Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Biotechnology: Science, Technology, and Ethics
Performance Objective:
After completing this lesson, students will demonstrate they have a broad understanding of the
field of biotechnology by completing the biotechnology quiz.
Specific Objectives:
The student will be able to:
 Define and describe biotechnology
 Recall historical and important events involving biotechnology
 Identify occupations in the biotechnology industry
 Describe the importance of biotechnology to improvements in the quality of life
 Evaluate moral and ethical issues involving biotechnology
 Apply higher order thinking and analysis skills to defend a controversial position
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Concepts of Engineering and Technology:

130.362 (c)(7)(A)(B)(C)(D)(E)
...describe the fields of biotechnology;
...describe career opportunities in biotechnology;
...apply design concepts to problems in biotechnology;
...identify fields related to biotechnology; and
...identify currently emerging issues in biotechnology.
Interdisciplinary Correlations:
Biology:

112.34 (c)(3)(A)(B)(C)(D)(E)(F)
...in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student;
...communicate and apply scientific information extracted from various sources such as
current events, news reports, published journal articles, and marketing materials;
...draw inferences based on data related to promotional materials for products and
services;
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1
...evaluate the impact of scientific research on society and the environment;
...evaluate models according to their limitations in representing biological objects or
events; and
...research and describe the history of biology and contributions of scientists.

112.34 (c)(5)(D)
...recognize that disruptions of the cell cycle lead to diseases such as cancer.

112.34 (c)(6)(B)(D)(E)
...recognize that components that make up the genetic code are common to all
organisms;
...recognize that gene expression is a regulated process;
...identify and illustrate changes in DNA and evaluate the significance of these changes;
English:

110.44 (b)(6)(A)(B)
…expand vocabulary through wide reading, listening and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, connotation and denotation of words, analogies, idioms, and technical
vocabulary.

110.44 (b)(7)(H)(I)
…use study strategies such as note taking, outlining, and using study-guide questions to
better understand texts;
…read silently with comprehension for a sustained period time.
Teacher Preparation:
Review this lesson plan and biotechnology PowerPoint presentation; and perform some
background research using internet resources, including those given in the lesson plan.
Because of the ethical and moral issues involved in biotechnology, this material is particularly
well suited to independent or team based student research.
References:
Daugherty, E. (2006). Biotechnology: Science for the New Millennium. EMC Publishing.
Instructional Aids:
1. Biotechnology PowerPoint presentation
2. Domestic Animals PowerPoint (3 slides)
3. http://bio.org/news/publications/
4. http://bio.org/speeches/pubs/er/BiotechGuide2008.pdf
5. Definitions, Key Figures, and Major Historical Developments handout for each student
6. Biotechnology quiz and quiz key
Materials Needed:
1. Any cereal product (actual or picture)
2. A picture(s) of domesticated animal(s)
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2
3. Technical Report and Presentation Rubric for each student
Equipment Needed:
1. Computer with internet access
2. Projector
Learner Preparation: None required.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to be talking about one of the most important fields of technology that
exists. Historically, biotechnology primarily involved the food we eat, but more recently
biotechnology involves our health and health care.
ASK: Does anyone know how long biotechnology has existed?
SAY: 10,000 years
SHOW: Any cereal product.
SAY: This is a product that is the result of biotechnology.
ASK: Can anyone tell me how many different elements of biotechnology went into the
development of this product?
SAY: Crop selection, pesticide and fertilizers, vitamin and mineral enrichment, even genetic
engineering through DNA manipulation.
SHOW: A picture of any domestic animal (dog, horse, cow, etc).
ASK: Historically, how have we performed biotechnology on this animal?
SAY: Breeding.
ASK: How do we perform biotechnology today?
SAY: Cloning, genetic engineering.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
.
Outline
I. Start with the definition of biotechnology
A. Students should know that some
forms of biotechnology have been
around for thousands of years
B. Current biotechnology is heavily
dependent upon laboratory
experiments and equipment
C. A great resource can be found at
http://bio.org/speeches/pubs/er/BiotechG
uide2008.pdf
Notes to Instructor
Begin biotechnology
PowerPoint presentation.
It is designed to give
background and
general information;
however, the lesson is
designed around student
research. The intention of
the presentation is to
prepare the students for
their research.
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3
II. History
A. Arguably, no field of science has
improved global human health more.
B. Current biotechnology research and
development rely heavily on
recombinant DNA.
