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Nassau lawmaker pushes to ban sale of tobacco to
those under 21
November 10, 2014
Nassau County Legis. Judy Jacobs Monday intensified her push to ban the sale of tobacco products to anyone
under 21, for the first time enlisting local health advocates and the Suffolk lawmaker who got the measure passed
in that county.
The Nassau County Legislature's 10-member GOP majority has declined to call Jacob's bill, filed in March, for a
hearing or vote, saying the issue is one best handled by the state.
But Jacobs says Nassau is effectively promoting smoking by young people by being the region's only municipality
to allow cigarette sales at age 19 or 20. New York City passed a law late last year to raise its minimum tobacco
purchase age to 21, and Suffolk County followed suit in April.
Suffolk's law passed by a 10-8 vote after heavy resistance from local convenience stores. It goes into effect in
January.
“Matt Fernando, a spokesman for Presiding Officer Norma Gonsalves (R-East Meadow), said the legislative
majority has not changed its position that "for uniformity's sake, this is best coming from the state."
The 900-member Long Island Gasoline Retailers Association said Nassau shouldn't raise the purchase age.
President Kevin Beyer asked Monday, "when are we going to stop being nannies to everyone?"
But Spencer, a physician who drafted the Suffolk law, urged Nassau lawmakers to "put this on the table to have a
vote. This is too important."
"I'm not trying to tell you how to conduct your business," he said. "We have it in Suffolk. They have it in New York
City. Do you want to be the mecca of smoking in the area?"
Michael Seilback of the American Lung Association of the Northeast cited a tobacco company report saying
people who resisted smoking until 21 were far less likely to ever start than those who'd only reached age 18
without smoking.
© Cengage Learning 2015
Faster Evolution??
• Asexual
Reproduction
• Sexual
Reproduction
Why? How?
© Cengage Learning 2015
Which two species would most likely show the greatest similarity of DNA and proteins?
A) B and J
© Cengage Learning 2015
B) G and I
C) J and K
D) F and L
Biology
Concepts and Applications | 9e
Starr | Evers | Starr
Chapter 21
Plant Evolution
© Cengage Learning 2015
© Cengage Learning 2015
Bacteria
Archaea
Protists
Eukarya
Plants
Fungi
Animals
© Cengage Learning 2015
Figure 16.UN01
21.1 How Did Plants Adapt To Life on
Land?
• Plants evolved from green algae, and
underwent an adaptive radiation on land
• Plants are embryophytes, which form a
multicelled embryo on the parental body
© Cengage Learning 2015
Reproductive
structures (such as
those in flowers)
contain spores
and gametes
Plant
Leaf performs
photosynthesis
Cuticle reduces water
loss; stomata regulate
gas exchange
Shoot supports plant
(and may perform
photosynthesis)
Alga
Surrounding
water supports
the alga
© Cengage Learning 2015
Whole alga
performs
photosynthesis;
absorbs water,
CO2, and
Roots anchor plant;
minerals from
absorb water and
the water
minerals from the
soil (aided by fungi)
Figure 16.1
How Did Plants Adapt To Life on Land?
• Structural adaptations
– Waterproof cuticle with stomata
– Stomata open and close to balance demands
for water conservation and gas exchange with
air outside the plant
– Has internal vascular tissue
© Cengage Learning 2015
How Did Plants Adapt To Life on Land?
• Vascular tissues
– Transport water/nutrients through a plant body
– Help plants stand upright and branch
– Reinforced by lignin (stiffens cell walls)
– Xylem – distributes water and minerals
– Phloem – distributes sugars made via
photosynthesis
– 90 percent of modern plant species have
vascular tissues
© Cengage Learning 2015
How Did Plants Adapt To Life on Land?
vascular tissue
(a leaf vein)
layer of waxy
cuticle
xylem
phloem
cuticle
stoma
© Cengage Learning 2015
The fossil record chronicles four major periods of
plant evolution.
