OCCC
COURSE: GENERAL
ZOOLOGY
COURSE NUMBER: BIO
2215
INSTRUCTOR:
PHONE: 682-1611
ext.
OFFICE HOURS:
COURSE DESCRIPTION
General Zoology provides a systematic investigation of the
major protistan and animal groups. Students
will be able to discuss and correctly apply evolutionary, taxonomic,
anatomical, physiological, behavioral, and ecological characteristics which
exist within each of these groups.
Laboratory work which requires dissection is an integral and
required part of this course. Your
presence and participation in the laboratory is required. There are no facilities to make up missed
laboratory work and no option for independent work. Students are responsible for laboratory
material missed due to absence.
COURSE OBJECTIVES
In this course you will learn the systematic relationships
of animals using evolutionary advances in form and function as criteria. These comparisons will establish an organized
array of facts and descriptions which can be used to: (1) determine where each animal group fits
evolutionarily in the animal kingdom; (2)
place animals in classification schemes; (3) show which characteristics interrelate and
interconnect all animals; (4) demonstrate how changes in animal structure
provide opportunities for adaptation to new or existing environmental
conditions; (5) evaluate the general magnitude of animal evolution over time;
(6) develop a historical perspective of animals; and (7) illustrate how
different animal structures and functions are complimentary.
COURSE PACING
BIO 2215 is a group-paced course. Your instructor will establish test dates,
due dates for laboratory reports and other assignments. These dates must be observed in order to maintain
a good standing in the class.
EXAMINATION POLICY
You will be required to take a written assessment covering
stated objectives for each of the lecture and laboratory units. Students are expected to take each exam in
class on the scheduled date. A missed
exam will be recorded as a zero. Acceptable
reasons for missing an exam are at the discretion of the instructor. Any excused absence must be arranged with
the instructor prior to the scheduled exam date.
COURSE GRADING CRITERIA
A: 90-100% average
B: 80-89% average
C: 70-79% average
D: 60-69% average
F: Below 60% average
Competency levels (grades) are based on your performance on
a series of classroom and laboratory exams.
Course requirements are summarized below. Your instructor may have requirements in
addition to the following.
Unit
Exams (6 @ 100 pts each) =
600 pts*
Laboratory
Exams (6 @ 50 pts each) =
300 pts
Total
Points Possible 900+
pts**
* The final exam will contain a comprehensive section. Your instructor may choose to have a
separate, comprehensive, final exam that could alter the total amount of points
possible.
** There will also be points given for homework
assignments
SPELLING POLICY
Terms that are to be defined, scientific names of organisms,
and in general, the ‘scientific terminology’ must be spelled correctly. Each misspelled word will result in a
deduction of 1/4 of a percentage point from your score. Correct spelling is an essential component of
this and any other science course.
LEARNING RESOURCES
Textbook: Integrated Principles of Zoology. C. P. Hickman Jr. et al., 14th (13th)
ed.
Laboratory:
Zoology: A Study of Animal Life. A. J. Stancampiano, R. Choate. J. Hilliard, 1st
ed. Photocopying
of laboratory exercises is prohibited
A Key to the Skulls of North American Mammals. Bryan P. Glass and Monte L. Thies, 3rd
ed.
A Photographic Atlas for the
Zoology Laboratory. K. M. Van De
Graaff and J. L.
Crawley, 4th ed. (optional)
ATTENDANCE
College level biology courses are among the most difficult
courses offered at OCCC. Your attendance
is expected. Students utilizing the Science Center must make an appointment, in
person, at least 24 hours in advance.
Students who do not attend a scheduled appointment in the Science Center will have 1% of their total
points possible deducted for each time they miss.
ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS
Oklahoma City
Community College
complies with Section 504 of the Rehabilitation Act and the Americans with
Disabilities Act. Students with
disabilities who seek academic accommodations must make their request by:
Contacting the Office of Student Support Services located on the first floor of
the main building near Entry 12 or call 405.682.7520.
ADDITIONAL INFORMATION
Students interested in medical careers: Some criminal
convictions (misdemeanors or felonies) will prevent individuals from
participating in medical careers. Often,
background checks will be conducted prior to participation in clinical
rotations and again prior to employment.
ASSESSMENT OF STUDENT LEARNING
Oklahoma
City Community College is committed to providing quality educational
experiences to all students and to allowstriving for continuous
improvement in its programs and services.
