2. Figure 8.0_2
Chapter 8: Big Ideas
Cell Division and
Reproduction
Meiosis and
Crossing Over
The Eukaryotic Cell
Cycle and Mitosis
Alterations of Chromosome
Number and Structure
48. Figure 8.12B
INTERPHASE
MEIOSIS I
MEIOSIS II
Sister
chromatids
2
1
A pair of
homologous
chromosomes
in a diploid
parent cell
A pair of
duplicated
homologous
chromosomes
3
52. Figure 8.13_2
MEIOSIS I
Metaphase I
Spindle microtubules
attached to a kinetochore
Centromere
(with a
kinetochore)
Anaphase I
Sister chromatids
remain attached
Metaphase
plate
Homologous
chromosomes
separate
53. Figure 8.13_left
MEIOSIS I: Homologous chromosomes separate
INTERPHASE:
Chromosomes duplicate
Centrosomes
(with centriole
pairs)
Prophase I
Metaphase I
Sites of crossing over
Spindle microtubules
attached to a kinetochore
Centrioles
Anaphase I
Sister chromatids
remain attached
Spindle
Tetrad
Nuclear
envelope
Chromatin
Sister
chromatids
Fragments
of the
nuclear
envelope
Centromere
(with a
kinetochore)
Metaphase
plate
Homologous
chromosomes
separate
57. Figure 8.13_right
MEIOSIS II: Sister chromatids separate
Telophase I and Cytokinesis
Prophase II
Metaphase II
Anaphase II
Telophase II
and Cytokinesis
Cleavage
furrow
Sister chromatids
separate
Haploid daughter
cells forming
61. Figure 8.14
MEIOSIS I
MITOSIS
Parent cell
(before chromosome duplication)
Prophase
Duplicated
chromosome
(two sister
chromatids)
Chromosome
duplication
Site of
crossing
over
Prophase I
Tetrad formed
by synapsis of
homologous
chromosomes
Chromosome
duplication
2n = 4
Metaphase I
Metaphase
Chromosomes
align at the
metaphase plate
Tetrads (homologous
pairs) align at the
metaphase plate
Anaphase
Telophase
Anaphase I
Telophase I
Homologous
chromosomes
separate during
anaphase I;
sister
chromatids
remain together
Sister chromatids
separate during
anaphase
Daughter
cells of
meiosis I
MEIOSIS II
2n
2n
Daughter cells of mitosis
No further
chromosomal
duplication;
sister
chromatids
separate during
anaphase II
n
n
n
n
Daughter cells of meiosis II
Haploid
n= 2
65. Figure 8.15_s3
Possibility A
Possibility B
Two equally probable
arrangements of
chromosomes at
metaphase I
Metaphase II
Gametes
Combination 1
Combination 2
Combination 3
Combination 4
Student Misconceptions and Concerns
1. As the authors note in Module 8.1, biologists use the term daughter to indicate offspring and not gender. Students with little experience in this terminology can easily become confused.
2. Some basic familiarity or faint memory of mitosis and meiosis might result in a lack of enthusiasm for mitosis and meiosis in some of your students. Consider beginning such lectures with important topics related to cellular reproduction. For example, cancer cells reproduce uncontrollably, stem cells have the capacity to regenerate lost or damaged tissues, and the study of embryonic stem cells is variously restricted and regulated.
Teaching Tips
Sometimes the most basic questions can challenge students and get them focused on the subject at hand. Consider asking your students why we expect that dogs will produce dogs, cats will produce more cats, and chickens will only produce chickens. Why does like produce like?
Student Misconceptions and Concerns
1. As the authors note in Module 8.1, biologists use the term daughter to indicate offspring and not gender. Students with little experience in this terminology can easily become confused.
2. Some basic familiarity or faint memory of mitosis and meiosis might result in a lack of enthusiasm for mitosis and meiosis in some of your students. Consider beginning such lectures with important topics related to cellular reproduction. For example, cancer cells reproduce uncontrollably, stem cells have the capacity to regenerate lost or damaged tissues, and the study of embryonic stem cells is variously restricted and regulated.
