Chapter 12 – The Cell Cycle – Lecture Outline

Chapter 12    The Cell Cycle    Lecture Outline

Overview

·         The ability of organisms to reproduce their kind is the one characteristic that best distinguishes living things from nonliving matter.

·         The continuity of life is based on the reproduction of cells, or cell division.

A. The Key Roles of Cell Division

1. Cell division functions in reproduction, growth, and repair.

·         The division of a unicellular organism reproduces an entire organism, increasing the population.

·         Cell division on a larger scale can produce progeny for some multicellular organisms.

°         This includes organisms that can grow by cuttings.

·         Cell division enables a multicellular organism to develop from a single fertilized egg or zygote.

·         In a multicellular organism, cell division functions to repair and renew cells that die from normal wear and tear or accidents.

·         Cell division is part of the cell cycle, the life of a cell from its origin in the division of a parent cell until its own division into two.

2. Cell division results in genetically identical daughter cells.

·         Cell division requires the distribution of identical genetic material—DNA—to two daughter cells.

·         What is remarkable is the fidelity with which DNA is passed along, without dilution, from one generation to the next.

·         A dividing cell duplicates its DNA, allocates the two copies to opposite ends of the cell, and then splits into two daughter cells.

·         A cell’s genetic information, packaged as DNA, is called its genome.

°         In prokaryotes, the genome is often a single long DNA molecule.

°         In eukaryotes, the genome consists of several DNA molecules.

·         A human cell must duplicate about 2 m of DNA and separate the two copies such that each daughter cell ends up with a complete genome.

·         DNA molecules are packaged into chromosomes.

°         Every eukaryotic species has a characteristic number of chromosomes in each cell nucleus.

§            Human somatic cells (body cells) have 46 chromosomes, made up of two sets of 23 (one from each parent).

§            Human gametes (sperm or eggs) have one set of 23 chromosomes, half the number in a somatic cell.

·         Eukaryotic chromosomes are made of chromatin, a complex of DNA and associated protein.

°         Each single chromosome contains one long, linear DNA molecule carrying hundreds or thousands of genes, the units that specify an organism’s inherited traits.

·         The associated proteins maintain the structure of the chromosome and help control gene activity.

·         When a cell is not dividing, each chromosome is in the form of a long, thin chromatin fiber.

·         Before cell division, chromatin condenses, coiling and folding to make a smaller package.

·         Each duplicated chromosome consists of two sister chromatids, which contain identical copies of the chromosome’s DNA.

°         The chromatids are initially attached by adhesive proteins along their lengths.

°         As the chromosomes condense, the region where the chromatids connect shrinks to a narrow area, the centromere.

·         Later in cell division, the sister chromatids are pulled apart and repackaged into two new nuclei at opposite ends of the parent cell.

°         Once the sister chromatids separate, they are considered individual chromosomes.

·         Mitosis, the formation of the two daughter nuclei, is usually followed by division of the cytoplasm, cytokinesis.

·         These processes start with one cell and produce two cells that are genetically identical to the original parent cell.

°         Each of us inherited 23 chromosomes from each parent: one set in an egg and one set in sperm.

°         The fertilized egg, or zygote, underwent cycles of mitosis and cytokinesis to produce a fully developed multicellular human made up of 200 trillion somatic cells.

°         These processes continue every day to replace dead and damaged cells.

°         Essentially, these processes produce clones—cells with identical genetic information.

·         In contrast, gametes (eggs or sperm) are produced only in gonads (ovaries or testes) by a variation of cell division called meiosis.

°         Meiosis yields four nonidentical daughter cells, each with half the chromosomes of the parent.

°         In humans, meiosis reduces the number of chromosomes from 46 to 23.

°         Fertilization fuses two gametes together and doubles the number of chromosomes to 46 again.

B. The Mitotic Cell Cycle

1. The mitotic phase alternates with interphase in the cell cycle.

·         The mitotic (M) phase of the cell cycle alternates with the much longer interphase.

°         The M phase includes mitosis and cytokinesis.

°         Interphase accounts for 90% of the cell cycle.

·         During interphase, the cell grows by producing proteins and cytoplasmic organelles, copies its chromosomes, and prepares for cell division.

·         Interphase has three subphases: the G1 phase (“first gap”), the S phase (“synthesis”), and the G2 phase (“second gap”).

°         During all three subphases, the cell grows by producing proteins and cytoplasmic organelles such as mitochondria and endoplasmic reticulum.

°         However, chromosomes are duplicated only during the S phase.

·         The daughter cells may then repeat the cycle.

·         A typical human cell might divide once every 24 hours.

°         Of this time, the M phase would last less than an hour, while the S phase might take 10–12 hours, or half the cycle.

°         The rest of the time would be divided between the G1 and G2 phases.

°         The G1 phase varies most in length from cell to cell.

·         Mitosis is a continuum of changes.

·         For convenience, mitosis is usually broken into five subphases: prophase, prometaphase, metaphase, anaphase, and telophase.

·         In late interphase, the chromosomes have been duplicated but are not condensed.

°         A nuclear membrane bounds the nucleus, which contains one or more nucleoli.

°         The centrosome has replicated to form two centrosomes.

°         In animal cells, each centrosome features two centrioles.

·         In prophase, the chromosomes are tightly coiled, with sister chromatids joined together.

°         The nucleoli disappear.

°         The mitotic spindle begins to form.

§            It is composed of centrosomes and the microtubules that extend from them.

°         The radial arrays of shorter microtubules that extend from the centrosomes are called asters.

°         The centrosomes move away from each other, apparently propelled by lengthening microtubules.

·         During prometaphase, the nuclear envelope fragments, and microtubules from the spindle interact with the condensed chromosomes.

°         Each of the two chromatids of a chromosome has a kinetochore, a specialized protein structure located at the centromere.

°         Kinetochore microtubules from each pole attach to one of two kinetochores.

°         Nonkinetochore microtubules interact with those from opposite ends of the spindle.

·         The spindle fibers push the sister chromatids until they are all arranged at the metaphase plate, an imaginary plane equidistant from the poles, defining metaphase.

·         At anaphase, the centromeres divide, separating the sister chromatids.

°         Each is now pulled toward the pole to which it is attached by spindle fibers.

°         By the end, the two poles have equivalent collections of chromosomes.

·         At telophase, daughter nuclei begin to form at the two poles.

°         Nuclear envelopes arise from the fragments of the parent cell’s nuclear envelope and other portions of the endomembrane system.

°         The chromosomes become less tightly coiled.

·         Cytokinesis, division of the cytoplasm, is usually well underway by late telophase.

°         In animal cells, cytokinesis involves the formation of a cleavage furrow, which pinches the cell in two.

°         In plant cells, vesicles derived from the Golgi apparatus produce a cell plate at the middle of the cell.

2. The mitotic spindle distributes chromosomes to daughter cells: a closer look.

·         The mitotic spindle, fibers composed of microtubules and associated proteins, is a major driving force in mitosis.

·         As the spindle assembles during prophase, the elements come from partial disassembly of the cytoskeleton.

·         The spindle fibers elongate by incorporating more subunits of the protein tubulin.

·         Assembly of the spindle microtubules starts in the centrosome.

°         The centrosome (microtubule-organizing center) is a nonmembranous organelle that organizes the cell’s microtubules.

°         In animal cells, the centrosome has a pair of centrioles at the center, but the centrioles are not essential for cell division.

·         During interphase, the single centrosome replicates to form two centrosomes.

·         As mitosis starts, the two centrosomes are located near the nucleus.

°         As the spindle microtubules grow from them, the centrioles are pushed apart.

°         By the end of prometaphase, they are at opposite ends of the cell.

·         An aster, a radial array of short microtubules, extends from each centrosome.

·         The spindle includes the centrosomes, the spindle microtubules, and the asters.

·         Each sister chromatid has a kinetochore of proteins and chromosomal DNA at the centromere.

°         The kinetochores of the joined sister chromatids face in opposite directions.

·         During prometaphase, some spindle microtubules (called kinetochore microtubules) attach to the kinetochores.

