27.2 Segmented Worms

7/22/2019 27.2 Segmented Worms

1/216

Unit 8 Resources

Invertebrates


2/216

Copyright by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with the

Biology: The Dynamics of Life program. Any other reproduction, for use or sale,

is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-860219-X

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 009 08 07 06 05 04 03

A GLENCOE PROGRAM

BIOLOGY: THE DYNAMICS OF LIFE

Glencoe OnlineSCIENCE

Visit the Glencoe Science Web sitebdol.glencoe.com

Youll find:

Standardized Test Practice, InteractiveTutor, Section and Chapter Self-CheckQuizzes, Online Student Edition, WebLinks, Microscopy Links, WebQuest

Projects, Internet BioLabs, In the News,Textbook Updates, Teacher Bulletin

Board, Teaching Today

and much more!


3/216

iii

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

TO THETEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV

Unit 8 Invertebrates

REPRODUCIBLESTUDENT PAGES

CHAPTER25WHAT IS AN ANIMAL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

CHAPTER26SPONGES, CNIDARIANS, FLATWORMS,ANDROUNDWORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

CHAPTER27MOLLUSKS ANDSEGMENTEDWORMS . . . . . . . . . . . . . . . . .67

CHAPTER28ARTHROPODS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

CHAPTER29ECHINODERMS ANDINVERTEBRATECHORDATES . . . . . . . . . .133

UNIT8 BIODIGEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

TEACHERSUPPORT ANDPLANNING . . . . . . . . . . . . . .171

FOLDABLES: STUDYORGANIZER

CHAPTER25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

CHAPTER26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

CHAPTER27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

CHAPTER28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

CHAPTER29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

TEACHERGUIDE ANDANSWERS

CHAPTER25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178CHAPTER26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

CHAPTER27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

CHAPTER28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

CHAPTER29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

UNIT8 BIODIGEST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

ContentsContentsContentsContents


4/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

iv

To the TeacherTo the Teacher

iv

This unit-based booklet contains resource materials to help you teach this unit more effec-tively. You will find in chapter order:

Reproducible Pages

Hands-on Activities

MiniLab and BioLab Worksheets: Each activity in this book is an expanded version ofeach BioLab or MiniLab that appears in the Student Edition ofBiology: The Dynamics of

Life.All materials lists, procedures, and questions are repeated so that students can readand complete a lab in most cases without having a textbook on the lab table. Data tablesare enlarged so that students can record data in them. All lab questions are reprinted withlines on which students can write their answers. In addition, for student safety, all appro-priate safety symbols and caution statements have been reproduced on these expandedpages. Answer pages for each MiniLab and BioLab are included in the Teacher Supportand Planning section at the back of this book.

Real World BioApplications: These two-page activities provide students with the oppor-tunity to explore a technological or everyday application of biology. Each activity isdirectly related to a major concept in the Student Edition, and several examine principlesfrom the physical sciences that underlie the biology content. While some activities aremore hands-on, all require critical thinking and creativity. The teaching notes in theTeacher Support and Planning section at the back of this book suggest chapters and topicswith which to correlate the activities, explain the purpose of each activity, offer materialstips and teaching strategies, and provide answers to all questions on the student pages.

Extension and Intervention

Reinforcement and Study Guide in English and Spanish:These pages help studentsunderstand, organize, and compare the main biology concepts in the textbook. The ques-

tions and activities also help build strong study and reading skills. There are four studyguide pages for each chapter and two pages for the BioDigest. Students will find thesepages easy to follow because the section titles match those in the textbook. Italicized sen-tences in the study guide direct students to the related topics in the text.

TheReinforcement and Study Guide exercises employ a variety of formats includingshort-answer questions, multiple-choice, matching, true/false, ordering, labeling, comple-tion, and short essay. The clear, easy-to-follow exercises and the self-pacing format aregeared to build your students confidence in understanding biology. The English pages arefollowed immediately by the study guide pages in Spanish.

Concept Mapping:The Concept Mappingworksheets reinforce and extend the graphicorganizational skills introduced in the Skill Handbook in the Student Edition ofBiology:The Dynamics of Life. Concept maps are visual representations of relationships among

particular concepts. By using these worksheets, students will gain experience with threedifferent types of concept maps: the network tree,which shows causal information, grouphierarchies, and branching procedures; the events chain,which describes the stages of aprocess, the steps in a linear procedure, or a sequence of events; and the cycle map,whichshows how a series of events interacts to produce a set of results again and again.

There is one Concept Mappingworksheet for each chapter in the Student Edition. Eachworksheet is geared toward a specific section or sections in the chapter so that you canassign it at the most relevant time. An entire section may be mapped or just a few key



5/216

v

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

concepts from the section. Answers to all Concept Mappingworksheets are provided in theTeacher Support and Planning section at the back of this book.

Critical Thinking/Problem Solving: For each chapter ofBiology: The Dynamics of Life, aone-page Critical ThinkingorProblem Solvingworksheet is provided to extend the material

in the Student Edition. Each worksheet is geared to a specific section or sections in thechapter so that you can assign it at the most relevant time. Answers to all worksheets areprovided in the Teacher Support and Planning section at the back of this book.

The worksheets follow Blooms taxonomy of problem solving. Each worksheet tests thestudents abilities on one or more of the following areas: to use knowledge

to comprehend what that knowledge means

to apply that knowledge to a new but related situation

to analyze the different aspects of new information

to synthesize new information in order to respond to a particular situation in a cre-ative and logical way

Transparency Activity Masters

Section Focus Transparencies:A Section Focus Transparency is provided for every section inthe Student Edition. Each transparency contains two questions related to the transparencyimage. In addition, each transparency is reproduced as a master in this book. These mas-ters are designed to generate interest and focus students attention on the topic being pre-sented in that section. Teaching strategies background information, and possible answersto the questions for each transparency in this unit can be found in the Teacher Support andPlanning section at the back of this book.

Basic Concepts Transparencies:This book contains a blackline master version of eachcolor Basic Concepts Transparency for this unit. In most cases, the transparency illustration isdifferent than the illustration in the textbook, providing optimum support for your visual

learners. The accompanying worksheet for each transparency master focuses studentsattention on the topic, requiring them to analyze the illustration and relate it to the con-cepts being taught in the textbook. The use of the masters makes the worksheets conve-nient homework assignments.

Teaching strategies as well as worksheet answers are provided for each transparency.Several transparencies utilize overlays for maximum teaching benefit, and explanations ofhow to use these overlays are included in the teaching suggestions in the Teacher Supportand Planning section at the back of this book.

Reteaching Skills Transparencies:This book contains a blackline master version of eachcolorReteaching Skills Transparency for this unit. The transparencies and masters providevisual tools for reteaching important concepts. To make your reteaching more powerful,the transparencies and masters are developed around basic skills. These skills include, but

are not limited to, interpreting scientific illustrations, sequencing, recognizing cause andeffect, comparing and contrasting, observing and inferring, and classifying.

The accompanying worksheet for each transparency master focuses students attentionon the topic skill. Students may find it helpful to take notes on the master and use it as astudy tool for the chapter. Teaching strategies as well as worksheet answers are providedfor each transparency. Several transparencies utilize overlays for maximum teaching bene-fit, and explanations of how to use these overlays are included in the teaching suggestionsin the Teacher Support and Planning section at the back of this book.



6/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

vi

Assessment

Chapter Assessment: These worksheets provide materials to assess your studentsunderstanding of concepts from each chapter in this unit. Each chapter test includesseveral sections that assess students understanding at different levels.

