Living Systems. eukaryotes. best pix. figures1.ppt

In addition to the media on this CD, you can also play videos from these products in the classroom:

A) The Student CD for Starr’s Biology (bound in envelope in front of text): contains lecture-launching videos corresponding to each chapter’s Impacts, Issues essay. The video for this chapter is: What Am I Doing Here? (filename: csPersGulf.mov)

B) Digitized CNN Today Video (available free from your sales representative upon adoption, also available on videotape): available in year-by-year volumes. The list of CNN videos corresponding to this chapter is found online (put this slide into Slide Show view to make this link clickable).

To create links to a video on a CD from your lecture:

1) Click on edge of button at right, then copy it.

2) Open your lecture in Normal View and paste button into your lecture slide.

3) Click the edge of button (yellow diamond will appear).

4) Under Insert in main menu, select “Hyperlink…” Under “Action on click,” select “Hyperlink to,” then select “Other File…” from the pulldown menu below it.

5) You will be prompted to find the movie. Find the CD drive (Windows: on My Computer; Mac: on Desktop), open the CD contents and find movie by name. Some files may be nested in folders (the Impacts, Issues video is located in a folder called Media). Select file of interest, then click OK.

6) Save your PPT lecture file. Transfer file to computer in classroom and insert CD into that computer.

7) When in Slide Show mode, the green button will launch movie when clicked. Before class, check to see if this link works on the classroom computer. If not:

a) Is QuickTime installed in classroom computer?

b) On Windows, is the the drive letter the same as on your personal computer (usually “D”)? If not, repeat process above on classroom computer and relink to that CD drive.

Integrating video into your lecture

Click to view video.

Introduction

p.2a

p.2b

p.3a

p.3b

p.3c

animation

Click to view animation.

Fig. 1-1a, p.5

atomSmallest unit of an element that still retains the element’s properties. Electrons, protons, and neutrons are its building blocks. This hydrogen atom’s electron zips around a proton in a spherical volume of space.

Fig. 1-1b, p.4

moleculeTwo or more joined atoms of the same or different elements. “Molecules of life” are complex carbohydrates, lipids, proteins,DNA, and RNA. Only living cells now make them.

Fig. 1-1c, p.4

cellSmallest unit that can liveand reproduce on its ownor as part of a multicelledorganism. It has an outermembrane, DNA, andother components.

Fig. 1-1d, p.4

tissueOrganized aggregationof cells and substancesinteracting in a specializedactivity. Many cells (white)made this bone tissuefrom their own secretions.

Fig. 1-1e, p.5

organStructural unit madeof two or more tissuesinteracting in sometask. A parrotfish eyeis a sensory organused in vision.

Fig. 1-1f, p.5

organ systemOrgans interacting physically,chemically, or both in sometask. Parrotfish skin is anintegumentary system withtissue layers, organs suchas glands, and other parts.

Fig. 1-1g, p.5

multicelled organismIndividual made of different typesof cells. Cells of most multicelledorganisms, including this Red Seaparrotfish, are organized as tissues,organs, and organ systems.

Fig. 1-1h, p.5

populationGroup of single-celled ormulticelled individuals ofthe same species occupyinga specified area. This is a fishpopulation in the Red Sea.

Fig. 1-1i, p.5

communityAll populations of all speciesoccupying a specified area.This is part of a coral reefin the Gulf of Aqaba at thenorthern end of the Red Sea.

Fig. 1-1j, p.5

ecosystemA community that is interacting withits physical environment. It has inputsand outputs of energy and materials.Reef ecosystems flourish in warm, clearseawater throughout the Middle East.

Fig. 1-1k, p.5

the biosphereAll regions of the Earth’s waters,crust, and atmosphere that holdorganisms. In the vast universe,Earth is a rare planet. Withoutits abundance of free-flowingwater, there would be no life.

atom

cell tissue organ organ systemmolecule

Fig. 1-1, p.4

Stepped Art

communitymulticelledorganism

population ecosystem

the biosphere

Fig. 1-1, p.4

Stepped Art

animation

Click to view animation.

