The science of
genetics has been evolving rapidly. The DNA of genomes, even large ones, can
now be analyzed in great detail; the functions of individual genes can be studied
with an impressive array of techniques; and organisms can be changed
genetically by introducing alien or altered genes into their genomes. The ways
of teaching and learning genetics have also been changing. Electronic devices
to access and transmit information are ubiquitous; engaging new media are being
developed; and in many colleges and universities, classrooms are being
redesigned to incorporate “active learning” strategies. This edition of Principles
of Genetics has been created to recognize these scientific and educational
advances.
The organization
of this edition of Principles of Genetics is similar to that of the
previous edition. However, the content has been sifted and winnowed to allow
thoughtful updating. In selecting material to be included in this edition of Principles
of Genetics, we have tried to be comprehensive but not encyclopedic. The
text comprises 24 chapters—one less than the previous edition. Chapters 1–2 introduce
the science of genetics, basic features of cellular reproduction, and some of
the model genetic organisms; Chapters 3–8 present the concepts of classical
genetics and the basic procedures for the genetic analysis of microorganisms;
Chapters 9–13 present the topics of molecular genetics, including DNA
replication, transcription, translation, and mutation; Chapters 14–17 cover
more advanced topics in molecular genetics and genomics; Chapters 18–21 deal
with the regulation of gene expression and the genetic basis of development,
immunity, and cancer; Chapters 22–24 present the concepts of quantitative, population,
and evolutionary genetics.
As in previous
editions, we have tried to create a text that can be adapted to different course
formats. Many instructors prefer to present the topics in much the same way as
we have, starting with classical genetics, progressing into molecular genetics,
and finishing with quantitative, population, and evolutionary genetics. However
this text is constructed so that teachers can present topics in different
orders. They may, for example, begin with basic molecular genetics (Chapters 9–13),
then present classical genetics (Chapters 3–8), progress to more advanced
topics in molecular genetics (Chapters 14–21), and finish the course with
quantitative, population, and evolutionary genetics (Chapters 22–24). Alternatively,
they may wish to insert quantitative and population genetics between classical
and molecular genetics.
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