Hdev 3rd Edition Rathus Solutions Manual
Hdev 3rd Edition Rathus Solutions Manual
Manual
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HDEV 3rd Edition Rathus Solutions Manual
CHAPTER OVERVIEW
Explain the difference between a gene and a chromosome, and explain how a
baby’s sex is determined
Describe the processes of mitosis and meiosis
Identify the difference between monozygotic and dizygotic twins and describe
how they are developed
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Identify the different types of teratogens that can affect the developing fetus’
health as well as the developmental stage where harm can occur
Describe the impact of drugs that are most likely to affect the healthy
development of a fetus (aspirin, thalidomide, hormones, vitamins, heroin,
methadone, marijuana, alcohol, cocaine, caffeine, and cigarettes)
Describe environmental effects on the fetus’ development such as prenatal
exposure to lead and/or the parents’ age at conception
CHAPTER OUTLINE
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e. Alpha-fetoprotein (AFP) assay: Purpose and process
6. Heredity and the Environment
a. Genotypes
b. Phenotypes
7. Kinship Studies
a. Kinship studies: Purpose
8. Twin Studies: Looking in the Genetic Mirror
a. Why MZ and DZ twin studies occur
i. Minnesota Study of Twins Reared Apart
ii. Contribution of MZ and DZ twin studies
9. Adoption Studies
a. Contribution of adoption studies
10. Conception: Against all Odds
a. Conception
b. The role of ova and hormones in fertilization
i. Endometrium
c. Sperm cell development stages
d. Problems affecting male fetus development
i. Conception, birth rate and infant mortality
11. Infertility and Alternative Ways of Becoming Parents
a. Causes of infertility
i. Males – motility
ii. Females – ovulation, pelvis inflammatory disease (PID), and
endometriosis
b. Artificial insemination procedure
c. In Vitro Fertilization (IVF)
i. IVF and Donor IVF
d. Surrogate mothers
e. Adoption
f. Selecting the Sex of Your Child
g. Preimplantation Genetic Diagnosis (PGD) process
12. Prenatal Development
a. The Germinal stage: Wanderings
i. Blastocyst
1. Embryonic disk
2. Trophoblast
ii. Umbilical order and placenta
iii. Amniotic sac
iv. Chorion
b. The Embryonic stage
i. Development follows cephalocaudal (“head to tail”) and
proximodistal (“near to far”)
ii. Ectoderm (outer layer of cells of the embryonic disk) and neural
tube develop
iii. Endoderm (inner layer) develop
iv. Mesoderm develop
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v. How sexual differentiation occurs
vi. Role of the amniotic sac and amniotic fluid
vii. Role of the placenta: A filtration system
c. The Fetal stage
i. First trimester
ii. Second trimester
iii. Third trimester
iv. Changes in fetal development
1. Fetal perception
2. Fetal movements
13. Environmental Influences on Prenatal Development
a. Role of nutrition
b. Contributing factors to stillbirth
14. Teratogens and Health Problems of the Mother
a. Exposure to teratogens during critical periods
b. Critical Periods of Vulnerability
c. Sexually transmitted infections
i. Syphilis
ii. HIV/AIDS
d. Rubella
e. Preeclampsia/Toxemia
f. Rh incompatibility
15. Drugs Taken by the Parents
a. Thalidomide birth defects
b. Hormones
i. DES
c. High doses of vitamins A and D
d. Heroin and methadone; effects on newborns
e. Marijuana (Cannabis); risks to fetus
f. Cocaine Abuse
i. Risk of stillbirth, low birth weight (LBW), and birth defects
g. Alcohol
i. Risk for embryo and fetus
ii. Fetal alcohol syndrome
h. Caffeine Studies
i. Conflicting results
i. Cigarettes
i. Risks to fetal development
16. Environmental Hazards
a. Risks of lead, mercury, zinc, polychlorinated biphenyls, and radiation on
development
17. Parents’ Age
a. Older fathers
i. Sperm abnormalities
b. Mother’s age
i. Child developmental issues
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DISCUSSION TOPICS
O'Leary, C. M., Heuzenroeder, L., Elliott, E. J., & Bower, C. (2006). A review of policies
on alcohol use during pregnancy in Australia and other English-speaking countries,
2006. The Medical Journal of Australia, 186(9), 466-471.
Genotype-Environment Effects
The textbook briefly points out that expressed traits represent an interaction of heredity
and environment. Discuss with your students the bidirectional effects of biology and
environment. Explain to them each of the influences on development. For example, in
the passive genotype-environment effect, biological parents provide both their child’s
DNA and their environment. Parents who are talented musicians may pass down genes
that allow a child to develop perfect pitch in an environment with high levels of exposure
to music. Thus, the child may express musical talent. This influence is greatest during
early development when a child’s environment is most influenced by his or her parents.