TheReviewing Vocabulary section tests students knowledge of the chapters vocabulary.A variety of formats is used, including matching, multiple-choice, and completion.The Understanding Main Ideassection consists of two parts. Part A tests recall and

basic understanding of facts presented in the chapter. Part B is designed to be morechallenging and requires deeper comprehension of concepts than does Part A. Studentsmay be asked to explain biological processes and relationships or to make comparisonsand generalizations.

The Thinking Critically section requires students to use several high-order learningskills. For some questions, students will need to interpret data and discover relation-ships presented in graphs and tables. Other questions may require them to apply theirunderstanding of concepts to solve problems, to compare and contrast situations, and tomake inferences or predictions.

In the final section,Applying Scientific Methods, students are put into the role of

researcher. They may be asked to read about an experiment, simulation, or model, andthen apply their understanding of chapter concepts and scientific methods to analyzeand explain the procedure and results. Many of the questions in this section are open-ended, giving students the opportunity to demonstrate both reasoning and creativeskills. This section, as well as the other sections of each test, begins on a separate page,so that if you wish to omit a section from a test, you can easily do so.

Answers or possible responses to all questions for the chapters in this unit are pro-vided in the Teacher Support and Planning section at the back of this book.

Student Recording Sheet: Student Recording Sheetsallow students to use the ChapterAssessments in the Student Edition as a practice for standardized testing, giving theman opportunity to use bubble answer grids and number grids for recording answers.There is a recording sheet for each chapter in this unit and a recording sheet for the

Unit Assessment at the end of the BioDigest for this unit. Answers for the StudentRecording Sheetscan be found in the side wrap of the Teacher Wraparound Edition onthe Chapter Assessment and Unit Review pages.

Teacher Support and Planning

Foldables Study Organizer:These pages provide an additional Foldables strategy foreach chapter in this unit. The strategy is presented at the top of the page along withmore challenging options or suggestions for students who prefer their Foldables to bemore creative or informative. The bottom of the page provides instructions for how tomake Foldables and can be reproduced and distributed to students who may benefitfrom the illustrated instructions.

Teacher Guide and Answers:Answers or possible answers for questions in this bookletcan be found in chapter order in this section. Materials, teaching strategies, and contentbackground along with chapter references are found where appropriate.



7/216

1

Chapter 25 What is an animal?

MINILAB25.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

MINILAB25.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

BIOLAB. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

REINFORCEMENT ANDSTUDYGUIDE(ENGLISH) . . . . . . . . . . . . . .7

REINFORCEMENT ANDSTUDYGUIDE(SPANISH) . . . . . . . . . . . . .11

CONCEPTMAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

CRITICALTHINKING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16SECTIONFOCUSTRANSPARENCYMASTERS . . . . . . . . . . . . . . . .17

BASICCONCEPTSTRANSPARENCYMASTERS. . . . . . . . . . . . . . . .19

RETEACHINGSKILLSTRANSPARENCYMASTERS. . . . . . . . . . . . . .21

CHAPTERASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

STUDENTRECORDINGSHEET . . . . . . . . . . . . . . . . . . . . . . . . . .29

ContentsContentsChapter

25

Chapter

25

Reproducible Pages

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


8/216


9/216

UNIT 8 CHAPTER 25 What is an animal? 3

Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Procedure

! Use the data table below.

@ Add a few bristles from an old toothbrush to a glass slide. Add a drop of water containingrotifers to your slide. The drop should cover the bristles. Add a coverslip. CAUTION:Use caution when working with a microscope, slides, and coverslips.

# Observe your rotifers under low-power magnification.

$ Use the data table to record the characteristics that you were able to see. Describe theevidence for each trait.

Analysis

1.Are rotifers multicellular? Explain.

2.Were you able to see evidence of feeding? Explain.

3.Are these organisms autotrophs or heterotrophs?

Animal Characteristic Observed? (Yes or No) Evidence

Multicellular

Feeding

Movement

Size in mm

Data Table

Animals come in a variety of sizes and shapes, and can be found living in a

number of different habitats.

MiniLabMiniLab25.1

Observing and Inferring

Observing AnimalCharacteristics


10/216

4 CHAPTER 25 What is an animal? UNIT 8

Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Procedure

! Prepare a wet mount of vinegar eels. CAUTION: Use caution when working with amicroscope and slides.

@ Observe them under low-power magnification.

# Note their pattern of locomotion. Prepare a series of diagrams that illustrate their patternof movement.

$ Time, in seconds, how long it takes for one roundworm to move across the center of yourfield of view. Find out the diameter of your low-power field in mm. You may want to timeseveral animals and average their speed. Calculate vinegar eel speed in mm/s.

Analysis

1. Name the type of symmetry present in vinegar eels.

2. Describe the pattern of locomotion for vinegar eels.

3. How does the pseudocoelom aid vinegar eels in locomotion?

4.What is the speed of locomotion for a vinegar eel? Based on the speed of your vinegareel, predict the speed in mm/s for a flatworm. Explain your answer.

Vinegar eels are roundworms with pseudocoeloms. They exhibit an interesting

pattern of locomotion because they have only longitudinal (lengthwise) muscles.

MiniLabMiniLab25.2

Observing and Inferring

Check Out a Vinegar Eel


11/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

BioLabBioLab

INTERNETINTERNET Zebra Fish Development

PREPARATION

ProblemWhat do the developmental stages of the zebra

fish look like?

ObjectivesIn this BioLab, you will: Observe stages of zebra fish development. Record all observations in a data table. Use the Internet to collect and compare data

from other students.

Skill HandbookUse the Skill Handbook if you need additional

help with this lab.

Materialsprepared aquariumzebra fishes (males and females)bulb basterbeakerdropperpetri dishbinocular microscopewax pencil

Safety PrecautionsAlways wear safety goggles in the lab. Use

caution when working with a binocular micro-scope and glassware.

Chapter 2

PROCEDURE

1. Copy the data table.

2. Use the bulb baster to transfer water and fishembryos from the aquarium to a beaker.

Allow the embryos to settle to the bottom.3. Use a wax pencil to write your name and class

period on the edge of the lid of your petridish. Use the dropper to fill the bottom ofyour petri dish half full with aquarium water,and then to transfer several embryos from thebeaker to your petri dish. Place the lid onyour petri dish.

4.Your teacher will tell you the approximatetime that fertilization occurred. Record theage of the embryos in your data table as hpf

(hours past fertilization).5. Observe the embryos under the miscroscope.In your data table, illustrate what youobserve.

6. Go to bdol.glencoe.com/internet_lab topost your data.

7. Continue to observe your embryos daily for

one week. Note when new organs appear andwhen movement is first seen. If you wish tocontinue watching developmental changes,ask your teacher for directions. CAUTIONWash your hands with soap and water immediately after completing observations.

8. Cleanup and Disposal Ask students to flushcontents of petri dishes into sink with waterand wash petri dishes, beaker, turkey baster,and dropper in warm soapy water and rinsewell.


12/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

BioLabBioLab

INTERNETINTERNET

Zebra Fish Development, continuedChapter 25

ANALYZE AND CONCLUDE

1. Explain Why are zebra fishes ideal animals for studying embryonic development?

2. Thinking Critically Explain why you may not have been able to see stages such as a blastula or gastrula.

3. Collect and Organize Data Visit bdol.glencoe.com/internet_lab for links to internet sites that willhelp you complete sequences of the major changes during development of zebra fish.

a. between 1 and 10 hpf. Include labeled diagrams of these changes.

b. between 10 and 28 hpf. Include labeled diagrams.

c. between 28 and 72 hpf. Include labeled diagrams.

4. Error Analysis Suggest how you could change the experiments design to allow for observing thesestages.

Date (Age) hpf Diagram Observations

Data Table


13/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

In your textbook, read about the characteristics of animals.

