A teaching tool for mitotic chromosomes and genes

Abstract

The utility model relates to a kind of cell mitosis chromosome and gene's teaching tool, belong to medical teaching aid technical field, the teaching tool includes a hollow cylinder, and the upper and lower end surface of cylinder is each provided with 24 strip-shaped strip-shaped tool one representing different chromosome G banding along circumference, the 24 strip-shaped tool one respectively corresponds to the 22 different numbers of autosome and 2 sex chromosomes of human being;On the cylindrical surface of the cylinder, strip-shaped tool two representing same number chromosome corresponding to the strip-shaped tool one of upper and lower end surface is respectively arranged along upper and lower edge;Star gene is marked / magnetic attraction / pasted on the corresponding position between two homologous chromosomes;Other strip-shaped teaching magnetic sheet is arranged in the cylinder. By the teaching tool provided by the utility model, the teaching method is simple and easy to understand, the relationship between chromosome G banding spectrum characteristics, chromosome structure change, gene mutation and gene disease can be directly reflected, and the utility is simple, and it is convenient to carry.

Description

Technical Field

[0001] This utility model relates to a teaching tool for chromosomes and genes during cell division, belonging to the field of medical teaching aids technology. Background Technology

[0002] Human chromosomes consist of 22 pairs of autosomes and 1 pair of sex chromosomes, totaling 46 chromosomes. Based on their size, morphology, and banding patterns, human chromosomes are divided into seven groups, containing a total of 19,969 functional genes encoding proteins. These genes are arranged linearly at fixed locations on the chromosomes. The root cause of neoplastic diseases is genetic disease; genes can undergo various forms of mutation and are closely related to many diseases.

[0003] Chromosomes are the carriers of genetic material, and the stability of their morphological structure is closely related to the accurate transmission of genetic information. After staining, chromosomes exhibit stable and repeatable light and dark (or fluorescence intensity) banding patterns—the "banding pattern." Each chromosome's banding pattern possesses species-specificity and individual stability, acting like a "fingerprint" and serving as a marker for chromosome identification. Currently, the commonly used G-banding is formed by staining with Giemsa dye, resulting in alternating light and dark bands. Analyzing these bands can be used to identify different types of chromosomal variations. Chromosomal variations are an important manifestation of genomic instability, closely related not only to species evolution and developmental regulation but also playing a significant role in the occurrence and development of genetic diseases, tumors, and other diseases.

[0004] The morphological changes in chromosome structure reflect the functional changes in life activities. Visually analyzing these changes is a key to unlocking the mysteries of life and solving disease challenges. Although molecular biology has developed rapidly, and techniques for observing chromosome morphology are constantly being upgraded—from traditional staining and karyotype analysis to fluorescence in situ hybridization (FISH), spectroscopic karyotype analysis (SKY), and comparative genomic hybridization (CGH)—multi-level tools have been provided for observing and analyzing chromosome structural variations. However, current methods all require complex instruments to observe chromosomes, and microscopic observation is not conducive to directly understanding chromosome morphology, common variation types, and their mechanisms. Visualizing chromosome morphology and structure—a "visualization tool" that directly displays variations such as deletions, duplications, translocations, inversions, and insertions—serves as a bridge connecting microscopic genomic changes with macroscopic phenotypes (diseases, development, evolution). Its value extends across multiple fields, including basic research, clinical diagnosis, and treatment development, and will further drive breakthroughs in life sciences and medicine. Therefore, to assist in research, teaching, popular science, and even performance, this technical field urgently needs to invent a visual and relatively convenient tool that can vividly display the chromosomal locations and variations of important molecules, aiding in the understanding and memorization of corresponding normal human chromosomes and genes, and laying the foundation for further study of abnormal gene changes. Thus, this technical field urgently needs a teaching tool that can flexibly display human chromosomes and key genes, showcasing gene translocations, deletions, amplifications, and other mutations and related diseases. Utility Model Content

[0005] The technical problem solved by this invention is how to obtain a teaching tool for chromosomes and genes during cell division that can flexibly display human chromosomes and G-band patterns and star genes; display gene translocations, deletions, amplifications and other mutations and related diseases; reflect the relationship between chromosome structural changes, gene mutations and diseases; and reflect the relationship between chromosomes and genes during cell division.

