Faculty Lecture Handout Guide
Page 1
Wayne State University School of Medicine
Lecture Faculty Guide
HOW TO PREPARE LECTURE HANDOUTS
BACKGROUND
Student learning based on lecture presentations is dependent on the student’s ability to
effectively listen and organize concepts. Note taking and review of notes is an important
activity that encourages understanding and storage of information. Handouts have
become an integral component of the lecture in undergraduate medical education.
Handouts influence both the way students take notes during a lecture and how they use
the notes after the lecture. The effective use of lecture handouts can promote active
listening and enhance learning.
Research suggests that student learning is optimized when students have accurate and
complete notes (either provided or taken) from which to review. Further research on the
effective use of lecture handouts, however, does not suggest a specific way to structure
handouts. The instructor, who is the educator and content expert, is in the best
position to determine how to design the handout to accomplish his or her learning
objectives.
It is important to put time into developing your lecture handout – don’t treat it as an
afterthought to your lecture. Faculty can spend up to 40 hours of time to develop a new,
one-hour lecture. This amount of effort reflects the dedication faculty have to teaching
and student learning. Don’t sell this effort short by putting minimal time into the handout.
A well-developed lecture handout augments the lecture and enhances student learning
and interest in a topic. A poorly developed handout usually results in poor student
learning and consequently poor faculty and course evaluations. For some students, they
deal with poor lecture handouts by not attending the lecture and video streaming it
instead. The ability for these students to start and stop a lecture and look up information
allows them to better organize the material and guide themselves through a lecture. This
suggests that student attendance at lectures may increase as the quality of lecture
handouts improves.
A lecture handout can be defined as an instructional tool that complements a lecture
resulting in improved understanding of information and test performance. Various
formats for lecture handouts exist. The use of a particular format depends on its intended
use or implementation. This resource is to help faculty reflect on how to create lecture
handouts to meet their educational goals. It is also important to discuss your approach to
teaching and ideas for developing teaching materials with other faculty. Brainstorming
with others, especially with experienced faculty, results in a greater likelihood that your
teaching encounters will be successful. In talking with others, you’ll express your
enthusiasm for teaching and be more satisfied with your teaching efforts.
Faculty Lecture Handout Guide
Page 2
DEVELOPING YOUR HANDOUT
The first question to address before designing a lecture handout is “What is the purpose
of the handout?” Do you want the students to use the handout as a tool or guide during
the lecture? Or, do you want the students to use the handout as a study reference after the
lecture? If the handout is meant to be a reference, it should contain all the information
that students need to learn and therefore is called a ‘complete’ handout. If the handout is
intended as a tool to promote active learning during the lecture, it should be structured in
a format so students can take notes and add content as the lecture progresses. This type of
handout is called ‘incomplete’ since students must add their own notes in order to
complete the handout. How you want the students to use the handout may depend on one
or more of the following factors:
•
Nature of the content you are teaching. Certain content areas may naturally
lend themselves to a specific format. For example, if the content involves
working through problems or calculations, a handout with room for students
to work through the calculations in class might work best. If, however, the
content involves complex pathways, a more complete handout that students
can use as a reference might be better.
•
Level and/or characteristics of the learner group. In some circumstances, a
learner at an introductory level may require a more complete handout than a
learner at an advanced level. Likewise, there may be circumstances where an
introductory learner learns best by actively participating in the lecture by
using an incomplete handout. Perhaps an advanced learner is at a point of
learning critical information and skills and a complete handout is necessary.
•
Your educational philosophy. Some educators believe learning is best
achieved through active student note taking, whereas others believe learning is
best achieved by providing students in written format complete information.
Research does not support one philosophy over the other – what’s important is
that one way or another (notes either taken by the student or provided by the
instructor), students have complete and accurate information to review and
process after the lecture.
HANDOUT FORMATS
After you have determined whether you want the students to use the handout as a tool
during the lecture or as a reference after the lecture, the next step is to decide which
format best fits your goal. A single handout can be a combination of different formats
depending on how you plan to structure your lecture. Below is a summary of various
handout formats with examples:
Faculty Lecture Handout Guide
Page 3
Complete Handouts
Comprehensive Text
A comprehensive text handout is written like a book chapter and is complete in terms
of content. This type of handout provides students with a thorough reference to
review. Because students have complete information, time can be reduced during
class discussing details freeing up time for discussion and other active learning
encounters. Students are often reassured that they have all the important information
in the handout to study.
