I have attached a walkthrough you will need to finish the lab and worksheet
BI 108 LAB MC, Rockville BIOL 151 – V.F19 KINGDOM ANIMALIA (Part I): Sponges & Cnidarians I. TAXONOMY *Taxonomic terms in bold are important to know! Domain Eukarya (=Eucarya) A. Kingdom “Protista” B. Kingdom Plantae C. Kingdom Fungi D. Kingdom Animalia 1. Phylum Porifera – sponges 2. Phylum Cnidaria – jellyfish, hydra, sea anemones, corals a) Class Hydrozoa b) Class Scyphozoa c) Class Anthozoa II. Laboratory Activities: Examine prepared or fresh slides & specimens of animals (Kingdom Animalia). A. Phylum Porifera – sponges 1. Examine & describe whole sponge specimens. Identify the following structures: osculum & ostia (incurrent pores). Relate the structures to the flow of water through a sponge. Identify sponge skeletons composed of the following substances: spongin, silica, calcium carbonate 2. Draw and describe longitudinal & cross-sections of a sponge. -prepared slide (Scypha) Identify the following structures and know their functions: osculum, spongocoel, ostia. Relate the structures to the flow of water through a sponge. What cells line the inside of a sponge? What is their function? PHYLUM PORIFERA ANATOMY Rust p. 50-52 Freeman 5th/7th p. 652/646 Openstax p. 743-747 MC, Rockville BIOL 151 – V.F19 B. Phylum Cnidaria PHYLUM CNIDARIA Anatomy 1. Examine & describe preserved cnidarian specimens. Describe & distinguish among specimens from the various cnidarian classes. Distinguish between polyp and medusa body forms. Identify the tentacles. What are their functions? 2. Examine & describe live and prepared specimens from Class Hydrozoa. a) View and describe the live Hydra using the demonstration dissecting microscope. Describe any movement. (View prepared slides if live material is unavailable.) b) Examine the hydra model. Identify the following structures & describe their function: gastrovascular cavity, tentacles, mouth, cnidocytes. Identify the following two cell layers: epidermis & gastrodermis. c) View and describe other preserved hydrozoans (e.g. Portuguese man-of-war). Rust p. 53-56 Freeman 5th/7th p. 653-654/646 Openstax p. 748-755 MC, Rockville BIOL 151 – V.F19 d) View prepared slides of the Obelia life cycle. Examine the colonial polyp stage, and identify feeding polyps and reproductive polyps. Examine the free living medusa stage, and identify the tentacles. Obelia Life Cycle 3. Examine preserved specimens from Class Scyphozoa. (true jellyfishes) 4. Examine & describe specimens from Class Anthozoa. (corals & sea anemones) What are the structures that you see? What is their composition? NOTES: For organisms you observe in lab, you should also consider… a) prokaryotic or eukaryotic? b) unicellular, colonial, or multicellular? c) nutritional mode? (autotroph vs. heterotroph) d) mode of reproduction? e) locomotion? (describe if relevant) f) any unique structural features or characteristics? (e.g. adaptations) g) environment in which organism lives? any special roles in its environment? Walkthrough for Lab #9: Invertebrate Animals I Porifera & Cnidaria BIOL 151 – Remote Learning Spring 2020 To complete this lab, you will need: • This PowerPoint presentation (or corresponding PDF) • Lab #9: Invertebrate Animals I (posted to Blackboard) • 60 – 90 minutes • Presentation is best viewed in ‘Slide Show’ view. • Click icon in the bottom right hand corner of your screen or • Navigate to ‘Slide Show’ above and click ‘Play from Start’ or ‘Play from Beginning’ • Click through presentation by pressing the right mouse button, space bar, enter, or arrow right/down Taxonomy • Read over the taxonomy at the beginning of the Lab #9 handout. • Kingdom Animalia belong to Domain Eukarya. • There are eight phyla in Kingdom Animalia for which you will be responsible. • This week’s lab features two of those phyla. Background Information on Kingdom Animalia Information to Include in Your Notes • Members are eukaryotic • Members are multicellular • Able to move under their own power • Mode of nutrition: chemoheterotrophic via ingestion How does this differ from Kingdom Fungi? Background Information on Kingdom Animalia Information to Include in Your Notes • In your notes, recreate the phylogeny on the next slide. • It includes all of the animal phyla that will be covered over the next few weeks. • Additions will be made each week. • You can click on the name of most of the animal phyla to be directed to additional information and videos. Po rif er a Cn ida ria Pla tyh elm int he s An ne lid a M oll us ca Ne ma to da Ar th ro po da Ec hin od er ma ta Ch or da ta Animals I Handout Animals II Handout Animals III Handout Animals IV Handout https://www.shapeoflife.org/video/sponges-origins https://www.shapeoflife.org/video/cnidarians-life-move https://www.shapeoflife.org/video/flatworms-first-hunter https://www.shapeoflife.org/video/annelids-powerful-and-capable-worms https://www.shapeoflife.org/video/molluscs-survival-game https://www.shapeoflife.org/video/terrestrial-arthropods-conquerors https://www.shapeoflife.org/video/echinoderms-ultimate-animal https://www.shapeoflife.org/video/chordates-we%E2%80%99re-all-family Laboratory Activities: Phylum Porifera Background Information • Includes sponges • Found underwater • Asymmetrical body plan (no symmetry) • No tissues organization • Little movement • Composed of either: • Spongin – flexible fibers • Spicules – structural elements composed of silica or calcium carbonate (CaCO3) Laboratory Activities: Phylum Porifera Background Information examples of Phylum Porifera Laboratory Activities: Phylum Porifera Background Information • Use the following slide to help you draw the general body plan of a sponge. Laboratory Activities: Phylum Porifera Background Information ostia tiny pores osculum larger opening spongocoel central cavity choanocyte specialized cells that line the cavity; act to filter feed and create current water travels in through the ostia and out through the osculum Laboratory Activities: Phylum Porifera Background Information • Watch the videos on the next two slides to see how some sponges filter water and to learn about the unique glass sponges. https://www.youtube.com/watch?feature=oembed&v=pTZ211cIjX8 https://www.youtube.com/watch%3Ffeature=oembed&v=pTZ211cIjX8 https://www.youtube.com/watch?feature=oembed&v=UcLQY9HBvcc https://www.youtube.com/watch%3Ffeature=oembed&v=UcLQY9HBvcc Laboratory Activities: Phylum Porifera Question 1 composed of spongin composed of spicules (silica) composed of spicules (CaCO3) Laboratory Activities: Phylum Porifera Question 2 what you would have seen under a compound microscope Rust image for reference Laboratory Activities: Phylum Porifera • Use the images provided to answer questions and draw pictures associated with each question. Laboratory Activities: Phylum Cnidaria Background Information • Includes jellyfish, anemones, corals • Radially symmetric body plan • Tissue organization – two tissues • Epidermis (outer) • Gastrodermis (inner) • Three classes • Hydrozoa – diverse group • Scyphozoa – true jellyfish • Anthozoa – sea anemones, corals radial symmetry bilateral symmetry (like in humans) How does this compare to Phylum Porifera? Laboratory Activities: Phylum Cnidaria Background Information example of Class Hydrozoa example of Class Sycphozoa example of Class Anthozoa Po rif er a Cn ida ria Pla tyh elm int he s An ne lid a M oll us ca Ne ma to da Ar th ro po da Ec hin od er ma ta Ch or da ta radial symmetry diploblasty (two tissues) no symmetry or tissues https://www.shapeoflife.org/video/sponges-origins https://www.shapeoflife.org/video/cnidarians-life-move https://www.shapeoflife.org/video/flatworms-first-hunter https://www.shapeoflife.org/video/annelids-powerful-and-capable-worms https://www.shapeoflife.org/video/molluscs-survival-game https://www.shapeoflife.org/video/terrestrial-arthropods-conquerors https://www.shapeoflife.org/video/echinoderms-ultimate-animal https://www.shapeoflife.org/video/chordates-we%E2%80%99re-all-family Laboratory Activities: Phylum Cnidaria Background Information • Use the following slide to help you draw two general body plans Cnidaria. Laboratory Activities: Phylum Cnidaria Background Information Polyp Form anchored Medusa Form free-living epidermis gastrodermis cnidocytes: specialized cells that shoot out a barb with poison (see video on next slide) https://www.youtube.com/watch?feature=oembed&v=RYVHK2vM1_Y https://www.youtube.com/watch%3Ffeature=oembed&v=RYVHK2vM1_Y Laboratory Activities: Phylum Cnidaria Question 1 example of polyp and medusa forms Rust images for reference Laboratory Activities: Phylum Cnidaria Question 2a https://www.youtube.com/watch?feature=oembed&v=dFvJTmjUOyU https://www.youtube.com/watch%3Ffeature=oembed&v=dFvJTmjUOyU Laboratory Activities: Phylum Cnidaria Question 2b Laboratory Activities: Phylum Cnidaria Question 2c Portuguese Man-of-War Laboratory Activities: Phylum Cnidaria Question 2d https://www.youtube.com/watch?feature=oembed&v=CxHgoPx-Go0 https://www.youtube.com/watch%3Ffeature=oembed&v=CxHgoPx-Go0 Laboratory Activities: Phylum Cnidaria Question 2d what you would have seen under a compound microscope Rust images for reference Laboratory Activities: Phylum Cnidaria Question 3 examples of Class Scyphozoa Laboratory Activities: Phylum Cnidaria Question 4 examples of Class Anthozoa Laboratory Activities: Phylum Cnidaria • Use the images provided to answer questions and draw pictures associated with each question. Laboratory Activities: Phylum Cnidaria Notes • Consider the questions posed at the end of the lab handout. Community Ecology Assessment Questions • Answer all the questions. One will be chosen randomly (same for the whole class) and graded. • Your answers should be in one new document (double spaced). You may label your response, Question 1… etc…. • Each question is labeled as Long Response or Short Response. o Long Response = ~2/3 – 1 double-spaced page, not including the question o Short Response = ~ 1/3 – 1/2 of a double-spaced page, not including the question o Please refer to the document Tips for Earning a High Score on BIOL 151 Writing Assignments at the top of the Content Assessment Questions Module in Course Content. Some of your answers may repeat information from another answer. I am trying to get you to approach the information from different directions. 1. Competition is a -/- interaction. Explain how that leads to high diversity and coexistence in communities. Use the frog communication/ear example from the Planet Earth Video (see the guide) to illustrate your answer. Long Response. 2. What do you see more of in a