why do we study human chromosomes?

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Why do we study human chromosomes? Chromosome disorders - major category of genetic disease Responsible for >100 identifiable syndromes More common than all mendelian single gene disorders! 1% livebirths 2% pregnancies

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Page 1: Why do we study human chromosomes?

Why do we study human chromosomes?

Chromosome disorders - major category of genetic

disease

Responsible for >100 identifiable syndromes

More common than all mendelian single gene disorders!

1% livebirths

2% pregnancies

Page 2: Why do we study human chromosomes?

History

1890-1920: techniques of plant and insect cell staining applied to human cells

1923: XX/XY was postulated to be the sex-determining mechanism

1956: 46 chromosomes in human cells

First karyotype

1959: Down Syndrome (extra small chr.), Turner Syndrome, Kleinfelter Syndrome other trisomies visualized

1960: phytohemoglutanin (PHA)—stimulates blood cells to divide

When they divide, they condense to we can see them better

Page 3: Why do we study human chromosomes?

History

1970: chromosome banding

1977: high resolution banding

1986: fluorescence in situ hybridization (FISH)

Page 4: Why do we study human chromosomes?

Clinical Indications for Chromosome

Analysis

Problems of early growth and development

Stillbirth/neonatal death

Fertility problems

Family history of chromosome rearrangement

Pregnancy indications – LMA, U/S abn etc

Neoplasia

Page 5: Why do we study human chromosomes?

Aneuploidy caused by

Non-disjunction

failure of homologous chromosomes to separate in anaphase I

failure of sister chromatids to separate at meiosis II

Anaphase lag

Chromosomal loss via micronucleus formation caused by delayed movement of chromosome/chromatid during anaphase results in daughter cell deficient of that chromosome or chromatid

Page 6: Why do we study human chromosomes?

Non-disjunction during meiosis

Page 7: Why do we study human chromosomes?

Distribution of non-disjunction

Meiosis I Meiosis II Mitosis

Maternal 21, 15, 16 18 15, 18, 21, 8

Paternal - 18, 21 18, 21

Page 8: Why do we study human chromosomes?

Oogonium

Primary

oocyte

Secondary

oocyte

Polar Body I

Fertilized Ovum

Polar Body II

Gametogenesis

Spermatogonium

Primary

spermatocyte

Secondary

spermatocytes

4 spermatids

4 spermatozoa

Page 9: Why do we study human chromosomes?

Oogonium

Primary

oocyte

Secondary

oocyte

Polar Body I

Fertilized Ovum

Polar Body II

Males

Spermatogonium

Primary

spermatocyte

Secondary

spermatocytes

4 Spermatids

4 spermatozoa

Mitosis

Throughout Life

At Puberty

Meiosis

Complete in

64days

Page 10: Why do we study human chromosomes?

Mitosis

Fetal period

Before or at birth

After birth

After puberty

At fertilization

Meiosis in progress

Arrested in

diplotene

of Meiosis I

Meiosis I

complete

Arrest at

Metaphase II

Meiosis II

complete

Oogonium

Primary Oocyte

Secondary Oocyte

& Polar Body I

Fertilized Ovum

& Polar body II

Females

Page 11: Why do we study human chromosomes?

Differences in Gametogenesis

Male

Puberty

60-65 days

30-500 mitoses

4 spermatids

100-200 million

/ejaculate

Female

Early embryonic development

10-50 years

20-30

1 ovum and polar bodies

1 ovum / menstrual cycle

Page 12: Why do we study human chromosomes?

Aneuploidy

As women age some chromosomes exhibit non-disjunction in oocytes

Many theories why

13, 18, 21 associated with age

16 and X only first meiotic division associated with age

Most chromosome abnormalities incompatible with life

Will miscarry

Page 13: Why do we study human chromosomes?

Maternal age specific estimates of trisomy

among all clinically recognisable pregnancies

Hassold et al., 1985

Page 14: Why do we study human chromosomes?

Parental origin of aneuploidy

Paternal % Maternal %

Trisomy 13 15 85

Trisomy 18 10 90

Trisomy 21 5 95

45,X 80 20

47,XXX 5 95

47,XXY 45 55

47,XYY 100 0

Page 15: Why do we study human chromosomes?

Chromosome abnormalities in humans Spermatozoa 10%

Mature oocytes 25%

Spontaneous miscarriage 50%

Live births 0.5-1%

Most due to maternal meiotic non disjunction

Strongly related to maternal age

Natural selection at work

Page 16: Why do we study human chromosomes?

