Bioethics 4. Genetic Engineering

Bioethics

4. Genetic Engineering

4.1. Intended Learning Outcomes

By the end of the lessons, the students will be able to:

a. Understand the meaning of genetic engineering and its usages in various aspects like agriculture and food industry, medicine, research, and entertainment etc.

b. Evaluate the impacts of genetic engineering on our daily life.

c. Analyze the moral issues raised in the development of genetic engineering.

d. Apply different ethical theories to make moral judgment on genetic engineering.

*Prerequisite knowledge: Normative Ethics, the nature of morality, moral principles, moral reasoning, theory of conduct, theory of value & virtue (Refer to ‘NSS Ethics and Religious Studies Curriculum Support Materials - Compulsory Part: Ethics - Module 1:

Normative Ethics’)

4.2. Introduction

Genetic engineering is the artificial manipulation, modification, and recombination of DNA (i.e. the carrier of genetic information which achieves its effects by directing the synthesis of proteins) or other nucleic acid molecules in order to modify an organism or population of organisms. An organism generated through genetic engineering is considered to be a genetically modified organism (GMO). The technology was invented in the 1970s and has flourished rapidly in the past 3 decades in various fields, including agriculture and food industry, medicine, research, and entertainment etc.

The development of genetic engineering and its applications on plants, animals and human beings have aroused huge ethical controversies over the world. According to the information provided by the World Health Organization (WHO), ‘Switzerland is the only country that has made a vote on genetic engineering in the future, with nearly two-thirds of its population voting against a referendum to ban genetic

In these lessons, students will evaluate the impacts of genetic engineering on our daily life, and analyze the moral issues raised in its development, especially those related to genetically modified (GM) foods and human genetic engineering.

References:

 Beauchamp, T.L. (et al.) (2008). Contemporary Issues in Bioethics. USA: Thomas Higher Education.

 Shannon, T.A. (1997). An Introduction to Bioethics. New York: Paulist Press.

 http://en.wikipedia.org/wiki/Genetic_engineering

 http://www.globalchange.com/geneticengin.htm

 http://www.who.int/genomics/public/patientrights/en/

4.3. Teaching and learning processes Suggested teaching period: 4 lessons

1. Definition of Genetic Engineering (GE)

1.1. Prior to the lesson, teacher asks students (individually or in groups) to search for and take photos if possible or download photos from internet of some genetically modified foods (GM foods) and non-GM foods in a supermarket.

1.2. During the lesson, students present their findings.

1.3. Teacher asks, ‘Would it affect your decision on whether or not to buy genetically modified food? Why or why not?’

1.4. Teacher shows some items of genetically modified food one by one (cf.

Photo 1-6) and asks if students would eat/drink them. Students are also required to provide explanations.

1.5. Teacher asks students to complete ‘Worksheet 1: Genetic Engineering – why and what?’ Then, teacher asks the students to vote and facilitates a class discussion.

2. GM foods controversy

2.1. Teacher plays (twice if necessary, or instruct students to watch it before coming to lessons / tell students to search for similar video in Chinese)

the following 3 videos and asks the students to complete ‘Worksheet 2:

Genetically Modified (GM) foods and you’. Check their answers afterwards.

 ‘How Are GMOs Created?’ (~5 mins) at

https://www.youtube.com/watch?v=2G-yUuiqIZ0

 ‘10 Worrying Facts About Genetically Modified Food’ (~3 mins) at https://www.youtube.com/watch?v=OB_0OLKGMpQ

 ‘Genetically Modified Organism (GMO) - Myths and Truths’ (~6 mins) at https://www.youtube.com/watch?v=M_ztZGbLEJ0

2.2. Forum on GM foods – Teacher separates the students into 6 groups, with each group performing one of the following roles: (a) consumers; (b) GM foods manufacturers; (c) environmentalists; (d) farmers; (e) scientists; (f) religious leaders. Students may prepare their presentation by referring to the information on Worksheet 2 in the class, or by searching for

additional information after class. Then, teacher (or a designated

student) facilitates the forum. During the forum, students may jot down notes and do a peer evaluation using ‘Worksheet 3: Forum on GM foods’.

3. Human Genetic Engineering

3.1. Teacher plays (twice if necessary) the video on ‘Human Genetic Engineering’ (~8 mins) at https://www.youtube.com/watch?

v=dKBfxoPnT7g, and asks the students to complete ‘Worksheet 4:

Human Genetic Engineering’ in pairs.

3.2. Teacher facilitates a class discussion.

4. Conclusion and students’ self-evaluation

4.1. Teacher reviews the key learning points of the topic on ‘genetic engineering’

with the students.

