Description
My BIRW project will be about GMO’s or genetically modified
organisms. Because that is such a broad topic, this project will be
narrowed down to concentrating on genetically engineered crops and plant
food that humans consume.
I would like to discuss the following topics and questions:
- Explain how GMOs are created.
- What is the purpose of genetically engineering crops and what are the benefits?
- Are foods that contain GMOs safe for human consumption?
- Are there any regulations on genetically modified crops?
- What is the future of genetically engineering food crops? The following are the instructions:
Review the draft rubric before you start preparing your deliverable. Remember, your deliverable format is your choice, as identified in your proposal. You could opt for a word processed document, an MP4 file, a YouTube video, etc. You will need to share your actual project with your instructor. If your deliverable identified in your proposal was a video, your draft submission should be a video. Regardless of your format, your draft must include the following components: - Project Timeline: Identify the milestones from your proposal (edits are acceptable), clearly indicating which have been accomplished and when. Also, indicate the anticipated completion date of remaining project milestones.
- Key Vocabulary: At least 10 relevant vocabulary words with definitions in your own words.
-
Module Connection: A description of meaningful connections between your project and the
textbook content, module objectives, and/or course learning outcomes. Simply listing objectives and
outcomes is not sufficient. - Real World Connection: A description of the meaningful connections between your project and your academic/professional career and/or personal life.
- References: Formatted consistently in the same style, such as APA.
This project will assess your critical thinking, scientific literacy, and information literacy. In the execution and presentation of your project, you are expected to:
- Properly research your topic, evaluating sources for credibility and bias before using them to support your position.
- Develop a clear position (ALL projects can take a position – reach out to your instructor if you get stuck here).
- Integrate evidence from various sources to form a scientific argument.
- Bridge information from the theoretical to the real world (module to your project and project to your personal/academic/professional life).
- The grading rubic is as follows:BIOL 120 M8 BIRW RubricBIOL 120 M8 BIRW Rubric
Criteria Ratings Pts This criterion is linked to a Learning Outcome Project CompletedProject Execution10.0 ptsProficientYour work clearly indicates you completed the activity for this project and have entered the polishing phase of the project.6.0 ptsSatisfactoryYour work indicates that you have made significant progress on your project but have not yet completed your project.4.0 ptsNeeds ImprovementYour work indicates you have a solid plan for executing your project but have not yet started the activity.0.0 ptsUnacceptableIt is unclear that you have performed any work beyond background research on the topic.10.0 pts
This criterion is linked to a Learning Outcome Project PresentationProject Execution20.0 ptsProficientYour work presents a well-executed deliverable (text, video, etc.) as appropriate for your chosen activity. For text submissions, your work contained strong spelling and grammar, paragraph structure, and formatting. For non-text submissions, your work was polished and professional.10.0 ptsSatisfactoryYour work presents your chosen deliverable. While it needs work, it shows good faith effort. You made an attempt to organize, edit, and format your work for clarity and flow.8.0 ptsNeeds ImprovementYour work presents your chosen deliverable. Your work does not indicate good faith effort to meet the course expectations.0.0 ptsUnacceptableThe actual deliverable is not presented.20.0 pts
This criterion is linked to a Learning Outcome Critical ThinkingProject Execution10.0 ptsProficientYou actively sought out new perspectives or raised big and potentially controversial questions. Flexibility of your position is demonstrated as you explored new evidence. It is clear that you are comfortable making decisions based on scientific information, making you a responsible citizen and an educated consumer.6.0 ptsSatisfactoryYou explored new directions or perspectives. You clearly respect the complexities of the issue(s). You demonstrated critical thinking.4.0 ptsNeeds ImprovementYour approach recognized alternate perspectives but did not expand your intellectual boundaries. You did not consistently demonstrate critical thinking habits of mind.0.0 ptsUnacceptableYour approach dismissed or ignored alternate perspectives, demonstrating closed habits of mind. Your position is unclear or too simplistic.10.0 pts
This criterion is linked to a Learning Outcome Evidence & ArgumentProject Execution10.0 ptsProficientYou interpreted information from multiple credible sources to develop a comprehensive analysis of the evidence to support your position. You systematically and methodically analyzed assumptions (your own and others').6.0 ptsSatisfactoryYou interpreted information from credible sources to develop a coherent analysis of the evidence to support your position. You acknowledged assumptions made in your argument (or the arguments of others).4.0 ptsNeeds ImprovementYour position could be improved through stronger synthesis and evaluation of the information.0.0 ptsUnacceptableInformation is taken from sources without interpretation or evaluation, resulting in a weak argument without supporting evidence.10.0 pts
This criterion is linked to a Learning Outcome Project TimelineProject Execution5.0 ptsProficientYou identified all appropriate milestones for your project, clearly identifying which have been accomplished and the anticipated completion date of those remaining.3.0 ptsSatisfactoryYou identified appropriate milestones for your project. Your timeline would benefit from clearly identifying your progress on the project.2.0 ptsNeeds ImprovementYour timeline identifies several key milestones. The progress on your timeline could be improved through a more detailed listing of milestones and/or dates.0.0 ptsUnacceptableYou did not include a timeline on your draft.5.0 pts
This criterion is linked to a Learning Outcome Key VocabularyCourse Connection5.0 ptsProficientYou listed at least 10 relevant vocabulary terms with accurate definitions in your own words.3.0 ptsSatisfactoryYou listed at least 7 vocabulary terms with accurate definitions either in your own words or properly cited.2.0 ptsNeeds ImprovementSome of your vocabulary terms could be improved by stronger definitions OR some of your vocabulary terms are not relevant to chemistry.0.0 ptsUnacceptableYou did not include vocabulary terms and definitions.5.0 pts
