The Argument

The Argument

            In Lewis Terman’s experiment to discover innate intelligence, he began tracking a group 1500 students in California that were “exceptionally superior” (91). However, of the supposedly exceptional students, none of them matured into exceptional adults. Given that it is strongly believed that there are different distinct skills required to be successful as an adult versus as a child, do you think a successful child prodigy can also be a successful “adult creator?” Furthermore, do you think that Terman’s experiment to find innate intelligence was focused on the wrong group, and had it been focused on another group of students those students would be successful as adults? Relate your response to the biology theme of evolution.

-Edward Wu (edwardwu0@gmail.com)

The Argument - Hair

Hair color is often described as the one thing that is completely controlled by genes. But, this is not true. Hair color is determined by the protein melanin, which is not directly made by the genes. Shenk states  that "you did not inherit... your brown hair from your parents' genes. Not directly" (Shenk 21). Provided this information, could hair texture and "shape" also be determined by the "genes multiplied by environment"(20) theory? Meaning, if you were to get your hair thinned out every time you get your hair cut, would it be possible that your hair ended up being naturally thinner? In continuation, would it be possible to change the texture of the hair of someone? For example, if a woman with naturally curly, wavy hair were to get her hair straightened constantly, would she end up with hair similar to a innately straight-haired person? Relate your response to continuity and change and to interdependence in nature.

The Evidence - Fruit flies and epigenetics

David Shenk mentions how "A single fly's random genetic mutation can spread into a whole community in a matter of months. Scientists have demonstrated this many times over..." (Shenk 174). As Shenk says it is much easier to spread mutations throughout a fly population because they reproduce so quickly, but he also makes an argument in chapter 10 on how the epigenome of an organism can take a huge effect in its life. As a fly's life span is so short though, would epigenetic changes have time to take effect in a single generation or would any epigenetic changes take place over multiple generation, at about the same rate a mutation in a population can spread? And if this is so then would a single fly population be changed in phenotype more by epigenetic inheritance or evolution through random mutations, selective advantages, and natural selection? Relate your response to the theme of evolution and also use information from Campbell of epigenetic inheritance ( chapter 18 section 2) and evolution through natural selection.

-Kyle Nelson (kynels21@gmail.com)

The Argument- Vocabulary development

In the Argument section on pages 45-47, Shenk explains the effects seen by talking to young children often and very early in childhood. By observing the average number of words spoken to children of professionals, working class children, and welfare children, researchers showed that children growing up in professionals' homes were "exposed to an average of more than fifteen hundred more spoken words per hour than children in welfare homes" (Shenk 45). This increase in verbal diversity led to higher levels of vocabulary in the children even before they started school, and in turn resulted in higher academic achievement throughout their development. How do the concepts of parental investment, early gene expression, and positive environmental conditions work together to shape a child’s vocabulary and other critical skills (such as problem solving)? What adaptations must be made if one of these areas were to be lacking? Explain your response in terms of evidence from the book as well as the ecology and embryology units. Also relate your response to the theme(s) of evolution and/or interdependence in nature.

Ethan Homedi (ethanhomedi@yahoo.com) 

The Argument- Mentorship

Shenk puts forth that finding “one great teacher” (127) can have a profound impact on one’s life. Shenk finishes his ideas of chapter seven by stating that “the true road to success lies not in a person’s molecular structure, but in his developing the most productive attitudes and identifying magnificent external resources” (127). Shenk means to say that knowledge is not embedded in one’s cellular build-up; it is shared and passed down.  On top of this is the implication that studying and losing connection with the world is less beneficial than learning while developing a sense of productivity with a teacher. How can you assert the effectiveness of a teacher or mentor? Can someone with the knowledge or a skill, like Mozart, be able to mentor a pupil to a point of equality in skill? Relate your answer to a biological theme and two different sections in Campbell-- one referring to communication between organisms and one of your choice.