Because students have complete information they may feel they don’t need to come
to lecture. Those who do come may read the handout instead of paying attention to
the instructor. The educational encounter becomes more passive since students don’t
have to take notes. As a result, students may become disengaged in the lecture and its
content.
Detailed Outline
Like a comprehensive text handout, a detailed outline is complete in terms of content,
but not as extensive in terms of explanations and background information. Since it is
in an outline format, there is more room on the handout for students to take notes and
add relevant details. A detailed outline can serve as an ‘advanced organizer’ for
students, meaning they are able to quickly skim the handout to identify important
concepts and anticipate the flow of the lecture.
Students who don’t attend lecture may have a disadvantage and not be able to put the
information contained in the handout in the context of the lecture. In other words,
they might miss important background information, additional clarifications and
examples. Since not as extensive as a comprehensive text, more time is needed during
lecture providing background information, clarifying key points and providing
additional examples. This allows less time for learner-centered activities.
Technology Based
This handout format includes copies of PowerPoint presentations; typically between
three and six slides per page. Technology based handouts are easy for faculty to
prepare. Another advantage is that students have the entire lecture content including
figures, diagrams and graphs. Since students have the entire lecture, they may not
come to class.
Poorly prepared technology based presentations often present too much information
in a relatively short time period. They often don’t integrate the material well or
address the lecture objectives. In these situations, a technology based lecture handout
is just a re-creation of a poorly prepared lecture and does nothing to complement the
lecture and enhance student learning. Technology based presentations and handouts
discourage active learning and may result in disengaged students. Lastly, what can be
displayed effectively in real time on a screen may not translate well to print. Colors
can’t be reproduced, text is too small and graphics become illegible.
Faculty Lecture Handout Guide
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Tips for printing technology based handouts based on student feedback. Under
PRINT select:






Print Handouts (4 slides per page)
Landscape orientation (under Page Setup)
Grayscale
Scale to Fit Paper
Frame Slides
DO NOT use a dark background
Incomplete Handouts
Gapped (Skeletal) Outline
Gapped or skeletal outlines contain only partial information meaning students need to
take notes and add important content. Students must actively listen and add relevant
details to the handout. The extent of the ‘gaps’ in the handout can vary. Some gapped
outlines contain most of the important concepts requiring students to fill in just a
handful of important points. The other end of the spectrum may be a handout that
contains just the main headings or concepts requiring students to take extensive notes.
Like the complete outline, a gapped outline can serve as an advanced organizer for
students. Students are required to add their own notes and therefore need to be
actively engaged in the lecture. Like the complete outline, students who don’t attend
the lecture will not have all the important concepts and background information to
review and study. For students who do attend the lecture, there is the risk that they
fail to add the important concepts or that they record the wrong information. Again
more time needs to be spent in lecture providing background information, clarifying
key points and providing additional examples. Often the instructor is required to
repeat information to ensure all students have had the opportunity to ‘fill in the gaps’
and write down the missing information. This allows less time for class discussions
and other active learning encounters.
Faculty Lecture Handout Guide
Page 5
Worksheets and Matrixes
Often handouts pertaining to case studies, discussion questions and problem sets are
in the form of worksheets. Worksheets may be used during a lecture, but more
commonly are used in small group settings. In addition to promoting active learning
and discussion, worksheets promote critical thinking skills and help students realize
the relevance of specific topics.
A matrix is two-dimensional and includes categories and key points as vertical and
horizontal headings. The students are usually asked to fill in the intersecting cells
with concepts and ideas that connect the categories and key points. This helps
students visualize relationships within and across categories.
Worksheets and matrixes are not useful for covering new information – students need
to have some background in the content area
FINAL CHECKLIST
Once you have determined how you want students to use the handout and which format
best accomplishes your learning objectives, it is important to construct your handout in a
professional manner that is useful for students. Follow the additional guidelines listed
below to ensure you develop a high quality educational tool:
 Always include lecture objectives – it is important that the lecture objectives are
at an appropriate level for freshman or sophomore medical students. Determine
not just the content you feel students should be exposed to, but also the cognitive
level (knowledge, application or analysis).
