Tuesday, 10 September 2013

Principles of Genetics; Sixth edition

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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