Answer the following questions.1.You have just discovered a new organism that you think is an animal. In order to be classified as an

animal, what characteristics must it have?

2.What is one important factor that influences how an animal obtains its food?

3. How might an animal be free-moving at one stage in its life and sessile at another? Give an example.

4. How do sessile, aquatic animals get their food?

If the animal described below is a sessile organism, write yes. If it is not, write no.

_____________________ 5. Barnacles attached to a ships hull

_____________________ 6.A spider lying in wait in the center of its web

_____________________ 7. Coral larvae drifting in a tropical ocean

_____________________ 8. Sponges growing on the outside of a crabs shell

Complete each statement.

9. Digestion in a sponge takes place in __________________ __________________ , while digestion in

more complex animal like a tiger takes place in a(n) __________________ __________________ .

10. Some of the food you had for breakfast has been stored as __________________ or

__________________ , ready to be used if its a long time until your next meal.

What is an animal?Chapter

25Chapter

Section 25.1 Typical Animal Characteristics

Reinforcement and Study GuideReinforcement and Study Guide


14/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

In your textbook, read about the development of animals.

If the statement is true, write true. If it is not, rewrite the italicized part to make it true.11.Most animals develop from a single, fertilized egg called a blastula. _____________________________

12.A zygote divides by a process known as cleavage. _____________________________________________

13.The blastula is asolid ball of cells. __________________________________________________________

Label the parts of the gastrula shown here. Use these choices:

ectoderm endoderm mesoderm opening in gastrula

14. ____________________ 15. ____________________

16. _____________________ 17. ____________________

Complete the chart by checking the correct column for each description.

What is an animal?, continuedChapter

25Reinforcement and Study GuideReinforcement and Study Guide

Section 25.1 Typical Animal Characteristics

Description Endoderm Ectoderm Mesoderm

18. Gives rise to digestive tract

19. Continues to grow and divide

20. Lines the inner surface of gastrula

21. Gives rise to muscles

22. Develops into skin and nervous tissue

23. Forms from cells that break off endoderm


15/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

In your textbook, read about kinds of symmetry in animals.

Circle the letter of the choice that best completes the statement or answers the question.1. Different kinds of symmetry make it possible for animals to

a. grow very large. b. survive when cut into pieces.

c. move and find food in different ways. d. live a long time.

2.The irregularly shaped body of a sponge is an example of

a. asymmetry. b. gastrulation.

c. symmetry. d. balance.

3.A sponges body has how many layers of cells?

a. one b. two

c. three d. four

4.The embryonic development of a sponge does notinclude which of the following?

a. formation of endoderm b. formation of mesoderm

c. a gastrula stage d. a, b, and c5. If you divided a radially symmetrical animal along any plane through its central axis, you would end

up with

a. roughly equal halves. b. front and back halves.

c. top and bottom halves. d. three pieces.

6.Which of the following animals is notradially symmetrical?

a. a hydra b. a sea urchin

c. a spider d. a sea star

7.An organism with bilateral symmetry can be divided lengthwise into right and left halves that are

a. asymmetrical. b. similar.

c. made up of two cell layers. d. flattened.

Identify each of the following body parts as being either dorsal or ventral on the animals body.

____________________ 8. the navel of a killer whale

____________________ 9. the sail fin on an iguana

____________________ 10. the back of your neck

____________________ 11. the mouth of a shark

____________________ 12. the pouch of a kangaroo



Section 25.2 Body Plans and Adaptations


16/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

In your textbook, read about bilateral symmetry and body plans.

Answer the following questions.13. In what ways was the development of a body cavity, or coelom, an advantage for bilaterally

symmetrical animals?

14. Describe an acoelomate animals body plan.

15. How do nutrients get to the cells in a flatworms solid, acoelomate body?

Use each of the terms below just once to complete the passage.

coelom completely double internal organsmesoderm partly pseudocoelom

A roundworm has a (16) __________________ , a fluid-filled body cavity that is (17) _________________

lined with (18) __________________ . Coelomate animals have a (19) __________________ , a body

cavity that is (20) __________________ surrounded by mesoderm and in which complex

(21) __________________ are suspended by (22) __________________ layers of mesoderm tissue.

In your textbook, read about animal protection and support.

For each statement below, write true or false.

____________________ 23. During the course of evolution, animal body plans have decreased incomplexity.

____________________ 24.An exoskeleton provides protection and support on the outside of ananimals body, as well as a place for muscle attachment.

____________________ 25.An endoskeleton is a support framework housed within the body, a protec-tive enclosure for internal organs, and a brace for muscles to pull against.

____________________ 26.An invertebrate is an animal with a backbone.



Section 25.2 Body Plans and Adaptations


17/216

UNIDAD 8 CAPTULO 25 Qu es un animal? 11

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

En tu libro de texto, lee sobre las caractersticas de los animales.

Contesta las siguientes preguntas.1. Has descubierto un nuevo organismo y crees que es un animal. Qu caractersticas debe poseer para

poder clasificarlo como un animal?

2. Cul es un factor importante que influye en la manera en que un animal obtiene su alimento?

3. Por qu un animal puede moverse libremente en cierta etapa de su vida, pero es ssil en otra? Anota

un ejemplo.

4. Cmo obtienen los animales ssiles acuticos sus alimentos?

Si el animal descrito en cada enunciado es un animal ssil escribe s. De lo contrario, escribe no.

_____________________ 5. Un blano fijo al casco de un barco.

_____________________ 6. Una araa esperando una presa en el centro de su telaraa.

_____________________ 7. Las larvas de coral que viajan a la deriva en los mares tropicales.

_____________________ 8. Las esponjas que crecen por fuera de la concha de un cangrejo.

Completa cada enunciado.

9. La digestin en las esponjas ocurre en __________________ __________________ , mientras que la

digestin en animales ms complejos como un tigre, ocurre en un(a) __________________

__________________ .

10. Parte de la comida del desayuno la almacenaste como __________________ o como

__________________ y est lista para ser utilizada en caso de que transcurra mucho tiempo antes de

siguiente comida.

Qu es un animal?Captulo

25Captulo

Seccin 25.1 Caractersticas tpicasde los animales

Refuerzo y Gua de estudioRefuerzo y Gua de estudio

Nombre Fecha Clase


18/216

12 CAPTULO 25 Qu es un animal? UNIDAD 8

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Captulo

En tu libro de texto, lee sobre el desarrollo de los animales.

Si el enunciado es verdadero, escribe verdadero; de lo contrario, modifica la seccin en itlicas parahacer verdadero el enunciado.

11. La mayora de los animales se desarrollan a partir de un solo vulo fecundado llamado blstula.______

_____________________________________________________________________________________

12. El cigoto se divide de acuerdo con un proceso llamadosegmentacin. ____________________________

13. La blstula es una esfera slida de clulas. ____________________________________________________

Identifica las partes de la gstrula que se muestra a continuacin. Usa estas opciones:

ectodermo endodermo mesodermo apertura de la gstrula

14. ____________________ 15. ____________________

16. _____________________ 17. ____________________

Completa la tabla indicando la columna correspondiente a cada enunciado.

Qu es un animal?, continuacinCaptulo

25Refuerzo y Gua de estudioRefuerzo y Gua de estudio

Seccin 25.1 Caractersticas tpicas de los animales

Enunciado Endodermo Ectodermo Mesodermo

18. Da origen al tracto digestivo

19. Contina creciendo y dividindose

20. Reviste la superficie interna de la gstrula

21. Origina los msculos

22. Se convierte en piel y tejido nervioso

23. Se forma a partir de clulas que sedesprenden del endodermo

Nombre Fecha Clase


19/216

UNIDAD 8 CAPTULO 25 Qu es un animal? 13

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Captulo

En tu libro de texto, lee sobre los tipos de simetra de los animales.