Jesse Pukshansky (jesse.pukshansky@gmail.com)

The Argument

The Argument

In the final chapter of The Argument, David Shenk describes the influence of epigenomes and how "changes to the epigenome can be inherited," allowing individuals to pass on traits developed through a specific lifestyle (159). How does the knowledge that we can control our inheritance affect our decisions throughout life? Will this understanding simply become another burden or a source of motivation to work hard? Also, do you believe that it is possible to complete a "Human Epigenome Project" to map the epigenome in the same way the DNA genome was mapped by the Human Genome Project? Will an improved understanding of our epigenome allow us to better recognize or even combat genetic/epigenetic disorders in the same way as the Human Genome Project? Or, will the epigenome simply become another source of "excuses" for the lack of success? Use your knowledge of the epigenome and gene regulation from Chapters 16 and 18 in the Campbell textbook to help you answer these questions. Remember to consider the biological themes of Evolution and Continuity and Change in your response.

- Justin Doong (jbdoong@gmail.com)

The Evidence-Will E Coyote: Super Genius (58)

On page 244, Larry Shiner explains the origin of the term “genius” as it used today, saying that the definition had been changed from a talent endowed within everyone to a type of person. However, in the context of the book’s title, is Shenk implying that we each have, within ourselves, the potential to be a gifted person or that we each have a talent? How would you define “genius” after having read the book, and would it be closer to the old definition or the current one? Discuss behavior and forms of learning (51.2 in Campbell) in the context of development, and thematically relate this discussion to either the development of “genius” via evolution or interactions with the biotic and abiotic environment.

-Kyle Mueting (kylemueting@comcast.net)

The Argument- Duplication and Separation

When an ovum is fertilized and the zygote divides into two separate embryos, monozygotic twins occur. Shenk rejects that twins share an average “60 percent [intellectual] preset from their genes while the remaining 40 percent [get] shaped by the environment” (78-9). To suggest a more accurate idea for why identical twins develop to be as they are, Shenk provides an explanation saying that an “early shared GxE” (80), and a “shared cultural [circumstance]” (81) is what leads to this phenomena. If an experimental zygote were to (1) be split and subject to the same environments in identical ‘simulated’ wombs, then later, (2) each is reared by two separate parties of similar cultural tendencies, could—if disregarding the small differences in the culture and traditions of each family-- it be possible to raise virtually the same organism in two different places? In other words, can a zygote be duplicated and then separated from the other and still produce two organisms that can be identified as ‘identical twins’?  Where would the faults the strengths of such a method occur? How can this form of cloning improve the human understanding of continuity (the idea that a species stays relatively the same)? Relate your answer to two biological themes and Chapter 15, 16, 17, OR 18 of Campbell (don‘t forget the required outside source). Also, explain your bioethical stance on this method—what bioethical principles does this break/amend?

-Jesse Pukshansky (jesse.pukshansky@gmail.com)

The Argument- Mendelian Genetics vs. GxE

The Argument: In Chapter 1, Shenk relates the GxE model to indoctrinations continually emphasized in Mendelian genetics in order to clarify the relationship between the environment and the genetic composition of an organism. While Shenk acknowledges the fact that Mendel’s discoveries upon experimentation with pea plants proved the existence of heritable genetic material that could predictably influence phenotypes, his experiments only revealed half of the picture. By maintaining constant environmental factors, the opportunity for phenotypic variation due to external stimuli was eliminated, voiding the interactions present within the GxE model that dictates phenotype in natural environments. Explain how and why the phenotypes of Mendel’s peas remained relatively predictable via genetics, relating your response to both Shenk’s GxE model and to Chapter 14 of Campbell (Mendel and the Gene Idea). Relate your response to the biological theme of interdependence in nature, as an organism’s phenotype is the outcome of the complex interactions between its genetic composition and external stimuli. Upon later discussing the origin of the GxE model, Shenk cites an essay in New York Times Magazine and its referral to the influence of genes on phenotypic traits being “probabilistic”. Explain how this terminology is inaccurate and propose another term to describe genes’ effect on phenotype by using the GxE model.