Teaching Tips
Sometimes the most basic questions can challenge students and get them focused on the subject at hand. Consider asking your students why we expect that dogs will produce dogs, cats will produce more cats, and chickens will only produce chickens. Why does like produce like?
Student Misconceptions and Concerns
1. As the authors note in Module 8.1, biologists use the term daughter to indicate offspring and not gender. Students with little experience in this terminology can easily become confused.
2. Some basic familiarity or faint memory of mitosis and meiosis might result in a lack of enthusiasm for mitosis and meiosis in some of your students. Consider beginning such lectures with important topics related to cellular reproduction. For example, cancer cells reproduce uncontrollably, stem cells have the capacity to regenerate lost or damaged tissues, and the study of embryonic stem cells is variously restricted and regulated.
Teaching Tips
Sometimes the most basic questions can challenge students and get them focused on the subject at hand. Consider asking your students why we expect that dogs will produce dogs, cats will produce more cats, and chickens will only produce chickens. Why does like produce like?
Figure 8.1A A yeast cell producing a genetically identical daughter cell by asexual reproduction
Figure 8.1B A sea star reproducing asexually
Figure 8.1C An African violet reproducing asexually from a cutting (the large leaf on the left)
Figure 8.1D Sexual reproduction produces offspring with unique combinations of genes.
Student Misconceptions and Concerns
Some basic familiarity or faint memory of mitosis and meiosis might result in a lack of enthusiasm for mitosis and meiosis in some of your students. Consider beginning such lectures with important topics related to cellular reproduction. For example, cancer cells reproduce uncontrollably, stem cells have the capacity to regenerate lost or damaged tissues, and the study of embryonic stem cells is variously restricted and regulated.
Teaching Tips
1. The principle that “every cell comes from another cell” is worth thinking through with your class. Students might expect that, like automobiles, computers, and cell phones, parts are constructed and cells are assembled. In our society, few nonliving products are generated only from existing products (try to think of such examples). For example, you do not need a painting to paint or a house to construct a house. Yet, this is a common expectation in biology. Further, students who think through this principle might ask how the first cells formed. They might wonder further whether the same environments that produced these cells are still in existence. The conditions on Earth when life first formed were very different from those we know today. Chapter 15 addresses the origin and early evolution of life on Earth.
2. Consider contrasting the timing of DNA replication and cytokinesis in prokaryotes and eukaryotes. In prokaryotes, addressed in Module 8.2, these processes are overlapping. However, as revealed in the next few modules, these events are separate in eukaryotes.
Student Misconceptions and Concerns
Some basic familiarity or faint memory of mitosis and meiosis might result in a lack of enthusiasm for mitosis and meiosis in some of your students. Consider beginning such lectures with important topics related to cellular reproduction. For example, cancer cells reproduce uncontrollably, stem cells have the capacity to regenerate lost or damaged tissues, and the study of embryonic stem cells is variously restricted and regulated.
Teaching Tips
1. The principle that “every cell comes from another cell” is worth thinking through with your class. Students might expect that, like automobiles, computers, and cell phones, parts are constructed and cells are assembled. In our society, few nonliving products are generated only from existing products (try to think of such examples). For example, you do not need a painting to paint or a house to construct a house. Yet, this is a common expectation in biology. Further, students who think through this principle might ask how the first cells formed. They might wonder further whether the same environments that produced these cells are still in existence. The conditions on Earth when life first formed were very different from those we know today. Chapter 15 addresses the origin and early evolution of life on Earth.
2. Consider contrasting the timing of DNA replication and cytokinesis in prokaryotes and eukaryotes. In prokaryotes, addressed in Module 8.2, these processes are overlapping. However, as revealed in the next few modules, these events are separate in eukaryotes.
Figure 8.2A_s1 Binary fission of a prokaryotic cell (step 1)
Figure 8.2A_s2 Binary fission of a prokaryotic cell (step 2)
Figure 8.2A_s3 Binary fission of a prokaryotic cell (step 3)
Student Misconceptions and Concerns
1. Students often seem confused by the difference between a DNA molecule and a chromosome. This is especially problematic when discussing DNA replication.
