Introduction to Plant Embryology Dr

Total Page:16

File Type:pdf, Size:1020Kb

Introduction to Plant Embryology Dr Introduction to Plant embryology Dr. Pallavi J.N.L. College Khagaul Plant Embryology • Embryology is the study of structure and development of embryo, including the structure and development of male and female reproductive organs, fertilisation and similar other processes. • Father of Indian Plant empryology- Panchanan Maheshwari • Plant embryogenesis is a process that occurs after the fertilization of an ovule to produce a fully developed plant embryo. This is a pertinent stage in the plant life cycle that is followed by dormancy and germination. • The zygote produced after fertilization, must undergo various cellular divisions and differentiations to become a mature embryo. An end stage embryo has five major components including the shoot apical meristem, hypocotyl, root meristem, root cap, and cotyledons. Unlike animal embryogenesis, plant embryogenesis results in an immature form of the plant, lacking most structures like leaves, stems, and reproductive structures. • The Phanerogams (the flowering-plants) are also called spermatophytes (the seed bearing plants). These plants propagate mainly through seeds. The seed is a structure in which the embryo is enclosed. Adjacent to the embryo, foods are stored either inside the endosperm (albuminous) or in cotyledon (exalbuminous) for future use. Life cycle of flowering plants • Alternation between a dominant sporophytic generation and a highly reduced gametophytic generation. Dominant sporophytic generation is diploid and reduced gaThe normal sexual cycle (amphimixing) involves two important processes: • (i) Meiosis and • (ii) Fertilization • In meiosis also known as reduction division, a diploid sporophytic cell spore mother cell) • gets converted into four haploid gametophytic cells. (“2n” number of chromosomes becomes half i.e. “n” number of chromosome) gametophytic generation is haploid. Microsporogenesis- formation of spores • Development of anther • 1. It is a multicellular, four-cornered structure, surrounded by a layer of epidermis. • 2. In each corner develops one or more archesporial initials. • 3. These initials divide by a periclinal wall into outer primary parietal cell and inner primary sporogenous cell. • 4. Primary parietal cell divides periclinally as well as anticlinally and form 3 to 5 concentric layers of cells. • 5. Innermost wall layer is called tapetum which is nutritive in function. • 6. From the sporogenous tissue develop the pollen grains. • 7. Some cells form the procambial strand in the centre of the anther. • Mature Anther • It is a four-cornered structure containing a pollen sac • 2. Anther is surrounded by a layer of epidermis throughout. • 3. Each pollen sac is surrounded by epidermis, an endothecial layer, one to three middle layers or wall layers and innermost layer of tapetum. • 4. In each pollen sac or pollen chamber are present many pollen tetrads which on separation form microspores. • 5. A joint in the form of connective is present in the centre. • T.S. Mature Anther Showing Dehiscence: • 1. It is a four-cornered, four-chambered, multicellular body surrounded by a layer of epidermis. • 2. Partition wall between the two pollen sacs is dissolved • 3. Many pollen grains or microspores are present in the pollen sacs in the form of fine, powdery or granular mass. • 4. Endothecium, middle layers and tapetal layers are present below the epidermis. • 5. Along the line of dehiscence of each lobe, thin- walled cells of endothecium form the stomium. • 6. A connective is very clear. • Pollen Tetrads: • (A) Isobilateral Tetrad: • All the four spores are formed in one plane because the spindles of first and second meiotic division remain at right angle to one another (Fig. 184), e.g.,Zea mays. • (B) Decussate Tetrad: • Out of the two lower spores, only one is visible. Both the upper ones are clear (Fig. 184), e.g.,Magnolia. • (C) T-shaped Tetrad: • In meiosis II upper cell divides to form two