With Genetics: A Conceptual Approach,
The book cover shows a string of helical D N A wrapped around nucleosomes. Text at the bottom left reads, Benjamin A. Pierce.
The new seventh edition continues this mission by expanding upon the powerful pedagogy and tools that have made this title so successful. New question types, more learning guidelines for students, and an updated art program round out a powerful text. Improvements to the online resources in SaplingPlus give students the conceptual and problem solving understanding they need for success.
New to the seventh edition:
CONNECTING PROBLEMS allow students to connect concepts across chapters. These questions ask students to integrate what they have learned over several chapters, and to apply what they learned to problem solving or data analysis.
CONCEPT MAPPING EXERCISES help students conceptually map out topics within a chapter by including key terms and describing how they are connected. Creating connections between concepts and ideas is critically important for effective learning. These new concept mapping exercises are designed to help students build an understanding of the relationships among important concepts and terms by creating a visual map that depicts these relationships. These problems can be assigned as homework, or students can work on them in groups, allowing them to discuss how to organize the concepts in a map.
END-OF-CHAPTER LEARNING OBJECTIVES help frame the concepts covered in each section. A set of Learning Objectives, one for each major section of the chapter (followed by key concepts for that section), helps students identify the main learning goals for each chapter.
Genetics: A Conceptual Approach
The sample text shows a portion of a page with the following text, Honeybees have haplodiploid sex determination: queens (females) are diploid, developing from fertilized eggs, whereas drones (males) are haploid, developing from unfertilized eggs. Otto Mackensen studied linkage relations among eight mutations in honeybees (O. Mackensen. 1958. Journal of Heredity 49: 99 to 102). The following table gives the results of two of Mackensen’s crosses, including three recessive mutations: small C small D (cordovan body color), small H (hairless), and small C small H (chartreuse eye color). A table with two rows and two columns is present below. The column headers are as follows: Queen genotype and Phenotypes of drone (male) progeny. The row entries are as follows:
Row 1: small C small D small H superscript positive on upper chromosome and small C small D superscript positive small H on bottom chromosome; 294 cordovan, 236 hairless, 262 cordovan and hairless, 289 wild type.
Row 2: small H small C small H superscript positive on upper chromosome and small H superscript positive small C small H on bottom chromosome; 3131 hairless, 3064 chartreuse, 96 chartreuse and hairless, 132 wild type.
Text below reads, a. Only the genotype of the queen is given. Why is the genotype of the male parent not needed for mapping these genes? Would the genotype of the male parent be required if we examined female progeny instead of male progeny?
b. Determine the nonrecombinant and recombinant progeny for each cross, and calculate the map distances between small C small D, small H, and small C small H. Draw a linkage map illustrating the linkage arrangements among these three genes. Text points to the sample text and reads, DATA ANALYSIS PROBLEMS draw on examples from published research articles and ask students to apply the concepts they learned to analyze real data.
Text on the left pointing to the sample text reads, NEW! CONNECTING QUESTIONS help students synthesize concepts from different chapters to understand the big picture. The new questions ensure that students get the bigger picture of the science of genetics and, much like real geneticists, learn to use information from different fields within genetics in problem solving. The sample text reads, Section 8 point 3 29. A logo is present below with text that reads, connect. The body text reads as follows, Red–green color blindness is a human X- linked recessive disorder (see Chapter 4). A young man with a 47, X X Y karyotype (Klinefelter syndrome) is color blind. His 46, X Y brother is also color blind. Both parents have color vision. In which parent and where in meiosis did the nondisjunction that gave rise to the young man with Klinefelter syndrome take place? Assume that no crossing over took place in prophase 1 of meiosis (see Chapter 2).
Text on the left pointing to the sample text reads, NEW! CONCEPT MAPPING QUESTIONS, available in the book and in SaplingPlus, ask students to build a visual representation of a topic. The sample text reads, Section 2 point 3, 3. Create a concept map that outlines the role of cohesion in the separation of sister chromatids and homologous chromosomes in mitosis and meiosis.
Text on the left pointing to the sample reads, Concept mapping problems available in SaplingPlus allow students to test their skill¬ through automatically graded exercises. It points to a screenshot on the right that shows blank bins (rectangular boxes) labeled 1 through 9 and arrows that link one box to other. Text at the top of example mapping problem reads, Match the relationship to best corresponding concepts. Relationships may be used more than once. Bin 1 corresponds to the arrow from Cohesin to Sister chromatids. Bin 2 corresponds to the arrow from Cohesin to Separase. A third arrow from Cohesin, corresponding to bin 5, points to Shugoshin. An arrow from Separase to Serparation of syster chromatids corresponds to bin 4. An arrow from Separation of sister chromatids to Anaphase of mitosis corresponds to bin 5. An arrow from Shugoshin to Separation of sister chromatids corresponds to bin 6. An arrow from Separation of sister chromatids to corresponds to bin 7. A second arrow from Shugoshin to Anaphase 2 corresponds to bin 9. An arrow from No separation of sister chromatids to Anaphase 1 corresponds to bin 8. The text boxes in an answer bank below read, holds together, cleaved by, protected at centromere by, results in, occurs in, and when degraded leads to. Text at the bottom reads, consider the direction of the arrows connecting concepts. All the bins have a positive and a negative sign button on their top right corners.
SaplingPlus is the online companion to Genetics: A Conceptual Approach
The sample shows a screenshot at the top with a question asking information regarding offspring upon breeding of flowers. Text to its left pointing to the sample reads, SAPLING ONLINE HOMEWORK Sapling’s scaffolded support of hints, answer specific feedback, and stepped out solutions provide a powerful formative assessment experience. A screenshot below shows a 4 cross 4 punnett square. Text below reads, Optional hints keep students from getting stuck. A screenshot on the right shows a box to fill the answer. Text below shows feedback. Text corresponding to this screenshot reads, Students receive feedback specific to their incorrect answers, helping them learn from their mistakes. A screenshot below shows a diagram showing eventual formation of daughter cells. Text corresponding to this screenshot at the right reads, E-BOOK SaplingPlus incorporates a powerful e-book along with plentiful online resources, giving students a single place to read, study, and assess their knowledge.
SaplingPlus also includes tools to help students prepare for class and study for their exams. LearningCurve adaptive quizzing ties back to the e-book and is a great tool to help students learn basic concepts and do assigned readings before coming to lecture. SaplingPlus also includes a wealth of multimedia and problem solving resources to help students make the most of their study time.
