Zoology - S. Miller, J. Harley ,5th edition.pdf - Zoology - simonrodnip55

Miller−Harley: Zoology,

Fifth Edition

Front Matter

Preface

Companies, 2001

PREFACE

The planning for the ﬁrst edition of Zoology began in the late

1980s at a time when instructors and their students had few op-

tions in the choice of a general zoology textbook. In the ﬁrst four

editions of Zoology, we have tried to present zoology as an exciting

and dynamic scientiﬁc ﬁeld. We have made very deliberate

choices in content and style to enhance the readability of the

textbook, realizing that authority and detail of content are of lit-

tle consequence if students ﬁnd the book difﬁcult to use. Many of

these choices have been challenging, and the labor involved has

at times been exhausting. With each edition we have received

student and instructor feedback that has conﬁrmed our approach

and rewarded our efforts. We believe that the decisions we, and

our colleagues at McGraw-Hill, have made have largely been the

right decisions. This is why we are privileged to have a ﬁfth edi-

tion of Zoology in your hands, while other books have not survived

the rigors of “textbook selection.”

Our goals in preparing the ﬁfth edition of Zoology were the

same as in previous editions. We prepared an introductory general

zoology textbook that we believe is manageable in size and adapt-

able to a variety of course formats. We have retained the friendly,

informative writing style that has attracted instructors and stu-

dents through the ﬁrst four editions. Users of the fourth edition

will quickly notice that the ﬁfth edition of Zoology is 200 pages

shorter. This change is in response to user requests for a text that

is less expensive and more useful in one-semester course formats.

Course sequences at many colleges and universities dictate that

biological principles are taught in general biology courses rather

than general zoology courses. All of these factors were carefully

considered in the revision of this latest edition of Zoology.

Part Two is the survey of animals, emphasizing evolutionary

and ecological relationships, aspects of animal organization that

unite major animal phyla, and animal adaptations. All of the

chapters in Part Two have been carefully updated, including new

examples and photographs. The coverage of animal classiﬁcation

and organization in Chapter 7 has been expanded from previous

editions to include more background on cladistics and enhanced

coverage of protostome/deuterostome relationships. As in previ-

ous editions, the remaining survey chapters (8 – 22) include clado-

grams to depict evolutionary relationships, full-color artwork and

photographs, and lists of phylum characteristics.

Part Three covers animal form and function using a com-

parative approach. This approach includes descriptions and full-

color artwork that depict the evolutionary changes in the struc-

ture and function of selected organ systems. Part Three includes

an appropriate balance between invertebrate and vertebrate de-

scriptions.

NEW TO THE FIFTH EDITION

• “Wildlife Alert” boxes now appear in all of the survey chap-

ters, including many that are new to the 5th edition. Most of

these readings feature a particular species, but some feature a

larger ecosystem concern.

• Chapter 1 has been revised to focus on the evolutionary and

ecological emphasis of the book.

• Instead of beginning Chapter 3 with classical (Mendelian) ge-

netics, we begin with molecular genetics and explain classical

genetics in terms of DNA structure and function. The con-

cept of dominance is explained in molecular terms.

• Chapter 4 now begins with a discussion of evidence of evolu-

tion, to help students relate the evidence to the process.

• A section on “Higher Animal Taxonomy” is now included in

Chapter 7, including a new table of higher taxonomic group-

ings, based on the latest information from cladistic analyses of

the animal kingdom.

• Chapter 18 contains new information from molecular and

cladistic studies on the origin of vertebrates and the relation-

ship of vertebrates to other chordates. New information is also

presented on the evolution of terrestrialism in vertebrates.

• Chapter 19 contains a new section covering amphibians in

peril, exploring possible reasons that amphibians around the

world are declining at an alarming rate.

CONTENT AND ORGANIZATION

We have retained the evolutionary and ecological focus of Zool-

ogy, believing that these perspectives captivate students and are

fundamental to understanding the unifying principles of zoology

and the remarkable diversity within the animal kingdom. We

have enhanced the ecological perspective by expanding the use of

“Wildlife Alerts,” which we included in a limited fashion in the

fourth edition. Wildlife Alerts are now incorporated into each of

the ﬁrst 22 chapters of the book, and feature some issues related to

endangered and threatened species of animals. In most cases,

these readings depict the plight of a selected animal species. In

other cases, they depict broader ecosystem issues, or questions re-

lated to preserving genetic diversity within species. In all cases,

the purpose of these Wildlife Alerts is to increase student aware-

ness of the need to preserve animal habits and species.

