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vi Contents
Evidence for the Physical Basis of 8.3 Aneuploidy Is an Increase or Decrease in the
Recombination 174 Number of Individual Chromosomes 222
Predicting the Outcomes of Crosses with Linked Types of Aneuploidy 222
Genes 175 Effects of Aneuploidy 223
Testing for Independent Assortment 176 Aneuploidy in Humans 224
Gene Mapping with Recombination Uniparental Disomy 227
Frequencies 178 Mosaicism 228
Constructing a Genetic Map with the Use of 8.4 Polyploidy Is the Presence of More than Two
Two-Point Testcrosses 179 Sets of Chromosomes 228
Autopolyploidy 228
7.3 A Three-Point Testcross Can Be Used to Map
Allopolyploidy 229
Three Linked Genes 180
The Significance of Polyploidy 232
Constructing a Genetic Map with the Three-Point
Testcross 181 Chapter 9 Bacterial and Viral
CONNECTING CONCEPTS Stepping Through the Three-Point Genetic Systems 241
Cross 186
Life in a Bacterial World 241
Effect of Multiple Crossovers 188
9.1 Genetic Analysis of Bacteria Requires Special
Mapping Human Genes 189 Methods 242
Mapping with Molecular Markers 190 Bacterial Diversity 242
Genes Can Be Located with Genomewide Techniques for the Study of Bacteria 243
Association Studies 191 The Bacterial Genome 244
7.4 Physical-Mapping Methods Are Used to Plasmids 245
Determine the Physical Positions of Genes on 9.2 Bacteria Exchange Genes Through
Particular Chromosomes 192 Conjugation, Transformation, and
Somatic-Cell Hybridization 192 Transduction 247
Conjugation 247
Deletions Mapping 194
Natural Gene Transfer and Antibiotic
Physical Chromosome Mapping Through
Resistance 254
Molecular Analysis 195
Transformation in Bacteria 254
7.5 Recombination Rates Exhibit Extensive Bacterial Genome Sequences 256
Variation 195 Horizontal Gene Transfer 256
v
viii Contents
9.3 Viruses Are Simple Replicating Systems 11.2 Eukaryotic Chromosomes Possess
Amenable to Genetic Analysis 257 Centromeres and Telomeres 306
Techniques for the Study of Bacteriophages 257 Centromere Structure 306
Transduction: Using Phages to Map Bacterial Telomere Structure 307
Genes 258
11.3 Eukaryotic DNA Contains Several Classes of
CONNECTING CONCEPTS Three Methods for Mapping
Sequence Variation 308
Bacterial Genes 261
The Denaturation and Renaturation
of DNA 308
Gene Mapping in Phages 261 Types of DNA Sequences in Eukaryotes 308
Fine-Structure Analysis of Bacteriophage
11.4 Organelle DNA Has Unique
Genes 263
Characteristics 309
RNA Viruses 265
Mitochondrion and Chloroplast Structure 309
Human Immunodeficiency Virus and AIDS 267
The Endosymbiotic Theory 310
Influenza 268
Uniparental Inheritance of Organelle-Encoded
Traits 311
Chapter 10 DNA: The Chemical The Mitochondrial Genome 314
Nature of the Gene 277 The Evolution of Mitochondrial DNA 316
Damage to Mitochondrial DNA Is Associated with
Arctic Treks and Ancient DNA 277
Aging 316
10.1 Genetic Material Possesses Several Key The Chloroplast Genome 317
Characteristics 278 Through Evolutionary Time, Genetic Information
10.2 All Genetic Information Is Encoded in the Has Moved Between Nuclear, Mitochondrial, and
Structure of DNA or RNA 278 Chloroplast Genomes 318
Early Studies of DNA 278
DNA As the Source of Genetic Information 280 Chapter 12 DNA Replication and
Watson and Crick’s Discovery of the Three- Recombination 325
Dimensional Structure of DNA 283
RNA As Genetic Material 285
Topoisomerase, Replication, and
Cancer 325
10.3 DNA Consists of Two Complementary and
Antiparallel Nucleotide Strands That Form a 12.1 Genetic Information Must Be Accurately
Double Helix 286 Copied Every Time a Cell Divides 326
The Primary Structure of DNA 286 12.2 All DNA Replication Takes Place in a
Secondary Structures of DNA 288 Semiconservative Manner 326
