All Chapters Arranged Reverse: 30-1
CHAPTER 30 – Animal Reproduction and Development
LEARNING OUTLINE
30.1 Animal Development Begins with Reproduction
A. Reproduction Is Asexual or Sexual
B. Development Is Indirect or Direct
30.2 Males Produce Sperm Cells
A. Male Reproductive Organs Are Inside and Outside the Body
B. Spermatogenesis Yields Sperm Cells
C. Hormones Influence Male Reproductive Function
30.3 Females Produce Egg Cells
A. Female Reproductive Organs Are Inside the Body
B. Oogenesis Yields Egg Cells
C. Hormones Influence Female Reproductive Function
D. Hormonal Fluctuations Can Cause Discomfort
30.4 Reproductive Health Considers Contraception and Disease
30.5 The Human Infant Begins Life as a Zygote
A. Fertilization Initiates Pregnancy
B. The Preembryonic Stage Ends When Implantation Is Complete
C. Organs Take Shape During the Embryonic Stage
D. Organ Systems Become Functional in the Fetal Stage
E. Muscle Contractions in the Uterus Drive Childbirth
LEARNING OUTCOMES
30.00.01 Describe the structure and function of the human reproductive system.
30.01.01 Differentiate between asexual reproduction and sexual reproduction.
30.01.02 Differentiate between external and internal fertilization.
30.01.03 Differentiate between indirect and direct development.
30.02.01 Describe the structures in the human male reproductive system.
30.02.02 Describe the events associated with human sperm production.
30.02.03 Explain how hormones influence sperm production.
30.03.01 Describe the structures in the human female reproductive system.
30.03.02 Describe the events associated with human egg cell production.
30.03.03 Explain how hormones influence female reproduction.
30.04.01 Explain how contraceptives prevent pregnancy.
30.04.02 Give examples of sexually transmitted infections.
30.05.01 Describe the events in human fertilization.
30.05.02 Explain the development of a human from zygote through fetal stage.
30.05.03 Describe the events of human childbirth.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
,WHERE DOES IT ALL FIT IN?
Chapter 30 builds on the general information on animal diversity discussed in Chapter 17. A
quick review of Chapter 23 on animal structure is essential for success at covering Chapter 30. In
addition, students should be encouraged to recall the principles of eukaryotic cell structure and
evolution. The information in Chapter 30 does not stand alone and fits in with previous chapters
on animal body systems.
SYNOPSIS
Organisms reproduce by asexual and sexual means. Sexual reproduction is the primary method
used by animals. Fertilization in animal sexual reproduction requires the formation of mobile
sperm that swim to an egg. This can occur through internal fertilization or by external
fertilization. Animal development involves the differentiation of cells during embryological
development. Development can be direct or indirect. In indirect development the animal spends
the early part of its life as a larva, an immature stage that looks different from the adult. In direct
development, at birth an infant resembles a smaller version of its parents.
In males, testosterone and other male hormones cause the embryonic gonads to develop into
male external genitalia. The male penis and female clitoris develop from the same structure, as
do the male scrotal sacs and female labia majora. The male reproductive system continually
produces sperm by carrying out meiosis within the seminiferous tubules of the testes. Cells
located between the tubules secrete testosterone. Upon completion of development, the sperm
travel to the epididymis where they become fully motile. Sperm are then delivered to the vas
deferens and exit through the urethra. The male penis is composed of erectile tissue, blood
vessels, and the urethra. The penis becomes turgid when the erectile tissue is engorged with
blood. Stimulation moves sperm into the urethra along with other seminal fluids produced by the
seminal vesicles and prostate gland. Several hundred million sperm must be released to ensure
fertilization. Production of sperm and testosterone is under the control of follicle-stimulating
hormone and luteinizing hormone secretion from the anterior pituitary.