 Organize the material in a logical order for learning
 Use clear and simple language
 Omit extraneous information
 If appropriate, include references and review questions
 Choose graphics that clearly illustrate the topic
 Use an easy-to-read font
 Clearly define all abbreviations
 Minimize discipline-specific abbreviations, or clearly define them
 Proof read for clarity, organization, accuracy, spelling and grammar
 For complete handouts, explain all technical terms and important information.
Include all text and figures that students will need to meet your learning
objectives. Make sure all images are labeled.
 For incomplete handouts, make sure students have the opportunity during the
lecture to take notes and document all the important concepts covered during the
lecture. Leave plenty of white space so students can add notes.
 For technology based handouts, ensure the text and all graphics have transitioned
legibly to a printed format
Faculty Lecture Handout Guide
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 Be sure your handout is included in the course pack
 Tell the students how they should use the handout
EFFECTIVENESS OF YOUR HANDOUT
Once you have developed your lecture handout, it is important to determine its
effectiveness. Developing educational materials is an ongoing process requiring regular
updates and revisions. The lecture handout is no exception. Ask students what they
thought of the handout and if there are revisions you can make to better improve their
learning. Pay attention to information in the student evaluations and focus groups
pertaining to handouts – often students have constructive suggestions about how to
improve the learning process. Ask a colleague to review your handout for content and
editing. Your course director will likely have some suggestions about your handout and
how its content and format best fit into the overall course objectives. Consider
undertaking a medical education research project that formally assesses the effectiveness
of your lecture handout. This would result in an educational approach based on evidence
and likely a publication. Always consider submitting your education materials to
MedEdPORTAL – a peer reviewed repository of medical education resources
(www.aamc.org/mededportal).
SAMPLE HANDOUTS
Example of a Comprehensive Text Handout
Example of a Complete Outline
Example of a Skeletal or Gapped Outline (fairly complete with embedded worksheet)
Example of a Skeletal or Gapped Outline (contains only main headings)
Example of a Technology Based Handout
REFERENCES
Brown G, Tomlinson D. How to Improve Handouts. Medical Teacher, 2,5:215-220,1980.
Isaacs G. Lecture Note-Taking, Learning and Recall. Medical Teacher, 11,3/4:295-302,1989.
Kiewra KA. Providing the Instructor’s Notes: An Effective Addition to Student Notetaking.
Education Psychologist, 20,1:33-39,1985.
Kiewra KA, DuBois, NF, Christian D, McShane A. Providing Study Notes: Comparison of Three
Types of Notes for Review. Journal of Education Psychology, 80,4:595-597,1988.
MacLean I. Twelve tips on providing handouts. Medical Teacher, 13,1:7-12,1991.
Vaz M. What do students expect of lecture handouts during the first year of the medical
curriculum? Medical Teacher, 21,3:324-325,1999.
Wilkin NE. Creating Handouts that Facilitate Learning. Handbook for Pharmacy Educators:
Contemporary Teaching Principles and Strategies. The Haworth Press, Inc., 91-107,2000.
Comprehensive Text Handout Example
Meiosis and Mitosis
Lecture Objectives:
Lecture Outline:
1. Differentiate mitosis from meiosis
1. Overview of mitosis from meiosis
2. Describe how chromosomes replicate during
2. Definitions, cell machinery
mitosis and meiosis
3. Describe how meiosis facilitates the three major
features of Mendelian genetics: segregation,
independent assortment and genetic recombination
4. Explain the medical consequences that result from
errors in cell division
5. Identify the origins of errors in cell division
3. Cell cycle review
4. Stages of mitosis – tracking chromosomes
5. Stages of meiosis – more tracking
• Crossing Over and Independent Assortment
6. Gametes – spermatogenesis & oogenesis
7. Genetic consequences – bottom line
8. When things go wrong – how, what & why
1. An Overview of Mitosis & Meiosis
There are two types of cell division, mitosis and meiosis. Mitosis occurs during cell division of
somatic cells. A diploid parent cell generates two identical diploid daughter cells. Normally,
recombination (discussed later) does not take place. Meiosis is the process by which sex cells
(gametes) are formed. A diploid progenitor cell generates four haploid gametes. There are two
cell divisions but only one doubling of the chromosomes. The process ultimately results in
halving the amount of genetic material in the gametes, from 46 (diploid) to 23 (haploid) in the
mature egg or sperm. One chromosome in each pair of homologous chromosomes in the parent
cell will be allocated at random into each of the daughter cells. Thus, the normal egg and sperm
each contain 23 chromosomes intermixed of differing parental origin. When they unite at
fertilization, there will again be 46 chromosomes in the fertilized egg. Recombination is frequent
during meiosis.
