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L#39%2004-16-10%20Ch22%20%20Descent%20with%20modification%2c%20Evidences%20of%20evolution
Course: BIO 3453, Spring 2009School: UGA
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1107 Biology Lecture #39 Biology April 16, 2010 Chapter 22 Descent with Modification: A Darwinian View Descent of Life of What is science? What What is a theory? (in science) Evolution and Biology (Ernst Mayr) Francis Collins Lamarck published mechanism for evolution in 1809. use and disuse; Inheritance of acquired characteristics. Evolution was in the air in the late 1700s London London London July 1837....
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1107 Biology Lecture #39 Biology April 16, 2010 Chapter 22
Descent with Modification: A Darwinian View Descent of Life of
What is science? What What is a theory? (in science) Evolution and Biology (Ernst Mayr) Francis Collins
Lamarck published mechanism for evolution in 1809. use and disuse; Inheritance of acquired characteristics.
Evolution was in the air in the late 1700s
London London
London July 1837. Charles opened the first notebook on Transmutation of species Transmutation
Sept. 28, 1838 Sept. Charles read Charles Malthus essay on populations. populations.
This was the key for a mechanism to drive Natural Selection. Selection.
Natural Selection Natural Individual variation. Individuals in a population of any species vary in many heritable traits. heritable
Struggle for existence. Any
population of a species has the potential to produce far more offspring than the population can support. This overproduction makes a struggle for existence among the variant member of a population inevitable. population
Differential reproductive success. Those individuals
with that traits are best suited to the local environment generally leave a disproportionately large number of surviving, fertile offspring. offspring.
The reproductive success of some individuals over others means that certain heritable traits are more likely to appear in each new generation. Darwin called differential reproductive success Natural Selection, and he envisioned it Selection and as the cause of evolution. as
Favorable variations variations
Insecticide resistance -passed on to offspring
Favorable Variations Favor Reproduction Reproduction Successful Reproduction!! Successful Not a real struggle. Not
TIME TIME
How old is the earth? When did life arise? What is the evidence for evolution?
Evidences of evolution Evidences
Continental drift Fossil record Comparative anatomy Comparative embryology Molecular biology Domestication(artificial selection) Experiments
Continental Drift
Sedimentary Rock
Fossil Formation Fossil
Fossils of extinct organisms Fossils
Transitional fossils Archeopterix Archeopterix
Archeopterix Archeopterix
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UGA - BIO - 3453
SEQ CHAPTER \h \r 1Biology 1107 Lecture #39 Friday April 16, 2010 Outline of todays lecture 1. Evolution is science 2. Time 3. Evidences of evolution. 1. Science and Religion Quote from Francis Collins in The Language of God A Scientist Presents Evidence
UGA - BIO - 3453
SEQ CHAPTER \h \r 1Biology 1107 Lecture #40 Monday 04-19-10 Outline of todays lecture 1. Finish Evidences of Evolution (concept 22.3) 2. Human/Chimp relationship 3. Begin chapter 23 Evolution of Populations FINISHING UP EVIDENCES OF EVOLUTION Comparative
UGA - BIO - 3453
Biology 1107 Lecture #40 Biology April 19, 2010Evidences of evolution EvidencesContinental drift Fossil record Comparative anatomy Comparative embryology Molecular biology Domestication(artificial selection) ExperimentsContinental DriftFossil record i
UGA - BIO - 3453
SEQ CHAPTER \h \r 1BIOL 1107 Lecture #41 04-21-10 Study Questions for Lecture #41 04-21-10After attending lecture and after reading and studying Chapter 23 can you. Explain why the majority of point mutations are harmless Explain how sexual recombination
UGA - BIO - 3453
