Biology 3101B Reproduction and Development

32129_7adultlearning_adult_abe_biology3101bcurriculumguide2005_2006.pdf Adul t Basic EducationS cienceBi ology 3101BR eproduction andD evelopmentCur riculum GuideP rerequisites: Biology 2101A Biology 2101C

Biology 3101ACr

edit Value:1Biology Con centrationBiolog y 1101Biolog y 2101ABiolog y 2101BBiolog y 2101CBiolog y 3101ABiology 3101B

Biolog

y 3101C

Table of C

ontentsT o the Instructor...............................................................v I ntroduction to Biology 3101B.............................................v C urriculum Guides.......................................................v S tudy Guides..........................................................vi R esources.............................................................vi R ecommended Evaluation ..............................................vii U nit 1 - Cell Division .....................................................Pag e 2Un it 2- Reproductive Systems: Strategies .....................................Pag e 8Unit 3 - Reproduc tive Systems: Regulation ...................................Pag e 10U nit 4 - Reproductive Technologies.........................................Pag e 16Unit 5 - Embry onic Differentiation and Development...........................Pag e 18A ppendix A............................................................Pag e 23A ppendix B............................................................Pag e 39

Curriculum Guide

Biology 3101BvTo

the InstructorI. Introduction to Biology 3101BBi ology 3101B is the second of three courses (the others are Biology 3101A and Biology3101C) that are equivalent to Biology 3201 in the current high school system. Thiscourse is a pre- requisite for Biology 3101C.Biolog y 2101A, The Cell, Biology 2101C, Maintaining Dynamic Equilibrium I, andBiolog y 3101A, Maintaining Dynamic Equilibrium II, are pre-requisites for this course.Howeve r, before deciding to leave out any courses in the Biology concentration, yoush ould ensure that you are aware of what courses students need to complete in order tomeet the e ntrance requirements for the receiving post-secondary institution that they planto attend. B iology 3101B helps the student to understand the principles of how living organismsre produce and develop at both the cellular and individual levels. The primary emphasis isplace d on human systems. Students should begin to appreciate the complexity andimp ortance of reproductive technologies and be able to discuss and analyze, from avarie ty of perspectives, the relative risks and benefits that these technologies create. II.

Curriculum GuidesEac

h new ABE Science course has a Curriculum Guide for the instructor and a StudyGuide for the student. The Curriculum Guide includes the specific curriculum outcomesfor the c ourse. Suggestions for teaching, learning, and assessment are provided to supportstu dent achievement of the outcomes. Each course is divided into units. Each unitcomprises a two-page layout of four columns as illustrated in the figure below. In somec ases the four-column spread continues to the next two-page layout.

Curriculum Guide

Biology 3101BviTo

the InstructorCur riculum Guide Organization:The Tw o-Page, Four-Column SpreadU nit Number - Unit TitleUnit Number - Unit TitleO utcomesS pecificcurri culumou tcomes forthe unit.N otes for Teaching andLear ningS uggested activities,el aboration of outcomes, andb ackground information.Sugge stions for AssessmentSugge stions for assessings tudents' achievement ofo utcomes. R esourcesA uthorized andr ecommendedr esources thatad dresso utcomes.

III. Stu

dy GuidesTh e Study Guide provides the student with the name of the text(s) required for the coursea nd specifies the sections and pages that the student will need to refer to in order tocomplete the r equired work for the course. It guides the student through the course byassig ning relevant reading and providing questions and/or assigning questions from thete xt or some other resource. Sometimes it also provides important points for students tonote. (See the To the Student section of the Study Guide for a more detailed explanationof the use of the Study Guides.) The Study Guides are designed to give students somede gree of independence in their work. Instructors should note, however, that there ismuch mater ial in the Curriculum Guides in the Notes for Teaching and Learning andSu

ggestions for Assessment columns that is not included in the Study Guide andinstructors will need to re

view this information and decide how to include it. IV. ResourcesEssenti al ResourcesTe xt: Biology; Bullard, Chetty, et al; McGraw-Hill Ryerson, 2003.McG raw-Hill Ryerson, Biology, Teacher's Resource.