Zoology is organized into three parts. Part One covers the

common life processes, including cell and tissue structure and

function, the genetic basis of evolution, and the evolutionary and

ecological principles that unify all life.

SUPPLEMENTARY MATERIALS

Supplementary materials are available to assist instructors with their

presentations and general course management, to augment students’

learning opportunities. The usefulness of these supplements is

xiii

Miller−Harley: Zoology,

Fifth Edition

Front Matter

Preface

Companies, 2001

xiv

Preface

now greatly enhanced with the availability of both online and

printed resources. As a part of the ﬁfth edition revision, chapters

on cell chemistry, energy and enzymes, embryology, and animal

behavior—along with numerous boxed readings and pedagogical

elements—have been moved to the Online Learning Center. This

content-rich website is located at www.mhhe.com/zoology

—

just

•A Zoology Test Item File is also available for instructors. This

contains approximately 50 multiple-choice questions for each

chapter.

• General Zoology Study Guide, prepared by Jane Aloi and

Gina Erickson, contains subject-by-subject summaries, ques-

tions, and learning activities.

• A set of 100 full-color acetate transparencies is available to

supplement classroom lectures.

• General Zoology Laboratory Manual, ﬁfth edition, by

Stephen A. Miller, is an excellent corollary to the text and in-

corporates many learning aids. This edition includes new il-

lustrations and photographs, plus activities on scientiﬁc

method, cladistics, ecological and evolutionary principles, and

animal structure and function. A Laboratory Resource

Guide, available within the Online Learning Center, provides

information about materials and procedures, and answers to

worksheet questions that accompany the lab exercises.

• Digital Zoology is a new and exciting interactive product de-

signed to help you to make the most of your zoology classes

and laboratory sessions. This program contains interactive

cladograms, laboratory modules, video, interactive quizzes,

hundreds of photographs, a full glossary, and much detailed

information about the diversity and evolution of the animals

that we ﬁnd on the planet. To ﬁnd out the latest news on

this ever-expanding product, log on to www.mhhe.com/

digitalzoology and ﬁnd out how to get your copy.

• The Zoology Visual Resource Library is a dual-platform

CD-ROM that allows instructors to search with key words or

terms and access 1,000 images to illustrate classroom lectures,

with just the click of a mouse. It contains images from four

McGraw-Hill textbooks in the zoology ﬁeld.

• Available through the Zoology Online Learning Center, the

Zoology Essential Study Partner is a complete, interactive

study tool offering animations and learning activities to help

students understand complex zoology concepts. This valuable

resource also includes self-quizzing to help students review

each topic.

• BioCourse.com is an electronic meeting place for students

and instructors. Its breadth and depth go beyond our Online

Learning Center to offer six major areas of up-to-date and rel-

evant information: Faculty Club, Student Center, News Brief-

ing Room, BioLabs, Lifelong Learning Warehouse, and R & D

Center.

• PageOut ® is the solution for professors who need to build a

course website. The following features are now available to

professors:

• The PageOut Library offers instant access to fully loaded

course websites with no work required on the instructor’s

part.

• Courses can now be password protected.

• Professors can now upload, store, and manage up to 10MB

of data.

• Professors can copy their course and share it with col-

leagues or use it as a foundation for next semester.

Short on time? Let us do the work. Our McGraw-Hill ser-

vice team is ready to build your PageOut website, and

click on this book’s title.

ONLINE LEARNING CENTER

Both instructors and students can take advantage of numerous

teaching and learning aids within this book’s Online Learning

Center.