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Discuss the second influence (evocative genotype-environment interaction). In this
case, a child’s genotype will evoke certain responses from those around them and
influence his or her development. For instance, a child’s genotype may cause her to
grow especially tall. This may evoke those around the child to encourage her to play
basketball. Classmates may pick that child for teams first during gym class. This could
influence the child to become quite athletic. Evocative genotype-environment effects
operate throughout the lifespan.
Genetics & IVF Institute. (August, 2007). Microsort®. Retrieved August 16, 2007 from
http://www.microsort.net/index.php
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Intersex Infants
This chapter touches on the complexities of genetics and prenatal hormone exposure in
determining whether a child develops as a male or a female. However, there are many
conditions that may result in the birth of baby having external genitalia that is neither
clearly male nor clearly female. Many have referred to these children as intersex babies,
but recently some have suggested referring to these infants as having a DSD (disorder
of sex development) (Lee et al., 2006). Two common conditions resulting in the birth of
intersex individuals are congenital adrenal hyperplasia (CAH) and androgen insensitivity
syndrome (AIS). In CAH, XX children may be born with masculinized genitalia due to a
malfunction in an enzyme involved in making steroid hormones. In AIS, XY children may
be born with highly feminized genitalia since the body did not respond to androgens in
utero. Estimates of the frequency of intersex births hover around 1.7 percent of all births
(Fausto-Sterling, 2000). The birth of an intersex child can be unsettling and stressful for
parents who are expecting to hear “It’s a Boy!” or “It’s a Girl!” In the past, many doctors
rushed to assign a gender and do surgery on infants to make their external genitalia
conform to this assignment. Today, improved understanding of the many genetic,
hormonal, and psychosocial influences on gender, as well as the advocacy of adult
intersex individuals has slowed this practice. In 2006, a large group of pediatricians
recommended the following standards of care for intersex individuals: “(1) gender
assignment must be avoided before expert evaluation in newborns; (2) evaluation and
long-term management must be performed at a center with an experienced
multidisciplinary team; (3) all individuals should receive a gender assignment; (4) open
communication with patients and families is essential, and participation in decision-
making is encouraged; and (5) patient and family concerns should be respected and
addressed in strict confidence” (Lee et al., 2006, p.490). The advocacy of groups such
as the Intersex Society of North America has led to many of these policy changes.
Cheryl Chase, who founded this society objected to genital surgery for infants on the
grounds that surgery implies their condition is socially unacceptable, it may damage
sexual sensitivity, and the surgery may produce a physical appearance that is
discordant with the mental state of the individual (i.e., make them the “wrong” sex)
(Chase, 2001). A discussion of intersex individuals is often fascinating to students. Have
them consider the physical causes of the conditions, the perspectives of parents and
children, the social stigma, and the legal ramifications (i.e., some states will not allow
the sex on a birth certificate to be changed and will not allow same-sex marriage).
Chase, C. (2003). What is the agenda of the intersex patient advocacy movement?
Endocrinologist, 13(3), 240-242.
Fausto-Sterling, A. (2000). Sexing the Body. New York, NY: Basic Books.
Lee, P.A., Houk, C. P., Ahmen, S. F., Hughes, I. A., & International Consensus
Conference on Intersex organized by the Lawson Wilkins Pediatric Endocrine
Society and the European Society for Pediatric Endocrinology (2006). Consensus
statement on management of intersex disorders. Pediatrics, 118(2), e488-500.
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CLASS ACTIVITIES AND PROJECTS
Case Study
Divide the class into small groups (no more than five per group). Present the class with
the following case study: Eleanor began taking prenatal vitamins three months prior to
conception, and she stopped consuming alcohol in the month prior to conception. Ask
the groups to identify what problems her careful, planned approach may likely rule out.
Answers should include some of the following: fetal alcohol syndrome, spina bifida (folic
acid). Next, ask the students to identify other behaviors that may affect the health of a
child prior to, or very early in, pregnancy. Group answers should include some of the
following: exercise, diet, drug use, and smoking.
