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Reading List - Unit 3: Diversity of Life and Ecology

Textbook: Inquiry into Life (14th Ed) by Mader & Windelspecht:

Diversity of Life: Chapter 28 Viruses, Bacteria, and Archaea Chapter 29 Protistans Chapter 30 Plants Chapter 31 Animals: Part I Chapter 32 Animals: Part II

Ecology Chapter 33 Animal Behavior Chapter 34 Population Ecology Chapter 35 Nature of Ecosystems Chapter 36 The Biosphere Chapter 37 Environmental Concerns

Labs: #11 Invertebrate Diversity #13 Plant Diversity #14 Ecology

Posters on display in the halls of Building X The exam will place approximately equal emphasis on the Diversity of Life (Chapters 28 – 32) and Ecology (Chapters 33 – 37). Lectures will emphasize the main points of the Diversity of Life (Chapters 28 – 32), but only some of the concepts about Ecology (Chapters 33 – 37). Students are therefore advised to spend significant amount of time studying both the lecture material, and the material from the book. The portfolio highlights important aspects of all chapters, including material not covered extensively in lecture. Miscellaneous: Age of the earth (4.5 billion years ago) and approximate time when major biological events occurred:

Earliest evidence of “simple”, prokaryotic life on earth (about 3.5 – 4.0 billion years ago) Earliest evidence of eukaryotic life (about 2 billion years ago) All major groups of animals first appear (about 0.5 billion years ago = 500 million years ago) First mammals and dinosaurs appear (about 0.25 billion years ago = 250 million years ago) Dinosaurs become extinct (about 0.07 billion years ago = 70 million years ago) Human ancestors (hominins) first left Africa (about 0.001 billion years ago = 1 million years ago)

Study lecture notes… and… read the book! Know details about each example discussed in class. Review the portfolio and lab exercises. Study the figures (and phylogenetic trees) in the book and portfolio. Practice: test yourself using the questions at the end of each chapter and on the course website.

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Lecture # - Overview of Life’s Diversity Lecture Prep: Review Chapter 1 Lecture Review: 1. Draw a phylogenetic tree that represents the relationship among the major Domains [and eukaryotic Kingdoms] of life: Archaea, Bacteria, Eukarya [Protista, Plantae, Fungi, Animalia] 2. What features distinguishes each of the major groups within the tree from each other? 3. Do you think viruses qualify as “living organisms”? 4. Begin completing the table on the following page. Add more to it after each lecture.

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Can it evolve?

Does it have its own ribosomes to make its protein?

Does it have a phospholipid cell membrane?

Does it have a cell wall? (never, usually, sometimes, etc)

Does it have a membrane bound nucleus and organelles?

How does it get its “food”? Is it a photoautotroph, chemoautoroph, or heterotroph?

Are they always single cells, or multi-cellular, or sometimes both?

Interesting examples and unique features

Viruses

Bacteria

Archaea

Protista: Algae

Protista: Protozoan

Plants

Fungi (fungus)

Animals

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Lecture # - Domain Eukarya, Kingdom Animalia, Phylum Porifera (Sponges) Lecture Prep: read Chapter 31 & 32

Name five examples of animals (the more diverse the better).

Name five examples of living organisms that are not animals (the more diverse the better).

Consider the examples of animals and non-animals you just made (and others), and then describe as many differences as you can between the two groups. Vocabulary:

True tissues vs cellular-level of organization

Protostome vs deuterostome

Germ layers: endoderm, mesoderm, ectoderm

Coelom vs pseudocoelom vs acoelom

Radial vs bilateral symmetery (and how it relates to cephalization)

Endotherm vs ectotherm

Lecture Review: Draw a phylogenetic tree that represents: 1. The nine major Phylum within Kingdom Animalia 2. What distinguishes each of the major groups within the tree from each other? 3. What feature(s) distinguish(es) animals from fungi?

