1. Chapter 8-9 Intro to Animals Image from: http://animaldiversity.ummz.umich.edu/index.html

2. Zoology Definition: the scientific study of the behavior, structure, physiology, classification, and distribution of animals

3. Biological Classification The science of classifying living things is called taxonomy. Charles Linneaus developed the system of classifying organisms by assigning them a genus and species name.

4. Biological Classification All living things are classified in the following taxa (groups): Kingdom Phylum Class Order Family Genus Species

5. Biological Classification There are six kingdoms, but Zoology is based upon only Kingdom Animalia. Kingdom Animalia is divided into 9 major Phyla (Phylum—singular). Each Phylum is then divided into Class, Order, Family, Genus, and Species.

7. Animals Invertebrates (animals without a backbone) Porifera Cnidaria Worms Mollusks Echinoderms Arthropods

8. Animals Vertebrates- Animals with backbones Fish Amphibians Reptiles Birds Mammals

9. Animal Groups Image from: http://ology.amnh.org/biodiversity/treeoflife/pages/graph.html

10. Characteristics of ALL Animals: 1.Are ____________________ cells have nucleus & membrane bound organelles 2. Are ____________________ get food from consuming other organisms 3. Are ____________________ made of many cells 4. Show __________________ different kinds of cells do different jobs EUKARYOTES HETEROTROPHIC MULTICELLULAR SPECIALIZATION

11. Characteristics of ALL Animals: 5. _____________ (at some point in life cycle) for food, find mates, escape danger 6.Contain _____________ which carries the genetic code 7. ____________________ Make offspring Most have sexual reproduction (few asexual) MOVE REPRODUCE DNA

12. Advantages of Being Multicellular The organism can be larger Cell differentiation—different cells perform different functions so bodies can be more efficient The organism can be more complex— better movement, higher functioning

13. 10 Body Systems : 1. _____________________ OUTSIDE BODY COVERING (fur, skin, scales, feathers) INTEGUMENTARY Covers and protects, ID, prevents heat & water loss Orangutan image from: http://www.biologycorner.com/webquests.php Fish image from:http://www.woodburning.com/fish/ Frog image from: http://gladstone.uoregon.edu/~mmorley/rainbow/green%20frog.jpg Cardinal image from: http://www.nps.gov/fopu/pulaskione/GRAPHIC/IMAGES/birds/Northern%20Cardinal.jpg

14. 10 Body Systems : 2. _________________ Breaks down food to obtain nutrients & gets rid of undigested waste DIGESTIVE Image from: http://infozone.imcpl.org/kids_diges.htm

15. NO OPENINGS: Food enters through skin

16. Only one opening: FOOD IN and WASTE OUT through same opening Images from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif

17. Two openings: FOOD IN at one end (mouth) WASTE OUT at other end (ANUS) Image from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif

18. Two openings: Most efficient If food flows only one direction it allows for organ specialization (Different parts can start to do different jobs) Image from: http://www.geocities.com/animalbio/biology/DIGESTIO.gif

19. 10 Body Systems : 3. __________________ Transports nutrients/oxygen to body cells Carries carbon dioxide/nitrogen waste away from cells Circulatory fluid can be: inside blood vessels = _________ loose inside body spaces = _______ CIRCULATORY CLOSED OPEN Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_19/147a.gif

20. 10 Body Systems : 4. ___________________ RESPIRATORY Image from: http://www.umm.edu/respiratory/images/respiratory_anatomy.gif Exchange gases with the environment take in oxygen get rid of waste gases (CO 2 &/or ammonia)

21. 10 Body Systems : 5. ___________________ Get rid of nitrogen waste made by cells Help with HOMEOSTASIS by maintaining water/ion balance (_________________________) EXCRETORY OSMOREGULATION

22. NITROGEN WASTE : _________________ Most TOXIC Must be removed QUICKLY Needs MOST water to dilute _________________ Made from ammonia by liver Less toxic than ammonia Can be stored if diluted with water (Needs less water to dilute than ammonia) _________________ LEAST TOXIC Can be stored if diluted with water (Needs LEAST amount of water to dilute) AMMONIA UREA URIC ACID

23. NITROGEN WASTE http://www.anselm.edu/homepage/jpitocch/genbio/nitrowaste.JPG

24. ALL WASTE is NOT THE SAME! DIGESTIVE WASTE NITROGEN WASTE WHERE ITS MADE? Body system used? In what form? made by cells from break down of proteins Handled by excretory system ammonia, urea, or uric acid Feces (poop) left over from undigested food Handled by digestive system