Student learningassessment
is vital to the educational process and can be of significant value to you and
to the students who follow youthe
student as well as contribute to their education success.
To ensure that adequate adequate assessment information is available
to allow OCCC to continuously improve
programs and services, studentsyou
may be asked to participate in personal interviews; take program and/or general
education assessments, which could be tests; give oral presentations, write
assignments, take surveys, or engage in other activities. You may be asked to complete the assessments,
tests, and other activities during a
designated times, which may include class periods in a semester.
These opportunities are your chance to help OCCC improve the courses,
programs, and services which could affect you and will certainly impact
students in the future.
Unit 1. Classification
and Evolution
Chapters
1-3, 6, 9-10
1. Discuss the nature of science and how the scientific method
enables us to learn about the natural world.
2. Define and differentiate
between systematics, classification, and taxonomy.
3. Define
nomenclature. Who is responsible for
introducing binomial nomenclature?
4. Be able to
properly write the scientific names of organisms using the binomial.
5. Be able to
list, in ascending/descending order, the 8 major taxonomic levels.
6. According
to current classification, identify the names of the six kingdoms of life.
7. Differentiate
between eukaryotic and prokaryotic cells.
8. Discuss and
define the three species definitions (biological, evolutionary, and
phylogenetic).
9. Discuss
chemical evolution including the first organic molecules and living systems.
10. Discuss the
basic principles of Darwinian evolution.
11. Define and differentiate
between microevolution and macroevolution.
12. List and
discuss the mechanisms for natural selection including directional,
stabilizing, and disruptive selection.
13. List and
discuss factors contributing to evolution including mutation, nonrandom mating,
gene flow, and genetic drift.
14. Discuss
Hardy-Weinberg Equilibrium.
15. List and
discuss the models of speciation to include allopatric, sympatric, and
parapatric speciation
16. List and
define the different patterns of evolution.
17. Compare and
contrast gradualism and punctuated equilibrium.
18. Define the
following terms:
taxon homologies analogies symplesiomorphy
synapomorphy monophyletic polyphyletic paraphyletic
cephalization gradualism punctuated equilibrium
divergent convergent parallel evolution coevolution
allopatric sympatric parapatric directional selection
stabilizing selection disruptive
selection homoplasy clade
Unit 2.
Kingdom Protista, Kingdom Animalia: Phyla Porifera, Cnidaria, and Ctenophora
Chapters
11-13
1.
Name the major groups of the Kingdom Protista discussed
in class including:
Chlorophyta Retortamonada Axostylata Ciliophora
Apicomplexa Euglenozoa Amebas Dinoflagellata
2.
Define and discuss the specialized structures of some
protists including:
pellicle ectoplasm endoplasm contractile vacuoles cytopharynx
cytostome
3.
Discuss the advantages/disadvantages of a high surface
area to volume ratio.
4.
Discuss the various types of asexual and sexual reproduction
in protists.
5.
Discuss the various types of symbiotic lifestyles
including:
parasitism mutualism commensalism
6.
Differentiate between and identify the various taxa of
protists based on their unique characteristics.
7.
Discuss the proposed origins of primitive multicellular
animals.
8.
List and define the various general characteristics
found in the Phylum Porifera.
9.
List and define the three basic body forms found in
sponges. Which is the most complex? Least?
10.
Discuss the method and procedure of feeding in sponges.
11.
List and discuss the three classes found in the Phylum
Porifera. Be able to identify each based
on their unique characteristics.
12.
Discuss asexual and sexual reproduction in sponges.
13.
List and discuss the general characteristics of the Phylum
Cnidaria.
14.
Define/discuss the alternation of generations.
15.
Describe the function(s) of the gastrovascular cavity.
16.
Discuss the advantages of a diploblastic body.
17.
Define a nerve net and discuss, topically, how impulses
are transmitted along a nerve net (i.e. what direction?).
18.
List characteristics unique to each of the following
classes of the Phylum Cnidaria:
Hydrozoa Scyphozoa Anthozoa Cubozoa
19. List the characteristics unique to the
Phylum Ctenophora.