Females do not produce eggs continually throughout life. At birth, each ovary possesses all of its
primary oocytes. The maturation of an egg within a Graafian follicle is initiated by follicle-
stimulating hormone (FSH), which also causes a slow increase in estrogen production. The
pituitary gland responds to these changes by producing luteinizing hormone (LH) and causes the
release of the egg. It is swept into the fallopian tubes and is carried along by beating cilia moving
it toward the uterus. The corpus luteum secretes progesterone, which induces the proliferation of
the uterine lining. When fertilization does not occur, progesterone and estrogen production
decreases and the thickened uterine lining is expelled. Most female mammals have a sexual
reproductive cycle called estrus that corresponds to the series of ovulation events in humans.
Humans do not exhibit estrus cycles and are sexually receptive at all times. The human menstrual
cycle lasts, on average, 28 days and incorporates successive hormone release to stimulate egg
release, and to prepare the uterus for possible pregnancy.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
,Human fertilization involves uniting the male and female gametes in a series of three events:
penetration, activation, and fusion. After fertilization, the zygote undergoes several mitotic
divisions called cleavage, which produces greater numbers of smaller cells with each generation.
Human embryos develop first into a blastocyst. The blastocyst determines the future
developmental events of the embryo and helps form the placenta as it attaches to the
endometrium of the uterus. Each cell has already been given its own unique developmental fate
in forming the organism. The formation of ectoderm, endoderm, and mesoderm occurs in the
gastrula stage. The ectoderm eventually becomes the epidermis and neural tissue. The mesoderm
forms connective, muscular, and vascular tissue. The endoderm becomes the lining of the gut and
its derivative organs. The formation of the neural crest occurs and eventually develops into the
nervous system, skull, and various sensory organs.
Birth control in humans involves a variety of strategies that affect various stages of the
reproductive process. Included are chemical treatments that prevent oocyte release or success of
the sperm. Physical barriers can be used to block the sperm from reaching the egg. Treatments
can also be used to reduce the success of embryological development. Sexual reproduction has
the consequence of possibly transmitting sexually transmitted diseases (STDs). Bacteria and
viruses make up the majority of STD organisms.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
, COMMON STUDENT MISCONCEPTIONS
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 30 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
Students do not associate meiosis with sperm and egg production.
Students are unaware that placental animals produce eggs.
Students are confused by the role of the placenta.
Students believe that all animals have internal fertilization structures.
Students do not equate mitosis with embryological cleavage.
Students believe that estrogen is the only hormone involved in the menstrual cycle.
Students think that all animals evolved at about the same time.
Students do not equate humans and animals.
Students believe that all animals have identical organ system structures.
The following articles provide strategies for increasing bioliteracy in the college classroom:
Baldwin JD, Ebert-May D, Burns, D. 1999. The development of a college biology self-efficacy
instrument for non-majors. Science Education, 83(4): 397-408.
Ebert-May D. 2001. Research-based change: how one college professor approached the
challenge of changing teaching. In: Implementing the Science Standards in Higher Education,
eds. W. J. McIntosh and E. Siebert, pp. 36-39. Arlington, VA: National Science Teachers
Association.
Khodor J, Halme DG, Walker GC. 2004. A Hierarchical Biology Concept Framework: A Tool for
Course Design. Cell Biology Education, 3(2): 111-121.
Klymkowsky MW, Garvin-Doxas K, Zeilik M. 2003. Bioliteracy and teaching efficacy: what
biologists can learn from physicists. Cell Biol Educ, 2(3):155-161.
INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
Interesting topics such as the evolution of egg color and patterning in birds can be discussed with
students as a way to introduce the topics in Chapter 30. Further information and photographs on
this topic are available online.
Show students images of the embryological stages of different vertebrates to illustrate the
similarities and differences. Stress the process by which sperm must travel through the female
reproductive tract to fertilize an egg. It is important for students to understand why male fertility
is mainly affected by the quantity of sperm and factors that affect the function of the flagella.