Instructor Resources

• Instructor’s Manual

• Laboratory Resource Guide

• Zoology Visual Resource Library (VRL), containing 1,000

images for classroom presentation

• PowerPoint Lecture Slides

Student and Instructor Resources

• Interactive Cladistics Laboratory

• Chapters on:

• Chapter 30: The Chemical Basis of Animal Life

• Chapter 31: Energy and Enzymes: Life’s Driving and Con-

trolling Forces

• Chapter 32: How Animals Harvest Energy Stored in

Nutrients

• Chapter 33: Embryology

• Chapter 34: Animal Behavior

• Boxed Readings

• Suggested Readings

• Readings on Lesser-Known Invertebrates

• Quizzing

• Key Terms Flashcards

• Zoology Essential Study Partner (ESP)

• Animations

• Free Zoology Screen Saver

All of these tools, and even more, are available to you with this

text. To access these resources, go to www.mhhe.com/zoology and

click on the title of this book. (Also, see pages xvi–xx for more

details.)

OTHER RESOURCES

The following items may accompany Zoology. Please consult your

McGraw-Hill representative for policies, prices, and availability as

some restrictions may apply.

• An Instructor’s Manual, prepared by Jane Aloi Horlings, is

available for instructors within the Online Learning Center. It

provides examples of lecture/reading schedules for courses

with various emphases. In addition, each chapter contains a

detailed outline, purpose, objectives, key terms, summary, re-

sources for audiovisual materials and computer software.

Miller−Harley: Zoology,

Fifth Edition

Front Matter

Preface

Companies, 2001

Preface

provide content and any necessary training. Learn more

about PageOut and other McGraw-Hill digital solutions at

www.mhhe.com/solutions .

Paul C. Makarewicz, Three Rivers Community Technical Col-

lege; Sarantos John Manos, Massasoit Community College; Robert

C. Maris, Mansﬁeld University of Pennsylvania; Vicki J. Martin,

University of Notre Dame; Joel M. McKinney, South Plains College;

Dwayne Meadows, Weber State University; Tina Miller-Way, Uni-

versity of Mobile; Ronald S. Mollick, Christopher Newport Univer-

sity; Thomas Moon, California University of Pennsylvania; John F.

Morrissey, Hofstra University; Tim R. Mullican, Dakota Wesleyan

University; G. Steven Murphree, Belmont University.

Maha Nagarajan, Wilberforce University.

John F. Pilger, Agnes Scott College; Kathryn Stanley Pod-

wall, Nassau Community College.

Mohammad A Rana, St. Josephs’s College; Lois Galgay

Reckitt, University of Southern Maine; John Rickett, University of

Arkansas, Little Rock; Richard G. Rose, West Valley College;

Vaughn M. Rundquist, Montana State University-Northern.

Neil Sabine, Indiana University East; Neil B. Schanker,

College of The Siskiyous; Fred H. Schindler, Indian Hills Commu-

nity College; Michelle Schoon, Cowley County Community Col-

lege; Erik P. Scully, Towson University; Richard H. Shippee, Vin-

cennes University; Sandra E. Schumway, Long Island University

Southampton College; Doug Sizemore, Bevill State Community Col-

lege; Alan F. Smith, Mercer University; Gregory B. Smith, Edison

Community College; Susan E. Smith, Massasoit Community Col-

lege; Scott C. Swanson, Ohio Northern University.

John Tibbs, University of Montana; S. Gregory Tolley,

Florida Gulf Coast University; Richard E. Trout, Oklahoma City

Community College; Geraldine W. Twitty, Howard University.

Dwina W. Willis, Freed-Hardeman University; Jeffrey Scott

Wooters, Pensacola Junior College.

Robert W. Yost, Indiana University-Purdue University.

David D. Zeigler, University of North Carolina, Pembroke.

ACKNOWLEDGMENTS

We wish to thank the reviewers who provided detailed analysis of

the text during development. In the midst of their busy teaching

and research schedules, they took time to read our manuscript and

to offer constructive advice that greatly improved this ﬁfth edition.

REVIEWERS

Jane Aloi Horlings, Saddleback College; Arthur L. Alt, University

of Great Falls; Rodney P. Anderson, Ohio Northern University.

Iona Baldridge, Lubbock Christian University; Jerry Beilby,

Northwestern College; Barry Boatwright, Gadsden State Commu-

nity College; Susan Bornstein-Forst, Marian College; Mimi Bres,

Prince George’s Community College; David Brooks, Quachita Bap-

tist University; Richard D. Brown, Brunswick Community College;

Gary Brusca, Humboldt State University; Frank J. Bulow, Ten-

nessee Technological University; Paul J. Bybee, Utah Valley State

College.