20. Define the following:
binary
fission plankton test trichocysts
pinacocytes archaeocytes choanocytes porocytes
spicules spongin gemmules polyp
medusa nematocyst manubrium oral arms
statocyst velum pedal disc protandry
cnidocyte monoecious dioecious planula
zooxanthellae comb plates comb rows
Unit
3. Phyla Platyhelminthes, Nematoda, Nematomorpha, Rotifera,
and Mollusca
Chapters
8, 14-16, 17
1.
Differentiate between diploblastic and
triploblastic. List the three embryonic
germ layers.
2.
Compare and contrast acoelomate, pseudocoelomate,
eucoelomate. Name a phylum which
represents each.
3.
List the basic characteristics for the Phylum
Platyhelminthes.
4.
List the distinguishing characteristics for the Classes
Turbellaria, Monogenea, Trematoda, and Cestoda.
5.
List the site of adult infection, scientific name,
disease caused (if applicable), and common name of the parasitic flatworms
discussed in class.
6.
Discuss, using appropriate names for specific stages and
hosts, a generalized life cycle for a trematode and cestode.
7.
List the basic characteristics for the Phylum Nematoda.
8.
List the site of adult infection, scientific name,
disease caused, and common name of the parasitic roundworms discussed in class.
9.
List the basic characteristics for the Phyla
Nematomorpha and Rotifera.
10.
Describe the life
cycle for Philodina, a representative Rotifer.
11.
Differentiate between protostomes and deuterostomes.
12.
List the basic characteristics for the Phylum Mollusca.
13.
List the distinguishing characteristics for the Classes
Gastropoda, Bivalvia, Scaphopoda, Polyplacophora, and Cephalopoda and a
representative genus of each where applicable.
14.
Compare and contrast the nervous, digestive,
circulatory, excretory, and reproductive systems of the above phyla.
15.
Define the following terms:
rhabdites adhesive glands releaser glands protonephridia
metanephridia ocelli tegument glycocalyx
proglottid scolex strobila metacercaria
cercaria miracidium rediae sporocyst
eutely cuticle phasmid trunk
corona foot mastax parthenogenesis
gastric
shield mictic amictic hydrostatic
final
host intermediate
host ganglion torsion
flame
cell headfoot radula labial palps
lamellae chromatophores hectacotylus schizocoelous
enterocoelous protostome deuterostome mosaic development
regulative
development
Unit
4. Phyla Annelida, Arthropoda, and
Echinodermata
Chapters
17, 19-22
1.
List the basic characteristics for the Phylum Annelida.
2.
What is metamerism?
Discuss the advantages of metamerism.
3.
What is tagmatization?
How does it relate to metamerism?
4.
List the distinguishing characteristics for the Classes
Polychaeta, Oligochaeta, and Hirudinea.
5.
List the basic characteristics for the Phylum
Arthropoda.
6.
List the four extant subphyla of Arthropods and their
distinguishing characteristics.
7.
Discuss the major factors that have led to the success
of the Arthropods.
8.
List distinguishing characteristics for the different
classes of each subphylum.
9.
Discuss the major factors that have led to the success
of Class Insecta.
10.
Discuss the different developmental patterns found in
Class Insecta.
11.
Define metamorphosis.
12.
Discuss how the nervous system and endocrine system coordinate
to improve reproductive success.
13.
Define thermoregulation. Differentiate between behavioral and
physiological thermoregulation.
14.
Define ectotherm.
15.
List the basic characteristics for the Phylum
Echinodermata.
16.
List the distinguishing characteristics for the Classes
Asteroidea, Ophiuroidea, Echinoidea, Holothuroidea, and Crinoidea and a
representative genus where applicable.
17.
Differentiate between protostomes and deuterostomes.
18.
Compare and contrast the nervous, digestive,
circulatory, excretory, and reproductive systems of these three phyla.
19. Define the following terms:
ecdysis carapace deuterostome protostome
prosoma opisthosoma coxal glands Malpighian tubules
book
gills(lungs) tracheae maxilla maxillipeds
pereopods uropods gonopods green glands
spiracles spermatophores ring canal stone canal
madreporite ampulla t ube
feet Aristotle’s
lantern
sessile dermal branchiae bursae pedicellaria
siphon pheromone ossicle nephridiopore
metamorphosis respiratory tree metameric setae
hirudin parapodia tagmatization
Unit 5. Phyla Hemichordata and Chordata: Subphyla
Urochordata, Cephalochordata, andVertebrata (part)
Chapters
22-25
1.