Origin of seeds
(about 360 mya)
Gymnosperms
Angiosperms
600
500
400
300
200
100
Seed plants
Origin of flowers
(about 140 mya)
Land plants
Ferns and other
seedless vascular
plants
Origin of vascular tissue
(about 425 mya)
Vascular plants
Bryophytes
Seedless
vascular
plants
Origin of first terrestrial adaptations
(about 475 mya)
Ancestral
green algae
Nonvascular
plants
(bryophytes)
Charophytes (a group
of green algae)
0
Millions of years ago
The history of the plant kingdom is a story of adaptation
to diverse terrestrial habitats.
© Cengage Learning 2015
Figure 16.6
Alternation of
Generation
Spores
(n)
Gametophyte
(n)
Gametes:
sperm
and eggs
(n)
FERTILIZATION
MEIOSIS
Spore
capsule
Sporophyte
(2n)
Zygote
(2n)
Key
Haploid (n)
Diploid (2n)
© Cengage Learning 2015
Figure 16.10-5
Gametophyte
(n)
Sporophyte
(2n)
Sporophyte
(2n)
Sporophyte
(2n)
Gametophyte
(n)
Gametophyte
(n)
(a) Sporophyte dependent
on gametophyte (e.g.,
mosses)
(b) Large sporophyte and small,
Independent gametophyte (e.g.,
ferns)
(c) Reduced gametophyte
dependent on sporophyte
(seed plants)
Key
Haploid (n)
Diploid (2n)
© Cengage Learning 2015
Figure 16.14
How Did Plants Adapt To Life on Land?
• Life cycle changes
– Adapted vascular plants to life in drier habitats
– Plant life cycles include two multicelled bodies
• The haploid gametophyte
• The diploid sporophyte
• The gametophyte dominates in earlyevolving lineages, but in most plants, the
sporophyte is larger and longer lived
© Cengage Learning 2015
21.2 What Are Nonvascular Plants?
• Bryophyte
– Member of an early plant lineage
– Has a gametophyte-dominant life cycle
– Refers to members of three separate lineages
• Mosses
• Hornworts
• Liverworts
© Cengage Learning 2015
What Are Nonvascular Plants?
• Bryophytes
– Nonvascular (no xylem or phloem)
– Their sperm swim through water droplets to
eggs
– Sporophyte remains attached to the
gametophyte
– Rhizoids attach a gametophyte to the soil or a
surface
© Cengage Learning 2015
What Are Nonvascular Plants?
• Moses
– Most diverse bryophytes
– Includes about 15,000 species
– Threadlike rhizoids hold the gametophyte in
place
• Unlike roots of vascular plants, rhizoids do not
distribute water or nutrients; these resources must
be absorbed across the gametophyte’s leafy
surface
© Cengage Learning 2015
What Are Seedless Vascular Plants?
• Ferns
– Most diverse group of seedless vascular
plants, produce spores in sori
• Cluster of spore-producing capsules on a fern leaf
• Many ferns grow as epiphytes
– Plant that grows on another plant but does not
harm it
© Cengage Learning 2015
What Are Seedless Vascular Plants?
• Five steps in the life cycle of a fern
– Sperm swim to eggs and fertilize them,
forming a zygote
– Sporophyte develops attached to the
gametophyte, but lives independently after the
gametophyte dies
© Cengage Learning 2015
What Are Seedless Vascular Plants?
© Cengage Learning 2015
How Have Vascular Plants Changed Over
Time?
• Forests of giant seedless vascular plants
thrived during the Carboniferous period
– Heat and pressure transformed the remains of
these forests to coal
© Cengage Learning 2015
How Have Vascular Plants Changed Over
Time?
• Rise of the seed plants
• Evolved in the late Devonian (365 mya)
• Cycads and ginkgos were among the earliest
gymnosperm lineages
• Early angiosperms such as magnolias
evolved while dinosaurs walked on Earth
© Cengage Learning 2015
How Have Vascular Plants Changed Over
Time?