Fernando Cofresi-Sala, Pontiﬁcal Catholic University of

Puerto Rico; Sarah Cooper, Beaver College; Neil W. Crenshaw, In-

dian River Community College; Mary Carla Curran, University of

South Carolina at Beaufort.

Armando A. de la Cruz, Mississippi State University; James

N. DeVries, Lancaster Bible College; Donald Dorfman, Monmouth

University; Tom Dudley, Angelina College.

Bruce Edinger, Salem-Teikyo University; Adria A. Elskus,

State University of New York, Stony Brook; DuWayne C. Englert,

Southern Illinois University at Carbondale.

Rob Fitch, Wenatchee Valley College.

M.J. Galliher, Cochise College; Thaddeus Gish, St. Mary’s

College; Jim Goetze, Laredo Community College; Walter M. Godl-

berg, Florida International University; Edward J. Greding, Jr., Del

Mar College.

Paul A. Haefner, Jr., Rochester Institute of Technology; Jim

Hampton, Salt Lake Community College; Willard N. Harman,

State University of New York, Oneonta; Mary D. Healey, Springﬁeld

College; Gary A. Heidt, University of Arkansas, Little Rock; Karen

Hickman, University of Mary Hardin-Baylor; Nan Ho, Las Positas

College; Jeff Holmquist, University of Puerto Rico-Mayaquez.

Dan F. Ippolito, Anderson University.

Kathryn Kavanagh, Boston University; Sekender K. Khan,

Elizabeth City State University; Anna Koshy, Houston Community

College.

Matthew Landau, Richard Stockton College; Stephen C.

Landers, Troy State University; Larry N. Latson, Lipscomb Univer-

sity; Standley E. Lewis, St. Cloud State University; Eddie

Lunsford, North Carolina Community College.

The publication of a text requires the efforts of many people. We

are grateful for the work of our colleagues at McGraw-Hill, who

have shown extraordinary patience, skill, and commitment to this

text. Marge Kemp, Sponsoring Editor, has helped shape Zoology

from its earliest planning stages. Our Development Editor, Donna

Nemmers, helped make the production of the ﬁfth edition re-

markably smooth. Donna kept us on schedule and the production

moving in the plethora of directions that are nearly unimaginable

to us. Kay Brimeyer served as our project manager. We are grateful

for her skilled coordination of the many tasks involved with the

publishing of this edition of Zoology.

Finally, but most importantly, we wish to extend apprecia-

tion to our families for their patience and encouragement. Janice

A. Miller lived with this text through many months of planning

and writing. She died suddenly 2 months before the ﬁrst edition

was released. Our wives, Carol A. Miller and Jane R. Harley, have

been supportive throughout the revision process. We appreciate

the sacriﬁces that our families have made during the writing and

revision of this text. We dedicate this book to the memory of Jan,

and to our families.

STEPHEN A. MILLER

JOHN P. HARLEY

Miller−Harley: Zoology,

Fifth Edition

Front Matter

Guided Tour

Companies, 2001

GUIDED TOUR

The organization and features

of this book have been

planned with students’

learning and comprehension

in mind.

CHAPTER CONCEPTS

The concepts most important to the under-

standing of each chapter are highlighted

on the ﬁrst page of each chapter.

CHAPTER 24

COMMUNICATION I:

NERVOUS AND SENSORY SYSTEMS

Outline

Neurons: The Basic Functional Units of the

Nervous System

Neuron Structure: The Key to Function

Neuron Communication

Resting Membrane Potential

Mechanism of Neuron Action

Transmission of the Action Potential

Invertebrate Nervous Systems

Vertebrate Nervous Systems

The Spinal Cord

Spinal Nerves

The Brain

Cranial Nerves

The Autonomic Nervous System

Sensory Reception

Invertebrate Sensory Receptors

Baroreceptors

Chemoreceptors

Georeceptors

Hygroreceptors

Phonoreceptors

Photoreceptors

Proprioceptors

Tactile Receptors

Thermoreceptors

Vertebrate Sensory Receptors

Lateral-Line System and Electrical

Sensing

Lateral-Line System and

Mechanoreception

Hearing and Equilibrium in Air

Hearing and Equilibrium in Water

Skin Sensors of Damaging Stimuli

Skin Sensors of Heat and Cold

Skin Sensors of Mechanical Stimuli

Sonar

Smell

Taste

Vision

Concepts

1. The nervous system helps to communicate, integrate, and coordinate the functions of

the various organs and organ systems in the animal body.