What Domain, Kingdom and Phylum do sponges belong to? Why is a mouth an important feature among animals? What distinguishes between protostomes and deuterostomes? Hint - to see one trait, look here: http://worms.zoology.wisc.edu/urchins/rad_spir.html

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Draw a picture of a sponge, labeling the three types of cells and the direction of water flow. Why is a sponge considered an animal if it lacks true tissues? Does a sponge have a mouth? If so, can it bite you? If not, then how does a sponge eat? Does a sponge have a skeleton? What kind of biomolecule is collagen, and what purpose does it serve in a sponge? What two purposes do spicules serve? What are the three primary cell types in a sponge, and what role does each serve? Describe three important ecological roles that sponges serve.

Use the terms on the right to complete the sentences below

Sponges are _____ organisms with a _____ level of organization, therefore placing them at the _____ of the evolutionary tree of animals.

The body of a sponge is lined with _____ that use flagella to create water currents that flow through the pores and out the _____.

These water currents help the sponge obtain food, as it is a(n)_____.

Sponges reproduce asexually through _____ and sexually by releasing egg and sperm into the water.

Most sponges have _____ made of _____ and fibers of _____ to provide support.

A. Base B. Budding C. Cellular D. Choanocytes E. Endoskeletons F. Exoskeletons G. Filter feeder H. Multicellular I. Osculum J. Spicules K. collagen L. unicellular

Label the phylogenetic tree on the next page with the descriptions in each of the three boxes.

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Use the following phrases to label the major evolutionary changes identified by the letters (A-J) in the tree above:

Origins of multicellularity

Bilateral symmetry

Radial symmetry

Two germ layers

Three germ layers

Protostomes (mouth first)

Dueterostomes (mouth second)

True tissues / germ layers

Pseudocoelom

Acoelom

Label each Phylum in the tree above using the following terms:

Molluscs

Platyhelminthes (flatworms)

Annelids (segmented worms)

Cnidarians

Porifera (sponges)

Nematodes (roundworms)

Arthropods

Echinoderms

Chordates

Match the following descriptions with the correct phylum above:

1. Has two germ layers, & does not have a separate mouth & anus.

2. Multicellular, but lacks true tissues.

3. Segmented body, jointed appendages & crunchy exoskeleton (and thus grows by molting or metamorphosis)

4. Segmented body & grows by adding body tissue.

5. Segmented body & has dorsal rod and nerve cord, pharyngeal pouches and post-anal tail.

6. Three main body parts: visceral mass, foot, & mantle that may become a shell.

7. Has a pseudocoelom and grows by molting.

8. The larvae are bilaterally symmetrical, but the adult is radially symmetrical and has no head or brain.

9. Has three germ layers but no coelom; does not have a respiratory or circulatory system and usually does not have a separate mouth and anus (although very long ones sometimes have multiple anuses).

Kingdom Animalia

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Lecture # - Domain Eukarya, Kingdom Animalia, Phylum Chordates Lecture Prep: read Chapter 31 & 32 Lecture Review: What are the four defining characteristics of a chordate? What does each of these four embryological structures become as a human develops? What does each of these four embryological structures become as a bony fishy develops? What characteristics do humans share with the marine organisms known as tunicates?

Classify the following characteristics as describing either echinoderms or chordates or both.

A. Have postanal tail B. Deuterostomes C. Have free-swimming larval stage D. Exhibit bilateral symmetry as adults E. Have dorsal tubular nerve cords F. Exhibit radial symmetry as adults

G. Exhibit bilateral symmetry at some point in their life cycles H. Have no head, brain, or segmentation as adults I. Includes animals with vertebrae (the vertebrates) J. Have pharyngeal pouches at some point in development K. Have notocords at some point in their lifecycle

Both

Echinoderms Chordates

Use the following choices to complete the sentences below. Some choices may be used more than once.

A. Dorsal tubular nerve cord

B. Four

C. Invertebrates

D. Notochord

E. Six

F. Tail

G. vertebrates

All chordates possess _____ basic characteristics.

They possess a _____ at some point in their lifetime.

Chordates that are _____ possess a _____ , but it is never replaced by a boney vertebral column as in the case with _____.

Chordates also possess a _____ that is filled with fluid.

In _____, this _____ is protected by the vertebrae.

