Plant
Sciences
and
Entomology

ENT385: Introductory Entomology

Fall 2004

Course Goals: This course is intended to serve as an introduction to the diverse components of entomology, emphasizing the biological aspects of insects and their relationship with man and his environment. Lectures will proceed through a discussion of the well-established concepts of entomology with every effort to include particularly important features. Periodic class discussion will concentrate on current topics in entomology exposing students to the immense diversity of insect biology and its investigations. General lecture topics will include insect form and function, development, behavior and ecology, nomenclature and classification as well as insect-plant associations, insect-animal associations, insect evolution and strategies for insect control.

The laboratory (ENT 386-BIO 382) is designed to reinforce the lecture material in structure and classification and will provide practical experience in recognition of harmful and beneficial species as well as knowledge of those biological, taxonomic and morphological considerations relating to insect control. Students may take lecture without the lab if they are not interested in the detailed aspects of applied insect taxonomy and morphology. The lecture portion of the course will help you to:

1. Know basic terms and assumptions necessary for the study of entomology (taxonomy, morphology and physiology).
2. Understand fundamental concepts and principles of insect behavior, evolution, ecology and sociobiology.
3. Apply these concepts and principles to management schemes in international medicine and agriculture.

Required Texts: The required texts and readings for the course are the following:

(1) A collection of lecture notes available at Rhode Island Book Co., Kingston Emporium, Fortin Road. It can be purchased for the price of xeroxing and is called Introductory Entomology - ENT 385/BIO 381. IT IS ABSOLUTELY REQUIRED FOR THE COURSE.

(2) The Science of Entomology. 1998. Romoser, W.R. & J.G. Stoffolono. WCB McGraw-Hill, Boston, MA, 605 pp. THIS IS ALSO A REQUIRED TEXT!

(3) Selected readings will be placed on reserve at the University Library or will be handed out. These readings will provide recent summaries of material not adequately reviewed in most introductory texts.

Meeting Schedule

Topic (readings)

1 Introductory Comments 1-7 (optional); 9-24

2 External Anatomy 25-50; 216-220

3 External Anatomy II 324-332

4 Survey of Arthropoda 318-324

5 Classification and Nomenclature 88-117

6 Internal Anatomy and Physiology I 117-143

7 Internal Anatomy and Physiology II 56-65; 181-201

8 Internal Anatomy and Physiology III

9 Internal Anatomy and Physiology IVReview readings

10 Discussion session - Material review143-144; Fig. 5.13

HOUR EXAM

12 Development53-56; 222-228

13 Behavior234-236; 202-205

HOLIDAY - COLUMBUS DAY

15 Communication145-148; 161; 162; 149; 250-253

16 Reproduction174-176; 379

17 Polymorphism254-257

18 Sociobiology I - Primitive Social Behavior409-413

19 Sociobiology II - Advanced Social BehaviorReview Readings

20 Discussion session - topic to be announced277-278

HOUR EXAM - MIDTERM

22 Symbiosis278-282

23 Parasitism and Predation I237-239

24 Parasitism and Predation II241-244; 282-285

25 Defense Mechanisms423-427

26 Insect-Plant Relations418-423

27 Pollination246-247

28 The Challenge of Winter427-429; 398-404

29 Parasites of Man & AnimalsSelect readings

30 Parasites of Man & Animals

31 Parasites of Man & Animals472-484

32 IPM - Pesticides458-472; 484-492

33 IPM - Pesticide Alternatives432-456

34 Conservation and Biodiversity506-517

35 Molecular EntomologyReview Readings

36 Discussion session - topic to be announced

FINAL EXAM - TO BE ANNOUNCED

Evaluation and Grading

Exams: There will be three exams during the semester; a prelim, a midterm and a final worth 25%, 35% and 40% respectively. All exams are cumulative and the final will, therefore, cover material from the entire semester (25% from the first half, 75% from the second).

Exams will consist of true/false, multiple choice and short essay questions and will measure your progress on the course objectives. Although questions may resemble each other in format, they do fall into different categories and require different study approaches. The three categories of questions asked are: 1) Memory questions, 2) Comprehension questions, and 3) Application questions. In order to illustrate the differences, I'll use the gypsy moth problem as an example.

