proposed that human populations outgrow resources so there is a constant struggle for existence

mathusianpopulation.gif (10181 bytes)

  • Fitness is a measure of an organism’s reproductive success
  • Organisms most fit to reproduce are selected by environment which results in adaptation of the population
  • Natural selection is also called “survival of the fittest”
  • Conditions for natural selection include:
    a. Variations exist among members of a population
    b. Many more individuals are produced each generation than will survive
    c. Some individuals are better adapted so they survive & reproduce
    d. Members of a population compete for food, space, mates…
  • Variations that make adaptation possible are those that are passed on generation to generation
  • Extinction occurs when previous adaptations are no longer suitable to a changed environment

On the Origin of Species by Darwin:

  • After the HMS Beagle returned to England in 1836, Darwin waited over 20 years to publish
  • Darwin was forced to publish Origin of Species after reading a similar hypothesis by Alfred Russell Wallace
  • Both men concluded that life forms arose by descent from a common ancestor, and       that natural selection is the mechanism by which species change and new species arise

Fossil Evidence:

  • Fossils are relics or impressions of ancient organisms
  • Most fossils are found in layers (strata) of sedimentary rock

  • The fossil record traces history of life and allows us to study history of particular organisms
  • Through radioactive dating, geologists estimate the age of the earth at about 4.6 billion years

 

ERA PERIOD EPOCH DATES
MYA
AGE of Notes
Cenozoic Quaternary Holocene 0-2 Mammals Humans
Pleistocene  Other Mammal Species
Tertiary Pliocene 2-5
Miocene 5-24
Oligocene 24-37
Eocene 37-58
Paleocene 58-66 Extinction of dinosaurs
Mesozoic Cretaceous 66-144 Reptiles Flowering plants
Jurassic 144-208 1st birds & mammals
Triassic 208-245 First Dinosaurs
Paleozoic Permian 245-286 Amphibians End of trilobites
Carboniferous Pennsylvanian 286-320 First reptiles
Mississippian 320-360 Large primitive trees
Devonian 360-408 Fishes First amphibians
Silurian 408-438 First land plant fossils
Ordovician 438-505 Invertebrates First Fish
Cambrian 505-570 1st shells, trilobites dominant

Precambrian

570-2,500 1st Multi-celled organisms
2,500-3,800 1st one-celled organisms
3,800-4,600

 

 

  • Fossils are at least 10,000 years old and include skeletons, shells, seeds, insects trapped in amber, imprints of organisms, organisms frozen in ice (wooly mammoth),  or trapped in tar pits (saber-toothed tiger)
  • Transitional forms reveal links between groups (Example: Therapsids were mammal-like reptiles and Pterosaurs were bird like reptiles)

pterosaur_flying.gif (50359 bytes)
PTEROSAURS

Biogeographical Evidence:

  • Biogeography is the study of the geographic distribution of life forms on earth
  • Physical factors, such as the location of continents, determine where a population can spread
  • Example: Placental mammals arose after Australia separated from the other continents, so only marsupials diversified in Australia

 

KOALA KANGAROO

 

Anatomical Evidence:

  • Organisms have anatomical similarities when they are closely related because of common descent
  • Homologous structures in different organisms are inherited from a common ancestor have have similar structures
  • Example : Vertebrate forelimbs contain the same sets of bones organized in similar ways, despite their dissimilar functions

  • Analogous structures are inherited from different ancestors and have come to resemble each other because they serve a similar function
  • Example: Bird wing & bat wing are both for flight but they are structurally different
  • Vestigial Structures are remains of a structure that is no longer functional but show common ancestry
  • Example: Humans have a tailbone but no tail

Embryological Evidence:

  • During development, all vertebrates have a post-anal tail and paired pharyngeal pouches
  • Organisms that show similarities in their embryonic development may have a common ancestry

Biochemical Evidence:

  • Almost all living organisms use the same basic biochemical molecules, e.g., DNA, ATP, enzymes …
  • Similarities in amino acid sequences, DNA codes, etc. can be explained by descent from a common ancestor

Examples of Evolution in Modern Times:

  • Peppered moth — light colored vs. dark colored (industrialization influence) Manchester, England
  • Insect resistance to insecticides
  • Bacterial resistance to antibiotics