 |
Genetics has become an indispensable component of almost all research in modern biology and medicine. Research publications investigating any biological process, from the molecular level all the way to the population level, use the “genetic approach” to gain understanding of that process. Thus, no student of the life sciences can afford to be ignorant of the science of genetics.
Genetics has also risen to a position of prominence in human affairs. Special types of plants, animals, and microbes have been developed for human foods, drugs, and myriad other uses. Molecular genetics is the central foundation of the burgeoning biotechnology industry. At the philosophical level, genetics has presented humans with a large number of ethical dilemmas, which regularly surface in the media. Some examples are genetically modified foods, eugenics, privacy of genetic information about individuals, and loss of genetic diversity in nature. Students must be knowledgeable about genetics in order to understand these issues and make informed decisions about them. Lastly, genetic insight has radically affected the human worldview—the way we see ourselves in relation to other organisms. (Figure 13-18, Figure 13-28)
Genetics has risen to such prominence through the powerful merger of classical and molecular approaches. Each analytical approach has its unique strengths: classical (organismal) genetics is un-paralleled in its ability to explore uncharted biological terrain; molecular genetics is equally unparalleled in its ability to unravel cellular mechanisms. It would be unthinkable to teach one without the other, and each is given due prominence in this book. Armed with both approaches, students are able to form an integrated view of genetic principles.
The partnership of classical and molecular genetics has always presented a teaching dilemma: which of the two partners should the student be introduced to first, the classical or the molecular? We believe that students begin much as biologists did at the turn of the century, asking general questions about the laws governing heredity. Therefore, the first half of the book introduces the intellectual framework of classical eukaryotic genetics in more or less historical sequence. However, molecular information is provided where appropriate. Our students’ knowledge base and our years of teaching have together caused us to rethink the traditional organization. In this new edition we have integrated a good deal of molecular genetics into the early chapters. Thus, we reinforce the students’ knowledge of DNA structure and function and avoid presenting the gene as an abstraction. The second half of the book pursues the details of molecular genetics. (Figure 1-15)
True to its title, the theme of this book is genetic analysis. This theme emphasizes our belief that the best way to understand genetics is by learning how genetic inference is made. On almost every page, we recreate the landmark experiments in genetics and have the students analyze the data and draw conclusions as if they had done the research themselves. This proactive process teaches students how to think like scientists. The modes of inference and the techniques of analysis are the keys to future exploration.
Similarly, quantitative analysis is central to the book because many of the new ideas in genetics, from the original conception of the gene to such modern techniques as SSLP mapping, are based on quantitative analysis. The problems at the end of each chapter provide students with the opportunity to test their understanding in quantitative analyses that effectively simulate the act of doing genetics. (Figure 15-2)
A great deal of effort has been put into encouraging students to practice and hone their analytical and problem-solving skills. We provide a great variety of solved and unsolved problems and a wide range of study aids.
The Problems section continues to be one of the strengths of the book. Problems are generally arranged to start from simple and proceed to the more difficult. Particularly challenging problems are marked with an asterisk. All problems have been classroom tested. Answers to selected problems are found at the back of the book, and the full set of solutions is in the Student Companion, all prepared by Bill Fixsen (Harvard University).
Most chapters have an exercise in problem solving called Unpacking the Problem. This exercise grew from the idea that a genetics problem represents only the tip of a vast iceberg of knowledge (we originally considered calling them “iceberg problems”). It is only when the underlying levels of knowledge are exposed that the problem can be solved in a constructive manner. The unpacking activities access this underlying knowledge without actually solving the problem. Some of the component questions in the unpacking exercise might sound trivial, but often these address the kind of fundamental levels of misunderstanding that prevent students from successfully solving problems.
The problems at the end of each chapter are prefaced by Solved Problems that illustrate the ways that geneticists apply principles to experimental data. Research in science education has shown that this application of principles is a process that professionals find second nature, whereas students find it a major stumbling block. The Solved Problems demonstrate this process and prepare the students for solving problems on their own.
The Chapter Integration Problems are solved problems that emphasize concept integration both within and between chapters. These chapter integration problems help to show how one set of learned skills builds on and interacts with previous ones. They also enable students to develop a holistic perspective as they begin to organize diverse concepts into a coherent body of knowledge.
The Key Concepts at the chapter openings give an overview of the main principles to be covered in the chapter, stated in simple prose without genetic terminology. These provide a strong pedagogic direction for the reader.
Throughout the chapters, boxed Messages provide convenient milestones at which the reader can pause and contemplate the material just presented.
Chapter Summaries provide a short distillation of the chapter material and an immediate reinforcement of the concepts. All these items are useful in text review, especially for exam study.
