INVERTEBRATES.pptx
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This document discusses the distinguishing characteristics of different groups of invertebrate animals. It lists and provides examples of 7 major groups of invertebrates: arthropods, mollusks, echinoderms, poriferans, cnidarians, platyhelminthes, and nematodes. The document also provides directions for students to identify characteristics of different invertebrate groups, give examples of animals from certain groups, and choose the best answers to questions about invertebrate taxonomy and care.
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Grade 6_Science_Q2_W6_Invertebrates.pptx
This document summarizes the eight major groups of invertebrates:
1) Porifera or sponges, which have pores and channels for water flow.
2) Coelenterates like jellyfish and corals, which have hollow bodies made of two cell layers.
3) Platyhelminthes like tapeworms and flukes, which have flat ribbon-like bodies without organs.
4) Nematodes like roundworms, some of which are parasites in the human intestines or skin.
5) Annelids like segmented earthworms and leeches.
6) Mollusks like shelled snails, clams, and octopuses.
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This document summarizes the eight major groups of invertebrates:
1) Porifera or sponges, which have pores and channels for water flow.
2) Coelenterates like jellyfish and corals, which have hollow bodies made of two cell layers.
3) Platyhelminthes like tapeworms and flukes, which have flat ribbon-like bodies without organs.
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This document provides an overview of invertebrate classification and examples. It discusses the main groups of invertebrates including porifera, cnidaria, worms, molluscs, arthropods, and echinoderms. Key details provided include characteristics of each group, examples of animals within each group, and how they reproduce and breathe. Activities at the end test comprehension of the content through matching, ordering, true/false, and drawing exercises.
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2. It discusses invertebrates like sponges, cnidarians, worms, and molluscs, describing their anatomy, habitats, behaviors, and other traits.
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1. List and describe the regions of the ocean in descending order.
2. List the 5 kingdoms.
3. List the general characteristic of the arthropods or animals like lobsters and crabs.
4. List the general characteristic of squid and octopi.
List the general characteristic of Foraminiferans and radiolarians.
Which group contains cnidoblasts or specialized stinging cells to immobilize prey?
7. Polyps and medusae are characteristic of which group of organism?
8. Describe the lifestyles of marine worms.
9. Which kingdoms is a somewhat "unnatural" collection of diverse forms that do not clearly fit into any of the other categories? Why?
10. List the general characteristic of:
gastroderms,
equinoderms,
Brachiopods
Chondrichthies
manatees and sea cows
baleen whales
toothed whales
bony fishes
cartilaginous fishes
11. Which of the vertebrate groups is considered the most ancient?
2. What are Tunicates or "sea squirts"?
13. How does a fish "hear"?
Which group of marine mammals was named because of its fanciful resemblance to mermaids?
Why sharks must continuously swim?
16. What are barnacles?
17. Which is the most successful phylum on Earth, if success means the number of individuals and number of species?
What is a soft-shelled crab?
Contrast homeotherms and poikilotherms.
How do the wings of the most "severely oceanic" birds (that is, birds spending nearly all of their life span aloft over the ocean) tend to be?
.
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This document classifies and describes the key characteristics of vertebrates and invertebrates. Vertebrates include mammals, fish, reptiles, birds and amphibians, and can be found around the world. They are divided into groups based on traits like whether they lay eggs, have feathers or fur, breathe through lungs or gills, and how they regulate their body temperature. Invertebrates make up 97% of animal species and lack backbones, including insects, worms, sponges, jellyfish, starfish, mollusks and arthropods. They are grouped by their exoskeleton, body structure and environment.
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Invertebrates make up 95% of animal species and occupy nearly all habitats. They include animals without backbones like sponges, jellyfish, starfish, worms, snails, insects and arachnids. Invertebrates have features like exoskeletons, diverse sensory organs and reproductive strategies including asexual reproduction. Common invertebrate groups include sponges, cnidarians, mollusks, worms, crustaceans, insects and arachnids.
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The document outlines the key characteristics and groups of five classes of vertebrates: fish, amphibians, reptiles, birds, and mammals. It discusses their defining physical attributes and provides examples of common types within each class, such as how fish have fins and scales, amphibians have both lungs and gills, and birds have feathers and hollow bones that enable flight. The document aims to teach students about the distinguishing features of different vertebrate organisms.
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Vertebrates are animals that have a backbone, while invertebrates do not. Vertebrates are classified as chordates and include fish, mammals, reptiles, amphibians, and birds. Fish are categorized into cartilaginous, ray-finned, and lobe-finned. Mammals include monotremes, marsupials, and placental mammals. Reptiles are ectothermic and include snakes, lizards, crocodiles, alligators, and turtles. Amphibians transform from aquatic larvae to terrestrial adults. Birds are covered in feathers and can fly. Invertebrates lack backbones and include sponges, cnidarians, flatworms
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1. The document provides information about different animal kingdoms, including their defining characteristics and examples of types of animals within each kingdom.
