CHAPTERS 13-15
Chapters 13 to 15 are important chapters about reproduction. These few chapters goes over topics of meiosis, chromosomes, inheritance, alleles, and genetic disorders. The topics would connect most with big ideas- evolution and information. Evolution because evolution is widely known as what drove diversity and unity of life and meiosis is also known to create genetic variation through crossing over, independent assortment and random segregation. It would also relate to information because meiosis is based on passing down genetic information to offsprings.
objective 1: Identify the differences between asexual and sexual reproduction
1. asexual= one organism
sexual= both male and female
2. asexual= division by fission, budding or regeneration
sexual= divide by meiosis
3. asexual= no genetic variation
sexual= variation/unique
Links:
http://www.diffen.com/difference/Asexual_Reproduction_vs_Sexual_Reproduction
http://www.edinformatics.com/math_science/asexual_sexual_reproduction.htm
sexual= both male and female
2. asexual= division by fission, budding or regeneration
sexual= divide by meiosis
3. asexual= no genetic variation
sexual= variation/unique
Links:
http://www.diffen.com/difference/Asexual_Reproduction_vs_Sexual_Reproduction
http://www.edinformatics.com/math_science/asexual_sexual_reproduction.htm
Objective 2: Explain the role of meiosis and fertilization in sexually reproducing organisms
The role of fertilization is to fuse the male and female games to form a zygote, which is the start of biological reproduction. The role of meiosis is to produce the gametes that will later fuse into the zygote. It produces the haploid gametes, meaning it would have half of the DNA from the parents, and when two gametes come together, the zygote wil be “complete,”therefore having the number of chromosomes in the offspring of two parents. Meiosis is also responsible for the genetic variation of specie due to events such as crossing over.
Links:
http://embryo.asu.edu/pages/meiosis-humans]http://biology.about.com/od/genetics/a/aa040805a.htm
Links:
http://embryo.asu.edu/pages/meiosis-humans]http://biology.about.com/od/genetics/a/aa040805a.htm
objective 3: Specify the importance of homologous chromosomes to meiosis
Homologous pairs are important because they allow for the recombination, crossing over and random segregation into new cells. Thus allowing for genetic variation among organisms. Unlike in mitosis where the daughter cells are genetically identically to the parent cells.
Links:
http://biology.about.com/od/geneticsglossary/g/homologouschrom.htm
http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter30/meiosis_with_crossing_over.html
Links:
http://biology.about.com/od/geneticsglossary/g/homologouschrom.htm
http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter30/meiosis_with_crossing_over.html
objective 4: Describe how the chromosome number is reduced from diploid to haploid through the stages of meiosis
During meiosis, the parent cell starts out being diploid. After the first phase of meiosis, the homologous chromosomes are separated and the cell is split into two haploid cells with each chromosome consisting of two chromatids. After the second phase, the two sister chromatids get split so that the end result is four haploid cells.
Links:
http://www.phschool.com/science/biology_place/biocoach/meiosis/overview.html
http://library.thinkquest.org/C004535/meiosis.html
Links:
http://www.phschool.com/science/biology_place/biocoach/meiosis/overview.html
http://library.thinkquest.org/C004535/meiosis.html
Objective 5: Identify three important differences between mitosis and meiosis
Mitosis:
1. two genetically identical daughter cells
2. used for growth of tissues, fibers, membranes and for reproduction of single celled organisms
3. goes through only one cell division
Mitosis:
1. four gametes with half the number of chromosome of the parent cell
used for sexual reproduction
goes through cell division twice
Links:
http://www.diffen.com/difference/Meiosis_vs_Mitosis
http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter11/comparison_of_meiosis_and_mitosis.html
1. two genetically identical daughter cells
2. used for growth of tissues, fibers, membranes and for reproduction of single celled organisms
3. goes through only one cell division
Mitosis:
1. four gametes with half the number of chromosome of the parent cell
used for sexual reproduction
goes through cell division twice
Links:
http://www.diffen.com/difference/Meiosis_vs_Mitosis
http://highered.mcgraw-hill.com/sites/9834092339/student_view0/chapter11/comparison_of_meiosis_and_mitosis.html
objective 6: Discuss the importance of crossing over, independent assortment, and random fertilization to increasing genetic variability
Crossing over, independent assortment and random fertilization allows for unique combination of gene. In crossing over, chromosomes with new combinations of genes are created when sections of chromosomes are interchanged. Independent assortment results in the production of unique gametes since alleles of genes are separated independently from alleles of another gene. Lastly, since in random fertilization, any egg can be fertilized by any sperm, this leads to millions of different possible combinations.