Folk Wisdom
Perhaps no other period of life generates as much fascination and misinformation as the
gestation and delivery of a new baby. Folk wisdom, or old wives’ tales, concerning
pregnancy and birth are still passed on today. Some are based on fact and observation;
others are derived from fears or a cultural belief. Ask students to gather some folk
wisdom about determining the sex of the fetus. While relatives are a good source, you
can also make this a cross-cultural study and suggest that students do some research
into the folk wisdom of specific cultures in relationship to determining the fetus’ sex.
Have students complete this project in advance, so their findings can be presented and
discussed during class along with the chapter information.
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very little genetic influence. Next, have students think about what genetics might direct
in the phenotype (e.g., two tall parents pass on genes for tall height to their children).
Finally, have students place that genotype in a variety of environments (e.g., poor
nutrition, adequate nutrition, excellent nutrition) and describe the multiple outcomes.
You might have students generate graphs of their examples as a way to highlight the
way heredity and environment interact in this model.
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Genes and Environment: Article Review
A fascinating and easy-to-read article recently published in Psychology Today may help
students understand how genes and environmental influences affect complex
personality traits. Have your students read this article, which can be found in a library or
online: Sinha, G. (March/April 2004). The identity dance. Psychology Today, pp. 52, 57-
58, 60-61, 63, 95. Students should then answer the following questions in a short
discussion paper:
1. Maternal blood analysis, AFP screening (high risk of false positive result)
2. Amniocentesis (risk of losing the pregnancy to miscarriage)
3. Chorionic villus sampling (some concern about fetal limb abnormalities,
increased risk of miscarriage)
Ask your students to find information on the Internet identifying how decisions are made
regarding which measures to use. The following issues should be a part of their answer:
Maternal age, stage of pregnancy, abnormal ultrasound findings, previous child with a
genetic or other disorder, family history of genetic or other disorder, ethnic origin, and
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multiple miscarriages. Ask your students to look up and identify ethical considerations
stated on different websites in the use of prenatal monitoring procedures. Their answers
should include the following: selective abortion controversies (i.e., sex), disability status,
false negative/positive results and decision making, risk of miscarriage and infection.
Make sure students cite the website address.
Birth Defects
Pair up students and ask them to use the textbook as well as the Internet to answer the
following questions. Ask students to provide the website address. The questions are:
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2. Approximately 120 to 150 boys are conceived for every 100 girls.
TRUE. Sperm with Y sex chromosomes appear to swim faster than sperm with
X sex chromosomes. This is one of the reasons why between 120 and 150 boys
are conceived for every 100 girls (Page 33).
3. Sperm travels about at random inside the woman’s reproductive tract, so
reaching the ovum is a matter of luck.
FALSE. Although the journey of sperm is literally blind, it is not random. Sperm
cells are apparently attracted by the odor of a chemical secreted by ova (Page
34).
4. “Test-tube” babies are grown in a laboratory dish throughout their nine-month
gestation period.
FALSE. “Test-tube” babies are conceived in a laboratory dish or vessel and then
injected into the uterus, where they must become implanted to develop
successfully (Page 35).
5. Newly fertilized egg cells survive without any nourishment from the mother for
more than a week.
TRUE. They are nourished by the yolk of the ovum until they implant in the wall
of the uterus (Page 36).
6. Fetuses suck their thumbs, sometimes for hours on end.
TRUE. Just ask a weary pregnant woman! By the end or the second trimester,
the fetus sucks its thumb and there are sharp spasms of the diaphragm, or fetal
hiccups, which may last for hours (Page 39).
7. A father’s age at the time of conception can influence the development of the
fetus.
TRUE. Older fathers are more likely to produce abnormal sperm, leading to
fertility problems. In addition, the older the father, the lower a child’s score may
be on tests of reading skills, reasoning, memory, and concentration (Page 45).
Scarr, S. & McCartney, K. (1983). How people make their own environments: a theory
of genotype greater than environment effects. Child Development, 54(2), 424-435.
VIDEO SUGGESTIONS
Cracking the Code of Life (2001, NOVA, 120 minutes). This video may also be viewed
online through the interactive companion website:
http://www.pbs.org/wgbh/nova/genome/
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All in the Genes (1998, Filmmakers Library, 52 minutes). Overview of cloning the new
science of genetics, with a discussion of the implications for children with genetic
disorders.
Genetic Translation (1996, Films for the Humanities and Social Sciences, 15 minutes).
Covers the translation of genetic material into a living organism. Also includes a
discussion of genetic testing and amniocentesis.
After Darwin: Genetics, Eugenics, and Human Genome (1999, Films for the Humanities
and Social Sciences, 2 parts, 49 and 46 minutes).