C. Biotechnology fields and categories
overlap to some degree, but involve
different types of information.
D. More than 325 million people
worldwide have been helped by the
more than 150 biotechnology drugs
and vaccines approved by the U.S.
Food and Drug Administration..
Slides 3-4
III. Classification of biotechnology
A. Fields of study and employment
B. Processes involved in research and
development
C. Categories such as diagnostics or
therapies, medical or agricultural
Categories:
Slides 5-9
V. Ethical and Social Considerations
A. There are a number of controversial
elements to biotechnology.
B. There are often no definitive answers
to some of the controversy.
C. There are a huge number of Internetbased sources that look at both sides
of an issue.
D. The nature of this field is almost
Uniquely suited for students to
perform individual or team based
research.
E. Research can lead to a written report
or a verbal presentation.
Slides 13-16
VI. Assign student research and/or presentation
A. Evaluation according to assessment
rubric
Slides 17-18
History can be amplified
and covered in more
depth at teacher’s own
discretion. The definitions
and historical figures
handout include a timeline
that provides a guide.
There are a variety of
different ways to classify
and categorize all of the
different elements of
biotechnology.
Students should be able
to find a field or topic
that they find interesting
and have an opinion on.
Leverage their interest to
get them to perform the
work involved with
researching and analyzing
both sides an issue.
Distribute Technical
Report and Presentation
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4
Rubric to each student.
(Teacher may modify the
assessment rubric
provided with this lesson
as needed.)
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Use the biotechnology PowerPoint presentation to introduce some of the ways to categorize and
classify different elements to the broad field of biotechnology. Then use the historical overview
given in pages 6 through 14 of the BioTech guide:
(http://bio.org/speeches/pubs/er/BiotechGuide2008.pdf) and ask students to place the
developments into one or more of the categories.
Independent Practice (LSI Quadrant III):
Independent practice will primarily involve individual or team-based student research, but can
also involve reviewing the handout on definitions, key figures, and major historical
breakthroughs.
Summary
Review (LSI Quadrants I and IV):
Question: What is the major focus of biotechnology today?
Answer: Manipulation of DNA through genetic engineering.
Question: What is the difference between diagnostics and therapy?
Answer: Diagnostics tests for the presence or absence of a disorder, therapy treats the
disorder.
Question: What are the two categories of agricultural biotechnology?
Answer: Crops and livestock. (These can be further subdivided.)
Question: What are two other types of technology that are used to develop and improve
biotechnology?
Answer: Microelectronic technology and nanotechnology. (There can be other answers.)
Evaluation
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5
Informal Assessment (LSI Quadrant III):
Notes and definitions that are assigned as board work can be graded. As students perform
research, give grades for milestones or stages of completion.
Formal Assessment (LSI Quadrant III, IV):
Quiz based on definitions, key figures, and major historical breakthroughs.
The research paper or presentation will be the major component of formal assessment. Quality
of research and presentation will be assessed with Technical Report and Presentation Rubric.
Extension
Extension/Enrichment (LSI Quadrant IV):
Have a student do in depth research on any one of a variety of topics: labeling bio engineered
foods, genetically modified foods, cloning, patenting DNA, what is DNA, recombinant DNA,
methods to treat cancer or HIV. You can have a student pick (or be assigned) any one of
dozens of historical figures and people who have made important contributions to biotechnology
to perform in depth research. You can have students research the various fields involved in
biotechnology, like forensics.
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Biotechnology
Definitions, Key Figures, and Major Historical Developments
Definitions:
Autoimmune disorders - A condition which occurs when the immune system
mistakenly attacks and destroys healthy body tissue.
Biotechnology - The application of technology to the study or manipulation of living
things.
Chemical bases - Adenine (A), Guanine (G), Cytosine (C) and Thymine (T). The
genes that make up your body by stringing together to form DNA.
Cloning - To generate a population of genetically identical molecules, cells, plants or
animals.
Diamond vs. Chakrabarty - A United States Supreme Court case dealing with whether
genetically modified organisms can be patented.
DNA (deoxyribonucleic acid) - The genetic material of most living organisms.
DNA fingerprinting - A test to identify and evaluate the genetic information called DNA
in a person's cells.
Fermentation - The anaerobic conversion of sugar to carbon dioxide and alcohol by
yeast.
Genes - A region of DNA that controls a hereditary characteristic.
Genetics - The branch of biology that deals with heredity, especially the mechanisms of
hereditary transmission and the variation of inherited characteristics among similar or
related organisms.