2. Information ﬂow through the nervous system has three main steps: (1) the collection of

information from outside and inside the body (sensory activities), (2) the processing of

this information in the nervous system, and (3) the initiation of appropriate responses.

3. Information is transmitted between neurons directly (electrically) or by means of chemi-

cals called neurotransmitters.

4. The evolution of the nervous system in invertebrates has led to the elaboration of orga-

nized nerve cords and the centralization of responses in the anterior portion of the animal.

5. The vertebrate nervous system consists of the central nervous system, made up of the

brain and spinal cord, and the peripheral nervous system, composed of the nerves in the

rest of the body.

6. Nervous systems evolved through the gradual layering of additional nervous tissue over

reﬂex pathways of more ancient origin.

7. Sensory receptors or organs permit an animal to detect changes in its body, as well as in

objects and events in the world around it. Sensory receptors collect information that is

then passed to the nervous system, which determines, evaluates, and initiates an appro-

priate response.

8. Sensory receptors initiate nerve impulses by opening channels in sensory neuron plasma

membranes, depolarizing the membranes, and causing a generator potential. Receptors

differ in the nature of the environmental stimulus that triggers an eventual nerve impulse.

9. Many kinds of receptors have evolved among invertebrates and vertebrates, and each re-

ceptor is sensitive to a speciﬁc type of stimulus.

10. The nature of its sensory receptors gives each animal species a unique perception of its

body and environment.

PART ONE

BIOLOGICAL PRINCIPLES

The two forms of communication in an animal that integrate body functions to maintain

homeostasis are: (1) neurons, which transmit electrical signals that report information or

initiate a quick response in a speciﬁc tissue; and (2) hormones, which are slower, chemical

signals that initiate a widespread, prolonged response, often in a variety of tissues. This

chapter focuses on the function of the neuron, the anatomical organization of the nervous

system in animals, and the ways in which the senses collect information and transmit it

T his chapter contains evolutionary concepts, which are set off in this font.

369

Animals are united with all other forms of life

by the biological processes that they share

with other organisms. Understanding these

processes helps us to know how animals func-

tion and why animals are united with other

forms of life from the evolutionary and eco-

logical perspectives. Chapter 1 examines some

of these unifying themes and sets the stage for

the evolutionary and ecological perspectives

that are developed throughout this book.

An understanding of the cell as the

fundamental unit of life is key to understand-

ing life on this planet. As you learn more

about cell structure and function, you will

ﬁnd that many cellular components and

processes are very similar in cells from a vari-

ety of organisms. One of the common func-

tions of all cells is reproduction. Reproduc-

tion may involve individual cells within a

multicellular organism, a single-celled organ-

ism, or the formation of single reproductive

cells in multicelluar organisms. The processes

involved in cellular reproduction, and the

processes involved in determining the char-

acteristics of the new cells and organisms that

are produced, are based on common biologi-

cal themes. Chapters 2 and 3 present cell

structure and inheritance as an important,

unifying framework within which biologists

approach the diversity of organisms.

Principles of inheritance explain not

only why offspring resemble their parents, but

also why variation exists within populations.

This variation is a key to understanding evo-

lution. All organisms have an evolutionary

history, and evolution helps us to understand

the life-shaping experiences that all organisms

share. Chapter 4 explores the work of pioneers

of evolutionary theory, Charles Darwin and

Alfred Russell Wallace, and how their work

forms the nucleus for modern evolutionary

theory. Chapter 5 examines the inﬂuence of

modern genetics on evolutionary theory. This

coverage of evolution will provide core

knowledge for understanding the diversity of

animal life presented in Part Two and how

evolution has inﬂuenced the animal structure

and function described in Part Three.

A fundamental unity of life also oc-

curs at the environmental level. All animals

are partners in the use of the earth’s re-

sources. Only by studying the interactions of

organisms with one another and with their

environment can we appreciate the need

for preserving resources for all organisms.