2. Students are often confused by photographs of chromosomes. Such photographs, such as Figure 8.3B, typically show duplicated chromosomes during some aspect of cell division. It remains unclear to many why (a) chromosome structure is typically different between interphase G1 and the stages of division and (b) why chromosomes are not photographed during interphase (the stage in which chromosomes are typically first discussed) before the chromosomes duplicate.
Teaching Tips
1. Figure 8.3B is an important point of reference for some basic terminology. Consider referring to it as you distinguish between a DNA molecule and a chromosome, unreplicated and replicated chromosomes, and the nature of sister chromatids.
2. The authors make an analogy between the precise packaging of DNA into chromosomes and packing a home for a move to another home. Tap into the intuitive advantages of packaging DNA using this or any other analogy of highly packaged materials (perhaps a boxed “desk” that requires some assembly).
3. The concepts of DNA replication and sister chromatids are often obstacles for many students. If you can find twist ties or other bendable wire, you can demonstrate or have students model the difference between (1) a chromosome before DNA replication and (2) sister chromatids after DNA replication. One piece of wire will represent a chromosome before replication. Two twist ties twisted about each other can represent sister chromatids. We have doubled the DNA, but the molecules remain attached (although not attached in the same way as the wire). You might also want to point out that when sister chromatids are separated, they are considered separate chromosomes.
Student Misconceptions and Concerns
1. Students often seem confused by the difference between a DNA molecule and a chromosome. This is especially problematic when discussing DNA replication.
2. Students are often confused by photographs of chromosomes. Such photographs, such as Figure 8.3B, typically show duplicated chromosomes during some aspect of cell division. It remains unclear to many why (a) chromosome structure is typically different between interphase G1 and the stages of division and (b) why chromosomes are not photographed during interphase (the stage in which chromosomes are typically first discussed) before the chromosomes duplicate.
Teaching Tips
1. Figure 8.3B is an important point of reference for some basic terminology. Consider referring to it as you distinguish between a DNA molecule and a chromosome, unreplicated and replicated chromosomes, and the nature of sister chromatids.
2. The authors make an analogy between the precise packaging of DNA into chromosomes and packing a home for a move to another home. Tap into the intuitive advantages of packaging DNA using this or any other analogy of highly packaged materials (perhaps a boxed “desk” that requires some assembly).
3. The concepts of DNA replication and sister chromatids are often obstacles for many students. If you can find twist ties or other bendable wire, you can demonstrate or have students model the difference between (1) a chromosome before DNA replication and (2) sister chromatids after DNA replication. One piece of wire will represent a chromosome before replication. Two twist ties twisted about each other can represent sister chromatids. We have doubled the DNA, but the molecules remain attached (although not attached in the same way as the wire). You might also want to point out that when sister chromatids are separated, they are considered separate chromosomes.
Figure 8.3A A plant cell (from an African blood lily) just before cell division
Student Misconceptions and Concerns
1. Students often seem confused by the difference between a DNA molecule and a chromosome. This is especially problematic when discussing DNA replication.
2. Students are often confused by photographs of chromosomes. Such photographs, such as Figure 8.3B, typically show duplicated chromosomes during some aspect of cell division. It remains unclear to many why (a) chromosome structure is typically different between interphase G1 and the stages of division and (b) why chromosomes are not photographed during interphase (the stage in which chromosomes are typically first discussed) before the chromosomes duplicate.
Teaching Tips
1. Figure 8.3B is an important point of reference for some basic terminology. Consider referring to it as you distinguish between a DNA molecule and a chromosome, unreplicated and replicated chromosomes, and the nature of sister chromatids.
2. The authors make an analogy between the precise packaging of DNA into chromosomes and packing a home for a move to another home. Tap into the intuitive advantages of packaging DNA using this or any other analogy of highly packaged materials (perhaps a boxed “desk” that requires some assembly).