·         When a chromosome’s kinetochore is “captured” by microtubules, the chromosome moves toward the pole from which those microtubules come.

·         When microtubules attach to the other pole, this movement stops and a tug-of-war ensues.

·         Eventually, the chromosome settles midway between the two poles of the cell, on the metaphase plate.

·         Nonkinetochore microtubules from opposite poles overlap and interact with each other.

·         By metaphase, the microtubules of the asters have grown and are in contact with the plasma membrane.

·         The spindle is now complete.

·         Anaphase commences when the proteins holding the sister chromatids together are inactivated.

°         Once the chromosomes are separate, full-fledged chromosomes, they move toward opposite poles of the cell.

·         How do the kinetochore microtubules function into the poleward movement of chromosomes?

·         One hypothesis is that the chromosomes are “reeled in” by the shortening of microtubules at the spindle poles.

·         Experimental evidence supports the hypothesis that motor proteins on the kinetochore “walk” the attached chromosome along the microtubule toward the nearest pole.

°         Meanwhile, the excess microtubule sections depolymerize at their kinetochore ends.

·         What is the function of the nonkinetochore microtubules?

·         Nonkinetochore microtubules are responsible for lengthening the cell along the axis defined by the poles.

°         These microtubules interdigitate and overlap across the metaphase plate.

°         During anaphase, the area of overlap is reduced as motor proteins attached to the microtubules walk them away from one another, using energy from ATP.

°         As microtubules push apart, the microtubules lengthen by the addition of new tubulin monomers to their overlapping ends, allowing continued overlap.

3. Cytokinesis divides the cytoplasm: a closer look.

·         Cytokinesis, division of the cytoplasm, typically follows mitosis.

·         In animal cells, cytokinesis occurs by a process called cleavage.

·         The first sign of cleavage is the appearance of a cleavage furrow in the cell surface near the old metaphase plate.

·         On the cytoplasmic side of the cleavage furrow is a contractile ring of actin microfilaments associated with molecules of the motor protein myosin.

°         Contraction of the ring pinches the cell in two.

·         Cytokinesis in plants, which have cell walls, involves a completely different mechanism.

·         During telophase, vesicles from the Golgi coalesce at the metaphase plate, forming a cell plate.

°         The plate enlarges until its membranes fuse with the plasma membrane at the perimeter.

°         The contents of the vesicles form new cell wall material between the daughter cells.

4. Mitosis in eukaryotes may have evolved from binary fission in bacteria.

·         Prokaryotes reproduce by binary fission, not mitosis.

·         Most bacterial genes are located on a single bacterial chromosome that consists of a circular DNA molecule and associated proteins.

·         While bacteria are smaller and simpler than eukaryotic cells, they still have large amounts of DNA that must be copied and distributed equally to two daughter cells.

·         The circular bacterial chromosome is highly folded and coiled in the cell.

·         In binary fission, chromosome replication begins at one point in the circular chromosome, the origin of replication site, producing two origins.

°         As the chromosome continues to replicate, one origin moves toward each end of the cell.

°         While the chromosome is replicating, the cell elongates.

°         When replication is complete, its plasma membrane grows inward to divide the parent cell into two daughter cells, each with a complete genome.

·         Researchers have developed methods to allow them to observe the movement of bacterial chromosomes.

°         The movement is similar to the poleward movements of the centromere regions of eukaryotic chromosomes.

°         However, bacterial chromosomes lack visible mitotic spindles or even microtubules.

·         The mechanism behind the movement of the bacterial chromosome is becoming clearer but is still not fully understood.

°         Several proteins have been identified and play important roles.

·         How did mitosis evolve?

°         There is evidence that mitosis had its origins in bacterial binary fission.

°         Some of the proteins involved in binary fission are related to eukaryotic proteins.

°         Two of these are related to eukaryotic tubulin and actin proteins.

·         As eukaryotes evolved, the ancestral process of binary fission gave rise to mitosis.

·         Possible intermediate evolutionary steps are seen in the division of two types of unicellular algae.

°         In dinoflagellates, replicated chromosomes are attached to the nuclear envelope.

°         In diatoms, the spindle develops within the nucleus.

·         In most eukaryotic cells, the nuclear envelope breaks down and a spindle separates the chromosomes.

C. Regulation of the Cell Cycle

·         The timing and rates of cell division in different parts of an animal or plant are crucial for normal growth, development, and maintenance.

·         The frequency of cell division varies with cell type.

°         Some human cells divide frequently throughout life (skin cells).

°         Others have the ability to divide, but keep it in reserve (liver cells).

°         Mature nerve and muscle cells do not appear to divide at all after maturity.

·         Investigation of the molecular mechanisms regulating these differences provide important insights into the operation of normal cells, and may also explain cancer cells escape controls.

1. Cytoplasmic signals drive the cell cycle.

·         The cell cycle appears to be driven by specific chemical signals present in the cytoplasm.

·         Some of the initial evidence for this hypothesis came from experiments in which cultured mammalian cells at different phases of the cell cycle were fused to form a single cell with two nuclei.

°         Fusion of an S phase cell and a G1 phase cell induces the G1 nucleus to start S phase.

§            This suggests that chemicals present in the S phase nucleus stimulated the fused cell.

°         Fusion of a cell in mitosis (M phase) with one in interphase (even G1 phase) induces the second cell to enter mitosis.

·         The sequential events of the cell cycle are directed by a distinct cell cycle control system.

°         Cyclically operating molecules trigger and coordinate key events in the cell cycle.

°         The control cycle has a built-in clock, but it is also regulated by external adjustments and internal controls.

·         A checkpoint in the cell cycle is a critical control point where stop and go-ahead signals regulate the cycle.

°         The signals are transmitted within the cell by signal transduction pathways.

°         Animal cells generally have built-in stop signals that halt the cell cycle at checkpoints until overridden by go-ahead signals.

°         Many signals registered at checkpoints come from cellular surveillance mechanisms.

°         These indicate whether key cellular processes have been completed correctly.

°         Checkpoints also register signals from outside the cell.

·         Three major checkpoints are found in the G1, G2, and M phases.

·         For many cells, the G1 checkpoint, the “restriction point” in mammalian cells, is the most important.

°         If the cell receives a go-ahead signal at the G1 checkpoint, it usually completes the cell cycle and divides.

°         If it does not receive a go-ahead signal, the cell exits the cycle and switches to a nondividing state, the G0 phase.

§            Most cells in the human body are in this phase.

§            Liver cells can be “called back” to the cell cycle by external cues, such as growth factors released during injury.

§            Highly specialized nerve and muscle cells never divide.

·         Rhythmic fluctuations in the abundance and activity of cell cycle control molecules pace the events of the cell cycle.

°         These regulatory molecules include protein kinases that activate or deactivate other proteins by phosphorylating them.

·         These kinases are present in constant amounts but require attachment of a second protein, a cyclin, to become activated.

°         Levels of cyclin proteins fluctuate cyclically.

°         Because of the requirement for binding of a cyclin, the kinases are called cyclin-dependent kinases, or Cdks.

·         Cyclin levels rise sharply throughout interphase, and then fall abruptly during mitosis.

·         Peaks in the activity of one cyclin-Cdk complex, MPF, correspond to peaks in cyclin concentration.

·         MPF (“maturation-promoting factor” or “M-phase-promoting-factor”) triggers the cell’s passage past the G2 checkpoint to the M phase.

°         MPF promotes mitosis by phosphorylating a variety of other protein kinases.

°         MPF stimulates fragmentation of the nuclear envelope by phosphorylation of various proteins of the nuclear lamina.

°         It also triggers the breakdown of cyclin, dropping cyclin and MPF levels during mitosis and inactivating MPF.

§            The noncyclin part of MPF, the Cdk, persists in the cell in inactive form until it associates with new cyclin molecules synthesized during the S and G2 phases of the next round of the cycle.

·         At least three Cdk proteins and several cyclins regulate the key G1 checkpoint.

·         Similar mechanisms are also involved in driving the cell cycle past the M phase checkpoint.

