The Argument

Scientists have know for years the epigenome is affected by the environment but until recently they did not know that these changes can be passed on to offspring (p 159). As a result, Shenk claims that “lifestyle can affect heredity” (p161).  This means that what you do can directly affect your offspring and future generations of you family. Also, this affects our commonly held view on evolution and supports Lamrack’s idea of evolution “in it’s most basic form” (p 161).

With this knowledge in mind, is it possible for parents to control gene expression in their offspring? Can parents, with the help of new genetic technologies, determine the lifestyle they need to have in order to produce offspring with desired genes? Provide background information on epigenomes and their effects (Chapter 18.2 & 16.3) and recent studies that refer to epigenetics.

Sid Dash
sdash27@gmail.com
The Argument

The Argument

Shenk explains that achievement later on in life is a direct result of environmental factors experienced as a child. For example there is a direct correlation between the number of words spoken in a household and later achievement (p 46-47). Shenk also explains that one of the biggest reasons for Yo-Yo Ma’s success was because he was raised in an environment where music was emphasized (p 94-95).

Do you believe that these environmental factors only have a strong effect on humans at a young age or can they have an effect even when they have matured? Does this mean that humans are able to understand difficult concepts from a very young age? If yes, then is it possible to teach these concepts (for example calculus) to a very young child? We have discussed ideas such as imprinting in animals where the young become familiar with their parents but only during a certain time span (Chapter 51). Can this idea be applied to humans?

Sid Dash
sdash27@gmail.com
The Argument

The Argument: Evolutionary Adaptations

One hypothesis David Shenk discusses regarding the superior running ability of the Kenyan Kalenjin tribe relates to an economic incentive. Kenyans may have obtained their running ability after generations of cattle raiding—the more cattle a man had, the more wives he could pay for (103). Similarly, evolutionary adaptations are prevalent in the history of animal diversity. For example, Cephalopods, as a result of requiring high energy, have developed closed circulatory systems whereas the majority in their phylum, Mollusca, still has open circulatory systems. Now, discuss some evolutionary adaptations developed throughout time that distinguishes phylum from phylum, class from class, etc. Hint: think about tissues (diploblastic, triploblastic, or none); body cavity (acoelomates, pseulomates, or coelomate); open or closed circulatory systems; cephalization; segmented bodies; etc. Refer back to Unit 13 (Invertebrate and Vertebrate) as needed. Relate your answer to the theme of evolution.

~Linda Xu (lindaxu22@hotmail.com)

The Argument

Mr. Shenk argues that talent and skill are products of "extraordinary upbringing"(61). Shenk believes that "practice style and practice time"(66) are the most essential parts to determine the greatness of the star intellects and athletes. This argues that practice is the farmost important part of success. This argument also discredits natural inclinations for greatness, such as Michael Phelps. Michael Phelps, arguably the greatest swimmer ever, has been described as having the "perfect swimmer's body" in all of the proportional lengths of his arms, torso, and legs. Therefore, couldn't part of his success be attributed to his birth-given body? Use your knowledge of the theme of structure and function to help you answer the question.
Sam Alhadeff
alhadeffsam@gmail.com

The Argument - Failure

The Argument-

Humans are able to use failure to build their own character and skill set. According to David Shenk, "weaknesses are opportunities; failures are wide-open doors" (142). But are humans the only species that can make such use of failures? For many organisms, one failure could mean death. How can failure factor into the evolution of organisms other than humans? For example, if an animal loses a fight and fails to win a mate, can that animal learn from its failure to eventually be able to survive and reproduce, or will that animal inevitably die off? What are some other examples of the impact of failure on evolution? Is failure by means of competition a mechanism for improving individuals during their lifetime or only a mechanism of natural selection that kills off weaker individuals? Furthermore, can failure be looked at as positive on a community scale, such as with a natural disaster allowing for ecological succession? Focus on the biological theme of evolution. Use Chapter 54 in Campbell on Community Ecology regarding competition and ecological succession.