cells present side by side and the lower cell forms two cells lying one above the other, e.g., Aristolochia. • (D) Linear Tetrad: • All the four spores are present one above the other in a linear fashion, e.g., Halophila. • (E) Compound Pollen Grain: • Sometimes microspore tetrads adhere to each other (Fig. 184) and form the compound pollen grain, e.g., Typha, Cryptostegia. • (F) Pollinium: • Pollen grains of a pollen sac sometimes remain together to form a single mass called pollinium. Each pollinium (Fig. 184) consists of carpusculum, caudicle and pollinia, e.g., Asclepiadaceae. • Pollen Grain: • 1. It is a unicellular, uninucleate structure (Fig. 185). But pollen grains are always 2- or-3 nucleate, when shed. • 2. It is surrounded by a double-layered wall, i. e., outer exine and inner intine. • 3. Exine is thick, cutinized, pigmented, sculptured and perforated by germ pores. • 4. Intine is thin, colourless, smooth and consists of cellulose. • 5. In the cytoplasm are present water, protein, fats, carbohydrates, etc. Types of ovule • (A) Orthotropous: • (Ortho, straight; tropous, turned). When micropyle, chalaza and funicle lie in one straight line; e.g., Polygonaceae, Urticaceae. • (B) Anatropous: • (Ana, backwards; tropous, turned). Here, the body of the ovule turns backwards by an angle of 180° and so the micropyle becomes close to the hylum and placenta; Sympetalae. • (C) Hemitropous: • (Hemi, half; tropous, turned). Here the body of the ovule is placed transversely or somewhat at right angle to the funicle. Chalaza and micropyle are present here in one straight line (Fig. 186); e.g., Ranunculus. • (D) Campylotropous: • (Kampylos, curved). Here the body of the ovule is curved in such a way that the chalaza and the micropyle do not lie in the same straight line; e.g., Leguminosae. • (E) Amphitropous: • Here the curvature of ovule is more pronounced and embryo sac becomes horseshoe shaped (Fig. 186); e.g., Butomaceae. • (F) Circinotropous: • Here the funicle is very long and the ovule rotates by an angle of 360° in such a fashion that it is completely circled around by the funicle. Micropyle faces upward; e.g., Cactaceae. .
Recommended publications
  • 3 Embryology and Development
    BIOL 6505 − INTRODUCTION TO FETAL MEDICINE 3. EMBRYOLOGY AND DEVELOPMENT Arlet G. Kurkchubasche, M.D. INTRODUCTION Embryology – the field of study that pertains to the developing organism/human Basic embryology –usually taught in the chronologic sequence of events. These events are the basis for understanding the congenital anomalies that we encounter in the fetus, and help explain the relationships to other organ system concerns. Below is a synopsis of some of the critical steps in embryogenesis from the anatomic rather than molecular basis. These concepts will be more intuitive and evident in conjunction with diagrams and animated sequences. This text is a synopsis of material provided in Langman’s Medical Embryology, 9th ed. First week – ovulation to fertilization to implantation Fertilization restores 1) the diploid number of chromosomes, 2) determines the chromosomal sex and 3) initiates cleavage. Cleavage of the fertilized ovum results in mitotic divisions generating blastomeres that form a 16-cell morula. The dense morula develops a central cavity and now forms the blastocyst, which restructures into 2 components. The inner cell mass forms the embryoblast and outer cell mass the trophoblast. Consequences for fetal management: Variances in cleavage, i.e. splitting of the zygote at various stages/locations - leads to monozygotic twinning with various relationships of the fetal membranes. Cleavage at later weeks will lead to conjoined twinning. Second week: the week of twos – marked by bilaminar germ disc formation. Commences with blastocyst partially embedded in endometrial stroma Trophoblast forms – 1) cytotrophoblast – mitotic cells that coalesce to form 2) syncytiotrophoblast – erodes into maternal tissues, forms lacunae which are critical to development of the uteroplacental circulation.