2. Internal and external cues help regulate the cell cycle.

·         While research scientists know that active Cdks function by phosphorylating proteins, the identity of all these proteins is still under investigation.

·         Scientists do not yet know what Cdks actually do in most cases.

·         Some steps in the signaling pathways that regulate the cell cycle are clear.

°         Some signals originate inside the cell, others outside.

·         The M phase checkpoint ensures that all the chromosomes are properly attached to the spindle at the metaphase plate before anaphase.

°         This ensures that daughter cells do not end up with missing or extra chromosomes.

·         A signal to delay anaphase originates at kinetochores that have not yet attached to spindle microtubules.

°         This keeps the anaphase-promoting complex (APC) in an inactive state.

°         When all kinetochores are attached, the APC activates, triggering breakdown of cyclin and inactivation of proteins holding sister chromatids together.

·         A variety of external chemical and physical factors can influence cell division.

°         For example, cells fail to divide if an essential nutrient is left out of the culture medium.

·         Particularly important for mammalian cells are growth factors, proteins released by one group of cells that stimulate other cells to divide.

°         For example, platelet-derived growth factors (PDGF), produced by platelet blood cells, bind to tyrosine-kinase receptors of fibroblasts, a type of connective tissue cell.

°         This triggers a signal-transduction pathway that allows cells to pass the G1 checkpoint and divide.

·         Each cell type probably responds specifically to a certain growth factor or combination of factors.

·         The role of PDGF is easily seen in cell culture.

°         Fibroblasts in culture will only divide in the presence of a medium that also contains PDGF.

·         In a living organism, platelets release PDGF in the vicinity of an injury.

°         The resulting proliferation of fibroblasts helps heal the wound.

·         At least 50 different growth factors can trigger specific cells to divide.

·         The effect of an external physical factor on cell division can be seen in density-dependent inhibition of cell division.

°         Cultured cells normally divide until they form a single layer on the inner surface of the culture container.

°         If a gap is created, the cells will grow to fill the gap.

°         At high densities, the amount of growth factors and nutrients is insufficient to allow continued cell growth.

·         Most animal cells also exhibit anchorage dependence for cell division.

°         To divide, they must be anchored to a substratum, typically the extracellular matrix of a tissue.

°         Control appears to be mediated by pathways involving plasma membrane proteins and elements of the cytoskeleton linked to them.

·         Cancer cells exhibit neither density-dependent inhibition nor anchorage dependence.

3. Cancer cells have escaped from cell cycle controls.

·         Cancer cells divide excessively and invade other tissues because they are free of the body’s control mechanisms.

°         Cancer cells do not stop dividing when growth factors are depleted.

°         This is either because a cancer cell manufactures its own growth factors, has an abnormality in the signaling pathway, or has an abnormal cell cycle control system.

·         If and when cancer cells stop dividing, they do so at random points, not at the normal checkpoints in the cell cycle.

·         Cancer cells may divide indefinitely if they have a continual supply of nutrients.

°         In contrast, nearly all mammalian cells divide 20 to 50 times under culture conditions before they stop, age, and die.

·         Cancer cells may be “immortal.”

°         HeLa cells from a tumor removed from a woman (Henrietta Lacks) in 1951 are still reproducing in culture.

·         The abnormal behavior of cancer cells begins when a single cell in a tissue undergoes a transformation that converts it from a normal cell to a cancer cell.

°         Normally, the immune system recognizes and destroys transformed cells.

°         However, cells that evade destruction proliferate to form a tumor, a mass of abnormal cells.

·         If the abnormal cells remain at the originating site, the lump is called a benign tumor.

°         Most do not cause serious problems and can be fully removed by surgery.

·         In a malignant tumor, the cells become invasive enough to impair the functions of one or more organs.

·         In addition to chromosomal and metabolic abnormalities, cancer cells often lose attachment to nearby cells, are carried by the blood and lymph system to other tissues, and start more tumors in an event called metastasis.

°         Cancer cells are abnormal in many ways.

°         They may have an unusual number of chromosomes, their metabolism may be disabled, and they may cease to function in any constructive way.

°         Cancer cells may secrete signal molecules that cause blood vessels to grow toward the tumor.

·         Treatments for metastasizing cancers include high-energy radiation and chemotherapy with toxic drugs.

°         These treatments target actively dividing cells.

°         Chemotherapeutic drugs interfere with specific steps in the cell cycle.

°         For example, Taxol prevents mitotic depolymerization, preventing cells from proceeding past metaphase.

°         The side effects of chemotherapy are due to the drug’s effects on normal cells.

·         Researchers are beginning to understand how a normal cell is transformed into a cancer cell.

°         The causes are diverse, but cellular transformation always involves the alteration of genes that influence the cell cycle control system.

 

Chapter 1 – Exploring Life – Lecture Outline

Chapter 1   Exploring Life    Lecture Outline

Overview: Biology’s Most Exciting Era

  •  Biology is the scientific study of life.
  • You are starting your study of biology during its most exciting era.
  • The largest and best-equipped community of scientists in history is beginning to solve problems that once seemed unsolvable.
  • Biology is an ongoing inquiry about the nature of life.
  • Biologists are moving closer to understanding:
  • How a single cell develops into an adult animal or plant.
  •  How plants convert solar energy into the chemical energy of food.
  • How the human mind works.
  • How living things interact in biological communities.
  • How the diversity of life evolved from the first microbes.
  • Research breakthroughs in genetics and cell biology are transforming medicine and agriculture.
  • Neuroscience and evolutionary biology are reshaping psychology and sociology.
  • Molecular biology is providing new tools for anthropology and criminology.
  • New models in ecology are helping society to evaluate environmental issues, such as the causes and biological consequences of global warming.
  •  Unifying themes pervade all of biology.