Aaron Zalewski (bitquest@yahoo.com)

The Argument

David Shenk writes that “Genes do not, on their own, make us smart, dumb, sassy, polite…Those characteristics come from a complex interplay within a dynamic system.  Every day in every way you are helping to shape which genes become active.  Your life is interacting with her genes.” (32)  Given the complex “G x E” interplay between the genes and the environment, could the common misconception of “inheritance” being the primary reason for the emergence of specific traits exist because of the effect one’s parents have on one’s children in terms of learning and early development?  In other words, could the perceived “inherited” traits really come from mimicry of and influence by someone’s parents?  Also, given that strong parental influence on offspring, could evolution be, at least in part, a result of a particular sect of individuals being separated from others somehow, and later generations developing with traits integral to that community?  Relate your responses to the theme of continuity and change.


-Ari Bakke


Aribakke@gmail.com

The Argument-Competition

The Argument-

            One of the methods that Shenk believes genius is cultivated very efficiently is through competition in close proximity.  He talks about both the Italian Renaissance (149) and Silicon Valley (148), both examples of small areas where great achievements and innovations were made due to high competition in a very small and clustered area.  It is clear that competition like this really brings out the best in human genius.  However, can this same idea be related to evolution of species other than humans?  Consider the different effects of competition in animals such as resource partitioning and character displacement.  How might competition be a driving force of evolution?  Does competition cause animals to evolve at a faster rate or more efficiently?  Consider chapter 54 of the Campbell text and relate your answer to evolution as a theme in biology.

Brad Tiller (brad.tiller@comcast.net)

The Argument- Identical organisms?

The Argument-

Shenk says that while identical twins might seem to be exact replicas of each other, there are many "hidden dissimilarities" (81). He points out that while the Jim twins had many similarities, that "for every tiny similarity between the Jim twins, there were thousands of tiny (but unmentioned) dissimilarities" (81). However, given that the exact same environment was not shared by the Jim twins, is it possible to have two individuals be exactly the same? Can identical twins be more than just similar to each other and be actually identical to each other? Consider organisms that reproduce asexually and live in colonies. They share the exact same genetic information as the parent organism and live in the same environment, so are they identical or different in comparison to the parent? Consider the theme of continuity and change and refer to Chapter 27 and 28 for the organisms that live in colonies (bacteria and protists).

Matthew Yang (matt.y.yang2013@gmail.com)

Evidence - 91

Evidence- Footnote 91,
On page 278, Shenk discusses the research done by Terman with 1500 schoolkids with his proposal that "the most successful children were endowed with elite genes propelling them to lifelong success" (p. 278). However, because on page 279 it is noted that the "group was mostly middle class and mostly white", is his proposal an incomplete claim? Can it still be considered a valid study to point out the success of those 1500 students when as later noted, two students that were NOT accepted into his study went on to earn Nobel Prizes? Recall the gene expression we learned about, and whether the claims of the "elite genes" can be accurately pinpointed. On the opposing side to Terman, David Henry Feldman believes that just an IQ alone in childhood cannot determined the success of a student (p. 280). Which side seems more persuasive? Which side can be considered more accurate?
 Shivani Thakker (shivanithakker1357@gmail.com)

Evidence- Footnote 107

In explaining the variation of the percentage of slow-twitch and fast-twitch muscle fibers in humans, Shenk notes how, although on average there might be a nearly equal ratio of fast- to slow-twitch muscle fibers the quadriceps muscle, some people can have “as low as 19 percent and as high as 95 percent” slow-twitch muscle fiber compared to fast-twitch fiber, citing Anderson et al., “Music, Genes and Athletic Perfmorance.” Considering the relationship between structure and function of both fast- and slow-twitch muscle fibers, how might the disparity between the types of muscle fiber support or refute Shenk’s claim of GxE? 