[0006] To address the aforementioned problems, the present invention provides a teaching tool for chromosomes and genes during cell division. This tool comprises a hollow cylinder. On the upper and lower surfaces of the cylinder, 24 strip-shaped tools representing different chromosomes are arranged along the circumference. These 24 strip-shaped tools correspond to the 22 different numbers of human autosomes and 2 sex chromosomes. On the cylindrical surface, along the upper and lower edges, are strip-shaped tools representing chromosomes of the same number, corresponding to the strip-shaped tools on the upper and lower surfaces. The cylinder contains other strip-shaped teaching magnetic sheets.

[0007] Preferably, the strip tool one and strip tool two are in the form of magnetic strips or stickers, or the strip tool one and strip tool two are directly printed on the outer surface of the cylinder.

[0008] Preferably, the lengths of the first and second strip tools are scaled down to the lengths of the corresponding chromosomes; different chromosome numbers are marked on the end face of the cylinder corresponding to the first strip tool; and different chromosome numbers are marked on the cylindrical surface of the cylinder corresponding to the second strip tool.

[0009] Preferably, the other strip-shaped teaching magnetic sheets include magnetic sheets representing abnormal chromosome morphology, magnetic sheets labeled with gene names, magnetic sheets labeled with disease names, magnetic sheets labeled with targeted drug names, magnetic strips representing the long arm / short arm of chromosomes, magnetic sheets for representing polyploid chromosomes, and blank magnetic sheets of different specifications that can be supplemented with content as needed.

[0010] Preferably, the cylindrical surface has an area between the upper and lower rings of strip-shaped tools for magnetically attracting the other strip-shaped teaching magnetic sheets.

[0011] Preferably, the first and second strip tools are provided with standard band pattern spectral diagrams marked according to G-band markings.

[0012] Preferably, the chromosome numbering uses seven different colors to represent the seven groups according to the human chromosome grouping.

[0013] Preferably, the cylinder has a pointer on its end face, which can be magnetically attached to the upper end face of the cylinder; the pointer indicates a direction from the center of the cylinder to the circumference, and the pointer can rotate around the center of the cylinder.

[0014] Preferably, the lower end face of the cylinder is provided with a fan-shaped area corresponding to the strip tool, and the strip tool is located on the arc of the fan-shaped area; the fan-shaped area can be used to place various other strip-shaped teaching magnetic sheets as needed; the center of the lower end face of the fan-shaped area is the vertex.

[0015] Preferably, the cylinder has a diameter of 30 cm and a height of 6 cm.

[0016] Preferably, the cylinder has a drawer inside for placing other strip-shaped teaching magnetic sheets.

[0017] Preferably, the outer shell of the cylinder is made of plastic, and the inner shell is wrapped with a metal layer. The upper end face of the cylinder is connected to the upper opening of the cylinder including the lower end face of the cylinder by threads. A cavity for placing other strip-shaped teaching magnetic sheets is provided between the upper end face and the lower end face.

[0018] Compared with the prior art, the present invention has the following beneficial effects:

[0019] The teaching tool for chromosomes and genes during cell division provided by this utility model makes the teaching method simple and easy to understand. It can intuitively demonstrate the relationship between chromosome structural changes, gene mutations and diseases. It is easy to use and portable, and can help understand and remember the corresponding normal human chromosomes and genes. It can lay the foundation for further study of abnormal gene changes.

[0020] The teaching tool provided by this utility model is simple to make, uses abundant raw materials, is easy to process, has low cost, is quick to assemble, and is easy to carry. It can intuitively show some abnormal changes in chromosomes and genes and can be used as a teaching and popular science tool, or even an educational toy for children. Attached Figure Description

[0021] Figure 1 This is the front view of the cylindrical teaching tool in this application;

[0022] Figure 2 This is a top view of the cylindrical teaching tool in this application;

[0023] Figure 3 This is a view of the lower end face of the cylindrical teaching tool in this application;

[0024] Figure 4 Figure A is a magnetic disk image representing reciprocal translocations of chromosomes in the teaching tool of this application; Figure B is a magnetic disk image representing Robertsonian translocations of chromosomes.