At some point in their development, all chordates must also possess pharyngeal pouches and a postanal _____.

What are the major evolutionary innovations in the history of chordates, and what advantage does each innovation provide? How are “lancelets” and “hagfish” different from a true fish? How are they similar? What’s the difference between a shark, a ray-finned (bony) fish, and a lobed-fin fish? Which are you most closely related? Which are mostly closely related: sea squirt, sea anemone, sea cucumber, sea urchin, and sea sponge. Why?

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ancestral chordate

tunicates lancelets jawless fishes cartilaginous

fishes bony fishes mammals

mammary glands (and hair)

amniotic egg lungs

limbs bony skeleton jaws

vertebrae

reptiles & birds amphibians

lobe-finned fishes

Chordates

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Lecture # - Domain Eukarya, Kingdom Plantae Lecture Prep: read Chapter 30 Lecture Review: Draw a phylogenetic tree that represents: 1. All the major Phylum within Kingdom Plantae 2. What distinguishes each of the major groups within the tree from each other? 3. What distinguishes the multicellular, photosynthetic organisms within Kingdom Plantae from the multicellular, photosynthetic organisms within Kingdom Protista (for example, algae)? What is the primary difference between algae (a strictly water plant) and all “land plants”? Be more specific than just “one lives in the water plant, and the other lives on land.” Plants live part of their life as a sporophyte and part of their life as a gametophyte (this is known as “alternation of generations”). Which of these generations is haploid, and which is diploid? When you look at a giant oak tree, are you looking at the diploid or haploid? If you see moss growing on a rock in a forest, are you looking at the diploid or haploid? Describe what the haploid form of a pine tree looks like. What chemicals are in your lawn fertilizer, and why do plants need it (see text page 383)? Why does a venus fly trap "eat" insects? Do gymnosperms produce a fruit that contains seeds within? How do gymnosperms disperse their seeds? How does the pollen from a gymnosperm get to the female gametophyte in order to fertilize it? How is pollination in angiosperms different from that in gymnosperms? Is the DNA in the fleshy part of an angiosperm’s fruit the same as the DNA in the seeds of that fruit? Offer one explanation for why gymnosperms and angiosperms are more widespread throughout the world than ferns. Offer another explanation for why angiosperms are more widespread than gymnosperms. Explain how a plant gets water from the roots up to its leaves, and sugar from photosynthesis from leaves down to the roots, without a heart to pump it. Watch “Episode 3, Flowering” of the Private Life of Plants documentary and think about the following three questions:

How do flowers attract the attention of pollinators? How do flowers entice pollinators to visit them? Which animals function as flower pollinators?

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1. Use the following words to label the major evolutionary innovations within the Kingdom Plantae (designated by the blank boxes in the tree). A. Seeds B. Flowers C. Embryo Protection D. Megaphylls E. Vascular Tissue F. Common green algal ancestor 2. Circle the land plants. 3. Put a check mark above the vascular plants. 4. Put an X over the plants that produce seeds.

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Use the words on the right to complete the sentences below.

Mosses are low-lying plants that lack _____ for water transportation, but do have structures to prevent _____.

The lycophytes are the first plants with _____. They also contain tiny narrow leaves called _____.

Ferns are the first land plants to have branching _____ to increase the rate of _____ and therefore size.

Plants developed _____ to protect embryos and provide them with nourishment during _____.

Angiosperms contain _____ to attract pollinators and produce fruits to cover _____.

A. desiccation

B. flowers

C. germination

D. megaphylls

E. microphylls

F. photosynthesis

G. seeds

H. vascular tissue

Use the words on the right to complete the sentences below. Some words may be used more than once.

The _____ plants, also know as the _____, include liverworts, hornworts, and mosses.

Lycophytes are _____ plants with roots, stems, and leaves called _____. Examples of lycophytes include _____.

Ferns are groups of _____ plants with large leaves called _____ or fronds. Examples of ferns include _____ and royal ferns.

Trees and garden plants are examples of _____ plants, called so because they produce _____ that contain a protective coating and food for the developing _____.

Plants with naked sees are called _____ and flowering plants are called _____.