The Evidence: Senioritis (330)

On pages 329 and 330, Shenk discusses the Stanford study on immediate versus delayed gratification in children originally discussed on page 140. While some of the children tried to distract themselves from eating the marshmallow, those methods proved inconsistent in achieving the desired outcome. Rather, mental discipline was sustained when children in a follow-up experiment saw symbolic representations of their rewards (but was not exposed to the reward itself). On page 140, Shenk discusses how children who demonstrated mental discipline at a young age showed significant academic success over those who gave in to instant gratification. Similarly, studies have shown that high school students that hang a poster of the college they want to go to (a symbolic representation of their goal) have higher academic achievement, but being presented the reward of being accepted into that school triggers a decrease in self-discipline in high school seniors commonly known as senioritis. While there are still benefits to maintaining the same caliber of work, many seniors become too caught up in the possible rewards. How can schools (both colleges and high schools) alter the acceptance process or high school environment so that students achieve the benefits of their last year of high school education? How does the culture and environment of seniors (specifically second semester) affect their behavior? Refer to the biological theme of interdependence in nature and chapter 51 of Campbell on behavior (do symbolic representations act as a kind of stimulus? What about acceptance letters?) to answer these questions.

-Kyle Mueting (kylemueting@comcast.net)

The Arguement- Cell Communication

When explaining the “’savant syndrome’” (89), Shenk says that if the left side of the brain is impaired by a structural error, the right side can, in some cases, functionally compensate for error, making the person affected a savant. When a brain is not functional in one hemisphere, how can ones environment encourage the body to enhance the focus on the functional hemisphere?  Is there a relationship between the onset of “savant syndrome” and the proposed GxE model of gene expression and why would it be selectively advantageous for such an enhancement or development to occur in an individual with a malfunctioning left hemisphere(relate your response to the idea of biodiversity and the concept of a selective advantage)? Also, how does this enhancement begin and proceed in relation to the different forms of cell communication as referred to in chapter 11 of Campbell.
-Jesse Pukshansky (jesse.pukshansky@gmail.com)

The Evidence

Shenk explains that, “The public has gotten the impression that the answer to almost every question about our health and well-being can be found in our genome (p 180, The Evidence).” As we learned in our inheritance (Chapter 16) and genetics units (Chapter 17, 18, & 20) the progress in the field of genetics has provided a lot of information about the human genome and also how to alter it. Do you believe that we have a better a better control today over who we become as a result of this information? Do genes provide more information about an individual than external influences during daily life? Do you believe that it will be possible to determine the behaviour of individuals based on their genes? Refer to recent studies and also information we have talked about in class about genetic engineering techniques and the advantages they can provide for humans.

THE EVIDENCE: CHAPTER 9 (p336-338) The Greeks Want to Defy Biology's Theme of Regulation?!

THE EVIDENCE: CHAPTER 9 (p336-338)

                The Greeks seem to have a lot of the same opinions David Shenk has about how our communities should be run so that everyone’s potential could be drawn out of them. However, are the Greeks and David Shenk too idealistic in trying to help everybody? If all humans reached their maximum potential, what would be the fate of the Earth? In biology, a recurring theme is regulation. Both positive AND negative feedback is necessary for homeostasis, and to achieve a “dynamic balance” on Earth.

                On one hand, our race should have biophilia and try not to overpopulate the Earth. According to many environmentalists, we are already disrupting the homeostasis of the Earth because of our rapid population growth and exploitation of Earth’s resources. By pushing everyone to their maximum potential, we have the potential to dominate the world and avoid then negative factors like death and disease; however, the “Goldilocks Principle of Biology” states that too much of anything is a bad thing, and too little of anything is a bad thing. Everything in biology should be in balance.

                On the other hand, it is only natural for a species to strive to pass on as much of their genetic information (in the form of offspring). Are we justified in maximizing each individuals’ potential, and consequently maximizing the potential of our species?

So, do you think that we be more eco-friendly and promote “artistic, intellectual, and athletic mediocrity,” (336) or should we model our society so it runs like a Greek one, where we accommodate for everyone?