Links:
http://www.biology.lifeeasy.org/5497/difference-between-generation-generation-and-generation
http://biology.about.com/bldefpgen.htm
Links:
http://www.biology.lifeeasy.org/5497/difference-between-generation-generation-and-generation
http://biology.about.com/bldefpgen.htm
objective 7: Define terms associated with genetics problems: P, F1, F2, dominant, recessive, homozygous, heterozygous, phenotype, and genotype
P= parent generation
F1= first filial generation, hybrid offspring produced by P generation plants
F2= second filial generation, offspring of self pollinated F1 plants
dominant= relationship between alleles where one allele masks the phenotypic effect of the other allele
recessive= relationship between alleles where the gene can expresses its phenotypic effect is both alleles are identical
homozygous= having identical alleles are a trait
heterozygous= having two different alleles
phenotype= a organisms physical characteristics
genotype= genetic makeup
F1= first filial generation, hybrid offspring produced by P generation plants
F2= second filial generation, offspring of self pollinated F1 plants
dominant= relationship between alleles where one allele masks the phenotypic effect of the other allele
recessive= relationship between alleles where the gene can expresses its phenotypic effect is both alleles are identical
homozygous= having identical alleles are a trait
heterozygous= having two different alleles
phenotype= a organisms physical characteristics
genotype= genetic makeup
objective 8: Determine the proper gametes when working a genetics problem
you must use a punnett square to determine the gametes
Links:
http://www.ndsu.edu/pubweb/~mcclean/plsc431/linkage/linkage3.htm
http://utahscience.oremjr.alpine.k12.ut.us/sciber00/7th/genetics/sciber/punnett.htm
Links:
http://www.ndsu.edu/pubweb/~mcclean/plsc431/linkage/linkage3.htm
http://utahscience.oremjr.alpine.k12.ut.us/sciber00/7th/genetics/sciber/punnett.htm
objective 9: Illustrate the difference between an allele and a gene
alleles are the different forms of a gene while the gene is the segment of DNA and fundamental unit of heredity.
Links:
http://www.diffen.com/difference/Allele_vs_Gene
http://library.thinkquest.org/28751/review/heredity/2.html
Links:
http://www.diffen.com/difference/Allele_vs_Gene
http://library.thinkquest.org/28751/review/heredity/2.html
objective 10: Interpret a pedigree
Interpreting pedigree square:
the symbols represent people and lines represent genetic relationship
squares= make circles= females
horizontal lines connect male and female means mating
vertical lines represent offsprings
shaded symbol means the individual has the particular trait
Links:
http://www.biology.arizona.edu/human_bio/problem_sets/human_genetics/05Q.html
http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20101/Bio%20101%20Laboratory/Pedigree%20Analysis/PEDIGREE.HTM
the symbols represent people and lines represent genetic relationship
squares= make circles= females
horizontal lines connect male and female means mating
vertical lines represent offsprings
shaded symbol means the individual has the particular trait
Links:
http://www.biology.arizona.edu/human_bio/problem_sets/human_genetics/05Q.html
http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20101/Bio%20101%20Laboratory/Pedigree%20Analysis/PEDIGREE.HTM
objective 11: Utilize data sets to determine Mendelian patterns of inheritance
Determining the Mendelian patterns of inheritance by using an single gene that is on a dominant, recessive or X-linked pattern. Thus, the genotype and phenotype of the organism can be guessed.
Links:
http://www.phschool.com/science/biology_place/biocoach/inheritance/laws.html
http://www.ndsu.edu/pubweb/~mcclean/plsc431/mendel/mendel1.htm
Links:
http://www.phschool.com/science/biology_place/biocoach/inheritance/laws.html
http://www.ndsu.edu/pubweb/~mcclean/plsc431/mendel/mendel1.htm
objective 12: Describe how the chromosome theory of inheritance connects the physical movement of chromosomes in meiosis to Mendel’s laws of inheritance
The chromosomal theory of inheritance states that genes are located on specific sites on the chromosome and Mendel's law of inheritance included the principle of segregation and independent assortment. Thus connects to the physical movement in meiosis since chromosomes in meiosis must separate, assort independently and alleles must separate. The father with the gene will never pass it down to his sons but will to all his daughters, while the mother that has been affected will pass the trait down to half of her daughters and half her sons.