Chapter 6 presents basic ecological princi-

ples that everyone must understand if we

are to preserve the animal kingdom.

Chapter 1 ZOOLOGY: AN EVOLUTIONARY

AND ECOLOGICAL PERSPECTIVE

Chapter 2 CELLS, TISSUES, ORGANS, AND

ORGAN SYSTEMS OF ANIMALS

Chapter 3 CELL DIVISION AND INHERITANCE

Chapter 4 EVOLUTION: A HISTORICAL

PERSPECTIVE

Chapter 5 EVOLUTION AND GENE

FREQUENCIES

Chapter 6 ECOLOGY: PRESERVING THE

ANIMAL KINGDOM

PART REVIEW

The three Parts of the text present

an overview of the chapters within

them, and also highlight important

concepts and events within the

chapters.

Photo (top): Examples of evolutionary adaptation and

ecological interdependence abound in the animal king-

dom. This cleaning shrimp ( Periclimenes yucatani-

cus ) seeks refuge within the cnidocyte (stinging cells)

laden tentacles of the giant anemone ( Condylactis

gigantea ). While receiving protection from the

anemone, the cleaning shrimp provides a service to

ﬁsh that visit the shrimp’s home — cleaning the ﬁsh’s

mouth, gills, and skin of parasites and debris.

xvi

Miller−Harley: Zoology,

Fifth Edition

Front Matter

Guided Tour

Companies, 2001

Guided Tour xvii

CHAPTER 11 The Pseudocoelomate Body Plan: Aschelminths 171

WILDLIFE ALERT BOXES

These boxes feature issues related to endan-

gered and threatened species of animals.

WILDLIFE ALERT

Indiana Bat (Myotis sodalis)

VITAL STATISTICS

Classiﬁcation: Phylum Chordata, class Mammalia, order

Chiroptera, family Vespertilionidae

Range: Midwest and eastern United States

Habitat: Limestone caves are used for winter hibernation; summer

habitat data are scarce but include under bridges, in old

buildings, under bark, and in hollow trees

Number remaining: 500,000

Status: Endangered throughout its range

NATURAL HISTORY AND ECOLOGICAL

STATUS

The Indiana bat (also called the Indiana myotis; myotis refers to the

mouse-eared bats) is a medium-sized bat with dull gray to chestnut-

colored fur (box ﬁgure 1). The bat’s underparts are pinkish to

cinnamon-colored. Little is known of the bat’s diet beyond the fact

that it consists of insects. Families and juveniles forage in the airspace

near the foliage of riverbank and ﬂoodplain trees. Males usually forage

in densely wooded areas at treetop height.

The Indiana bat lives in the Midwest and in the eastern United

States, from the western edge of the Ozark region in Arkansas,

throughout Kentucky, Tennessee, most of Alabama, and as far south as

northern Florida (box ﬁgure 2). In summer, it is absent south of Ten-

nessee; in winter, it is absent from Michigan, Ohio, and northern Indi-

ana, where suitable habitats (caves and mines) are unknown.

The Indiana bat’s breeding period is during the ﬁrst 10 days of

October. Mating takes place at night on the ceilings of large rooms

CRITICAL THINKING

QUESTIONS

Students can synthesize the chapter information by

applying it to the Critical Thinking Questions in

each chapter.

BOX FIGURE 2 Distribution of the Indiana Bat (Myotis

sodalis).

near cave entrances. Hibernating colonies disperse in late March, and

most of the bats migrate to more northern habitats for the summer.

However, some males remain in the hibernating area during this period

and wander from cave to cave. Birth occurs in June in widely scattered

colonies consisting of about 25 females and their young. Each female

bears a single offspring. The young require 25 to 37 days to develop to

the ﬂying stage and to feed independently.

Migration to the wintering caves usually begins in August. The bats

replace depleted fat reserves from the migration during September.

Feeding then declines until mid-November, when the population en-

ters a state of hibernation. The hibernating bats form large, compact

clusters. Each individual hangs by its feet from the ceiling. Every 8 to

10 days, hibernating individuals awaken to spend an hour or more ﬂy-

ing about before returning to hibernation.