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

The Evidence- Behavioral Regulation

In foot note 35, Shenk reproduces Eleanor Maguire’s ideas saying that only certain people can take on the ‘task’ of being a London taxi driver (198). Shenk, throughout his argument, explains that everyone has the capability to develop abilities through their environment in a GxE model where environment plays a significant role in the development of a human.  According to Shenk, it is possible to change the environment such that one may attempt to successfully acquire a skill they desire but, as explained by Maguire, the physical structure of the posterior hippocampus determines if a person may take on the skill in question. Explain how the structure of the brain can be affected by desires to excel in certain areas—i.e. if a person wanted to be a London taxi driver, could they do it even if their genes do not aid in the production of the necessary hippocampus. Is it possible for the environment to change the structure, hence altering the function, of certain regions in the brain for desired effects? If a person changes their own environment to correctly tweak their “knobs and switches“ (19), can they excel in their desired field? Relate your answer to the different mechanisms of gene operation in Chapter 18 of Campbell and to human behavior as explained in Chapter 51 of Campbell.

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

The Argument: Social-Emotional Learning

One of the largest movements in modern education is a shift towards social-emotional learning. In addition to internal and external reflection, SEL entails collaborative learning by means of teamwork and teaching others. In Chapter 2, Shenk discusses how IQ scores have been rising at an unprecedented rate over time and how less isolated populations will have a greater intelligence quotient (p41-44), but also describes how competition within a culture fosters success in chapter 4 (p 110). Similarly, there are costs and benefits of independent learning versus community learning/ collaboration. Compare and contrast the benefits of a collaborative learning environment versus a competitive learning environment in terms of ecology and development. Use terms such as cognition and altruism or describe symbiotic relationships between students to relate the concept of educational environment to interdependence in nature.

-Kyle Mueting (kylemueting@comcast.net)

The Argument

Epigenetics can control gene expression and is affected by our lifestyle choices. According to Randy Jirtle, “before, [we thought that] genes predetermined outcomes. Now [we realize that] everything we do– everything we eat or smoke– can affect our gene expression and that of future generations” (160). If what we do can affect future generations, then how will the vast availability of cheap unhealthy foods and the use of machines for convenience in our generation affect the gene expression of future generations? Use your knowledge of epigenetics to help answer the question.

Dylan Kuper ( dylan.kuper@gmail.com )

The Argument

The Argument 
When discussing a student's ability to learn, Shenk brings up the work of John Mighton. Mighton created a learning program called “Junior Undiscovered Math Prodigies.” He states that by breaking “down math concepts into the most easily digestible form […] a Grade 3 class could easily reach a Grade 6 or 7 level.” (152). Recall from earlier in the book that Shenk brings up Ericcson and Chase's study on a student initialed S.F. When posed with a series of numbers, S.F. was gradually able to remember long sequences by splitting the sequence into smaller sequences. What are the simlarities and differences between Mighton's method and the method S.F. used to memorize number sequences? Which method of memorizing and learning seems more effective? Relate your response to the types of learning behaviors explained in Ch. 51.2. 
-Edward Wu (edwardwu0@gmail.com)

The Evidence

Evidence

In footnote 27, Maze-dull rats were compared to Maze-bright rats. The Maze-dull rats “consistently [test] poorly in [the] same mazes, making an average of 40 percent more mistakes” (193). Shenk uses the Maze-dull and Maze-bright rats to illustrate the point that environment really determined the performance of the rat in a maze. However, when looking at the graph on page 29, it is easy to see that there is a large disparity between Maze-dull and Maze-bright performances when the rats are placed in normal environments, rather than the two extremes of restricted and enriched environments. Doesn’t this prove that although environment can alter the outcome in extreme conditions, in average conditions, genes tend to play a much larger role than the environment? Does this mean that genes really are the biggest players in genetics? In footnote 41, Sherman and Key state that “children develop only as the environment demands development.” This conclusion aligns with the experiment with the rats. Therefore, are most of our traits and talents inherited? If humans are placed in extreme conditions, will they develop in response to the change in demands of the environment? What is the real effect of genes on organism development? What affects development more, genes or nature? Look to Chapter 14 and 15 to explain inheritance and phenotypes in more detail, and relate to the biological themes of continuity and change, interdependence in nature, and/or regulation.