Haz un crculo alrededor de la letra de la opcin que completa mejor cada enunciado.1. Los diferentes tipos de simetra permiten a los animales

a. tener un mayor tamao.

b. sobrevivir si los parten en varios trozos.

c. desplazarse y hallar su alimento de diferentes maneras.

d. tener una vida muy larga.

2. El cuerpo irregular de una esponja es un ejemplo de

a. asimetra. b. gastrulacin.

c. simetra. d. equilibrio.

3. Cuntas capas de clulas tiene el cuerpo de una esponja?

a. una b. dos

c. tres d. cuatro

4. Cul de las siguientes etapas no ocurre durante el desarrollo embrionario de una esponja?

a. la formacin del endodermo b. la formacin del mesodermo

c. la etapa de gstrula d. a, by c

5. Si se divide por el centro y sobre cualquier plano un animal con simetra radial, se obtienen

a. aproximadamente dos mitades iguales. b. una mitad trasera y una mitad delantera.

c. una mitad superior y una mitad inferior. d. tres secciones.

6. Cul de los siguientes animales no tiene simetra radial?

a. la hidra b. una holoturia

c. la araa d. una estrella de mar

7. Los animales con simetra bilateral se pueden dividir a lo largo en una mitad derecha y una mitadizquierda que

a. son asimtricas b. son similares

c. estn formadas por dos capas de clulas d. son aplanadas

Indica si las siguientes partes son dorsales o ventrales con respecto al cuerpo de un animal.

____________________ 8. el ombligo de una orca

____________________ 9. la cresta de una iguana

____________________ 10. la parte trasera de tu cuello

____________________ 11. la boca de un tiburn

____________________ 12. la bolsa de un canguro

Qu es un animal? (continuacin)Captulo


Seccin 25.2 Diseo corporal y adaptaciones

Nombre Fecha Clase


20/216

14 CAPTULO 25 Qu es un animal? UNIDAD 8

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Captulo

En tu libro de texto, lee sobre la simetra bilateral y los diseos corporales.

Contesta las siguientes preguntas.13. Por qu el desarrollo de una cavidad o celoma represent una ventaja para los animales con simetra

bilateral?

14. Describe el diseo corporal de un animal acelomado.

15. Cmo llegan los nutrientes a las clulas de un cuerpo acelomado y slido como el de una planaria?

Completa el prrafo usando cada trmino una sola vez.

celoma completamente dobles rganos internosmesodermo parcialmente seudoceloma

Un gusano redondo tiene un (16) __________________ , que es una cavidad llena de fluido que est

(17) _________________ revestida por (18) __________________ . Los animales celomados tiene un

(19) __________________ , una cavidad corporal que est (20) __________________ revestida por meso-

dermo y dentro de la cual se encuentran (21) __________________ complejos que estn suspendidos entre

capas (22) __________________ de tejido mesodrmico.

En tu libro de texto, lee sobre las estructuras de proteccin y sostn de los animales.

Indica si cada enunciado es verdadero o falso.

____________________ 23. Durante el curso de la evolucin, el diseo corporal de los animales se hasimplificado.

____________________ 24. El exosesqueleto protege y sirve como soporte exterior del cuerpo del ani-mal. Adems, sirve como sitio de insercin de los msculos.

____________________ 25. El endoesqueleto es una estructura interna de soporte que adems protegelos rganos internos y sirve como sitio para la insercin de msculos.

____________________ 26. Un invertebrado es un animal con columna vertebral.

Qu es un animal?, continuacinCaptulo


Seccin 25.2 Diseo corporal y adaptaciones

Nombre Fecha Clase


21/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


25Chapter

Use with Chapter 25, Section 25.2

Concept MappingConcept Mapping

Body Structure of Animals with Bilateral Symmetry

Complete the network tree concept map for the body structure of animals with bilateral symmetry. Usethese words or phrases one or more times: acoelomate animals; no body cavity; support; roundworms;humans, insects, and fishes; mesoderm; complex internal organs; fluid-filled body cavity; coelomate animals,

flatworms; muscles.

Body Structure of Animals with Bilateral Symmetry

Three body plans

have have have

lined partially with

that acts as

for

in

lined with

thatprovidesspace for

and include

and include

live

4.

13.

12.

11.

10.

6.

5.

7.

8.

1.

pseudocoelomateanimals

2.

3.

9.


22/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


25Chapter


Critical ThinkingCritical Thinking

1. How did the results of the experiment support the hypothesis?

2. If none of the implanted cells had survived, would the hypothesis have been proved wrong? Explain.

What controls the development of a complex,multicellular animal from a zygote? What

determines which cells of the blastula fold inward toform the gastrula? Why do some cells of the endo-derm develop into muscles while others developinto reproductive organs? As the cells of a growingembryo divide, they form different types of tissuesand organs that perform different functions. Thisprocess is called cell differentiation. Because all the cellsof an adult animal share the same DNA, instructions forcell differentiation must be contained in DNA.

Confirming a Hypothesis Many years beforeDNA was discovered, scientists hypothesized thatinstructions for the operation of any type of cell arecontained in the genetic material of all cells of anorganism. To confirm their hypothesis, they usedultraviolet radiation to destroy the nuclei of unfertil-ized egg cells from frogs. Into the egg cells theyimplanted nuclei taken from frog blastula cells, gas-trula cells, and from cells lining the intestines of tad-poles. Many of these cells survived and eventuallydeveloped into normal frogs.

Control of Cell Differentiation During Development

Polarity in Embryos Biologists have discoveredthat the chemical and physical environment inside

and outside the cell, as well as the position ofembryo cells relative to one another, are importantfactors in gene regulation during development. Forexample, the lower portion of a fertilized sea urchinegg contains large amounts of stored food and iscalled the vegetal pole.The upper portion contains

proteins and specific types of mRNA and is calledthe animal pole.The first and second divisions of the

zygote take place along the polar axis, so that eachdaughter cell has an animal and a vegetal pole.During the third cell division, the cells separate atright angles to the polar axis. These cell divisions areillustrated below.

Animalpole

Animalpole

Vegetal

pole

Vegetal

poleZygote

Firstcell

Secondcell

Third cell

division division division

Eight-celledembryo

3. In an experiment, eight-celled sea urchin embryos were cut apart in two different ways. The first embryowas divided along the polar axis. The second embryo was divided at right angles to the polar axis. Thepieces of the first embryo developed into two similar, normal larvae. The pieces of the second embryodeveloped into abnormal larvae. What conclusions can be reached based on these results?


23/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Typical AnimalCharacteristics

Master

61Master


Section FocusSection Focus

Barnacle

Jellyfish

Gerbil

Frog

Sponge

Spider

Porcupine

Sea star

1 Which of these organisms do you think are animals?

2 On what characteristics did you base your answer?


24/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

1 How are shapes of the organisms in each group similar?

2 How is the shape of each organism suited to the environment in whichit lives?

Body Plansand Adaptations

Master

62Master Section FocusSection Focus


Group A

Group B

Group C


25/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Master

44Master

Animal Development Use with Chapter 25, Sections 25.1, 25.2Basic ConceptsBasic Concepts

Ectoderm

Pseudocoelom

a.

Acoelomateo

rganisms

b.

Pseudocoelomate

organisms

c.Coelomateorganisms

a.Z

ygote

b.

Blastula

c.Sectionthrough

ablastula

d.