    [Show full text]
  • Embryology BOLK’S COMPANIONS FOR‑THE STUDY of MEDICINE
    Embryology BOLK’S COMPANIONS FOR‑THE STUDY OF MEDICINE EMBRYOLOGY Early development from a phenomenological point of view Guus van der Bie MD We would be interested to hear your opinion about this publication. You can let us know at http:// www.kingfishergroup.nl/ questionnaire/ About the Louis Bolk Institute The Louis Bolk Institute has conducted scientific research to further the development of organic and sustainable agriculture, nutrition, and health care since 1976. Its basic tenet is that nature is the source of knowledge about life. The Institute plays a pioneering role in its field through national and international collaboration by using experiential knowledge and by considering data as part of a greater whole. Through its groundbreaking research, the Institute seeks to contribute to a healthy future for people, animals, and the environment. For the Companions the Institute works together with the Kingfisher Foundation. Publication number: GVO 01 ISBN 90-74021-29-8 Price 10 € (excl. postage) KvK 41197208 Triodos Bank 212185764 IBAN: NL77 TRIO 0212185764 BIC code/Swift code: TRIONL 2U For credit card payment visit our website at www.louisbolk.nl/companions For further information: Louis Bolk Institute Hoofdstraat 24 NL 3972 LA Driebergen, Netherlands Tel: (++31) (0) 343 - 523860 Fax: (++31) (0) 343 - 515611 www.louisbolk.nl [email protected] Colofon: © Guus van der Bie MD, 2001, reprint 2011 Translation: Christa van Tellingen and Sherry Wildfeuer Design: Fingerprint.nl Cover painting: Leonardo da Vinci BOLK FOR THE STUDY OF MEDICINE Embryology ’S COMPANIONS Early Development from a Phenomenological Point of view Guus van der Bie MD About the author Guus van der Bie MD (1945) worked from 1967 to Education, a project of the Louis Bolk Instituut to 1976 as a lecturer at the Department of Medical produce a complement to the current biomedical Anatomy and Embryology at Utrecht State scientific approach of the human being.
    [Show full text]
  • Epigenetics Overview Kim Boekelheide Brown University
    Formative Center for the Evaluation of Environmental Impacts on Fetal Development Epigenetics Overview Kim Boekelheide Brown University I have funding from NIEHS, USEPA, and the American Chemistry Council. I am an occasional expert consultant for chemical and pharmaceutical companies, and own stock in CytoSolv, an early stage biotechnology company developing a wound healing therapeutic. Formative Center for the Evaluation of Environmental Impacts on Fetal Development Transgenerational Influences Later Life Outcomes Clinical Events and Susceptibilities • Growth Lifestyle, • Neurobehavior Nutrition & Social • Reproduction Stressors • Obesity • Cancer Developmental Exposures Developmental Environmental Chemicals Developmental Origins of Health and Disease Formative Center for the Evaluation of Environmental Impacts on Fetal Development http://embryology.med.unsw.edu.au/MolDev/epigenetic.htm http://embryology.med.unsw.edu.au/MolDev/epigenetic.htm Formative Center for the Evaluation of Environmental Impacts on Fetal Development Cartoon depicting the mechanism of miRNA transcription, processing, and regulatory activity. miRNA genes are transcribed by RNA polymerase II to form primary miRNA (pri-miRNA) molecules Greco S J , Rameshwar P PNAS 2007;104:15484-15489 ©2007 by National Academy of Sciences Formative Center for the Evaluation of Environmental Impacts on Fetal Development Formative Center for the Evaluation of Environmental Impacts on Fetal Development Female Adult Egg A active, B suppressed Imprinting Zygote Male Adult Sperm A suppressed,
