Exam 33: An Introduction to Invertebrates
Exam 1: Introduction: Themes in the Study of Life64 Questions
Exam 2: The Chemical Context of Life83 Questions
Exam 3: Water and Life70 Questions
Exam 4: Carbon and the Molecular Diversity of Life71 Questions
Exam 5: The Structure and Function of Large Biological Molecules109 Questions
Exam 6: A Tour of the Cell80 Questions
Exam 7: Membrane Structure and Function80 Questions
Exam 8: An Introduction to Metabolism80 Questions
Exam 9: Cellular Respiration and Fermentation107 Questions
Exam 10: Photosynthesis81 Questions
Exam 11: Cell Communication69 Questions
Exam 12: The Cell Cycle79 Questions
Exam 13: Meiosis and Sexual Life Cycles70 Questions
Exam 14: Mendel and the Gene Idea73 Questions
Exam 15: The Chromosomal Basis of Inheritance61 Questions
Exam 16: The Molecular Basis of Inheritance57 Questions
Exam 17: From Gene to Protein83 Questions
Exam 18: Regulation of Gene Expression99 Questions
Exam 19: Viruses47 Questions
Exam 20: Biotechnology72 Questions
Exam 21: Genomes and Their Evolution42 Questions
Exam 22: Descent with Modification: A Darwinian View of Life55 Questions
Exam 23: The Evolution of Populations78 Questions
Exam 24: The Origin of Species63 Questions
Exam 25: The History of Life on Earth75 Questions
Exam 26: Phylogeny and the Tree of Life73 Questions
Exam 27: Bacteria and Archaea78 Questions
Exam 28: Protists76 Questions
Exam 29: Plant Diversity I: How Plants Colonized Land74 Questions
Exam 30: Plant Diversity II: The Evolution of Seed Plants102 Questions
Exam 31: Fungi89 Questions
Exam 32: An Overview of Animal Diversity74 Questions
Exam 33: An Introduction to Invertebrates93 Questions
Exam 34: The Origin and Evolution of Vertebrates109 Questions
Exam 35: Plant Structure, Growth, and Development67 Questions
Exam 36: Resource Acquisition and Transport in Vascular Plants82 Questions
Exam 37: Soil and Plant Nutrition83 Questions
Exam 38: Angiosperm Reproduction and Biotechnology86 Questions
Exam 39: Plant Responses to Internal and External Signals108 Questions
Exam 40: Basic Principles of Animal Form and Function77 Questions
Exam 41: Animal Nutrition64 Questions
Exam 42: Circulation and Gas Exchange90 Questions
Exam 43: The Immune System100 Questions
Exam 44: Osmoregulation and Excretion69 Questions
Exam 45: Hormones and the Endocrine System72 Questions
Exam 46: Animal Reproduction94 Questions
Exam 47: Animal Development92 Questions
Exam 48: Neurons, Synapses, and Signaling73 Questions
Exam 49: Nervous Systems65 Questions
Exam 50: Sensory and Motor Mechanisms82 Questions
Exam 51: Animal Behavior69 Questions
Exam 52: An Introduction to Ecology and the Biosphere73 Questions
Exam 53: Population Ecology79 Questions
Exam 54: Community Ecology77 Questions
Exam 55: Ecosystems and Restoration Ecology81 Questions
Exam 56: Conservation Biology and Global Change67 Questions
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How many of the following are characteristics of arthropods?
1)protostome development
2)bilateral symmetry
3)a pseudocoelom
4)three embryonic germ layers
5)a closed circulatory system
(Multiple Choice)
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The sea slug, Elysia chorotica, has no nematocysts or dinoflagellates but, rather, has "naked" chloroplasts in its skin. The chloroplasts are all that remain of the seaweed (Vaucheria sp.)that Elysia feeds upon. The chloroplasts are transferred to the skin; consequently, this slug is green. It spends most of its time basking in shallow water on the surface of seaweeds. How should we expect its chloroplasts to benefit the Elysia sea slug?
1)provide Elysia with fixed CO₂
2)provide Elysia with fixed N₂
3)provide Elysia with protective coloration
(Multiple Choice)
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The nematocysts of sea slugs should be most effective at protecting individual sea slugs from predation if the predators
(Multiple Choice)
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The crown-of-thorns sea star, Acanthaster planci, preys on the flesh of live coral. If coral animals are attacked by these sea stars, then what actually provides nutrition to the sea star, and which chemical (besides the toxin within their nematocysts)do the corals rely on for protection?
