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Chapter 17 SUMMARY

592 Chapter 17 NEL

Outcomes

Knowledge

• define and explain the significance of chromosome number
  in somatic and sex cells (i.e., haploidy, diploidy and
  polyploidy) (17.3, 17.4)


• explain cell cycle events (i.e., interphase, including G1, S,
  and G2 phases, chromosomal behaviour in mitosis and
  cytokinesis) (17.1)


• describe spermatogenesis and oogenesis and the reduction
  of chromosomal number in meiosis (17.3)


• compare the processes of mitosis and meiosis (17.3)


• describe the processes of crossing over and nondisjunction
  in terms of stages, replication, and resultant chromosome
  numbers and evaluate their significance to variation in
  organism inheritance and development (17.4)


• compare the formation of fraternal and identical offspring in
  a single birthing event (17.1)


• describe the diversity of reproductive strategies by
  incorporating the principles of mitosis and meiosis when
  comparing the alternation of generations in a range of
  organisms (17.3)

STS

• explain that science and technology are developed to meet
  societal needs and expand human capability (17.2, 17.4)

Skills

• ask questions and plan investigations of questions, ideas,
  problems, and issues (all)


• gather and record data and information by performing a
  simulation to demonstrate the behaviour of chromosomes
  during mitosis (17.1); use a microscope and prepared slides
  of onion root tip cells to identify the stages of a cell cycle,
  and calculate the duration of each stage; research and
  compare a range of reproductive strategies in organisms
  and present them in charts, tables, or diagrams (17.3)


• analyze data and apply mathematical and conceptual
  models by preparing and interpreting models of human
  karyotypes (17.4)


• work as members of a team and apply the skills and
  conventions of science (all)

Key Terms

17.1

17.2

enucleated

stem cell

telomere

17. 3

MAKE a summary

1. Sketch the processes of meiosis and mitosis and show
   the differences between them. Label the sketch with as
   many of the key terms as possible. Check other
   sketches and use appropriate designs to make your
   sketch more clear.
   2.Revisit your answers to the Starting Points questions at
   the start of the chapter. Would you answer the
   questions differently now? Why?

somatic cell

cell cycle

mitosis

cytokinesis

interphase

chromatin

centromere

sister chromatids

centriole

spindle fibre

meiosis

haploid

diploid

homologous chromosomes

tetrad

synapsis

crossing over

gametogenesis

ootid

polar body

oocyte

17.4

nondisjunction

polyploidy

trisomy

monosomy

karyotype chart

Go To

The following components are available on the Nelson

Web site. Follow the links forNelson Biology Alberta 20–30.

• an interactive Self Quiz for Chapter 17


• additional Diploma Exam-style Review Questions


• Illustrated Glossary


• additional IB-related material
  There is more information on the Web site wherever you see
  the Go icon in the chapter.

http://www.science.nelson.com GO

A Cure forAging

Dr. Siegfried Hekimi, (professor of biology at McGill University),

Dr. Michael West, (Chief Executive Officer of Advanced Cell

Technology in Worcester Massachusetts), Dr. Cynthia Kenyon,

(biochemistry and biophysics professor from the University

of California, San Francisco), and Dr. Marc Tatar (Brown

University in Rhode Island) all discuss the causes of aging

and their research into slowing the aging process.

http://www.science.nelson.com GO

+ EXTENSION