Biology 3rd Edition Brooker Solutions Manual Download

BIOLOGY 3RD EDITION BROOKER
Full download at link:
Test bank: https://testbankpack.com/p/test-bank-for-biology-3rd-edition-

by-brooker-widmaier-graham-and-peter-stiling-isbn-007353224x-
9780073532240/
Solution Manual: https://testbankpack.com/p/solution-manual-for-

biology-3rd-edition-by-brooker-widmaier-graham-and-peter-stiling-
isbn-007353224x-9780073532240/
BROOKER BIOLOGY, 3e
CHAPTER 15: THE EUKARYOTIC CELL CYCLE, MITOSIS,

AND MEIOSIS
WHERE DOES IT ALL FIT IN?
Chapter 15 begins a new conceptual theme by addressing the cell cycle and replication. It provides
students the principles of asexual reproduction in prokaryotes and eukaryotes. It is important to
briefly review the basic cell structure information in Chapter 4 before proceeding with Chapter 15.
The information in Chapter 15 is crucial for students to understand the principles of sexual
reproduction and embryology covered later in the book.
SYNOPSIS
Eukaryotic cell division is more complicated than that of prokaryotic cells because the
eukaryotic genome is larger and more complex. Eukaryotic chromosomes are linear structures
composed of chromatin, mostly DNA and protein with a small amount of RNA. Eukaryotic DNA
is a long double-stranded fiber. Every 200 nucleotides it coils around a core of eight histone
polypeptides forming a nucleosome. The string of nucleosomes is further wrapped into
supercoils. Heterochromatin is highly condensed chromatin while euchromatin is relatively
uncondensed. Some portions of the DNA are permanently heterochromatic to prevent DNA
expression; the remainder is uncondensed at the proper time to facilitate transcription.
The number of chromosomes in eukaryotic organisms varies widely from species to species.
Human cells possess a diploid complement of 23 homologous pairs of chromosomes each with a
characteristic appearance. Prior to cell division each homologue replicates producing two
Brooker, Biology, 3e IM-15 | 1
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
identical sister chromatids joined by a common centromere. The process of growth and division
in a typical eukaryotic cell is called the cell cycle and is composed of five phases. The G1 phase
is the cell’s primary growth phase while the genome is replicated during the S phase. During the
G2 phase, various organelles are replicated, the chromosomes start to condense, and
microtubules are synthesized. All of these are preparatory for mitosis or M phase. Actual cell
division occurs in the final C phase, cytokinesis.
Cell cycle control is based on a check-point feedback system. When certain conditions at a
checkpoint are met, the cell proceeds to the next stage of activity or division. Cyclin-dependent
kinases (Cdk’s) and cyclins are intimately associated with these control processes. Unicellular
organisms make independent decisions on whether or not to divide. Multicellular organisms
must limit independent cell proliferation to maintain the integrity of the whole. Eukaryotes
utilize various growth factors to do this. Disruption of these control mechanisms is characteristic
of cancer.
Mitosis is a continuous process that is divided into four stages for ease of examination: prophase,
metaphase, anaphase, and telophase. Much of the preparation for mitosis occurs during
interphase, a collective stage that includes G1, S, and G2. Preparations include chromosome
replication, centriole replication (in animals only), and tubulin synthesis. Chromatin
condensation begins near the end of interphase and continues through prophase when individual
chromosomes become visible. At the same time, the nuclear envelope breaks down and the
centrioles of animal cells move apart. One set of microtubules assembles between the nucleolar
organizing regions while another set grows outward from each centromere toward the poles.
Metaphase begins when the pairs of sister chromatids align across the center of the cell at the
metaphase plate. The end of this phase is signalled by the division of the centromeres. During
anaphase, each chromatid moves toward the pole to which it is attached. Separation occurs when
the central spindle fibers slide past one another, moving the poles farther apart. The chromatids
also move toward the poles as the microtubules to which they are attached shorten. The nucleus
begins to reform around the uncoiling chromosomes during telophase. The spindle apparatus
