Half of a Half of a Half ' ' ' - PowerPoint PPT Presentation

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Half of a Half of a Half ' ' '

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Carboniferous. Devonian. Silurian. Ordovician. Cambrian (millions of years ago) Era. Period ... Carboniferous and Permian Periods. C. Mesozoic Era. 1. Triassic ... – PowerPoint PPT presentation

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Title: Half of a Half of a Half ' ' '


1
Half of a Half of a Half . . .
Interest Grabber
Section 17-1
  • Some forms of chemical elements are unstablethat
    is, they break down into other substances. Like
    the decay of leftovers in your refrigerator, this
    breakdown takes place over time. Unlike those
    leftovers, however, the breakdown of unstable
    forms of an element progresses in a very orderly
    wayby decaying into halves.

2
Interest Grabber continued
Section 17-1
  • 1. Using your ruler, draw a line 24 cm in length
    on a sheet of paper. Make a mark at the halfway
    point (12 cm).
  • 2. Then, divide this 12-cm segment in half,
    making a mark at 6 cm. Continue in this way,
    dividing each progressively smaller segment in
    half (ignoring all of the other segments) until
    it becomes too small to accurately measure.
  • 3. Now count each progressively smaller
    half-segment. How many segments did you count?

3
Section Outline
Section 17-1
  • 171 The Fossil Record
  • A. Fossils and Ancient Life
  • B. How Fossils Form
  • C. Interpreting Fossil Evidence
  • 1. Relative Dating
  • 2. Radioactive Dating
  • D. Geologic Time Scale
  • 1. Eras
  • 2. Periods

4
Compare/Contrast Table
Section 17-1
Comparing Relative and Absolute Dating of Fossils
Relative Dating
Absolute Dating
Can determine Is performed by Drawbacks
5
Figure 17-2 Formation of a Fossil
Section 17-1
Water carries small rock particles to lakes and
seas.
Dead organisms are buried by layers of sediment,
which forms new rock.
The preserved remains may later be discovered and
studied.
6
Figure 17-5 Geologic Time Scale
Section 17-1
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
Permian Carboniferous Devonian Silurian Ordovi
cian Cambrian
290  245 360290 410360 440410 505440 544
505
1.8present 651.8 14565 208145 245208
Quaternary Tertiary Cretaceous Jurassic Triass
ic
Vendian
650544
7
Figure 17-5 Geologic Time Scale
Section 17-1
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
Permian Carboniferous Devonian Silurian Ordovi
cian Cambrian
290  245 360290 410360 440410 505440 544
505
1.8present 651.8 14565 208145 245208
Quaternary Tertiary Cretaceous Jurassic Triass
ic
Vendian
650544
8
Figure 17-5 Geologic Time Scale
Section 17-1
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
(millions of years ago)
Era
Period
Time
Permian Carboniferous Devonian Silurian Ordovi
cian Cambrian
290  245 360290 410360 440410 505440 544
505
1.8present 651.8 14565 208145 245208
Quaternary Tertiary Cretaceous Jurassic Triass
ic
Vendian
650544
9
Mystery Detective
Interest Grabber
Section 17-2
  • Earth is billions of years old. There were not
    any witnesses to those early years. How, then,
    can scientists determine the conditions on Earth
    long before there were any scientists?
  • Think about how you draw conclusions about
    occurrences that you did not witness. If you saw
    the charred remains of a house, for example, you
    could infer that it burned down.

10
Interest Grabber continued
Section 17-2
  • 1. On a sheet of paper, list things that you can
    observe around you that lead you to infer about
    events you did not see. For example, what do skid
    marks in the roadway tell you?
  • 2. Now, think about and list the evidence all
    around you that scientists might analyze when
    trying to piece together a history of Earth. How
    would finding the fossil of a sea animal in the
    middle of a desert tell a scientist something
    about the past?