4.2. Ask students to consolidate their knowledge and evaluate their learning outcomes by completing ‘Worksheet 5: Summary & self-evaluation’.

Photo 1: Genetically Modified soybean

http://www.nutricion.pro/general/consejos-nutricionales-para-alergia-a-la-caseina/

Soy has been genetically modified to resist herbicides. In 2007, over half of the world's soybean crop (58.6%) was genetically modified.

References:

http://consciouslifenews.com/gmo-alert-top-10-genetically-modified-foods-avoid-eating/

http://www.gmo-compass.org/eng/grocery_shopping/crops/19.genetically_modified_soybean.html

Photo 2: ‘Fishy’ tomatoes & strawberries

Genetic engineers inject arctic fish genes into tomatoes and strawberries to make them frost-tolerant. For vegetarians, plants containing animal genes may hardly be acceptable.

Reference: http://thegreendivas.com/2011/06/10/waiter-theres-a-fish-in-my-tomato-a-gmo- story/

Photo 3: Sorpio cabbage

Genetic engineers combine the gene of poison in the tail of a scorpion with a cabbage. These genetically modified cabbages kill caterpillars.

Reference: http://www.globalchange.com/geneticengin.htm

Photo 4: Genetically Modified salmon

https://www.google.com.hk/search?q=GM+salmon&espv=2&biw=999&bih=514&tbm=isch&imgil=FatNbN5fhVQCzM%253A%253BXGAA7yGout_G-M%253Bhttp%25253A%25252F

%25252Fwww.bluechannel24.com%25252F%25253Fp%2525253D23564&source=iu&pf=m&fir=FatNbN5fhVQCzM%253A%252CXGAA7yGout_G-M%252C_&usg=__79umyAac_4S5xqGuLmINv8jgmzE

%3D&dpr=1&ved=0CDIQyjc&ei=mLMkVcDNNMLt8gWt8IGQDA#imgrc=sQDDj5g7QSWqkM%253A%3BNXZaRXMOCu8X0M%3Bhttp%253A%252F%252Fscienceprogress.org%252Fwp-content%252Fuploads

%252F2011%252F09%252Fgmo_salmon_compare.jpg%3Bhttp%253A%252F%252Fscienceprogress.org%252F2011%252F09%252Fthe-gmo-salmon-struggle%252F%3B468%3B269

The biotechnology industry says it has genetically modified a fish that grows at twice the normal rate, so it can get to market sooner and make more money faster.

Reference: http://www.foodandwaterwatch.org/food/genetically-engineered-foods/stop-frankenfish/

Photo 5: Silky spider goat milk

Genetic engineers have created goats with spider genes that create "silk" in their milk. Apart from increasing the silkiness of the beverage, scientists also use its spider web protein to make bulletproof vests.

However, religious groups such as Orthodox rabbis (Jewism) or Muslim leaders perceive such milk as ‘non-kosher’ or ‘non-halal’ – i.e. unclean/forbidden.

References:

http://www.globalchange.com/geneticengin.htm

http://thegreendivas.com/2011/06/10/waiter-theres-a-fish-in-my-tomato-a-gmo-story/

http://219greenconnect.com/wp-content/uploads/2013/10/GMO-food-Controversy.pdf

Photo 6: Chickens with multiple legs and wings

http://www.businessinsider.com/kfc-mutant-chickens-are-not-real-2014-2

(This is NOT a real photo. In 2014, a rumor that KFC uses mutated chickens with extra limbs is going viral on Facebook and Twitter.

Read more: http://www.businessinsider.com/kfc-mutant-chickens-are-not-real-2014-2#ixzz3Y1TM3t2T)

Theoretically, genetic engineers are able to create chickens with multiple legs and wings to cope with the increasing demand on chicken consumption.

Reference: http://www.globalchange.com/geneticengin.htm

Worksheet 1: Genetic Engineering – why and what?

Read the following information and then answer the question below.

Definition of ‘genetic engineering’

Genetic engineering is the artificial manipulation, modification, and recombination of DNA (i.e. the carrier of genetic information which achieves its effects by

directing the synthesis of proteins) or other nucleic acid molecules in order to modify an organism or population of organisms. An organism generated through genetic engineering is considered to be a genetically modified organism (GMO).

The technology was invented in the 1970s and nurished rapidly in the past 3 decades in various fields, including agriculture and food industry, medicine, research, and entertainment etc.

Agriculture and food industry – GM foods has been selling in the markets since 1900s. New genes are introduced for a variety of reasons, whether it's to grow higher yields, make crops more resistant to infection and pests, or even to infuse them with extra nutrients and vitamins. Some common GM foods include: milk, soy, corn, potatoes, rice, papaya, tomatoes, canola, etc.