2. It discusses invertebrates like sponges, cnidarians, worms, and molluscs, describing their anatomy, habitats, behaviors, and other traits.
3. It also examines vertebrate kingdoms such as echinoderms, arthropods, and others, outlining their key features, habitats, diets, reproduction methods, and examples of animals in each group.
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This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds, and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify vertebrate characteristics and examples from each group, as well as their adaptations. The module provides diagrams, activities, and tests to help students meet the learning objectives.
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This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify the groups, their key adaptations, and distinguish among different types of mammals. The pre-test and lessons aim to help students achieve these learning objectives.
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The document discusses the Search for Extraterrestrial Intelligence (SETI) project which searches outer space for signs of life. It notes that the US spends millions of dollars annually on SETI to search for aliens. It then asks if readers believe in the possibility of aliens and asserts that there may be aliens on other planets in the universe given the vast number of solar systems.
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The document provides an overview of invertebrate animal classification, describing key characteristics of major phyla. It discusses porifera, cnidarians, flatworms, nematodes, annelids, molluscs, arthropods, and echinoderms. For each group, it describes anatomy, examples of types of animals in the group, and sometimes life cycles or additional details.
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This document discusses the classification of living things. It explains that organisms can be classified into groups like kingdom, phylum, class, order, family, genus and species based on their common features. The classification system moves from the biggest groups that include many organisms to smaller groups with fewer organisms. All living things are divided into five kingdoms - plants, protoctista, animals, monera and fungi. Within the animal kingdom, organisms are divided into vertebrates and invertebrates based on whether they have a backbone or not. Examples of invertebrate groups include arthropods, annelids, nematodes, jellyfish and flatworms. Vertebrate groups include mammals, fish, birds,
Phylum arthropoda
This is for FYBSc students of University of Mumbai, Maharashtra, India, studying in course one semester I. For further query you may email at sudesh_rathod@yahoo.co.in
1. List and describe the regions of the ocean in descending order..docx
1. List and describe the regions of the ocean in descending order.
2. List the 5 kingdoms.
3. List the general characteristic of the arthropods or animals like lobsters and crabs.
4. List the general characteristic of squid and octopi.
List the general characteristic of Foraminiferans and radiolarians.
Which group contains cnidoblasts or specialized stinging cells to immobilize prey?
7. Polyps and medusae are characteristic of which group of organism?
8. Describe the lifestyles of marine worms.
9. Which kingdoms is a somewhat "unnatural" collection of diverse forms that do not clearly fit into any of the other categories? Why?
10. List the general characteristic of:
gastroderms,
equinoderms,
Brachiopods
Chondrichthies
manatees and sea cows
baleen whales
toothed whales
bony fishes
cartilaginous fishes
11. Which of the vertebrate groups is considered the most ancient?
2. What are Tunicates or "sea squirts"?
13. How does a fish "hear"?
Which group of marine mammals was named because of its fanciful resemblance to mermaids?
Why sharks must continuously swim?
16. What are barnacles?
17. Which is the most successful phylum on Earth, if success means the number of individuals and number of species?
What is a soft-shelled crab?
Contrast homeotherms and poikilotherms.
How do the wings of the most "severely oceanic" birds (that is, birds spending nearly all of their life span aloft over the ocean) tend to be?
.
Classification of animals
This document classifies and describes the key characteristics of vertebrates and invertebrates. Vertebrates include mammals, fish, reptiles, birds and amphibians, and can be found around the world. They are divided into groups based on traits like whether they lay eggs, have feathers or fur, breathe through lungs or gills, and how they regulate their body temperature. Invertebrates make up 97% of animal species and lack backbones, including insects, worms, sponges, jellyfish, starfish, mollusks and arthropods. They are grouped by their exoskeleton, body structure and environment.
Chapter 26 notes Arthropods.ppt
Arthropods are invertebrates with segmented bodies and jointed appendages that include insects, arachnids, crustaceans, and others. They have an exoskeleton, a segmented body, and bilateral symmetry. Arthropods have well-developed senses including compound eyes, taste and smell receptors. They undergo molting to grow, have open circulatory systems, and many reproduce sexually with internal or external fertilization. The largest class is Insecta, which undergo complete or incomplete metamorphosis from egg to adult.
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The document discusses animal diversity and taxonomy. It covers the taxonomic groups from kingdom to species and provides examples. It also covers the six kingdoms and three domain system of classification. Several invertebrate phyla are described including their characteristics and examples. Trends in vertebrate evolution related to respiration, circulation, reproduction, brain structure, and digestion are summarized.