    [Show full text]
  • Human Anatomy Bio 11 Embryology “Chapter 3”
    Human Anatomy Bio 11 Embryology “chapter 3” Stages of development 1. “Pre-” really early embryonic period: fertilization (egg + sperm) forms the zygote gastrulation [~ first 3 weeks] 2. Embryonic period: neurulation organ formation [~ weeks 3-8] 3. Fetal period: growth and maturation [week 8 – birth ~ 40 weeks] Human life cycle MEIOSIS • compare to mitosis • disjunction & non-disjunction – aneuploidy e.g. Down syndrome = trisomy 21 • visit http://www.ivc.edu/faculty/kschmeidler/Pages /sc-mitosis-meiosis.pdf • and/or http://www.ivc.edu/faculty/kschmeidler/Pages /HumGen/mit-meiosis.pdf GAMETOGENESIS We will discuss, a bit, at the end of the semester. For now, suffice to say that mature males produce sperm and mature females produce ova (ovum; egg) all of which are gametes Gametes are haploid which means that each gamete contains half the full portion of DNA, compared to somatic cells = all the rest of our cells Fertilization restores the diploid state. Early embryonic stages blastocyst (blastula) 6 days of human embryo development http://www.sisuhospital.org/FET.php human early embryo development https://opentextbc.ca/anatomyandphysiology/chapter/28- 2-embryonic-development/ https://embryology.med.unsw.edu.au/embryology/images/thumb/d/dd/Model_human_blastocyst_development.jpg/600px-Model_human_blastocyst_development.jpg Good Sites To Visit • Schmeidler: http://www.ivc.edu/faculty/kschmeidler/Pages /sc_EMBRY-DEV.pdf • https://embryology.med.unsw.edu.au/embryol ogy/index.php/Week_1 • https://opentextbc.ca/anatomyandphysiology/c hapter/28-2-embryonic-development/
    [Show full text]
  • Human Embryologyembryology
    HUMANHUMAN EMBRYOLOGYEMBRYOLOGY Department of Histology and Embryology Jilin University ChapterChapter 22 GeneralGeneral EmbryologyEmbryology DevelopmentDevelopment inin FetalFetal PeriodPeriod 8.1 Characteristics of Fetal Period 210 days, from week 9 to delivery. characteristics: maturation of tissues and organs rapid growth of the body During 3-5 month, fetal growth in length is 5cm/M. In last 2 month, weight increases in 700g/M. relative slowdown in growth of the head compared with the rest of the body 8.2 Fetal AGE Fertilization age lasts 266 days, from the moment of fertilization to the day when the fetal is delivered. menstrual age last 280 days, from the first day of the last menstruation before pregnancy to the day when the fetal is delivered. The formula of expected date of delivery: year +1, month -3, day+7. ChapterChapter 22 GeneralGeneral EmbryologyEmbryology FetalFetal membranesmembranes andand placentaplacenta Villous chorion placenta Decidua basalis Umbilical cord Afterbirth/ secundines Fusion of amnion, smooth chorion, Fetal decidua capsularis, membrane decidua parietalis 9.1 Fetal Membranes TheThe fetalfetal membranemembrane includesincludes chorionchorion,, amnion,amnion, yolkyolk sac,sac, allantoisallantois andand umbilicalumbilical cord,cord, originatingoriginating fromfrom blastula.blastula. TheyThey havehave functionsfunctions ofof protection,protection, nutrition,nutrition, respiration,respiration, excretion,excretion, andand producingproducing hormonehormone toto maintainmaintain thethe pregnancy.pregnancy. delivery 1) Chorion: villous and smooth chorion Villus chorionic plate primary villus trophoblast secondary villus extraembryonic tertiary villus mesoderm stem villus Amnion free villus decidua parietalis Free/termin al villus Stem/ancho chorion ring villus Villous chorion Smooth chorion Amniotic cavity Extraembyonic cavity disappears gradually; Amnion is added into chorionic plate; Villous and smooth chorion is formed.