Cellsm

oveinward;

gastru

laforms.

e.

Gastrulawith

Embryonic

germ

layers

Me

soderm

Endoderm

Coelom

Digestiv

e

tube

Ecto

derm

Mesoderm

Endoderm

Digestive

tube

Ectoderm

Mesoderm

Endoderm

Digestive

tube

Ectoderm

Endoderm

Blastopore

Where

mesoderm

forms


26/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Worksheet

44Worksheet

Animal DevelopmentBasic ConceptsBasic Concepts

Use with Chapter 25, Sections 25.1, 25.2

1. How many cells does a zygote contain?

2. How would you characterize a blastula?

3.What happens to the blastula to form the gastrula?

4. Identify the three embryonic germ layers and describe their location.

5. Into which kinds of tissue does each of the germ layers differentiate?

6. From what does the mesoderm form?

7.What major structure can be used to tell apart the embryos of acoelomates,pseudocoelomates, and coelomates? Explain the differences.

8. If you studied the developing embryos of an earthworm, a fish, and a human, how couldyou tell that fishes are more closely related to humans than to earthworms? Include thereasoning underlying your response.


27/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Master

38Master

Stages of Developmentin an Animal Egg


Reteaching SkillsReteaching Skills

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Two-celled stage

Eight-celled stage

Blastula

Forming a gastrulaMesoderm

Endoderm

Ectoderm

Cells of the endodermbreak off to form themesoderm


28/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Worksheet

38Worksheet

Stages of Developmentin an Animal Egg

Reteaching SkillsReteaching Skills


1. Define these terms:a. cleavage

b. blastula

c. gastrula

d. ectoderm

e. endoderm

f. protostome

g. deuterostome

h. mesoderm

2.What are examples of groups of animals that follow these developmental strategies?

a. protostome

b. deuterostome

3.Which group of animals does not go through the gastrula stage of development?

4.Where do mesoderm cells originate?


29/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


25Chapter Chapter AssessmentChapter Assessment

Reviewing Vocabulary

Match the definition in Column A with the term in Column B.

Column A Column B

____________ 1.Third cell layer formed in the developing embryo

____________ 2. Body plan of an organism that can be divided alongany plane, through a central axis, into roughlyequal halves

____________ 3.Animal that has three cell layers, with a digestive

tract but no body cavities

____________ 4. Single layer of cells that forms a fluid-filled ballduring early development

____________ 5.Animal in which the mouth does not develop from theopening in the gastrula

____________ 6. Layer of cells on the outer surface of the gastrula

____________ 7. Body plan of an organism that can be divided down itslength into similar right and left halves

____________ 8. Body cavity completely surrounded by mesoderm

____________ 9. Layer of cells lining the inner surface of the gastrula

____________10. Body cavity partly lined with mesoderm, such asfound in roundworms

____________11. Describes organisms that dont move from

place to place

____________12. Embryonic structure in animals that consists oftwo cell layers

____________13.Animal with a mouth that develops from theopening in the gastrula

a. acoelomate

b. bilateral symmetry

c. blastula

d. coelom

e. deuterostome

f. ectoderm

g. endoderm

h. gastrula

i. mesoderm

j. pseudocoelom

k. protostome

l. radial symmetry

m. sessile


30/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter


25Chapter AssessmentChapter Assessment

Understanding Main Ideas (Part A)

Match the number of each location on the drawing of the flatworm with the correct descriptiveterm for the location. Use these choices: ventral, posterior, dorsal, anterior.

1. __________________

2. __________________

3. __________________

4. __________________

In the space at the left, write the letter of the word or phrase that best completes each statementor answers the question.

____________ 5.The embryonic layer that forms the skin and nervous tissue is the

a. endoderm. b. mesoderm. c. ectoderm. d. protostome.

____________ 6.The animals digestive tract forms from the

a. endoderm. b. mesoderm. c. ectoderm. d. protostome.

____________ 7.Which of the following applies to a sponge?

a. adult is sessile b. has a gastrula stage

c. bilateral symmetry d. develops three embryonic layers

____________ 8.What type of symmetry does a bicycle wheel have?

a. bilateral symmetry b. radial symmetry

c. no symmetry d. biaxial symmetry

____________ 9.Which of these animals has bilateral symmetry?

a. sponge b. hydra c. jellyfish d. flatworm

____________10.Animals with bilateral symmetry find food and mates and avoid predators more effi-ciently because they have

a. body cavities. b. more muscular control.

c. tails. d. the ability to see in all directions.

2

1

3

4


31/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

Understanding Main Ideas (Part B)

Answer the following questions.1.What are the main characteristics of an animal?

2. In what way does a sponge qualify as a heterotroph?

3. How do the structures of the digestive tracts of a flatworm and an earthworm differ?

4.What are the early stages of development from zygote to gastrula?

5. In flatworms, different types of tissues are organized into organs, but unlike earthworms, flatwormslack a coelom in which their internal organs are suspended. Where are the internal organs of the flatworms located?

6. Briefly identify the three cell layers formed during embryonic development and give examples of thebody organs and tissues that each layer gives rise to.




32/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

Thinking Critically

Answer the following questions.Answer questions 14, using the table below, which shows the amount of oxygen required for animals ofdifferent body mass to move a given distance.

1. How many mL of O2 does a kangaroo rat require per 1 g of body mass? _________________________

2. How many mL of O2would a mouse require in all? __________________________________________

3.After studying the table, what generalization can you make about the amount of oxygen used byanimals of different body mass?

4.Where in the table do you think a 90 kg human adult would fall? Estimate about how many mL of O2the human would require per 1 g of body mass.

5. Simpler animals are small in size. As large animals evolved, they tended to become more complex.Hypothesize as to why this was necessary.



Animal Body Mass Moved mL O2 Required per1 g of Body Mass

Mouse 10 g 4.00 mL

Kangaroo rat 45 g 2.00 mL

Ground squirrel 140 g 0.80 mL

Dog 13 kg 0.40 mL

Horse 500 kg 0.04 mL


33/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

Applying Scientific Methods

The scientific team you are working with wishes to demonstrate that animals become more efficient ininteracting with their external environment when the body plan that evolved included bilateral symmetryYou have chosen to work with mealworms, the larvae of grain beetles (Tenebrio molitor).

1.You watch the mealworms moving along the sides of the box in which they are housed. State whichfactors other than the body plan of the mealworms might affect their behavior.

2. Hypothesize how a mealworms moving along the sides of a box is related to its bilateral body plan.

3. Plan an experiment to prove your hypothesis.

4.What will be your control in this experiment?




34/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

Applying Scientific Methods continued

5. How could you prove that mealworms are equally sensitive on both the right and left sides oftheir body?

6. Hypothesize what would happen if you were to provide the mealworm with a vertical pane or wallon both its left and right sides.

7. Is this behavior seen in other animals? Explain your answer.




35/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

AssessmentStudent Recording Sheet

Chapter

25Chapter Chapter AssessmentChapter Assessment

Use with pages 690691 ofthe Student Edition

A B C D A B C D

A B C D A B C D

A B C DA B C D

Vocabulary Review

Distinguish between the vocabulary words in each pair.1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

5. _________________________________________________________________________________

Understanding Key ConceptsSelect the best answer from the choices given and fill in the corresponding oval.

6. 9.

7. 10.

8. 11.

Constructed ResponseRecord your answers for Questions 1214 on a separate sheet of paper.

Thinking CriticallyRecord your answer for Question 15 on a separate sheet of paper.

16. Follow your teachers instructions for presenting your BioChallenge answe17. Fill in the correct terms to complete the concept map.