[0025] Figure 5 This is a magnetic slide image representing chromosome deletions in the teaching tools of this application;

[0026] Figure 6 This is a magnetic slide image representing the insertion of chromosome segments in the teaching tools of this application.

[0027] Figure 7 This is a magnetic slide image representing interarm inversions of chromosomes in the teaching tools of this application;

[0028] Figure 8 This is a magnetic slide image representing intrachromosomal inversions in the teaching tools of this application;

[0029] Figure 9 This is a magnetic slide image representing chromosome duplication in the teaching tools of this application;

[0030] Figure 10 This is a magnetic slide image representing a circular chromosome in the teaching tool of this application;

[0031] Figure 11 This is a magnetic slide image representing isochromosomes in the teaching tools of this application;

[0032] Figure 12 This is a magnetic slide image representing dicentric chromosomes in the teaching tools of this application;

[0033] Figure 13 This is a magnetic slide image representing chromosomes in the teaching tools of this application;

[0034] Figure 14 This is an exploded view of the cylindrical structure of Embodiment 2 of the teaching tool of this application;

[0035] Reference numerals: 1. Cylinder; 2. Strip tool two; 3. Pointer; 4. Sector area; 5. Drawer; 6. Strip tool one; Detailed Implementation

[0036] To make this utility model more apparent and understandable, preferred embodiments are described in detail below with reference to the accompanying drawings:

[0037] like Figure 1-14 As shown, this utility model provides a teaching tool for chromosomes and genes during cell division. The teaching tool includes a hollow cylinder 1. Twenty-four strip-shaped tools 6, representing different chromosomes, are arranged along the circumference on the upper and lower end faces of the cylinder 1. These 24 strip-shaped tools 6 correspond to the 22 different numbers of human autosomes and 2 sex chromosomes. On the cylindrical surface of the cylinder 1, strip-shaped tools 2, representing chromosomes of the same number, are arranged along the upper and lower edges, respectively corresponding to the strip-shaped tools 6 on the upper and lower end faces. Other strip-shaped teaching magnetic sheets are arranged inside the cylinder 1. The strip-shaped tools 6 and 2 can be made into magnetic strips or stickers, or directly printed on the outer surface of the cylinder 1 according to their shapes.

[0038] The lengths of strip tool 1 (6) and strip tool 2 (2) are scaled down to the lengths of the corresponding chromosomes according to a certain ratio; different chromosome numbers are marked on the end face of cylinder 1 corresponding to strip tool 1 (6); different chromosome numbers are marked on the cylindrical surface of cylinder corresponding to strip tool 2 (2).

[0039] The other strip-shaped teaching magnetic strips include magnetic strips representing abnormal chromosome morphology, magnetic strips labeled with gene names, magnetic strips labeled with disease names, magnetic strips labeled with targeted drug names, magnetic strips representing the long / short arms of chromosomes, magnetic strips for representing polyploid chromosomes, and blank magnetic strips of different specifications that can be supplemented with content as needed. Between the upper and lower rings of strip-shaped tools 2 on the cylindrical surface of the cylinder 1, there is an area for magnetically attracting the other strip-shaped teaching magnetic strips. Strip-shaped tools 6 and 2 are provided with spectral maps marked according to the standard banding pattern of G-banding. The chromosome numbers corresponding to strip-shaped tools 6 and 2 are each assigned 7 colors, dividing strip-shaped tools 6 and 2 into 7 groups to represent 7 different types of chromosomes. A pointer 3 is provided inside the cylinder 1, which can be magnetically attracted to the upper surface of the cylinder at any angle. The pointer points from the center of the cylinder 1 end face to the circumference of the cylinder 1 end face, and the pointer 3 can rotate around the center. The lower end face of the cylinder 1 is provided with a fan-shaped area 4 corresponding to the strip tool 6, and the strip tool 6 is located on the arc of the fan-shaped area 4; various other strip-shaped teaching magnetic sheets can be placed in the fan-shaped area 4 as needed; the center of the lower end face of the fan-shaped area 4 is the vertex.

