DOGFISH ASSIGNMENT
Description
DOGFISH ASSIGNMENT
To help you with the dissections, the anatomy terms list, a series of dissection videos, and a dissection primer have been made available for this dissection. Please make sure to review all the materials before beginning your dissection. To receive full credit, you must submit four photographs that clearly identify 16 of the anatomical features from the terms list for that animal. The number of labeled terms per photo can vary; however, no more than four labels can be external anatomical features. Each correctly identified structure will be worth 0.5 points. Please do not label more than 16 as only the first 16 will be graded.
We recommend that you insert your labeled photos into a single document that can be uploaded easily to Canvas. Also, when composing your photos, try to zoom in on the areas of interest. Caption your photographs within the document so that your TA will be able to recognize these areas even when the structures are extremely magnified or positioned in an uncommon orientation. Additionally, rather than submitting a single photo, you will need to take four separate images that show different regions of the body. At least one of the body cavity photos for each animal needs to show a physical signature card.
Dogfish Shark Anatomy Terms List External Anatomy Anterior dorsal fin Posterior dorsal fin Caudal fin Spiracle Pharyngeal slits Nares Internal Anatomy Internal gill slits Teeth Pharynx Spiracle Gill rakers Liver Gall bladder Esophagus Papillae (within the esophagus) Stomach Rugae (within the stomach) Intestine Pectoral fin Pelvic fin Caudal fin Cloacal opening Clasper (if male) Pharyngeal slits Ampullae of Lorenzini Lateral line Endolymphatic pores Spiral valve (within the intestine) Digitiform gland Sinus venosus Atrium Ventricle Conus arteriosus Ventral aorta Olfactory sac Olfactory bulb Cerebral hemisphere Optic lobe Cerebellum Medulla oblongata Nerve cord Kidney Testis (male) Epididymis (male) Ductus deferens (male) Seminal vesicle (male) Sperm sac (male) Ovary (female) Oviduct (female) Uterus (female) Chondrichthyes In this module, we will dissect the spiny dogfish, a member of Gnathostomata, Chondricthyes, and Elasmobranchii. Spiny_dogfish.jpg by NOAA is in the public domain Gnathostomata Pough, F. H., Janis, C. M. (2018). Vertebrate life (10th ed.). Sinauer. Gnathostomata “Gnatho” = jaw “Stomata” = mouth Gnathastomes include all jawed vertabrates and are split into two clades: Osteichthyes and Chondricthyes. Traits for the Gnathostomata 1. Jaws – important development because it allowed animals to grab onto food more firmly 2. True calcified teeth – along with the jaw, allowed greater hold for food; also increased the type of foods one could ingest 3. Vertebrae 4. Paired fins and girdles (pectoral and pelvic) – allowed more precise movement 5. New internal organs – stomach, spleen, pancreas Traits for Gnathostomata 1. Jaws 2. Calcified, true teeth Great white shark Dyer Island.jpg by Olga Ernst is licensed under CC BY-SA 4.0 Traits for Gnathostomata 3. Vertebrae 4. Paired pectoral and pelvic girdle Traits for Gnathostomata 5. New (or more developed) organs: Stomach – food digestion; longitudinal folds (i.e. rugae) increase surface area for more effective digestion Spleen – produces white blood cells, destroys old red blood cells Pancreas – secretes digestive enzymes and some hormones (e.g. insulin) Cartilaginous fishes (Chondrichthyes) Pough, F. H., Janis, C. M. (2018). Vertebrate life (10th ed.). Sinauer. Chondrichthyes “Chondro” – cartilage “icthyes” – fish Chondricthyans include all cartilaginous fish like sharks, rays, and ratfish. Traits for the Chondrichthyes 1. Placoid Scales – calcified structures that cover the body for protection; homologous to teeth 2. Pelvic claspers on males – channel semen into females during reproduction 3. Endolymphatic pores – detect sound vibrations in water and maintain balance; analogous to tetrapod ears 4. Digitiform gland – removes excess salt from the blood and secretes into the rectum (osmoregulation) Traits for Chondrichthyes 1. Placoid scales Spiny_dogfish.jpg by NOAA is in the public domain PlacoidComp.png by Jon Houseman is licensed under CC BY-SA 3.0 Traits for Chondrichthyes 2. Pelvic claspers Cloaca Female Male Clasper Clasper Fis00011.htm by NOAA is in the public domain Traits for Chondrichthyes 3. Endolymphatic pores 4. Digitiform gland Elasmobranchii • Chondrichthyans are split into two clades: Holocephali (ratfish & chimera) and Elasmobranchii (sharks, rays, skates) • Trait for Elasmobranchii: – Ampullae of Lorenzini sensory organ that detects electric fields (electroreception) – used in prey detection Pough, F. H., Janis, C. M. (2018). Vertebrate life (10th ed.). Sinauer. Digestion • Pharynx – food enters this tube from the mouth • Esophagus – tube that carries food to stomach; contains mucus secreting papillae that aid in food movement • Stomach – chemical digestion with longitudinal folds of rugae to increase surface area • Intestine – nutrient absorption with spiral valve to increase surface area Path of blood flow through the heart: Sinus venosus atrium ventricle conus arteriosus ventral aorta Urogenital • Kidney – removes waste products from blood for excretion; regulates salt and water balance • Cloaca – opening for the transfer of excretory and reproductive fluids • Male – Sperm is produced in the testes and stored in the epididymis until reproduction. – Path of sperm during reproduction: epididymis ductus deferens seminal vesicle sperm sac • Female – Eggs are produced in the ovaries. – After reproduction, fertilized eggs travel through the oviduct and into the uterus until birth. Brain • Olfactory sac – senses chemical information • Olfactory bulb – receives sensory information from olfactory sac • Cerebral hemispheres – integrates information from other brain regions • Optic lobe – interprets visual information • Cerebellum – controls motor skills • Medulla oblongata – controls most reflexes and homeostatic responses • Nerve cord – transports information to and from the brain Other key structure-function relationships • • • • • • • • • Lateral line – pressure and vibration sensing Nares – openings that allows water to flow into the olfactory sacs Eye – senses visual information Spiracle – external gill opening (water flows into the spiracle) Pharyngeal slits – External gill openings (water flows out of the slits) Gill rakers – stop food from exiting the pharynx via the gill slits Branchial arches – support the gill filaments Liver – very oily to maintain buoyancy without swim bladder; stores energy; breaks down toxins; produces bile Gall bladder – stores and secretes bile to break down fats
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
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| Total Points: 100 | |||||