Meselson and Stahl’s Experiment 327
CONNECTING CONCEPTS Genetic Implications of DNA
Modes of Replication 329
Structure 290
Requirements of Replication 332
10.4 Special Structures Can Form in DNA and Direction of Replication 332
RNA 291 CONNECTING CONCEPTS The Direction of Synthesis in
Different Models of Replication 334
Chapter 11 Chromosome Structure
and Organelle DNA 299 12.3 Bacterial Replication Requires a Large
Number of Enzymes and Proteins 334
Telomeres and Childhood Adversity 299 Initiation 334
11.1 Large Amounts of DNA Are Packed into a Unwinding 334
Cell 300 Elongation 336
Supercoiling 300 Termination 339
The Bacterial Chromosome 301 The Fidelity of DNA Replication 339
Eukaryotic Chromosomes 302
CONNECTING CONCEPTS The Basic Rules of Replication 340
Changes in Chromatin Structure 304
Contents ix
Chapter 15 The Genetic Code and Negative and Positive Control: Inducible and
Translation 411 Repressible Operons 448
The lac Operon of E. coli 450
Hutterites, Ribosomes, and lac Mutations 453
Bowen–Conradi Syndrome 411 Positive Control and Catabolite Repression 457
15.1 Many Genes Encode Proteins 412 The trp Operon of E. coli 458
The One Gene, One Enzyme Hypothesis 412 Bacterial Enhancers 460
The Structure and Function of Proteins 415 16.3 Some Operons Regulate Transcription
15.2 The Genetic Code Determines How the Through Attenuation, the Premature
Nucleotide Sequence Specifies the Amino Termination of Transcription 460
Acid Sequence of a Protein 417 Attenuation in the trp Operon of E. coli 460
Breaking the Genetic Code 418 Why Does Attenuation Take Place in the trp
The Degeneracy of the Code 420 Operon? 464
The Reading Frame and Initiation Codons 421 16.4 RNA Molecules Control the Expression of
Termination Codons 422 Some Bacterial Genes 464
The Universality of the Code 422 Antisense RNA 464
Riboswitches 464
CONNECTING CONCEPTS Characteristics of the Genetic
RNA-Mediated Repression Through
Code 422
Ribozymes 466
15.3 Amino Acids Are Assembled into a Protein
Through Translation 422 Chapter 17 Control of Gene
The Binding of Amino Acids to Transfer RNAs 423 Expression in Eukaryotes 473
The Initiation of Translation 424
Genetic Differences That Make Us
Elongation 426
Termination 427
Human 473
17.1 Eukaryotic Cells and Bacteria Have Many
CONNECTING CONCEPTS A Comparison of Bacterial and
Features of Gene Regulation in Common, but
Eukaryotic Translation 430 They Differ in Several Important Ways 474
15.4 Additional Properties of RNA and Ribosomes 17.2 Changes in Chromatin Structure Affect the
Affect Protein Synthesis 430 Expression of Genes 474
The Three-Dimensional Structure of the DNase I Hypersensitivity 474
Ribosome 430 Chromatin Remodeling 475
Polyribosomes 431 Histone Modification 475
Messenger RNA Surveillance 431 DNA Methylation 478
Folding and Posttranslational Modifications of 17.3 The Initiation of Transcription Is Regulated
Proteins 433 by Transcription Factors and Transcriptional
Translation and Antibiotics 433 Regulator Proteins 479
Transcriptional Activators and Coactivators 479
Chapter 16 Control of Gene Transcriptional Repressors 481
Enhancers and Insulators 481
Expression in Bacteria 443
Regulation of Transcriptional Stalling and
Operons and the Noisy Cell 443 Elongation 482
Coordinated Gene Regulation 482
16.1 The Regulation of Gene Expression Is Critical
for All Organisms 444 17.4 Some Genes Are Regulated by RNA
Genes and Regulatory Elements 445 Processing and Degradation 483
Levels of Gene Regulation 445 Gene Regulation Through RNA Splicing 483
DNA-Binding Proteins 446 The Degradation of RNA 484
16.2 Operons Control Transcription in Bacterial 17.5 RNA Interference Is an Important Mechanism
Cells 447 of Gene Regulation 485