1. _______________________ 4. _____________________

2. _______________________ 5. _____________________

3. _______________________

REAL WORLD BIOCHALLENGE

Standardized Test Practice

Part 2Constructed Response/Grid In

Record your answers forQuestions 24 and 25 on aseparate sheet of paper.

Part 1 Multiple Choice

Select the best answer from the choices given andfill in the corresponding oval.

18. 21.

19. 22.

20. 23.

A B C D

A B C D

A B C D

A B C D

A B C D

A B C D


36/216


37/216

31

Chapter 26 Sponges, Cnidarians,Flatworms, andRoundworms

MINILAB26.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

MINILAB26.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

BIOLAB. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

REINFORCEMENT ANDSTUDYGUIDE(ENGLISH) . . . . . . . . . . . . .37REINFORCEMENT ANDSTUDYGUIDE(SPANISH) . . . . . . . . . . . . .41

CONCEPTMAPPING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

CRITICALTHINKING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

SECTIONFOCUSTRANSPARENCYMASTERS . . . . . . . . . . . . . . . .47

BASICCONCEPTSTRANSPARENCYMASTERS. . . . . . . . . . . . . . . .51

RETEACHINGSKILLSTRANSPRENCYMASTERS . . . . . . . . . . . . . .57

CHAPTERASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

STUDENTRECORDINGSHEET . . . . . . . . . . . . . . . . . . . . . . . . . .65

ContentsContents

Chapter26

Chapter26

Reproducible Pages

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


38/216


39/216

UNIT 8 CHAPTER 26 Sponges, Cnidarians, Flatworms, and Roundworms 33

Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Procedure

! Use a dropper to place a hydra into a watch glass filled with water. Wait several minutesfor the animal to adapt to its new surroundings. CAUTION: Use caution when workingwith a microscope and glassware.

@ Observe the hydra under low-power magnification.

# Formulate a hypothesis as to how this animal obtains its food and/or catches its prey.

$ Place brine shrimp in a culture dish of freshwater to avoid introducing salt into the watchglass.

% Add a drop of brine shrimp to the watch glass while continuing to observe the hydrathrough the microscope.

^ Note which structures the hydra uses to capture food.

&Wash your hands after completing this investigation.

Analysis1. Describe how the hydra captures food.

2.Was your hypothesis supported or rejected?

3. Sequence the events that take place when a hydra captures and feeds upon its prey.

4. Explain how your observations support the fact that hydras have both nervous and mus-cular systems.

Hydras are freshwater cnidarians. They show the typical polyp body plan and

symmetry associated with all members of this phylum. Observe how they capture

their food.

MiniLabMiniLab26.1

Observing

Watching Hydra Feed


40/216

34 CHAPTER 26 Sponges, Cnidarians, Flatworms, and Roundworms UNIT 8

Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Procedure

! Examine a prepared slide of Trichinella larvae under the low-power magnification of yourmicroscope.

@ Locate several larvae by looking for spiral worms enclosed in a sac. All other tissue is

muscle.

# Estimate the size of the larva in m (micrometers).

$ Diagram one larva. Indicate its size on the diagram.

Analysis

1. Describe the appearance of a Trichinella larva.

2.Why might it be difficult to find larva embedded in muscle when meat inspectors usevisual checking methods in packing houses to screen for Trichinella contamination?

3. Suggest what inspectors might do to help detect Trichinella larvae.

You can observe the larval stage of a Trichinella spiralis embedded within the

muscle tissue of its host. It will look like a curled up hot dog surrounded by

muscle tissue.

MiniLabMiniLab26.2

Observing

Observing the Larval Stageof Trichinella


41/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

BioLabBioLab

INVESTIGATEINVESTIGATE Observing PlanarianRegeneration

PREPARATION

ProblemHow can you determine if the flatworm Dugesia

is capable of regeneration?

ObjectivesIn this BioLab, you will: Observe the flatworm, Dugesia. Conduct an experiment to determine if planari-

ans are capable of regeneration.

Materialsplanarianspetri dishdistilled or bottled watercamel hair brush

chilled glass slidedissecting microscopemarking pencil or labelssingle-edged razor blade

Safety PrecautionsAlways wear goggles in the lab. Use extreme

caution when cutting with a razor blade. Washyour hands both before and after working withplanarians. Use care when handling a microscopeand glassware.

Skill HandbookUse the Skill Handbook if you need additional

help with this lab.

Chapter 26

PROCEDURE

1. Obtain a planarian and place it in a petri dishcontaining a small amount of springwater.You can pick up a planarian easily with a smallcamel hair brush.

2. Use a binocular microscope to observe theplanarian. Locate the animals head and tailregion and its eyes. Use diagramAon page735 of your text as a guide

3. Place the animal on a chilled glass slide. Thiswill cause it to stretch out.

4. Place the slide onto the microscope stage.While observing the worm through themicroscope, use a single-edged razor to cutthe animal in half across the midsection. Usediagram B on page 735 of your text as a

guide.5. Remove the head end and place it in a petri

dish filled with water. Put the lid on the dishand label the dish with the date, your name,and the word head.

6.Add water to a different petri dish and place thtail section in it. Put the lid on the dish andlabel it as in step 5, except mark this dish tail.

7. Repeat steps 36 with a second flatworm.

8. Place the four petri dishes in an area desig-nated by your teacher. Change the water ineach petri dish every 34 days.

9. Prepare a data table that will allow you torecord observations of your planarians everyother day for two weeks.

10. Observe your animals under a dissectingmicroscope and record observations and dia-grams in your data table. Include diagramsand the number of days since starting theexperiment in your data table.

11. Cleanup and Disposal Clean all equipment asinstructed by your teacher, and return every-thing to its proper place. Properly dispose ofslides, petri dishes, and planarians. Wash youhands thouroughly.


42/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

BioLabBioLab

INVESTIGATEINVESTIGATE

Observing Planarian Regeneration, continuedChapter 26

ANALYZE AND CONCLUDE

1. State To what phylum do flatworms belong? Are planarians free-living or parasitic? What is your evi-dence?

2. Observing What new part did each original head piece regenerate? What new part did each originaltail piece regenerate?

3. Observing Which section, head or tail, regenerated new parts faster?

4. Infer Would regeneration be by mitosis or meiosis? Explain.

5. Thinking Critically What might be the advantage for an animal that can grow new body parts throughregeneration?

6. Thinking Critically Would the term clone be suitable in reference to the newly formed planarians?Explain your answer.


43/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

In your textbook, read about sponges.

Answer the following questions.1. How does the namePorifera relate to the structure of a sponge?

2. How do sponges obtain food from their environment?

3. Describe a sponges body plan.

Complete the table by writing a cell type or structure in sponges that fits each description.

Use each of the terms below just once to complete the passage.

external buds eggs hermaphroditic internal fertilization

larvae sexual sperm

Sponges sometimes reproduce asexually by forming (8) __________________ . Being

(9)__________________ , a sponge can also produce both (10) __________________ and sperm. During

(11) __________________ reproduction, (12) __________________ from one sponge fertilize the eggs

of another. Fertilization can be external, but (13) ______________________ is more common.

Free-swimming (14) __________________ settle and develop into sessile adults.

Sponges, Cnidarians,Flatworms, and Roundworms

Chapter

26Chapter

Section 26.1 Sponges

Reinforcement and Study GuideReinforcement and Study Guide

Type of Cell or Structure Description

4. Aid in reproduction and nutrient transportHelp produce spicules

5. Form the outside surface of body

Contract to close pores

6. Line interior of sponges bodyUse flagella to draw water through pores

7. Found in jellylike substance between layersMake up sponges support system


44/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter Sponges, Cnidarians, Flatworms,and Roundworms, continued

Chapter


Section 26.2 Cnidarians

In your textbook, read about cnidarians.