Concept 1.1 Biologists explore life from the microscopic to the global scale

  • Life’s basic characteristic is a high degree of order.
  •  Each level of biological organization has emergent properties.
  •  Biological organization is based on a hierarchy of structural levels, each building on the levels below.
  • At the lowest level are atoms that are ordered into complex biological molecules.
  • Biological molecules are organized into structures called organelles, the components of cells.
  • Cells are the fundamental unit of structure and function of living things.
  • Some organisms consist of a single cell; others are multicellular aggregates of specialized cells.
  • Whether multicellular or unicellular, all organisms must accomplish the same functions: uptake and processing of nutrients, excretion of wastes, response to environmental stimuli, and reproduction.
  • Multicellular organisms exhibit three major structural levels above the cell: similar cells are grouped into tissues, several tissues coordinate to form organs, and several organs form an organ system.
  •  For example, to coordinate locomotory movements, sensory information travels from sense organs to the brain, where nervous tissues composed of billions of interconnected neurons—supported by connective tissue—coordinate signals that travel via other neurons to the individual muscle cells.
  • Organisms belong to populations, localized groups of organisms belonging to the same species.
  • Populations of several species in the same area comprise a biological community.
  • Populations interact with their physical environment to form an ecosystem.
  • The biosphere consists of all the environments on Earth that are inhabited by life.
  • Organisms interact continuously with their environment.
  • Each organism interacts with its environment, which includes other organisms as well as nonliving factors.
  • Both organism and environment are affected by the interactions between them.
  • The dynamics of any ecosystem include two major processes: the cycling of nutrients and the flow of energy from sunlight to producers to consumers.
  •  In most ecosystems, producers are plants and other photosynthetic organisms that convert light energy to chemical energy.
  • Consumers are organisms that feed on producers and other consumers.
  • All the activities of life require organisms to perform work, and work requires a source of energy.
  • The exchange of energy between an organism and its environment often involves the transformation of energy from one form to another.
  • In all energy transformations, some energy is lost to the surroundings as heat.
  •  In contrast to chemical nutrients, which recycle within an ecosystem, energy flows through an ecosystem, usually entering as light and exiting as heat.
  • Cells are an organism’s basic unit of structure and function.
  • The cell is the lowest level of structure that is capable of performing all the activities of life.
  • For example, the ability of cells to divide is the basis of all reproduction and the basis of growth and repair of multicellular organisms.
  •  Understanding how cells work is a major research focus of modern biology.
  •  At some point, all cells contain deoxyribonucleic acid, or DNA, the heritable material that directs the cell’s activities.
  • DNA is the substance of genes, the units of inheritance that transmit information from parents to offspring.
  •  Each of us began life as a single cell stocked with DNA inherited from our parents.
  • DNA in human cells is organized into chromosomes.
  • Each chromosome has one very long DNA molecule, with hundreds or thousands of genes arranged along its length.
  • The DNA of chromosomes replicates as a cell prepares to divide.
  • Each of the two cellular offspring inherits a complete set of genes.
  • In each cell, the genes along the length of DNA molecules encode the information for building the cell’s other molecules.
  • DNA thus directs the development and maintenance of the entire organism.
  • Most genes program the cell’s production of proteins.
  • Each DNA molecule is made up of two long chains arranged in a double helix.
  • Each link of a chain is one of four nucleotides, encoding the cell’s information in chemical letters.
  • The sequence of nucleotides along each gene codes for a specific protein with a unique shape and function.
  • Almost all cellular activities involve the action of one or more proteins.
  • DNA provides the heritable blueprints, but proteins are the tools that actually build and maintain the cell.
  •  All forms of life employ essentially the same genetic code.
  • Because the genetic code is universal, it is possible to engineer cells to produce proteins normally found only in some other organism.
  • The library of genetic instructions that an organism inherits is called its genome.
  • The chromosomes of each human cell contain about 3 billion nucleotides, including genes coding for more than 70,000 kinds of proteins, each with a specific function.
  • Every cell is enclosed by a membrane that regulates the passage of material between a cell and its surroundings.
  • Every cell uses DNA as its genetic material.
  • There are two basic types of cells: prokaryotic cells and eukaryotic cells.
  • The cells of the microorganisms called bacteria and archaea are prokaryotic.
  • All other forms of life have more complex eukaryotic cells.
  • Eukaryotic cells are subdivided by internal membranes into various organelles.
  •  In most eukaryotic cells, the largest organelle is the nucleus, which contains the cell’s DNA as chromosomes.
  • The other organelles are located in the cytoplasm, the entire region between the nucleus and outer membrane of the cell.
  • Prokaryotic cells are much simpler and smaller than eukaryotic cells.
  • In a prokaryotic cell, DNA is not separated from the cytoplasm in a nucleus.
  • There are no membrane-enclosed organelles in the cytoplasm.
  • All cells, regardless of size, shape, or structural complexity, are highly ordered structures that carry out complicated processes necessary for life.

Concept 1.2 Biological systems are much more than the sum of their parts

  •  “The whole is greater than the sum of its parts.”
  •  The combination of components can form a more complex organization called a system.
  •  Examples of biological systems are cells, organisms, and ecosystems.
  •  Consider the levels of life.
  •   With each step upward in the hierarchy of biological order, novel properties emerge that are not present at lower levels.
  • These emergent properties result from the arrangements and interactions between components as complexity increases.
  •  A cell is much more than a bag of molecules.
  •  Our thoughts and memories are emergent properties of a complex network of neurons.
  • This theme of emergent properties accents the importance of structural arrangement.
  •  The emergent properties of life are not supernatural or unique to life but simply reflect a hierarchy of structural organization.
  • The emergent properties of life are particularly challenging because of the unparalleled complexity of living systems.
  • The complex organization of life presents a dilemma to scientists seeking to understand biological processes.
  • We cannot fully explain a higher level of organization by breaking it down into its component parts.
  • At the same time, it is futile to try to analyze something as complex as an organism or cell without taking it apart.
  •  Reductionism, reducing complex systems to simpler components, is a powerful strategy in biology.
  • The Human Genome Project—the sequencing of the genome of humans and many other species—is heralded as one of the greatest scientific achievements ever.
  • Research is now moving on to investigate the function of genes and the coordination of the activity of gene products.
  • Biologists are beginning to complement reductionism with new strategies for understanding the emergent properties of life—how all of the parts of biological systems are functionally integrated.
  • The ultimate goal of systems biology is to model the dynamic behavior of whole biological systems.
  •  Accurate models allow biologists to predict how a change in one or more variables will impact other components and the whole system.
  •  Scientists investigating ecosystems pioneered this approach in the 1960s with elaborate models diagramming the interactions of species and nonliving components in ecosystems.
  • Systems biology is now becoming increasingly important in cellular and molecular biology, driven in part by the deluge of data from the sequencing of genomes and our increased understanding of protein functions.
  • In 2003, a large research team published a network of protein interactions within a cell of a fruit fly.
  •  Three key research developments have led to the increased importance of systems biology.

1.           High-throughput technology. Systems biology depends on methods that can analyze biological materials very quickly and produce enormous amounts of data. An example is the automatic DNA-sequencing machines used by the Human Genome Project.
2.           Bioinformatics. The huge databases from high-throughput methods require computing power, software, and mathematical models to process and integrate information.
3.           Interdisciplinary research teams. Systems biology teams may include engineers, medical scientists, physicists, chemists, mathematicians, and computer scientists as well as biologists.

  •  Regulatory mechanisms ensure a dynamic balance in living systems.
  •  Chemical processes within cells are accelerated, or catalyzed, by specialized protein molecules, called enzymes.
  • Each type of enzyme catalyzes a specific chemical reaction.
  • In many cases, reactions are linked into chemical pathways, each step with its own enzyme.
  • How does a cell coordinate its various chemical pathways?
  • Many biological processes are self-regulating: the output or product of a process regulates that very process.
  • In negative feedback, or feedback inhibition, accumulation of an end product of a process slows or stops that process.
  • Though less common, some biological processes are regulated by positive feedback, in which an end product speeds up its own production.
  • Feedback is common to life at all levels, from the molecular level to the biosphere.
  • Such regulation is an example of the integration that makes living systems much greater than the sum of their parts.

Concept 1.3 Biologists explore life across its great diversity of species

  • Biology can be viewed as having two dimensions: a “vertical” dimension covering the size scale from atoms to the biosphere and a “horizontal” dimension that stretches across the diversity of life.
  • The latter includes not only present-day organisms, but also those that have existed throughout life’s history.
  • Living things show diversity and unity.
  • Life is enormously diverse.
  • Biologists have identified and named about 1.8 million species.
  • This diversity includes 5,200 known species of prokaryotes, 100,000 fungi, 290,000 plants, 50,000 vertebrates, and 1,000,000 insects.
  • Thousands of newly identified species are added each year.
  • Estimates of the total species count range from 10 million to more than 200 million.
  •  In the face of this complexity, humans are inclined to categorize diverse items into a smaller number of groups.
  • Taxonomy is the branch of biology that names and classifies species into a hierarchical order.
  • Until the past decade, biologists divided the diversity of life into five kingdoms.
  •  New methods, including comparisons of DNA among organisms, have led to a reassessment of the number and boundaries of the kingdoms.
  • Various classification schemes now include six, eight, or even dozens of kingdoms.
  • Coming from this debate has been the recognition that there are three even higher levels of classifications, the domains.
  • the three domains are Bacteria, Archaea, and Eukarya.
  • The first two domains, domain Bacteria and domain Archaea, consist of prokaryotes.
  •  All the eukaryotes are now grouped into various kingdoms of the domain Eukarya.
  • The recent taxonomic trend has been to split the single-celled eukaryotes and their close relatives into several kingdoms.
  • Domain Eukarya also includes the three kingdoms of multicellular eukaryotes: the kingdoms Plantae, Fungi, and Animalia.
  • These kingdoms are distinguished partly by their modes of nutrition.
  •  Most plants produce their own sugars and food by photosynthesis.
  •  Most fungi are decomposers that absorb nutrients by breaking down dead organisms and organic wastes.
  • Animals obtain food by ingesting other organisms.
  • Underlying the diversity of life is a striking unity, especially at the lower levels of organization.
  • The universal genetic language of DNA unites prokaryotes and eukaryotes.
  • Among eukaryotes, unity is evident in many details of cell structure.
  • Above the cellular level, organisms are variously adapted to their ways of life.
  • How do we account for life’s dual nature of unity and diversity?
  • The process of evolution explains both the similarities and differences among living things.