Examples of _____ includes pines, conifers and redwoods, while examples of _____ include oak tress, Spanish moss, and corn.

A. angiosperms

B. embryo

C. gymnosperms

D. megaphylls

E. nonvascular

F. seeds

G. bryophytes

H. ground pines

I. maidenhair

J. microphylls

K. seed

L. vascular

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Angiosperms and Gymnosperms: Fill in the blanks below using one of the terms provided (each term is used only once): Gametophyte gymnosperm angiosperms sporophyte fruit or dry shell pollen megaspore anther In the alternation of generations of a plant life cycle, the is diploid, while the is haploid. These are multicellular haploid structures; in gymnosperms they contain one male gamete, while in angiosperms they contain two male gametes: . These are multicellular, haploid reproductive structures that contain an egg and are enclosed within the diploid ovule: . In flowering plants, pollen is produced in the . Their name means “covered” or “enclosed” seed: . What “covers” or “encloses” the seed? . In , pollen is usually dispersed by wind. Angiosperms:

1. Fill in the blanks, and then, 2. Put a star (*) next to the word designating the structure that becomes the seed. 3. Put a “X" next to the word designating the structure that becomes a fleshy fruit or dry seed covering.

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Lecture # - Prokayotes: Domain Bacteria and Domain Archaea Lecture Prep: read chapter 28 Do Bacteria and Archaea belong to the same Domain? Why are Archaea and Bacteria both called Prokaryotes? Lecture Review: Give examples of prokaryotes and describe their symbiotic interactions with humans. Are these symbiotic interactions commensalistic, mutualistic, or parasitic? Describe the nitrogen cycle and how prokaryotes contribute to it. How does fertilizer run-off affect the environment?

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Lecture # - Domain Eukarya, Kingdom Fungi Lecture Prep: read chapter about Fungi Lecture Review: What feature(s) distinguish(es) animals from fungi?

Place the following items into the appropriate Kingdom below

A. No Cell Wall B. Photosynthetic autotroph C. Chemoheterotrophic by absorption D. Chemoheterotrophic by ingestion E. Cell wall composed of polysaccharide chitin F. Cell wall composed of polysaccharide cellulose

Fungi

Land Plants Animals

Use the words on the right to complete the sentences below.

Fungi contain a nucleus and are therefore _____ organisms.

Fungi lack _____ and cannot produce their own food by photosynthesis; instead, many serve as decomposers in the environment.

Fungi must secrete _____ enzymes and _____ from their immediate environment.

These organisms differ from plants and animals in many other ways, and current _____ evidence suggests that they may be the descendants of flagellated protists.

A. DNA

B. absorb

C. chloroplasts

D. digestive

E. eukaryotic

F. fossil

G. mitochondria

H. photosynthetic

I. prokaryotic

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Lecture # - Domain Eukarya, Kingdom Protista Lecture Prep: read chapter 29 Do all protists have a nucleus? Do all protists have a chloroplast? Where do protists live? Lecture Review: Do all protists have a mitochondria? What is endosymbiosis?

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Lecture # - Ecology Lecture Prep: read Chapters 33 - 37 Review posters on display in the hallway of Building X Watch TED talk - the mathematics of weight loss by Ruben Meerman:

http://www.youtube.com/watch?v=NGKLpYtZ19Q Lecture Review: 1. What is the difference between a community and an ecosystem? 2. Give an example of a MDC and of a LDC.

Is the population growth high or low for MDC?

Is the population growth high or low for LDC?

Is the standard of living high or low for MDC?

Is the standard of living high or low for LDC?

3. Label each of the following as characteristic of Less-developed Countries (LDC) or More-developed Countries (MDC):

Overpopulation is obvious

Growth rate upwards of 1.5%

Overuse of resources is obvious

Growth rate around 0.2%

4. What factors other than population size contributes to the environmental impact of human societies? 5. Biotic potential is how quickly a population can increase over time. List five characteristics of a population that influence biotic potential. 6. Population growth is limited by density-independent and density dependent factors. Give an example of each (and specify if it is density-independent or density dependent). 7. Distinguish between an opportunistic population and an equilibrium population. Provide an example of each, and explain briefly what is different between the two.