The bats prefer limestone caves with an average temperature of

37°C and a relative humidity around 87% for hibernation.

The decline of the Indiana bat is attributed to commercialization of

roosting caves, wanton destruction by vandals, disturbances caused by

increased numbers of spelunkers and bat banding programs, the use of

bats as laboratory animals, and possibly, insecticide poisoning.

To date, primary conservation efforts have focused on installing

gates across cave entrances to control access. Some gating has already

been accomplished on federal and state lands. Gating of all seven of

the major wintering habitats would protect about 87% of the Indiana

bat population. The National Speleological Society and the American

Society of Mammologists are working together to preserve this species

of bat.

172 PART TWO Animal-like Protists and Animalia

SUMMARY

1. The aschelminths are seven phyla grouped for convenience. Most

have a well-deﬁned pseudocoelom, a constant number of body cells

or nuclei (eutely), protonephridia, and a complete digestive system

with a well-developed pharynx. No organs are developed for gas ex-

change or circulation. A cuticle that may be molted covers the

body. Only longitudinal muscles are often present in the body wall.

2. The phylogenetic afﬁnities among the seven phyla and with other

phyla are uncertain.

3. The majority of rotifers inhabit freshwater. The head of these ani-

mals bears a unique ciliated corona used for locomotion and food

capture. Males are smaller than females and unknown in some

species. Females may develop parthenogenetically.

4. Kinorhynchs are minute worms living in marine habitats. Their

bodies are comprised of 13 zonites, which have cuticular scales,

plates, and spines.

5. Nematodes live in aquatic and terrestrial environments. Many are

parasitic and of medical and agricultural importance. They are all

elongate, slender, and circular in cross section. Two sexes are present.

6. Nematomorpha are threadlike and free-living in freshwater. They

lack a digestive system.

7. Acanthocephalans are also known as spiny-headed worms because

of their spiny proboscis. All are endoparasites in vertebrates.

8. The phylum Loricifera was described in 1983. These microscopic

animals have a spiny head and thorax, and they live in gravel in

marine environments.

9. The phylum Priapulida contains only 16 known species of cucumber-

shaped, wormlike animals that live buried in the bottom sand and

mud in marine habitats.

CRITICAL THINKING QUESTIONS

1. Discuss how the structure of the body wall places limitations on

shape changes in nematodes.

2. What characteristics set the Nematomorpha apart from the Nema-

toda? What characteristics do the Nematomorpha share with the

Nematoda?

3. In what respects are the kinorhynchs like nematodes? How are they

like rotifers?

4. How are nematodes related to the rotifers?

5. What environmental factors appear to trigger the production of

mictic females in monogonont rotifers?

BOX FIGURE 1 Indiana Bat (Myotis sodalis).

ONLINE LEARNING CENTER

Visit our Online Learning Center (OLC) at www.mhhe.com/zoology

(click on this book’s title) to ﬁnd the following chapter-related materials:

• CHAPTER QUIZZING

• RELATED WEB LINKS

Phylum Rotifera

Phylum Kinorhyncha

Phylum Loricifera

Phylum Priapulida

Phylum Nematoda

Human Diseases Caused by Nematodes

Caenorhabditis elegans

Phylum Nematomorpha

Phylum Acanthocephala

• BOXED READINGS ON

An Application of Eutely

The Ecology of Soil Nematodes

• SUGGESTED READINGS

• LAB CORRELATIONS

Check out the OLC to ﬁnd speciﬁc information on these related lab

exercises in the General Zoology Laboratory Manual, 5 th edition, by

Stephen A. Miller:

Exercise 12 The Pseudocoelomate Body Plan: Aschelminths

ONLINE LEARNING CENTER

The Online Learning Center hosts speciﬁc study tools

for each chapter, which are summarized at the end of

each text chapter.

SELECTED KEY TERMS

amictic eggs (p. 161)

aschelminths (p. 157)

corona (p. 159)

cuticle (p. 159)

KEY TERMS

The most important terms from each chapter

are linked to their page of deﬁnition in the text,

for further study.

mastax (p. 160)

mictic eggs (p. 161)

trichinosis (166)

zonites (p. 162)

Zoology - S. Miller, J. Harley ,5th edition.pdf

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