Genetic engineering - A laboratory technique used by scientists to change the DNA of
living organisms.
Gene therapy - A technique for correcting defective genes responsible for disease
development.
Human genome map - The finished sequence of the human genome.
Human Genome Project - An international scientific research project with a primary
goal to determine the sequence of chemical base pairs which make up DNA and to
identify and map the approximately 20,000–25,000 genes of the human genome from
both a physical and functional standpoint.
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Immunology - The study of our protection from foreign macromolecules or invading
organisms and our body’s responses to them.
Interferon - A naturally occurring substance that interferes with the ability of viruses to
reproduce.
Molecular biology - The study of biology at a molecular level. It chiefly concerns itself
with understanding the interactions between the various systems of a cell.
Nucleotide - A nucleotide is the monomer structural unit of nucleotide chains that form
the nucleic acids RNA and DNA; in other words, the building blocks for DNA and
RNA.
Proteins - Any of a group of complex organic macromolecules that are composed of
one or more chains of amino acids.
Recombinant DNA - The joining — or recombining — of two pieces of DNA from
different sources, such as from two different organisms.
RNA (ribonucleic acid) - One of the two main types of nucleic acid (the other being
DNA), that consists of strands of repeating nucleotides joined in chainlike fashion, but
the strands are single (except in certain viruses), and it has the nucleotide uracil (U)
where DNA has thymine (T).
Somatic cell nuclear transfer - Or therapeutic cloning involves removing the nucleus
of an unfertilized egg cell, replacing it with the material from the nucleus of a "somatic
cell" (a skin, heart, or nerve cell, for example), and stimulating this cell to begin dividing.
Stem cells - A class of undifferentiated cells that are able to differentiate into
specialized cell types.
Thalidomide - introduced as a sedative drug in the late 1950s, then banned in the early
1960s after it was found to cause deformed limbs in the children of women who took it
early in pregnancy.
Transgenic - An organism whose genetic material has been altered using genetic
engineering techniques.
Xenotransplantation - The transplantation of living cells, tissues or organs from one
species to another, such as from pigs to humans.
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Key Figures:
Stanley Cohen and Herbert Boyer invented the technique of DNA cloning, which
allowed genes to be transplanted between different biological species. Their discovery
signaled the birth of genetic engineering.
Robert Hooke developed inventions including the spring control of the balance wheel in
watches, and the first reflecting telescope. The first to apply the word "cell" to describe
the basic unit of life.
Edward Jenner discovered in 1796 that inoculation with cowpox gave immunity to
smallpox, an immense medical breakthrough that has saved countless lives.
Louis Pasteur invented pasteurization and discovered the germ theory of disease.
William James Beal was one of the pioneers in the development of hybrid corn.
Walther Flemming developed a new staining technique in 1879, using synthesized
aniline dyes to identify chromosomes, the structures of the cell nucleus. This allowed
observation of mitosis, a term first used by Flemming for cell division.
George Washington Carver worked on improving soils, growing crops with low inputs,
and using species that fixed nitrogen as alternative crops to cotton.
Peyton Rous was involved in the discovery of the role of viruses in the transmission of
certain types of cancer.
Alexander Fleming was the bacteriologist who discovered penicillin.
Henry Wallace experimented with breeding high-yielding strains of corn (maize), and
developed a breed of chicken that at one point accounted for the overwhelming majority
of all egg-laying chickens sold across the globe.
Oswald Avery proved that DNA — not protein, as many believed at the time — is the
agent of heredity.
Linus Pauling is the only person who has won two undivided Nobel Prizes, studied and
published papers on the effects of certain blood cell abnormalities, the relationship
between molecular abnormality and heredity, the possible chemical basis of mental
retardation, and the functioning of anesthetics.
James Watson and Francis Crick were discoverers of the DNA molecular structure.
Norman Borlaug helped to develop the high-yield, low-pesticide dwarf wheat upon
which a substantial portion of the world's population now depends for sustenance.
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Paul Berg performed pioneering work involving recombinant DNA, leading to the
development of modern genetic engineering.
Kary Mullis received the Nobel Prize for his development of the Polymerase Chain
Reaction (PCR), a process that allows the amplification of specific DNA sequences.
Richard Lower was concerned principally with two areas of investigation: transfusion
and cardiopulmonary function.
Rachel Carson is author of Silent Spring, and credited with advancing the global
environmental movement.
Major Historical Developments:
Antiquity:
Humans domesticate crops and livestock.
