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
engineering.’
1
 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)

2
 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’.

3
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/

4
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

5
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

6
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

7
 roses, BioArt etc. are made available for trend-followers.
GloFish Glowing kitten BioArt
http://www.thatpetplace.com/aquarium- http://www.livescience.com/15994-glow-

livestock/glofish#!glofish dark-cats-aids-virus-research.html 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?
Worthiness of
development
Aspect Reasons
5= very worthy,

1= not worthy at all

Agriculture and
5 4 3 2 1
food industry

Medicine 5 4 3 2 1

8
 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)?

9
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

10
 allocation of resources herbicides

Pro-GM foods Counter Arguments

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 GE in fact leads to increasing use of herbicides /

herbicides / pesticide pesticide. Some GM herbicides (e.g. ‘Roundup’
herbicide) are not (5) as claimed, and even
are ‘dangerous for the environment’
Genetic Engineering (GE) It is a lab-based technique where a foreign gene is
is a safe and beneficial inserted into the DNA of the plant.
process, and it is an This is an (6) process, because the site of
extension of natural insertion is random and may potentially damage the
plant propagation 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 GE does nothing to solve the growing global

solution 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) .

11
GMOs are energy- Research reveals that even though the no-till
friendly because of the method did reduce farm operations, large amounts
‘no-till method’, which of energy are still consumed due to the production
reduces the number of of
tractor passes (15) used on GM crops.
GE helps eliminate world GE will not help eliminate world hunger. It does not
hunger 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.

12
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.

13
  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 GE in fact leads to increasing use of herbicides /

herbicides / pesticide pesticide. Some GM herbicides (e.g. ‘Roundup’
herbicide) are not (5) biodegradable as claimed, and
even are ‘dangerous for the environment’
Genetic Engineering (GE) It is a lab-based technique where a foreign gene is
is a safe and beneficial inserted into the DNA of the plant.

14
process, and it is an This is an (6) uncontrolled process, because the site
extension of natural plant of insertion is random and may potentially damage
propagation 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 GE does nothing to solve the growing global

solution 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 Research reveals that even though the no-till
because of the ‘no-till method did reduce farm operations, large amounts
method’, which reduces of energy are still consumed due to the production
the number of tractor of
passes (15) herbicides used on GM crops.
GE helps eliminate world GE will not help eliminate world hunger. It does not
hunger 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.

15
16
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.
Stands Challenging level (optional)
towards Critiques from deontological / utilitarian
Role Viewpoints / concerns
GM view points
foods

for /
Consumers
against

GM foods for /
manufacturers against

Environmentalists for /

17
 against

for /
Farmers
against

for /
Scientists
against

Religious leader for /

against

18
Peer evaluation
Peer-evaluation (3=good, 2=average, 1=poor)
Consumer Manufacturer Environmentalist Farmer Scientist Religious leader
Clear
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
standpoint
Convincing
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
viewpoints
Substantial
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
examples
Logical
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
presentation
Accurate use of
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
ethical theory

19
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?
Challenging level
(optional)
Aspects Pros Cons
Ethical
concerns
 Designer babies

20
 Gene selection
 Gender
selection
 Trait selection

Gene therapy

Social-economic
differences

Military use

Prolonged human

21
 life

Others (please
specify):

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

22
23
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?
Challenging level
(optional)
Aspects Pros Cons
Ethical
concerns
 Designer babies  Parents have the right  Human race would  Who is to say
 Gene selection to ‘design’ their become more and what are the
 Gender offspring. more uniformed. best traits?
selection
 Trait selection  The human race as a  The attempt to design  Is it ethical
whole would become babies is to play God. for parents to
more and more select their
perfect.  If genetically altered babies’
humans are traits?
successful, ones’
accomplishments
would no longer be
admired, because

24
 those achievements
are not their own, but
rather the
products of science.

Gene therapy  Sometic engineering  It could cause super Engineered

can be used to diseases. baby may be
correct genes with born to save
defect that cause  It may lead to the life of a
lifelong & unpredictable brother/sister.
deadly deseases consequences and Is it moral to
(e.g. severe side effects. E.g. we design humans
combined can alter the genes for such a
immunodeficiency) of mice to increase purpose?
. its memory but it
may become more
 It can cure disorders sensitive to pain at
caused by genetic the same time. That
mutation (e.g. Down might also happen on
syndrome / human beings.
Alzheimer’s
disease).

Social-economic Rich people can make Social-economic Is it fair and

differences their children more differences that would just if the
intellegent / aethletic. seperate genomic genomic
classes, causing classes are
discrimination. created in our
future society?

Military use The gene of soilers’ The development of GE Is it ethical to

eyes can be altered, on military aspect could modify human
such that they can see cause huge casualty. genes to serve
the infrared of the military
enemy in the dark for purposes?
defense purposes.

25
 Prolonged human Humans can enjoy  Overpopulation & Who have the
life longer life with better lack of resources right to
physical condition by  It may lead to the determine how
modifying their genes. development of new long a person
species of human. 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.

26
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.

27
 5.

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

Very
Good Fair Poor
good

(A) Definition of Genetic Engineering (GE)

(B) GM foods controversy
(C) Human Genetic Engineering

W h a t q u e s ti o n ( s ) / a r e a ( s ) y o u w a n t t o l
‘genetic engineering’?

28