Annie Lee (xxannie.leexx@yahoo.com)

THE ARGUMENT: CHAPTER 9 (p 144-154) Stevenson's Class Rank: Too Much Pressure? Or Beneficial to the Prestige of our School?

THE ARGUMENT: CHAPTER 9 (p 144-154)

Stevenson's Class Rank: Too Much Pressure? Or Beneficial to the Prestige of our School?

                What do you think about Stevenson’s decision to remove the GPA class rank system and instead replace it with the percentile rank system?

                According to David Shenk, “success begets success.” Would other peoples’ high class rank motivate students to do better? Keep in mind that when we are faced with competition, those of us that are HAMs (high in achievement motivation) surge ahead and “perform better under directly competitive competitions,” better than they do under noncompetitive conditions.

Relating to the interdependence the theme of biology, argue whether or not Stevenson should bring back this class rank system. Will this harm the LAMs (low in achievement motivation) if we thought of each other “always as rivals” (149)?

 Also explain whether or not Stevenson will become a less prestigious school, since the learning environment has been altered so there is less pressure on students to achieve. Are there any suggestions you would make to the School Board after reading about HAMs and LAM personalities?

 It may be helpful to refer back to Shenk’s examples of artistic geniuses such as Michelangelo, Raphael, Leonardo, Titian, and Corregio as well as Shenk’s idea of the “agonistic” (148) spirit as a positive pressure when responding about interdependence in nature and competition. These topics can all be found in Chapter 9.

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

The Evidence: Regulation

In footnote 32, David Shenk reiterates Michael Meaney’s words about cellular environment: “The intracellular environment is a function of the genetic make-up of the cell and the extracellular environment (e. g. hormones released by endocrine organs, cytokines from the immune system, neurotransmitter from neurons, nutrients derived from food) [which is] also influenced by the environment of the individual”. Using your knowledge of human body systems, explain what might be the consequences of being a high school student living in this environment: stress, dehydration, lack of sleep (dependence on coffee), and poor nutrition (low blood glucose). Think about the hormones the student’s body might release to try to maintain homeostasis—how will they regulate? Is there any hormones that might be inhibited in this environment—if so, consequences are? Say all American students suffer in this environment—what might be the long term effects if this environment is maintained for generations? Relate your answers to the biology theme of regulation.

-Linda Xu (lindaxu22@hotmail.com)

The Evidence- Footnote 35

The Evidence: In footnote 35 relating to Chapter 2, Shenk cites a study conducted by Eleanor Maguire of taxi drivers in London, proving that establishing spatial relationships of the representation of London has a physical impact on the brain, specifically by increasing the tissue volume of the posterior hippocampus. In addition, the physical impact of further developing “The Knowledge” is elevated with time and better understanding of spatial relationships. Analyze how the relationship between “The Knowledge” and the physical composition of the posterior hippocampus fit the GxE model and explain how the “fine-tuning of the spatial representation of London” makes intelligence a process that has a physical effect. Relate your response to the biological concept of how structure fits function and to the ability of animals to establish cognitive maps in the nervous system, as detailed in Chapter 51.2 of Campbell.

Nick Sotos (nsotos13@gmail.com)