25. 10 Body Systems : 6. ___________________ Framework to support body/protection Skeleton on inside = _______________ Skeleton on outside = _______________ SKELETAL ENDOSKELETON EXOSKELETON Walking skeleton image from: http://virtualastronaut.jsc.nasa.gov/textonly/act15/text-skeletonpuz.html Insect lefg image from:http://www.zoobooks.com/newFrontPage/animals/virtualZoo/animals/i/insects/images/exoskeleton.gif

26. 10 Body Systems : 7. _______________ Locomotion- move body itself OR move substances through body (EX: food through digestive system; blood through vessels) MUSCULAR Image from: http://kidshealth.org/kid/body/muscles_noSW.html http://www.angliacampus.com/public/sec/science/nutriton/images/peristal.gif

27. 10 Body Systems : 8. _____________________ - Produce offspring by combining genetic material from 2 parents = __________________________ REPRODUCTIVE SEXUAL REPRODUCTION ASEXUAL REPRODUCTION Family image from: http://babyhearing.org/Parenet2Parent/index.asp Planaria animation: http://www.t3.rim.or.jp/~hylas/planaria/title.htm Produce offspring using genetic material from only 1 parent =_____________________________

28. 10 Body Systems : ______________ DEVELOPMENT immature LARVA looks different than adult __________ DEVELOPMENT young are smaller versions of adults INDIRECT DIRECT Metamorphosis image from: http://www.lincoln.midcoast.com/~del/butterfly Frog image from: http://www.animationlibrary.co Image from: http://www.bcps.org/offices/lis/models/life/images/grow.JPG

29. Sperm and egg join outside female’s body = ___________________ Sperm and egg join inside female’s body = ____________________ External fertilization Internal fertilization Animation from: http://discover.edventures.com/images/termlib/f/fertilization/support.gif

30. 9. ___________________ Receive sensory info about environment & send response signals NERVOUS http://www.roadhunter.com/~ceph/gallery/anatomy07.jpg

31. 10. __________________ Make hormones that regulate other body systems (only in higher animals) ENDOCRINE Image from: http://www.cushings-help.com/images/endocrine.jpg

32. Types of Symmetry No symmetry Radial symmetry Bilateral symmetry

33. ___________________ No symmetry Doesn’t matter how you cut it; you never get 2 identical halves. Example: Sponge ASYMMETRY Image from: http://mbgnet.mobot.org/salt/animals/sponges.htm

34. _______ Symmetry Get 2 identical halves in several directions. Radial Jelly fish image: http://www.redfishbluefish.com/BellaLuz/Jellyfish.jpg Image from: http://biodidac.bio.uottawa.ca/ http://sps.k12.ar.us/massengale/animal%20dissections.htm

35. ___________ Symmetry If divide animal down the middle you get 2 mirror images BUT only divides equally in ONE direction Bilateral Image from: http://www.okc.cc.ok.us/biologylabs/Documents/Animals/Symmetry.htm

36. ________________ Concentration of nervous tissue and sensory organs in anterior end of an organism (head area) CEPHALIZATION

37. Which way is up? ANTERIOR head end POSTERIOR tail end DORSAL (top) VENTRAL (underneath) Image from: http://www.ca4h.org/4hresource/clipart/animals/pics/dog.gif

38. Planes of Symmetry

39. EMBRYOLOGY Image from: http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml 1.Where does BLASTOPORE end up? 2.What do embryos look like as they divide? 3.When do cells decide what they will be?

40. Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm EMBRYONIC DEVELOPMENT Becomes digestive system

41. 1.Where does BLASTOPORE end up? Images modified from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm

42. What do embryos look like as they divide? Images from: http://www.zo.utexas.edu/faculty/sjasper/images/so28_04.gif SPIRALRADIAL CLEAVAGE CLEAVAGE

43. When do cells decide what they will become? Image from: http://www.rbej.com/content/figures/1477-7827-1-100-1.jpg

44. Images modified from: http://www.rbej.com/content/figures/1477-7827-1-100-1.jpg Cells decide earlyCells decide later Removing cell causes death Removing cell OK DETERMINATE INDETERMINATE

45. THAT’S WHERE TWINS COME FROM!

46. ANIMALS Blastopore becomes MOUTH Blastopore becomes ANUS Decide very early (DETERMINATE) Decide later (INDETERMINATE) ALL INVERTEBRATES except ECHINODERMS ALL VERTEBRATES (Fish, amphibians, birds, reptiles, mammals) plus ECHINODERMS SPIRAL cleavage RADIAL cleavage PROTOSTOMES DEUTEROSTOMES