[0040] The diameter of cylinder 1 is 30 centimeters and the height is 6 centimeters.

[0041] The interior of cylinder 1 is provided with space for placing other strip-shaped teaching magnetic sheets, which can be placed in the form of a drawer.

[0042] Alternatively, the outer shell of cylinder 1 is made of plastic, with a metal layer inside; the upper end face of cylinder 1 is connected to a cylindrical body including an upper opening on the lower end face of cylinder 1 via threads; a cavity is provided between the upper and lower end faces for placing other strip-shaped teaching magnetic sheets. When needed, the threaded connection between the upper end face and the cylinder is rotated open to access other teaching tools within the cavity of cylinder 1.

[0043] Example 1

[0044] This invention provides a teaching tool for chromosomes and genes during cell division, the teaching tool comprising a three-dimensional cylinder 1 made of iron material;

[0045] A magnetic strip-shaped tool 6, representing the 22 autosomes (1-22) and the X and Y chromosomes, is attached to the upper surface of cylinder 1 along its circumference. Another magnetic strip-shaped tool 6, representing the remaining 22 autosomes (i.e., homologous chromosomes) and the X and Y chromosomes, is attached to the lower surface of cylinder 1 along its circumference. The magnetic strip-shaped tool 6 is a flat, elongated strip, its length simulating the length of a chromosome. (See Table 1)

[0046] At the upper and lower edges of the cylindrical surface 1, corresponding to the magnetic strip tool 6 on the end face, are magnetic strip tools 2 representing the same chromosome. Specifically, along the upper edge, there is a ring of magnetic strip tools 2 representing 22 autosomes (numbers 1-22) and the X and Y chromosomes; along the lower edge, there is a ring of magnetic strip tools 2 representing another 22 autosomes (numbers 1-22, i.e., homologous chromosomes) and the X and Y chromosomes. The magnetic strip tools 2 are flat and elongated, their length simulating the length of chromosomes (as shown in Table 1).

[0047] Among them, strip tool 1 6 and strip tool 2 can also be applied to the surface of cylinder 1 by pasting or directly printed on the outer surface of cylinder 1 by ink.

[0048] Table 1. Showing the lengths of human chromosomes 1-22 and the X and Y chromosomes.

[0049]

[0050]

[0051] There are certain gaps between the strip-shaped tools 2 along the upper and lower edges of the cylindrical surface 1. Other strip-shaped teaching magnetic sheets with magnetic attraction function can be attracted at these gaps, and some magnetic sheets are labeled with different gene names.

[0052] Striped tools 6 and 2 are equipped with stripes that simulate chromosome banding patterns according to G-banding and are displayed as black and white stripes.

[0053] The strip tool 1 (6) and strip tool 2 (2) each have chromosome numbers in 7 colors. The 7 colors divide the strip tool 1 (6) and strip tool 2 (2) into 7 groups, representing 7 different categories of chromosomes.

[0054] The upper end face of cylinder 1 is set as a dial shape, which can attract two pointers 3. The pointers 3 point from the center of the end face of cylinder 1 to the circumference of the end face of cylinder 1, and the pointers 3 can rotate around the center.

[0055] The top and bottom faces of cylinder 1 correspond to the chromosome numbers marked on strip tool 6. The chromosome numbers are available in seven colors.

[0056] The lower end face of the cylinder 1 is provided with a fan-shaped area 4 corresponding to the strip tool 6, and the strip tool 6 is located on the arc of the fan-shaped area 4;

[0057] In the fan-shaped region 4 on the lower end face of cylinder 1, strip-shaped teaching magnetic sheets labeled with classic driver genes, variant types, corresponding diseases, and targeted drugs can be adsorbed.

[0058] The cylinder 1 has an opening on its surface, within which is a drawer 5. Drawer 5 is used to store and retrieve tools. The tools stored in the cylindrical drawer 5 include:

[0059] 1) Strip tool 1 (6) and strip tool 2 (2) representing the 22 chromosomes and the X and Y chromosomes, which are adapted to the size of the teaching tool.