4000–2000 B.C.
●● Biotechnology is first used to leaven bread and ferment beer with yeast (Egypt).
●● Production of cheese and fermentation of wine begin.
1590–1608
●● The compound microscope is invented in the Netherlands.
1663
●● English physicist Robert Hooke discovers existence of the cell.
1675
●● Dutch scientist Antonie van Leeuwenhoek discovers bacteria.
1830–1833
●● 1830 — Proteins are discovered.
●● 1833 — First enzyme is discovered and isolated.
1911
●● American pathologist Peyton Rous discovers the first cancer causing virus.
1914
●● Bacteria are used to treat sewage for the first time in Manchester, England.
1944
Canadian-born American bacteriologist Oswald Avery and colleagues discover that
DNA carries genetic information.
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1946
●● Scientists discover that genetic material from different viruses can be combined to
form a new type of virus, an example of genetic recombination.
1953
●● The scientific journal Nature publishes James Watson and Francis Crick’s
manuscript describing the double helical structure of DNA, which marks the beginning of
the modern era of genetics.
The 1950s
●● Interferons are discovered.
●● The first synthetic antibiotic is created.
1963
●●New wheat varieties developed by American agricultural scientist Norman Borlaug
increase yields by 70 percent.
1966
●● The genetic code is cracked, demonstrating that a sequence of three nucleotide
bases (a codon) determines each of 20 amino acids. (Two more amino acids have since
been discovered.)
1972
●● American biochemist Paul Berg publishes the results of his work creating the first
DNA molecules that combine genes from different organisms.
1976
●● The tools of recombinant DNA (rDNA) are first applied to a human inherited disorder.
1978
●● Recombinant human insulin is first produced.
1980
●● The U.S. Supreme Court, in the landmark case Diamond v. Chakrabarty, approves
the principle of patenting organisms, which allows the Exxon oil company to patent an
oil-eating microorganism.
●● The U.S. patent for gene cloning is awarded to American biochemists Stanley
Cohen and Herbert Boyer.
1982
●● The first biotech drug is approved by FDA: human insulin produced in genetically
modified bacteria.
1984
●● The DNA fingerprinting technique (using PCR) is developed.
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1986
●● The first recombinant vaccine for humans is approved, a vaccine for hepatitis B.
●● Interferon becomes the first anticancer drug produced through biotech.
1987
●● The first field test for a biotech crop — virus-resistant tomatoes — is approved.
●● Frostban, a genetically altered bacterium that inhibits frost formation on crop plants,
is field-tested on strawberry and potato plants in California, the first authorized outdoor
tests of a recombinant bacterium.
1990
●● Chy- Max™, an artificially produced form of the chymosin enzyme for cheesemaking, is introduced. It is the first product of recombinant DNA technology in the U.S.
food supply.
●● The Human Genome Project — an international effort to map all the genes in the
human body — is launched.
●● The first experimental gene therapy treatment is performed successfully on a 4-yearold girl suffering from an immune disorder.
●● The first transgenic dairy cow — used to produce human milk proteins for infant
formula — is created.
●● The first insect-protected biotech corn is produced: Bt corn.
●● The first food product of biotechnology is approved in U.K.: modified yeast.
1994
●● FDA approves the first whole food produced through biotechnology: FLAVRSAVR™
tomato.
●● The first breast-cancer gene is discovered.
1997
●●Dolly the sheep is unveiled in Scotland as the first animal cloned from an adult cell.
1998
●●Human embryonic stem cell lines are established.
●● The FDA approves the breast cancer drug Herceptin® (trastuzumab) for patients
whose cancer overexpresses the HER2 receptor. It is widely considered the first
pharmacogenomic (or personalized) medicine.
●● An early rough draft of the human genome map is produced, showing the locations
of thousands of genes.
2000
●● A rough draft of the human genome sequence is announced.
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12
Biotechnology Quiz
1.
Biotechnology is the application of technology to the study or manipulation of
a.
b.
c.
d.
2.
How long has mankind been performing biotechnology?
a.
b.
c.
d.
3.
DNA fingerprinting
Medical diagnostics
Bioremediation
Cloning
Pharmaceuticals fall into which category of biotechnology?
a.
b.
c.
d.
6.
Discovery of cells
A new recombinant DNA technique
Genetic engineering
Crop and animal breeding
Which of the following is an example of forensics?
a.
b.
c.
d.
5.