Prenatal Testing: A Mixed Blessing (1995, Films for the Humanities and Social
Sciences, 51 minutes). Follows four couples through prenatal testing and counseling,
including a discussion of Down syndrome.
Gene Research: Promises and Dilemmas (Films for the Humanities and Social
Sciences, 33 minutes). Covers difficulty of advising families about results of prenatal
testing for diseases for which there is no cure.
The Mystery of Twins (2000, Insight Media, 52 minutes). Looks at how research on
twins informs the nature-nurture question.
Supertwins: Triplets, Quads, and More (1998, Films for the Humanities and the Social
Sciences, 1 hour, 44 minutes).
Making Babies (1999, PBS, 60 minutes). This video has an interactive companion
website, http://www.pbs.org/wgbh/pages/frontline/shows/fertility, and includes online
videos on high tech procedures, information on human cloning, and a short quiz.
Reproduction: Designer Babies (1995, Films for the Humanities and Social Sciences,
20 minutes). Introduction to the structure and function of DNA, prenatal testing, genetic
abnormalities, alternative pregnancy technology, and ethical issues.
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Baby Making: The New Art of Life (2000, Insight Media, 24 minutes). Assisted
Reproductive Technology (ART) and ethical/social issues discussed, including a section
on use of microscopic technology in infertility treatments.
Gift of a Girl (1998, Filmmakers Library, 24 minutes). Examines the practice of female
infanticide in India (resulting from dowry rules) and the attempts to eradicate it.
Women of the Yellow Earth (1996, Filmmakers Library, 50 minutes). Profile of two
women in rural China, one who is having trouble with planning officials because she is
about to have her third child, and the other who is planning her wedding.
Invasion of the Embryo (no year, Films for the Humanities and Social Sciences, 25
minutes). Discovery Channel Production from Body Story series – follows prenatal
development from a fertilized egg to the newborn as a couple conceives a child and
experience pregnancy and childbirth.
Prenatal Development: A Life in the Making (1996, Insight Media, 26 minutes). Full
presentation of prenatal development, including stages, reproductive structures and
functions, and environmental influences on the embryo and fetus.
Sex Hormones and Sexual Destiny (no year, Films for the Humanities and Social
Sciences, 26 minutes). Examines effects of hormone levels on gender specific
behaviors.
Prenatal Development (2001, Films for the Humanities and Social Sciences, 21
minutes). Presentation of the milestones of prenatal development, and emphasizes the
importance of prenatal care by examination of relations between maternal health and
nutrition and normal development.
Cells: Baby and Child (no year, Films for the Humanities and Social Sciences, 51
minutes). The first segment of this video shows the use of microscopic imaging
techniques to examine cells as the “building blocks of life” in prenatal development.
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HDEV 3rd Edition Rathus Solutions Manual
KEY TERMS
Genetics Phenotype
Chromosomes Autism
Gene Conception
Polygenic Endometrium
Deoxyribonucleic acid (DNA) Motility
Mitosis Pelvic inflammatory disease (PID)
Mutation Endometriosis
Meiosis Artificial insemination
Autosome In vitro fertilization (IVF)
Sex chromosome Donor IVF
Monozygotic (MZ) twins Germinal stage
Dizygotic (DZ) twins Blastocyst
Ovulation Embryonic disk
Allele Trophoblast
Homozygous Umbilical cord
Heterozygous Placenta
Dominant trait Embryonic stage
Recessive trait Cephalocaudal
Carrier Proximodistal
Multifactorial problems Ectoderm
Down’s syndrome Neural tube
Sex-linked chromosomal abnormalities Endoderm
Klinefelter syndrome Mesoderm
Testosterone Androgens
Turner syndrome Amniotic sac
Estrogen Amniotic fluid
Phenylketonuria (PKU) Placenta
Huntington’s disease Fetal stage
Sickle-cell anemia Stillbirth
Tay-Sachs disease Teratogens
Cystic fibrosis Critical period
Hemophilia Syphilis
Sex-linked genetic abnormalities Congenital
Muscular dystrophy HIV/AIDS
Genetic counselors Rubella
Prenatal Preeclampsia/Toxemia
Amniocentesis Premature
Miscarriage Rh incompatibility
Chorionic villus sampling (CVS) Thalidomide
Uterus Progestin
Ultrasound DES
Sonogram Fetal alcohol syndrome (FAS)
Alpha-fetoprotein (AFP) assay
Genotype
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