TOPIC How do living things

1.3 sexually reproduce?

Key Concepts
• Male and female S almon Arm Bay, in the Shuswap region of south-central
B.C., is the place where most of the province’s Western
Grebes come to breed each spring. Breeding includes a
reproductive cells
combine to produce distinctive courtship dance called a rushing ceremony, shown
a zygote. here. By slapping the water with their feet and using a unique
stride, these birds skitter across the
• Reproductive cells are water surface to impress potential
formed by a cell-dividing
mates. Mating rituals like this are
process called meiosis.
common among birds and other
• Development of the animals. They help ensure that male
human zygote occurs and female sex cells combine to produce
in stages. offspring so that the species will continue to
• Sexual reproduction live on through future generations.
takes many different
forms.

Curricular
Competencies
• Construct, analyze,
and interpret graphs,
models, and/or
diagrams.
• Use knowledge of
scientific concepts
to draw conclusions
that are consistent
with evidence.
• Consider social,
ethical, and
environmental
implications of
findings from
investigations.
• Generate and
introduce new or
refined ideas.

44 MHE • U NIT 1
 Starting Points
Choose one, some, or all of the following to start
your exploration of this Topic.

1. Identify Preconceptions Besides animals, what other

kinds of living things, if any, reproduce sexually? Explain
why you think so.
2. Analyzing Think of your family or a family you know
that has both biological parents and two or more
siblings (brothers and sisters). Consider what the
parents look like, as well as what the children look like.
a) A girl might have green eyes like her father and
brown hair like her mother. What do observations
like this suggest about how each of us ends up with
some of our characteristics?
b) Why do you think offspring from the same parents
look different?
3. Applying First Peoples Perspectives
How do you think that traditional knowledge
about reproductive behaviours help First Peoples
harvest resources sustainably?

Key Terms
There are four key terms that are highlighted in bold type
in this Topic:
• gamete • fertilization
• haploid • diploid
Flip through the pages of this Topic to find these terms.
Add them to your class Word Wall along with their meaning.
Add other terms that you think are important and want to
remember.

TO P IC 1 . 3 HOW DO L I V I N G T HI N G S S E XUA L LY R EP R O DUC E? • M H E 45

 CON CEPT 1

Male and female reproductive cells

combine to produce a zygote.

Activity
Why Do Offspring Look Different?
Unless they are identical twins, children from the same parents look different.
Differences can include features such as eye colour, hair colour, ear shape,
and height.
You and a partner will be given two paper bags that contain many different
coloured beads. Each bag represents a parent, and the beads represent features
that the parents can pass on to their children.
1. Open the Male Parent bag and, without looking, remove three beads. Record
the colours of the beads that you pulled out.
2. Open the Female Parent bag and, without looking, remove three beads.
Record the colours of the beads you pulled out.
3. The combination of male and female beads represents a child from those
parents. Record the six-bead colour combination, which represents the child
produced by your selections. Your teacher will collect this information from all
groups in the class.
4. Compare your group’s child (that is, the six-bead colour combination) with the
other groups. How many different offspring did the class produce from the
same parents? How do you think this activity is related to sexual reproduction?

P erhaps you have seen a litter of kittens or puppies like the one
shown in Figure 1.14. One or more offspring might look like
one parent, but others might look like the other parent. Still others
might look like a combination of both parents. This happens because
animals—and many other types of living things—reproduce sexually.
Half of an offspring’s DNA (genetic information) is from the male
parent, and the other half is from
the female parent.

Figure 1.14 In sexual

reproduction, each of the
two parents contributes
characteristics to the
offspring. What do you
think the male and female
parents of this litter might look
like? What is your reasoning?

46 MHE • U NIT 1
Sex Cells
In sexual reproduction, two cells and their genetic material combine
to produce a cell that eventually develops into an offspring. The
cells that combine are called sex cells, or gametes. The male parent
contributes one gamete, which is the sperm cell. The female parent gamete male or female
contributes the other gamete, called the ovum or egg cell (Figure 1.15).
reproductive cell
In humans, sperm are produced in the testes, and eggs are produced
in the ovaries.