6,000 years
2,000 years
200 years
40 years
What was the key to the emergence of the biotechnology industry in the 1900s?
a.
b.
c.
d.
4.
Plants
Animals
Living things
People
Diagnostics
Therapeutics
Agriculture
Bioremediation
Decreasing pesticide applications falls into which category of biotechnology?
a.
b.
c.
d.
Diagnostics
Therapeutics
Agriculture
Bioremediation
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13
7.
Which of the following is NOT a biotechnology procedure?
a.
b.
c.
d.
8.
Which of the following is performed by a bioindustry supplier?
a.
b.
c.
d.
9.
Animals have feelings
Animals have the same rights as humans
Experts are reliable and impartial
Concern about environmental consequences
Which of the following would be characteristic of a biomedical researcher?
a.
b.
c.
d.
12.
Gene isolation
Gene modification
Basic molecular biology
Develop transgenes
Which of the following would be characteristic of an animal rights activist?
a.
b.
c.
d.
11.
Specialized software development
Creating new sources of energy
Treatment of cancer
Perform genetic engineering
Which of the following is NOT an example of genetic engineering?
a.
b.
c.
d.
10.
Production of human insulin
Cultivation of microorganisms
Fermentation
Development of technical instruments
Animals don’t have feelings
Animals have no rights
Experts are reliable and impartial
No concern about environmental consequences
Which of the following is an example of xenotransplantation?
a.
b.
c.
d.
Kidney donation from a father to a son
Using stem cells to treat cancer
Cloning a pet
Using a pig heart valve to treat heart disease
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14
13.
Which of the following court ruling made DNA patentable?
a.
b.
c.
d.
14.
Diamond vs. Chakrabarty
Brown vs. Board of Education
Scopes monkey trial
Roe vs. Wade
Which of the following needs to be considered from an ethical standpoint?
a.
b.
c.
d.
Gene isolation
Production of human insulin
Animal research
Products that cure or reduce the incidence of disease
15.
Which of the following is a laboratory technique used by scientists to change the
DNA of living organisms?
a.
b.
c.
d.
Molecular biology
Genetic engineering
Cloning
Immunology
16.
Which of the following is a class of undifferentiated cells that are able to
differentiate into specialized cell types?
a.
b.
c.
d.
17.
Stem cells
Interferon
Recombinant DNA
Genetics
Which of the following is a test to identify and evaluate the genetic information called
DNA in a person's cells?
a.
b.
c.
d.
18.
Genetic engineering
DNA fingerprinting
Recombinant DNA
Immunology
What is a gene?
a.
b.
c.
d.
A region of DNA that controls a hereditary characteristic.
The transplantation of living cells, tissues or organs from one species to
another, such as from pigs to humans.
A naturally occurring substance that interferes with the ability of viruses to
reproduce.
An organism whose genetic material has been altered using genetic
engineering techniques.
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15
19. Who discovered the DNA molecular structure?
a.
b.
c.
d.
George Washington Carver
Louis Pasteur
James Watson and Francis Crick
Linus Pauling
20. Who was the only person who has won two undivided Nobel Prizes?
a.
b.
c.
d.
George Washington Carver
Louis Pasteur
James Watson and Francis Crick
Linus Pauling
21. List several biotechnology fields.
22. What is bioremediation?
23. Why do we use animals in biotechnology research?
24. Where do we use fermentation?
25. Describe ethical analysis.
Copyright © Texas Education Agency, 2012. All rights reserved.
16
Biotechnology Quiz Key
1.
Biotechnology is the application of technology to the study or manipulation of
a.
b.
c.
d.
2.
How long has mankind been performing biotechnology?
a.
b.
c.
d.
3.
DNA fingerprinting
Medical diagnostics
Bioremediation
Cloning
Pharmaceuticals fall into which category of biotechnology?
a.
b.
c.
d.
6.
Discovery of cells
A new recombinant DNA technique
Genetic engineering
Crop and animal breeding
Which of the following is an example of forensics?
a.
b.
c.
d.
5.
6,000 years
2,000 years
200 years
40 years
What was the key to the emergence of the biotechnology industry in the 1900’s?
a.
b.
c.
d.
4.
Plants
Animals
Living things
People
Diagnostics
Therapeutics
Agriculture
Bioremediation
Decreasing pesticide applications falls into which category of biotechnology?
a.
b.
c.
d.
Diagnostics
Therapeutics
Agriculture
Bioremediation
Copyright © Texas Education Agency, 2012. All rights reserved.