Nick Sotos (nsotos13@gmail.com)

The argument- the mouse experiment (p 129)

Shenk uses John C. Crabbe’s experiment with genetically identical mice under almost identical conditions as proof that “there are many influences [in environment] that we can’t even detect” (128). Shenk’s reasoning is that, even when the mice’s environments were controlled for everything except location, ‘invisible’ variables, so minute they weren’t even considered, influenced the mice’s development. However, Shenk also states that “the differences were not consistent, but zigged and zagged across genetic strains and different locations” (129). Given the inconsistency of results with no particular variable identifiable as the cause, is Shenk’s conclusion that environment caused the disparity between mice reasonable? Using the information given in Genius and outside sources, evaluate the legitimacy of Shenk’s conclusion. Shenk also adds that “In Edmonton, the genetically altered mice tended to be just as active as wild mice, whereas they were more active in Portland and less active than the wild mice in Albany” (129). Can the activity levels of each group be attributed specifically to environment? Can the activity be attributed to a genetic tendency towards exercise, or may other factors be involved? How might each group’s behavior have allowed the mice to survive and reproduce? Consider animal behavior and community ecology (chapters 51 and 54 in Campbell) when formulating your response, and connect to the biological theme of evolution.
Mackenzie Levy (GinnyFan@comcast.net)

The Evidence - Footnote 106

The Evidence- Footnote 106
On page 304, Shenk discusses the research of the National Human Genome Research Institute and comes across the conclusion that "actual genetic differences between ethnic and geographic groups are very, very limited" (304). If that is so, why do Kenyans tend to lead in track and field events? Does it still boil down to the trainers that they have? If, as Kate Berg writes on page 304 that "all human beings are descended from the same African ancestors", and the genetic differences are not very large, why do the Africans typically have an upper hand over Caucasians in track and field events? As Bob Young writes on page 307 that if genetically every human is very similar, is it just dedication and determination that makes that Olympic participant? However, the person Young writes about, Jon Entine, claims that  there are "differences that could give a fraction-of-a-second advantage to people of African ancestry" (307); is that possible?

Shivani Thakker (shivanithakker1357@gmail.com)

The Argument- Motivation and our Environment

Shenk states multiple times that in order for success to occur, motivation must be present; "ultra-achievers" (120) do not have things come easily to them but rather are "irrepressible and resilient" (120) in working towards those things that they want. If all humans are supposedly born able to "adopt a particular lifestyle of ambition" (120) given the right environmental factors and motivations, then how do these motivations become present in the minds of some, often children, but not in the minds of others? For example, why don’t all children of movie stars become successful movie stars themselves? Parallel to the example Shenk repeatedly provides of Mozart, these children would have been exposed to the environment of movies and fame from a young age. So why do only some develop this resilient quality? If someone is never presented with the correct environmental factors, does this mean that they will never able to gain this motivation to do certain things? Is it possible that there are certain genes that motivations "activate" and thus result in physiological changes in the brain in order to allow this person to develop this lifestyle and foster this motivation? Explain your answers in terms of evidence from the book as well as the ecology unit.  Relate your response to the theme of structure and function.

Ethan Homedi (ethanhomedi@yahoo.com) 

The Argument- deliberate practice

In explaining how deliberate practice improves skills, Shenk cites Ericsson that “Frequent intense engagement in certain types of practice activities is shown to induce physiological strain which causes biochemical changes that stimulate growth and transformation of cells, which in turn leads to associated improved adaptations of physiological systems and the brain” (67). Keeping in mind the biological themes of structure and function, regulation using feedback systems, and the need to maintain homeostasis, describe in detail the “biochemical changes” that can “stimulate growth and transformation of cells,” as well as the “improved adaptations” that would make future participation in an activity more efficient. You may choose to focus on one certain type of activity, such as (but not limited to) running, doing math, or fighting disease, in order to be more specific about the biochemical changes and adaptations that come with deliberate practice. Depending on the activity you choose, chapters 40 (Basic Principles of Animal Form and Function), 42 (Circulation and gas Exchange), 43 (the Immune System), 49 (Nervous Systems), and 50 (Sensory and Motor Mechanisms) may be helpful.
Mackenzie Levy (GinnyFan@comcast.net)

Argument - book versus street smart

Argument - book versus street smart


From page 48 to 51, Shenk discusses the “book smarts” versus “street smarts” and points out studies done by various researchers. On page 48, he states that “Reading expresses genes. Speaking expresses genes. Mentoring expresses genes”. Is it possible for our basic actions to be changing our gene expression even as we read or respond to other student’s blog posts? Based on what we have learned with gene expression, variation, and inheritance, is it possible for specific actions be tracked within families to determine what specific actions can alter gene expression? Is being “book smart” better than “street smarts”, or is it the other way around? Would either be considered an evolutionary advantage for us humans? Use the two researchers works on those pages in the book, as well as in the AP Biology book chapters 15 and 17 for genetic variation, inheritance, and gene expression. 