3. The concepts of DNA replication and sister chromatids are often obstacles for many students. If you can find twist ties or other bendable wire, you can demonstrate or have students model the difference between (1) a chromosome before DNA replication and (2) sister chromatids after DNA replication. One piece of wire will represent a chromosome before replication. Two twist ties twisted about each other can represent sister chromatids. We have doubled the DNA, but the molecules remain attached (although not attached in the same way as the wire). You might also want to point out that when sister chromatids are separated, they are considered separate chromosomes.
Figure 8.3B Chromosome duplication and distribution
Teaching Tips
1. The authors note in Module 8.4 that each of your students consists of about 10 trillion cells. It is likely that this number is beyond comprehension for most of your students. Consider sharing several simple examples of the enormity of that number to try to make it more meaningful. For example, the U.S. population in 2011 is about 312 million people. To give every one of those people about $32,000, we will need a total of 10 trillion dollars. Here is another example. If we gave you $32,000 every second, it would take 10 years to give you 10 trillion dollars. The US Debt Clock helps relate these large numbers to the US national debt at www.usdebtclock.org.
2. In G1, the chromosomes have not duplicated. But by G2, chromosomes consist of sister chromatids. If you have created a demonstration of sister chromatids, relate DNA replication and sister chromatids to the cell cycle.
Figure 8.4 The eukaryotic cell cycle
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_left The stages of cell division by mitosis: Interphase through Prometaphase
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_left The stages of cell division by mitosis: Interphase through Prometaphase
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_left The stages of cell division by mitosis: Interphase through Prometaphase
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_right The stages of cell division by mitosis: Metaphase through Cytokenesis
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_right The stages of cell division by mitosis: Metaphase through Cytokenesis
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.5_right The stages of cell division by mitosis: Metaphase through Cytokenesis
Teaching Tips
Students might keep better track of the sequence of events in a cell cycle by simply memorizing the letters IPPMAT: the first letters of interphase, prophase, prometaphase, metaphase, anaphase, and telophase are represented in this acronym.
Figure 8.6A Cleavage of an animal cell
Teaching Tips
1. Many students think of mitosis and cytokinesis as one process. In some situations, mitosis occurs without subsequent cytokinesis. Challenge your students to predict the outcome of mitosis without cytokinesis (multinuclear cells called a syncytium). This occurs in human development during the formation of the placenta.
2. The authors make an analogy between a drawstring on a hooded sweatshirt and the mechanism of cytokinesis in animal cells. Students seem to appreciate this association. Have your students think of a person tightening the drawstring of sweatpants so tight that they pinch themselves in two, or perhaps nearly so! The analogy is especially good because, like the drawstring just beneath the surface of the sweat pants, the microfilaments are just beneath the surface of the cell’s plasma membrane.
Figure 8.6B Cell plate formation in a plant cell
Figure 8.10A Growth (in an onion root)
Student Misconceptions and Concerns
Some students might conclude that sex chromosomes function only in determining the sex of the individual. As the authors note, sex chromosomes contain genes not involved in sex determination.
Teaching Tips
Students might recall some basic genetics, remembering that for many traits a person receives a separate “signal” from mom and dad. These separate signals for the same trait are carried on the same portion of homologous chromosomes, such as the freckle trait noted in Module 8.11.
Student Misconceptions and Concerns
Some students might conclude that sex chromosomes function only in determining the sex of the individual. As the authors note, sex chromosomes contain genes not involved in sex determination.
Teaching Tips
Students might recall some basic genetics, remembering that for many traits a person receives a separate “signal” from mom and dad. These separate signals for the same trait are carried on the same portion of homologous chromosomes, such as the freckle trait noted in Module 8.11.
Figure 8.11 A pair of homologous chromosomes
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
1. Consider helping students through mitosis and meiosis by developing an analogy to pairs of shoes. In this case, any given species has a certain number of pairs of shoes, or homologous chromosomes.
2. In the shoe analogy, females have 23 pairs of matching shoes, while males have 22 matching pairs and 1 odd pair . . . maybe a sandal and a sneaker!