17
7.
Which of the following is NOT a biotechnology procedure?
a.
b.
c.
d.
8.
Which of the following is performed by a bioindustry supplier?
a.
b.
c.
d.
9.
Animals have feelings
Animals have the same rights as humans
Experts are reliable and impartial
Concern about environmental consequences
Which of the following would be characteristic of a biomedical researcher?
a.
b.
c.
d.
12.
Gene isolation
Gene modification
Basic molecular biology
Develop transgenes
Which of the following would be characteristic of an animal rights activist?
a.
b.
c.
d.
11.
Specialized software development
Creating new sources of energy
Treatment of cancer
Perform genetic engineering
Which of the following is NOT an example of genetic engineering?
a.
b.
c.
d.
10.
Production of human insulin
Cultivation of microorganisms
Fermentation
Development of technical instruments
Animals don’t have feelings
Animals have no rights
Experts are reliable and impartial
No concern about environmental consequences
Which of the following is an example of xenotransplantation?
a.
b.
c.
d.
Kidney donation from a father to a son
Using stem cells to treat cancer
Cloning a pet
Using a pig heart valve to treat heart disease
Copyright © Texas Education Agency, 2012. All rights reserved.
18
13.
Which of the following court ruling made DNA patentable?
a.
b.
c.
d.
14.
Diamond vs. Chakrabarty
Brown vs. Board of Education
Scopes monkey trial
Roe vs. Wade
Which of the following needs to be considered from an ethical standpoint?
a.
b.
c.
d.
Gene isolation
Production of human insulin
Animal research
Products that cure or reduce the incidence of disease
15.
Which of the following is a laboratory technique used by scientists to change the
DNA of living organisms?
a.
b.
c.
d.
Molecular biology
Genetic engineering
Cloning
Immunology
16.
Which of the following is a class of undifferentiated cells that are able to
differentiate into specialized cell types?
a.
b.
c.
d.
Stem cells
Interferon
Recombinant DNA
Genetics
17.
Which of the following is a test to identify and evaluate the genetic information
called DNA in a person's cells?
a.
b.
c.
d.
Genetic engineering
DNA fingerprinting
Recombinant DNA
Immunology
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19
18.
What is a gene?
a.
b.
c.
d.
A region of DNA that controls a hereditary characteristic.
The transplantation of living cells, tissues or organs from one species to
another, such as from pigs to humans.
A naturally occurring substance that interferes with the ability of viruses to
reproduce.
An organism whose genetic material has been altered using genetic
engineering techniques.
19. Who discovered the DNA molecular structure?
a.
b.
c.
d.
George Washington Carver
Louis Pasteur
James Watson and Francis Crick
Linus Pauling
20. Who was the only person who has won two undivided Nobel Prizes?
a.
b.
c.
d.
George Washington Carver
Louis Pasteur
James Watson and Francis Crick
Linus Pauling
21. List several biotechnology fields.
 Genetic engineering
 Environmental technology
 Ecology and environmental problems
 Bioremediation
 Crop and animal breeding
 Medicine
 Diagnostics
 Pharmaceuticals
 Nutrition
 Forensics
22. What is bioremediation?
It involves using biotechnology-designed organisms to clean up oil or other
spills.
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20
23. Why do we use animals in biotechnology research?
Animals are biologically similar to humans. They are susceptible to many of the
same health problems, and they have short life-cycles so they can easily be
studied throughout their whole life-span or across several generations. In
addition, scientists can easily control the environment around the animal (diet,
temperature, lighting, etc.), which would be difficult to do with people. However,
the most important reason why animals are used is that it would be wrong to
deliberately expose human beings to health risks in order to observe the course
of a disease.
24. Where do we use fermentation?
We use fermentation in brewing, baking, and cheese production.
25. Describe ethical analysis.
1. Formulation of the dilemma;
2. Finding out the possible options of action in this situation;
3. Assignment of the optional actions to values that are touched by the action
and reflection of the consequences;
4. Taking a justified decision for one of the options of action in respect to the
reflections in step 3;
5. Assignment of the decision taken to one of the two higher categories of
argumentation;
6. Description and discussion of the consequences of the decision taken in step
4 for the individual and for the society.
Copyright © Texas Education Agency, 2012. All rights reserved.
21
Technical Report and Presentation Rubric
Item
Issue
Writing
Overall
effectiveness of
communication
Wgt
Exceptional (3)
Acceptable (2)
Marginal (1)
Unacceptable (0)
The writer’s decisions about focus,
organization, style/tone, and content
made reading a pleasurable experience.