-Shivani Thakker (shivanithakker1357@gmail.com)

THE ARGUMENT: Chapter 9 (p. 146-147) Can achievement and success cross cultural barriers?

THE ARGUMENT: Chapter 9 (p. 146-147) Can achievement and success cross cultural barriers?

Can one culture’s achievements and success incite other cultures to new successes of their own?

According­­­ to the book, author David Shenk states that “Cultural differences matter enormously. … Every culture must strive to foster values that bring out the best in its people” (146). He also states that addresses a long gap in time between the Islamic and the European Renaissance to demonstrate his point that ­“cultural differences matter enormously”(146), and that a cultural difference between two different peoples could have a barrier-like effect on the sharing of ideas and the occurrence of Renaissances.

However, numerous times throughout his book David Shenk also reinforces the idea that “success begets success.”

Relating back to the biology theme of Interdependence in Nature, please take a position on this idea, that “great advances in agriculture, economics, law, … literature”(146) and other areas of cultural knowledge occur only within a culture and do not necessarily “diffuse” out of one group of people into another. Relating back to our Ecology unit, you could mention how “culture” is passed down from one generation to another (exclusive to only a specific family).

Make sure to address the fact that America is a multi-cultural and multi-racial country, possible evidence of cultural diffusion.

(Tina Ding: yuning.tina.ding@gmail.com)

Argument- Incremental Intelligence

Shenk discusses the potential for improvement through the study of psychologist Carol Dweck who tested how innate versus malleable intelligence affects students’ ambition. Dweck’s experiment praised children for solving puzzles, either based on their intelligence or their effort. When students then chose between a set of easy and hard puzzles, “90% of the kids praised for their hard work chose the more difficult puzzle,” while a majority of kids praised for their innate intelligence chose the easier puzzle (98). Shenk cites Dweck’s study to demonstrate that an “incremental” theory of “malleable intelligence” leads students to be more ambitious and successful. Considering the relationship between structure and function, what physiological changes might be seen over time given the idea of malleable intelligence and the capacity for intellectual growth, and how might these changes occur. Refer your answer to our recent units discussing hormones and the endocrine system.

David Ribot (ribotdavid@gmail.com)

THE ARGUMENT: Chapter 9 (p. 146-147) If “Achievement clusters” exist, then what other kinds of “clusters” are there?

THE ARGUMENT: Chapter 9 (p. 146-147) If “Achievement clusters” exist, then what other kinds of “clusters” are there?

In Chapter 9, author David Shenk talks specifically about cultural renaissances as “achievement clusters” (146). My proposal is that there are such clusters for other areas of intellectual enlightenment other than “achievement” in the artistic and scientific sense. For example, a popular “cluster” in history has been political upheaval.

To prove the similarity of these two kinds of “clusters,” a parallel between renaissance “clusters” and “clusters” of political upheaval is that individuals in the midst of both are competing for a reward.

In artistic and cultural achievement, individuals are contesting for artistic recognition and the prestige that comes with such recognition. According to the text, “we learn from one another, share with one another, and constantly compare and compete with one another for affection, accomplishment, and resources.”

Assuming that political upheaval follows the same structure as intellectual manifestations (Renaissances), aren’t individuals “constantly compar[ing] and compet[ing]” for power in the struggle for political change?

So, relating back to the recurring theme in biology that:

        “structure and function are related at all levels of organization,”

How are the structure of these culturally-centered “clusters” of achievement versus these culturally-centered “clusters” political upheaval similar? How are they different?