Autopsy images and scale models of the human reproductive tract are important for students to
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
CHAPTER 30 – Animal Reproduction and Development
LEARNING OUTLINE
30.1 Animal Development Begins with Reproduction
A. Reproduction Is Asexual or Sexual
B. Development Is Indirect or Direct
30.2 Males Produce Sperm Cells
A. Male Reproductive Organs Are Inside and Outside the Body
B. Spermatogenesis Yields Sperm Cells
C. Hormones Influence Male Reproductive Function
30.3 Females Produce Egg Cells
A. Female Reproductive Organs Are Inside the Body
B. Oogenesis Yields Egg Cells
C. Hormones Influence Female Reproductive Function
D. Hormonal Fluctuations Can Cause Discomfort
30.4 Reproductive Health Considers Contraception and Disease
30.5 The Human Infant Begins Life as a Zygote
A. Fertilization Initiates Pregnancy
B. The Preembryonic Stage Ends When Implantation Is Complete
C. Organs Take Shape During the Embryonic Stage
D. Organ Systems Become Functional in the Fetal Stage
E. Muscle Contractions in the Uterus Drive Childbirth
LEARNING OUTCOMES
30.00.01 Describe the structure and function of the human reproductive system.
30.01.01 Differentiate between asexual reproduction and sexual reproduction.
30.01.02 Differentiate between external and internal fertilization.
30.01.03 Differentiate between indirect and direct development.
30.02.01 Describe the structures in the human male reproductive system.
30.02.02 Describe the events associated with human sperm production.
30.02.03 Explain how hormones influence sperm production.
30.03.01 Describe the structures in the human female reproductive system.
30.03.02 Describe the events associated with human egg cell production.
30.03.03 Explain how hormones influence female reproduction.
30.04.01 Explain how contraceptives prevent pregnancy.
30.04.02 Give examples of sexually transmitted infections.
30.05.01 Describe the events in human fertilization.
30.05.02 Explain the development of a human from zygote through fetal stage.
30.05.03 Describe the events of human childbirth.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
,WHERE DOES IT ALL FIT IN?
Chapter 30 builds on the general information on animal diversity discussed in Chapter 17. A
quick review of Chapter 23 on animal structure is essential for success at covering Chapter 30. In
addition, students should be encouraged to recall the principles of eukaryotic cell structure and
evolution. The information in Chapter 30 does not stand alone and fits in with previous chapters
on animal body systems.
SYNOPSIS
Organisms reproduce by asexual and sexual means. Sexual reproduction is the primary method
used by animals. Fertilization in animal sexual reproduction requires the formation of mobile
sperm that swim to an egg. This can occur through internal fertilization or by external
fertilization. Animal development involves the differentiation of cells during embryological
development. Development can be direct or indirect. In indirect development the animal spends
the early part of its life as a larva, an immature stage that looks different from the adult. In direct
development, at birth an infant resembles a smaller version of its parents.
In males, testosterone and other male hormones cause the embryonic gonads to develop into
male external genitalia. The male penis and female clitoris develop from the same structure, as
do the male scrotal sacs and female labia majora. The male reproductive system continually
produces sperm by carrying out meiosis within the seminiferous tubules of the testes. Cells
located between the tubules secrete testosterone. Upon completion of development, the sperm
travel to the epididymis where they become fully motile. Sperm are then delivered to the vas
deferens and exit through the urethra. The male penis is composed of erectile tissue, blood
vessels, and the urethra. The penis becomes turgid when the erectile tissue is engorged with
blood. Stimulation moves sperm into the urethra along with other seminal fluids produced by the
seminal vesicles and prostate gland. Several hundred million sperm must be released to ensure
fertilization. Production of sperm and testosterone is under the control of follicle-stimulating
hormone and luteinizing hormone secretion from the anterior pituitary.