Medicine - Genetic engineering has been widely used in the medical field. Insulin and human growth hormone were the first 2 commercial medical products. Other medicine or treatment for cancer, immune deficiency, heart attacks etc. have also been produced using genetic engineering. In addition, vaccines and artificial transplanting organs created with DNA technolgy are also available. Futhermore, gene therapy has become more and more prevailing in both preventive and remedial ways while malfunction genes are detected.

Research - Genetic engineering unvails a new chapter in natural science. Genes and other genetic information from a wide range of organisms are transformed into bacteria for storage and modification, creating genetically modified bacteria in the process. Bacteria are cheap, easy to grow, clonal, multiply quickly, relatively easy to transform and can be stored at -80 °C. An isolated gene can be stored inside the bacteria providing an unlimited supply for research and experiments.

Entertainment – Novelties such as glowing pets, lavender-colored carnations, blue roses, BioArt etc. are made available for trend-followers.

GloFish

http://www.thatpetplace.com/aquarium- livestock/glofish#!glofish

Glowing kitten

http://www.livescience.com/15994-glow- dark-cats-aids-virus-research.html

BioArt

http://en.wikipedia.org/wiki/BioArt

References:

http://en.wikipedia.org/wiki/Genetic_engineering http://en.wikipedia.org/wiki/GloFish

http://gmoinside.org/gmo-timeline-a-history-genetically-modified-foods/

http://global.britannica.com/EBchecked/topic/228897/genetic-engineering http://recipes.howstuffworks.com/5-common-genetically-modified-foods.htm http://www.infoplease.com/cig/biology/dna-technology-applications.html

In which of the following aspects do you think it is worthwhile to develop genetic engineering? Why or why not?

Aspect

Worthiness of development

5= very worthy, 1= not worthy at all

Reasons

Agriculture and

food industry 5 4 3 2 1

Medicine 5 4 3 2 1

Research 5 4 3 2 1

Entertainment 5 4 3 2 1

Worksheet 2: Genetically Modified (GM) foods and you

Task A:

Watch the video on ‘How Are Genetically Modified Organisms (GMOs) Created?’ at https://www.youtube.com/watch?v=2G-yUuiqIZ0, and answer the question.

1. What are the advantages of GM foods (e.g. GM papaya)?

Task B:

Watch the video on ‘10 Worrying Facts About Genetically Modified Food’ at

https://www.youtube.com/watch?v=OB_0OLKGMpQ, and answer the question.

2. What are the disadvantages of GM foods?

Task C:

Watch the video on ‘Genetically Modified Organism (GMO) - Myths and Truths’ at https://www.youtube.com/watch?v=M_ztZGbLEJ0, and answer the question.

3. What are the counter arguments for the viewpoints concerning GM foods below?

*Fill in the blanks using the words below. Some can be used more than once.

seeds biodegradable uncontrolled

nutritional content plant diseases crop performance

allergenic chemically farmed nutrients

fossil fuel food supply environment

greenhouse gases mutations safety studies

allocation of resources herbicides

Pro-GM foods arguments Counter Arguments

Increase crop yields GM crops do not increase intrinsic yield. Some GM

herbicides kill natural (1) and organisms in the soil, leading to (2) .

Lower cost for farmers Farmers have to pay more for GM (3) and (4) .

Reduce use of herbicides / pesticide

GE in fact leads to increasing use of herbicides / pesticide. Some GM herbicides (e.g. ‘Roundup’

herbicide) are not (5) as claimed, and even are ‘dangerous for the environment’

Genetic Engineering (GE) is a safe and beneficial process, and it is an extension of natural plant propagation

It is a lab-based technique where a foreign gene is inserted into the DNA of the plant.

This is an (6) process, because the site of insertion is random and may potentially damage the plant’s genetic makeup.

The (7) that occur during the genetic engineering process can lead to many unexpected changes, such as:

 poor (8)

 alteration in the food’s (9)

 toxic & (10) effects

 unforeseen harm to the (11) .

GE is a climate change solution

GE does nothing to solve the growing global problem.

GM crops are as energy-hungry as any other (12) crops because they are largely

dependent on herbicides made with (13) . Furthermore, they depend on nitrogen fertilizer which emits (14) .

GMOs are energy-friendly because of the ‘no-till method’, which reduces the number of tractor passes

Research reveals that even though the no-till method did reduce farm operations, large amounts of energy are still consumed due to the production of

(15) used on GM crops.

GE helps eliminate world hunger

GE will not help eliminate world hunger. It does not protect the security of our (16) . There are no GE crops available that increase intrinsic yield.

