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University of Minnesota
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Why meiosis matters: The Case of the Fatherless Snake
Robin Wright, University of Minnesota
Using an interesting case of virgin births in snakes to motivate students to learn
the mechanisms of meiosis and develop scientific thinking skills.
Learning Objectives:
• Describe, using diagrams, the sequence of events involving DNA in meiosis
from chromosome duplication through chromosome segregation.
• Explain how meiosis is different from mitosis.
• Given an offspring’s genotype, predict the stage(s) of meiosis that could
have been abnormal
• Propose a testable hypotheses to explain observations
Course(s): Genetics, Cell Biology
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Why meiosis matters: The Case of
the Fatherless Snake
Robin Wright
University of Minnesota
Probiotics: What’s in a name?
Jessamina Blum
University of Minnesota
Genetics
Microbiology
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Learning Objectives
• Describe, using diagrams, the sequence of events involving DNA in meiosis from
chromosome duplication through chromosome segregation. Explain how meiosis is
different from mitosis.
• Given an offspring’s genotype, predict the stage(s) of meiosis that could have been
abnormal
• Propose a testable hypotheses to explain observations
Learning Objectives
• Define probiotics and their uses
• Explain the current FDA guidelines defining probiotics
• Evaluate health claims made by probiotic products using primary literature
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Learning Objectives provided by Genetics Society of America
Interpreting patterns of inheritance (1)
Chromosome structure and function (3)
Molecular biology of gene function
Methods and tools in Genetics
Mechanisms of inheritance (1)
Why meiosis matters: The Case
of the Fatherless Snake
Robin Wright, University of Minnesota
Gene linkage and mapping (2)
Population genetics
Genetic variation (2)
Genetics of model organisms (1)
Epigenetics, genetics and ethics (1)
Learning Objectives
• Describe, using diagrams, the sequence of events involving DNA in meiosis
from chromosome duplication through chromosome segregation. Explain how
meiosis is different from mitosis.
• Given an offspring’s genotype, predict the stage(s) of meiosis that could have
been abnormal
• Propose a testable hypotheses to explain observations
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Genetics
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Why meiosis matters: The Case of the Fatherless Snake
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Robin Wright, University of Minnesota
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Framing Question
• What are the mechanisms by which an organism’s genome is passed on to the next generation?
Learning Objectives
• Describe, using diagrams, the sequence of events involving DNA in meiosis from chromosome duplication through
chromosome segregation. Explain how meiosis is different from mitosis.
• Given an offspring’s genotype, predict the stage(s) of meiosis that could have been abnormal
• Propose a testable hypotheses to explain observations
Active Learning Strategies
• Interactive lecture, Think-pair-share, Story telling, Small and larger group discussion, Optional drawing/labeling
Assessment Strategies
• Interpretation of diagrams of meiosis, drawing chromosomes at different stages of meiosis, clicker-type questions
Inclusive Teaching Strategies
• Potential to engage many individuals since questions about reproduction are typically very interesting to many people,
story can relate to some religious perspectives
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Genetics
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Why meiosis matters: The Case of the Fatherless Snake
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Robin Wright, University of Minnesota
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Abstract
This lesson….
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When I was a graduate student, one of the staff in our department at Carnegie-Mellon University told me about her
involvement in a women’s group that met annually in the woodlands of Pennsylvania to “frolic in nature.” My
recollection of her description of this group suggested that an important topic of their conversation was how to
eliminate the need for men in human society. I learned from her that a variety of vertebrates could produce babies
without any involvement of sperm and, therefore, of males. She introduced me to the Beltsville White turkey breed,
which produces unfertilized eggs that can hatch into little male turkeys that can go on to mate and produce viable
offspring. I was fascinated with both the idea that an unfertilized egg could actually hatch to produce a viable baby
bird (!) and that the baby bird would be male.
Fast forward about 10 years. I was teaching non-majors’ biology at the University of Washington and trying to interest
my students in the stages of mitosis. After several abortive attempts spanning several years, I boiled it down to just
metaphase and the products – if they could just line the chromosomes up at metaphase and identify the products of
cell division, we’d call it a day.
January 2014
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Jess Blum, Managing Editor
Robin Wright, Editor in Chief
Sue Wick (University of Minnesota)
Kathy Miller (Washington University, St. Louis)
Peter Bruns (HHMI), Malcolm Campbell (Davidson College), Erin Dolan (University
of Georgia), Sarah Elgin (Washington University, St. Louis), Sarah Goodwin (ASCB,
IBioSeminars), Jo Handelsman (Yale University) and Bill Wood (University of
Colorado, Boulder)