A Concept Map exercise appears at the end of every chapter. Concept maps grew out of the constructivist movement in education, which asserts that student learning is most effective when new information is brought into direct conflict with previous understanding. Concept mapping can be a powerful method for visualizing and resolving such conflicts, while aiding concept integration.
The linearity of the teaching process means that concepts have to be introduced one at a time to avoid bewilderment. Nevertheless, genetics is an integrated subject in which organismal and molecular manipulations go hand in hand. Therefore, integration is a key issue in teaching and a key goal in learning. This edition integrates organismal and molecular aspects of genetics wherever possible, starting in the early chapters. Chapter 1 presents the basics of DNA structure and function and uses albinism in humans as an example to establish the relationship between DNA, genes, proteins, and phenotype. In Chapter 2 we examine patterns of inheritance (both Mendelian and non-Mendelian) and explain them at the molecular level, using examples such as PKU. The complementarity of the two genetic approaches continues with the exploration of gene interactions at the molecular level, as exemplified by flower color in Blue-eyed Mary and sickle cell anemia in humans (Chapter 4). (Figure 4-13)
Our goal to better emphasize overarching principles has resulted in the relocation of several chapters. The book now consists of six major blocks that group topics related by common underlying principles: general aspects of inheritance are covered in Chapters 1–4; recombination and mapping of genes in Chapters 5–7; molecular genetics in Chapters 8–14; genetic change and variation in Chapters 15–20; developmental genetics in Chapters 21–23; and population genetic analysis in Chapters 24–26.
The benefits of this reorganization can be found throughout the text. Chapter 2, for instance, now covers both Mendelian genetics and sex-linked inheritance in order to emphasize general patterns of inheritance. Similarly, the incorporation of eukaryotic genome structure with the chromosomal basis of heredity in Chapter 3 provides mutual reinforcement of principles. Chapter 4’s new title, Gene Interaction, reflects its inclusion of new material on complementation and its new emphasis on overarching principles of how genes interact. Chapter 11 now juxtaposes prokaryotic and eukaryotic gene regulation so that principles common to both processes emerge. Chapter 23, Developmental Genetics, now includes coverage of gene regulation during development, a topic previously covered in a separate chapter. (Figure 3-28, Figure 4-1, Figure 11-37)
In an effort to focus on overarching principles, we have examined the level of detail in many chapters and have chosen to simplify and streamline the coverage of several topics. This is particularly noticeable in Chapter 7 (Gene Transfer in Bacteria and Their Viruses), Chapter 9 (Genetics of DNA Function), Chapter 16 (Mechanisms of Gene Mutation), Chapter 19 (Mechanisms of Recombination), and Chapter 21 (Extranuclear Genes).
Two new chapters have been introduced: Chapter 22, on Cancer as a Genetic Disease, and Chapter 26, on Evolutionary Genetics. Chapter 22 presents the integrated control mechanisms of cell proliferation and cell death and what happens when these mechanisms are disrupted. Chapter 26 discusses the evolutionary process in terms of both natural selection and random factors and includes sections on speciation and the origin of new genes. Notable updates in other chapters are: lod scores (Chapter 5); rolling circle replication and synteny (Chapter 8); functional genomics including yeast 2-hybrid analysis, micro arrays/DNA chips, and global regulation (Chapter 14); the molecular basis of chromosome rearrangements (Chapter 17); mitochondrial DNA, aging and human disease (Chapter 21); and programmed cell death (Chapter 24). (Figure 8-19)
More than 50 new problems have been added, including many problems involving molecular analysis.
The following supplementary materials are available to accompany Introduction to Genetic Analysis.
William Fixsen, Harvard University, 0-7167-3525-3
The Solutions Manual contains worked-out solutions to all the problems in the textbook.
(hybrid format for Windows and Macintosh)
Packaged with every copy of the textbook, this CD has over 30 original animations that are available in two formats. Topics such as transcription, complementation, and DNA replication bring the textbook figures to life. Students can view each animation as a series of steps that make up the process or watch the animation in its entirety.
Text and media come together by denoting figures of genetic processes that come to life as animations on the Freeman Genetics CD-ROM. (Figure 16-25)
W. H. Freeman and Sumanas, Inc., with contributions from William Sofer, The State University of New Jersey at Rutgers
This multimedia learning tool complements and enriches the textbook. Practice tools such as interactive quizzes, tutorials, flashcards, key concepts, and Web links in every chapter help students review for exams. All text images will be available for downloading. The Introduction to Genetic Analysis Web site, at www.whfreeman.com/iga/ will be updated regularly.