What is the function of these structures? In other words, what is the ultimate goal of these two different “clusters?” Is it to carry out the function of overall enlightenment or are these “clusters” all motivated by personal gain? Feel free to disagree with my previous proposal about what artistic and political “clusters” are competing for.

In order to support your position, please make parallels between the “Renaissance clusters” mentioned by David Shenk (pages 146-147) and “Political clusters.” Also, feel free to make connections to populations and communities from our Ecology unit to discuss competition within a species or an ecosystem to occupy a certain niche (analogous in this context to the “reward” that clusters are competing for).

(Tina Ding: yuning.tina.ding@gmail.com)

Argument- Clones

Shenk discusses genetic clones and cites the case of Rainbow the cat and its clone, Cc, whose physical features and personalities revealed them to be “far from perfect copies of each other” despite sharing the same genetic code (74). Furthermore, a hypothetical Ted Williams clone would not necessarily possess the same baseball skill set as the original and would also not produce an exact replica. Considering the extent to which genes can control an organism’s potential, might Shenk’s position on genetic clones be used to support or refute the theory of natural selection in the context of evolution? Refer your answer to the ecology units from the beginning of the year.

David Ribot (ribotdavid@gmail.com)           

The Argument

Although Shenk argues that the environment greatly affects intelligence, the IQ Test is still a popular way to show ones intelligence. Even today, people still care about their IQ compared to others because we live in a very competitive society. Although Shenk states, "No one is born with a predetermined amount of intelligence. Intelligence (and IQ scores) can be improved," does his position translate into everyone has the same opportunities from birth? (34). Can you raise to completely unrelated people in the same environment to have the same IQ scores or do genes play a much larger role in intelligence. Relate your answer to ecological concepts such as: associative learning, cognition, classical and operant conditioning, etc. Also, include an explanation on how this relates to the themes of continuity and change or evolution.

Josh LeVay (blevay@comcast.net)

The Argument- oxygen intake

The Argument

In the argument section of his book, Shenk suggests that Kenyans who out-perform their Caucasian athletes in the Olympics come from the “Kalenjin tribe in the Great Rift Vally region of western Kenya, where they have a centuries-old tradition of long-distance running”(p.103). This tradition of cattle raiding was directly linked to economic and social success; “ ‘the better a young man was at raiding [cattle]- in large part a function of his speed and endurance- the more cattle he accumulated’”… “ ‘and since cattle were what a prospective husband needed to pay for a bride…it’s not hard to imagine that such a reproductive advantage might cause a significant shift in a group’s genetic makeup over the course of a few centuries’”(p.103). Compare the tidal volume, vital capacity, and residual volume of the lungs of a Kenyan athlete to the lungs of an average American. Would an athlete in training experience a Right Bohr shift or a Left Bohr shift, and what causes this shift? Relate back to Chapter 42 on the Respiratory System as well as the biological theme of homeostasis.

Tracy Lai (tracymlai@hotmail.com)

The Argument

On page 96, Mr. Shenk discusses a study on how children react to praise for their efforts. Why does praising a child for their hard works generate a different result than praising them for their innate ability? Why does praising kids for their hard work create hardworking kids while praising them for their brains makes them lazy? Relate your answer to a topic discussed during our ecology unit and a biology theme.

Josh Gerber (grbr_jsh@yahoo.com)

The Argument          
On page 89, Shenk discusses the idea that as parts of the brain are damaged and stop functioning correctly, the other parts will compensate for the loss. Magnetic pulses can be used to temporarily impair parts of the brain, allowing "temporary savant-like tendencies" (90). Is it possible then to use this impairment to create a savant with out permanent developmental delay? Is it possible to temporarily impair parts of the brain using the magnetic pulses, allowing the other parts to excel, then impairing those parts and allowing the the other part to excel. Would going back and forth like that create a genius savant? Please discus a biology theme and previously studied concept in your response. Also, how does this relate to biological ethics? Is this inhumane?

Josh Gerber (grbr_jsh@yahoo.com)

The Argument - Motivation

David Shenk cites that Yo-Yo Ma's, "early life contained all the known ingredients for the brewing of extraordinary achievement: an early and intensively conditioned musical brain, world-class training resources, and a desperate personal desire that researchers universally agree is the key to precocious success" (95).