Biology 1107 Lecture #41 04-21-10 Chapter 23 The evolution of populationsThe Smallest Unit of Evolution Genetic variations in populations contribute to evolution Microevolution is a change in allele frequencies in a population over generations Concept
UGA - BIO - 3453
1Biology 1107 Lecture #42 Friday April 23, 2010 (04-23-10) Lecture based on CHAPTER 24 THE ORIGIN OF SPECIESA. What Is a Species? In 1942 Ernst Mayr enunciated the biological species concept to address biological diversity. A species is a population or g
UGA - BIO - 3453
BIOLOGY 1107 LECTURE # 42 04-23-10The Origin of SpeciesChapter 24Speciation, the origin of new species, is at the focal point of evolutionary theory Evolutionary theory must explain how new species originate and how populations evolve Microevolution co
UGA - BIO - 3453
SPRING 2010 FINAL EXAM ROOM ASSIGNMENTSDATE: WEDNESDAY, MAY 5TH @ 8:00-11:00AMNAMES BEGINNING WITH A K BIOSCIENCES ROOM 404E NAMES BEGINNING WITH L Z CHEMISTRY ROOM 430
UCSD - MAE - 140
Lesson 1 Introduction and Fundamental Variables (Chapter 1) (Chapter Learning Objectives or CLOs 1-1 thru 1-3) This is the first lesson on Circuits. There is a lot of basic material to cover, but concentrate on the key topics. They all can and should read
UCSD - MAE - 140
Lesson 2 Intro to Devices (Section 2-1) (CLO 2-1) Chapter 2 introduces devices. We draw a distinction between a device something you can buy at Radio Shack, and an element a mathematical model of a device. Devices are inherently nonlinear, but in this cou
UCSD - MAE - 140
Lesson 3 Kirchhoffs Laws (Sections 2-2 and 2-3) (CLO 2-2) There is a lot to cover in this lesson: Kirchhoffs Laws, Combining Element and Connection constraints, assigning reference marks and solving circuits using the combined constraints a huge effort re
UCSD - MAE - 140
Lesson 4 Equivalent Circuits (Section 2-4)(CLO 2-4) This lesson is on equivalent circuits. We will cover series and parallel resistors and sources and source transformations. Start by defining series and parallel connections. Either students get this conc
UCSD - MAE - 140
Lesson 5 Voltage and Current Dividers (Section 2-5)(CLO 2-5) This arguably is one of the most useful lessons the students will learn. We will use this extensively to solve dc and ac problems and to design filters. Start by deriving the relationship.IR1
UCSD - MAE - 140
Lesson 6 Circuit Reduction (Section 2-6)(CLO 2-6) Two analysis techniques are applicable to ladder-type circuits source transformation and circuit reduction. We will use the following circuit for demonstrating these techniques. This problem asks the stude
UCSD - MAE - 140
Lesson 7 Computer-Aided Analysis (Section 2-7)(CLO 2-7) Practicing engineers routinely use these computer tools to analyze and design circuits, and so it is important to learn how to use them effectively. The purpose of doing computer examples is to help
UCSD - MAE - 140
Lesson 8 Node Voltage Analysis (Section 3-1)(CLO 3-1) One of the basic understandings that will help students write node voltage equations is to recognize that this technique is nothing more than applying KCL. The first thing to ask the students to do is
UCSD - MAE - 140
Lesson 9 Mesh Current Analysis and Linearity. (Sections 3-2 and 3-3)(CLO 3-1 and 3-2) Students generally do not have serious problems in understanding Mesh Current analysis. You might mention that it is the dual of Node Voltage analysis. Mesh Current anal
UCSD - MAE - 140
Lesson 10 Superposition and Thvenin/Norton Theorems (Sections 3-3 and 3-4) (CLOs 3-2 and 3-3) Superposition is more of a learning technique than a useful tool since most simulation tools can solve multiple source problems with no extra effort. However, th
UCSD - MAE - 140
Lesson 11 Signal Transfer and Interface Design (Section 3-6) (CLOs 3-4 and 3-5) This is a key lecture for students to understand circuit limitations. In this type of interface circuit design loading is not bad it is intentional! We have taught students th
UCSD - MAE - 140