breaks down and the nucleolus reappears as rRNA genes are again expressed.
There are significant differences in cytokinesis in animals and plants. Animal cells are pinched in
two by a belt of constricting microfilaments at the cleavage furrow. Rigid plant cells are not
easily deformed and divide from the inside outward. This expanding partition is called the cell
plate. The final addition of cellulose to either side of the membrane results in two separate cells.
Meiosis and syngamy constitute a cycle of sexual reproduction. Fertilization would double the
chromosome number of each subsequent generation except that the gametes possess only a
haploid complement of DNA. Thus the resultant zygote inherits genetic material from both its
father and its mother, in the case of humans, twenty-three chromosomes from each. Sexual
reproduction produces offspring that are genetically different from either parent while asexual
reproduction produces progeny that are genetically identical to the parent cell. The specific
events of sexual reproduction varies from kingdom to kingdom. For example, in most unicellular
eukaryotes, the individual cells function directly as gametes. In plants, specific haploid cells are
produced by meiosis, these cells then divide by mitosis to form a multicellular haploid phase
which further produces eggs and/or sperm. In animals special gamete-producing cells
Education.
differentiate from the other somatic cells early on in development. Only these cells are able to
undergo meiosis to create haploid eggs or sperm.
Gamete-producing cells differentiate from somatic cells early in development. While they
themselves are diploid, their products are haploid as a result of meiosis. Although meiosis and
mitosis share many features, including microtubule formation, meiosis is unique for three
reasons: synapsis, homologous recombination, and reduction division. During synapsis
homologous chromosomes physically pair along their length. In homologous recombination
genetic exchange, called crossing over, occurs between the homologues. Reduction division is
the two separate rounds of nuclear division that occur in the remainder of the process. In the first
division, homologous chromosomes pair, exchange material, and separate. No genetic replication
occurs before the second division when the non-identical sister chromatids separate into
individual gametes. Each division is composed of prophase, metaphase, anaphase, and telophase,
additionally labeled I or II.
Some of the most important events of meiosis occur during prophase I. The ends of the sister
chromatids attach to specific sites on the nuclear envelope. The attachment sites for the two
homologues are near one another ensuring that each chromosome associates closely with its
homologue. Each gene corresponds with its partner forming the synaptonemal complex. Certain
genes are exchanged between homologues, an event called crossing over. The homologues are
released from the membrane but remain tightly connected to one another. The homologues line
up along the central plate of the cell during metaphase I. Only one face of each centromere is
accessible to microtubule attachment, thus each homologue attaches to only one polar spindle
fiber. The microtubules shorten at anaphase I and pull the homologues apart to opposite ends of
the cell. Each pole ends up with a complete set of haploid chromosomes. Telophase I finishes
division I, cytokinesis may or may not occur.
Meiosis II is essentially a mitotic process. During metaphase II, the still connected sister
chromatids line up along their new metaphase plate with spindle fibers from each pole attached
to each centromere. During anaphase II, the centromeres split and the sister chromatids are
drawn to opposite poles. The result is four cells containing a haploid complement of genetic
material.
LEARNING OUTCOMES
15.1 The Eukaryotic Cell Cycle
1. Describe the features of chromosomes and how sets of chromosomes are examined
microscopically.
2. Outline the phases of the eukaryotic cell cycle.
3. Explain how cyclins and cdks work together to advance a cell through the eukaryotic cell
cycle.
15.2 Mitotic Cell Division
Education.
1. Describe how the replication of eukaryotic chromosomes produces sister chromatids.
2. Explain the structure and function of the mitotic spindle.
3. Outline the key events that occur during the phases of mitosis.
15.3 Meiosis and Sexual Reproduction
1. Describe the processes of synapsis and crossing over.