Curriculum Guide

Biology 3101BviiTo

the InstructorRecomm ended ResourcesMcG raw-Hill Ryerson, Biology, Teacher's Resource CD-ROM.Mc Graw-Hill Ryerson, Biology 11/12 #D Science Animations.McG raw-Hill Ryerson, Biology 11/12 Computerized Assessment Banks. Departme nt of Education web site:ww w.gov.nl.ca/edu/science_ref/main.htmOt her Resources Textbook web site: h ttp://www.mcgrawhill.ca/school/booksites/biology/Center for Distance Learning and Innovation :http:// www.cdli.ca/V . Recommended Evaluation Writt en Notes10%L abs/Assignments20%Te st(s)20%F inal Exam (entire course)50%100%

The overall pass mar

k for the course is 50%. R eproduction andD evelopment U nit 1 - Cell DivisionCurriculum Guide

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e 2Outc omes1.1 Desc ribe mitosis andunderstand its importance .1.1.1 Def ine cell cycle,mit osis and cytokinesis.1.1.2 Ex plain the functionof mitosis.1.

1.3 Describe the eventsof

interphase, mitosis(propha se, metaphase,anapha se, telophase) andcy tokinesis (the cell cycle).1.1.4 Ex plain thei mportance of maintaining aconstant number of chromosomes throug h the proce sses of cell andorg anism reproductionNote s for Teaching and LearningStudents should be given the opportunity to observe andinv estigate the stages of the cell cycle and cytokinesiswithin both plant and animal cells throug h laboratory orc omputer simulations, diagrams, photographs, laser discor time lapse video te chnology. Stages of mitosis can beobserve d using prepared slides of plant cells (onion roottip s) or animal cells (whitefish blastula). Somecompar isons between the process of mitosis in plant andanimal ce lls may be demonstrated by careful examinationof these prepared slides. Students may be asked toidentify , sketch, and discuss what is occurring during eachof the stag es. Use of a video microscope display cana ssist the instructor in initially illustrating how todistinguish betwee n cells in each of the different stages. Vi deos and laser disc clips are available to show mitosisa nd meiosis.A short movie on mitosis can be found on the text'swebsite a thttp:// www.mcgrawhill.ca/school/booksites/biology/student+re sources/index.php. U nit 1 - Cell DivisionCurriculum Guide

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e 3Suggestions for A ssessmentLaboratory Activities • St udents could perform available laboratory activities toillust rate some aspects of the process of cell division. These mayinclude examination of prepa red microscope slides ofchromosomes, pre paration of squashes of Drosophila salivaryg lands, examination of prepared microscope slides of animal andplant cell mitosis and cy tokinesis or growth of onion root tips andprepa ration of squashes to observe chromosomes. Assessmentwould depend on the nature and depth of the activities selected,ra nging from the development of microscope diagrams toanswe ring of questions to a more detailed discussion ofpr ocedures and results.Pa per and Pencil • Students could develop a g lossary of new terms they discoverand will use during their study in this reproduction unit. • St udents should label diagrams of cells in the stages of mitosis.I nstructors should make sure that students are able to label thediag rams correctly without referring to the text or any otherresour ce. Re sourcesMcG raw-Hill RyersonBiology, pp. 460-465. McG raw-Hill RyersonBiology, pages 392-401. McG raw-Hill RyersonBiology, Teache r'sResource .McG raw-Hill RyersonBiology, Teache r'sResource CD-ROM.Biology 11/12 Computerized

Assessment Bank

s. W eb site for mitosis movie:www. mcgrawhill.ca/school/bo oksites/biology/student+resource s/index.php.Diagram, "Stages of

Mitosis"

, Appendix A.www.g ov.nl.ca/edu/science_re f/main.htmhtt p://www.mcgrawhill.ca/sc hool/booksites/biology/ U nit 1 - Cell DivisionCurriculum Guide

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e 4Outc omes1.