A B

Figure 1.15 A Sperm cells have a unique look, with their long “tails” or flagella.
B Egg cells are much bigger than sperm cells and lack flagella. What does the

presence or absence of flagella on sex cells tell you about their mobility?

Contact between sperm and egg is the central event of sexual

reproduction (Figure 1.16). At that moment, reproductive processes in
two different individuals join together to create a single cell that will
develop over a period of time into a new organism.

Figure 1.16 Of the many

sperm that approach and
surround an egg, only one
can fertilize the egg.

TO PI C 1 . 3 HOW DO L I V I N G T HI N G S S E XUA L LY R EP R O DUC E? • MH E 47

 Fertilization
The process in which male and female gametes combine is called
fertilization. The nuclei of the two gametes fuse together to produce
fertilization the combining a single cell called a zygote (Figure 1.17). The zygote is the first cell that
of male and female develops into a new organism containing genetic information from
reproductive cells
both the sperm cell and the egg cell.

Figure 1.17 When a sperm cell fertilizes an egg

cell, the two nuclei fuse and a zygote forms.

Sperm cells reach a jelly-like coating surrounding

the egg cell and release substances that digest a
path through the coating. This helps sperm cells
get closer to the cell membrane of the egg.
coating surrounding egg
sperm
egg nucleus nucleus
The head of one sperm cell eventually enters
cell membrane the egg cell, where the sperm nucleus fuses
with the egg nucleus.
fusion of
sperm and egg nuclei

Activity
Internal and External Fertilization
For some organisms, fertilization occurs inside the body. Males have structures,
such as a penis, that deposit sperm near the egg or eggs. Other organisms
reproduce by means of external fertilization, which occurs outside the bodies
of both parents. The female deposits unfertilized eggs and males release
sperm over the eggs.
1. Name one organism that carries out internal fertilization and one organism
that carries out external fertilization.
2. How is internal fertilization an advantage over external fertilization?
3. Why do you think organisms that reproduce using external fertilization
release a large number of eggs and sperm?

Before you leave this page . . .

1. How does the process of fertilization occur?

2. What is needed for fertilization to occur?

48 MHE • U NIT 1
CON CEPT 2

Reproductive cells are formed by a

cell-dividing process called meiosis.

Activity
Halves of a Whole
Humans have 46 chromosomes in cells that make up the body. For fertilization
to occur, the genetic material in male and female gametes combines to form
a single cell. What does that tell you about the number of chromosomes in
human gametes? Explain why mitosis of body cells could not produce gametes.

E ach species has a particular number of chromosomes in its cells.

Humans have 46 chromosomes that are organized into 23 pairs.
Chromosomes that are paired are called homologous chromosomes
(Figure 1.18). They have similar features and carry similar genetic
information. During fertilization, each parent contributes one
chromosome of each pair.
Because gametes combine in sexual reproduction, each must have
half the number of chromosomes of other body cells. This ensures Figure 1.18 In a pair of
the correct number of chromosomes in each offspring and from one homologous chromosomes,
the female parent contributes
generation to the next (Figure 1.19).
one chromosome, and the
male parent contributes
zygote (diploid) the other.

grows into adult male or

adult female
female or male
(diploid) (diploid)

Figure 1.19 When haploid

gametes combine together,
they form the diploid zygote.
male gamete
(haploid) How many chromosomes
female fertilization are in a human gamete?
gamete
(haploid)

haploid a cell with half the

Cells with half the normal number of chromosomes, such as
number of chromosomes as
gametes, are called haploid cells. Our body cells, which have a full the parent cell
number of chromosomes, are called diploid cells. How do diploid
organisms produce haploid gametes? The answer involves a type of diploid a cell with a
cell division called meiosis. complete set of chromosomes