    [Show full text]
  • Comparative Embryology: the Vertebrate Body
    COMPARATIVE EMBRYOLOGY: THE VERTEBRATE BODY Even before Darwin proposed the theory of evolution through natural selection, Ernst von Baer claimed that the more closely related any two species are, the more similar their development. His trea- tise (1828) set the stage for linking the study of ontogeny, the development of the individual through a single life cycle, to phylogeny, the relatedness of species through descent from a common ancestor. When Darwin brought together the diverse lines of evidence to demonstrate that new species arose from previous species, he included the findings from studies on embryos. Von Baer, who discovered the mammalian egg as part of his detailed studies on animal develop- ment, observed that vertebrate animals, during the early stages of their embryological development, seem to have a common design, whereas the adult forms show difference. Arm buds from different species, for example, are virtually indistinguishable when they first form on the embryo, yet they may develop into a wing, an arm, or a flipper. In the early stages of growth when vital organs originate, the developmental sequences, or ontogeny, of all vertebrates are very similar. As the fertilized egg transforms into an adult, the general vertebrate plan is modified during growth as each species acquires its adult species pattern. This plate illustrates six developmental stages (from left to right) of five species of vertebrates - one amphibian (the salamander), one bird (the chicken), and three mammals (the pig, monkey, and human). As you color, note the similarities of body shapes among the five species in the early develop- mental stages.
    [Show full text]
  • Embryology and Teratology in the Curricula of Healthcare Courses
    ANATOMICAL EDUCATION Eur. J. Anat. 21 (1): 77-91 (2017) Embryology and Teratology in the Curricula of Healthcare Courses Bernard J. Moxham 1, Hana Brichova 2, Elpida Emmanouil-Nikoloussi 3, Andy R.M. Chirculescu 4 1Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff CF10 3AX, Wales, United Kingdom and Department of Anatomy, St. George’s University, St George, Grenada, 2First Faculty of Medicine, Institute of Histology and Embryology, Charles University Prague, Albertov 4, 128 01 Prague 2, Czech Republic and Second Medical Facul- ty, Institute of Histology and Embryology, Charles University Prague, V Úvalu 84, 150 00 Prague 5 , Czech Republic, 3The School of Medicine, European University Cyprus, 6 Diogenous str, 2404 Engomi, P.O.Box 22006, 1516 Nicosia, Cyprus , 4Department of Morphological Sciences, Division of Anatomy, Faculty of Medicine, C. Davila University, Bucharest, Romania SUMMARY Key words: Anatomy – Embryology – Education – Syllabus – Medical – Dental – Healthcare Significant changes are occurring worldwide in courses for healthcare studies, including medicine INTRODUCTION and dentistry. Critical evaluation of the place, tim- ing, and content of components that can be collec- Embryology is a sub-discipline of developmental tively grouped as the anatomical sciences has biology that relates to life before birth. Teratology however yet to be adequately undertaken. Surveys (τέρατος (teratos) meaning ‘monster’ or ‘marvel’) of teaching hours for embryology in US and UK relates to abnormal development and congenital medical courses clearly demonstrate that a dra- abnormalities (i.e. morphofunctional impairments). matic decline in the importance of the subject is in Embryological studies are concerned essentially progress, in terms of both a decrease in the num- with the laws and mechanisms associated with ber of hours allocated within the medical course normal development (ontogenesis) from the stage and in relation to changes in pedagogic methodol- of the ovum until parturition and the end of intra- ogies.