Be able to differentiate between Hemichordates and Chordates.
2.
List the distinguishing characters for the classes
Enteroneusta and Pterobranchia.
3.
List the three subphyla of the phylum Chordata and
representatives for each.
4.
List and discuss the five developmental characteristics
unique to chordates.
5.
Identify members of the subphylum Urochordata based on
their characteristics.
6.
Identify members of the subphylum Cephalochordata based
on their characteristics.
7.
List the distinguishing characteristics for the
Superclass Agnatha.
8.
Identify members of the Class Myxini and
Cephalaspidomorphi based on their characteristics.
9.
List the distinguishing characteristics for the
Superclass Gnathostomata.
10.
Differentiate between cartilagenous (Class
Chondrichthyes) and the bony fishes.
11.
Differentiate between Class Sarcopterygii and Class
Actinopterygii.
12.
Discuss how fishes have adapted to their aquatic
environment to include:
salinity
maintaining position
in water column
gas exchange
circulatory
differences
osmoregulation
reproduction and
development
13.
List the distinguishing characteristics for the Class
Amphibia.
14.
List the distinguishing characteristics for the orders
Anura, Caudata, and Gymnophiona.
15.
Differentiate between the family Plethodontidae and
Salamandridae.
16.
Discuss the evolutionary pressures encountered by
Amphibians and how they deal with living in both an aquatic and terrestrial
environment.
17.
Discuss the various means of gas exchange in
Amphibians.
18.
Define the following:
notochord pharyngeal gill slits diadromous anadromous
catadromous opercle (operculum) swim bladder buccal pump
opercular
pump RAM ventilation lamellae mimicry
amniotic
egg counter-current placoid oviparous
ovoviviparous viviparous buccopharyngeal cutaneous
ectotherm poikilotherm paedomorphic spermatheca
Unit
6. Classes Reptilia, Aves, and
Mammalia; Animal Ecology
Chapters
26-28, and 38
19.
List the distinguishing characteristics for the Class
Reptilia.
20.
List the distinguishing characteristics for the 4
orders and any suborders of reptiles.
21.
What is the major synapomorphy that distinguishes
reptiles, birds, and mammals from other vertebrates?
22.
Discuss the differences between diapsid, anapsid, and
synapsid skull types.
23.
Discuss the reptilian responses to evolutionary
pressures.
24.
Discuss the evolutionary origins of birds including the
reptilian lines that gave rise to them.
25.
Be able to identify the avian skull type.
26.
Be able to label the parts of a feather.
27.
List the three basic feather types.
28.
List some of the skeletal and other anatomical
modifications that allow more efficient flight in birds.
29.
Describe the avian heart in terms of the number of
chambers and relative size in comparison to other vertebrates. Be able to trace a drop of blood beginning and
ending in the right atrium through the respiratory (pulmonary) and systemic
circuits.
30.
Describe the one-way flow of air through the avian
respiratory system.
31.
Describe the complexity of the avian nervous system and
how it relates to flight.
32.
Describe the different wing shapes and the primary
function of each.
33.
List and discuss the different feeding specializations
of birds.
34.
List and define the different types of mating systems
in birds.
35.
Compare and contrast altricial and precocial.
36.
Define endothermy and homeothermy.
37.
List and identify any avian orders discussed in class.
38.
Discuss the evolutionary origins of mammals including
the reptilian lines that gave rise to them.
39.
Be able to identify the mammalian skull type.
40.
List the characteristics that are unique to mammals.
41.
List and discuss the different feeding specializations
of mammals.
42.
List and identify any mammalian orders discussed in
class.
43.
Discuss the significance of a dentary-squamosal
articulation.
44.
List and define the levels of ecological hierachy.
45.
Define the term niche and describe how an organisms
niche relates to its community.
46.
Discuss the factors that regulate populations (i.e. density-dependent
and density-independent).
47.
Define carrying capacity and discuss how it relates to
population growth.
48.
List and discuss the three main community interactions,
competition, predation, and symbiosis.
49.