World hunger is actually an issue of (17) .

GMOs are safe There are no conclusive (18) on GMOs, as independent researchers are prohibited to use GE crops for their studies.

Worksheet 2: Genetically Modified (GM) foods and you (For teachers’ reference)

Task A:

Watch the video on ‘How Are Genetically Modified Organisms (GMOs) Created?’ at https://www.youtube.com/watch?v=2G-yUuiqIZ0, and answer the question.

1. What are the advantages of GM foods (e.g. GM papaya)?

 Resistant to bacteria/virus (diseases), pests, weeds and droughts;

 Reduce the use of pesticide which is harmful to the environment;

 Provide improved nutrition;

 Increase crop and provide steady food supply to consumers;

 Cheaper cost for consumers;

 Enhance the food quality

Task B:

Watch the video on ‘10 Worrying Facts About Genetically Modified Food’ at https://www.youtube.com/watch?v=OB_0OLKGMpQ, and answer the question.

Genetic engineering: The world's greatest scam?

https://www.youtube.com/watch?v=1H9WZGKQeYg (英文版) https://www.youtube.com/watch?v=doxTzjCQ5Ds (中文字幕)

2. What are the disadvantages of GM foods?

 A pesticide made from scorpion poison has been injected into cabbages, which may be harmful to the consumers.

 Studies suggest that animals on GM diets are at greater risk of developing cancer, and are more likely to have infertile offspring.

 Consumers may not have informed choice of food. 70% of the food items on shelves in US contain GMOs, but many of them are unlabeled.

 GM foods may have a link to some human diseases – e.g. Morgellons disease (an illness creates a sensation of bugs crawling underneath the skin), allergies, bleeding stomachs, or even deformities.

 GMOs may cause unforeseen long-term side effects on the environment, since seeds cross-pollinate in the wild is uncontrollable.

Task C:

Watch the video on ‘Genetically Modified Organism (GMO) - Myths and Truths’ at https://www.youtube.com/watch?v=M_ztZGbLEJ0, and answer the question.

3. What are the counter arguments for the viewpoints concerning GM foods below?

*Fill in the blanks using the words below. Some can be used more than once.

seeds biodegradable uncontrolled

nutritional content plant diseases crop performance

allergenic chemically farmed nutrients

fossil fuel food supply environment

greenhouse gases mutations safety studies

allocation of resources herbicides

Pro-GM foods arguments Counter Arguments

Increase crop yields GM crops do not increase intrinsic yield. Some GM herbicides kill natural (1) nutrients and organisms in the soil, leading to (2) plant diseases.

Lower cost for farmers Farmers have to pay more for GM (3) seeds and (4) herbicides.

Reduce use of herbicides / pesticide

GE in fact leads to increasing use of herbicides / pesticide. Some GM herbicides (e.g. ‘Roundup’

herbicide) are not (5) biodegradable as claimed, and even are ‘dangerous for the environment’

Genetic Engineering (GE) is a safe and beneficial process, and it is an

It is a lab-based technique where a foreign gene is inserted into the DNA of the plant.

This is an (6) uncontrolled process, because the site

extension of natural plant propagation

of insertion is random and may potentially damage the plant’s genetic makeup.

The (7) mutations that occur during the genetic engineering process can lead to many unexpected changes, such as:

 poor (8) crop performance

 alteration in the food’s (9) nutritional content

 toxic & (10) allergenic effects

 unforeseen harm to the (11) environment.

GE is a climate change solution

GE does nothing to solve the growing global problem.

GM crops are as energy-hungry as any other

(12) chemically farmed crops because they are largely dependent on herbicides made with (13) fossil fuel.

Furthermore, they depend on nitrogen fertilizer which emits (14) greenhouse gases.

GMOs are energy-friendly because of the ‘no-till method’, which reduces the number of tractor passes

Research reveals that even though the no-till method did reduce farm operations, large amounts of energy are still consumed due to the production of

(15) herbicides used on GM crops.

GE helps eliminate world hunger

GE will not help eliminate world hunger. It does not protect the security of our (16) food supply. There are no GE crops available that increase intrinsic yield.

World hunger is actually an issue of (17) allocation of resources.

GMOs are safe There are no conclusive (18) safety studies on GMOs, as independent researchers are prohibited to use GE crops for their studies.

Worksheet 3: Forum on GM foods

Listen attentively to the viewpoints/concerns of the spokesmen in the forum. Jot down their views, and analyze their stands in the table below.