Lesson 12 Comparison of Analysis Techniques (Chapter 3 review)(CLOs 3-1thru 3-5) This lesson offers students with the ability to sit back and review all of the different analysis techniques we have been teaching them. They need practice in deciding which
UCSD - MAE - 140
Lesson 13 Dependent Sources #1 (Sections 4-1 and 4-2) (CLO 4-1) This and the next lesson are very important to the students understanding of electronic modeling especially the Op-Amp section that follows. Some students do not appreciate what a dependent s
UCSD - MAE - 140
Lesson 14 Dependent Sources #2 (Section 4-2) (CLO 4-1) This is a challenging lesson to both teach and to learn. It is important because it sets the underlying concept for the operation of Op-Amps namely feedback. To reinforce what the students are to lear
UCSD - MAE - 140
Lesson 15 Dependent Sources #3 (Section 4-2) (CLO 4-1) This lesson looks at input and output resistance of a dependent source circuit. A very important concept involves the effect of feedback on RIN and ROUT. If there is no feedback resistor, the input re
UCSD - MAE - 140
Lesson 16 Op-Amps #1 (Sections 4-3 and 4-4) (CLO 4-2) There are seven lessons dedicated to Op-Amps. By the end of this module the students should feel comfortable analyzing and designing Op-Amp circuits. The lessons are as follows: 1. The basics (this les
UCSD - MAE - 140
Lesson 17 Op-Amps #2 (Section 4-4) (CLO 4-2) This is the second lesson on Op-Amps. The goal is to get through developing the four basic building blocks: Inverter, Non-inverter (and Follower), Summer, and Subtractor. It is important that the students learn
UCSD - MAE - 140
Lesson 18 Op-Amps #3 (Section 4-4) (CLO 4-2) The third lesson on Op-Amps focuses on cascading Op-Amp building blocks and the concept of loading. Last lesson we developed several Op-Amp building blocks. Those along with the voltage divider are very useful
UCSD - MAE - 140
Lesson 19 Op-Amps #4 (Section 4-5) (CLO 4-3) This lesson focuses on Op-Amp design and evaluation. Since there are often several ways to achieve a particular design especially with Op Amps it is useful to dedicate a lesson to helping students understand wh
UCSD - MAE - 140
Lesson 20 Op-Amps #5 (Section 4-5) (CLO 4-3) This lesson is dedicated to Op-Amp application, in particular, D/A and Comparator circuits. The next two lessons are reserved for Instrumentation applications. Digital-to-Analog Converters (DACs or D/As) We wil
UCSD - MAE - 140
Lesson 21 Op-Amps #6 (Section 4-6) (CLO 4-3) The sixth lesson on Op-Amps focuses on designing Instrumentation Systems. After this and the next lesson, the students should be able to design simple instrumentation systems.KInput Transducer Gain+ +Bias,
UCSD - MAE - 140
Lesson 22 Op-Amps #7 (Section 4-6) (CLO 4-3) This last lesson on Op-Amps focuses on designing Instrumentation Systems with passive transducers.KInput Transducer Gain+ +Bias, b Output TransducerAs mentioned previously, passive transducers require an e
UCSD - MAE - 140
Lesson 23 Signals I (Section 5-1 through 5-3, and 5-7) (CLO 5-1) We will now have a change of pace; away from design to developing a repertoire of signals that we will use to excite circuits and use to represent solutions of circuit behavior. This is the
UCSD - MAE - 140
Lesson 24 Signals II (Section 5-4, 5-6 and 5-7) (CLOs 5-1 and 5-3) This is the second lesson of a three-lesson block on signals. The first lesson was on Singularity functions and exponentials. This one is on sinusoids and partial descriptors (VP, VPP, VMA
UCSD - MAE - 140
Lesson 25 Signals III (Section 5-5 and 5-7) (CLO 5-1 through 5-3) This is the last lesson of a three-lesson block on signals. This section focuses on composite signals and how to construct them using OrCAD and MATLAB. We start by discussing the various co
UCSD - MAE - 140
Lesson 26 Capacitors and Inductors I (Sections 6-1 and 6-2) (CLO 6-1) This is the first of two lessons on Capacitors and Inductors. The first lesson introduces the i-v characteristics of the devices and includes power and energy considerations. The second
UCSD - MAE - 140