Links:
http://groups.molbiosci.northwestern.edu/holmgren/Glossary/Definitions/Def-C/chrom_theory_inheritance.html
http://chsweb.lr.k12.nj.us/mstanley/outlines/chromotheory/chromotheory.html
Links:
http://groups.molbiosci.northwestern.edu/holmgren/Glossary/Definitions/Def-C/chrom_theory_inheritance.html
http://chsweb.lr.k12.nj.us/mstanley/outlines/chromotheory/chromotheory.html
objective 13: Illustrate the unique pattern of inheritance in sex-linked genes
Males are hemizygous for the X chromosome while females have two so they can be homozygous or heterozygous. Therefore, X linked genes are expressed in males since there is nothing to "mask" the recessive genotype. The genes phenotype can be "masked" in females if the second X chromosome is a normal gene. The father with the gene will never pass it down to his sons but will to all his daughters, while the mother that has been affected will pass the trait down to half of her daughters and half her sons.
Links:
http://anthro.palomar.edu/biobasis/bio_4.htm
http://biology.about.com/od/genetics/ss/sex-linked-traits.htm
Links:
http://anthro.palomar.edu/biobasis/bio_4.htm
http://biology.about.com/od/genetics/ss/sex-linked-traits.htm
objective 14: Demonstrate how alteration of chromosome number or structurally altered chromosomes (deletions, duplications, etc.) can cause genetic disorders
One demonstration of alteration causing a genetic mutation is trisomy 21, otherwise known as Down Syndrome. This disorder is caused by a error in cell division called "nondisjunction," which is the failure of paired chromosomes or sister chromatids to separate and go to different cells during meiosis. Therefore, in Down Syndrome a pair of the 21st chromosomes in either the sperm or the egg failed to separate.
Links:
http://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1715248/
Links:
http://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1715248/
objective 15: Specify how genomic imprinting and inheritance of mitochondrial DNA are exceptions to standard Mendelian inheritance
Genomic imprinting is when only one working gene is inherited and either the copy from the mom or dad is epigenetically silenced and inheritance of mitochondrial DNA is when mtDNA is inherited from the only the mother. Genomic imprinting is considered exceptions since it would create an equal number of affect individuals and nonmanifesting carriers and accepted that the sex of the transmitting parent plays a role in the expression of the phenotype in his or her affected children. Mitochondrial DNA is considered exception since mutations in mitochondrial genes follow typical maternal inheritance
Links:
http://www.glowm.com/section_view/heading/Mendelian%20Inheritance%20and%20Its%20Exceptions/item/342
http://learn.genetics.utah.edu/content/epigenetics/imprinting/
Links:
http://www.glowm.com/section_view/heading/Mendelian%20Inheritance%20and%20Its%20Exceptions/item/342
http://learn.genetics.utah.edu/content/epigenetics/imprinting/
Terms:
Karyotype- images of chromosomes arranged in pairs
zygote- resulting fertilized egg
chiasmata- x-shaped regions in each homologous pairs
testcross- breeding organism of unknown genotype with a recessive homozygote
monohybrids- heterozygous for one character being followed in the cross
pleiotropy- having multiple phenotypic effects
epistasis- phenotypic expression of a gene at one locus alters that of a gene at a second locus
pedigree- family tree describing traits of parents and children across generations
Barr body- inactive X in each female cell that condenses into an compact object
linked genes- genes that are said to be genetically linked
Application:
These last chapters are have a common idea of reproduction. Mitosis and meiosis are important as they create the gametes and somatic cells needed to create and benefit life. Learning about these topics is essential as they can be applied to real life. Especially, if one is curious about their own genetic makeup, family pedigree and the likely hood of their parent's disease being passed down to themselves. Therefore, the information can be used to help with genetic disorders and know more about their unique family traits.
Karyotype- images of chromosomes arranged in pairs
zygote- resulting fertilized egg
chiasmata- x-shaped regions in each homologous pairs
testcross- breeding organism of unknown genotype with a recessive homozygote
monohybrids- heterozygous for one character being followed in the cross
pleiotropy- having multiple phenotypic effects
epistasis- phenotypic expression of a gene at one locus alters that of a gene at a second locus
pedigree- family tree describing traits of parents and children across generations
Barr body- inactive X in each female cell that condenses into an compact object
linked genes- genes that are said to be genetically linked
Application:
These last chapters are have a common idea of reproduction. Mitosis and meiosis are important as they create the gametes and somatic cells needed to create and benefit life. Learning about these topics is essential as they can be applied to real life. Especially, if one is curious about their own genetic makeup, family pedigree and the likely hood of their parent's disease being passed down to themselves. Therefore, the information can be used to help with genetic disorders and know more about their unique family traits.