2 Use instruments effectivelya

nd accurately for collecting dataon the ce ll cycle.1.2.1 Observe , identify anddescr ibe (using preparedslides of plant and a nimalc ells) the events of the cellc ycle. Include: (i ) growth(i i) cytokinesis(i ii) chromosomebehaviour 1.

3 Describe meiosis.1.

3.1 Define meiosis.1.

3.2 Describe the eventsof

meiosis(re duction-division).1.

3.3 Explain the necessityof chr

omosome reductionduring the production of sexc ells.1.3.4 Desc ribe thecrossing -over process andexplain it s role in helpingrandomize the g enec ombinations for sex cells.Note s for Teaching and LearningOutcome 1.2 is addr essed by completing the lab,"Ob serving the Cell Cycle in Plant and Animal Cells". Tea chers should note that chromosomal disordersassociate d with crossing-over are done in detail in theg enetics unit.A short movie on mitosis can be found on the text'swebsite a thttp:// www.mcgrawhill.ca/school/booksites/biology/student+re sources/index.php U nit 1 - Cell DivisionCurriculum Guide

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e 5Suggestions for A ssessmentLab oratory• Students must complete Investigation 12.A, "Observing theCell Cy cle in Plant and Animal Cells". They should submit thePo st Lab Questions and Conclude and Apply section forevalua tion.Performance • Students could make a mode l and demonstrate the events ofmeiosis. I t should include homologous chromosomes, dominanta nd recessive alleles. Students should illustrate the randomnessof allele assortment during meiosis. Sample materials that may beus ed include pipe cleaners, Popsicle sticks, Velcro TM,toothpicks, push pins, etc. Pa per and Pencil• St udents should label the diagram of the stages of meiosis.I nstructors should make sure that students are able to label thediag ram correctly without referring to the text or any otherresour ce. • Students should complete releva nt Section Review andCha pter Review questions.• St udents should add to the glossary of terms.Re sourcesCore Lab: Inve stigation 14.A,"Ob serving the Cell Cyclein P lant and Animal Cells",pag es 466 - 467.MGH Biology, pp. 470-

475.Diagram, "Stages of

Meiosis", Appendix A.

U nit 1 - Cell DivisionCurriculum Guide

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e 6Outc omes1.4 Analy ze and describe thefunction of spe rmatogenesis andoo genesis.1.4.1 Ex amine theproce sses ofspermatog enesis andoo genesis.1.

4.2 Explain why there iso

nly one functional eggpr oduced during oogenesis.1.4.3 Desc ribe andcompar e the structure ofsperm and e gg cells. I nclude:(i) re lative sizes(ii) ene rgy reserves(i ii) mitochondria(iv) number s produced(v ) motility(vi) enzy me cap(ac rosome)Note s for Teaching and LearningTo hig hlight the differences between spermatogenesis andoog enesis, students could develop a table or chart whichsummarizes ga mete formation.Students could summariz e the comparison of sperm andeg g in a table. U nit 1 - Cell DivisionCurriculum Guide

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e 7Suggestions for A ssessmentPa per and Pencil• Students should complete releva nt Section Review andCha pter Review questions.• St udents should add to the glossary of terms.Testing • T his is the end of the section of the course covering celldivision. I nstructors may choose to give a test to cover Unit 1. Testing should include some of the diagrams that students havestudied. The mar k for this test should be used as part of theevalua tion for the course. Re sourcesMGH Biology, pp. 477-

478.Biology 11/12

Computerized Assessment

Banks.

Un it 2- Reproductive Systems: StrategiesCurriculum Guide

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e 8Outc omes2.1 Analy ze natural reproductivestr ategies to interpret and explainthe ir structure and dynamics.2.1.1 Distinguish betwe enasexual and sexual repr oduction.2.1.2 Def ine various typesof ase xual reproduction. I nclude:(i) budding (ii) binary fission(iii) spore pr oduction(iv) fr agmentation2.

2 Describe mitosis and meiosiswithin plant reproduc

tion.2.2.1 Observe , identifyand g ive the function of thebasic struc tures of sexualre production inang iosperms (floweringplants). I nclude:(i ) pistil(ii) stamen (iii) pollen (iv) ovules (v) se ed(v i) fruit2.