3. You might want to get your students thinking by asking them why eggs and sperm are different. (This depends upon the species, but within vertebrates, eggs and sperm are specialized for different tasks. Sperm are adapted to move to an egg and donate a nucleus. Eggs contain a nucleus and most of the cytoplasm of the future zygote. Thus eggs are typically larger, nonmotile, and full of cellular resources to sustain cell division and growth.)
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
1. Consider helping students through mitosis and meiosis by developing an analogy to pairs of shoes. In this case, any given species has a certain number of pairs of shoes, or homologous chromosomes.
2. In the shoe analogy, females have 23 pairs of matching shoes, while males have 22 matching pairs and 1 odd pair . . . maybe a sandal and a sneaker!
3. You might want to get your students thinking by asking them why eggs and sperm are different. (This depends upon the species, but within vertebrates, eggs and sperm are specialized for different tasks. Sperm are adapted to move to an egg and donate a nucleus. Eggs contain a nucleus and most of the cytoplasm of the future zygote. Thus eggs are typically larger, nonmotile, and full of cellular resources to sustain cell division and growth.)
Figure 8.12A The human life cycle
Figure 8.12B How meiosis halves chromosome number
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Figure 8.13_1 The stages of meiosis: Interphase to Prophase I
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Figure 8.13_2 The stages of meiosis: Metaphase I to Anaphase I
Figure 8.13_left The stages of meiosis: Interphase and Meiosis I
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Figure 8.13_3 The stages of meiosis: Telophase I
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Figure 8.13_right The stages of meiosis: Telophase I and Meiosis II
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
Challenge students to identify which stage of meiosis is most like mitosis. Comparing the specific events of mitosis, meiosis I, and meiosis II to each other allows students to identify essential differences.
Student Misconceptions and Concerns
Students might not immediately see the need for meiosis in sexual reproduction. Consider an example of what would happen over many generations if gametes were produced by mitosis. The resulting genetic doubling is prevented if each gamete has only half the genetic material of the adult cells.
Teaching Tips
1. How meiosis results in four haploid cells, yet mitosis yields two diploid cells, is often memorized but seldom understood. It can be explained like this. Consider a pair of chromosomes in a cell before any cell divisions. This pair of chromosomes duplicates such that two chromosomes become four (although each pair of sister chromatids are joined at their centromeres). Therefore, mitosis and meiosis each typically begin with four chromosomes. Mitosis divides once, producing two cells, each with two chromosomes. Meiosis divides twice, sorting the four chromosomes into four separate cells.
2. Consider emphasizing a crucial difference between the processes of mitosis and meiosis. In mitosis, sister chromatids separate at metaphase. In meiosis I metaphase, sister chromatids stay together, and homologous pairs of chromosomes separate. Consider sketching a comparison of the alignment of the chromosomes at mitosis metaphase and meiosis metaphase I. Figure 8.14 helps to make this important distinction. You might create a test question in which you ask students to draw several pairs of homologous chromosomes lined up at metaphase in mitosis versus meiosis I.
Figure 8.14 Comparison of mitosis and meiosis
Teaching Tips
1. The possible number of combinations produced by independent orientation of human chromosomes at meiosis metaphase I is 223 or 8,388,608. This number squared is more than 70 trillion. The authors rounded down to 8 million for 223 and squared this, to estimate 64 trillion possible combinations. But more precisely, the number of possible zygotes produced by a single pair of reproducing humans, based solely on independent assortment and random fertilization, is over 70 trillion!
2. Another way to represent the various combinations produced by independent orientation of chromosomes at meiosis metaphase I continues the shoe analogy. Imagine that you have two pairs of shoes. One pair is black, the other is white. You want to make a new pair drawing one shoe from each original pair. Four possible pairs can be made. You can have (1) the left black and left white, (2) the right black and right white, (3) the left black and right white, or (4) the right black and left white. Actually using two pairs of shoes from your students can inject humor and create a concrete example that reduces confusion. For an additional bit of humor, ask the class if 46 students want to contribute their shoes as you try to demonstrate all 8,388,608 combinations!
