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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.

This interactive infographic from the National Academies Press highlights essential practices for K-12 science classrooms from A Framework for K-12 Science Education with references to the contents of the full report.

This set of mini cases on the ecology of eastern cottontail rabbits is designed to give students practical experience using statistics in a scientific context. Given a dataset and experimental design, groups of students are asked to play the part of a wildlife management researcher to determine the results for each study. Students practice the scientific process and gain experience making hypotheses and predictions, choosing an appropriate statistical test, interpreting and displaying results, and presenting data to others. Students choose between four basic, commonly used, statistical tests (t-test, one-way ANOVA, linear regression, and Chi-square test), and justify their choices. This activity was developed for undergraduate level students and is applicable to biology courses, particularly those dealing with ecology or management. The case is designed for student groups, but could be modified into clicker questions or individual assignments.

1:40 video with transcript It might take practice to get to Carnegie Hall but scientists found that it takes a set of dozens of genes in the brain working together to make that practice pay off.

This web site provides tools and resources that support ambitious science instruction at the middle school and high school levels. Ambitious teaching deliberately aims to get students of all racial, ethnic, and class backgrounds to understand science ideas, participate in the discourses of the discipline, and solve authentic problems. We describe 4 core instructional strategies that support this kind of teaching. These "high-leverage" practices make up the Science Learning Framework (below), and have been selected based on extensive research of how young people learn science, on authentic forms of science activity, and how teachers learn to appropriate new practices.

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.

You can promote discourse and stimulate student thinking through effective questioning. This, in turn, develops the habits of mind suggested by the Standards for Mathematical Practice. Here is a list of questions from the Professional Standards in Teaching Mathematics, grouped into categories that reflect the mathematical practices.

Currently there is considerable confusion surrounding the use of the term "organic" as applied to food and other consumer products, but within the agriculture industry the term has a well-defined meaning related to the practices that are allowed in the production of a crop. This case study was written to inform students about organic agriculture and its implications with regard to food nutritional value as well as its costs.  The case is presented as a dilemma in the context of buying produce in the grocery store. Concepts presented include the difference between organic and conventional agricultural practices, the analysis of food to quantify nutrient levels, the history of the organic movement, and the economic and environmental impacts of organic agriculture. The activity was designed for use in a lower level general science course (with a cursory review of the scientific literature) or in an upper level chemistry course (with a thorough analysis of the literature).

An ongoing commitment to diversity, equity, and inclusion (DEI) work will help you build the foundations of belonging for every student. But DEI work alone is not enough. Let's go back to your students. Are your lessons designed in alignment with what we know from cognitive science about how the human brain learns? What does the practice work you assign look like? What study strategies do you teach students to use? How is metacognition built? Does the feedback you give students help or hurt? What does homework look like?

The SAT Biology E/M Subject Test is a multiple-choice test with 80 questions. You'll answer 60 multiple-choice questions on core principles in biology; then, depending on the additional subject matter you selected, you'll answer an additional 20 multiple-choice questions on Biology-E or Biology-M subject matter. You'll have one hour to answer all 80 questions.

A selection of articles to further your understanding of the production and function of blood within the human body; the views about blood that predominated for centuries and the medical practices that such views helped to engender; the advancements in the medical use and collection of blood brought on by war, most notably World War II; modern-day techniques for the collection, storage, and use of blood. Some articles are augmented by video clips from RED GOLD: THE EPIC STORY OF BLOOD. (The free RealPlayer plug-in is required to view the clips.)

University of Washington Institute for Science and Mathematics Education has created partnerships to envision, cultivate, and study equity-focused educational models and practices in areas of science, technology, engineering, and mathematics (STEM). We do this work across the K-12 grade span and across formal and informal learning environments. We believe that all young people should be able to decide their own futures. Their opportunity to learn in STEM fields plays a critical role in their opportunity to do so now and in the future. We develop innovative projects that seek to deliver on this goal and closely study them to develop knowledge about how to broaden participation in STEM. The Institute is strongly affiliated with the Learning in Informal and Formal Environments (LIFE) Center.

In the past, sailors on whaling ships would carve whale teeth into works of art in a process called scrimshaw. These pieces would be brought home to loved ones as mementos of the voyage. Design incubator Studio Swine is attempting to recycle found materials and turn this aged art form into a more sustainable practice. In this short film, travel to remote parts of the ocean, where "the closest people are in a space station," and watch as the process of collecting ocean trash and transforming it into beautiful treasure unfolds.

Such descriptions of GMOs raises fears about whether gene transfer between species is outside of how evolution operates and therefore unnatural. Research, however, has repeatedly shown the opposite to be true. In May 2015, researchers showed that practically every known species of cassava (sweet potato) contained genes from Agrobacterium, a bacterial species whose genes we have also harnessed to create other GM crops. The genes were inserted over 8,000 years ago and may have helped the tuber evolve into its current, edible form. This phenomenon of genetic transfer during evolution between species, also known as 'horizontal gene transfer' is not restricted to plants.

In this video Paul Andersen explains how to run the student's t-test on a set of data. He starts by explaining conceptually how a t-value can be used to determine the statistical difference between two samples. He then shows you how to use a t-test to test the null hypothesis. He finally gives you a separate data set that can be used to practice running the test.

To what extent should corn be used for the production of ethanol? Are we better off producing corn for food or producing corn for fuel? This case study uses a technique called "intimate debate" (also known as "constructive controversy") in order to examine this issue. Each student participates in a set of mini-debates for which there is no audience. Students are paired with a teammate; these teams then take turns arguing each side of the issue while seated across from their opponents who do the same. The session concludes with opposing teams reaching consensus. Detailed instructions are included in the case handout to prepare students for the experience before debate day. This case was used successfully in a sophomore/junior level, general education, environmental biology course. It would fit appropriately into any college course that discusses environmental issues related to farming practices, land use, alternative fuels, renewable energy, or sustainability.

The Ebola epidemic that tore through West Africa in 2014 claimed 11,310 lives, far more than any previous outbreak. A combination of factors contributed to its savagery, among them a mobile population, crumbling public health systems, official neglect and hazardous burial practices. But new research suggests another impetus: The virus may have evolved a new weapon against its human hosts. In studies published on Thursday in the journal Cell, two teams of scientists report that a genetic mutation may have made Ebola more deadly by improving the virus's ability to enter human cells.

Promotes accurate understanding and comprehensive teaching of evolutionary theory for a wide audience Explores the practical applications of evolutionary principles in daily life and the impact of evolutionary theory on culture and society throughout history Offers teaching tools such as unit and lesson plans and classroom activities, as well as additional online content such as podcasts and powerpoint presentations

Sweden is able to recycle 99% of their trash, some of which they burn. Why isn't this practiced in the United States?

Within a year, Stein's team had designed a clinical trial protocol that turned standard research practices around 180 degrees, launching what it now calls the Signature Clinical Trial Program. Instead of a patient traveling to one of several research sites, Novartis would send the investigational drugs to his or her local oncologist's office. Instead of testing hundreds or thousands of genetically unscreened patients, the company would accept only patients who had the genetic markers the drugs were supposed to target. Instead of waiting months, patients could access the treatments in two or three weeks. Instead of running a large-scale trial to investigate one or two questions, clinicians could conduct smaller, rapid proof-of-concept studies to quickly rule out the tumor types that don't respond to a study agent and identify other tumor types that are potentially treatable with the drug and worthy of further study.