[0060] 2) Strip-shaped teaching magnetic sheets labeled with various gene names, adapted to the size of the teaching tool.

[0061] 3) Strip-shaped teaching magnetic sheets that are adapted to the size of the teaching tool to display abnormalities such as gene amplification, gene translocation, and deletion.

[0062] 4) Blank strip-shaped teaching magnetic sheets that are appropriate for the size of the teaching tool.

[0063] 5) Strip-shaped teaching magnetic sheets, labeled with chromosome long arm, short arm, polyploid, etc., that are adapted to the size of the teaching tool.

[0064] 6) A pointer 3 that is adapted to the size of the teaching tool.

[0065] The teaching process will proceed according to the following steps:

[0066] Step 1: Magnetic strip-shaped tools 6, representing the 22 autosomes 1-22 and the X and Y chromosomes, are magnetically attached to the upper and lower end faces of the hollow cylinder 1, respectively; the 22 autosomes located at corresponding positions on the upper and lower end faces are paired homologous chromosomes;

[0067] Step 2: Magnetic strip tools 2, representing the 22 autosomes 1-22 and the X and Y chromosomes, are magnetically attracted along the upper and lower edges of the side surface of cylinder 1. The 22 autosomes located at corresponding positions on the upper and lower edges are paired homologous chromosomes. Strip tool 6 attracted to the upper end face corresponds one-to-one with strip tool 2, representing the same chromosome. Strip tool 6 attracted to the lower end face corresponds one-to-one with strip tool 2, representing the same chromosome.

[0068] Step 3: Guide students to identify the chromosomes with normal morphology, take out pointer 3 and attach it to the upper end face. Pointer 3 is used to indicate the variation such as translocation between different chromosomes.

[0069] Step 4: Take out the following from drawer 5 Figure 4-12 The abnormal chromosome magnetic sheet shown in any of the figures is attached to the cylinder surface, guiding students to identify the location and morphology of the chromosome abnormality;

[0070] Step 5: According to teaching needs, take out the magnetic strips representing abnormal chromosome morphology, magnetic strips labeled with gene names, magnetic strips labeled with disease names, magnetic strips labeled with targeted drug names, magnetic strips representing the long arm / short arm of chromosomes, magnetic strips representing polyploid chromosomes, and blank magnetic strips of different sizes from drawer 5; magnetically attach them to the fan-shaped area 4 on the lower end face or the gaps on the side of the column, and guide students to understand the gene mutations caused by chromosomal abnormalities and their relationship with diseases, etc.

[0071] Chromosomal abnormalities include: chromosomal translocation, chromosomal deletion, chromosomal insertion, chromosomal inversion, chromosomal duplication, ring chromosomes, isochromosomal chromosomes, and dicentric chromosomes.

[0072] Chromosomal translocation refers to the exchange of segments between non-homologous chromosomes. It is divided into reciprocal translocation (exchange of segments between two non-homologous chromosomes) and Robertsonian translocation (fusion of the long arms of two acrocentromeres and loss of the short arms).

[0073] Chromosomal deletion: The loss of a chromosome segment, which is divided into terminal deletion (loss of the terminal segment of the chromosome) and intermediate deletion (loss of the intermediate segment of the chromosome).

[0074] Chromosomal fragment insertion: A fragment of one chromosome is inserted into another chromosome (homologous or non-homologous), which can lead to the destruction of the gene structure in the insertion region.

[0075] Chromosomal inversion: refers to a chromosome segment breaking and then rotating 180° before rejoining. It is divided into intraarm inversion (segment within the same arm) and interarm inversion (segment across the centromere).

[0076] Chromosomal duplication: refers to an increase in the copy number of a chromosome segment, including segment duplication (tandem duplication of segments on the same chromosome) and homogeneous chromosomal regions (HSRs) or double microbodies (DMs) (tiny structures formed by the detachment of amplified segments from the chromosome).

[0077] Ring chromosomes: chromosomes that break at both ends and become circular, leading to end deletions and genomic instability.

[0078] Isochromosomes: After the centromere of a chromosome splits horizontally, it forms two short arms and two long arms. The two short arms and two long arms replicate separately to form a pair of chromosomes with arms of the same length.