2. Definitions and Cell Machinery
Chromosomes are the structures that hold all the genetic material. They are rod shaped
condensations of nucleic material (DNA) and come in different sizes. Each has unique
characteristics which allows us to differentiate one from the other. Chromosomes, like genes,
come in pairs - ideally, exactly half the chromosomal material – one member of each pair – came
from each parent. The number of chromosomes is species specific, and in humans it is 46, or 23
pairs of homologous chromosomes – 22 pairs of autosomes (non-sex), which are identical and
one pair of sex chromosomes, which are identical in the female (XX) and different (XY) in the
male. Homologous chromosomes are a pair inherited from the different parents, one from the
father and the other from the mother, and in general carry the same genes in the same order.
They, however, do not have the same DNA sequence. For example, the gene for myotonic
dystrophy is located on chromosome 3. We all have this gene on each of our chromosomes, but
we don’t all have the same DNA sequence within this gene. Most have a normal functioning
Comprehensive Text Handout Example
gene. Some individuals have a deleterious mutation, which causes the gene not to work properly
and an abnormal protein is produced.
After going through a preparation process in the laboratory, chromosomes are lined up with their
homologue and arranged from largest to the smallest chromosome. This organized picture of the
chromosomes is called a karyotype.
The constriction of the chromosome, which in the center of all the action during cell division, is
called the centromere. After DNA replication, each chromosome has two identical sister
chromatids. The kinetochore is a protein structure that forms on the centromere to which the
microtubules, literally the workhorses in cell
division, attach. There are three types of
microtubules that function as part of the mitotic
spindle apparatus. The kinetochore
microtubules attach to the kinetochore at the
centromere. They are responsible for pulling the
sister chromatids of each chromosome apart at
the end of metaphase. The polar microtubules
overlap in the midline and are responsible for
pushing the poles of the spindle apparatus a
part. The astral microtubules radiate in all
directions from the centrosomes and aid in spindle orientation immediately before mitosis. The
centrosomes consist of two centrioles and are the organelles that are the primary microtubular
organizing center that splits and forms the spindle apparatus.
3. Cell Cycle Review
Mitosis is actually the shortest of the four stages of the cell cycle. Immediately after mitosis, if a
cell is destined to divide again, it enters Gap 1 or G1 where there is no DNA synthesis. If a cell
is not destined to divide again, it enters G0. Some cells spend a very long time in G1 – days or
even years; others pass through G1 in a matter of hours. G1 is
followed by the S phase, the stage of DNA synthesis where
the DNA molecule replicates and is followed by a further gap
in time waiting for mitosis to begin. By the end of S phase,
the DNA content of the cell has doubled, and during the next
phase, Gap 2 or G2, each chromosome consists of two
identical DNA molecules, the sister chromatids. During G2,
essential proteins and cofactors are produced necessary for
mitosis to occur. G2 is ended by mitosis, which begins when
individual chromosomes begin to condense and become
visible under the microscope. Interphase is the period of the cell cycle between one mitosis and
the next. The cell spends most of its life in interphase doing whatever it is programmed to do.
The chromosomes in interphase are extremely elongated, uncondensed strands, which are
indistinguishable from one another and specifically arranged throughout the nucleus according to
interactions between the telomeres and the nuclear envelope and microtubular superstructure.