It is clear that motivation is an important factor in determining one's success in a particular field. No matter how many resources or talents one has, without the motivation and desire to succeed, one will not taste success.

Shenk provides us with information of the formation of all the elements, except for motivation. What is the source of motivation? Is it solely psychological or can genes also play a role? What are the necessary factors that nurture the "rage to master" (95)? Does parental involvement play a role? Is there a specific time period during a person's lifetime that the desire to succeed and level of motivation is at a zenith, or is it solely based on the time and circumstances? Relate your response to Ecology and Behavior.

- Rohan Dasika (rohandasika@gmail.com)

The Argument- Persisting and Embracing Failure

The Argument

In the Argument section of his book, Shenk emphasizes on persisting and embracing failure in order to have a successful impact on parenting children. He says that “in the sometimes counterintuitive world of success and achievement, weaknesses are opportunities; failures are wide-open doors” (p. 142). When children face their weaknesses, parents are supposed to “present, monitor, and modulate challenges”(p. 142) in order for their children to “learn how to deal with frustration and want”(p.142) as well as “how to soothe themselves and discover that things will be all right if they wait for what they want”(p.142). Compare and contrast the process of dealing with failure with the process of the immune system fighting off a pathogen. Explain why embracing failure be more comparable to either innate immunity or acquired immunity, and make sure to relate to Chapter 43 in the book as well as the biological theme of adaptation and regulation.

Tracy Lai

(tracymlai@hotmail.com)

The Argument

In the Argument, David Shenk quotes Ericsson multiple times to prove the point that it isn’t genetics that determines if an individual will go on to greatness. Rather, those who do not continue on to greatness are lacking “something in their process – one or more aspects of style or intensity of practice, or technique, or mind-set, or response to failure” (69). However, is there really a correct way to practice? What about people who work impossibly hard and yet never reach the heights that others reach? What about females? How is it that despite all of their hard work, many records held by women don’t match up to records held by men? Look to chapters 14-15 for inheritance, and refer to the biological theme of Interdependence in Nature.

Annie Lee (xxannie.leexx@yahoo.com)

The Argument - Human Evolution

Throughout our discussion of this book, myriad connections have been drawn between animals that we have studied for our behavior unit and humans. Aspects of failure, competition, and environmental flux have been mentioned to play pivotal roles in the developments of all animals, humans included. But within each of these aspects, links have been drawn back to the overarching theme of biology - evolution; all facets of development serve as puzzle pieces in constructing our complete picture of evolution.

Therefore, it begs the question: are humans still evolving? Have there been overall developments in our genetic code that provide for characteristics that humans centuries ago did not possess?

Shenk's book focuses primarily on human development through a single lifespan, but near the end mentions that "everything we do - everything we eat or smoke - can affect our gene expression and that of future generations" (Shenk 160), ultimately implying that human genetics truly are developing. Even Campbell brings up the idea of sociobiology, which touches base on the idea that there exists an "evolutionary basis for certain kinds of human social behavior...that have been perpetuated by natural selection," (Campbell 1142) which all too clearly suggests human evolution if certain behavioral tendencies could be tracked in a specific area or time.

In your response, please refer to a study that may suggest possible evolution in humans, along with what environmental conditions caused that development to occur. In addition, make sure to assess whether the study points towards epigenetic evolution (Lamarck) or mutation evolution (Darwin).

The Argument

In the Argument, Shenk uses Kenyan runners to illustrate the point that greatness doesn’t come just from genes, it mainly comes from the environment, as the boys are forced to run while herding cattle and traveling to school. He is able to illustrate his point thoroughly. However, some of his other examples include “how tiny South Korea turns out as many great female golfers as the United States – and how the Dominican Republic has become a factory for male baseball players” (101). Obviously females do not regularly golf to school in South Korea, and baseball is not a necessity in the Dominican Republic. How is it possible to explain this phenomenon? How would Shenk defend his thesis that work and environment is the main factor in the number of great athletes from certain geographic areas? Discuss with regards to Chapter Six, Shenk’s focus on Kenyan athletes, as well as Chapters 14-15 on Inheritance. Relate to the biological themes of Evolution, Heredity, and/or Interdependence in Nature.