TO PI C 1 . 3 H OW DO L I V I N G T HI N G S S E XUA L LY R EP R O DUC E? • M H E 49

Connect to Investigation
1-H on page 58
Meiosis Produces Unique Gametes
Special cells that produce gametes undergo a similar cell cycle to the
one that you saw in Topic 1.2. However, instead of cell division by
mitosis, these cells undergo meiosis. Meiosis involves a diploid cell
dividing twice to produce four haploid cells (Figure 1.20).
Offspring are genetically different from their parents and from
one another because the gametes that a parent produces are not all
genetically the same.

prophase I metaphase I anaphase I telophase I

• The nuclear membrane • Spindle fibres • Homologous • Two nuclei form and
begins to disappear. guide chromosome chromosome pairs each nucleus contains
• DNA condenses movement. separate and go to a complete copy of
into duplicated • Homologous each end of the cell. the cell’s DNA.
chromosomes chromosome pairs • The cell divides.
and homologous line up along the
chromosomes are middle of the cell.
paired.

Growth and
Development
(interphase)

First cell division

Figure 1.20 Meiosis produces four haploid cells from one diploid cell.
These haploid cells are the gametes that take part in sexual reproduction.

Activity
It’s in the Cards
Your teacher will provide you and a partner with a shuffled deck of cards. Each
card contains an image of a phase in mitosis or meiosis. Arrange the cards
in a sequence showing the steps that occur during mitosis and a separate
sequence showing the steps that occur during meiosis.

50 MHE • U NIT 1
 Extending the Connections
Meiosis and Diversity
As a general rule, the number of possible unique gametes is given
by the term 2n, where n is the number of pairs of chromosomes in
the cell. Since humans have 23 pairs of chromosomes, 223 different
gametes are possible. That is 8 388 608 unique gametes that each
person could produce! Find out how meiosis produces unique Connect to Investigation
1-I on page 60
gametes and how this affects the diversity of offspring from sexual
reproduction.

prophase II metaphase II anaphase II telophase II

• The nuclear membrane • The chromosomes line • The copies of DNA are • Four nuclei form.
begins to disappear. up along the middle of separated and go to • The cells divide,
• DNA exists as the cell. each end of the cell. forming four new cells.
chromosomes.

Second cell division

Before you leave this page . . .

1. What role does meiosis play in sexual 2. Use a graphic organizer to show how meiosis
reproduction? is similar to and different from mitosis.

TO PI C 1 . 3 HOW DO L I V I N G T HI N G S S EX UA L LY R E PR O DUC E ? • MHE 51

 CO NCE PT 3

Development of the human zygote

occurs in stages.

H uman prenatal (before birth) development begins as soon as the

Figure 1.21 In the first
stages of cell division, the
overall size of the zygote
stays the same.
egg is fertilized. Within about 30 hours of this event, the zygote
divides by mitosis for the first time. Cell division continues at such
a fast rate that there is no time for the early cells to increase in size
between divisions (Figure 1.21). After several rounds of division, the
spherical mass of actively dividing cells travels to and implants in the
lining of the uterus, where development will continue.

Two cell Four cell Eight cell

Over a period of about 38 weeks, a zygote undergoes a complex

sequence of changes as it multiplies, develops, and grows to form
the many billions of cells that make up the infant human body
(Figure 1.22).

embryonic stage fetal stage

(8 weeks) (30 weeks)

implantation birth

fertilization Figure 1.22 Human development from fertilized egg to

newborn is divided into two main stages: embryonic and fetal.

52 MHE • U NIT 1
Prenatal Development
Some of the major events that occur in prenatal development are
described in Table 1.2.