Chromosome abnormalities in miscarriages

Incidence %

Trisomy 13 2

Trisomy 16 15

Trisomy 18 3

Trisomy 21 5

Other Trisomy 25

Monosomy X 20

Triploidy 15

Tetraploidy 5

Other 10

Page 17: Why do we study human chromosomes?

Chromosome abnormalities in newborns

Incidence / 10,000 births

Trisomy 13 2

Trisomy 18 3

Trisomy 21 15

45,X 1

47,XXX 10

47,XXY 10

47,XYY 10

Unbalanced 10

Balanced 30

Total 90

Page 18: Why do we study human chromosomes?

Chromosome abnormalities

Triploidy

Trisomy 16

Trisomy 13 &18

Trisomy 21

Klinefelters

45X

→rare at birth – lethal

→Most common in spontaneous miscarriages→Completely lethal. Cause unknown

→95% miscarry

→80% miscarry

→50% miscarry

→1% at conception→98% miscarry, probably mosaic survive

Page 19: Why do we study human chromosomes?
Page 20: Why do we study human chromosomes?

TRISOMY 21 Most common postnatal autosomal trisomy

Complete trisomy=95%

Reobertsonian Translocated= 4%

Rob(14q21q)= 1:10000

Rob(21q21q)= 1:30000 mostly isochromosome

1:3 hereditary (usually mother)

7% of such patients has a carrier parent (usually mother)

De novo Rob(14q21q)most often maternal germ cell- due to meiosis NDJ as a result of an unusual genetic recombination in meiosis I

Mosaic trisomy= 1%

General tendency of trisomic cells to be higher in fibroblasts and early life

Page 21: Why do we study human chromosomes?

Clinical features Short stature

Hypotonia – improves by age

Moderate-to-severe mental retardation

IQ range of 20–85 (mean IQ is approximately 50)

Sizure disorders (5-10%)

Infantile spasm (most common type in infancy)

Tonic-clonic seizures (most commonly seen in older patients)

Obesity

Page 22: Why do we study human chromosomes?

Premature aging skin tone

early graying or loss of hairs

Hypogonadism

Cataract

Hearing loss

age related increase in hypothyroidism

Degenerative vascular disorder

Increased risk of alzheimer type dimentia

Increased risk of neoplasm

Page 23: Why do we study human chromosomes?

Behavioral disorders

Children and adolescents at a higher risk for

Autism

Attention deficit hyperactivity disorder

Conduct disorder

Obsessive-compulsive disorder

Tourette syndrome

Depressive disorder during the transition from adolescence to

adulthood

Page 24: Why do we study human chromosomes?

Eye dysmorphism features

Up-slanting palpebral fissures

Bilateral epicanthal folds

Brushfield spots (speckled iris)

Refractive errors (50%)

Strabismus (44%)

Nystagmus (20%)

Blepharitis (33%)

Congenital cataracts (3%)

Page 25: Why do we study human chromosomes?

Ears

Small

Over-folded helix

Chronic otitis media

Hearing loss common. Between 66–89% of children

have hearing loss of greater than 15–20 dB in at least one ear

by auditory brainstem response

Page 26: Why do we study human chromosomes?
Page 27: Why do we study human chromosomes?

Eight cardinal dysmorphism

Abundant nack

Mouth corners turned downward

Hypotonia

Flat face

Dysplastic ears

Epicanthic eye fold

―sandal gap‖ between first and second teos

Protrunding tongue

Page 28: Why do we study human chromosomes?

Clinical diagnosis

Radiologic study

Brachycephaly

Absence of nasal bone ossification

Hypoplasia of middle phalanx of the fifth finger

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Genetic Chr 21 has 47 million nucleotides

Chr 21 likely contains between 300 and 400 genes

52 gene associated with diseases have find

Down syndrome critical region

DSCR1 on chromosome 22q11.2

DSCR2 on chromosome 21q22.3

DSCR3 in chromosome 21q22.2

DSCR4 on chromosome 21q22.2

DSCR5 in chromosome 21q22.1-q22.2

21q22.1-q22.3 region > congenital heart disease

(DSCR1)> 21q22.1-q22.2

Page 34: Why do we study human chromosomes?