2. Outline the key events that occur during the phases of meiosis.
3. Compare and contrast mitosis and meiosis, focusing on key steps that account for the
different outcomes of these two processes
4. Distinguish between the life cycles of diploid-dominant species, haploid-dominant
species, and species that exhibit an alternation of generations.
15.4 Variation in Chromosome Structure and Number
1. Describe how chromosomes can vary in size, centromere location, and number.
2. Identify the four ways that the structure of a chromosome can be changed via mutation.
3. Compare and contrast changes in the number of sets of chromosomes and changes in the
number of individual chromosomes.
4. Give examples of how changes in chromosome number affect the characteristics of
animals and plants.
CONCEPT MAP
Concept mapping is a structured graphical presentation of the concepts covered in a particular

topic. The following concept map represents the links between the information covered in this
chapter. It is important to tell students to develop their own concept maps after covering the
particular information covered in class.
COMMON STUDENT MISCONCEPTIONS
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 15 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
• Students believe that binary fission is the same as mitosis

• Students do not distinguish between the cell cycle and mitosis
• Students believe asexual reproduction is restricted to microorganisms only.
• Students conceptualize all DNA as being X-shaped
• Students do not distinguish between the terms chromatin and chromosomes
• Students believe that spindles work like rubber bands during replication
• Students are not aware that endosymbionts are attached to spindles
Education.
• Students are not fully aware that mitochondria and chloroplasts self-replicate
• Students believe that asexual reproduction always produces identical offspring cells
• Students believe asexual reproduction results in weakness and sexual reproduction
always produces stronger individuals
• Students think haploid cells have half the traits needed to make an organism
• Students have the idea that cancer is merely a condition of uncontrolled cell division
• Students believe that all tumors are cancerous
INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
It is more efficient to move by packing your belongings in boxes and bags than to move each
item individually. Similarly, condensing the chromatin into discrete chromosomes makes it
easier to separate them during mitosis.
Remember the order of mitotic stages via PMAT (or IPMAT if interphase is included). Any
student named Matthew deserves apologies on this mnemonic!
Stress that the purpose of mitosis is to produce many identical copies of a cell.
Most students merely memorize when the nucleolus disappears and reappears. If they associate
its presence with its function synthesizing rRNA, it is obvious when the transient organelle will
be present and when it will be absent.
Higher level assessment measures a student’s ability to use terms and concepts learned from the
lecture and the textbook. A complete understanding of biology content provides students with the
tools to synthesize new hypotheses and knowledge using the facts they have learned. The
following table provides examples of assessing a student’s ability to apply, analyze, synthesize,
and evaluate information from Chapter 15.
Application • Have students explain how drugs that alter cytoskeleton function would
affect mitosis in animal cells.
• Have student explain why food poisoning is likely to occur if foods such
as meats are sitting at room temperature for 30 to 60 minutes.
• Ask students why bacterial infections spread more quickly on the skin
than yeast infections.
Analysis • Ask students to explain what would happen to offspring cells if the
centromeres did not separate easily during anaphase.
• Ask students to explain why diabetes, a condition in which glucose is not
taken up readily by cells, slows down mitosis.
• Have students explain how amino acid deficiencies can affect the
progression of the G1 phase of the cell cycle.
Education.
Synthesis • Ask students to think about the properties of a drug that would selectively
harm cancer cells without causing death or injury to normal body cells
undergoing cell division.
• Have students develop a rationale for the use of a chemical that causes
telomeres, the tips of chromosomes, to shorten rapidly during mitosis.
• Ask students come up with a strategy that would inhibit binary fission
without affecting the mitosis of microorganisms.
Evaluation • Ask students to evaluate the effectiveness of an anticancer drug that
inhibits the formation and growth of blood vessels.
• Ask students to support or debate the claim that nicotine, which affects
cytoskeleton function, reduces the body’s ability to repair damaged body
parts.
• Have the evaluate why using stem cell treatments that replace dead cells
are more likely an effective treatment for repairing brain damage than for
treating wounds to the skin.
Education.
VISUAL RESOURCES
1. Bring in a ball of yarn to simulate DNA as chromosomes and some unraveled yarn to
represent DNA in chromatin form. Question the likelihood of knitting a scarf with the
yarn in a ball. This is like trying to transcribe DNA as chromosomes. Also question the
ease of separating two bunches of identically colored yarn when unraveled as compared
to the same yarn when rolled into two separate balls.
2. In a small classroom, use clay or plastic foam and colored straws to represent
chromosomes. In a large classroom with an overhead projector, cut rod-shaped
chromosomes out of colored acetate. Make a second set to show chromatid replication
during the S phase and hold the two chromatids together with overlapped post-it-note
centromere circles. Cut similar-shaped, but different-colored chromosomes to show
homologues.
3. Use colored beads and two sets of spaghetti to simulate chromosomes and spindle
microtubules in a cell bounded by yarn. The pieces of spaghetti anchored at the poles
push the yarn boundary apart as they slide past one another. Shorten the spaghetti
attached to each chromosome to move the chromosomes to the poles. (One might want to
use string instead of spaghetti, but the latter is more accurate.
4. The DNA content of bacteria can be illustrated using an audiocassette. The cassette
represents a single bacterium. Pulling out all of the tape (without tearing it away from
the cassette) represents the amount of uncoiled DNA in a single bacterium.
IN-CLASS CONCEPTUAL DEMONSTRATIONS
A. Name That Phase
Introduction
Laboratory sessions on animal and plant cell mitosis are often confusing adventures for
students. In addition, it is difficult for instructors to troubleshoot every student’s microscope
issues in large laboratory section. This demonstration assists students with recognizing the stages
of mitosis before a laboratory session. It can also be used as a quick review strategy for tests the
ask students to recognize or describe the stages of mitosis.
Materials
• Computer with internet access