Define the following:
diapsid anapsid synapsid spermatheca
parthenogenesis glomerulus theropods Archaeopteryx
ratite keeled parabronchi air sacs
crop gizzard placental pelycosaurs
monotreme marsupial therapsids cynodonts
heterodont incisors canines premolars
molars species population community
ecosystem biosphere
OKLAHOMA CITY COMMUNITY
COLLEGE LABORATORY SAFETY
Oklahoma City Community
College science laboratories exist to provide you
with the opportunity to learn. Whether you do your lab work in a group lab (GP)
or individually paced through the Science
Center, the same
laboratory rules and safety precautions apply. Always follow the instructions
given by your instructor/laboratory supervisor.
Some labs require the sharing of
equipment and materials. If you
inadvertently break or remove from the laboratory a piece of equipment, you may
be preventing other students from completing their lab work. We ask that you
exercise care and consideration when handling laboratory equipment.
When you choose the individual pacing
option (IP), you may find yourself working with less supervision. This means
that you have a greater responsibility for safety - not only your own, but the
safety of others. It is very important that you observe all safety regulations,
and help others to do so as well. Please, don’t think of the laboratory as
recreation. Have a productive time learning, but remember THERE ARE
HAZARDS WHICH COULD RESULT IN SERIOUS INJURY.
Read the following safety regulations
and then indicate with your signature that you understand and agree to comply before
beginning any laboratory work.
LABORATORY RULES AND SAFETY
PRECAUTIONS
1.
1. Do not
enter the laboratory when an instructor/lab supervisor is not present or the
lab door is closed. Finish your lab work in time to clean up before the end of
the scheduled lab period.
2.
Use an approved disinfectant to clean your lab station
at the beginning and end of each lab as directed by the instructor/supervisor.
3.
Perform only authorized experiments. You must be
enrolled in a class with a lab to perform lab work. Children, friends, or
visitors are not permitted to be with you while
you do your lab work.
4.
Wear personal protective equipment (PPE) when instructed
to do so by your instructor/laboratory procedures or your lab supervisor. When
required, the PPE should also be worn when cleaning up following an experiment.
5.
Eating, drinking, mouth rinsing, applying of cosmetics
or lip balm, or handling contact lenses is prohibited in the Science Center
or group lab areas.
6.
Shoes which offer reasonable protection will be worn
while in the laboratory.
7.
Be considerate of others working in the laboratory. Do
not distract others while conducting experiments or accomplishing lab
activities. When finished with equipment or materials to be shared with others,
make them available to others as quickly as
possible.
8.
Clean all equipment, glassware, and the work area you
have been using and return them to their proper places in the laboratory before
leaving the lab.
9.
Know the location and proper use of safety equipment in
the laboratory.
10.
Immediately notify the lab supervisor of chemical
spills, broken glass, or other hazards. Do not attempt to clean up such
mishaps/materials by yourself without first alerting your instructor/lab
supervisor.
11.
Immediately notify the instructor/lab supervisor of any
accidents, injuries, or situations in which exposure to human blood or other
potentially infectious materials in the laboratory regardless of how minor they
appear to be.
12. Apply Universal Precautions and
Body-Substance Isolation infection control procedures when appropriate to
minimize potential exposure to blood borne pathogens.
13. You may be exposed to potentially
hazardous materials in the process of completing your required laboratory
activities. Persons with specific health concerns such as expectant mothers,
wearers of contact lenses, persons with known hypersensitivities, etc. should
consult their personal physician about potential risks before enrollment in the
course.
14. In case of an emergency, think prior to
aiding a fellow person in distress. Notify your instructor/lab supervisor first.
If you then choose to assist an injured person, provide yourself with
protection from blood or other potentially infectious materials. If possible
exposure occurs, ask for a copy of the incident report and consult with your
personal physician.
COMPLETE THIS SHEET AND GIVE IT TO
YOUR INSTRUCTOR PRIOR TO BEGINNING ANY WORK IN THE LABORATORY OR SCIENCE CENTER
I have read and
agree to abide by the laboratory safety procedures and regulations as presented
in the syllabus for BIO 2215, General Zoology, Section Number________. Where appropriate, I will apply universal
precautions and body substance isolation procedures. My enrollment in this course indicates my
acceptance of responsibility for the consequences of possible exposure to
potentially hazardous materials, having been advised to consult with my
personal physician regarding specific health concerns or existing conditions I
may have relative to the advisability of enrollment in this course. I have
received the ADA
information. My instructor for this course is _____________________________.
____________________________ _____________________________ __________
(Print
Name) (Signature) (Date)