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The relative importance of nature and nurture has been debated for centuries, and has had strong - and sometimes misguided - influences on public policy.

There are few areas of science more fiercely contested than the issue of what makes us who we are. Are we products of our environments or the embodiment of our genes? Is nature the governing force behind our behaviour or is it nurture? While almost everyone agrees that it's a mixture of both, there has been no end of disagreement about which is the dominant influence.

This case study focuses on the relationship between evolution and plasticity using a hands-on, inquiry-based approach. Students view examples from the literature that illustrate the difference between nature and nurture, or the relative contributions of genes and the environment in shaping phenotypes. Using the Trinidadian guppy system as an example, students learn about seminal work in the field in addition to exploring quantitative genetic techniques used to partition phenotypic variance between genes (G) and the environment (E). They use real data from one of the publications cited in the case to graph reaction norms illustrating GxE interactions at the family and population level. The inquiry-based approach means that students are introduced to new concepts in a stepwise fashion, and asked to develop and build their understanding using causal, explanatory evidence. The case concludes with an exercise in which students apply their knowledge to a real conservation problem in Trinidad and Tobago, where guppies are native. This case would be appropriate for an upper level biology, genetics, or evolution course.

The advent of increasingly powerful and inexpensive DNA sequencing methods is changing many aspects of genetics research. In particular, human genome sequencing is transforming our understanding of many aspects of human biology and medicine. However, we must be careful to remember that genes alone do not determine our futures-environmental factors and chance also play important roles.

Not surprisingly, Hambrick and Tucker-Drob found a correlation between practice and musical accomplishment. But they also found that the amount of practice young musicians engaged in was influenced by their genetic make-up.

The researchers concluded that genetics - or perhaps other factors, such as environmental influences - play a larger role than practice in certain aspects of musical talent such as recognizing pitch and rhythms. Mosey and her colleagues made another interesting finding: Genes may determine a person's motivation to practice. The majority of participants who reported practicing a lot also shared a high percentage of the same genes. "The association between practice and skill was largely due to the same genes, suggesting that practice will not necessarily make you perfect, but it certainly will enhance your skills," Mosey said.