Complete Outline Handout Example
Meiosis and Mitosis
Lecture Objectives:
Lecture Outline:
1. Differentiate mitosis from meiosis
1. Overview of mitosis from meiosis
2. Describe how chromosomes replicate during mito-
2. Definitions, cell machinery
sis and meiosis
3. Describe how meiosis facilitates the three major
features of Mendelian genetics: segregation, independent assortment and genetic recombination
4. Explain the medical consequences that result from
errors in cell division
5. Identify the origins of errors in cell division
3. Cell cycle review
4. Stages of mitosis – tracking chromosomes
5. Stages of meiosis – more tracking
• Crossing Over and Independent Assortment
6. Gametes – spermatogenesis & oogenesis
7. Genetic consequences – bottom line
8. When things go wrong – how, what & why
1. Overview of Mitosis & Meiosis
a. Mitosis:
•
Occurs during cell division of somatic cells
•
A diploid cell generates an identical diploid cells
•
Normally, no recombination takes place
b. Meiosis:
•
Occurs during gamete formation
•
A diploid progenitor cell generates four haploid gametes
•
Homologous chromosomes from parent are allocated ramdomly to daughter
cells
c. Recombination is frequent
2. Definitions and Cell Machinery
a. Chromosomes
•
rod shaped structures of condensed
nucleic material (DNA)
•
come in pairs, contain genetic material
•
unique characteristics including different sizes
•
humans have 46, or 23 pairs – 22
pairs of autosomes (non-sex); 1 pair
of sex chromosome
Complete Outline Handout Example
b. Karyotype – organized picture of chromosomes
c. Homologous chromosomes are a pair inherited from the different parents, and
generally carry the same genes in the same order, but do not have the same DNA
sequence
 One member of each pair below came from the mother (maternal homologue), the other from the father (paternal homologue)
 The homologous pairs are colored differently to indicate that they are NOT
genetically identical
 The offspring received one homologue (paternal or maternal) randomly
from each parent
d. Definitions:
centromere
constriction of the chromosome
kinetochore
protein structure that forms on the centromere
each chromosome has two identical following DNA replication
responsible for pulling the sister chromatids
of each chromosome apart
overlap in midline and responsible for pushing the poles of the spindle apparatus apart
radiate in all directions and aid in spindle
orientation immediately before mitosis
primary microtubular organizing center that
splits and forms the spindle apparatus
produces the microtubules
structure that separates the chromosomes
during cell division
sister chromatids
kinetochore microtubules
polar microtubules
astral microtubules
centrosomes
centrioles
spindle apparatus
Complete Outline Handout Example
Below are the components involved in the Spindle Apparatus:
3. Cell Cycle Review
a. Immediately after mitosis, if a cell is
destined to divide again, it enters Gap
1 or G1; no DNA synthesis.
b. If a cell is not destined to divide again,
it enters G0.
c. G1 is followed by the S phase, the
stage of DNA synthesis. The DNA
content has doubled, and during the
next phase,
d. Gap 2 or G2, each chromosome consists of two sister chromatids. G2 is
ended by mitosis, which begins when
chromosomes begin to condense and
become visible under the microscope.
e. Interphase is the period between one mitosis and the next. The chromosomes are
extremely elongated, uncondensed strands.
Skeletal or Gapped Outline Handout Example
Fairly Complete with Embedded Worksheet
Meiosis and Mitosis
Lecture Objectives:
Lecture Outline:
1. Differentiate mitosis from meiosis
1. Overview of mitosis from meiosis
2. Describe how chromosomes replicate during mito-
2. Definitions, cell machinery
sis and meiosis
3. Describe how meiosis facilitates the three major
features of Mendelian genetics: segregation, independent assortment and genetic recombination
4. Explain the medical consequences that result from
errors in cell division
5. Identify the origins of errors in cell division
1. Overview of Mitosis & Meiosis
a. List Three Characteristics of Mitosis:
1.
2.
3.
b. List Four Characteristics of Meiosis:
1.
2.
3.
4.
2. Definitions and Cell Machinery
a. Chromosomes
•
rod shaped structures of condensed
nucleic material (DNA)
•
come in pairs, contain genetic material
•
unique characteristics including different sizes
# of chromosomes in humans is ____
# of sex chromosomes in humans is____
# of autosomes in humans is ____
3. Cell cycle review
4. Stages of mitosis – tracking chromosomes
5. Stages of meiosis – more tracking
• Crossing Over and Independent Assortment
6. Gametes – spermatogenesis & oogenesis
7. Genetic consequences – bottom line
8. When things go wrong – how, what & why
Skeletal or Gapped Outline Handout Example
Fairly Complete with Embedded Worksheet
b. What is the definition of a karyotype?
