Afgelaa1 23 aug 2012

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[ ; afgelaa1 23 Aug 2012-08-23] FIGURE 2: HOMOLOGY seen in the skeletal components or vertebrates (a) Down loaded on 23 August 2012
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Study unit 3 16 The above examples of the wing structure of different organisms and the limbs of vertebrates are described from the perspective of a common ancestor, or the evolution theory. However, there are also other theories about how organisms / life on earth originated. In LIFE 311 you will study the various theories regarding the origin of life on Earth in particular. In this learning unit the kingdom Animalia will only be studied from the evolution theory perspective, but the theories are not treated as such. The purpose why this approach will be followed in this learning unit include, among others, the following reasons: Most zoology and / or biology textbooks approach animal diversity from this perspective- you prescribed book (Mader and Windelspecht) as well that it is a theory, and will be treated as such. Take note that it is not the intention of the study of this learning unit to claim that the theory of evolution is the only theory to explain the origin of life on earth, but that it will be used here only as a vehicle to partially give meaning to comparisons that exist among animal species. Tips how to approach this unit. In this unit, a large number of organisms from 9 phyla, will be investigated. One may easily get lost when studying such a variety. In order give more structure, you are encouraged to follow a comparative study approach by using tables amongst others. Complete Table 1 (comparative study of phyla) systematically as you study the different phyla. This will finally give a brief overview of all the organisms studied in the learning unit. Complete Table 2 (comparative study of classes within a phylum) only where the outcomes expected it from you. Also do it systematically as you work through the unit. When studying zoology, there are several concepts / terms that are generic to all phyla. It is therefore essential that you know the meaning of these concepts / terms. Answer the following questions as preparation for a contact session. 1. Complete column 2 of TABLE 1 where you should give definitions for each of the different characteristics that will be studied. 2. Formulate definitions for the following terms: 2.1 Radiale simmetrie / radial symmetry 2.2 Bilaterale simmetrie / bylateral symmetry 2.3 Aselomaat / acoelomates 2.4 Pseudoselomaat / pseudocoelomates 2.5 Selomaat / coelomates 2.6 Eksoskelet / exoskeleton 2.7 Endoskelet / endoskeleton
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Study unit 3 17 2.8 Hidrostatiese skelet / hydrostatic skeleton 2.9 Intrasellulêre vertering / intracellular digestion 2.10 Ekstrasellulêre vertering / extracellular digestion 2.11 Ameboïede vertering / amaboid digestion 2.12 Eksositose / exocytosis 2.13 Endositose / endocytosis 2.14 Fagositose / phagocytosis 2.15 Pinositose / pinocytosis 2.16 Sitoplasma / cytoplasm 2.17 Ektoplasma / ectoplasma 2.18 Endoplasma / endoplasma 2.19 Endoderm / endoderm 2,20 Ektoderm / ectoderm 2.21 Mesoderm / mesoderm 2.22 Mesoglea 2.23 Dipoblasties / dipoblastic 2.24 Tripoblasties / tripoblastic 2.25 Prtostoma 2.26 Deutrostoma 2.27 Metazoa 2.28 Segmentation
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  • Spring '16
  • Ambani Mudau
  • Phylum, Windelspecht

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