Memory questions: On this type of question, you will be asked to recognize, state or define material as it was presented during the lecture or readings. Therefore, you would need to memorize the function of morphological structures in insects. For instance, I might ask you something like the following:

Sample:

Mosquito males locate females by using:
1) Scolopophorous sensillae
2) Campaniform sensillae
3) Tympanum
4) Compound eyes

Comprehension questions: These questions ask you to show your understanding of a concept or principle by recognizing examples of it. It therefore becomes important to distinguish between memorizing and understanding. Memory question will ask you to recall a definition of a concept or principle. A comprehension question requires that you recognize examples of concepts or principles. I would therefore give you a new example (one not discussed in class readings) and ask what principle or concept it represents. On the exam, I might ask something like this:

Sample:

The use of X-ray irradiated flies for pest management is an example of:
1) Sterile male release
2) Neoplasia induction
3) Mutant proliferation
4) Environmental hazards

You certainly can't memorize an example that you've never seen; you have to understand the concepts and principles. One way is to put it into your own words and then, create your own examples. If you read newspaper articles or watch T.V., nature programs, etc., ask yourself, "What is this an example of?". Get together with friends and quiz yourself; even prepare your own exam!

Application questions: The third type of question requires the application of basic concepts and principles to describe or analyze entomological problems. I'll give you a problem we have never discussed and ask you to either explain it or solve it. You'll have to determine which pieces of information are relevant, which concepts or principles are needed and then solve the problem. An example of this in essay form would be:

Sample 1:

During the past summer, there were a variety of ideas for suppressing the gypsy moth population. Some came from experts, others from homeowners fed up with the insect assault. Discuss one positive and one negative characteristic of the following suggested control measures:
1) Chemical control - Spray the state with a pesticide (Sevin)
2) Biological control - Spray with a microbial agent (B.t. - a bacterial pathogen)
3) Mechanical control - Burn all the egg masses
4) Biological control - Import a parasite from Europe
5) Biological control - Use "bag-a-bug" type pheromone traps

An example of application type question in multiple guess form would be:

Sample 1:

The RI Dept. of Environmental Management has sent you a telegram requesting recommendations for the most rational approach to managing the gypsy moth population in RI As a bona fide entomologist, the buck has been passed to you. Your response would be the following:
1) Dear D.E.M., Establish quarantine programs and spray the state with a pesticide (Sevin) until no adult male moths are found in traps. The quarantine measures are for long-term control because they will induce migration to other states; the pesticide will quickly kill the gypsy moths without endangering other living things.
2) Dear D.E.M., Start planting trees that gypsy moths can't eat and spray the state with two applications of B.t. (a microbial agent). It is inevitable that gypsy moths will destroy their host plants so a long-term preservation program is in order. The use of a microbial agent will kill the adults quickly, and be safe for the environment.
3) Dear D.E.M., Begin immediate application of B.t. (a microbial agent and supplement with spot applications of a pesticide (Sevin) in heavily infested areas. This procedure should be continued until the defoliation of trees will not be harmful to their long-term survival. The microbial agent takes effect after a few days so pesticide application is needed for emergency areas.
4) Dear D.E.M., Use emergency personnel to remove all egg masses from major forested areas in Rhode Island, and initiate a concentrated spray program in all areas of the state. Removal of egg masses and their ultimate destruction will induce the gypsy moth population before larvae begin to feed. Since all areas of the state will be sprayed, the gypsy moth larvae will not migrate to other areas in RI.
5) Dear D.E.M., Initiate emergency retrieval of all violins, guitars and tambourines as well as small carts traveling in caravan along the countryside. All advertising for palm reading and fortune telling should be investigated by the U.S. Dept. of Agriculture. By lowering their morale and secondary source of income, the gypsy moth populations should fall well below the economic threshold level.

Past exams will help you appreciate the course approach. These are available to you at the reserve desk in the University Library. Should any problems arise, see me after class or during office hours.