2.2 Describe the processof

sexual reproduction infl owering plants.Note s for Teaching and LearningI nvestigation of the range of reproductive strategies foundwithin the plant and animal king doms serves to reinforcethe conc ept of biodiversity. This information can beprese nted to the student in the form of charts, tables ordia grams.Se e Appendix A, Table 1: Modes of Reproduction.Outcome 2.2.1 is addr essed by completing Investigation6.A, " Reproductive Structures in Flowers".Students can obser ve the male and female reproductivestr uctures of angiosperms through the use of models,char ts, computer simulations or the dissection of a flowerwi thin a laboratory setting. Un it 2- Reproductive Systems: StrategiesCurriculum Guide

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e 9Suggestions for A ssessmentLaboratory Activities • Students could observe the examples of the reproductiveproce sses provided within the laboratory. These may includepr epared slides or wet mounts of budding in yeast, budding inhy dra, or wet mounts of mold spores. Assessment would dependon the nature of the activities selected and could range from thedevelopment of microscope diagrams to the answering ofqu estions.• St udents could perform the available laboratory activities toillust rate some aspects of the reproductive process. These mayinclude examination of prepa red microscope slides of ovaries andtestes (e gg and sperm cells), examination of the reproductiveparts of a flower, comparison of a monocot and dicot seed and/orexamination of a composite flowe r (daisy, dandelion).Assessment would depe nd on the nature of the activities selected,rang ing from the development of microscope diagrams to thea nswering of questions.• Students could dissect a flowe r from the lily family. Theyshould draw a picture of each part, label it, and reconstruct thefl ower using individually drawn sketches.Penc il and Paper• St udents could add to the glossary of terms.• Students should l abel diagrams of the reproductive structuresof flowe ring plants. Instructors should make sure that students areable to labe l the diagram correctly without referring to the text orany other resource. Re sourcesTable #

1: "Modes ofRe

production", AppendixA.

MGH Biology, pp.134, 154,

155,157, 166,186.

MGH Biology, pp. 175-

181.Core Lab:

Inve stigation 6.A,"

Reproductive Structures inFl

owers".Diagram, Reproduc tiveStructures of a Flowering

Plant", Appendix A.

U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 10Outc omes3.1 I dentify the structures of thehuman male r eproductive systema nd describe their functions.I nclude: (i ) testis(ii) scrotum(iii) seminiferous tubules(i v) epididymis(v ) sperm duct (vas de ferens)(vi)

Cowper's(b

ulbourethral)g land(v ii) seminal vesicle(v iii) prostate(ix ) urethra3.

2 Explain the human malerepr

oductive cycle.3.2.1 I dentify and state thefunctions of the pr incipalrepr oductive hormones ofthe human male. I nclude:(i ) inhibin(ii) follicle stimulatinghormone (F

SH)(iii)

luteinizing hormone (L

H)(iv)

testosterone3.2.2 Ex plain the functionand intera ctions amongthe se hormones inma intaining the malere productive system.Note s for Teaching and LearningStu dents should be provided with the opportunity toobserve and discuss the function of the principal featuresof the male reproductive system using models, dissectionsor computer simulations and to identify and label themajor structure s from drawings or photos of that organsy stem.Students can ana lyze sample data on blood hormonelevels and phy siological events and infer the roles of thema le sex hormones.Students could ex amine the interaction of these hormonesin the form of a negative feedback loop. U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 11Suggestions for A ssessmentPa per and Pencil• St udents should trace the path of a sperm cell from where it isformed to the point of f ertilization. • Students should l abel diagrams of the male reproductivesy stem. Instructors should make sure that students are able tolabel the diag ram correctly without referring to the text or anyother re source. Re sourcesMGH Biology, pp. 486-

489.Di

agram, "MaleRe productive System",Appendix A. U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 12Outc omes3.1 I dentify the structures of thehuman fe male reproductive systemand desc ribe their functions. I nclude:(i) ovar y(ii) follicles (iii) oviduct (fa llopiantube) (iv) fimbriae (v) uter us(vi) endome trium(v ii) cervix(viii) vag ina3.