Annie Lee (xxannie.leexx@yahoo.com)

The Argument- Disproving the Blank Slate and Blueprint Models of Intelligence

The Argument:

As continually emphasized as a central theme of Shenk’s proposal, the GxE model incorporates elements of both the blank slate thesis (individuals begin life with an equal capability for intellectual development) and the blueprint thesis (the intellectual capability of an individual is strictly dictated by their genetic inheritance). Shenk’s GxE model incorporates elements of both of these theses by claiming that it is the direct interaction between external stimuli and genetics that dictate the intellectual capability of individuals. Use the GxE model to disprove both the blank slate and blueprint models of intelligence using evidence provided by Shenk throughout the Argument section. Major sources of evidence for GxE come from: twin studies (Chapter 4), examinations of savant syndrome (Chapter 5), examination of maze-bright and maze-dull rats in enriched and restricted environments (Chapter 1), and other sources within the Argument. Relate your proposals to Chapter 51 of Campbell, specifically analyzing Section 51.3, which claims that genetic makeup and environment contribute to development of behaviors.

Nick Sotos (nsotos13@gmail.com)

The Argument -- Technique vs. Innovation in Mathematics

The Argument -- Technique vs. Innovation in Mathematics

One of Shenk's main points regarding the distinction between "child prodigy" and "adult creator" (92). He claims they have different skill sets; a child prodigy is characterized by technical skill, while an adult creator is characterized by innovation. Mature success seems to have a very different basis than the success of a child. However, regarding mathematics education, most math classes focus on technical skill -- how to solve the same kind of problem over and over again -- rather than creativity and innovation in problem solving. Furthermore, students are rewarded for technical skill, and often have trouble adjusting to the innovation and creativity required for adult success. Obviously, Shenk would argue that this focus on technical skill as opposed to innovation and creativity is a problem in mathematics education. How serious of a problem is this? How must mathematics education be altered in order to foster successful innovation and creativity? Include information regarding child prodigies vs. adult achievers. It may be helpful to read Lockhart's Lament (www.maa.org/devlin/LockhartsLament.pdf) in order to develop your answer.

Brandon Axe
brandona0701@aol.com

The Argument -- Skill vs. Persistence

The Argument -- Skill vs. Persistence

Shenk expresses that the earlier one begins to rigorously practice a skill, the more skilled they tend to become. For example, Wolfgang Mozart "got everything [his sister] Nannerl got - only much earlier and even more intensely" (62). Later, Shenk also advocates self-discipline an persistence, arguing that "persistence is the difference between mediocrity and enormous success" (139). This combination of skill and persistence elicits the question of which is more important to overall success. Of skill and persistence, which is more important in the development of a genius? Is it possible to have one without the other? Be sure to compare skill and persistence in the many geniuses mentioned in the text, including but not limited to: the Mozart children, the Polgar children, Kenyan runners, baseball player Ted Williams, etc.  

Brandon Axe

brandona0701@aol.com

The Argument--High altitude athletic training

To train elite Kenyan athletes, David Shenk comments on the important factors needed: “high-altitude training and mild year-round climate are critical, but equally important is a deeply ingrained culture of asceticism” (105). Discuss why altitude plays a role in athletic training. Consider this: contrary to popular belief, the percentage of oxygen in air does not change at higher altitudes compared at sea level; however, there is less air pressure, making air thinner. How does that affect humans’ mechanism of negative pressure breathing—and how will your body adapt to this? Predict some of the dangers of high altitude training, and why some athletes choose to adapt the strategy of “Live High, Train Low” rather than “Live High, Train High”. In other words, explain why oxygen conserving adaptations and endurance training are antagonistic at higher altitudes, making intense workouts incredibly difficult to carry out (Hint: Think Bohr shifts!). Lastly, how can this problem be slightly reduced (Hint: Think back to Cellular Respiration unit—there are two types of respiration!). Remember to relate your answers to a theme.

~Linda Xu (lindaxu22@hotmail.com)