Concept 1.4 Evolution accounts for life’s unity and diversity

  • The history of life is a saga of a changing Earth billions of years old, inhabited by a changing cast of living forms.
  •  Charles Darwin brought evolution into focus in 1859 when he presented two main concepts in one of the most important and controversial books ever written, On the Origin of Species by Natural Selection.
  • Darwin ’s first point was that contemporary species arose from a succession of ancestors through “descent with modification.”
  • This term captured the duality of life’s unity and diversity: unity in the kinship among species that descended from common ancestors and diversity in the modifications that evolved as species branched from their common ancestors.
  • Darwin ’s second point was his mechanism for descent with modification: natural selection.
  • Darwin inferred natural selection by connecting two observations:
  • Observation 1: Individual variation. Individuals in a population of any species vary in many heritable traits.
  • Observation 2: Overpopulation and competition. Any population can potentially produce far more offspring than the environment can support. This creates a struggle for existence among variant members of a population.
  • Inference: Unequal reproductive success. Darwin inferred that those individuals with traits best suited to the local environment would leave more healthy, fertile offspring.
  • Inference: Evolutionary adaptation. Unequal reproductive success can lead to adaptation of a population to its environment. Over generations, heritable traits that enhance survival and reproductive success will tend to increase in frequency among a population’s individuals. The population evolves.
  • Natural selection, by its cumulative effects over vast spans of time, can produce new species from ancestral species.
  •  For example, a population fragmented into several isolated populations in different environments may gradually diversify into many species as each population adapts over many generations to different environmental problems.
  • Fourteen species of finches found on the Galápagos Islands diversified after an ancestral finch species reached the archipelago from the South American mainland.
  • Each species is adapted to exploit different food sources on different islands.
  • Biologists’ diagrams of evolutionary relationships generally take a treelike form.
  •  Just as individuals have a family tree, each species is one twig of a branching tree of life.
  • Similar species like the Galápagos finches share a recent common ancestor.
  • Finches share a more distant ancestor with all other birds.
  • The common ancestor of all vertebrates is even more ancient.
  • Trace life back far enough, and there is a shared ancestor of all living things.
  • All of life is connected through its long evolutionary history.

Concept 1.5 Biologists use various forms of inquiry to explore life

  • The word science is derived from a Latin verb meaning “to know.”
  • At the heart of science is inquiry, people asking questions about nature and focusing on specific questions that can be answered.
  • The process of science blends two types of exploration: discovery science and hypothesis-based science.
  • Discovery science is mostly about discovering nature.
  • Hypothesis-based science is mostly about explaining nature.
  • Most scientific inquiry combines the two approaches.
  • Discovery science describes natural structures and processes as accurately as possible through careful observation and analysis of data.
  • Discovery science built our understanding of cell structure and is expanding our databases of genomes of diverse species.
  • Observation is the use of the senses to gather information, which is recorded as data.
  • Data can be qualitative or quantitative.
  • Quantitative data are numerical measurements.
  • Qualitative data may be in the form of recorded descriptions.
  • Jane Goodall has spent decades recording her observations of chimpanzee behavior during field research in Gambia .
  • She has also collected volumes of quantitative data over that time.
  • Discovery science can lead to important conclusions based on inductive reasoning.
  • Through induction, we derive generalizations based on a large number of specific observations.
  • In science, inquiry frequently involves the proposing and testing of hypotheses.
  •  A hypothesis is a tentative answer to a well-framed question.
  •  It is usually an educated postulate, based on past experience and the available data of discovery science.
  • A scientific hypothesis makes predictions that can be tested by recording additional observations or by designing experiments.
  •  A type of logic called deduction is built into hypothesis-based science.
  •  In deductive reasoning, reasoning flows from the general to the specific.
  •  From general premises, we extrapolate to a specific result that we should expect if the premises are true.
  • In hypothesis-based science, deduction usually takes the form of predictions about what we should expect if a particular hypothesis is correct.
  • We test the hypothesis by performing the experiment to see whether or not the results are as predicted.
  •  Deductive logic takes the form of “If . . . then” logic.
  • Scientific hypotheses must be testable.
  • There must be some way to check the validity of the idea.
  • Scientific hypotheses must be falsifiable.
  • There must be some observation or experiment that could reveal if a hypothesis is actually not true.
  • The ideal in hypothesis-based science is to frame two or more alternative hypotheses and design experiments to falsify them.
  • No amount of experimental testing can prove a hypothesis.
  • A hypothesis gains support by surviving various tests that could falsify it, while testing falsifies alternative hypotheses.
  • Facts, in the form of verifiable observations and repeatable experimental results, are the prerequisites of science.
  • We can explore the scientific method.
  • There is an idealized process of inquiry called the scientific method.
  • Very few scientific inquiries adhere rigidly to the sequence of steps prescribed by the textbook scientific method.
  • Discovery science has contributed a great deal to our understanding of nature without most of the steps of the so-called scientific method.
  • We will consider a case study of scientific research.
  • This case begins with a set of observations and generalizations from discovery science.
  •  Many poisonous animals have warning coloration that signals danger to potential predators.
  • Imposter species mimic poisonous species, although they are harmless.
  • An example is the bee fly, a nonstinging insect that mimics a honeybee.
  • What is the function of such mimicry? What advantage does it give the mimic?
  • In 1862, Henry Bates proposed that mimics benefit when predators mistake them for harmful species.
  • This deception may lower the mimic’s risk of predation.
  •  In 2001, David and Karin Pfennig and William Harcombe of the University of North Carolina designed a set of field experiments to test Bates’s mimicry hypothesis.
  • In North and South Carolina , a poisonous snake called the eastern coral snake has warning red, yellow, and black coloration.
  • Predators avoid these snakes. It is unlikely that predators learn to avoid coral snakes, as a strike is usually lethal.
  • Natural selection may have favored an instinctive recognition and avoidance of the warning coloration of the coral snake.
  • The nonpoisonous scarlet king snake mimics the ringed coloration of the coral snake.
  • Both king snakes and coral snake live in the Carolinas , but the king snake’s range also extends into areas without coral snakes.
  • The distribution of these two species allowed the Pfennigs and Harcombe to test a key prediction of the mimicry hypothesis.
  • Mimicry should protect the king snake from predators, but only in regions where coral snakes live.
  •  Predators in non–coral snake areas should attack king snakes more frequently than predators that live in areas where coral snakes are present.
  • To test the mimicry hypothesis, Harcombe made hundreds of artificial snakes.
  • The experimental group had the red, black, and yellow ring pattern of king snakes.
  • The control group had plain, brown coloring.
  •  Equal numbers of both types were placed at field sites, including areas where coral snakes are absent.
  • After four weeks, the scientists retrieved the fake snakes and counted bite or claw marks.
  • Foxes, coyotes, raccoons, and black bears attacked snake models.
  • The data fit the predictions of the mimicry hypothesis.
  • The ringed snakes were attacked by predators less frequently than the brown snakes only within the geographic range of the coral snakes.
  • The snake mimicry experiment provides an example of how scientists design experiments to test the effect of one variable by canceling out the effects of unwanted variables.
  • The design is called a controlled experiment.
  • An experimental group (artificial king snakes) is compared with a control group (artificial brown snakes).
  • The experimental and control groups differ only in the one factor the experiment is designed to test—the effect of the snake’s coloration on the behavior of predators.
  • The brown artificial snakes allowed the scientists to rule out such variables as predator density and temperature as possible determinants of number of predator attacks.
  •  Scientists do not control the experimental environment by keeping all variables constant.
  •  Researchers usually “control” unwanted variables, not by eliminating them but by canceling their effects using control groups.
  •  Let’s look at the nature of science.
  •  There are limitations to the kinds of questions that science can address.
  •  These limits are set by science’s requirements that hypotheses are testable and falsifiable and that observations and experimental results be repeatable.
  • The limitations of science are set by its naturalism.
  • Science seeks natural causes for natural phenomena.
  •  Science cannot support or falsify supernatural explanations, which are outside the bounds of science.
  •  Everyday use of the term theory implies an untested speculation.
  • The term theory has a very different meaning in science.
  • A scientific theory is much broader in scope than a hypothesis.
  • This is a hypothesis: “Mimicking poisonous snakes is an adaptation that protects nonpoisonous snakes from predators.”
  • This is a theory: “Evolutionary adaptations evolve by natural selection.”
  •  A theory is general enough to generate many new, specific hypotheses that can be tested.
  •  Compared to any one hypothesis, a theory is generally supported by a much more massive body of evidence.
  • The theories that become widely adopted in science (such as the theory of adaptation by natural selection) explain many observations and are supported by a great deal of evidence.
  •  In spite of the body of evidence supporting a widely accepted theory, scientists may have to modify or reject theories when new evidence is found.
  •  As an example, the five-kingdom theory of biological diversity eroded as new molecular methods made it possible to test some of the hypotheses about the relationships between living organisms.
  •  Scientists may construct models in the form of diagrams, graphs, computer programs, or mathematical equations.
  •  Models may range from lifelike representations to symbolic schematics.
  •  Science is an intensely social activity.
  •  Most scientists work in teams, which often include graduate and undergraduate students.
  •  Both cooperation and competition characterize scientific culture.
  • Scientists attempt to confirm each other’s observations and may repeat experiments.
  • They share information through publications, seminars, meetings, and personal communication.
  • Scientists may be very competitive when converging on the same research question.
  • Science as a whole is embedded in the culture of its times.
  • For example, recent increases in the proportion of women in biology have had an impact on the research being performed.
  • For instance, there has been a switch in focus in studies of the mating behavior of animals from competition among males for access to females to the role that females play in choosing mates.
  • Recent research has revealed that females prefer bright coloration that “advertises” a male’s vigorous health, a behavior that enhances a female’s probability of having healthy offspring.
  • Some philosophers of science argue that scientists are so influenced by cultural and political values that science is no more objective than other ways of “knowing nature.”
  • At the other extreme are those who view scientific theories as though they were natural laws.
  • The reality of science is somewhere in between.
  • The cultural milieu affects scientific fashion, but need for repeatability in observation and hypothesis testing distinguishes science from other fields.
  • If there is “truth” in science, it is based on a preponderance of the available evidence.
  •  Science and technology are functions of society.
  • Although science and technology may employ similar inquiry patterns, their basic goals differ.
  • The goal of science is to understand natural phenomena.
  • Technology applies scientific knowledge for some specific purpose.
  • Technology results from scientific discoveries applied to the development of goods and services.
  • Scientists put new technology to work in their research.
  • Science and technology are interdependent.
  • The discovery of the structure of DNA by Watson and Crick sparked an explosion of scientific activity.
  • These discoveries made it possible to manipulate DNA, enabling genetic technologists to transplant foreign genes into microorganisms and mass-produce valuable products.
  • DNA technology and biotechnology have revolutionized the pharmaceutical industry.
  • They have had an important impact on agriculture and the legal profession.
  • The direction that technology takes depends less on science than it does on the needs of humans and the values of society.
  • Debates about technology center more on “should we do it” than “can we do it.”
  • With advances in technology come difficult choices, informed as much by politics, economics, and cultural values as by science.
  • Scientists should educate politicians, bureaucrats, corporate leaders, and voters about how science works and about the potential benefits and hazards of specific technologies.