Writing could be used as a model of how
to fulfill the assignment. The purpose
and focus of the writing are clear to the
reader and the organization and content
achieve the purpose well. Writing
follows all requirements for the
assignment.
The writer has made good decisions
about focus, organization,
style/tone, and content to
communicate clearly and effectively.
The purpose and focus of the
writing are clear to the reader and
the organization and content
achieve the purpose well. Writing
follows all requirements for the
assignment.
The writer’s decisions about
focus, organization, style/tone,
and/or content sometimes
interfere with clear, effective
communication. The purpose of
the writing is not fully achieved.
All requirements of the
assignment may not be fulfilled.
The writer’s decisions about
focus, organization,
style/tone, and/or content
interfere with communication.
The purpose of the writing is
not achieved. Requirements
of the assignment have not
been fulfilled.
Writing flows smoothly from one idea to
another. Evidence of analysis, reflection
and insight. Sequencing of ideas within
paragraphs and transitions between
paragraphs make the writer’s points
easy to follow.
Sentences are structured and words
are chosen to communicate ideas
clearly. Some idea development
supported by relevant details.
Transitions between paragraphs
make the writer’s points easy to
follow.
Sentence structure and/or word
choice sometimes interfere with
clarity. Idea development and
sequencing between paragraphs
need improvement.
Unelaborated and/or repetitious
details.
Sentence structure, word
choice, lack of transitions
and/or sequencing of ideas
make reading and
understanding difficult.
Minimal idea development,
limited and/or unrelated
details.
Demonstration of full knowledge of the
subject with explanations and
elaboration.
Writer is at ease with content and
able to elaborate and explain to
some degree.
Writer is uncomfortable with
content. Only basic concepts are
demonstrated and interpreted.
No grasp of required subject
matter. No understanding of
major issues. No
interpretation of results.
Information is presented in a logical,
interesting way, which is easy to follow.
Organizes material in a clear,
appropriate, and precise manner.
Information is presented in a logical
manner, which is easily followed.
Organizes material in an
appropriate manner.
Work is hard to follow as there is
very little continuity. Some
evidence of a cohesive plan.
Sequence of information is
difficult to follow. No apparent
structure or continuity. Little
evidence of a cohesive plan.
2
Negligible errors. Effective editing and
revisions improve overall quality of work.
Minor errors. Much evidence of
revision and editing.
Several errors. Some evidence of Numerous errors. Little
revision and editing.
evidence of revision or
editing.
3
Correct interpretation of data or
information. Analysis and conclusion are
based on research.
Correctly interprets data or
information, but analysis or
conclusion may not be supported by
research.
Correctly interprets data or
information but provides little or
no evidence of analysis or
conclusion. Research is limited.
Incorrectly interprets data or
information with little or no
analysis or conclusion. Little
or no evidence of research
presented.
Report was free of “noise issues.”
Describes all examples with detail and
clarity. Articulates appropriate
vocabulary and terms associated with
the subject matter.
Some instances of “noise.”
Describes some examples with
detail and clarity. Articulates
appropriate vocabulary but is still
limited somewhat.
Many instances of “noise.”
Describes simple examples with
little detail. Some inappropriate
vocabulary present, or limited
use of appropriate vocabulary.
Report plagued with
distractions and ‘noise.” Has
trouble describing examples
used to support the
adjectives. Inappropriate
vocabulary use occurs.
5
Writing
Writing process
4
Writing
Organization
Mechanics
Research
Readability
Demonstration
of
knowledge
Flow of
information
Spelling and
Grammar
Research and
Interpretation
of Data
4
2
Clarity of
writing
2
Copyright © Texas Education Agency, 2012. All rights reserved.
Points
22
References
References
Reference section complete,
comprehensive and follows required
format.
Minor inadequacies in references or
inconsistencies in format.
Inadequate list of references or
failure to follow required format.
No referencing system used.
Exceptional (A-Level)
Acceptable (B-C Level)
Marginal (C-D Level)
Unacceptable (D-F Level)
Exceptional (3)
Acceptable (2)
Marginal (1)
Unacceptable (0)
Poised, clear articulation; proper volume;
steady rate; enthusiasm; confidence.
Presenter is clearly comfortable in front
of the group. Correct, precise
pronunciation of terms. Selects rich
and varied words for context and uses
correct grammar.