Role

Stands towards

GM foods

Viewpoints / concerns

Challenging level (optional)

Critiques from deontological / utilitarian view points

Consumers for /

against

GM foods manufacturers

for / against

Environmentalists for / against

Farmers for /

against

Scientists for /

against

Religious leader for / against

Peer evaluation

Peer-evaluation (3=good, 2=average, 1=poor)

Consumer Manufacturer Environmentalist Farmer Scientist Religious leader

Clear

standpoint ^{3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1}

Convincing

viewpoints ^{3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1}

Substantial

examples ^{3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1}

Logical

presentation ^{3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1}

Accurate use of

ethical theory ^{3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1}

Worksheet 4: Human Genetic Engineering

Watch the video on ‘Human Genetic Engineering’ at

https://www.youtube.com/watch?v=dKBfxoPnT7g, and answer the questions below:

Or:

人 類基因解碼

https://www.youtube.com/watch?v=7_FnMS1ocOs ( 中 ) 文字幕

Discovery 《 人類基因解碼》剪輯版

https://www.youtube.com/watch?v=UaWiAvNqoYU (中 ) 文字幕

1. Imagine a world where you could pick your child’s traits ( like hair & eye color / height/ build/ intellegence/ chance of disease/ memory/

number of clones). Would this be a world you want to live in? Why or why not?

2. From the video and your own knowledge, what are the pros and cons of GE in the following aspects?

Aspects Pros Cons

Challenging level (optional)

Ethical concerns

 Designer

babies

 Gene selection

 Gender selection

 Trait selection

Gene therapy

Social- economic

differences

Military use

Prolonged

human life

Others (please specify):

3. Do you support applying GE on human? Please explain and defend your answer using the theories of ethics.

Worksheet 4: Human Genetic Engineering

(For teachers’ reference)

Watch the video on ‘Human Genetic Engineering’ at

https://www.youtube.com/watch?v=dKBfxoPnT7g, and answer the questions below:

1. Imagine a world where you could pick your child’s traits ( like hair & eye color / height/ build/ intellegency/ chance of disease/ memory/

number of clones). Would this be a world you want to live in? Why or why not?

4. From to the video and your own knowledge, what are the pros and cons of GE in the following aspects?

Aspects Pros Cons

Challenging level (optional)

Ethical concerns

 Designer babies

 Gene selection

 Gender selection

 Trait selection

 Parents have the right to ‘design’ their

offspring.

 The human race as a whole would become more and

more perfect.

 Human race would become more and more

uniformed.

 The attempt to design babies is to

play God.

 If genetically altered humans are successful, ones’

accomplishments

 Who is to say

what are the best traits?

 Is it ethical for parents to select their

babies’

traits?

would no longer be admired, because those achievements

are not their own, but rather the products of science.

Gene therapy  Sometic

engineering can be used to correct genes with defect that cause lifelong

& deadly deseases (e.g. severe combined

immunodeficiency) .

 It can cure disorders caused by genetic mutation (e.g.

Down syndrome / Alzheimer’s

disease).

 It could cause super diseases.

 It may lead to unpredictable consequences and

side effects. E.g.

we can alter the genes of mice to increase its memory but it

may become more sensitive to pain at the same time. That might also happen on human beings.

Engineered baby may be born to save

the life of a brother/siste r. Is it moral to design humans for

such a purpose?

Social- economic

differences

Rich people can make their children more intellegent /

aethletic.

Social-economic differences that would seperate genomic classes,

causing discrimination.

Is it fair and just if the

genomic classes are created in

our future society?

Military use The gene of soilers’

eyes can be altered,

The development of GE on military

Is it ethical to modify

such that they can see the infrared of the enemy in the dark for defense

purposes.

aspect could cause huge casualty.

human genes to serve

military purposes?

Prolonged human life

Humans can enjoy longer life with

better physical condition by modifying their genes.

 Overpopulation &

lack of resources

 It may lead to the development of

new species of human.

Who have the right to

determine how long a person should live?

Others (please specify):

e.g. Human cloning (will be discussed in

next chapter)

5. Do you support applying GE on human? Please explain your answer using the theories of ethics.

Worksheet 5: Summary & Self-evaluation – Genetic Engineering

Write down the key learning points of this module.

(A)

Definition of Genetic Engineering (GE)

1.

2.

3.

4.

5.

(B)

GM foods controversy

1.

2.

3.

4.

5.

(C)

Human Genetic Engineering

1.

2.

3.

4.

5.

Evaluate how well you have learnt (please put a ‘’)

Ver y goo

d

Good Fair Poor

(A)

Definition of Genetic Engineering (GE) (B)

GM foods controversy (C)

Human Genetic Engineering

What question(s)/area(s) you want to learn more in this module of ‘genetic engineering’?