c. Homologous chromosomes are a pair inherited from the different parents, and
generally carry the same genes in the same order, but do not have the same DNA
sequence
Complete the following directions:
 Randomly assign homologues (chromosome pair #3) as the maternal and
paternal pair
 Color each chromosome within the pair differently to indicate that they are
NOT genetically identical
 Color the offspring’s chromosomes to indicate he/she received only one of
each parental homologues
Skeletal or Gapped Outline Handout Example
Fairly Complete with Embedded Worksheet
d. Connect the definition with the correct description and label each in the diagram
on the next page:
centromere
a. structure that separates the chromosomes
during cell division
kinetochore
b. each chromosome has two identical following DNA replication
c. produces the microtubules
d. primary microtubular organizing center that
splits and forms the spindle apparatus
e. constriction of the chromosome
f. protein structure that forms on the centromere
g. radiate in all directions and aid in spindle
orientation immediately before mitosis
h. overlap in midline and responsible for pushing the poles of the spindle apparatus apart
i. responsible for pulling the sister chromatids
of each chromosome apart
sister chromatids
kinetochore microtubules
polar microtubules
astral microtubules
centrosomes
centrioles
spindle apparatus
Label the components below, which are involved in the Spindle Apparatus:
Skeletal or Gapped Outline Handout Example
Fairly Complete with Embedded Worksheet
3. Cell Cycle Review
a. Immediately after mitosis, if a cell is
destined to divide again, it enters (fill
in the blank) __________; no DNA
synthesis.
b. If a cell is not destined to divide again,
it enters (fill in the blank) __________.
c. G1 is followed by the S phase, the
stage of DNA synthesis. The DNA
content has doubled, and during the
next phase,
d. Gap 2 or G2, each chromosome consists of two (fill in the blank)
__________. G2 is ended by mitosis,
which begins when chromosomes begin to condense and become visible under the
microscope.
e. (fill in the blank) __________ is the period between one mitosis and the next. The
chromosomes are extremely elongated, uncondensed strands.
Skeletal or Gapped Outline Handout Example
Main Headings Only
Meiosis and Mitosis
Lecture Objectives:
Lecture Outline:
1. Differentiate mitosis from meiosis
1. Overview of mitosis from meiosis
2. Describe how chromosomes replicate during mito-
2. Definitions, cell machinery
sis and meiosis
3. Describe how meiosis facilitates the three major
features of Mendelian genetics: segregation, independent assortment and genetic recombination
4. Explain the medical consequences that result from
errors in cell division
5. Identify the origins of errors in cell division
1. Overview of Mitosis & Meiosis
a. Mitosis:
b. Meiosis:
2. Definitions and Cell Machinery
a. Chromosomes
b. Karyotype
c. Homologous
d. Centromere
e. Kinetochore
3. Cell cycle review
4. Stages of mitosis – tracking chromosomes
5. Stages of meiosis – more tracking
• Crossing Over and Independent Assortment
6. Gametes – spermatogenesis & oogenesis
7. Genetic consequences – bottom line
8. When things go wrong – how, what & why
Skeletal or Gapped Outline Handout Example
Main Headings Only
f. sister chromatids
g. kinetochore microtubules
h. polar microtubules
i. astral microtubules
j. centrosomes
k. centrioles
l. spindle apparatus
3. Cell Cycle Review
Technology Based Handout Examle
1.  Differentiate mitosis from meiosis
Anne E. Greb, M.S.
Molecular Medicine & Genetics
2.  Describe how chromosomes replicated during
mitosis and meiosis
3.  Describe how meiosis facilitates the three major
features of Mendelian genetics: segregation,
independent assortment and genetic
recombination
4.  Explain the medical consequences that result from
errors in cell division
5.  Identify the origins of errors in cell division
1.  Overview of mitosis from meiosis
2.  Definitions, cell machinery
3.  Cell cycle review
4.  Stages of mitosis – tracking chromosomes
5.  Stages of meiosis – more tracking
•
Crossing Over and Independent Assortment
6.  Gametes – spermatogenesis & oogenesis
7.  Genetic consequences – bottom line
8.  When things go wrong – how, what & why
1
Technology Based Handout Examle
Maternal & Paternal derivatives of a chromosomal pair
generally containing the same genes in the same order
metaphase
chromosome
centromere region
of chromosomes
kinetochore
kinetochore
microtubules
chromatid
Chromosome pair #3
centrioles
astar
Chromosomal material
is de-condensed
Interphase
nucleolus
2