(Multiple Choice)
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Had the teacher wanted to point out organisms that belong to the most successful animal phylum, the teacher should have chosen the
(Multiple Choice)
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An elementary school science teacher decided to liven up the classroom with a saltwater aquarium. Knowing that saltwater aquaria can be quite a hassle, the teacher proceeded stepwise. First, the teacher conditioned the water. Next, the teacher decided to stock the tank with various marine invertebrates, including a polychaete, a siliceous sponge, several bivalves, a shrimp, several sea anemones of different types, a colonial hydra, a few coral species, an ectoproct, a sea star, and several herbivorous gastropod varieties. Lastly, she added some vertebrates-a parrotfish and a clownfish. She arranged for daily feedings of copepods and feeder fish.
-One day, little Tommy (a student in an undersupervised class of 40 fifth graders)got the urge to pet Nemo (the clownfish), who was swimming among the waving petals of a pretty underwater "flower" that had a big hole in the midst of the petals. Tommy giggled upon finding that these petals felt sticky. A few hours later, Tommy was in the nurse's office with nausea and cramps. Microscopic examination of his fingers would probably have revealed the presence of
(Multiple Choice)
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The reason their exoskeletons cannot protect the corals from sea stars is that the sea star
(Multiple Choice)
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This nudibranch, a type of sea slug, has many reddish cerata on its dorsal surface, as well as two, white-tipped rhinophores located on the head.
The nontaxonomic term sea slug encompasses a wide variety of marine gastropods. One feature they share as adults is the lack of a shell. We might think, therefore, that they represent defenseless morsels for predators. In fact, sea slugs have multiple defenses. Some sea slugs prey on sponges and concentrate sponge toxins in their tissues. Others feed on cnidarians, digesting everything except the nematocysts, which they then transfer to their own skins. Whereas the most brightly colored sea slugs are often highly toxic, others are nontoxic and mimic the coloration of the toxic species. Their colors are mostly derived from pigments in their prey. There are also sea slugs that use their coloration to blend into their environments.
-Which structure do sea slugs use to feed on their prey?

(Multiple Choice)
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One should expect to find the "9 + 2 pattern" of microtubules in association with the feeding apparatus of which of the following?
(Multiple Choice)
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This nudibranch, a type of sea slug, has many reddish cerata on its dorsal surface, as well as two, white-tipped rhinophores located on the head.
The nontaxonomic term sea slug encompasses a wide variety of marine gastropods. One feature they share as adults is the lack of a shell. We might think, therefore, that they represent defenseless morsels for predators. In fact, sea slugs have multiple defenses. Some sea slugs prey on sponges and concentrate sponge toxins in their tissues. Others feed on cnidarians, digesting everything except the nematocysts, which they then transfer to their own skins. Whereas the most brightly colored sea slugs are often highly toxic, others are nontoxic and mimic the coloration of the toxic species. Their colors are mostly derived from pigments in their prey. There are also sea slugs that use their coloration to blend into their environments.
-By which structures are nematocysts most likely to reach the skin of sea slugs?

(Multiple Choice)
4.8/5
(42)
An elementary school science teacher decided to liven up the classroom with a saltwater aquarium. Knowing that saltwater aquaria can be quite a hassle, the teacher proceeded stepwise. First, the teacher conditioned the water. Next, the teacher decided to stock the tank with various marine invertebrates, including a polychaete, a siliceous sponge, several bivalves, a shrimp, several sea anemones of different types, a colonial hydra, a few coral species, an ectoproct, a sea star, and several herbivorous gastropod varieties. Lastly, she added some vertebrates-a parrotfish and a clownfish. She arranged for daily feedings of copepods and feeder fish.
-How many of the following organisms possess bilateral symmetry as adults?
1)sponges
2)molluscs
3)echinoderm
4)sea anemones
5)ectoprocts
(Multiple Choice)
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A brachiopod can be distinguished from a bivalve by the presence of
(Multiple Choice)
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While sampling marine plankton in a lab, a student encounters large numbers of fertilized eggs. The student rears some of the eggs in the laboratory for further study and finds that the blastopore becomes the mouth. The embryo develops into a trochophore larva and eventually has a true coelom. These eggs probably belonged to a(n)
(Multiple Choice)
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Nudibranchs usually have two rhinophores. However, if they had a single rhinophore, it could still carry out the function of two rhinophores, and with similar effectiveness, if this single rhinophore
(Multiple Choice)
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Infection with which parasite might cause excessive elasticity in human skeletal muscles?
(Multiple Choice)
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A shared derived characteristic for members of the arthropod subgroup that includes spiders would be the presence of
(Multiple Choice)
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The larvae of many common tapeworm species that infect humans are usually found
(Multiple Choice)
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