2 Explain the human femalerepr

oductive cycle.3.2.1 I dentify and state thefunctions of the pr incipalrepr oductive hormones ofthe human fe male. Include:(i) estrog en(ii) prog esterone(iii) luteiniz ing hormone (L

H)(iv) follicle stimulating

hormone (F

SH)3.2.2 Ex

plain the functionand intera ctions amongthese hormone s in themenstrual cy cle.Note s for Teaching and LearningStu dents should be provided with the opportunity toobserve and discuss the function of the principal featuresof the female reproductive system using models,dissections or computer simulations, and to identify andlabel the major structures from drawings or photos of thator gan system.Students can ana lyze sample data on blood hormonelevels and the physiological events of a single menstrualc ycle, and infer the role of the female sex hormones.Students could ex amine the interaction of these hormonesin the form of a negative feedback loop. U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 13Suggestions for A ssessmentPa per and Pencil• Students could use a ca se study to analyze data on bloodho rmone levels and physiological events during a femaleme nstrual cycle. They should investigate how the cycle isreg ulated using positive and negative feedback and the roles ofpituitary and ovarian hormones. Assessment should be basedupon the log ical analysis of data and conclusions drawn.• Students could select a suitable article from a publication,e lectronic, or media source for critique and analysis. This couldbe integrated with the Language Arts program.• Students should l abel diagrams of the female reproductivesy stem. Instructors should make sure that students are able tolabel the diag ram correctly without referring to the text or anyother re source. Re sourcesMGH Biology, pp. 490-

492.Di

agram, "FemaleRe productive System",Appendix A. U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 14Outc omes3.5 Resear ch and describe thepo tential health risks on individualsa nd society associated withexposure to sex ually transmittedinfec tions. Include:(i) HI

V and AIDS(i

i) chlamydia(i ii) hepatitis B(iv) g enital herpes(v ) syphilis(vi) g onorrheaNote s for Teaching and LearningHI V transmission or other STI's can be simulated with theuse of a base (sodium hybroxide) and an indicator(phenolphthale in). A class set of test tubes of watercontaining one test tube with diluted base can be arranged. Students can swap " fluids" and the transmission can bedetec ted later using the indicator. U nit 3 - Reproductive Systems: RegulationCurriculum Guide

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e 15Suggestions for A ssessmentPresentation • Wh en teaching to a group, students could be introduced toindividuals knowledg eable in a variety of aspects of humanrepr oductive health and sexually transmitted infections by usingc ommunity resources such as physicians or availableorg anizations (Sexual Health Centres). Students should researchand pre pare questions related to the topic being presented by theg uest speaker. With the instructor, students should review andrevise the se questions, and select those to be asked during theprese ntation. Subsequently, students may be asked to prepare abr ief summary of the presentation or of the answer to theirquestion. Assessment could be ba sed on a student summary of theg uest's talk or answers provided to one of their questions. Pa per and Pencil• Students should complete releva nt Section Review andCha pter Review questions.• St udents should add to the glossary of terms.Assignment • Students must complete Assignment 1, "Sexually TransmittedI nfections".NO

TE:The a

ssignment should be marked and the mark used aspart of the evaluation for the course. The content coveredin the assig nment should not be tested. Re sourcesMGH Biology, pp. 496-

499.As

signment 1, "SexuallyTra nsmitted Infections",Appendix B. Un it 4 - Reproductive TechnologiesCurriculum Guide

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e 16Outc omes4.