Understanding Genetics: Ideas for Teachers
Anthony J. F. Griffiths and Jolie A. Mayer-Smith, both of the University of British Columbia
This biweekly electronic publication explores the problems faced by instructors in genetics education and offers creative and thoughtful strategies for promoting student understanding of genetics and learning in general. A complete collection of the essays will be available for purchase early in 2000.
Sally Allen, University of Michigan, and Ewan Harrison
Printed: 0-7167-3530X; CD ROM: 0-7167-3528-8
The Instructor Resource Manual contains over 700 test questions in multiple-choice, true-false, and matching formats. It also contains complete sample exams and teaching hints. The electronic version (both Windows and Mac formats on one CD) allows instructors to download, edit, add, and re-sequence questions to suit their particular needs.
With Diploma, the computerized test bank package from Brownstone Research Group, instructors can create and administer exams on paper, over a network, and now, over the Internet as well. Instructors can include multimedia, graphics, movies, and sound in their questions. Security features allow instructors to restrict tests to specific computers or time blocks. The package also includes an impressive suite of grade book and question-analysis features.
0-7167-3952-6
Our instructor’s CD offers all the images from the textbook and the animations in two formats—as part of our Presentation Manager Pro software and in JPEG files. Presentation Manager lets instructors quickly prepare play lists of images for display during lectures. The JPEG files are for instructors who use commercially available presentation software.
0-7167-3526-1
A full-color overhead transparency set of 150 key illustrations from the textbook is available free of charge to qualified adopters.
For a two-semester course, the entire text provides an appropriate course structure and syllabus that reflects the range of modern genetics. A syllabus for a one-semester course can be designed around selected chapters. One possible selection of chapters for a one-semester course is Chapters 1, 2, 3, 4, 5, 8, 11, 12, 15, 17, 18, 23, and 24. A one-semester course in molecular genetics could be based on Chapters 8 through 23.
Thanks are due to the following people at W. H. Freeman and Company for their considerable support throughout the preparation of this edition: Randi Rossignol, Senior Developmental Editor; Philip McCaffrey, Managing Editor; Mary Louise Byrd, Project Editor; Cambraia Magalhaes, Designer; Bill Page, Illustration Coordinator; Lou Capaldo, Assistant Illustration Coordinator; Kathy Bendo, Senior Photo Editor; Jennifer MacMillan, Assistant Photo Editor; Susan Wein, Production Coordinator; Nicole Folchetti, Acquisitions Editor; John Britch, Executive Marketing Manager; Patrick Shriner, Media and Supplements Director; Charles Van Wagner, Media and Supplements Editor; Ellen Cash, Vice President, Director of Production; and Shawn Churchman and Melanie Mays, Editorial Assistants. We also thank the copy editor, Patricia Zimmerman; the layout artist, Marsha Cohen; the indexer, Chris Hunt; and the proofreader, Elaine Rosenberg.
Finally, we extend our thanks and gratitude to our colleagues who reviewed this edition and whose insights and advice were most helpful:
Colleen Belk, University of Minnesota, Duluth
Ralph Bertrand, Colorado College
John Bowman, University of California, Davis
Glen Collier, University of Tulsa
David S. Durica, University of Oklahoma
Deborah Eastman, Southwestern University
Ronald Ellis, University of Michigan
John Ellison, Texas A&M—College Station
Robert Fowler,San Jose State University
Dan Garza, Florida State University
Elliott S. Goldstein, Arizona State University
Muriel Herrington, Concordia University
Robert Holmgren, Northwestern University
Andrew Hoyt, The Johns Hopkins University
Lynne A. Hunter, University of Pittsburgh
David Hyde, University of Notre Dame
Bob Ivarie, University of Georgia
Fordyce G. Lux III, Lander University
William McGinnis,University of California, San Diego
Bruce McKee, University of Texas, Knoxville
Gregg Orloff, Emory University
Michael H. Perlin, University of Louisville
Dennis T. Ray, The University of Arizona
Sue Jinks-Robertson, Emory University
Laura Runyen-Janecky, Southwestern University
Mark Sanders, University of California, Davis
David E. Sheppard, University of Delaware
Laurence Von Kalm, University of Central Florida
Bruce Walsh, University of Arizona
Edmund J. Zimmerer, Murray State University
We believe this edition to be a true celebration of genetics. As authors, we hope that our love of the subject comes through and that the book will stimulate the reader to do some firsthand genetics, whether as professional scientist, student, amateur breeder, or naturalist. Failing this, we hope to impart some lasting impression of the incisiveness, elegance, and power of genetic analysis.