Concept 1.6 A set of themes connects the concepts of biology

  • In some ways, biology is the most demanding of all sciences, partly because living systems are so complex and partly because biology is a multidisciplinary science that requires knowledge of chemistry, physics, and mathematics.
  • Biology is also the science most connected to the humanities and social sciences.

 

Chapter 12 Cell Cycle

 

 

Chapter 12 Cell Cycle
Objectives
The Key Roles of Cell Division

1.  Explain how cell division functions in reproduction, growth, and repair.

2.  Describe the structural organization of a prokaryotic and a eukaryotic genome.

3.  Describe the major events of cell division that enable the genome of one cell to be passed on to two daughter cells.

4.  Describe how chromosome number changes throughout the human life cycle.

The Mitotic Cell Cycle

5.  List the phases of the cell cycle and describe the sequence of events that occurs during each phase.

6.  List the phases of mitosis and describe the events characteristic of each phase.

7.  Recognize the phases of mitosis from diagrams and micrographs.

8.  Draw or describe the spindle apparatus, including centrosomes, kinetochore microtubules, nonkinetochore microtubules, asters, and centrioles (in animal cells).

9.  Describe what characteristic changes occur in the spindle apparatus during each phase of mitosis.

10. Explain the current models for poleward chromosomal movement and elongation of the cell’s polar axis.

11. Compare cytokinesis in animals and in plants.

12. Describe the process of binary fission in bacteria and explain how eukaryotic mitosis may have evolved from binary fission.

Regulation of the Cell Cycle

13. Describe the roles of checkpoints, cyclin, Cdk, and MPF in the cell cycle control system.

14. Describe the internal and external factors that influence the cell cycle control system.

15. Explain how the abnormal cell division of cancerous cells escapes normal cell cycle controls.

16. Distinguish among benign, malignant, and metastatic tumors.

 

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Chapter 18 – AP Objectives

 

Chapter 18    Genetics of Viruses & Bacteria
Objectives
The Genetics of Viruses
1. Recount the history leading up to the discovery of viruses. Include the contributions of Adolf Mayer, Dimitri Ivanowsky, Martinus Beijerinck, and Wendell Stanley.
2. List and describe the structural components of viruses.
3. Explain why viruses are obligate intracellular parasites.
4. Explain how a virus identifies its host cell.
5. Describe bacterial defenses against phages.
6. Distinguish between the lytic and lysogenic reproductive cycles, using phage lambda as an example.
7. Describe the reproductive cycle of an enveloped virus. Explain the reproductive cycle of the herpesvirus.
8. Describe the reproductive cycle of retroviruses.
9. List some characteristics that viruses share with living organisms and explain why viruses do not fit our usual definition of life.
10. Describe the evidence that viruses probably evolved from fragments of cellular nucleic acids.
11. Define and describe mobile genetic elements.
12. Explain how viral infections in animals cause disease.
13. Describe the best current medical defenses against viruses. Explain how AZT helps to fight HIV infections.
14. Describe the mechanisms by which new viral diseases emerge.
15. Distinguish between the horizontal and vertical routes of viral transmission in plants.
16. Describe viroids and prions.
17. Explain how a non-replicating protein can act as a transmissible pathogen.
The Genetics of Bacteria
18. Describe the structure of a bacterial chromosome.
19. Compare the sources of genetic variation in bacteria and humans.
20. Compare the processes of transformation, transduction, and conjugation.
21. Distinguish between generalized and specialized transduction.
22. Define an episome. Explain why a plasmid can be an episome.
23. Explain how the F plasmid controls conjugation in bacteria.
24. Describe the significance of R plasmids. Explain how the widespread use of antibiotics contributes to R plasmid-related disease.
25. Explain how transposable elements may cause recombination of bacterial DNA.
26. Distinguish between an insertion sequence and a transposon.
27. Describe the role of transposase in the process of transposition.
28. Briefly describe two main strategies that cells use to control metabolism.
29. Explain the adaptive advantage of genes grouped into an operon.
30. Using the trp operon as an example, explain the concept of an operon and the function of the operator, repressor, and corepressor.
31. Distinguish between structural and regulatory genes.
32. Describe how the lac operon functions and explain the role of the inducer, allolactose.
33. Explain how repressible and inducible enzymes differ and how those differences reflect differences in the pathways they control.
34. Distinguish between positive and negative control and give examples of each from the lac operon.
35. Explain how cyclic AMP and catabolite activator protein are affected by glucose concentration.
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Chapter 13 – Meiosis and Sexual Life Cycles – Lecture Outline

Chapter 13    Meiosis and Sexual Life Cycles    Lecture Outline

Overview

·         Living organisms are distinguished by their ability to reproduce their own kind.