Operon Structure 447 Small Interfering RNAs and MicroRNAs 485
Contents xi
Mechanisms of Gene Regulation by RNA CONNECTING CONCEPTS The Basic Pathway of DNA
Interference 486 Repair 524
The Control of Development by RNA
Interference 487 Repair of Double-Strand Breaks 524
Translesion DNA Polymerases 524
17.6 Some Genes Are Regulated by Processes That
Genetic Diseases and Faulty DNA Repair 525
Affect Translation or by Modifications of
Proteins 487
CONNECTING CONCEPTS A Comparison of Bacterial and
Chapter 19 Molecular Genetic
Eukaryotic Gene Control 488 Analysis and Biotechnology 535
Helping the Blind to See 535
Chapter 18 Gene Mutations and 19.1 Techniques of Molecular Genetics Have
DNA Repair 493 Revolutionized Biology 536
The Molecular Genetics Revolution 536
A Fly Without a Heart 493
Working at the Molecular Level 536
18.1 Mutations Are Inherited Alterations in the
DNA Sequence 494 19.2 Molecular Techniques Are Used to Isolate,
Recombine, and Amplify Genes 537
The Importance of Mutations 494
Cutting and Joining DNA Fragments 537
Categories of Mutations 494
Viewing DNA Fragments 539
Types of Gene Mutations 495
Locating DNA Fragments with Southern Blotting and
Phenotypic Effects of Mutations 497
Probes 540
Suppressor Mutations 498
Cloning Genes 541
Mutation Rates 502
Application: The Genetic Engineering of Plants with
18.2 Mutations Are Potentially Caused by a Pesticides 545
Number of Different Factors 503 Amplifying DNA Fragments with the Polymerase
Spontaneous Replication Errors 503 Chain Reaction 546
Spontaneous Chemical Changes 504
Chemically Induced Mutations 506 19.3 Molecular Techniques Can Be Used to Find
Genes of Interest 549
Radiation 508
Gene Libraries 549
18.3 Mutations Are the Focus of Intense Study by In Situ Hybridization 552
Geneticists 509 Positional Cloning 552
Detecting Mutations with the Ames Test 509 Application: Isolating the Gene for Cystic Fibrosis 553
Radiation Exposure in Humans 510
19.4 DNA Sequences Can Be Determined and
18.4 Transposable Elements Cause Mutations 511 Analyzed 555
General Characteristics of Transposable Elements 511 Restriction Fragment Length Polymorphisms 555
Transposition 512 DNA Sequencing 556
The Mutagenic Effects of Transposition 513 Next-Generation Sequencing Technologies 559
Transposable Elements in Bacteria 514 DNA Fingerprinting 561
Transposable Elements in Eukaryotes 515 Application: Identifying People Who Died in the
Collapse of the World Trade Center 562
CONNECTING CONCEPTS Types of Transposable
Elements 519 19.5 Molecular Techniques Are Increasingly Used
to Analyze Gene Function 563
Transposable Elements Have Played an
Forward and Reverse Genetics 563
Important Role in Genome Evolution 520
Creating Random Mutations 564
18.5 A Number of Pathways Repair Changes in Site-Directed Mutagenesis 564
DNA 520 Transgenic Animals 565
Mismatch Repair 520 Knockout Mice 566
Direct Repair 522 Silencing Genes with RNAi 567
Base-Excision Repair 522 Application: Using RNAi to Treat Human
Nucleotide-Excision Repair 523 Disease 568
xii Contents
19.6 Biotechnology Harnesses the Power of 21.2 Several Molecular Processes Lead to
Molecular Genetics 569 Epigenetic Changes 615
Pharmaceutical Products 569 DNA Methylation 615
Specialized Bacteria 569 Histone Modifications 617
Agricultural Products 569 Epigenetic Effects by RNA Molecules 618
Genetic Testing 570
21.3 Epigenetic Processes Produce a Diverse Set of
Gene Therapy 571 Effects 619
Paramutation 619
Chapter 20 Genomics and
Behavioral Epigenetics 621
Proteomics 579 Epigenetic Effects of Environmental Chemicals 623
Decoding the Waggle Dance: The Genome Transgenerational Epigenetic Effects on
of the Honeybee 579 Metabolism 623
Epigenetic Effects in Monozygotic Twins 623