    [Show full text]
  • Embryology-1.Pdf
    EMBRYOLOGY COURSE CONTENT COMPETENCIES The first year medical student should be able to understand and explain the principles of fertilization, contraception, stages of early development of the embryo, development of various organ systems; developmental basis of congenital defects, twinning and teratology. GENERAL EMBRYOLOGY INTRODUCTION Stages of human life Prenatal – Zygote, pre-embryonic, embryonic, foetal, birth events Postnatal – Neonatal, infancy, childhood, prepubertal, pubertal, adolescent, adult - young, middle age, old age, death events Ontogeny, trimester, viability, abortion, miscarriage, medical termination of pregnancy, conceptus, abortus Terms of reference — Cranial, rostral, caudal, dorsal, ventral, lateral, medial, median, planes of section Level 3: Ontogeny in relation to phylogeny – The law of recapitulation; “Critical period”; Congenital vs. hereditary malformations; Investigations - USG, amniocentesis, chorionic villus biopsy, fetoscopy, teratology and its significance with respect to obstetrics, paediatrics; Intrauterine surgery; History of embryology GAMETOGENESIS AND FERTILISATION Menstrual cycle with reference to other reproductive cycles, concept of “first day of last menstrual period”, germ cell transport and fertilisation, sperm capacitation, acrosome reaction, zona reaction, methods of contraception, sex determination Level 2: Reference to genetics, abnormal gametogenesis, abnormal germ cells – morphology, abnormal chromosomal contents, biological significance, conception, assisted reproductive techniques
    [Show full text]
  • Embryonic & Fetal Development
    Embryonic Fetal Development Acknowledgments This document was originally written with the assistance of the following groups and organizations: Physician Review Panel American College of Obstetricians and Gynecologists SC Department of Health and Environmental Control Nebraska Department of Health Ohio Department of Health Utah Department of Health Commonwealth of Pennsylvania Prior to reprinting, this document was reviewed for accuracy by: Dr. Leon Bullard; Dr. Paul Browne; Sarah Fellows, APRN, MN, Pediatric/Family Nurse Practitioner-Certified; and Michelle Flanagan, RN, BSN 2015 Review: Michelle L. Myer, DNP, RN, APRN, CPNP, Dr. Leon Bullard, and Dr. V. Leigh Beasley, Department of Health and Environmental Control; and Danielle Gentile, Ph.D. Candidate, Arnold School of Public Health, University of South Carolina Meeting the Requirements of the SC Women’s Right to Know Act Embryonic & Fetal Development is one of two documents available to you as part of the Women’s Right to Know Act (SC Code of Laws: 44-41-310 et seq.). If you would like a copy of the other document, Directory of Services for Women & Families in South Carolina (ML-017048), you may place an order through the DHEC Materials Library at http://www.scdhec.gov/Agency/EML or by calling the Care Line at 1-855-4-SCDHEC (1-855-472-3432). If you are thinking about terminating a pregnancy, the law says that you must certify to your physician or his/her agent that you have had the opportunity to review the information presented here at least 24 hours before terminating the pregnancy. This certification is available on the DHEC website at www.scdhec.gov/Health/WRTK or from your provider.
    [Show full text]
  • Embryology Teaching: an Often-Neglected Part of the Medical
    Embryology Teaching Rev Arg de Anat Clin; 2017, 9 (2): 47-51 ___________________________________________________________________________________________ Editorial EMBRYOLOGY TEACHING: AN OFTEN-NEGLECTED PART OF THE MEDICAL CURRICULUM Ivan Varga Institute of Histology and Embryology, Faculty of Medicine, Comenius University in Bratislava, Slovak Republic emergence of anatomical variations, anomalies. The knowledge of embryology is also beneficial for medical students in the preparation for the exam in Gynecology and Obstetrics (infertility disorders and assisted reproduction techniques, structure and function of the placenta, the factors affecting the development of the embryo), as well as in Pediatrics and Surgery (problems of congenital developmental defects and anatomical variations). Historical Introduction Intrauterine development has fascinated mankind since time immemorial. In the beginning, there were mainly religious reasons that forced scientists to think about when a new human life starts. An ancient Greek philosopher Aristotle (384-322 B.C.) predicted that a developing individual does not have its own soul in the early stages of development (fetus inanimatus, Embryology is a science of the origin and unsouled fetus). At the beginning of devel- development of living organisms. The study of opment, it has only a vegetative and later animal human embryology has theoretical (as a pre- soul, and it is, therefore, similar to plants and clinical course during medical study), but also lower animals. He was based on his theory of important clinical significance. Embryology is a epigenesis in which single organs of an individual fascinating field of science which can guide develop from a simpler to more complex form. students of medicine or natural sciences in a With some modifications, the concept of delayed miraculous way through the laws of human ensoulment - at 40 or 90 days after fertilization - development from fertilization to birth.
