Hartl, Jones - Genetics. Principlers and analysis - 1998 (522927), страница 6
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Every chapter is richly illustrated with beautifulgraphics in which color is used functionally to enhance the value of each illustration as a learningaid. The illustrations are also heavily annotated with "process labels" explaining step-by-step whatis happening at each level of the illustration. These labels make the art inviting as well asinformative. They also allow the illustrations to stand relatively independently of the text, enablingthe student to review material without rereading the whole chapter.The art program is used not only for its visual appeal but also to increase the pedagogical value ofthe book:• Characteristic colors and shapes have been used consistently throughout the book to indicatedifferent types of molecules—DNA, mRNA, tRNA, and so forth.
For example, DNA is illustrated inany one of a number of ways, depending on the level of resolution necessary for the illustration, andeach time a particular level of resolution is depicted, the DNA is shown in the same way. It avoids agreat deal of potential confusion that DNA, RNA, and proteins are represented in the same mannerin Chapter 17 as they are in Chapter 1.• There are numerous full-color photographs of molecular models in three dimensions; these give astrong visual reinforcement of the concept of macromolecules as physical entities with definedthree-dimensional shapes and charge distributions that serve as the basis of interaction with othermacromolecules.• The page design is clean, crisp, and uncluttered.
As a result, the book is pleasant to look at andeasy to read.Page xixFlexibilityThere is no necessary reason to start at the beginning and proceed straight to the end. Each chapteris a self-contained unit that stands on its own. This feature gives the book the flexibility to be usedin a variety of course formats. Throughout the book, we have integrated classical and molecularprinciples, so you can begin a course with almost any of the chapters.
Most teachers will preferstarting with the overview in Chapter 1, possibly as suggested reading, because it brings everystudent to the same basic level of understanding. Teachers preferring the Mendelearly format shouldcontinue with Chapter 2; those preferring to teach the details of DNA early should continue withChapter 5.
Some teachers are partial to a chromosomes-early format, which would suggestcontinuing with Chapter 3, followed by Chapters 2 and 4. A novel approach would be a genomesfirst format, which could be implemented by continuing with Chapter 9. Some teachers like todiscuss mechanisms of mutation early in the course, and Chapter 13 can easily be assigned early.The writing and illustration program was designed to accommodate a variety of formats, and weencourage teachers to take advantage of this flexibility in order to meet their own special needs.SupplementsAn unprecedented offering of traditional and interactive multimedia supplements is available toassist instructors and aid students in mastering genetics.
Additional information and review copiesof any of the following items are available through your Jones and Bartlett Sales Consultant.For the Instructor• Test Bank and Solutions Manual. The Test Bank, authored by Michael Draper of TuftsUniversity with contributions from Patrick McDermot of Tufts University, contains 850 test items,with 50 questions per chapter. There is a mix of factual, descriptive, and quantitative question types.A typical chapter file contains 20 multiple-choice objective questions, 15 fillins, and 15 quantitativeproblems.
A Solutions Manual containing worked solutions of all the supplemental problems in themain text is bound together with the Test Bank. Both the problems and solutions were authored byElena R. Lozovskaya of Harvard University.• Electronic Test Bank. An electronic version of the Test Bank for preparing customized tests isincluded in the Instructor's ToolKit. It is available for Macintosh or Windows operating systems.• Instructor's ToolKit CD-ROM. This easy-to-use multimedia tool contains an Image Bank of over450 figures from the text specially enhanced for classroom presentation. You select the images youneed by chapter, topic, and figure number. This lecture aid readily interfaces with other presentationtools, including a complete set of PowerPoint lecture outlines.
It also contains key simulated websites that allow you to bring the Internet into the classroom without the need for a live Internetconnection.• Visual Genetics Plus: Tutorial and Laboratory Simulations. Faculty Version. This Mac/IBMCDROM, created by Alan W. Day and Robert L. Dean of the University of Western Ontario andHarry Roy of Rensselaer Polytechnic Institute, is already in use at over 200 institutions worldwide.Visual Genetics 3.0 continues to provide a unique, dynamic presentation tool for viewing keygenetic and molecular processes in the classroom. With this new, greatly expanded version of theVirtual Genetics Lab 2.0, instructors can now assign 17 comprehensive lab simulations.