Figure 8.15_s1 Results of the independent orientation of chromosomes at metaphase I (step 1)
Figure 8.15_s2 Results of the independent orientation of chromosomes at metaphase I (step 2)
Figure 8.15_s3 Results of the independent orientation of chromosomes at metaphase I (step 3)
Teaching Tips
1. If you wish to continue the shoe analogy, crossing over is somewhat like exchanging the shoelaces in a pair of shoes (although this analogy is quite limited). A point to make is that the shoes (chromosomes) before crossing over are what you inherited . . . either from the sperm or the egg; but, as a result of crossing over, you no longer pass along exactly what you inherited. Instead, you pass along a combination of homologous chromosomes (think of shoes with switched shoelaces). Critiquing this limited analogy may also help students to think through the process of crossing over.
2. In the shoe analogy, after exchanging shoelaces, we have “recombinant shoes”!
3. Challenge students to consider the number of unique humans that can be formed by the processes of the independent orientation of chromosomes, random fertilization, and crossing over. Without crossing over, we already calculated over 70 trillion possibilities. But as the text notes in Module 8.17, there are typically one to three crossover events for each human chromosome, and these can occur at many different places along the length of the chromosome. The potential number of combinations far exceeds any number that humans can comprehend, representing the truly unique nature of each human being (an important point that delights many students!)
Figure 8.17A Chiasmata, the sites of crossing over
Student Misconceptions and Concerns
Before addressing karyotyping and nondisjunction events, consider reviewing the general structure and terminology associated with replicated chromosomes and the arrangement of chromosomes during metaphase of mitosis, meiosis I, and meiosis II. Figures 8.3B and 8.14 will be particularly helpful. A firm foundation in chromosome basics is necessary to understand the irregularities discussed in Modules 8.19–8.23.
Teaching Tips
The Human Genome Website is a tremendous asset for nearly every discussion related to human genetics. It can be accessed at www.genomics.energy.gov.
Figure 8.18_s5 Preparation of a karyotype from a blood sample (step 5)
Student Misconceptions and Concerns
Before addressing karyotyping and nondisjunction events, consider reviewing the general structure and terminology associated with replicated chromosomes and the arrangement of chromosomes during metaphase of mitosis, meiosis I, and meiosis II. Figures 8.3B and 8.14 will be particularly helpful. A firm foundation in chromosome basics is necessary to understand the irregularities discussed in Modules 8.19–8.23.
Teaching Tips
1. The Human Genome Website is a tremendous asset for nearly every discussion related to human genetics. It can be accessed at www.genomics.energy.gov.
2. Students might be confused by the term nondisjunction. But simply put, it is an error in the sorting of chromosomes during mitosis or meiosis. Figure 8.20 illustrates two types of nondisjunction errors in meiosis.
Figure 8.20A_s1 Nondisjunction in meiosis I (step 1)
Figure 8.20A_s2 Nondisjunction in meiosis I (step 2)
Figure 8.20A_s3 Nondisjunction in meiosis I (step 3)
Figure 8.20B_s1 Nondisjunction in meiosis II (step 1)
Figure 8.20B_s2 Nondisjunction in meiosis II (step 2)
Figure 8.20B_s3 Nondisjunction in meiosis II (step 3)
Table 8.21 Abnormalities of sex chromosome number in humans
Student Misconceptions and Concerns
Before addressing karyotyping and nondisjunction events, consider reviewing the general structure and terminology associated with replicated chromosomes and the arrangement of chromosomes during metaphase of mitosis, meiosis I, and meiosis II. Figures 8.3B and 8.14 will be particularly helpful. A firm foundation in chromosome basics is necessary to understand the irregularities discussed in Modules 8.19–8.23.
Teaching Tips
1. The Human Genome Website is a tremendous asset for nearly every discussion related to human genetics. It can be accessed at www.genomics.energy.gov.
2. Challenge students to create a simple sentence and then modify that sentence to represent (a) a deletion, (b) a duplication, and (c) an inversion as an analogy to these changes to a chromosome.