47. EMBRYOLOGY __________________ are the “exception to the rule”! They are INVERTEBRATES but their embryos act like _________________________ Echinoderms DEUTEROSTOMES Image from: http://www.bsac21.freeserve.co.uk/images/Critters/Starfish%20Bloody%20Henry.JPG

48. Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm EMBRYONIC DEVELOPMENT Becomes digestive system

49. All animals except sponges, jellyfish, anemones have 3 germ layers in their embryos Endoderm Mesoderm Ectoderm Muscle, excretory, bones, circulatory Digestive system, respiratory Outer skin, brain, nervous system

50. Types of Coeloms (See-Lums) No cavity (space) around organs Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm ACOELOM = “without space”

51. FLATWORMS are ACOELOMATES!

52. Types of Coeloms (See-Lums) Space around organs but only lined with mesoderm on one side (mesoderm lines body wall BUT NOT around gut) Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm PSEUDOCOELOM

53. ROUND WORMS are PSEUDOCOELOMATES!

54. Kinds of Coeloms (See-Lums) EUCOELOM: Body cavity (space) lined on BOTH sides by mesoderm Image from: http://io.uwinnipeg.ca/~simmons/16labman05/lb5pg10.htm EUCOELOM = TRUE COELOM = COELOM

55. EUCOELOMATES ALL VERTEBRATES & SOME INVERTEBRATES ALL ANIMALS you will dissect this year are EUCOELOMATES!

56. 3 Types of Coeloms ectoderm mesoderm endoderm Image from: http://www.lander.edu/rsfox/310images/310bil5.jpg ACOELOM PSEUDOCOELOM EUCOELOM

57. Advantages of having a COELOM (body space): In animals without a skeleton- Fluid in coelom space can act as a HYDROSTATIC skeleton In animals without blood vessels- Fluid in coelom space can circulate nutrients and oxygen to cells Provides space for internal organs

58. WHY is a EUCOELOM the best? Digestive organ muscles and body wall muscles come from MESODERM in different places so organism can digest food and move at same time. Images from: http://www.lander.edu/rsfox/310images/310bil5.jpg http://www.okc.cc.ok.us/biologylabs/Images/Animal_Images/coelomate.gif

59. SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells. LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

60. SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. (APPLICATION) Kingdoms Examples: animals, plants, fungi, protista, monera Phyla Examples: invertebrates, vertebrates, divisions of plants LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

61. SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.3. Students are able to identify structures and function relationships within major LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

62. Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict the function of a given structure; predict how homeostasis is maintained within living systems; High school students performing at the PROFICIENT level: describe the relationship between structure and function explain how homeostasis is maintained within living systems; High school students performing at the BASIC level recognize that different structures perform different functions; define homeostasis

63. SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 9-12.L.1.5A. Students are able to classify organisms using characteristics and evolutionary relationships of domains. (SYNTHESIS) Examples: eubacteria, archaebacteria, and eukaryotes

64. SOURCES Crab from: http://www.gifs.net Ant from: http://www.wildaboutbritain.co.uk Clam from: http://sps.k12.ar.us/massengale/animal%20dissections.htm Anemone from: http://www.oum.ox.ac.uk/children/animals/cnidaria.gif Snail from: http://www.lucinda.net/surber/graphics/orlovsky.gif

65. Starfish from: http://www.gifs.net Millipede from: http://atschool.eduweb.co.uk/sirrobhitch.suffolk/key/images/invertebrates/millipede.jpg Jellyfish from: http://www.aloha.com/~lifeguards/jellie75.jpg

66. Turtle: http://www.50birds.com/images/endttboxturtle.jpg Tree frog: http://www.dynamicearth.co.uk/education/images/tree_frog.jpg Bird: http://people.eku.edu/ritchisong/homepage.htm Orangutan: http://www.biologycorner.com/webquests.php Fish from: http://www.chm.bris.ac.uk/motm/trimethylamine/fish.gif

67. Earthworm : http://www.york.ac.uk/org/ciec/CaringfortheEnvironment.29. 4.03/Exxon/Food%20Chain%20images/ExxonPicsLarge/Earthworms.jpg Crab from: http://www.animation-station.com/fish/index.php?page=2 Snail from: http://www.lucinda.net/surber/graphics/orlovsky.gif Starfish from: http://www.gifs.net

68. All images on this page from: http://www.seaworld.org/AnimalBytes/animal_bytes.html