• Downloaded PDF images found at the Jdenuno website:
http://www.jdenuno.com/PDFfiles/Mitosis.pdf#search=%22mitosis%20images%22
• LCD projector
• Laser pointer
Procedure and Inquiry

Education.
1. Show the low power image of the onion root tip slide. Ask students to name the structure
and tell if the tissues making up the structure are growing or mature. Have them explain
their answers.
2. Then show the close-ups of the dividing cells and use the laser pointer to select various
cells at different stages of mitosis.
3. Ask the students to identify the stages and explain what features of the cells gave them a
clue to their answers.
4. Show the low power image of the whitefish blastula slide. Ask students to name the
structure and tell if the tissues making up the structure are growing or mature. Have them
explain their answers.
5. Then show the close-ups of the dividing cells and use the laser pointer to select various
cells at different stages of mitosis.
6. Ask the students to identify the stages and explain what features of the cells gave them a
clue to their answers.
B. Modeling Cell Division
Introduction
This fun activity asks students to be model of cell division using various craft and hobby
materials. It reinforces retention of the cell features and cell events involved in binary fission and
mitosis.
Materials
• Small paper plates

• Scissors
• Assorted dried noodles & spaghetti
• Assorted color pipe cleaners
• Glue
• Colored markers or crayons
• Cellophane tape
• Wrapping twine
• Assorted buttons
Procedure & Inquiry
1. Have students break up into teams of two.

