Preface

The main goals of Genetics: A Conceptual Approach have always been to help students uncover and make connections between the major concepts of genetics. Throughout the four preceding editions of this book the accessible writing style, simple and instructive illustrations, and useful pedagogical features throughout the book have helped students develop a fuller understanding of genetics.

Hallmark Features

• Key Concepts and Connections Throughout the book, I’ve included features to help students focus on the major concepts of each topic.
  • Concept boxes throughout each chapter summarize the key points of the preceding section. Concept Checks allow students to quickly assess their understanding of the material they’ve just read. Concept Checks are in multiple-choice and short-answer format, and answers are listed at the end of each chapter.
  • Connecting Concepts sections compare and contrast processes or integrate ideas across sections and chapters to help students see how different genetics topics relate to one another. All major concepts are listed in the Concepts Summary at the end of each chapter.
• Accessibility The conversational writing style of this book has always been a favorite feature for both students and instructors. In addition to carefully walking students through each major concept of genetics, I invite them into the topic with an introductory story. These stories include relevant examples of disease or other biological phenomena to give students a sample of what they’ll be learning in a chapter. More than a third of the introductory stories in this edition are new.
  
  
  
  
  
• Clear, Simple Illustration Program The attractive and instructive figures have proved to be an effective learning tool for students throughout the past four editions and continue to be signature feature of the new edition. Each figure was carefully rendered to highlight main points and to step the reader through experiments and processes. Most figures include text that walks students through the graphical presentation. Illustrations of experiments reinforce the scientific method by first proposing a hypothesis, then pointing out the methods and results, and ending with a conclusion that reinforces concepts explained in the text.
  
  
• Emphasis on Problem Solving One of the things that I’ve learned in my 33 years of teaching is that students learn genetics best through problem solving. Working through an example, equation, or experiment helps students see concepts in action and reinforces the ideas explained in the text. In the book, I help students develop problem-solving skills in a number of ways. Newly reformatted Worked Problems (see New and Reorganized Content) walk students through each step of a difficult concept. Problem Links spread throughout each chapter point to end-of-chapter problems that students can work to test their understanding of the material they have just read, all with answers in the back of the book so students can check their results. I provide a wide range of end-of-chapter problems, organized by chapter section and split into Comprehension Questions, Application Questions and Problems, and Challenge Questions. Some of these questions draw on examples from published papers and are marked by a data analysis icon.

New to the Fifth Edition

Connected Learning Paths for Core Topics

At the heart of this revision is the connection between the book and its media. The media resources were developed alongside the text in order to create a connected learning path from the book throughout the media package. Through extensive reviewing we identified the genetics topics and skills that students find most difficult. We then designed our media to include the types of resources that instructors felt would best help students understand these topics, study, and practice problem-solving—a key skill that is crucial to understanding genetics. To give you an idea of how our media resources connect with the book, here are a few examples of the learning paths we visualized for two of the topics that are consistently noted by instructors as difficult for their students.

• New Problem-Solving Videos offer students valuable help by reviewing basic problem-solving strategies. The problem-solving videos demonstrate an instructor working through problems that students find difficult, in a step-by-step manner.
• New Online Branched Tutorials identify where students have difficulty and route them through the steps of the problem according to the answers they enter. Hints allow students to receive feedback along the way, as if they were working the problem with an instructor.
• New Online Worked Problems allow students to step through a worked problem online in the same format that they’ve seen in the book. Hints allow them to receive feedback along the way, as if they were working the problem with an instructor.
• Updated Animations/Simulations help students understand key processes in genetics by outlining them in a step-by-step manner. All of the animations and simulations now include assessment questions at the end, to help students evaluate whether they understood the concept or technique they viewed.
• Comprehensively Revised Assessment has undergone extensive rewriting, reviewing, and accuracy checking.
  • Online End-of-Chapter Problems include nearly all of the end-of-chapter problems from the text converted into self-graded multiple-choice and drop-down menu format for quizzing, homework, or student practice.
  • LearningCurve allows students to test their comprehension of the chapter concepts with questions similar to the Comprehension Questions at the end of each chapter. The system adapts to each student’s individual level of preparedness by giving them questions at varying levels of difficulty depending on whether they answer a question without any help, if they need help but eventually get the question right, or if they are unable to answer the question. Links to the appropriate e-Book section, hints, and feedback help students realize where they need more practice on a topic.
  • New Online Reading Quizzes test whether students have comprehended the basic concepts in the chapter they’ve just read.
  • The Test Bank contains at least 50 multiple-choice and short-answer questions per chapter.
• Nature Genetics Articles with Assessment engage students with primary research and encourage critical thinking. Specifically selected for both alignment with text coverage and exploration of identified difficult topics, the Nature Genetics articles include assessment questions that can be automatically graded. Some of the open-ended (non-multiple choice) questions are also suitable for use in flipped classrooms and active learning discussions either in class or online.