Table 1.2 Human Prenatal Development

Month Mass at End of Month (g)
1 <1
2 1
3 30
4 100
5 200–450
6 500–800
7 1100–1350
8 2000–2300
9 3200–3500
Some Key Developments
• Spinal column and central nervous system start to form
• Appendages are represented by small limb buds
• Heart begins beating (around day 22)
• Eyes form, but eyelids are fused shut
• Brain waves are detectable
• Limb buds form paddle-like hands and form ridges
• Eyes are well developed, but eyelids are fused
• Limbs are well-formed, with nails on fingers and toes
• Fetus moves but too weakly for mother to feel it
• Face looks more distinctly human
• Heartbeat can be heard with a stethoscope
• Scalp begins to grow hair
• Body covered with fine hair (lanugo)
• Mother can feel fetal movements
• Fetus is now bent forward into “fetal position”
• Eyes are open
• Skin is wrinkled, pink, and translucent
• Fetus turns to an upside-down position
• Fetus can usually survive if born prematurely
• Fetus has a “babyish” appearance, with less wrinkled skin
• More fat deposits
• Nails extend to or beyond fingertips
• Birth is imminent

Activity
Show Development
Plan and create a multimedia presentation to show prenatal
development from a fertilized egg until just before birth.

Before you leave this page . . .

1. During which parts of human development 2. On page 52, the words divides and
are cells dividing by meiosis? by mitosis? multiplies are both used in describing
prenatal development. Explain why this isn’t
as confusing as it might seem at first.

TOPI C 1 . 3 H OW DO L I V I N G T HI N G S S E XUA L LY R EP R O DUC E? • MH E 53

 CO NCE PT 4

Sexual reproduction takes many

different forms.

S o far, you have learned about what happens in sexual reproduction

in humans. However, many kinds of organisms reproduce
sexually. Of those that do, many have very different reproductive
behaviours, methods of fertilization, and ways that offspring develop.
The organisms shown in Figure 1.23 on these two pages represent just
a few examples. All of them can be found right here in B.C.

Elk
Sea otter

Orca

Development from fertilized egg to offspring of most mammals occurs inside the
female, who is also the source of nourishment.

Reproduction in insects is usually

sexual. In some insects, such Honey bee Mantis
as bees, eggs can develop
without fertilization. Unfertilized
eggs develop to become males
and fertilized eggs develop to
become females. The female
mantis sometimes bites off the
head of the male she mates with.

Fungi such as yeasts and moulds can

reproduce sexually as well as asexually.
Sexual reproduction in fungi is different
from that in other organisms.

Baker’s yeast
Figure 1.23 A wide diversity Bread mould
of organisms sexually reproduce.

54 MHE • U NIT 1
 Sockeye salmon

Treefrog Boreal owl

For some animals, such as fish, frogs, and birds, fertilized eggs develop into
offspring outside the female’s body. Offspring are released when the eggs hatch.

Columbia lily

Englemann spruce

Plants sexually reproduce in different ways. Those that grow from seeds require
pollination for fertilization to occur. Pollen can be transferred by the wind or by
animals, such as bees and birds.

Extending the Connections

What’s the Story?
Find or create a transformation story about a species that interests you.
How does the story help you understand the reproduction in that species?

Activity
How Do They Reproduce?
Find out about reproduction in one species from Figure 1.23. For example:
• Are there mating rituals or behaviours?
• What cellular processes are involved?
• How long do offspring take to develop?

Before you leave this page . . .

1. Identify three ways that sexual reproduction 2. What do all forms of sexual reproduction
differs in different organisms. have in common?

TO PI C 1 . 3 HOW DO L I V I N G T H I N G S S EX UA L LY R E PR O DUC E ? • MHE 55

 How can technology
help reproduction?

Over the past 200 years, our knowledge about cells

and DNA has changed as new tools and technologies
related to reproduction have been developed.
For example, we are now able to invent new
types of foods, develop new treatments for
disease, and assist people to have babies.
These examples are part of an area of
study called reproductive technology.

What’s the Issue?

Despite its benefits, reproductive
technology invites controversy.
People ask questions such as:
• Is it ethical to manipulate life?
• Can we foresee all the
consequences?
• Are the technologies available
to everyone?