Identify each of the following descriptions as either the polyp or medusa form of a cnidarian._________________ 1. Reef-building corals on _________________ 3. Deep sea anemones with

the Great Barrier Reef meter-long tentacles

_________________ 2. Aurelia, the moon jellyfish _________________ 4. The asexual phase in ajellyfishs life cycle

Answer the following questions.5. Nematocysts are characteristic of cnidarians. How does a nematocyst work?

6. Compare and contrast how food is digested in a sponge and in a cnidarian.

7. How does a nerve net function?

Order the following steps in the life cycle of a jellyfish from A to F, beginning with the release of

eggs and sperm.________________ 8. A polyp grows and buds repeatedly.

________________ 9. External fertilization takes place in the sea.

________________ 10. A zygote develops into a blastula, which develops into a larva.

________________ 11. Male and female medusae release sperm and eggs, respectively.

________________ 12. A cilia-covered larva settles onto a surface.

________________ 13. A tiny medusa breaks free from its sessile parent and drifts away.


45/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

In your textbook, read about flatworms.

For each statement below, write true or false.________________ 1. Flatworms are bilaterally symmetrical and have a clearly defined head.

________________ 2. Adult planarians can focus well enough with their eyespots to form imagesof objects in their environment.

________________ 3. Flame cells play an important role in maintaining water balance in planaria.

________________ 4. A planarian uses its pharynx to locate food.

________________ 5. Planarians reproduce sexually by producing encapsulated zygotes that hatchinto free-swimming larvae.

In part C of the illustration below, draw in what you think will happen to the two halves of the cuplanarian. Then, answer the question.

6. 7. How is regeneration adaptive forsurvival in planarians?

Complete the table by checking the correct column for each description.

Sponges, Cnidarians, Flatworms,and Roundworms, continued

Chapter


Section 26.3 Flatworms

CBA

Description Planarian Tapeworm Fluke

8. Lives parasitically within a host

9. Body made up of proglottids

10. Body is thin and solid

11. Free-living in aquatic environments

12.Attaches to hosts intestine with scolex

13. Extends a pharnyx to suck up food

14.May live in hosts blood vessels


46/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Chapter

In your textbook, read about roundworms.

Answer the following questions.1.What impact do parasitic roundworms have on other organisms?

2. List three ways in which roundworms differ from flatworms.

3.What accounts for the characteristic wriggling movement of roundworms?

4.What are four of the most common parasitic roundworms that infect humans?

5. Can roundworms cause plant diseases? Explain.

6.What parts of plants are most commonly susceptible to parasitic roundworms?

Below are two medical reports. After reading each report, give a preliminary diagnosis of whatyou think might be causing the problem.

Sponges, Cnidarians, Flatworms,and Roundworms, continued

Chapter


Section 26.4 Roundworms

MEDICAL REPORTPatient is an active 5-year-old girl.

Complains about a constant itchingaround the anal area, especially atnight.

Preliminary Diagnosis:

MEDICAL REPORTPatient is a 29-year-old female Peace

Corps volunteer. Lived with remotetribe whose primary food is pigs.Complains of muscle pain.

Preliminary Diagnosis:

7. 8.


47/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

En tu libro de texto, lee acerca de las esponjas.

Contesta las siguientes preguntas.1. Qu relacin tiene la palabraPorfera con la estructura de las esponjas?

2. Cmo obtienen sus alimentos las esponjas?

3. Describe el diseo corporal de las esponjas.

Completa la tabla anotando el tipo de clula o estructura de las esponjas que corresponde a cadadescripcin.

Completa el prrafo usando cada trmino una sola vez.yemas externas huevos hermafroditas fecundacin internalarvas sexual espermatozoides

A veces, las esponjas, se reproducen asexualmente mediante la formacin de (8) __________________ .

Debido a que son (9)__________________ , las esponjas pueden producir (10) __________________ y

espermatozoides. Durante la reproduccin (11) __________________ , los (12) __________________ de

una esponja fecundan los vulos de otra esponja. La fecundacin puede ser externa, pero la

(13) ______________________ es ms comn. Las (14) __________________ , que son animales de vida

libre, se establecen y convierten en individuos adultos.

Esponjas, cnidarios,planarias y gusanos redondos

Captulo

26Captulo

Seccin 26.1 Las esponjas

Refuerzo y Gua de estudioRefuerzo y Gua de estudio

Tipo de clula o estructura Descripcin

4. Ayuda en la reproduccin y en el transporte denutrientes. Participa en la produccin de espcula

5. Forma la superficie externa del cuerpo. Se

contrae para cerrar los poros.

6. Recubre el interior del cuerpo de la esponja.Utiliza sus flagelos para hacer circular el agua atravs de los poros.

7. Se encuentra en una sustancia gelatinosa entre lacapas. Forma la estructura de sostn de la esponja

UNIDAD 8 CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos 41

Nombre Fecha Clase


48/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

CaptuloEsponjas, cnidarios, planarias ygusanos redondos, continuacin

Captulo


Seccin 26.2 Los cnidarios

En tu libro de texto, lee acerca de los cnidarios.

Identifica cul de las siguientes descripciones corresponde a la etapa de plipo o a la etapa demedusa de un cnidario.

_________________ 1. Los corales que forman _________________ 3. Anmonas de aguasel Gran Arrecife de Coral profundas y con

tentculos de unmetro de longitud.

_________________ 2. Aurelia, el aguamala _________________ 4. Fase asexual del ciclode la luna de vida de un aguamala.

Contesta las siguientes preguntas.5. Los nematocistos son caractersticos de los cnidarios. Como funcionan los nematocistos?

6. Compara la digestin entre las esponjas y los cnidarios.

7. Cmo funciona una red nerviosa?

Ordena de A a F las siguientes etapas del ciclo de vida de un "aguamala", empezando con laliberacin de vulos y espermatozoides.

________________ 8. Un plipo crece y sufre gemacin repetidas veces.

________________ 9. Ocurre la fecundacin externa en el mar.

________________ 10. El cigoto se convierte en una blstula, la cual a su vez se transforma en una larva.

________________ 11. La medusa masculina y la femenina liberan espermatozoides y vulos,_______________ respectivamente.

________________ 12. Una larva recubierta de cilios se establece en una superficie.

________________ 13. Una diminuta medusa se separa de sus progenitores ssiles y se aleja flotando_______________ a la deriva.

Nombre Fecha Clase

42 CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos UNIDAD 8


49/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Captulo

En tu libro de texto, lee acerca de las planarias.

Indica si cada uno de los enunciados es verdadero o falso.________________ 1. Las planarias tienen simetra bilateral y tienen una cabeza claramente definida.

________________ 2. Las planarias adultas tienen manchas oculares que les permiten forman imgenede los objetos en su ambiente.

________________ 3. El bulbo ciliado es importante para mantener el contenido de agua adecuado deplanaria.

________________ 4. La planaria utiliza la faringe para localizar sus alimentos.

________________ 5. Las planarias se reproducen sexualmente, produciendo cigotos rodeados de unacpsula y que se convierten en larvas de vida libre.

En el siguiente diagrama dibuja en la figura C lo que ocurrir si cortas por la mitad una planaria.Luego, contesta la pregunta.

6. 7. Por qu es la regeneracin una adaptcin de las planarias para sobrevivir?

Completa la tabla indicando la columna correspondiente a cada enunciado.

Esponjas, cnidarios, planarias ygusanos redondos, continuacin

Captulo


Seccin 26.3 Las planarias

CBA

Enunciado Planaria Tenia Trematodo

8.Viven como parsitos dentro de su husped.