Lesson 27 Capacitors and Inductors II (Sections 5-5 and 5-7) (CLOs 6-2 and 6-3) This is the second of two lessons on Capacitors and Inductors. This lesson discusses combining multiple devices and introduces two new operational modules, the integrator and
UCSD - MAE - 140
Lesson 28 RL and RC Circuits (Natural Response) (Section 7-1) (CLO 7-1) The next three lessons on First-Order Circuits can be a bit challenging for the students because they involve calculus. The first looks at deriving the equations that describe first-o
UCSD - MAE - 140
Lesson 29 RL and RC Circuits (Step Response) (Sections 7-2 and 7-3) (CLO 7-1) This lesson starts out challenging but fortunately becomes easy for the students to use once the derivations are done and they can apply solutions to a template. That this analy
UCSD - MAE - 140
Lesson 30 RL and RC Circuits (Exponential and Sinusoidal Transient Responses) (Section 7-4) (CLO 7-2) This lesson is somewhat mathematically challenging since we will be differentiating exponentials and sinusoids. However, the concepts are easy to underst
UCSD - MAE - 140
Lesson 31 RLC Series and Parallel Circuits (Sections 7-5 and 7-6) (CLOs 7-3 and 7-4) This is the first lesson on the behavior of RLC circuit. There are several key points that we want the cadets to learn in this and the next lesson (step response of RLC c
UCSD - MAE - 140
Lesson #32 RLC Step Response (Section 7-7) (CLOs 7-3 and 7-4) This is the second lesson on the behavior of RLC circuits. In this lesson, we look at the response of RLC circuits to a step input. In many ways, this is repetitious of the natural response exc
UCSD - MAE - 140
Lesson 33 AC Circuit Analysis I (Sections 8-1 and 8-2) (CLOs 8-1 and 8-2) This is the beginning of a four-lecture block on doing all those things we did with dc (KVL, KCL, Node Voltage, Mesh Current, Thvenin Equivalent, Voltage and Current dividers, Super
UCSD - MAE - 140
Lesson 34 AC Circuit Analysis II (Sections 8-2 and 8-3) (CLO 8-3) This lesson begins to apply all of the theorems learned back in Chapters 2 and 3 to ac circuits. But, before we start we bring in one very important concept involving impedance. It is very
UCSD - MAE - 140
Lesson 35 AC Circuit Analysis III (Sections 8-5 and 8-6) (CLOs 8-4 and 8-5) We did the circuit theorems last lecture and will do Node Voltage and Mesh Currents in this one. It is important to solve several Op-Amp circuits since they will need them later t
UCSD - MAE - 140
Lesson 36 Transfer Functions and Cascade Connections (Variant of Sections 11-1 and 11-2) (Variant of CLOs 11-1) This is the first lecture of a three-lecture block on learning how filters work and designing first-order filters. The end result is for the st
UCSD - MAE - 140
Lesson 37 Filters II (Variant of Sections 12-1 thru 12-3) (Variant of CLO 12-1) This is the first of two lessons on filter analysis and design. The first focuses on first-order LP and HP both passive and active. The second focuses on BP and BR. Begin by w
UCSD - MAE - 140
Lesson 38 Filters III (Variant of Section 12-4) (Variant of CLO 12-2) This is the last of two lessons on filter analysis and design. The first focused on first-order LP and HP. The second focuses on BP and BR. In discussing BP and BR filters start by usin
UCSD - MAE - 140
Lesson 39 Intro to L aplace Transforms and the Complex Frequency Domain. (Sections 9-1and 9-2) (CLO 9-1) We are now entering a major new part of the course. Remind the students of the basic tools they will use in all circuits analysis. Remind them of what
UCSD - MAE - 140
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University of Ottawa - CHEM - CHM1311
Chapter 1 -CHM1301 Physical properties vs. chemical properties: property can be measured without changing the substance vs. substance is chemically altered by measurement of the property Physical changes vs. chemical changes: physical state alters but su
University of San Diego - ENGL - ENGL 300
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Rutgers - CHEM - 7e
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