·         Offspring resemble their parents more than they do less closely related individuals of the same species.

·         The transmission of traits from one generation to the next is called heredity or inheritance.

·         However, offspring differ somewhat from parents and siblings, demonstrating variation.

·         Farmers have bred plants and animals for desired traits for thousands of years, but the mechanisms of heredity and variation eluded biologists until the development of genetics in the 20th century.

·         Genetics is the scientific study of heredity and variation.

A. The Basis of Heredity

1. Offspring acquire genes from parents by inheriting chromosomes.

·         Parents endow their offspring with coded information in the form of genes.

°         Your genome is comprosed of the tens of thousands of genes that you inherited from your mother and your father.

·         Genes program specific traits that emerge as we develop from fertilized eggs into adults.

·         Genes are segments of DNA. Genetic information is transmitted as specific sequences of the four deoxyribonucleotides in DNA.

°         This is analogous to the symbolic information of language in which words and sentences are translated into mental images.

°         Cells translate genetic “sentences” into freckles and other features with no resemblance to genes.

·         Most genes program cells to synthesize specific enzymes and other proteins whose cumulative action produces an organism’s inherited traits.

·         The transmission of hereditary traits has its molecular basis in the precise replication of DNA.

°         This produces copies of genes that can be passed from parents to offspring.

·         In plants and animals, sperm and ova (unfertilized eggs) transmit genes from one generation to the next.

·         After fertilization (fusion of a sperm cell and an ovum), genes from both parents are present in the nucleus of the fertilized egg, or zygote.

·         Almost all the DNA in a eukaryotic cell is subdivided into chromosomes in the nucleus.

°         Tiny amounts of DNA are also found in mitochondria and chloroplasts.

·         Every living species has a characteristic number of chromosomes.

°         Humans have 46 chromosomes in almost all of their cells.

·         Each chromosome consists of a single DNA molecule associated with various proteins.

·         Each chromosome has hundreds or thousands of genes, each at a specific location, its locus.

2. Like begets like, more or less: a comparison of asexual and sexual reproduction.

·         Only organisms that reproduce asexually can produce offspring that are exact copies of themselves.

·         In asexual reproduction, a single individual is the sole parent to donate genes to its offspring.

°         Single-celled eukaryotes can reproduce asexually by mitotic cell division to produce two genetically identical daughter cells.

°         Some multicellular eukaryotes, like Hydra, can reproduce by budding, producing a mass of cells by mitosis.

·         An individual that reproduces asexually gives rise to a clone, a group of genetically identical individuals.

°         Members of a clone may be genetically different as a result of mutation.

·         In sexual reproduction, two parents produce offspring that have unique combinations of genes inherited from the two parents.

·         Unlike a clone, offspring produced by sexual reproduction vary genetically from their siblings and their parents.

B. The Role of Meiosis in Sexual Life Cycles

·         A life cycle is the generation-to-generation sequence of stages in the reproductive history of an organism.

°         It starts at the conception of an organism and continues until the organism produces its own offspring.

1. Human cells contain sets of chromosomes.

·         In humans, each somatic cell (all cells other than sperm or ovum) has 46 chromosomes.

°         Each chromosome can be distinguished by size, position of the centromere, and pattern of staining with certain dyes.

·         Images of the 46 human chromosomes can be arranged in pairs in order of size to produce a karyotype display.

°         The two chromosomes comprising a pair have the same length, centromere position, and staining pattern.

°         These homologous chromosome pairs carry genes that control the same inherited characters.

·         Two distinct sex chromosomes, the X and the Y, are an exception to the general pattern of homologous chromosomes in human somatic cells.

·         The other 22 pairs are called autosomes.

·         The pattern of inheritance of the sex chromosomes determines an individual’s sex.

°         Human females have a homologous pair of X chromosomes (XX).

°         Human males have an X and a Y chromosome (XY).

·         Only small parts of the X and Y are homologous.

°         Most of the genes carried on the X chromosome do not have counterparts on the tiny Y.

°         The Y chromosome also has genes not present on the X.

·         The occurrence of homologous pairs of chromosomes is a consequence of sexual reproduction.

·         We inherit one chromosome of each homologous pair from each parent.

°         The 46 chromosomes in each somatic cell are two sets of 23, a maternal set (from your mother) and a paternal set (from your father).

·         The number of chromosomes in a single set is represented by n.

·         Any cell with two sets of chromosomes is called a diploid cell and has a diploid number of chromosomes, abbreviated as 2n.

·         Sperm cells or ova (gametes) have only one set of chromosomes—22 autosomes and an X (in an ovum) and 22 autosomes and an X or a Y (in a sperm cell).

·         A gamete with a single chromosome set is haploid, abbreviated as n.

·         Any sexually reproducing species has a characteristic haploid and diploid number of chromosomes.

°         For humans, the haploid number of chromosomes is 23 (n = 23), and the diploid number is 46 (2n = 46).

2. Let’s discuss the role of meiosis in the human life cycle.

·         The human life cycle begins when a haploid sperm cell fuses with a haploid ovum.

·         These cells fuse (syngamy), resulting in fertilization.

·         The fertilized egg (zygote) is diploid because it contains two haploid sets of chromosomes bearing genes from the maternal and paternal family lines.

·         As an organism develops from a zygote to a sexually mature adult, mitosis generates all the somatic cells of the body.

°         Each somatic cell contains a full diploid set of chromosomes.

·         Gametes, which develop in the gonads (testes or ovaries), are not produced by mitosis.

°         If gametes were produced by mitosis, the fusion of gametes would produce offspring with four sets of chromosomes after one generation, eight after a second, and so on.

·         Instead, gametes undergo the process of meiosis in which the chromosome number is halved.

°         Human sperm or ova have a haploid set of 23 different chromosomes, one from each homologous pair.

·         Fertilization restores the diploid condition by combining two haploid sets of chromosomes.

3. Organisms display a variety of sexual life cycles.

·         Fertilization and meiosis alternate in all sexual life cycles.

·         However, the timing of meiosis and fertilization does vary among species.

·         These variations can be grouped into three main types of life cycles.

·         In most animals, including humans, gametes are the only haploid cells.

°         Gametes do not divide but fuse to form a diploid zygote that divides by mitosis to produce a multicellular organism.

·         Plants and some algae have a second type of life cycle called alternation of generations.

°         This life cycle includes two multicellular stages, one haploid and one diploid.

°         The multicellular diploid stage is called the sporophyte.

°         Meiosis in the sporophyte produces haploid spores that develop by mitosis into the haploid gametophyte stage.

°         Gametes produced via mitosis by the gametophyte fuse to form the zygote, which grows into the sporophyte by mitosis.

·         Most fungi and some protists have a third type of life cycle.

°         Gametes fuse to form a zygote, which is the only diploid phase.

°         The zygote undergoes meiosis to produce haploid cells.

°         These haploid cells grow by mitosis to form the haploid multicellular adult organism.

°         The haploid adult produces gametes by mitosis.

·         Note that either haploid or diploid cells can divide by mitosis, depending on the type of life cycle. However, only diploid cells can undergo meiosis.

·         Although the three types of sexual life cycles differ in the timing of meiosis and fertilization, they share a fundamental feature: each cycle of chromosome halving and doubling contributes to genetic variation among offspring.

4. Meiosis reduces the chromosome number from diploid to haploid.

·         Many steps of meiosis resemble steps in mitosis.

°         Both are preceded by the replication of chromosomes.

·         However, in meiosis, there are two consecutive cell divisions, meiosis I and meiosis II, resulting in four daughter cells.

°         The first division, meiosis I, separates homologous chromosomes.

°         The second, meiosis II, separates sister chromatids.

·         The four daughter cells have only half as many chromosomes as the parent cell.

·         Meiosis I is preceded by interphase, in which the chromosomes are replicated to form sister chromatids.