11
Section Outline
Section 17-2
  • 172 Earths Early History
  • A. Formation of Earth
  • B. The First Organic Molecules
  • C. How Did Life Begin?
  • 1. Formation of Microspheres
  • 2. Evolution of RNA and DNA
  • D. Free Oxygen
  • E. Origin of Eukaryotic Cells
  • F. Sexual Reproduction and Multicellularity

12
Concept Map
Section 17-2
Evolution of Life
Early Earth was hot atmosphere contained
poisonous gases.
Earth cooled and oceans condensed.
Simple organic molecules may have formed in the
oceans..
Small sequences of RNA may have formed and
replicated.
First prokaryotes may have formed when RNA or DNA
was enclosed in microspheres.
Later prokaryotes were photosynthetic and
produced oxygen.
An oxygenated atmosphere capped by the ozone
layer protected Earth.
First eukaryotes may have been communities of
prokaryotes.
Multicellular eukaryotes evolved.
Sexual reproduction increased genetic
variability, hastening evolution.
13
Figure 17-8 Miller-Urey Experiment
Section 17-2
Mixture of gases simulating atmospheres of early
Earth
Spark simulating lightning storms
Cold water cools chamber, causing droplets to form
Condensation chamber
Water vapor
Liquid containing amino acids and other organic
compounds
14
Figure 17-12 Endosymbiotic Theory
Section 17-2
Chloroplast
Plants and plantlike protists
Aerobic bacteria
Ancient Prokaryotes
Photosynthetic bacteria
Nuclear envelope evolving
Mitochondrion
Primitive Photosynthetic Eukaryote
Animals, fungi, and non-plantlike protists
Primitive Aerobic Eukaryote
Ancient Anaerobic Prokaryote
15
Team, Team, Team!
Interest Grabber
Section 17-3
  • The first living things were unicellular. You,
    however, are multicellular. Is there an advantage
    to being multicellular?

16
Interest Grabber continued
Section 17-3
  • 1. Make a list of at least six different organs
    in your body, and next to each, write the main
    function of that organ.
  • 2. Now, examine your list. Do any main functions
    overlap? Do two or more organs do exactly the
    same thing?
  • 3. Use your list to jog your memory, and write
    down the functions that must be performed by a
    unicellular organism. For example, you may have
    written that your nerves help you sense your
    environment. Doesnt a cell need to sense its
    environment, too?

17
Section Outline
Section 17-3
  • 173 Evolution of Multicellular Life
  • A. Precambrian Time
  • B. Paleozoic Era
  • 1. Cambrian Period
  • 2. Ordovician and Silurian Periods
  • 3. Devonian Period
  • 4. Carboniferous and Permian Periods
  • C. Mesozoic Era
  • 1. Triassic Period
  • 2. Jurassic Period
  • 3. Cretaceous Period
  • D. Cenozoic Era
  • 1. Tertiary Period
  • 2. Quaternary Period

18
Geologic Time Scale with Key Events
Section 17-3
(millions of years ago)
Key Events
Era
Period
Time
Glaciations mammals increased humans Mammals
diversified grasses Aquatic reptiles
diversified flowering plants mass
extinction Dinosaurs diversified
birds Dinosaurs small mammals cone-bearing
plants Reptiles diversified seed plants mass
extinction Reptiles winged insects diversified
coal swamps Fishes diversified land vertebrates
(primitive amphibians) Land plants land animals
(arthropods) Aquatic arthropods mollusks
vertebrates (jawless fishes) Marine invertebrates
diversified most animal phyla evolved Anaerobic,
then photosynthetic prokaryotes eukaryotes, then
multicellular life
Cenozoic Mesozoic Paleozoic Precambrian Ti
me
Quaternary Tertiary Cretaceous Jurassic Triassic P
ermian Carboniferous Devonian Silurian Ordovician
Cambrian
1.8present 651.8 14565 208145 245208 290245
363290 410363 440410 505440 544505 650544
19
Birds of a Feather
Interest Grabber
Section 17-4
  • Darwin was surprised by the number of similar but
    not identical species that he observed. Look
    around youcan you make the same observation?

20
Interest Grabber continued
Section 17-4
  • 1. Choose a type of animal in your area that is
    represented by several species, such as
    songbirds.
  • 2. Make a list of examples of this type of
    animal. If you dont know the name of an animal,
    write a brief description instead.
  • 3. Count the number of different examples you
    have identified. Then, write down characteristics
    found in all of the examples. Do the examples in
    your list seem to be more closely related to each
    other or to other types of animals?