• Seed plant sporophytes have pollen sacs,
where microspores form and develop into
male gametophytes (pollen grains)
• Sporophytes also have ovules, where
megaspores form and develop into female
gametophytes
© Cengage Learning 2015
21.5 What Are Gymnosperms?
• Gymnosperms
– Vascular seed plants
– Produce seeds on the surface of ovules
– Seeds are “naked” (not inside a fruit)
– Does not make flowers
– Includes:
• Conifers, cycads, ginkgos, and gnetophytes
© Cengage Learning 2015
What Are Gymnosperms?
• Conifers
– Gymnosperm with nonmotile sperm
– Ovules form on the surfaces of woody cones
– Typically have needlelike or scalelike leaves
– Tend to be resistant to drought and cold
– Examples: pines, redwoods
© Cengage Learning 2015
What Are Gymnosperms?
• Ponderosa pine life cycle
– Pollen grains are released; pollination occurs
when one lands on an ovule, and the pollen
grain germinates
– It takes about a year for a pollen tube to grow
through ovule tissue and deliver sperm to the
egg
© Cengage Learning 2015
Scale
Ovule-producing
cones; the scales
contain female
gametophytes
Pollen-producing
cones; they
produce male
gametophytes
Ponderosa pine
© Cengage Learning 2015
Figure 16.15
What Are Gymnosperms?
• Ponderosa pine life cycle
– When fertilization finally occurs, it produces a
zygote
– The zygote develops into an embryo
sporophyte that, along with tissues of the
ovule, becomes a seed
– The seed is released, germinates, and grows
and develops into a new sporophyte
© Cengage Learning 2015
21.6 What Are Angiosperms?
• Angiosperms
– Seed plants make flowers
• Specialized reproductive shoot of a flowering plant
• Flower structure can vary
– Seed plants make fruits
• Mature flowering plant ovary; encloses a seed or
seeds
– Largest seed plant lineage
© Cengage Learning 2015
What Are Angiosperms?
• Angiosperms
– Flowering plants
– Dominant plants in most land habitats
– Ecologically important
– Essential to human existence
– Feed and shelter animals
– Provide us with food, fabric, oils, medicines,
drugs
© Cengage Learning 2015
What Are Angiosperms?
• Flowers
– Consists of modified leaves arranged in
concentric whorls of sepals and petals
– Stamens of a flower produce pollen
– Eggs form in the female part of the flower
(carpel)
– Ovary at the base of the carpel holds one or
more ovules
© Cengage Learning 2015
What Are
Angiosperms?
stamen
filament
anther
carpel
stigma
style
ovary
ovule
(forms
within
ovary)
petal
sepal
receptacle
© Cengage Learning 2015
21.7 Why Are Angiosperms So Diverse
and Widespread?
• Several factors contributed to angiosperm
diversity
– Accelerated life cycle compared to
gymnosperms
– Have a partnership with pollinators, animals
that moves pollen
• Birds, bats, butterflies and other insects
– Animal-dispersed fruits
• Hooks or spines stick to animal fur, bright colored
fruits
© Cengage Learning 2015
© Cengage Learning 2015
Why Are Angiosperms So Diverse and
Widespread?
A
© Cengage Learning 2015
B
Kopi luwak or civet coffee, is coffee made which has
been eaten by the Asian Palm Civet and then passed
through its digestive tract. A civet eats the berries for
their fleshy pulp. In its stomach, enzymes seep into the
beans, making shorter peptides and more free amino
acids. Passing through a civet's intestines the beans are
then defecated, keeping their shape. After gathering,
thorough washing, sun drying, light roasting and
brewing, these beans yield an aromatic coffee with much
less bitterness, widely noted as the most expensive
coffee in the world.
© Cengage Learning 2015
Kopi luwak is the most
expensive coffee in the world,
selling for between $100 and
$600 per pound or $50 to $75
per cup.
Coffee critic Chris Rubin has said, "The aroma
is rich and strong, and the coffee is incredibly
full bodied, almost syrupy. It’s thick with a hint
of chocolate, and lingers on the tongue with a
long, clean aftertaste.