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Select all of the following factors that are most likely to influence biotic potential

abundance of resources

how often each individual reproduces

usual number of offspring per reproduction

chances of surviveal until age of reproduction

age at which reproduction begins

waste production

body composition

duration of time between post-reproduction and death

feeding pattern

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Classify each of the following scenarios based on whether the contributing factors are density-dependent or density-independent:

Biotic factors such as competition, predation, parasitism

There are fewer nesting sites than pairs of woodpecks that need nests. As a result, some woodpeckers do no have succesful clutches

Abiotic factors such as weather or natural disasters

Competition drives part of a deer population to starvation

A tornado destroys half of the trees in a forest

An insect populationis too large for all to find sufficient camouflage within a flower patch, so many become subject to predation.

As lynx populations increase, hare populations decrease. As hare populations decrease, lynx populations decrease, causing a shifting rise in hare populations again.

Select all of the following factors that increase a species vulnerability to extinction:

Restricted geographic range or Extensive geographic range

Broad habitat tolerance or Narrow habitat tolerance

Small local population or Large local population

increased resource use by humans

increased human activity in previously unsettled areas

tend to exhibit equilibrium life history patterns

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Chapter 1. What is the difference between species composition and species diversity? 2. What is a pioneer species?

Is a pioneer species likely to be fast growing or slow growing?

Is a pioneer species likely to have a small body or large body?

Is a pioneer species likely to be short-lived or long-lived?

Is a pioneer species likely to quick to mature quickly, or slowly?

Is a pioneer species likely to produce few offspring, or many?

3. What is the competitive exclusion principle, and how does it relate to an ecological niche? 4. What is a keystone species and what is an exotic/invasive species? 5. The “ecological pyramid” describes the relationship between increasing trophic levels and energy flow.

Describe this relationship. Hint: How is the carrying capacity of the earth for humans affected by the difference between a vegetarian vs carnivorous diet?

6. Why are chemicals like carbon, nitrogen and phosphorous (C, N, P) important for life? What are the major reservoirs of each? 7. Does energy flow in a linear or circular fashion? What about chemicals like (C, N, and P)…do they flow in linear or circular fashion? 8. Name two of the three most productive (in terms of primary productivity) ecosystems. What factors tend to influence the productivity of ecosystems?

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Chapter 1. List three resources that every organism needs to live. 2. Give three examples of both renewable resources and non-renewable resources. 3. Describe both beneficial and detrimental environmental consequence of dams. 4. According to the US Fish and Wildlife Service, as of 2010 there are 530 animal species and 795 plant

species in the US that are in danger of extinction. What are three of the primary factors that contribute to this threat to biodiversity?

5. Which trophic level will have the highest concentration of toxins due to biological magnification? 6. Describe three “direct” values of biodiversity, and three “indirect” values of biodiversity. 7. List three things you can do to make your lifestyle more sustainable (yes...this is a good test question).

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Select all of the following farming practices that are harmful to the environment:

Planting a few genetic varieties or a monoculture

Planting several different varieties of crops adapted to the area’s climate

Heavy use of fertilizers, pesticides, and herbicides

Using biological controls to eliminate pests and weeds

Generous irrigation to the point where aquifers are reduced

employing techniques and practices that reduce water consumption

Excessive fuel consumption to run irrigation pumps and large farming machines

Using biofuels and solar energy to assist in energy consumption needed for farming practices

Select all of the following that are threats to biodiversity:

Habitat loss

Deforestation associated with the sprawl of urban areas

Introduction of exotic species

Disease

Migration to other areas

Interspecies competition

Water and air pollution

Poaching and overhunting

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Select all of the following that help make rural societies more sustainable:

Plant alien species

Remove all trees to make more room for cash crops

Use chemical pesticides and herbicides to keep crops healthy

Plant a variety of species to reduce dependence on traditional crops

Maintain and restore wetlands

Use integrated pest management, which utilizes biological controls more than chemical methods

Support local business by shopping locally

Plant multipurpose trees and cover crops

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