The following are some of the genes located on chromosome 21:

APP: amyloid beta (A4) precursor protein (peptidase nexin-II, Alzheimer disease)

CBS: cystathionine-beta-synthase

CLDN14: claudin 14

HLCS: holocarboxylase synthetase (biotin-(proprionyl-Coenzyme A-carboxylase (ATP-hydrolysing)) ligase)

KCNE1: potassium voltage-gated channel, Isk-related family, member 1

KCNE2: potassium voltage-gated channel, Isk-related family, member 2

LAD: leukocyte adhesion deficiency (symbols are ITGB2, CD18, LCAMB)

SOD1: superoxide dismutase 1, soluble

TMPRSS3: transmembrane protease, serine 3

PCNT: centrosomal pericentrin

DSCR1: Down Syndrome critical region 1

DYRK1A: dual specificity tyrosine-(Y)-phosphorylation regulated kinase 1A

RRP1B: ribosomal RNA processing 1 homolog B

Page 35: Why do we study human chromosomes?

Differential diagnosis

Newborn

Zellweger syndrome

Tetrasomy 12p

Older patients

Smith-magenis syndrome

Subtelomeric deletion of 9q34

Page 36: Why do we study human chromosomes?

Scottish award-winning film and TV actress Paula Sage receives her

BAFTA award with Brian Cox.

Page 37: Why do we study human chromosomes?

Trisomy 18

(EDWARDS SYNDROME)

Hypertonia

Prominent occiput

Atheli/hypothelia (nipple hypoplasia)

Overlapping fingers

Rocker bottome feet

Small pelvis

Arthrogryposis congenita

Hip movement limitation

Omphalocele

Cryptotia (uncommon)

Page 38: Why do we study human chromosomes?
Page 39: Why do we study human chromosomes?
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Laboratory findings

Thrombocytopenia (occurs in 83% of cases)

Neutropenia

Abnormal erythrocyte values

Anemia (40%)

Polycythemia (17%)

Page 41: Why do we study human chromosomes?

Imaging Echocardiography:

ventricular septal defect (94%)

patent ductus arteriosus (77%)

atrial septal defect (68%)

complex congenital heart defects (32%)

brain ultrasonography

cerebellar hypoplasia (32%)

brain edema (29%)

enlarged cisterna magna (26%)

choroid plexus cysts (19%)

Ultrasonography is also indicated for genitourinary anomalies

Page 42: Why do we study human chromosomes?

Skeletal radiography absent radius

tight flexion of the fingers with the second over the third and

the fifth over the fourth

talipes equinovarus

short sternum

Hemivertebrae

fused vertebrae

short neck

Scoliosis

rib anomaly,

dislocated hip

Page 43: Why do we study human chromosomes?

Differential diagnosis

Pena-Shokeir syndrome (has overlaping finger)

Arthrogryposis

Other Problems to Be Considered

Fetal akinesia sequence

Mental retardation syndromes

Multiple congenital anomalies

Other autosomal trisomies and monosomies

Pseudo–trisomy 18 syndrome

Page 44: Why do we study human chromosomes?
Page 45: Why do we study human chromosomes?

Prognosis A small number of children with trisomy 18 survive beyond the

first year

Newborns have a 40% chance of surviving to age 1 month.

Infants have a 5% chance of surviving to age 1 year.

Children have a 1% chance of surviving to age 10 years

Cause of death

congenital heart malformations

GI and genitourinary anomalies

feeding difficulties

associated CNS defects that produce central apnea

Page 46: Why do we study human chromosomes?

all older children with trisomy 18

Smile

Laugh

Interact

relate to their families

achieve some psychomotor maturation.

Mosaic cases may show milder phenotypic expression and

prolonged survival

Page 47: Why do we study human chromosomes?

Trisomy 13

Antenatally

History of

Preeclampsia

Abnormal placenta like a partial mole

Page 48: Why do we study human chromosomes?

Prenatal feature

Posaxial polydactyly

Microcephaly

mental retardation

Scalp defect

Microphthalmia

Cleft palate

Polydactyly

Rocker-bottom feet

Low birth weight <2.6

Abnormal ears

Apneic spells

myotonic seizures

Extensive visceral defects

Heart defects

Page 49: Why do we study human chromosomes?

TRISOMY 13

distinctive central dysmorphic midline structural anomaly

Microphthalmia

Cyclops

cleft lip

omphalocele

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Page 51: Why do we study human chromosomes?
Page 52: Why do we study human chromosomes?

prognosis

Approximately 80% die within their first month of life

6% live up to six month

Survival to adulthood is very rare. Only one adult is known to have survived to age 33.

