Brooker - Genetics

GENETICS: ANALYSIS & PRINCIPLES, SIXTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York NY 10121. Copyright 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions 2015, 2012, 2009, 2005, and 1999. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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ISBN 978125961602-0

MHID 1259616029

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Library of Congress Cataloging-in-Publication Data

Names: Brooker, Robert J.

Title: Genetics : analysis & principles / Robert J. Brooker, University of Minnesota.

Description: Sixth edition. | New York NY : McGraw-Hill Education, [2018] |

Includes index.

Identifiers: LCCN 2016034541| ISBN 9781259616020 (alk. paper) | ISBN 1259616029 (alk. paper)

Subjects: LCSH: Genetics.

Classification: LCC QH430 .B766 2018 | DDC 576.5--dc23 LC record available at https://lccn.loc.gov/2016034541

2013035482

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Robert J. Brooker is a professor in the Department of Genetics, Cell Biology, and Development and the Department of Biology Teaching and Learning at the University of MinnesotaMinneapolis. He received his B.A. in biology from Wittenberg University in 1978 and his Ph.D. in genetics from Yale University in 1983. At Harvard, he conducted postdoctoral studies on the lactose permease, which is the product of the lacY gene of the lac operon. He continued to work on transporters at the University of Minnesota with an emphasis on the structure, function, and regulation of iron transporters found in bacteria and C. elegans. At the University of Minnesota, he teaches undergraduate courses in biology and genetics.

To my wife, Deborah, and our children, Daniel, Nathan, and Sarah

I n the sixth edition of Genetics: Analysis & Principles, the content has been updated to reflect current trends in the field. In addition, the presentation of the content has been improved in a way that fosters active learning. As an author, researcher, and teacher, I want a textbook that gets students actively involved in learning genetics. To achieve this goal, I have worked with a talented team of editors, illustrators, and media specialists who have helped me to make the sixth edition of Genetics: Analysis & Principles a fun learning tool.

Overall, an effective textbook needs to accomplish four goals. First, it needs to provide comprehensive, accurate, and up-to-date content in its field. Second, it needs to expose students to the techniques and skills they will need to become successful in that field. Third, an effective textbook should have pedagogical features, such as formative assessment, that foster student learning. And finally, it should inspire students so they want to pursue that field as a career. The hard work that has gone into the sixth edition of Genetics: Analysis & Principles has been aimed at achieving all four of these goals!

FLIPPING THE CLASSROOM

A recent trend in science education is the phenomenon that is sometimes called flipping the classroom. This phrase refers to the idea that some of the activities that used to be done in class are now done outside of class, and vice versa. For example, instead of spending the entire class time lecturing over textbook and other materials, some of the class time is spent engaging students in various activities, such as problem solving, working through case studies, and designing experiments. This approach is called active learning. For many instructors, the classroom has become more learner centered rather teacher centered. A learner-centered classroom provides a rich environment in which students can interact with each other and with their instructors. Instructors and fellow students often provide formative assessmentimmediate feedback that helps each student understand if his or her learning is on the right track.

What are some advantages of active learning? Educational studies reveal that active learning usually promotes greater learning gains. In addition, active learning often focuses on skill development rather than on the memorization of facts that are easily forgotten. Students become trained to think like scientists and to develop a skill set that enables them to apply scientific reasoning. A common concern among instructors who are beginning to try out active learning is that they think they will have less time to teach and therefore will cover less material. However, this may not be the case. Although students may be provided with online lectures, flipping the classroom typically gives students more responsibility for understanding the textbook material on their own. Along these lines, Genetics: Analysis & Principles, Sixth Edition, is intended to provide students with a resource that can be effectively used outside of the classroom. Here are several of the key pedagogical features:

• NEW! A new feature called GeneticTIPS provides a consistent approach to help students solve problems in genetics. This approach has three components. First, the student is made aware of the Topic at hand. Second, the question is evaluated with regard to the Informaiton that is available to the student. Finally, the student is guided through one or more