© Cengage Learning 2015
21.8 Saving Seeds
• Plant diversity is declining
– Many valuable sources of food, medicine and
other products could disappear
– Need to sustain wild plants
– Seeds can be stored in a seed vault
© Cengage Learning 2015
© Cengage Learning 2015
Table 16.1
Biology
Concepts and Applications | 9e
Starr | Evers | Starr
Chapter 22
Fungi
© Cengage Learning 2015
© Cengage Learning 2015
22.1 What Is a Fungus?
• Fungus: eukaryote that secretes digestive
enzymes onto its food, then absorbs the
resulting breakdown products
– Most are decomposers that feed on organic
wastes and remains
– Some live on or in other living organisms
• Example: parasitic fungi
© Cengage Learning 2015
Absorptive Feeders
• Fungal digestive enzymes can break down
many sturdy structural proteins that animal
digestive enzymes cannot
– Cellulose
– Lignin
– Keratin
© Cengage Learning 2015
Filamentous Structure
• Yeast: fungus that lives as a single cell
• Multicelled fungi live as a mesh of
threadlike filaments collectively called a
mycelium
• Each filament in the mycelium is a hypha
– Hypha: consists of haploid, walled cells
attached end to end
© Cengage Learning 2015
Spore Producers (cont’d.)
• Fungi produce spores both asexually and
sexually
– During asexual reproduction, multicelled fungi
form spores by mitosis at the tips of
specialized hyphae
© Cengage Learning 2015
Spore Producers
2
dikaryotic
stage
(n+n)
Fusion of cytoplasm
sporeproducing
structure (n)
mycelium (n)
Asexual
Cycle
spores (n)
1
Fusion of nuclei
Sexual
Cycle
3
zygote (2n)
Meiosis
4
© Cengage Learning 2015
spore-producing
structure (n)
22.3 What Ecological Roles Do Fungi
Play?
• Fungi provide an important ecological
service
– They break down complex compounds in
organic wastes and remains
– When digestive enzymes are secreted onto
these materials, some soluble nutrients
escape into nearby soil or water
– Plants and other producers can then take up
these substances to meet their own needs
© Cengage Learning 2015
Parasites and Pathogens
• Most human fungal infections involve body
surfaces
– Infected areas become raised, red, and itchy
– Examples:
• “Athlete’s foot”
• Fungal vaginitis
• “Ringworms” (skin rash)
© Cengage Learning 2015
22.4 How Do We Use Fungi?
• Many fungal fruiting bodies serve as
human food
– Button mushrooms, shiitake mushrooms, and
oyster mushrooms are easily cultivated
– Edible mycorrhizal fungi: chanterelles, porcini
mushrooms, morels, and truffles are typically
gathered from the wild
• Each year thousands of people become ill
after eating poisonous mushrooms
© Cengage Learning 2015
How Do We Use Fungi?
• Truffles form underground near their host
trees
– When mature, they produce an odor similar to
that of an amorous male wild pig
– Female wild pigs detect the scent and root
through the soil and, following consumption,
disperse truffle spores in their feces
© Cengage Learning 2015
Truffles
(the fungal kind, not the chocolates)
Blue cheese
Chanterelle
mushrooms
© Cengage Learning 2015
Figure 16.26
How Do We Use Fungi?
• Fermentation by fungi helps us make a
variety of products
– Aspergillus: helps make soy sauce
– Penicillium: produces the tangy blue veins in
cheeses
– Saccharomyces cerevisiae: baker’s yeast
© Cengage Learning 2015
How Do We Use Fungi?
© Cengage Learning 2015
How Do We Use Fungi?