The Argument

In the Argument, one example that David Shenk uses multiple times to illustrate his point is Wolfgang Amadeus Mozart. In response to Mozart’s young genius, Shenk claims that “his early achievements – while very impressive, to be sure – actually make good sense considering his extraordinary upbringing” (61). He brings up the fact that his father was an “intensely ambitious Austrian musician, composer, and teacher who had gained wide acclaim with the publication of the instruction book” (61) and that his sister, Nannerl, was also “a dazzling pianist and violinist – for her age” (62). Basically, Shenk attributes Mozart’s genius to his upbringing, because Mozart was surrounded by talented musicians at a young age. However, Emily Bear, a girl from Rockford, Illinois, has been called the next Mozart. Her musical talent emerged at the age of only two, and began study with Emilio del Rosario at the Music Institute of Chicago. At the age of three, she began composing. She has won awards for her compositions, some pitting her against people up to the age of eighteen. At the age of six, she even played at the White House. Although her grandmother was a concert pianist, and her elder siblings play guitar, harp, and piano, there are other children who are exposed to similar conditions. Emily Bear does not have a particular leg up compared to other children living in moderately musical households. How could one explain this phenomenon? Emily Bear grew up in a less advantaged environment than Yo Yo Ma and Mozart; with support from Shenk, how could Emily Bear have reached similar heights of genius? Although Shenk brings up the fact that Mozart’s “early work was far from extraordinary” (71), how does this compare with Emily Bear winning composition contests against those much older than her? Can the success of these prodigies be explained through imprinting? At the same time, if humans do learn through imprinting, then how come there are not that many music prodigies in the world? Do humans need to undergo certain conditions for imprinting to be effective? Do you think prodigal abilities actually a traceable gene, and that the gene can be handed down through meiosis? Could prodigal humans actually be the next stage of human evolution, as evolution is to give a greater advantage in the environment that the organism is living in? Discuss with regards to Chapter Three, especially with Shenk’s focus on Mozart, and Chapters 14-15 and Chapters 22-23 in the book on Inheritance and Evolution, respectively. Relate to Evolution and/or Heredity.

Annie Lee (xxannie.leexx@yahoo.com)

The Evidence

David Shenk cites in note 31, on page 195, that "the way genes and environments interact dialectically to generate an organism's appearance and behavior". Basically he is stating that the gene and environment cannot develop a person's personality and behavior independently, they are not separable. Therefore, it is understandable that children brought up in households of successful, hardworking parents will also most likely develop the same way. Their genes, from both the parents, also interact with their environment at home - probably a very studious environment. On the other hand, children brought up backward, poor, negligent households have little chance for such success, according to Shenk. The genes they received from their parents interact with their environment, leading to less success rates. Given this, what can be said about children who are extremely successful and intelligent, but come from such backward homes? How do you suppose that the genes interact with their environment? Is there any other way that these children are so successful, regardless of their environment? Relate your response to genes and gene regulation from Chapters 18 and 21.

Rohan Dasika (rohandasika@gmail.com)

Evidence: Early Learning

 On p. 249, Shenk mentions in a footnote referring to p. 62 on both the Wolfgangs and the Polgars, two sets of siblings. Each set of siblings was taught a skill (music for Wolfgangs, chess for Polgars); the younger siblings were taught the skill earlier. There was a positive correlation between how early a skill was learned and how skilled they became – the earlier a child was taught, the better they became at the skill. Why does being exposed to a skill earlier lead to more development of the skill? Do you think all skills be learned through teaching at a very young age, or are there skills were this would not be the case? In your response be sure to include analysis of both sets of siblings as well as the learning discussed in Campbell Section 51.2 (p. 1125). 

(Brandon Axe brandona0701@aol.com)

Argument: Creating a Mnemonist

Shenk defines a mnemonist as “memory expert … able to recall prodigious amounts of new and disconnected information” (53). In Ericcson’s and Chase’s study, they “attempted to create a mnemonist from scratch” (53). While S. F. (their human test subject) was able to memorize long strings of numbers very efficiently, he was unable to memorize long strings of letters. Yet Ericcson and Chase concluded that “With an appropriate mnemonic system and retrieval structure, there is seemingly no limit to improvement in memory skill with practice” (56). What was S.F.’s method for memorizing strings of numbers, and why was he unable to memorize long strings of letters in the same manner? How could S.F. have adapted his method for memorizing long strings of numbers in order to memorize long strings of letters? Given S.F.’s memory limitations at the end of Ericcson’s and Chase’s study, would it be accurate to call S.F. a mnemonist and why? Be sure to include analysis of the experiment itself and relate S.F.’s learning of letters back to the learning discussed in Campbell Section 51.2 (p. 1125).