1 Evaluate the design of birthcontrol tec

hnologies and the waythey function. Include:(i) abstinenc e(i i) birth control pills(i ii) NorplantTM (implant)(i v) morning after pill(v ) Depo-ProveraTM (vi) (ne edle)(vii) I

UD (interuterine device

)(viii) tubal liga tion(i x) diaphragm(x) spermacida l jellies andfo ams(xi ) condom(xii ) vasectomy(xi ii) rhythm methodNote s for Teaching and LearningStudents should evaluate the r elative effectiveness ofva rious methods of contraception and perform arisk/benef it analysis on the implementation of these forvarious seg ments of the population.Tea chers may wish to organize the information accordingto mode of oper ation:a) Barrier Methods (condom, diaphragm, jellies andfoams, I UD)b)

Hormonal Methods (birth control pill,No

rplantTM , morning after pill, Depo-ProveraTM )c )Surgical Methods (tubal ligation, vasectomy)d)

Other (rhythm method, abstinence)

Un it 4 - Reproductive TechnologiesCurriculum Guide

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e 17Suggestions for A ssessmentPa per and Pencil• Students could resea rch and evaluate types of contraceptiontha t are being promoted for the use of population control withindeveloping countries. Assessment should be based on accuracyand re levancy of information gathered and completeness ofrese arch.• Students could use a ca se study to analyze moral and ethicalimp lications of new reproductive technologies.• Students could investigate a variety of chemical and physicalme thods of contraception. They will explain how thesecontra ceptives work, their effectiveness in prevention ofpreg nancy and STI's, and societal implications of their use fromva rious perspectives.• St udents could add to the glossary of terms.• Students should complete releva nt Section Review andCha pter Review questions.Assignment • Students must complete Assignment 2, "ReproductiveTec hnologies".NO

TE:The a

ssignment should be marked and the mark used aspart of the evaluation for the course. The content coveredin the assig nment should not be tested. Re sourcesMGH Biology, pp. 501-

503 Assignment

2,"Reproductive

Technologies", Appendix B.

Un it 5 - Embryonic Differentiation and DevelopmentCurriculum Guide

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e 18Outc omes5.1 Ex plain the processes offe rtilization and development inhuman re production.5.1.1 Trac e the journey ofsp erm and egg from theirorig in until fertilization andimplantation.

5.1.2 Ex

plain howfra ternal and identicaloffspring are produced.5.1.3 Desc ribe thefollowing basic stages ofe mbryonic development:(i ) cleavage(i i) morula(iii) blastocy st (blastula)(i v) gastrula(v) g erm layers(vi) implantation (vii) diffe rentiationNote s for Teaching and LearningStudents should recog nize the distinction between thefer tilization and initial embryonic development thatproduce identical and fraternal twins, and discuss theme chanism in which multiple births (triplet, quadruplets)may result naturally. Students could consider thequestion, "Why are fraternal twins no more alike than anys et of brothers or sisters?"Students should have the opportunity to observe the stagesof embry o development through the use of preservedmateria ls, prepared slides (cleavage of sea stars),audiovisual prese ntations or computer simulations, andextrapolate these e vents to the development of the humanfetus. I n addition, there are good web sites available onthe Internet that illustrate the process of development.A short movie on Embry onic Development can be foundon the text's website at http:// www.mcgrawhill.ca/school/booksites/biology/student+re sources/index.php Un it 5 - Embryonic Differentiation and DevelopmentCurriculum Guide

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e 19Suggestions for A ssessmentLaboratory Activities • Students could perfor m the laboratory activities available onthe process of development. These might include microscopicexamination of prepar ed slides of stages of cleavage of sea starsor sea urchin development, observation of embryo developmentin the frog utilizing a culture of frog eggs, or observation ofmicroslides of fr og or chick embryo development. Assessmentwould depend on the nature and depth of the activities selected,ra nging from the development of microscope diagrams,answe ring of questions, to a more detailed discussion.Re sourcesMGH Biology, pp. 506- 509.W
eb site for movie:http://ww w.mcgrawhill.ca/school/booksites/biology/st udent+resources/index.php Un it 5 - Embryonic Differentiation and DevelopmentCurriculum Guide

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e 20Outc omes5.2 Ex plain the processes ofdevelopment a nd birth in humanrepr oduction.5.2.1 Desc ribe the roles ofthe place nta and umbilicalc ord during pregnancy.5.

2.2 Examine the effectsof tera

togens on thedevelopment of the embryo. I nclude:(i) cig arette smoke(ii) alcohol 5.