20.1 Structural Genomics Determines the DNA
X Inactivation 623
Sequences of Entire Genomes 580
Epigenetic Changes Associated with Cell
Genetic Maps 580
Differentiation 625
Physical Maps 581
Genomic Imprinting 626
Sequencing an Entire Genome 582
The Human Genome Project 583 21.4 The Epigenome 627
Single-Nucleotide Polymorphisms 587
Copy-Number Variations 588 Chapter 22 Developmental
Sequence-Tagged Sites and Expressed-Sequence Genetics and Immunogenetics 633
Tags 589
Bioinformatics 589 The Origin of Spineless Sticklebacks 633
Metagenomics 590 22.1 Development Takes Place Through Cell
Synthetic Biology 591 Determination 634
20.2 Functional Genomics Determines the Cloning Experiments on Plants 635
Function of Genes by Using Genomic-Based Cloning Experiments on Animals 635
Approaches 591 22.2 Pattern Formation in Drosophila Serves
Predicting Function from Sequence 591 As a Model for the Genetic Control of
Gene Expression and Microarrays 592 Development 636
Gene Expression and Reporter Sequences 595 The Development of the Fruit Fly 636
Genome-Wide Mutagenesis 595 Egg-Polarity Genes 637
20.3 Comparative Genomics Studies How Segmentation Genes 640
Genomes Evolve 596 Homeotic Genes in Drosophila 640
Prokaryotic Genomes 596 Homeobox Genes in Other Organisms 642
Eukaryotic Genomes 598
CONNECTING CONCEPTS The Control Of Development 643
Comparative Drosophila Genomics 601
The Human Genome 601 Epigenetic Changes in Development 643
20.4 Proteomics Analyzes the Complete Set of 22.3 Genes Control the Development of Flowers in
Proteins Found in a Cell 603 Plants 644
Determination of Cellular Proteins 603 Flower Anatomy 644
Affinity Capture 604 Genetic Control of Flower Development 644
Protein Microarrays 604
CONNECTING CONCEPTS Comparison of Development in
Structural Proteomics 605
Drosophila and Flowers 646
Chapter 21 Epigenetics 613
22.4 Programmed Cell Death Is an Integral Part of
How Your Grandfather’s Diet Could Affect Development 646
Your Health 613
22.5 The Study of Development Reveals Patterns
21.1 What Is Epigenetics? 614 and Processes of Evolution 647
Contents xiii
25.4 Several Evolutionary Forces Potentially Cause 26.4 The Evolutionary History of a Group of
Changes in Allelic Frequencies 726 Organisms Can Be Reconstructed by Studying
Mutation 726 Changes in Homologous Characteristics 756
Migration 727 The Alignment of Homologous Sequences 757
Genetic Drift 728 The Construction of Phylogenetic Trees 758
Natural Selection 731 26.5 Patterns of Evolution Are Revealed by
CONNECTING CONCEPTS The General Effects of Forces That
Molecular Changes 758
Change Allelic Frequencies 736 Rates of Molecular Evolution 759
The Molecular Clock 760
Evolution Through Changes in Gene Regulation 761
Chapter 26 Evolutionary Genome Evolution 762
Genetics 743
Taster Genes in Spitting Apes 743 Reference Guide to Model Genetic
26.1 Evolution Occurs Through Genetic Change Organisms A1
Within Populations 744 The Fruit Fly Drosophilia melanogaster A2
26.2 Many Natural Populations Contain High The Bacterium Escherichia coli A4
Levels of Genetic Variation 745 The Nematode Worm Caenorhabditis elegans A6
Molecular Variation 745 The Plant Arabidopsis thaliana A8
Protein Variation 746 The Mouse Mus musculus A10
DNA Sequence Variation 747 The Yeast Saccharomyces cerevisiae A12
26.3 New Species Arise Through the Evolution of
Reproductive Isolation 749
Glossary B1
The Biological Species Concept 749
Reproductive Isolating Mechanisms 750 Answers to Selected Questions
Modes of Speciation 751 and Problems C1
Genetic Differentiation Associated with
Speciation 755 Index D1
Letter from the Author
I still remember the excitement I felt when I took my first genetics course. I was
intrigued by the principles of heredity,
