Bioethics Questions Considered, Informed Positions Developed

This assignment has two options:

1. Debate. This will take place in front of our class. One student will take a pro or affirmative position, the other will take the con or negative position.
2. Informed Position Poster. This is an individual assignment.

Both assignments will require considerable research and the preparation of an argument for or against a specific biological technology or a specific use of a biological technology.

After you have chosen your option I will give you the instructions you will need to prepare for your debate or to create your poster.

Here are some resources to better understand how these technologies work and some potential ethical concerns involving these technologies.

What is Crispr? https://www.pbs.org/video/what-crispr-gene-editing-cyfb4n/

Biotechnology: The Invisible Revolution can be seen at

http://www.youtube.com/watch?v=OcG9q9cPqm4.

“What does biotechnology have to do with me?” is discussed in the following video: http://www.youtube.com/watch?v=rrT5BT_7HdI (10:01).

You can watch an interactive animation about gene cloning at this link: http://www.teachersdomain.org/asset/biot09_int_geneclone/.

http://www.youtube.com/watch?v=x2jUMG2E-ic (4.36),

http://www.youtube.com/watch?v=Jy15BWVxTC0 (0.50),

http://www.youtube.com/watch?v=sjwNtQYLKeU (7.20),

http://www.youtube.com/watch?v=Fi63VjfhsfI (3:59).

You can watch an animation of PCR at this link:

http://www.dnalc.org/resources/3d/19-polymerase-chain-reaction.html

For additional information on this “personalized medicine" watch https://www.youtube.com/watch?v=V6FMIbgCtys

You can learn more about how scientists create transgenic crops with the interactive animation Engineer a Crop—Transgenic Manipulation at this link: http://www.pbs.org/wgbh/harvest/engineer/transgen.html.

Biotechnology in agriculture is discussed at http://www.youtube.com/watch?v=IY3mfgbe-0c (6:40).

History of Agricultural Biotechnology: How Crop Development has Evolved

https://www.nature.com/scitable/knowledge/library/history-of-agricultural-biotechnology-how-crop-development-25885295

https://www.khanacademy.org/science/biology/biotech-dna-technology

Biotechnology Industry

https://www.nature.com/scitable/topicpage/biotechnology-industry-13998393

https://www.bio.org/what-biotechnology

Bioethics:

For a recent debate about the ethics of applying biotechnology to humans, watch the video at the link below. In the video, a Harvard University professor of government and a Princeton University professor of bioethics debate the science of “perfecting humans.” http://www.youtube.com/watch?v=-BPna-fSNOE

http://www.bioethics.net/

https://www.bioethics.msu.edu/what-is-bioethics

https://www.bioethics.nih.gov/home/index.shtml

Can bioethics ever represent too much of a good thing? Where exactly is the line between too little and too much protection for patients in genetic counseling, research, and testing? https://www.nature.com/scitable/topicpage/bioethics-in-genetics-42093

Genetic Inequality: Human Genetic Engineering

https://www.nature.com/scitable/topicpage/genetic-inequality-human-genetic-engineering-768

Option 1 Bioethics Debate

Purpose: Students will become familiar with certain issues pertaining to bioethics through an organized debate.

Procedure: Students will divide into groups of two.  Each group will choose a topic below.  They will take a pro or a con stance on the issue. As a group, research information pertaining to the chosen topic.  Gather background information, statistics, anecdotal information and any other information that will help you debate your side.  Remember, the best way to win a debate is to understand both sides of the argument.  You will present your argument to the class along with the opposing side.  The class will represent the opinion of society and vote which side they agree with more strongly.  Obviously, you want as many people to agree with your side of the argument.  On the day of the debate, represent yourself professionally and be respectful of those that disagree with you. You will be expected to back up any statements with credible sources.  Many of the topics come from the Bioethics for Students set published by Macmillan Reference USA.

Debate Forum: To fit all debates in a reasonable time, the following times will be strictly enforced.

• 3 minutes: Pro presentation
• 3 minutes: Con presentation
• 5 minutes: Audience questions and comments
• 2 minutes: Pro rebuttal
• 2 minutes: Con rebuttal

Topics (this is NOT an exhaustive list.  If there is a relevant topic that is not listed, ask your teacher for approval!):

1. Scientists have recently found an almost pristine woolly mammoth preserved in ice.  They believe there might be enough DNA to clone the organism. Should humans bring back llong-extinctorganisms (Jurassic Park)?  Consider how these new organisms would interact in an ecosystem that has been around hundreds, thousands, or millions of years without these organisms.
2. Genetic Engineering
1. Genetically Engineered Organisms (agriculture) – Scientists have the ability to genetically modify agricultural products.  The impacts of this are not fully understood. Should we continue to genetically engineer food products? Do consumers have the right to know what genes exist in their food?
2. Genetically Engineered Organisms (medical) – Scientists genetically engineer organisms for the betterment of the medical industry. Bacteria are genetically engineered to produce human insulin for diabetic patients, for example. Should we continue to genetically engineer organisms so we can better heal ourselves and treat our diseases? Is it fair to the organisms we are altering?
3. Genetic Testing and Screening
1. Should all parents be required by law to have their children screened for genetic disorders such as trisomy 21, PKU, cystic fibrosis, or sickle cell anemia?  Even in cases where there is no cure (i.e. familial hypertrophic cardiomyopathy), is it appropriate to screen people?
2. Is intelligence genetic?  If so, should your genome determine schooling, career choice, or societal standing?
3. Scientists are developing methods every day to determine traits of fertilized eggs.  This includes everything from sex to genetic disorders to athletic ability. Through the use of in-vitro fertilization, parents may be able to pick eggs with certain traits.  Is it ethical for parents to pick and choose the traits they desire? Can artificial genes be introduced to human babies? How will this affect the hierarchy of society (the “haves” and “have-nots”)?
4. Patenting Organisms/Genes: Should researchers have the right to patent certain genetic sequences or genetically modified organisms? This includes everything from genes “discovered” to clean up oil spills to genes that can be used for targeted cancer therapies to genes used to make organisms glow in the dark.

To prepare for this debate you must do your research. Use the links I have provided for the online assignment. You may also use other sources but you must have supporting evidence for your arguments. You must document your evidence using citations and a bibliography. You will turn in the following materials:

1. Your typed debate organizer with references. MLA style is fine.
2. Your debate index cards with your in class arguments, if you used them.

Option 2 - Informed Position Poster

For the informed position poster you may take a stand on any biotechnology or use of biotechnology. So for example, you could argue that Crispr should be used to correct genetic disorders if the correction requires the deletion and insertion of just one sequence of nitrogen bases but should not be used to influence physical traits.

You will still need to do the research, and make an argument supported by your research, however, instead of verbal sparring in front of the class, you will use your words and visuals to make your case.  

You will need to turn in:

1. Your completed, typed, research organizer.
2. Your informed position poster.