21
Section Outline
Section 17-4
  • 174 Patterns of Evolution
  • A. Extinction
  • B. Adaptive Radiation
  • C. Convergent Evolution
  • D. Coevolution
  • E. Punctuated Equilibrium
  • F. Developmental Genes and Body Plans

22
Flowchart
Section 17-4
Species
that are
in
under
under
form
in
in
can undergo
can undergo
can undergo
can undergo
can undergo
23
Video Contents
Videos
  • Click a hyperlink to choose a video.
  • Geologic Time
  • Evolution of Cells

24
Video 1
Video 1
Geologic Time
  • Click the image to play the video segment.

25
Video 2
Video 2
Evolution of Cells
Click the image to play the video segment.
26
Internet
Go Online
  • Career links on fossil preparators
  • Interactive test
  • For links on the fossil record, go to
    www.SciLinks.org and enter the Web Code as
    follows cbn-5171.
  • For links on eukaryotic cells, go to
    www.SciLinks.org and enter the Web Code as
    follows cbn-5172.
  • For links on extinction, go to www.SciLinks.org
    and enter the Web Code as follows cbn-5174.

27
Section 1 Answers
Interest Grabber Answers
  • 1. Using your ruler, draw a line 24 cm in length
    on a sheet of paper. Make a mark at the halfway
    point (12 cm).
  • 2. Then, divide this 12-cm segment in half,
    making a mark at 6 cm. Continue in this way,
    dividing each progressively smaller segment in
    half (ignoring all of the other segments) until
    it becomes too small to accurately measure.
  • 3. Now count each progressively smaller
    half-segment. How many segments did you count?
  • Student answers will vary. Have students retain
    their paper and refer to it when the half-life of
    radioactive isotopes is discussed.

28
Section 2 Answers
Interest Grabber Answers
  • 1. On a sheet of paper, list things that you can
    observe around you that lead you to infer about
    events you did not see. For example, what do skid
    marks in the roadway tell you?
  • Students lists will vary. Remind those having
    trouble that they can list everyday events, such
    as finding a half-eaten pizza in their
    refrigerator. Skid marks tell you that a car
    stopped or started very quickly.
  • 2. Now, think about and list the evidence all
    around you that scientists might analyze when
    trying to piece together a history of Earth. How
    would finding the fossil of a sea animal in the
    middle of a desert tell a scientist something
    about the past?
  • Students may say that a trained observer can see
    the remains of a past event, and some may know
    that geology provides many clues to Earths past.
    For example, finding a fossil of a fish in a
    desert would indicate that the area had once been
    under water.

29
Section 3 Answers
Interest Grabber Answers
  • 1. Make a list of at least six different organs
    in your body, and next to each, write the main
    function of that organ.
  • Students answers may include lung, skin, heart,
    stomach, kidney, and so on.
  • 2. Now, examine your list. Do any main functions
    overlap? Do two or more organs do exactly the
    same thing?
  • To get students started, suggest an
    organ/function pair such as stomach/digest food
    or kidneys/remove wastes from blood.
  • 3. Use your list to jog your memory, and write
    down the functions that must be performed by a
    unicellular organism. For example, you may have
    written that your nerves help you sense your
    environment. Doesnt a cell need to sense its
    environment, too?
  • Students should be aware that unicellular
    organisms use food, exchange gases, get rid of
    wastes, make new cell components, and for some
    cells, actively move.

30
Section 4 Answers
Interest Grabber Answers
  • 1. Choose a type of animal in your area that is
    represented by several species, such as
    songbirds.
  • 2. Make a list of examples of this type of
    animal. If you dont know the name of an animal,
    write a brief description instead.
  • 3. Count the number of different examples you
    have identified. Then, write down characteristics
    found in all of the examples. Do the examples in
    your list seem to be more closely related to each
    other or to other types of animals?
  • Possible answers may include the following
    Songbirds are small, perching birds that eat
    seeds or insects. They seem more closely related
    to each other than to other birds (and to other
    animals in general).

31
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