which allow one to predict what offspring will look like even before they are
born. I was fascinated to learn that these principles have their foundation in
the chemistry of an elegant molecule called DNA. And I was captivated to find
that genetics underlies the process of evolution, which is responsible for the
endless diversity and beauty of life. These elements of genetics still impress and
excite me today. One of the great things about teaching genetics is the chance to
convey that excitement to students.
Twenty-three years ago, I set out to write a new genetics textbook. My vision
was to create a book that conveys the excitement of genetics, that motivates
students, and that focuses on concepts and problem solving. Those were the
original objectives of the first edition of Genetics: A Conceptual Approach and
they remain the core features of this new fifth edition of the book.
In this book, I’ve tried to share some of what I’ve learned in my 33 years of
teaching genetics. I provide advice and encouragement at places where students
often have difficulty, and I tell stories of the people, places, and experiments of
genetics—past and present—to keep the subject relevant, interesting, and alive.
My goal is to help you learn the necessary details, concepts, and problem-
solving skills, while encouraging you to see the elegance and beauty of the
larger landscape.
At Southwestern University my office door is always open, and my students often drop
by to share their own approaches to learning, things that they have read about genetics,
and their experiences, concerns, and triumphs. I learn as much from my students as they
learn from me, and I would love to learn from you by email (pierceb@southwestern.edu),
by telephone (512-863-1974), or in person (Southwestern University, Georgetown, Texas).
Ben Pierce
PROFESSOR OF BIOLOGY AND
HOLDER OF THE LILLIAN NELSON PRATT CHAIR
SOUTHWESTERN UNIVERSITY
xv
Preface
The main goals of Genetics: A Conceptual Approach have always been to help students un-
cover and make connections between the major concepts of genetics. Throughout the four
preceding editions of this book the accessible writing style, simple and instructive illustra-
tions, 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
blood-type O is 1/2, what is the probability of being either blood-type been a favorite feature for both students and instructors. In addition
A or blood-type O? to carefully walking students through each major concept of genetics,
a. 5/8 c. 1/10 I invite them into the topic with an introductory story. These stories
b. 1/2 d. 1/16 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
In choosing 0.05 as the cutoff value, scientists have
agreed to assume that chance is responsible for the devia- years of teaching is that students learn genetics best through problem solving.
tions between observed and expected values unless there is Working through an example, equation, or experiment helps students see
strong evidence to the contrary. Bear in mind that, even if concepts in action and reinforces the ideas explained in the text. In the book,
we obtain a probability of, say, 0.01, there is still a 1% prob-
ability that the deviation between the observed and the ex- I help students develop problem-solving skills in a number of ways. Newly
pected numbers is due to nothing more than chance. Calcu- reformatted Worked Problems (see New and Reorganized Content on p. xix)
lation of the chi-square value is illustrated in Figure 3.14. walk students through each step of a difficult concept. Problem Links spread
TRY PROBLEM 38
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
xvi
Preface xvii
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.