(Brandon Axe brandona0701@aol.com)

The Argument- Sphere of Influence

Near the end of chapter 2, Shenk describes a study done by Yale psychologist Robert Sternberg on “...the intelligence of Dholuo schoolchildren” (50). Sternberg tested the children’s knowledge of local herbal remedies as well as Western curriculum. His results demonstrated a negative correlation between the two: “‘The better the children did on the indigenous tacit knowledge...the worse they did on the test of vocabulary used in school, and vice-versa’” (50). The “environment” in the GxE paradigm may pertain to both abiotic and biotic factors. In the case of this study, the environment is both the local society of the children, as well as the larger, Western society and culture as a whole. Based on the study, to what extent do both the local and largescale societies impact the educational abilities of children in general? How does the size and proximity of a society have a larger impact on the educational abilities? With a local society, such as a Kenyan tribe, children have greater and more intimate day-to-day interactions with other members of the local environment when compared to the few hours spent in school learning Western societal values. Use evidence from the book as well as Chapters 51,53, and/or 54 of the Campbell textbook and relate your answers to the biological themes of interdependence in nature.

Ethan Homedi (ethanhomedi@yahoo.com)

The Evidence- Plasticity

David Shenk explains multiple times that nothing “...from eye color to intelligence...” (198) is fixed and all of our traits and actions are influenced by the GxE paradigm. When referring to the brain’s ability to “...adapt and organize [itself] in response to specific experience” (35), this is known as our brain’s “plasticity”: the brain’s “...capacity to become, over time, what we demand of it” (36). However, Shenk contradicts himself by stating that “there are, of course, strict limits to plasticity. Every functioning human brain has an intricate and unchanging design, billions of years in the making” (201). If our brains have supposedly intricate, “unchanging” designs, then how does Shenk propose that this is not true of other organs and traits, such as intelligence, weight, hair color, etc? On the other hand, exactly how has our brain evolved over time to account for the GxE paradigm? Use evidence from the book as well as Chapter 49 of the Campbell textbook (“Nervous Systems”) and relate this to the biological themes of evolution and/or structure and function.

Ethan Homedi (ethanhomedi@yahoo.com)

Argument- ACTN3 and Jamaican Sprinters

In chapter 6, Shenk describes that Jamaican dominance in sprinting cannot be rooted solely in genes, because their biological “secret weapon” of the ACTN3 gene, which is found in 98% of Jamaicans, is also found in a 80% of Americans and 82% of Europeans, yet the latter two groups have not enjoyed the same sprinting success as have Jamaicans. The ACTN3 gene codes for the protein alpha-actinin-3, which “drives forceful, speedy muscle contractions” and assists in exceptional athletic ability (101). Do you think the difference in athletic ability between Jamaicans and Americans or Europeans is attributed to Shenk’s argument of GxE, in which different environmental factors that are more prevalent in Jamaica activate the ACTN3 gene more frequently, therefore producing more people with the potential to be world class sprinters? Or could the differences in percentages of a population with the ACTN3 gene reflect the beginning of an evolutionary adaptation and gene mutations as ACTN3 is slowly becoming a less frequent allele in the gene pool of certain populations?  Relate your response to the gene expression unit and the theme of evolution.

David Ribot (ribotdavid@gmail.com)  

The Evidence

The Evidence

David Shenk refers to proteins as "large, specialized molecules that help create cells, transport vital elements, and produce necessary chemical reactions" in footnote 18 in Chapter 1. Discuss specific examples of how proteins interact with one another to complete a specific task in an organism. Would these proteins be characterized as messenger, structural component, or transport/storage proteins, or others? Refer to the information provided with footnote 18 in Chapter 1. What purpose do these proteins serve in the human body? With detail, describe the advantages that organisms have by having proteins perform specific functions. 

Weronika Dudkiewicz (wdudkie2@students.d125.org)