Dig Deeper
Collaborate with your classmates to explore one or more of these
questions—or generate your own questions to explore.
1. Below are just a few types of reproductive • in vitro fertilization
technologies. Choose one of these or another • assisted hatching
from your own research. Decide if you want to • intracytoplasmic sperm injection (ICSI)
learn about a technology that applies to people
• cloning
or to animal breeding.
2. What are the advantages and disadvantages of
• artificial insemination
this technology? Does one outweigh the other?
• selective breeding
What assumptions and biases are involved?

56 MHE • U NIT 1
 Check Your Understanding of Topic 1.3
QP Questioning and Predicting
AI
Understanding Key Ideas
1. How are the terms gamete, fertilization,
and zygote related? PA C
2. Each body cell of a cat has 38 chromosomes.
a) How many chromosomes will be in
each sperm cell of a male cat? Explain
why it is this number.
b) How many chromosomes will be in a
zygote of a cat? Explain your answer.
PA QP
3. Why is meiosis important? E
4. Copy and complete the following table in
your notebook by answering the questions
about meiosis. QP C
Question Result of Meiosis
How many cells are
produced for every
cell that undergoes
meiosis?
How do parent and
daughter cells differ
genetically?
How do daughter
cells compare to
each other?
Connecting Ideas
5. A breed of dog called a labradoodle
was developed from the mating of a
Labrador retriever and a poodle. Use this
example and your knowledge of sexual
reproduction to explain why this can
happen. AI E
PCPlanning and Conducting PA Processing and Analyzing E Evaluating
Applying and Innovating C Communicating
6. The word twins refers to two offspring
being produced in the same pregnancy.
In humans, twins can be identical or
fraternal. As their names imply, identical
twins are genetically identical and,
therefore, they are the same sex.
Fraternal twins are not genetically
identical and
can be
different
sexes. AI C
a) One type of twin forms when two eggs
are individually fertilized. Another
type of twin forms when a single
fertilized egg divides into two separate
bodies in the first few days of embryo
development. Identify which represents
fraternal twin development and which
represents identical twin development.
Explain your answer.
b) Fraternal twins are called dizygotic
twins and identical twins are called
monozygotic twins. Why are those
names appropriate? Hint: Think of the
meanings of the prefixes mono- and di-
and the meaning of the word zygote.
Making New Connections
7. Some plants can self-pollinate. This means
pollen, which contains sperm cells, is
transferred from the male reproductive
structure to the eggs in the female
reproductive structure within the same
flower. In your opinion, is this sexual or
asexual reproduction? Why? PA AI
TO PI C 1 . 3 C HEC K YO UR UN DER STA N DI N G • MH E 57
INVESTIGATION
G U IDE D I N QUI RY
1-H Modelling Mitosis and Meiosis
Skills and Strategies
During cell reproduction, changes occur to the chromosomes.
• Planning and
These are necessary for the new cells to have the correct genetic
Conducting
material. In this investigation, you will develop models that
• Processing and show what happens to the chromosomes of a parent cell with
Analyzing Data four chromosomes when daughter cells form by mitosis and
• Evaluating by meiosis.
• Communicating
Question
How can you model the movement of chromosomes in meiosis
Safety and mitosis?

• Take care when Procedure

using sharp 1. Your teacher will assign groups. As a group, make a list of the
utensils, such as important features of mitosis and meiosis that you will need
scissors. Report to show in your models.
any accidental
• What features will you need to include to be able to show
cuts to your
teacher. what happens to the chromosomes?
• How can your models show important differences
What You Need between mitosis and meiosis?
Suggested 2. Based on your list in step 1, develop a plan for how to make
materials: models to represent chromosome movement in mitosis and
• pool noodles meiosis.
(to represent Be creative—for example, your group could build a clay
chromosomes
model, create a computer simulation, or perform a play.
in a play)
Make a list of your ideas, and decide on the type of model
• crafts supplies you will use.
such as
– clay 3. Make a list of the materials you will need.
– pipe cleaners 4. Have your teacher approve your plan and materials list
– string before you start to develop your models.
– glue 5. Carry out your plan.
– coloured
paper 6. As a class, display your models. Any group that has chosen to
– markers do a play should perform the play for the class.
– scissors
– yarn