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SCIENCE INVERTEBRATES ANIMALS TOPIC FOR GRADE SIX PUPILS
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1. List and describe the regions of the ocean in descending order..docx
1. List and describe the regions of the ocean in descending order..docx
Dernier
ESR spectroscopy in liquid food and beverages.pptx
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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Equivariant neural networks and representation theory
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Randomised Optimisation Algorithms in DAPHNE
Slides from talk:
Aleš Zamuda: Randomised Optimisation Algorithms in DAPHNE .
Austrian-Slovenian HPC Meeting 2024 – ASHPC24, Seeblickhotel Grundlsee in Austria, 10–13 June 2024
https://ashpc.eu/
SAR of Medicinal Chemistry 1st by dk.pdf
In this presentation include the prototype drug SAR on thus or with their examples .
Syllabus of Second Year B. Pharmacy
2019 PATTERN.
Shallowest Oil Discovery of Turkiye.pptx
The Petroleum System of the Çukurova Field - the Shallowest Oil Discovery of Türkiye, Adana
8.Isolation of pure cultures and preservation of cultures.pdf
Isolation of pure culture, its various method.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Micronuclei test.M.sc.zoology.fisheries.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Dernier (20)
ESR spectroscopy in liquid food and beverages.pptx
ESR spectroscopy in liquid food and beverages.pptx
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Equivariant neural networks and representation theory
Equivariant neural networks and representation theory
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
8.Isolation of pure cultures and preservation of cultures.pdf
8.Isolation of pure cultures and preservation of cultures.pdf
GBSN - Biochemistry (Unit 6) Chemistry of Proteins
GBSN - Biochemistry (Unit 6) Chemistry of Proteins
Immersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths Forward
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The cost of acquiring information by natural selection
The cost of acquiring information by natural selection
Applied Science: Thermodynamics, Laws & Methodology.pdf
Applied Science: Thermodynamics, Laws & Methodology.pdf
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
INVERTEBRATES.pptx
- 1. ANIMALS: CHARACTERISTICS OF INVERTEBRATES Determine the distinguishing characteristics of vertebrates and invertebrates. (S6MT-Iie-f-3)
- 5. GROUPS OF INVERTEBRATES 1. Arthropods 2. Mollusks 3. Echinoderms 4. Poriferans 5. Cnidarians 6. Platyhelminthes 7. Nematodes 8. Annelids
- 22. Directions: Give at least two examples of the following invertebrates. 1. Arthropods 2. Mollusks 3. Echinoderms 4. Sponges
- 25. Directions: Cross out the animals which do not belong to the group. 1. starfish butterfly sea cucumber 2. mosquito spider ants 3. jellyfish sea urchin sponge 4. snail squid tape worm 5. leech earthworm crab
- 26. Directions: List down at least 5 examples of invertebrate animals that can be found in your locality. Write the distinguishing characteristics of each animal and ways of protecting and caring for it. Animals Distinguishing Characteristics Ways of Caring and Protecting 1. 2. 3. 4. 5.
- 27. Directions: Choose the letter of the best answer. 1. The largest group of invertebrates is the arthropod group. What do all arthropods have in common? A. They live on land and have an exoskeleton. B. They can fly and have jointed legs. C. They have segmented bodies and jointed legs. D. They have skeleton and segmented bodies.
- 28. 2. Why do some mollusks have shells? A. So they can live both on land and water. B. To make it easier to find food. C. This as a reason why mollusks have shell. D. To protect their soft bodies. 3. All of the following are hollow-bodied animals except A. corals B. oyster C. jellyfish D. sea anemones
- 29. 4. All invertebrates are animals that A. have hard shells B. have no backbone C. have hollow bodies D. live in the ocean 5. Which of these groups of animals belong to echinoderms? A. bees, butterfly and mantis B. sand dollar, starfish and sea urchins C. earthworm, leeches and tapeworm D. spider, ticks and scorpion
- 30. 6. To what subgroup of arthropods do invertebrates with four pairs of legs belong? A. echinoderms B. crustaceans C. arachnids D. insect 7. They are characterized as marine animals with spiny endoskeleton. They have water vascular system, tube feet and radial symmetry as adult. Which group of invertebrates is being described? A. mollusks B. echinoderms C. cnidarians D. annelids
- 31. 8. They have no tissue, no organ, and most have no symmetry. A. sponges B. echinoderms C. cnidarians D. annelids 9. Which group of invertebrates is divided into segments with a ringed appearance? A. sponges B. echinoderms C. cnidarians D. annelids
- 32. 10. Animals such as vertebrates and invertebrates have economic importance. They are sources of food, medicine and scientific investigations. How will you show that you care and protect these animals in their environment? A. We don’t need to strictly implement wildlife regulations. B. We must have them lived in our houses. C. We have to establish reserve wildlife refuge areas where birds and animals may breed without being killed by man. D. Hunting activities must be practiced.