Females do not produce eggs continually throughout life. At birth, each ovary possesses all of its
primary oocytes. The maturation of an egg within a Graafian follicle is initiated by follicle-
stimulating hormone (FSH), which also causes a slow increase in estrogen production. The
pituitary gland responds to these changes by producing luteinizing hormone (LH) and causes the
release of the egg. It is swept into the fallopian tubes and is carried along by beating cilia moving
it toward the uterus. The corpus luteum secretes progesterone, which induces the proliferation of
the uterine lining. When fertilization does not occur, progesterone and estrogen production
decreases and the thickened uterine lining is expelled. Most female mammals have a sexual
reproductive cycle called estrus that corresponds to the series of ovulation events in humans.
Humans do not exhibit estrus cycles and are sexually receptive at all times. The human menstrual
cycle lasts, on average, 28 days and incorporates successive hormone release to stimulate egg
release, and to prepare the uterus for possible pregnancy.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
,Human fertilization involves uniting the male and female gametes in a series of three events:
penetration, activation, and fusion. After fertilization, the zygote undergoes several mitotic
divisions called cleavage, which produces greater numbers of smaller cells with each generation.
Human embryos develop first into a blastocyst. The blastocyst determines the future
developmental events of the embryo and helps form the placenta as it attaches to the
endometrium of the uterus. Each cell has already been given its own unique developmental fate
in forming the organism. The formation of ectoderm, endoderm, and mesoderm occurs in the
gastrula stage. The ectoderm eventually becomes the epidermis and neural tissue. The mesoderm
forms connective, muscular, and vascular tissue. The endoderm becomes the lining of the gut and
its derivative organs. The formation of the neural crest occurs and eventually develops into the
nervous system, skull, and various sensory organs.
Birth control in humans involves a variety of strategies that affect various stages of the
reproductive process. Included are chemical treatments that prevent oocyte release or success of
the sperm. Physical barriers can be used to block the sperm from reaching the egg. Treatments
can also be used to reduce the success of embryological development. Sexual reproduction has
the consequence of possibly transmitting sexually transmitted diseases (STDs). Bacteria and
viruses make up the majority of STD organisms.
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
, COMMON STUDENT MISCONCEPTIONS
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 30 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
Students do not associate meiosis with sperm and egg production.
Students are unaware that placental animals produce eggs.
Students are confused by the role of the placenta.
Students believe that all animals have internal fertilization structures.
Students do not equate mitosis with embryological cleavage.
Students believe that estrogen is the only hormone involved in the menstrual cycle.
Students think that all animals evolved at about the same time.
Students do not equate humans and animals.
Students believe that all animals have identical organ system structures.
The following articles provide strategies for increasing bioliteracy in the college classroom:
Baldwin JD, Ebert-May D, Burns, D. 1999. The development of a college biology self-efficacy
instrument for non-majors. Science Education, 83(4): 397-408.
Ebert-May D. 2001. Research-based change: how one college professor approached the
challenge of changing teaching. In: Implementing the Science Standards in Higher Education,
eds. W. J. McIntosh and E. Siebert, pp. 36-39. Arlington, VA: National Science Teachers
Association.
Khodor J, Halme DG, Walker GC. 2004. A Hierarchical Biology Concept Framework: A Tool for
Course Design. Cell Biology Education, 3(2): 111-121.
Klymkowsky MW, Garvin-Doxas K, Zeilik M. 2003. Bioliteracy and teaching efficacy: what
biologists can learn from physicists. Cell Biol Educ, 2(3):155-161.
INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
Interesting topics such as the evolution of egg color and patterning in birds can be discussed with
students as a way to introduce the topics in Chapter 30. Further information and photographs on
this topic are available online.
Show students images of the embryological stages of different vertebrates to illustrate the
similarities and differences. Stress the process by which sperm must travel through the female
reproductive tract to fertilize an egg. It is important for students to understand why male fertility
is mainly affected by the quantity of sperm and factors that affect the function of the flagella.
Autopsy images and scale models of the human reproductive tract are important for students to
Copyright © 2022 McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw Hill LLC.