All of the new media resources for Genetics: A Conceptual Approach will be available in our LaunchPad system.

LaunchPad is a dynamic, fully integrated learning environment that brings together all of our teaching and learning resources in one place. It also contains the fully interactive e-Book and other newly updated resources for students and instructors, including the following:

• Newly Updated Clicker Questions allow instructors to integrate active learning in the classroom and to assess students’ understanding of key concepts during lectures. Available in Microsoft Word and PowerPoint, numerous questions are based on the Concept Check questions featured in the textbook.
• New Lecture PPTs have been developed to minimize preparation time for new users of the book. These files offer suggested lectures including key illustrations and summaries that instructors can adapt to their teaching styles.
• Layered PPTs deconstruct key concepts, sequences, and processes from the textbook images, allowing instructors to present complex ideas step-by-step.
• Textbook Images and Tables are offered as high-resolution JPEG files. Each image has been fully optimized to increase type sizes and adjust color saturation. These images have been tested in a large lecture hall to ensure maximum clarity and visibility.
• The Solutions and Problem-Solving Manual (written by Jung H. Choi, Georgia Institute of Technology, and Mark E. McCallum, Pfeiffer University) contains complete answers and worked-out solutions to all questions and problems in the textbook. The manual has been accuracy reviewed for the fifth edition and has been found to be an indispensable tool for success by students. The Solutions Manual is also available in print (ISBN: 1-4641-5092-3).

New and Reorganized Content

The fifth edition addresses recent discoveries in genetics, corresponding to our ever-changing understanding of inheritance, the molecular nature of genetic information, epigenetics, and genetic evolution.

Other new and updated content includes:

• New molecular genetics section: “The Molecular Nature of Alleles” (Chapter 3)
• New section on conditional probability (Chapter 3)
• Extensively revised section on Sex Determination in Drosophila melanogaster (Chapter 4)
• Extensively revised section on dosage compensation (Chapter 4)
• Expanded discussion of genetic interference (Chapter 7)
• Significantly expanded section on chromosome rearrangements (Chapter 8)
• Expanded discussion of the discovery of DNA structure, including Franklin’s contribution (Chapter 10)
• New discussion of the evolutionary origin of introns (Chapter 14)
• New section on CRISPR RNAs (Chapter 14)
• New section: Long Noncoding RNAs Regulate Gene Expression (Chapter 14)
• New discussion of no-go decay (Chapter 15)
• New section on bacterial enhancers (Chapter 16)
• Updated and expanded discussion of changes in chromatin structure (Chapter 17)
• New section on chromatin immunoprecipitation (Chapter 17)
• New section on Illumina sequencing (Chapter 19)
• Revised section on DNA fingerprinting (Chapter 19)
• Updated and expanded discussion of genome-wide association studies (Chapter 20)
• Updated and expanded discussion of metagenomics (Chapter 20)
• New section: Comparison of Development in Drosophila and Flowers (Chapter 22)
• New section on evolution through changes in gene regulation (Chapter 26)

• Reformatted Worked Problems walk students through difficult quantitative concepts in an easy to follow manner, presenting a Solution Strategy and Solution Steps for each worked problem. Hint balloons remind students of key points to keep in mind or refer them back to a specific part of the text to review.
  