[0079] Dicentric chromosomes: During mitosis, chromosomes form two centromeres, which break apart, driving chromosome fragmentation.

[0080] Example 2

[0081] This invention provides a teaching tool for chromosomes and genes during cell division. The teaching tool includes a cylinder 1. The interior of the cylinder 1 is provided with space for placing strip-shaped teaching magnetic sheets. In this embodiment, other teaching tools are not placed in the form of drawers.

[0082] like Figure 14 As shown, the outer shell of cylinder 1 is made of plastic, and the inside of the outer shell is wrapped with a metal layer (the metal layer is made of 1mm thick cold-rolled steel plate so that the plastic outer shell does not affect the magnetic attraction effect on the outside of the cylinder). The upper end face of cylinder 1 is connected to a cylindrical body including the upper opening of the lower end face of cylinder 1 by threads. A cavity for placing other strip-shaped teaching magnetic sheets is provided between the upper end face and the lower end face. When in use, the threaded connection between the upper end face and the cylinder body is rotated open to retrieve other teaching tools from the cavity inside cylinder 1. Other structures are the same as in embodiment 1.

[0083] The above description is merely a preferred embodiment of this utility model and is not intended to limit this utility model in any form or substance. It should be noted that those skilled in the art can make various improvements and additions without departing from this utility model, and these improvements and additions should also be considered within the protection scope of this utility model. Any modifications, alterations, and equivalent changes made by those skilled in the art without departing from the spirit and scope of this utility model using the disclosed technical content are equivalent embodiments of this utility model. Furthermore, any modifications, alterations, and evolutions made to the above embodiments based on the essential technology of this utility model are still within the scope of the technical solution of this utility model.

Claims

1. A teaching tool for chromosomes and genes during cell division, characterized in that, The teaching tool includes a hollow cylinder. On the upper and lower surfaces of the cylinder, 24 strip-shaped tools representing different chromosomes are arranged along the circumference. These 24 strip-shaped tools correspond to the 22 different numbers of human autosomes and 2 sex chromosomes. On the cylindrical surface, along the upper and lower edges, are strip-shaped tools representing chromosomes of the same number, corresponding to the strip-shaped tools on the upper and lower surfaces. The cylinder contains other strip-shaped teaching magnetic sheets.

2. The teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The types of strip tools one and two include magnetic strips, printed or sticker forms.

3. The teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The lengths of the first and second strip tools are scaled down to the corresponding chromosome lengths; different chromosome numbers are marked on the end face of the cylinder corresponding to the first strip tool; different chromosome numbers are marked on the cylindrical surface corresponding to the second strip tool; the chromosome numbers are set to seven different colors to represent the seven groups into which human chromosomes are divided.

4. The teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The other strip-shaped teaching magnetic strips include magnetic strips representing abnormal chromosome morphology, magnetic strips labeled with gene names, magnetic strips labeled with disease names, magnetic strips labeled with targeted drug names, magnetic strips representing the long arm / short arm of chromosomes, magnetic strips representing polyploid chromosomes, and blank magnetic strips of different specifications that can be supplemented with content as needed.

5. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, On the cylindrical surface, there is an area between the upper and lower rings of strip-shaped tools for magnetically attracting the other strip-shaped teaching magnetic sheets.

6. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The first and second strip tools are equipped with standard band-type spectra labeled according to G-band markings.

7. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The cylinder contains a pointer-shaped teaching tool that can be magnetically attached to the upper surface of the cylinder. The pointer of the pointer-shaped teaching tool points from the center of the cylinder to the circumference, and the pointer can rotate around the center.

8. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The lower end face of the cylinder is provided with a fan-shaped area corresponding to the strip tool, and the strip tool is located on the arc of the fan-shaped area; various other strip-shaped teaching magnetic sheets can be placed in the fan-shaped area as needed; the center of the lower end face of the fan-shaped area is the vertex.

9. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The cylinder has a diameter of 30 centimeters and a height of 6 centimeters.

10. A teaching tool for chromosomes and genes during cell division according to claim 1, characterized in that, The cylinder has an internal cavity for placing other strip-shaped teaching magnetic sheets.

Images