2. Assign them to a particular stage of mitosis or cell cycle
3. Tell them they must make a accurate model of the that stage of binary fission, mitosis
or cell cycle
4. Have the students show the model to the class and explain each feature including the
justification for using a particular craft or hobby material to represent a cell structure.
Education.
LABORATORY IDEAS
Influencing Mitosis: Onion Roots as a Model
Have students perform a simple long-term experiment using onion root tip growth as a
model for investigating factors that affect mitosis.
a. Tell the class that they will be using onion root elongation as a model for investigating
factors that affect mitosis.
b. They will be growing onions on shallow bowls containing water.
c. Let students know that they can grow the onions under different environmental
conditions or add various chemicals to the water.
d. Provide students with the following materials:
a. Fresh onion with intact roots
b. One shallow bowl for onion
c. Soap water
d. Toothpicks
e. Small metric rulers
f. Access to microscopes
g. Access to microscope slides and cover slips
h. Access to methylene blue
i. Access to water supply
j. Access to incubators
k. Access to refrigerator
l. Chemicals for testing affects on mitosis
i. Nicotine solution (cigarettes soaked in a 100 ml per cigarette solution of
50% V/V alcohol water solution
ii. Broadleaf weed killer
iii. Grass weed killer
iv. Caffeine – dark coffee of caffeine tablets dissolved in a 100 ml per
cigarette solution of 50% V/V alcohol water solution
v. Plant fertilizer solution
vi. Other chemicals can be selected at the discretion of the instructor or
student
e. Tell the students to carry out the following procedure.
a. Ask the students to use the soap water to gently rinse any growth inhibitors off of
the base of the onion and the roots.
b. Have the students use the toothpicks and bowls to make a set up in which the
onions are suspended over the water. The bottom of the onion must be preserved.
c. Ask the students to design an experiment in which they use mitosis of onion root
tips cells as a indicator of chemicals that inhibit mitosis.
d. Let this experiment run until the roots of a control onion have grown at least 5
cm.
e. Ask the students to explain their results after the period of time it takes the roots
grow 5 cm.
f. Have students explain the mechanism by which the growing conditions or
chemicals specially affect mitosis in the root tip.
Education.
LEARNING THROUGH SERVICE
Service learning is a strategy of teaching, learning and reflective assessment that merges the
academic curriculum with meaningful community service. As a teaching methodology, it falls
under the category of experiential education. It is a way students can carry out volunteer projects
in the community for public agencies, nonprofit agencies, civic groups, charitable organizations,
and governmental organizations. It encourages critical thinking and reinforces many of the
concepts learned in a course.
Students who have successfully mastered the content of Chapter 10 can apply their knowledge
for service learning activities in the following ways:
1. Have students do a presentation about the biology of cancer to scout groups or
elementary school students.
2. Have students design prepare an electronic presentation of cell division for school
teachers.
3. Have students tutor middle school or high school biology students studying cell
replication.
4. Have students work with a cancer awareness organization at a health fair.
ETYMOLOGY OF KEY TERMS
acro- beginning; end; tip (from the Greek akro- topmost; extreme)
allo- divergence; difference from; other (from the Greek allos- other)
ana- up; back (from the Greek an- up)
bi- two (from the Latin bi- two)
centri- center (from the Greek kentron- center)
chrom- color (from the Greek chroma- color)
cyto- of, or relating to, the cell (from the Greek kytos- cell)
di- two; twice (from the Greek di- two)
eu- good; well; true (from the Greek eu- well)
haploid one set of chromosomes (from the Greek haploeides- single)
hetero- different (from the Greek heteros- the other of two)
homologous to say the same (from the Greek hom- same and legein- to say)
karyo nucleus of a cell (from the Greek karyon- nut or kernel)
-kinesis movement (from the Greek kinein- to move)
kinetochore specialized point of attachment for fibers (from the Greek kinein- to move and
choros- place)
meta- change; transformation; following something in a series (from the Greek meta-
change)
mito- thread (from the Greek mitos- a thread)
mono- one; single; alone (from the Greek monos- alone)
nucleus kernel (from the Latin nux- nut)
Education.
poly- many (from the Greek polys- many)
pro- before; for; in front of (from the Greek and Latin pro- for or before)
some body (from the Greek soma- body)
sub under; beneath; below (from the Latin sub- below)
tel- end (from the Greek telos- ultimate end)
tetra- four (from the Greek tettares- four)
tri- three (from the Greek tri- three)
zygote diploid cell created by fertilization (from the Greek zygotes- yoked)
Education.

Biology 3rd Edition Brooker Solutions Manual Download

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Biology 3rd Edition Brooker Solutions Manual Download

Uploaded by

Copyright:

Available Formats

BIOLOGY 3RD EDITION BROOKER

Full download at link:

Test bank: https://testbankpack.com/p/test-bank-for-biology-3rd-edition-

Solution Manual: https://testbankpack.com/p/solution-manual-for-

CHAPTER 15: THE EUKARYOTIC CELL CYCLE, MITOSIS,

15.1 The Eukaryotic Cell Cycle

15.2 Mitotic Cell Division

Brooker, Biology, 3e IM-15 | 3

15.3 Meiosis and Sexual Reproduction

1. Describe the processes of synapsis and crossing over.

15.4 Variation in Chromosome Structure and Number

Concept mapping is a structured graphical presentation of the concepts covered in a particular

COMMON STUDENT MISCONCEPTIONS

• Students believe that binary fission is the same as mitosis

INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE

Brooker, Biology, 3e IM-15 | 5

Brooker, Biology, 3e IM-15 | 6

IN-CLASS CONCEPTUAL DEMONSTRATIONS

A. Name That Phase

• Computer with internet access

Procedure and Inquiry

B. Modeling Cell Division

• Small paper plates

Procedure & Inquiry

1. Have students break up into teams of two.

Brooker, Biology, 3e IM-15 | 8

Influencing Mitosis: Onion Roots as a Model

ETYMOLOGY OF KEY TERMS

Brooker, Biology, 3e IM-15 | 11

You might also like