Most survivors have profound mental and physical disabilities

Older children may be able to walk with or without a walker

may be able to understand words and phrases

follow simple commands

use a few words or signs

recognize and interact with others.

Page 53: Why do we study human chromosomes?

TRISOMY 8

(Warkany syndrome 2) Complete trisomy 8 frequently results in miscarriage

100 case ( most of them are mosaic)

The male-to-female ratio is 2–3 : 1

Mild to severe retardation

Complete trisomy 8 frequently results in miscarriage

those with "trisomy 8 mosaicism" are more likely to survive

Most common trisomy in hematopoietic malignancy

retarded psychomotor development

moderate to severe mental retardation

variable growth patterns

can result in either abnormally short or tall stature

an expressionless face

Page 54: Why do we study human chromosomes?

Skeletal abnormalities long, thin trunk

Hemivertebrae

spina bifida

Kyphoscoliosis

hip dysplasia

multiple joint contractures

Camptodactyly

dysplastic nails

absent or dysplastic patella

Narrowed pelvis

The presence of deep palmarand plantar furrows is characteristic

Page 55: Why do we study human chromosomes?

Craniofacial dysmorphism

Prominent forehead

deep-set eyes

Strabismus

broad nasal bridge

upturned nares

long upper lip

thick and everted lower lip

high arched or cleft palate

Micrognathia

large dysplastic ears with prominent antihelices

Page 56: Why do we study human chromosomes?
Page 57: Why do we study human chromosomes?

TRISOMY 9 More than 40 cases of liveborns or term stillborns from 1973

male-to-female ratio > close to 1 : 1

dysmorphisms in the skull high narrow forehead

short upward slanting palpebral fissures

deep-set eyes, microphthalmia

low-set malformed auricles

bulbous nose

prominent upper lip

micrognathia

nervous system

mental retardation

Dysmorphisms in the heart, kidneys, may also occur

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musculoskeletal system

abnormal position/function of various joints

bone dysplasia

narrow chest

13 ribs

overlapping fingers

hypoplastic external genitalia

Cryptorchidism

Cardiac anomalies>60% of cases most frequently VSD

Renal malformations =40% of patients

Congenital hydrocephalus

majority of patients die in the early postnatal period (with rare exceptions)

Page 59: Why do we study human chromosomes?

TRISOMY 9

Partial tri9, partial mono13

Page 60: Why do we study human chromosomes?

TRISOMY 16 more than 1% of pregnancies

most common chromosomal cause of miscarriage during the first

trimester of pregnancy

Sometimes occur in mosaic livebirths

Page 61: Why do we study human chromosomes?

Mosaic forms

poor growth of the fetus during pregnancy

congenital heart defects, such as ventricular septal defect (16% of individuals) or

atrial septal defect (10% of individuals)

unusual facial features

underdeveloped lungs or respiratory tract problems

musculoskeletal anomalies

urethral opening too low (hypospadias) (7.6% of boys).

Increased risk of premature birth

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TRISOMY 20 Unusual facial features

Multiple congenital malformations

Death soon after birth

Severe gastrointestinal anomalies

Spinal dysplasia

Large mouth/macrostomia

Large tongue/macroglossia

Snoring

Coarsened facial features

Dysmorphic appearance/face

Page 63: Why do we study human chromosomes?

Trisomy 22 second most common finding in miscarriages

There are 3 type

Types

non-mosaic trisomy 22

unbalanced 11;22 translocations

mosaic trisomy 22

Full trisomy symptoms:

http://www.humpath.com/trisomy-22

Page 64: Why do we study human chromosomes?

TRISOMY 22 craniofacial anomalies

microcephaly

brachycephaly

arhinencephaly

holoprosencephaly

microphthalmia

small palpebral fissures

prominent eyes

coloboma

cleft palate/cleft lip

Page 65: Why do we study human chromosomes?

facial dysmorphism thin upper lip

cranial / facial

assymetry

frontal bossing

depressed superciliary

region

occiputal anomaly

sparse hair

hypertelorism

downslanting eyes

epicanthal folds

broad flat nasal bridge

and broad nose, flat

nose

ocular hypertelorism

long philtrum

webbed neck

micrognathia

hypertelorism

frontal bossing

bulbous nose

antimongoloid slant of

the palpebral fissures

strabismus

large rotated protruding

low-set auricles

Goldenhar syndrome

(facioauriculo-vertebral

dysplasia)

low set ears

malformed ears

webbed neck