Clear articulation but not as
polished. Presenter slightly
uncomfortable at times. Most can
hear presentation. Pronounces
most words correctly. Selects words
appropriate for context and uses
correct grammar.
Audience occasionally has
trouble hearing the presentation.
Presenter seems uncomfortable.
Sometimes incorrectly
pronounces terms. Selects
words inappropriate for
context; uses incorrect grammar.
Presenter is obviously
anxious and cannot be heard
or is monotone with little or
no expression. Student
mumbles, pronounces words
incorrectly. Selects words
inappropriate for context;
Uses incorrect grammar.
Graphics are designed, reinforce
presentation thesis and maximize
audience understanding; use of media is
varied and appropriate, with media not
being added simply for the sake of use.
Visual aids were colorful and large
enough to be seen by all, even those in
back of the class. Media are prepared in
a professional manner. Details are
minimized so that main points stand out.
While graphics relate and aid
presentation thesis, these media
are not as varied and not as well
connected to presentation thesis.
Font size is appropriate for reading.
Appropriate information is prepared.
Some material is not supported by
visual aids.
Occasional use of graphics that
rarely support presentation
thesis; visual aids were not
colorful or clear. Choppy, time
wasting use of multimedia; lacks
smooth transition from one
medium to another. Font is too
small to be easily seen.
Communication aids are poorly
prepared or used inappropriately.
Too much information is
included. Unimportant material is
highlighted.
Student uses superfluous
graphics, no graphics, or
graphics that are so poorly
prepared that they detract
from the presentation.
4
Encourages audience interaction. Calls
on classmates by name. Involved the
audience in the presentation; held the
audience's attention throughout.
Demonstrates extensive knowledge
of the topic by responding
confidently, precisely and
appropriately to all audience
questions. Maintains eye contact;
seldom returning to notes; presentation
is like a planned conversation.
Encourages audience interaction.
Held the audience's attention most
of the time. Demonstrates
knowledge of the topic by
responding accurately and
appropriately addressing questions.
At ease with answers to all
questions but fails to elaborate.
Student maintains eye contact most
of the time but frequently returns to
notes.
Reluctantly interacts with
audience. Goes off topic.
Demonstrates some knowledge
of topic in response to questions.
Some eye contact, but not
maintained, and at least half the
time reads report.
Avoids or discourages active
audience participation.
Audience lost interest.
Demonstrates incomplete
knowledge of the topic by
responding inaccurately and
inappropriately to questions.
Student reads all or most of
report with no eye contact.
2
Introduces the purpose of the
presentation clearly and creatively.
Student presents information in logical,
interesting sequence which audience
can follow. Ends with an accurate
conclusion showing thoughtful, strong
Introduces the purpose of the
presentation clearly. Most
information presented in logical
sequence. A few minor points may
be confusing. Ends with a summary
of main points showing some
Introduces the purpose of the
presentation. Student jumps
around topics. Several points are
confusing. Ends with a summary
or conclusion; little evaluation of
content based on evidence.
Does not clearly introduce
the purpose of the
presentation. Presentation is
choppy and disjointed; no
apparent logical order of
presentation. Ends without a
1
Overall
Performance
Item
Issue
Wgt
Overall
effectiveness of
presentation
Presentation
5
Media and
graphics
Presentation
4
Audience
interaction
Presentation
Flow of
information
Organization
Copyright © Texas Education Agency, 2012. All rights reserved.
TOTAL
Points
Font is too small to be easily
seen.
23
Mechanics
Presentation
Overall
Performance
2
evaluation of the evidence presented.
evaluation of the evidence
presented.
summary or conclusion.
Level of presentation is appropriate for
the audience. Personal appearance is
completely appropriate for the occasion
and the audience. Within 1 minute of
allotted time.
Level of presentation is generally
appropriate. For the most part,
personal appearance is appropriate
for the occasion and the audience.
Within 3 minutes of allotted time
Portions of presentation are too
elementary or too sophisticated
for audience. Personal
appearance is somewhat
inappropriate for the occasion
and audience. Within 5 minutes
of allotted time
Presentation consistently is
too elementary or too
sophisticated for the
audience. Personal
appearance is inappropriate
for the occasion. Well
outside of allotted time.
Exceptional (A-Level)
Acceptable (B-C Level)
Marginal (C-D Level)
Unacceptable (D-F Level)
Copyright © Texas Education Agency, 2012. All rights reserved.
TOTAL
24