  
• NEW Figure-Based End-of-Chapter Problems bring a visual aspect to problem-solving, engaging students closely with figures in each chapter and helping them assess their understanding of key concepts and processes.
• NEW Introductory Stories Each chapter begins with a brief introductory story that illustrates the relevance of a genetic concept that students will learn in the chapter. These stories—a favorite feature of past editions—give students a glimpse of what’s going on in the field of genetics today and help to draw the reader into the chapter. Among new introductory topics are “The Mystery of Missing Fingerprints,” “Building a Better Banana,” “Genetic Differences That Make Us Human,” and “How Your Grandfather’s Diet Could Affect Your Health.” End-of-chapter problems specifically address concepts discussed in most introductory stories, both old and new.

Acknowledgments

I am indebted to many people for help with this and previous editions of Genetics: A Conceptual Approach. I learned much from my genetics teachers: Ray Canham, who first exposed me to genetics and instilled in me a lifelong love for the subject; and Jeff Mitton, who taught me the art of genetic research. I’ve learned from the thousands of genetics students who have filled my classes over the past 33 years, first at Connecticut College, then at Baylor University, and now at Southwestern University. Their intelligence, enthusiasm, curiosity, and humor have been a source of motivation and pleasure throughout my professional life. I have also learned from students worldwide who have used earlier editions of this book and kindly shared with me—through emails and phone calls—their thoughts about the book and how it could be improved.

I am grateful for the wonderful colleagues who surround me daily at Southwestern University and whose friendship, advice, and good humor sustain my work. The small classes, close interaction of students and faculty, and integration of teaching and research have made working at Southwestern University personally and professionally rewarding. I thank James Hunt, Provost of Southwestern University and Dean of the Brown College, for helping to create this supportive academic environment and for his continued friendship and collegiality.

Writing a modern science textbook requires a team effort and I have been blessed with an outstanding team at W. H. Freeman and Company. Life Sciences Publisher Susan Winslow has been a champion of the book for a number of years; I value her creativity, insight, and support. Lauren Schultz, Senior Acquisitions Editor for the Life Sciences team was a wonderful shepherd of the project, providing ideas, encouragement, and support throughout the project. It was a pleasure working with Developmental Editor Anna Bristow, my daily partner in crafting this edition of Genetics. Anna is a superb editor with outstanding organizational skills and an eye for detail; she kept the project on track and contributed to this edition in innumerable ways.

Senior Project Editor Georgia Lee Hadler at W. H. Freeman expertly managed the production of this fifth edition, as well as all preceding editions. Her dedication to excellence in all phases of the production process has been a major factor in making the book a success. Jeanine Furino served as copy editor and provided valuable editorial suggestions. I thank Dragonfly Media Group for creating and revising the book’s illustrations and Matthew McAdams for coordinating the illustration program. Thanks to Paul Rohloff at W. H. Freeman and Assunta Petrone at codeMantra for coordinating the composition and manufacturing phases of production. Diana Blume developed the book’s design and the cover for this edition. I thank Christine Buese and Jacqui Wong for photo research. Allison Michael, Elaine Palucki, Alexi Garrett, Adam Feil, and Chris Efstratiou developed the excellent media and supplements that accompany the book. I am grateful to Jung Choi and Mark McCallum for writing solutions to new end-of-chapter problems. Joseph Ahlander, Ellen France, Robert Fowler, Brian Kreiser, Joshua Loomis, Amy McMillan, Marcie Moehnke, Douglas Thrower, and Daniel Williams developed and reviewed assessment questions.

I am grateful to the W. H. Freeman sales representatives, regional managers, and regional sales specialists, who introduce my book to genetics instructors throughout world. I have greatly enjoyed working with this sales staff; their expertise, hard work, and good service are responsible for the success of Freeman books.

A number of colleagues served as reviewers of this book, kindly lending me their technical expertise and teaching experience. Their assistance is gratefully acknowledged. Any remaining errors are entirely my own.

Marlene Tyrrell—my spouse and best friend for 33 years—and our children and their spouses—Sarah, Matt, Michael, and Amber—provide love, support, and inspiration for everything that I do.

My gratitude goes to the reviewers of this new edition of Genetics: A Conceptual Approach.

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