2.3 Describe the processof childbirth. I

nclude:(i ) dilation stage(i i) expulsion stage(i ii) placental stageNote s for Teaching and LearningThe socie tal impact of chemical and drug abuse on fetaldevelopment ( alcohol, cocaine, cigarettes) may beinvestiga ted and discussed.Prescr iption drugs, such as thalidamide, have positivee ffects on adults and children for the treatment of certainm edical conditions. These drugs taken during pregnancy,howeve r, may have serious negative effects on fetalde velopment. Thalidamide, used in the 1950's as atr eatment for morning sickness, is one example of this.Suggestions for A ssessmentResources Un it 5 - Embryonic Differentiation and DevelopmentCurriculum Guide

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e 21Pa per and Pencil• Students could resea rch and present the effects of differentty pes of teratogens.• Students should add to the vocabular y list for this part of thecourse .• Students should complete releva nt Section Review andCha pter Review questions.MGH Biology, pp. 510- 513.
Ap pendix A Diagrams

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e 25In terphase and Mitotic Cell Division in Animal Cells11. 13.

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e 26St ages of Meiosis7. __________________6. __________________4.5.3.2.1.

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e 27Re productive Structures in a Flowering Plant

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e 28T able 1M odes of ReproductionTypes

DescriptionRepresentativeExa

mpleAsexual O ne Parent cell dividesby m itosis to produce 2i dentical cells which arec lones of the parent.Bud dingAn outgrowth on the parentorg anism develops into anew organism that separatesfr om the parent.Ultim ately, yeast, andhy draB inary FissionThrough mitotic celldiv ision copies of the parentare m ade the parent "splits"to crea te new cells.B acteriaS port ProductionThrough mitotic celldiv ision copies of the parentare m ade the parent "splits"t o create offspring.Fun gi eg. RhizopusFrag mentationPieces of the parentor ganism break off and aredi spersed. Each section isable to form a newo rganism.Hous e Plants grownf rom cuttingsP arthenogenesisThrough mitotic celldi vision offspring areprodu ced from unfertilizedeg gs.So me insects eg.B alsam Wolly aphidSex ualNew of fspring are created as a result of the fusion of egg and sperm nuclei. Theo ffspring resemble but are not identical tot he parents.

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e 29R eproductive System of Human Male

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e 30R eproductive System of Human Female ANSWE

R SHEETS

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e 33Inter phase and Mitotic Cell Division in Animal Cells - ANSWER SHEET11.

13.nucl

ear membranecen troilesnucl eolusnucl ear membranechr omosomess pindle fibress pindle fibress ister chromatidsp oles pindle fibresp olechr omosomescent romere

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e 34St ages of Meiosis7. __________________6. __________________4.5.3.2.1. T elophaseA naphaseM etaphaseM etaphaseP rophaseT elophaseA naphase

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e 35Re productive Structures in a Flowering Plant

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e 36Re productive System of Human Male - ANSWER SHEETse minal vesiclep rostate glanduret hrap enisanus e pididymiste stisscr otumco wper's glandvas def erensur inary bladder

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e 37Re productive System of Human Female - ANSWER SHEETc ervixvagi narect umuret hraovi ductut erusur inary bladdero vary Ap pendix BAssi gnments

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e 41Assignm ent 1Sexually Transm itted Infections1. What does STI stand for?2. Describe the cause, symptoms and treatments for each of the following STI's:(i) HI

V and AIDS(i

i) chlamydia(i ii) hepatitis B(iv) g enital herpes(v ) syphilis(vi) g onorrhea

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e 42Assignm ent 2Re productive Technologies1. Def ine contraception.2. Give a br ief description of each of the methods of birth control listed below and explain howit w orks:(i) abstinenc e(i i) birth control pills(i ii) NorplantTM (implant)(i v) morning after pill(v) De po-ProveraTM (needle)(vi) I

UD (intrauterine device)(vii) tubal liga

tion(v iii) diaphragm(i x) spermacidal jellies and foams(x) condom (xi) vasectomy(xi i) rhythm method

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e 43