°         These are genetically identical and joined at the centromere.

°         The single centrosome is replicated, forming two centrosomes.

·         Division in meiosis I occurs in four phases: prophase I, metaphase I, anaphase I, and telophase I.

Prophase I

·         Prophase I typically occupies more than 90% of the time required for meiosis.

·         During prophase I, the chromosomes begin to condense.

·         Homologous chromosomes loosely pair up along their length, precisely aligned gene for gene.

°         In crossing over, DNA molecules in nonsister chromatids break at corresponding places and then rejoin the other chromatid.

°         In synapsis, a protein structure called the synaptonemal complex forms between homologues, holding them tightly together along their length.

°         As the synaptonemal complex disassembles in late prophase, each chromosome pair becomes visible as a tetrad, or group of four chromatids.

°         Each tetrad has one or more chiasmata, sites where the chromatids of homologous chromosomes have crossed and segments of the chromatids have been traded.

°         Spindle microtubules form from the centrosomes, which have moved to the poles.

°         The breakdown of the nuclear envelope and nucleoli take place.

°         Kinetochores of each homologue attach to microtubules from one of the poles.

Metaphase I

·         At metaphase I, the tetrads are all arranged at the metaphase plate, with one chromosome facing each pole.

°         Microtubules from one pole are attached to the kinetochore of one chromosome of each tetrad, while those from the other pole are attached to the other.

Anaphase I

·         In anaphase I, the homologous chromosomes separate. One chromosome moves toward each pole, guided by the spindle apparatus.

·         Sister chromatids remain attached at the centromere and move as a single unit toward the pole.

Telophase I and cytokinesis

·         In telophase I, movement of homologous chromosomes continues until there is a haploid set at each pole.

°         Each chromosome consists of two sister chromatids.

·         Cytokinesis usually occurs simultaneously, by the same mechanisms as mitosis.

°         In animal cells, a cleavage furrow forms. In plant cells, a cell plate forms.

·         No chromosome replication occurs between the end of meiosis I and the beginning of meiosis II, as the chromosomes are already replicated.

Meiosis II

·         Meiosis II is very similar to mitosis.

°         During prophase II, a spindle apparatus forms and attaches to kinetochores of each sister chromatid.

§         Spindle fibers from one pole attach to the kinetochore of one sister chromatid, and those of the other pole attach to kinetochore of the other sister chromatid.

·         At metaphase II, the sister chromatids are arranged at the metaphase plate.

°         Because of crossing over in meiosis I, the two sister chromatids of each chromosome are no longer genetically identical.

°         The kinetochores of sister chromatids attach to microtubules extending from opposite poles.

·         At anaphase II, the centomeres of sister chromatids separate and two newly individual chromosomes travel toward opposite poles.

·         In telophase II, the chromosomes arrive at opposite poles.

°         Nuclei form around the chromosomes, which begin expanding, and cytokinesis separates the cytoplasm.

·         At the end of meiosis, there are four haploid daughter cells.

5. There are key differences between mitosis and meiosis.

·         Mitosis and meiosis have several key differences.

°         The chromosome number is reduced from diploid to haploid in meiosis but is conserved in mitosis.

°         Mitosis produces daughter cells that are genetically identical to the parent and to each other.

°         Meiosis produces cells that are genetically distinct from the parent cell and from each other.

·         Three events, unique to meiosis, occur during the first division cycle.

1.       During prophase I of meiosis, replicated homologous chromosomes line up and become physically connected along their lengths by a zipperlike protein complex, the synaptonemal complex, in a process called synapsis. Genetic rearrangement between nonsister chromatids called crossing over also occurs. Once the synaptonemal complex is disassembled, the joined homologous chromosomes are visible as a tetrad. X-shaped regions called chiasmata are visible as the physical manifestation of crossing over. Synapsis and crossing over do not occur in mitosis.

2.       At metaphase I of meiosis, homologous pairs of chromosomes align along the metaphase plate. In mitosis, individual replicated chromosomes line up along the metaphase plate.

3.       At anaphase I of meiosis, it is homologous chromosomes, not sister chromatids, that separate and are carried to opposite poles of the cell. Sister chromatids of each replicated chromosome remain attached. In mitosis, sister chromatids separate to become individual chromosomes.

·         Meiosis I is called the reductional division because it halves the number of chromosome sets per cell—a reduction from the diploid to the haploid state.

·         The sister chromatids separate during the second meiosis division, meiosis II.

C. Origins of Genetic Variation

·         What is the origin of genetic variation?

·         Mutations are the original source of genetic diversity.

·         Once different versions of genes arise through mutation, reshuffling during meiosis and fertilization produce offspring with their own unique set of traits.

1. Sexual life cycles produce genetic variation among offspring.

·         The behavior of chromosomes during meiosis and fertilization is responsible for most of the variation that arises in each generation.

·         Three mechanisms contribute to genetic variation:

1.       Independent assortment of chromosomes.

2.       Crossing over.

3.       Random fertilization.

·         Independent assortment of chromosomes contributes to genetic variability due to the random orientation of homologous pairs of chromosomes at the metaphase plate during meiosis I.

°         There is a fifty-fifty chance that a particular daughter cell of meiosis I will get the maternal chromosome of a certain homologous pair and a fifty-fifty chance that it will receive the paternal chromosome.

·         Each homologous pair of chromosomes segregates independently of the other homologous pairs during metaphase I.

·         Therefore, the first meiotic division results in independent assortment of maternal and paternal chromosomes into daughter cells.

·         The number of combinations possible when chromosomes assort independently into gametes is 2n, where n is the haploid number of the organism.

°         If n = 3, there are 23 = 8 possible combinations.

°         For humans with n = 23, there are 223, or more than 8 million possible combinations of chromosomes.

·         Crossing over produces recombinant chromosomes, which combine genes inherited from each parent.

·         Crossing over begins very early in prophase I as homologous chromosomes pair up gene by gene.

·         In crossing over, homologous portions of two nonsister chromatids trade places.

°         For humans, this occurs an average of one to three times per chromosome pair.

·         Recent research suggests that, in some organisms, crossing over may be essential for synapsis and the proper assortment of chromosomes in meiosis I.

·         Crossing over, by combining DNA inherited from two parents into a single chromosome, is an important source of genetic variation.

·         At metaphase II, nonidentical sister chromatids sort independently from one another, increasing by even more the number of genetic types of daughter cells that are formed by meiosis.

·         The random nature of fertilization adds to the genetic variation arising from meiosis.

·         Any sperm can fuse with any egg.

°         The ovum is one of more than 8 million possible chromosome combinations.

°         The successful sperm is one of more than 8 million possibilities.

°         The resulting zygote could contain any one of more than 70 trillion possible combinations of chromosomes.

°         Crossing over adds even more variation to this.

·         Each zygote has a unique genetic identity.

·         The three sources of genetic variability in a sexually reproducing organism are:

1.       Independent assortment of homologous chromosomes during meiosis I and of nonidentical sister chromatids during meiosis II.

2.       Crossing over between homologous chromosomes during prophase I.

3.       Random fertilization of an ovum by a sperm.

·         All three mechanisms reshuffle the various genes carried by individual members of a population.

2. Evolutionary adaptation depends on a population’s genetic variation.

·         Darwin recognized the importance of genetic variation in evolution.

°         A population evolves through the differential reproductive success of its variant members.

°         Those individuals best suited to the local environment leave the most offspring, transmitting their genes in the process.

·         This natural selection results in adaptation, the accumulation of favorable genetic variations.

·         If the environment changes or a population moves to a new environment, new genetic combinations that work best in the new conditions will produce more offspring, and these genes will increase.

°         The formerly favored genes will decrease.

·         Sex and mutation continually generate new genetic variability.

·         Although Darwin realized that heritable variation makes evolution possible, he did not have a theory of inheritance.

·         Gregor Mendel, a contemporary of Darwin ’s, published a theory of inheritance that supported Darwin ’s theory.

°         However, this work was largely unknown until 1900, after Darwin and Mendel had both been dead for more than 15 years.