Biology II—Chapter 33-B                                         

Invertebrates:  Arthropods                                         

 

After reading pages 684-685, I can:                                 (terms)

 

  1. state the relative abundance of arthropods.
  2. tell what the phylum name Arthropoda means.
  3. tell what Hox genes do.
  4. contrast an exoskeleton and an endoskeleton; give the name of the exoskeleton of an arthropod. 
  5. tell what the exoskeleton of an arthropod is made of.
  6. describe the process of molting.
  7. define desiccation (the arthropod skeleton helps prevent desiccation).
  8. contrast an open and closed circulatory system; name the type of system found in arthropods.
  9. name the “blood” found in arthropods; tell why it is not called blood.
  10. contrast the terms aquatic and terrestrial.

 

After reading pages 685-687, I can:                                 (terms)

 

1.      describe the function of the tracheal system in arthropods.

2.      give the name for clawlike feeding appendages (pincers, fangs, etc.) found on the cheliceriforms.

3.      name the “class” that includes the bulk of most modern chelicerates; name the four groups of common organisms found in the class.

4.      name the most famous marine chelicerate.

5.      tell how many body segments and how many pairs of legs spiders have.

6.      describe what a spider’s poison does to its prey.

7.      tell what type of material silk is;  tell what part of the spider produces it.

8.      tell what mandibles are.

9.      give the common class name for the class Diplopoda; give the number of legs found per segment.

10.  give the common class name for the class Chilopoda; give the number of legs found per segment.

 

After reading pages 688-691, I can:                                (terms)

 

1.         name the most species-rich class (subphylum Hexapoda) of life on Earth (there are more of these than ALL the other species of living things combined).

2.         *name the branch of science that studies insects.

3.         name and locate the three regions of an insect’s body.

4.         name the excretory organs (similar to human kidneys) of the insects.

5.         give another name for cerebral ganglia.

6.         contrast complete and incomplete metamorphosis.

7.         give the name for young insects (that look like miniature adults) that are undergoing incomplete metamorphosis.

8.         name the four stages of complete metamorphosis; give three common names given to insects in the larval stage.

9.         tell what happens during the pupal stage of metamorphosis.

10.     give the common name for each of these (most common) orders of insects:

Blattodea

Coleoptera

Diptera

Hemiptera

Hymenoptera

Isoptera

Lepidoptera

Odonata

Orthoptera

 

After reading page 692, I can:                                 (terms)

1.   name the three common groups of crustaceans.

2.      tell what the phrase, “A lost appendage can be regenerated...” means.

3.      give some examples of isopods.

4.      give the collective term for crabs, lobsters, crayfish, and shrimp.

5.      describe the function of calcium carbonate in the shell of an animal.

6.      name the most common freshwater decapod.

7.      contrast sessile and motile organisms.

8.      give the term that describes a collection of small or microscopic organisms that float or drift in great numbers in aquatic environments.

 

After reading reading the article "Insects That Sting", I can:                                 (terms) 

 

  1. tell, relative speaking, how many people are so allergic to insect stings that the end result might be death.
  2. name the order of insects most responsible for deaths due to allergic reactions from their stings.
  3. name the species of insect that causes the largest number of deaths due to allergic reactions.
  4. contrast a localized and systemic reaction.
  5. *name the type of shock (possibly resulting in death) that occurs due to insect stings.
  6. list some of the symptoms of an immediate systemic reaction.
  7. tell what happens to a person with a “sensitivity” to insect stings with each follow-up sting.
  8. describe the first thing you should do if stung.
  9. name the governmental agency that serves as a clearing-house for stings and bites, as well as other poisonings.
  10.  name the most useful drug a person can carry if they believe they are hypersensitive to insect stings.
  11. name the generic chemical found in most effective (knockdown) insecticides.
  12. give the organic name for the most effective chemical found in modern insect repellents; *give the most commonly used abbreviation for the chemical.