Fig. 1-2, p.6

animation

Click to view animation.

Fig. 1-3a, p.6

Fig. 1-3b, p.6

Fig. 1-3c, p.6

Fig. 1-3d, p.6

Fig. 1-3e, p.6

animation

Click to view animation.

energy input (mainly sunlight)

producers(plants and other self-feeding organisms;

they make their own food from simple raw materials)

nutrientcycling

consumers, decomposers(animals, most fungi, many protists,

many bacteria that can’t make their own food)

energy output (mainly metabolic heat)

Fig. 1-4, p.7

animation

Click to view animation.

Fig. 1-5, p.7

Bacteria(EUBACTERIA)

Archaea(ARCHAEBACTERIA)

Eukarya(EUKARYOTES)

Fig. 1-6, p.8

• Organisms are grouped together based on descent from a shared ancestor

• Three domains exist:

Eubacteria(Bacteria)

Archaebacteria(Archaea)

Eukaryotes(Eukarya)

Stepped Art

Fig. 1-6, p.8

animation

Click to view animation.

p.9c

Fig. 1-7f, p.8

Fig. 1-7a, p.8

Fig. 1-7b, p.8

Fig. 1-7c, p.8

Fig. 1-7d, p.8

Fig. 1-7e, p.8

p.9a

p.9b

p.9d

p.9e

p.9f

p.9g

p.9h

Fig. 1-8a, p.10

Fig. 1-8b, p.10

Stepped Art

Fig. 1-8b, p.10

Fig. 1-8c, p.10

p.11

CONTROL GROUPGets regularpotato chips

EXPERIMENTAL GROUPGets Olestra potato chips

Make Prediction

Eat potato chips Eat potato chips

Analyze results

Draw conclusionEating Olestra potato chips

does not cause intestinal distress

If Olestra® potato chips cause intestinal distress then people who eat them will get cramps

Perform experiment

93 of 529 people (17.6%)suffer from cramps later

89 of 563 people (15.8%)suffer from cramps later

About the same number of people in each group get cramps

Fig. 1-9, p.12

Report on experimental design, test results, and conclusions drawn from results

Draw samples from some aspect of nature

CONTROL GROUPThe variable being

tested is absent

EXPERIMENTAL GROUPThe variable beingtested is present

Compare and analyze the test results

Compile results Compile results

Stepped Art

Fig. 1-9, p.12

p.12

Fig. 1-10a, p.13

Control Group 34 H. cydnoindividuals

with yellow markings

Experimental Group

46 H. cydno individuals

with white markings

ExperimentBoth yellow and white formsof H. cydno butterflies areintroduced into isolatedrain forest habitat of yellowH. eleuchia butterflies.Numbers of individualsresighted recorded on adaily basis for two weeks.

ResultsExperimental group (H. cydno individuals without yellow wing markings) is selected against. 37 of the original group of 46white butterflies disappear (80%), compared with 20 of the 34 yellow controls (58%).

one of the agentsof selection

Fig. 1-10c, p.13

Table 1.1 Summary of Life’s Characteristics

Shared characteristics that reflect life’ s unity1. All life forms contain “molecules of life” (complex carbohydrates, lipids,

proteins, and nucleic acids).2. Organisms consist of one or more cells.3. Cells are constructed of the same kinds of atoms and molecules according to

the same laws of energy4. Organisms acquire and use energy and materials to survive and reproduce. 5. Organisms sense and make controlled responses to conditions in their

internal and external environments.

6. Heritable information is encoded in DNA. 7. Characteristics of individuals in a population can change over generations;

the population can evolve.

Table 1-1, p.14

Foundations for life’s diversity1. Mutations in DNA give rise to variations in traits, or details of body form,

function, and behavior2. Traits enhancing survival and reproduction become more common in a

population over generations. This process is called natural selection. 3. Diversity is the sum total of variations that accumulated in different lines of

descent over the past 3.9 billion years.

p.15

Fig. 1-11a, p.16

Fig. 1-11b, p.16

Fig. 1-11c, p.16

Fig. 1-11d, p.16

p.17

animation

Click to view animation.