    [Show full text]
  • Inclusion and Exclusion in the History of Developmental Biology Nick Hopwood
    © 2019. Published by The Company of Biologists Ltd | Development (2019) 146, dev175448. doi:10.1242/dev.175448 SPOTLIGHT Inclusion and exclusion in the history of developmental biology Nick Hopwood ABSTRACT In this view, when ‘developmental biology’ was founded after Scientific disciplines embody commitments to particular questions World War II, it was not just another word for embryology (Horder, and approaches, scopes and audiences; they exclude as well as 2010). Nor has it been simply an expanded version, although ‘ ’ include. Developmental biology is no exception, and it is useful to experimental embryology across the living world used to come reflect on what it has kept in and left out since the field was founded close, and the field has broadened in recent decades. It is also a ‘ after World War II. To that end, this article sketches a history of how stretch to present developmental biology as the stem cell of ’ – developmental biology has been different from the comparative, biological disciplines (Gilbert, 2017). That is because to begin – ‘ ’ human and even experimental embryologies that preceded it, as well closer to the beginning 18th-century generation was the common as the embryology that was institutionalized in reproductive biology ancestor of embryology as well as research on heredity and and medicine around the same time. Early developmental biology reproduction, while anatomy gave rise to many other sciences largely excluded evolution and the environment, but promised (Jacob, 1982; Hopwood, 2018a; Cunningham, 2010). Nineteenth- to embrace the entire living world and the whole life course. and early 20th-century embryology did then contribute to several Developmental biologists have been overcoming those exclusions fields, including immunology and genetics, yet developmental ‘ ’ for some years, but might do more to deliver on the promises while biology was not there from the start, but was itself budded off .Itis cultivating closer relations, not least, to reproductive studies.
    [Show full text]
  • What Is Epigenetics? Two Views in Embryology
    What is Epigenetics? Two views in embryology Preformationism (17-19th century): each cell contains preformed elements that enlarge during development. Epigenesis (19th century -): chemical Humunculus reactions among soluble components in Hartsoecker 1695 the cell that execute a complex developmental plan. Chromosomes are Necessary for Development Before the 20th century Walter Sutton, 1902 Theodor Boveri, 1903 Columbia University University of Würzburg USA Germany • Determined that all chromosomes had to be present for proper embryonic development. • Development encoded by irreversible changes in chromosomes? Cell Specialization is Reversible Late 20th and early 21st centuries Skin cell nuclear transfers 99 Central Question: How can a single Original explant fertilized egg give rise to a complex removed Adult frog of \-nu strain Outgrowth of organism with cells of varied as nuclear donor epidermal cells phenotypes? Parent of 1st transfer Donor cells for recipient eggs Enucleation of nuclear transfer recipient eggs 1st nuclear transfer Cells trypsinized Foot web outgrowth and washed prove frog was 2-nu Uncleaved Completely cleaved (70 V) Martially cleaved /c o/\ • Gurdon, Laskey & Reeves 1975 (25%) demonstrated that “cell Dissociated cells for specialization does not involve serial transfer I *^i/ KJpZ* Parent of serial ttransfei r any loss, irreversible activation or Enucleation of 1 recipient eggs recipient eggs Serial nuclear transfer permanent change chromosomal Foot web outgrowth prove frog was 2-nu genes required for development” Uncleaved Completely cleaved (40/O Partially cleaved (30/0 (30%) Nuclear transplant tadpole: l-nu diploid from nucleolus and chromosome counts (present in 36% of serial clones) Fig. 2. Plan of serial nuclear transfer experiments, using nuclei from adult skin celJs.
    [Show full text]