You canalso bring the lab into the classroom, as the program allows you to perform on-screen tasks such asthe selection of mutant colonies, using a pipette to make a dilution series, inoculating mutants topetri dishes to test for response to growth factors, and then to analyze and interpret the data.Through the testing feature and presentation capabilities, you can offer a complete lab environment.Site Licenses and Instructor Copies are available.• Video Resource Library. A full complement of quality videos is available to qualified adopters.Genetics-related topics include: Origin and Evolution of Life, Human Gene Therapy,Biotechnology, the Human Genome Project, Oncogenes, and Science and Ethics.For the Student• The Gist of Genetics: Guide to Learning and Review.
Written by Rowland H. Davis and StephenG. Weller of the University of California, Irvine, this study aid uses illustrations, tables, and textoutlines to review all of the fundamentals of genetics. It includes extensive practice problems andreview questions with solutions for self-check. The Gist helps students formulate appropriatequestions and generate hypotheses that can be tested with classical principles and modern genetictechniques.• GeNETics on the web. Corresponding to the end-of-chapter GeNETics on the web exercises, thisWorld Wide Web site offers genetics-related links, articles and monthly updates to other geneticssites on the Web. Material for this site is carefully selected and updated by the authors.
Jones andBartlett Publishers ensures that links for the site are regularly maintained. Visit the GeNETics on theweb site at http://www.jbpub.com/genetics.• An Electronic Companion to Genetics. This Mac/IBM CD-ROM, by Philip Anderson and BarryGanetzky of the University of Wisconsin, Madison, reviewsPage xximportant genetics concepts covered in class using state-of-the-art interactive multimedia.
It consistsof hundreds of animations, diagrams, and videos that dynamically explain difficult concepts tostudents. In addition, it contains over 400 interactive multiple-choice, "drag and drop," true/false,and fill-in problems. These resources will prove invaluable to students in a self-study environmentand to instructors as a lecture-enhancement tool. This CD-ROM is available for packagingexclusively with Jones and Bartlett Publishers texts.• Visual Genetics Plus: Tutorial and Laboratory Simulations.
Student Version. This Mac/IBMCD-ROM, created by Alan W. Day and Robert L. Dean of the University of Western Ontario andHarry Roy of Rensselaer Polytechnic Institute, is already in use at over 200 institutions worldwide.Visual Genetics 3.0 affords a dynamic multimedia review of key genetic and molecular processes,including a greatly expanded version of the Virtual Genetics Lab 2.0, with which students can workon 17 comprehensive lab simulations. The lab allows students to perform tasks on screen—such asselecting mutant colonies, making a dilution series, inoculating mutants into petri dishes to test forresponse to growth factors—and then guides them in analyzing and interpreting the data.
TheStudent Version is available for purchase and can be packaged with our text.AcknowledgmentsWe are indebted to the many colleagues whose advice and thoughts were immensely helpfulthroughout the preparation of this book. These colleagues range from specialists in various aspectsof genetics who checked for accuracy or suggested improvement to instructors who evaluated thematerial for suitability in teaching or sent us comments on the text as they used it in their courses.Jeremy C. Ahouse, Brandeis UniversityJohn C. Bauer, Stratagene, Inc., La Jolla, CAMary K.
B. Berlyn, Yale UniversityPierre Carol, Université Joseph Fourier, Grenoble, FranceJohn W. Drake, National Institute of Environmental Health Sciences, Research TrianglePark, NCJeffrey C. Hall, Brandeis UniversitySteven Henikoff, Fred Hutchinson Cancer Research Center, Seattle, WAJoyce Katich, Monsanto, Inc., St. Louis, MOJeane M. Kennedy, Monsanto, Inc., St.
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