58 MHE • U NIT 1
Analyze and Interpret
1. What is the difference between chromosomes in cells at the beginning
and end of mitosis? at the beginning and end of meiosis?
2. How did your models represent the similarities between mitosis and
meiosis? How did they represent differences?
3. Compare your models with what you saw from other groups. Would
you change something about your models after seeing the others?
Why or why not?

Conclude and Communicate

4. How did this modelling investigation help you better understand
mitosis, meiosis, and the similarities and differences between the
two processes?
5. In what ways is meiosis suited to the production of gametes, but not
to the production of identical daughter cells? How is mitosis better
suited for this purpose? Explain your answer using your model as
a reference.
6. What are some limitations
of your models?

I N V EST I GAT I O N 1 - H M O DEL L I N G M I TO S I S A N D M EI O S I S • MHE 59

INVESTIGATION
O PE N IN Q UI RY
1-I Errors in Meiosis and
Skills and Strategies Human Genetic Disorders
• Questioning and
Predicting A photo of the chromosomes in a human body cell is shown
• Planning and below. This is called a karyotype. It shows the 46 chromosomes
Conducting organized into 23 pairs. The chromosomes are placed in order of
decreasing size, and numbered. One pair is the sex chromosomes,
• Processing
which determine the biological gender of the individual. The two
Information
X chromosomes indicate this is the karyotype of a female.
• Evaluating
• Applying and
Innovating

What You Need

• computer with
1 2 3 4 5
Internet access
• print resources,
as needed

6 7 8 9 10 11 12

13 14 15 16 17 18

19 20 21 22 X X

During meiosis, errors can occur. Many of these errors result

in gametes that do not survive. However, some gametes do
survive. If they are fertilized, they will produce a zygote. Since
every cell in an offspring is produced from the one zygote cell,
all of the cells in the offspring will contain the error. One type of
error that occurs during meiosis in humans results in the zygote
not having 23 pairs of chromosomes. In this investigation, you
will find out more about a human genetic disorder due to this
type of error.

60 MHE • U NIT 1
Procedure
1. Do research on genetic disorders that are
the result of a change in chromosome
number. Develop a list of questions you
have or topics that interest you about some
of these disorders. Choose an example of a
genetic disorder that interests you and that
you want to learn more about.
2. Decide which questions you will investigate.
3. As part of your research, find out answers
to the following:
• What is the error and how does the error
occur?
• What are the symptoms that a person
who has the disorder experiences?
• What treatments are available?
• How does the disorder affect a person’s
lifestyle and the lives of their family
members?
4. Develop a plan for how you will research
the topic, and how you will collect and
organize the information about it. Choose
a format for presenting the information to
the class.
A B
1 2 3 4
6 7 8 9 10
13 14 15 16 17
19 20 21 22 X Y
This karyotype is from a person with Down syndrome.
Notice there is an extra copy of chromosome 21. The
X and Y chromosomes indicate the person is male.
IN VE ST IGAT ION 1- I E R R O R S I N M EI O S I S A N D H UM A N G EN ET I C DI S O R DER S • MHE
5. Have your teacher approve your chosen
topic, research plan, and presentation
format.
6. Carry out your plan once your teacher has
approved it.
7. Present the information to the class.
Evaluate
1. Did you determine the answers to your
questions? If so, what are they? If not, why
were you not able to?
2. Do you have any new questions that were
not part of your presentation but you are
now curious about? What can you do with
these questions?
Apply and Innovate
3. How has performing this investigation
changed how you view people with a
genetic disorder and/or the families who
are affected by such disorders?
5
11 12
18
People with Down syndrome have distinctive facial
features. Many also have heart defects and other
medical conditions.
61