TEXT MEDIA
Reading Quizzes
Students Read
Chapter / View Nature Genetics
Branched Tutorial Animation Activity
article with assessment
LaunchPad Text Icon
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
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
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
a Solution Strategy and What information is required in your answer to the because gray is recessive. Thus the cross is:
Solution Steps for each problem?
Gg Ž gg
The probability that in a litter of six kittens, three will be
worked problem. Hint black and three will be gray.
Black female Gray male
887n
Acknowledgments
I am indebted to many people for help with this and previous editions of Genetics: A Con-
ceptual Approach. I learned much from my genetics teachers: Ray Canham, who first ex-
posed 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 Uni-
versity 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 help-
ing 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 won-
derful 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 orga-
nizational 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 pro-
duction 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 Mc-
Adams for coordinating the illustration program. Thanks to Paul Rohloff at W. H. Freeman
and Assunta Petrone at codeMantra for coordinating the composition and manufacturing
Preface xxi
phases of production. Diana Blume developed the book’s design and the cover for this edi-
tion. 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 region-
al 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 tech-
nical 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.
Amy Abdulovic-Cui Spencer Benson Sarah Crawford Laura Frost
Augusta State University University of Maryland Southern Connecticut State Point Park University
Joseph Ahlander Edward Berger University J. Yvette Gardner
Northeastern State University Dartmouth College Marilyn Cruz-Alvarez Clayton State University
David Aiello Laura Bermingham Florida Gulf Coast University William Gilliland
Austin College University of Vermont Sandra Davis DePaul University
Preston Aldrich University of Indianapolis
Aimee Bernard Elliott S. Goldstein
Benedictine University University of Colorado Denver Sarwan Dhir Arizona State University
Kirk Anders Fort Valley State University
Indrani Bose Steven W. Gorsich
Gonzaga University Western Carolina University David Donnell Central Michigan University
Jeanne Andreoli The Citadel
John Braverman Anjali Gray
Marygrove College Saint Joseph’s University Chuanguang Du Lourdes University
Anthony Arment Montclair State University
David Buchanan Bradley Hersh
Central State University Cheryld L. Emmons
North Dakota State University Allegheny College
Minoo Askari Alfred University
Gerald L. Buldak Debra Hinson
Pellissippi State Community William Ettinger
Loyola University Chicago Dallas Baptist University
College Gonzaga University
Alyssa C. Bumbaugh Peter Hoffman
Andrea Bailey Sarah Evans
Penn State University Notre Dame of Maryland
Brookhaven Community Friends University
Dan Caprioglio University
College Victor Fet
Colorado State University Marshall University Margaret Hollingsworth
Paul W. Bates
Maria V. Cattell University at Buffalo
University of Minnesota Ted Fickel
Duluth University of Colorado American Jewish University Carina Endres Howell
Richard Duhrkopf Lock Haven University
Keith Barlow Robert G. Fowler
Guilford Technical Community Baylor University San Jose State University Li Huang
College Joel Chandlee Montana State University
Thomas Fowler
Phillip Barnes University of Rhode Island Southern Illinois University Mary Huff
Connecticut College Henry Chang Edwardsville Bellarmine University
Christine Beatty Purdue University Edison Fowlks Colin Hughes
Benedictine University Cynthia Church Hampton University Florida Atlantic University
John Belote Metropolitan State University Dennis Frisby Jeffrey Hughes
Syracuse University of Denver Cameron University Millikin University
xxii Preface