HIS paper presents an updated of the human T chromosomes, building on the plain English map previously published (Offner 1992). I believe that regular revisions are important because the field of human genetics is expanding so rapidly. Teachers wishing to use this in the classroom should use it in conjunction with the previously published in The American Biology Teacher (Offner 1992). As of early 1992, more than 2500 genes had been assigned to specific loci (McKusick 1992), several hundred more than when the last was constructed. For example, the gene for Marfan Syndrome has been added to the map. In addition, new advances in genetics have made it possible to teach about previously mapped genes in a meaningful way to high school and college students. This is true of p53, a gene that prevents cancer, and Prader-Willi/Angelman Syndromes, both of which have been added to the map. Finally, there has been some exciting new research on some genes already on the (cystic fibrosis and LH, beta chain). A brief summary of this research has been included in the gene explanations accompanying the map. Some genes such as those for ribosomal RNA, transfer RNA and retinoblastoma have been added in response to requests from users of the first map. And the genes for myoglobin and blue cone pigment were added because they are part of gene families (the globin genes and the visual pigment genes) which are of great interest in studying evolution. The study of this yields several important insights. It is tempting to present genes as things in the cell that cause disease. And while it is important to teach about genetic diseases, a study of the shows that genes are actually a set of instructions for assembling an organism. The genes for amylase, trypsin and chymotrypsin tell your digestive system how to make enzymes to digest your food; collagen genes are instructions for making bone; antibody genes are instructions for building an immune system; hemoglobin genes are instructions for making oxygen-carrying proteins in red blood cells. Even the cystic fibrosis gene, in its normal form, is an instruction for building a channel to let chloride ions out of the cell. It is only when there is a mistake in these instructions that a genetic disease results. So while studying genetic diseases is an excellent way of capturing student interest and getting students to think about what happens when there is an error in the normal processes, we should always emphasize that genes exist even where there is no disease. Another interesting insight that comes from the study of the is the answer to the question of why some genes are dominant and some are recessive. It turns out that whether a gene is dominant or recessive depends on the particular details of how the gene functions. Hence, a mutation in the p53 gene that causes an abnormal protein to be made is dominant because the protein happens to function as a tetramer, so one abnormal monomer can ruin an entire molecule. (Assuming the monomers are assembled randomly into finished protein, only one finished protein in 16 would have four normal monomers and no abnormal ones.) At the same time, the protein made by the retinoblastoma gene functions as a monomer, so a mutation in this gene is recessive in a single cell, since enough functional protein is made by the healthy gene if the cell is heterozygous. It is only when a cell loses its one functional gene that a cancer results, as described in the gene explanations. This, however, means that the disorder is dominant since, in the millions of cells in a human retina, it is likely that one or two cells will lose their one functional gene (Oppenheimer 1991). I hope that this updated will be useful in the classroom. I am planning to continue to revise the and would appreciate feedback from its users.