9. Cuerpo formado por progltides.

10. El cuerpo es delgado y slido.

11. Organismo de vida libre en ambientes acuticos.

12. Se fija al intestino de su husped con el esclex.

13. Extiende su faringe para succionar sus alimentos.

14. Puede vivir en los vasos sanguneos de su husped.

UNIDAD 8 CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos 43

Nombre Fecha Clase


50/216

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Captulo

En tu libro de texto, lee acerca de los gusanos redondos.

Contesta las siguientes preguntas.1. Qu efecto tienen los gusanos redondos parsitos en otros organismos?

2.Anota tres diferencias entre los gusanos redondos y los gusanos planos.

3. Por qu los gusanos redondos se desplazan ondulando el cuerpo?

4. Cules son cuatro de los gusanos redondos parsitos ms comunes en los humanos?

5. Causan enfermedades en las plantas los gusanos redondos? Explica.

6. Qu partes de la planta son ms susceptibles a ser infectadas por gusanos redondos parsitos?

A continuacin se muestran dos informes mdicos. Realiza un diagnstico preliminar delproblema en base a la informacin de cada informe.

Esponjas, cnidarios, planarias ygusanos redondos, continuacin

Captulo


Seccin 26.4 Los gusanos redondos

INFORME MDICOLa paciente es una nia activa de

5 aos. Se queja de comeznconstante alrededor del rea anal,especialmente en la noche.

Diagnstico preliminar:

INFORME MDICOLa paciente es una mujer joven de 29

aos, voluntaria del Cuerpo de Paz. Vivien una regin remota con una tribu cuyoalimento principal era carne de cerdo. Sequeja de dolores musculares.

Diagnstico preliminar:

7. 8.

Nombre Fecha Clase

44 CAPTULO 26 Esponjas, cnidarios, planarias y gusanos redondos UNIDAD 8


51/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


Chapter

26Chapter Concept MappingConcept Mapping


Sponges

Complete this concept map showing structure and function in a sponge. Use these words or phrases oncecollar cells; no tissues, organs, or organ systems; amoebocytes; pore cells; two cell layers; filter feeding; eukaryotimulticellular heterotrophs; epithelial-like cells; no body cavity; spicules.

Sponges

are

including

that have

made up of

that obtainfood by

have flagella thatmove water

through the pores

thin, flat; contract inresponse to stimuli

carry nutrients toother cells

aid in reproduction help producechemicals to make

bring water andnutrients into the

body

2.

1.

4.

7.6.

9.

10.

8.

5.3.

four typesof cells


52/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.


Chapter

26Chapter Critical ThinkingCritical Thinking


1. What helps pieces of sponge attach to the lesser sponge crab?

2. Why would hooked hairs help hold pieces of sponge on the sponge spider crab?

3. Some hermit crabs attach the sponge Suberites domuncula to the shell in which they live. The shell providesdurable protection. What other protection might the sponge provide? How might the bad smell and tasteof a sponge ward off enemy attacks?

4. Are sponges that attach to crabs stationary?

5. What advantages might the sponges that attach to crabs have?

Sponges camouflage and protect certain speciesof crabs. The lesser sponge crab (Dromidia antil-

lensis), and the sponge spider crab (Macrocoelomatrispinosum) grow sponges on their backs. The lessersponge crab holds the sponge on its back until thesponge attaches itself to the crab. Tiny curved bristles

on its back help hold the sponge in place. The spongespider crab places pieces of sponge into hookedhairs. Use the illustration to answer the questionsthat follow.

Sponge Camouflage

Lesser Sponge Crab Sponge Spider Crab


53/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

1 What does the body shape of this sponge suggest about the way itgets food?

2 What are the advantages and disadvantages of being permanentlyattached to a surface, as this sponge is?

SpongesMaster

63Master



Sponge


54/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

1 What are some characteristics that are common to these animals?

2 How are these animals adapted to marine life?

CnidariansMaster



Hydra

Sea anemone

Portuguese man-of-war


55/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

1 This tapeworm is a parasite. What do you think the hooklike structuresat the head of the tapeworm are used for?

2 What is one advantage and one disadvantage of a parasitic way of life

FlatwormsMaster

65Master



Head

Tapeworm


56/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

1 The drawings show longitudinal sections of two different animals. Howdoes food enter and waste exit each animal?

2 Ascaris is a pseudocoelomate (has a fluid-filled body cavity). What isthe advantage of this characteristic?

Body PlansMaster



Hydra

Ascaris


57/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Master

45Master

Body Structure ofSponges and Cnidarians

Use with Chapter 26,Sections 26.1, 26.2

Basic ConceptsBasic Concepts

Sponge Body Plan

Cnidarian Body Forms

Epithelial-like cells

Osculum

FlagellaSpicule

Collar cell

AmoebocytesDigestive cavity

Spicules

Pore cell

Collar cells

Pores

Amoebocytes

Directionof flow

of water

Nematocysts

Mouth

Mouth lobes

Tentacle

Gastrovascularcavity

BasaldiscPOLYP

FORM

MEDUSAFORM


58/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Worksheet

45Worksheet

Body Structure ofSponges and Cnidarians


Use with Chapter 26,Sections 26.1, 26.2

1.What is the function of the osculum in a sponge?

2.Which structures form a hard support system in a sponge?

3.What role do amoebocytes play in sponges?

4.Which structures in cnidarians are used for capturing food?

5.What is the function of the nematocysts in cnidarians?

6. Describe the symmetry of sponges and cnidarians.

7. Compare the two body forms of cnidarians.

8.What is the major distinction between the cell layers of a sponge and those of a cnidarian?


59/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Master

46Master

Phylogeny of Spongesand Cnidarians



PhylumCnid

aria

ClassScypho

zoa

200specie

s

PhylumC

nidaria

ClassHy

drozoa

2700species

Phylum

Cnidaria

ClassAnthozoa

6200species

PhylumPorifera

5000species

Protists

Present


60/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Worksheet

46Worksheet

Phylogeny of Spongesand Cnidarians



1. Roughly, what is the ratio of cnidarian species to poriferan species?

2.What classes are included in the phylum Cnidaria? Identify a representative organismfrom each class.

3. Compare the present and prehistoric environments of most poriferans and cnidarians.

4.What evidence exists to support the idea that poriferans evolved from protists?

5.What evidence exists to support the idea that cnidarians evolved from protists?

6.Why are cnidarian origins not well understood?


61/216


Name Date Class

Copyrig

htGlen

coe/

McGraw-H

ill,a

divisiono

fThe

McGraw-H

illCompan

ies,

Inc.

Master

47Master

Life Cycle of a Jellyfish Use with Chapter 26, Section 26.2Basic ConceptsBasic Concepts

Male

Sperm

Larva

Asexual

Reproduction

Sexual

Reproduction

Female

Eggs

Insex

ualreproduction,amale

medusareleasesspermandthe

femalemedusareleaseseggs.

Externalfertilizationoccursin

thew

ater.

A

Intheasexualphase,apolypgrowsand

beginstoform

budstha

tbecometinymedusae.

Astheb

udsbuildup,

thepolypresemblesastackofplates.

C

Thezygotegrowsand

developsintoablastula.

Theblastulabecomesa

free-swimminglarva.

The

larva,coveredwithcilia,

swimsandeventually

settlesandattachesitself

toahardsurface.

B

Oneby

one,

the

tinymedusae

moveawayfr

om

theparentpo

lyp,

andthecycle

beginsagain.

D

7/22/201

27.2 Segmented Worms

Documents

Transcript of 27.2 Segmented Worms