• Some naturally occurring fungal–derived
compounds have medicinal or
psychoactive properties
– Penicillin: antibiotic
– Cyclosporin: immune supressant
– Ergotamine: migraine reliever or hallucinogen
– Psilocybin (magic mushrooms): hallucinogen
– Cordycepin: increases testosterone or
anticancer drug
© Cengage Learning 2015
Penicillium
Zone of inhibited growth
Staphylococcus
© Cengage Learning 2015
Figure 16.27
22.5 Application: Spread of Fungal
Pathogens
• The dispersal of fungal pathogens by
global trade and travel can have
devastating effects on ecosystems
– Plant-infecting sac fungus native to China
eliminated all mature American chestnut trees
© Cengage Learning 2015
Application: Spread of Fungal Pathogens
• Today, human-facilitated spread of a
fungal pathogen is among the foremost
causes of an amphibian extinction crisis
– Some amphibians infected with the chytrid
fungus referred to as Bd eventually die of
dehydration
– Bd was first introduced from African clawed
frogs that were traded internationally
© Cengage Learning 2015
Application: Spread of Fungal Pathogens
© Cengage Learning 2015
10/29
EXAM 2
11/5
Survival of Fittest
10/31
Evolution
17
11/7
11/12 Protists/Plants/Fungi
21-22
11/14
Invertebrate
Evolution
11/19 Vertebrate Evolution
24
11/21
EXAM 3
39&40
11/28
No Class
11/26
Friday Schedule
Populations
© Cengage Learning 2015
16
Early Life&Bacteria 18/19/20
23
Which of the following lack vascular tissue?
A) flowering plants
B) cone-bearing plants
C) grasses
D) ferns
E) mosses
© Cengage Learning 2015
Which of the following lack vascular tissue?
A) flowering plants
B) cone-bearing plants
C) grasses
D) ferns
E) mosses
© Cengage Learning 2015
The edible portion of a(n) ______ is a ripened
ovary.
A) cucumber
B) potato
C) radish
D) carrot
E) onion
© Cengage Learning 2015
The edible portion of a(n) ______ is a ripened
ovary.
A) cucumber
B) potato
C) radish
D) carrot
E) onion
© Cengage Learning 2015
Why does it make sense that many fruits are green
when their seeds are immature?
A) Insects, which see the color green better than
mammals do, can only carry seeds when they are
small (immature).
B) Animals know that green fruits are tasty, and are
more likely to eat them.
C) Green signifies less nutritive value.
D) They are green because fruits with immature seeds
are still capable of photosynthesis.
E) They are harder to see and thus less likely to be
eaten than other fruits.
© Cengage Learning 2015
Why does it make sense that many fruits are green
when their seeds are immature?
A) Insects, which see the color green better than
mammals do, can only carry seeds when they are
small (immature).
B) Animals know that green fruits are tasty, and are
more likely to eat them.
C) Green signifies less nutritive value.
D) They are green because fruits with immature seeds
are still capable of photosynthesis.
E) They are harder to see and thus less likely to be
eaten than other fruits.
© Cengage Learning 2015
Nearly all food plants are classified as ______.
A) bryophytes
B) mycorrhizae
C) gymnosperms
D) ferns
E) angiosperms
© Cengage Learning 2015
Nearly all food plants are classified as ______.
A) bryophytes
B) mycorrhizae
C) gymnosperms
D) ferns
E) angiosperms
© Cengage Learning 2015
At current rates of destruction, all of Earth's
tropical forests will be gone within ______
years.
A) 10
B) 25
C) 50
D) 100
E) 1,000
© Cengage Learning 2015
At current rates of destruction, all of Earth's
tropical forests will be gone within ______
years.
A) 10
B) 25
C) 50
D) 100
E) 1,000
© Cengage Learning 2015
What important role do fungi play in many
ecosystems?
A) They decompose organic material.
B) They pollinate plants.
C) They disperse the fruits of angiosperms.
D) They perform photosynthesis.
E) They produce fossil fuels.
© Cengage Learning 2015
What important role do fungi play in many
ecosystems?
A) They decompose organic material.
B) They pollinate plants.
C) They disperse the fruits of angiosperms.
D) They perform photosynthesis.
E) They produce fossil fuels.
© Cengage Learning 2015
This diagram shows
what process?
A) origin of plants from green algae
B) alternation of generations
C) angiosperm life cycle
D) evolutionary adaptation
E) gymnosperm life cycle
© Cengage Learning 2015
This diagram shows
what process?
A) origin of plants from green algae
B) alternation of generations
C) angiosperm life cycle
D) evolutionary adaptation
E) gymnosperm life cycle
© Cengage Learning 2015