This criterion is linked to a Learning Outcome Module ConnectionCourse Connection20.0 ptsProficientYou used information from the textbook to comprehensively describe connections between your project and module learning objectives and/or course learning outcomes. You provided page numbers, URLs, images, etc. as appropriate. A strong understanding of the material is evident through synthesis and evaluation of the content.12.0 ptsSatisfactoryMost of your connections are appropriate, but some are missing, weak (poorly supported), or inaccurate. You provided page numbers, URLs, images, etc. as appropriate. Your understanding of the material is evident through application and analysis of the content.8.0 ptsNeeds ImprovementYour comprehension of module connections is flawed or superficial. To improve, first consider which course modules might relate to your project, then explore each module learning objective to identify which best relate. Modules 1 and 2 are gold mines for most projects!0.0 ptsUnacceptableYou did not draw any clear connections between module content and your project. A simple listing of book sections or module learning objectives does not reach the level of drawing connections.20.0 pts
This criterion is linked to a Learning Outcome Real World Connection10.0 ptsProficientYou articulated clear connections between your project and your academic career, your professional career, and/or your personal life. It is clear that you appreciate the socially, ethically, and environmentally responsible use of chemical knowledge.6.0 ptsSatisfactoryYou identified one or more connection between the content and your professional or personal experiences.4.0 ptsNeeds ImprovementPerfunctory connections between the your project and the real world can be found in your submission but your work could be improved by making connections explicitly clear or digging deeper.0.0 ptsUnacceptableYou did not draw any clear connections between your project and the real world.10.0 pts
This criterion is linked to a Learning Outcome Access and Use of InformationInformation Literacy5.0 ptsProficientYou correctly paraphrased from your sources, providing citations where appropriate. You used information in a way that was true to the original context (i.e. you did not misrepresent your sources). You appropriately distinguished between common knowledge and ideas requiring attribution. You demonstrated ethical and legal use of information.3.0 ptsSatisfactoryYou paraphrased from your source, providing citations where appropriate. You used information in a way that was true to the original context (i.e. you did not misrepresent your sources). You demonstrated ethical and legal use of information.1.0 ptsNeeds ImprovementYour use of paraphrasing was mostly appropriate and true to the original context. Your errors were not intentionally unethical or illegal uses of information.0.0 ptsUnacceptableYour access and use of information needs to be addressed to avoid illegal and unethical use of information. Your errors were likely unintentional. (Any intentional lapses in ethics will trigger Academic Integrity procedures through the University.)5.0 pts
This criterion is linked to a Learning Outcome RefrencesInformation Literacy5.0 ptsProficientYou provided in-text citations that clearly indicated how source information was used in your posts. You provided in-text citations and a works cited in a consistent citation style (APA recommended)3.0 ptsSatisfactoryYou provided in-text citations at appropriate locations and cited all sources in the references list. References mostly conformed to chosen styl.1.0 ptsNeeds ImprovementIncomplete or erroneous citations were used in your work.0.0 ptsUnacceptableNo sources are cited.5.0 pts
100.0
Explanation & Answer
Attached.
Running head: GENETICALLY MODIFIED ORGANISMS
Genetically Modified Organisms
Institution Affiliation
Date
1
GENETICALLY MODIFIED ORGANISMS
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Introduction
The human population has been increasing exponentially while the food has been
increasing arithmetically. This has resulted in the food crises cross all countries in the world. As
the population is growing, the size of the land has been diminishing. Maybe this is brought by
the human settlement where people continue to build more houses, and other facilities thus
limiting the land for farming. Additionally, more towns and cities have been to rural areas where
agriculture is undertaken. Thomas Malthus is one of the theorists who has intensively discussed
the crisis between the human population and food availability. In his view, Thomas foresaw the
great trouble which will be brought by the food shortage which will cause a large percentage of
people dying due to lack of food. This analogy of food crisis is evident today. Most of the
countries like some parts in Africa, Asia, and the Middle East have been experiencing heavy
famine which leaves most people dead or malnutrition. According to Miraglia, Berdal, Brera,
Corbisier, Holst-Jensen, Kok, & Zagon (2004), there are various ways which are proposed to
reduce the severity of the of the food crisis. The most outstanding one is the application of
genetic modification in food production or even in crops. According to Bakshi, (2003), genetic
modification is the process of changing or altering the genetic makeup of an organism, and it’s
also known as genetic engineering. The organisms whose genetic makeup is altered is known as
genetically modified are known as genetically modified organisms.
Genetic modification in food has been a hot debate across the world. The social media
platforms have used to propagate worries and uncertainties in the genetic modification of
organization by people who have less scientific know how. Miraglia, et al. (2004), posits that
genetic modification has been taking place for many centuries. Over the past 1000 years, our
ancestors have been applying genetic modification in different areas. Bakshi, (2003), says that
GENETICALLY MODIFIED ORGANISMS
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genetic modification of been accepted in the field of Medicine but rejected when it comes to food
and agriculture. Since people have been genetically modifying animals and plants for a long time.
So, people have been consuming genetically modified fruits and vegetables for the past thousand
years ago. Therefore, on this, in this paper, a GMO creation process, and the purpose of
genetically engineering, and its importance will be discussed. The controversial topic regarding
the safety of the genetically modified food and whether the human can consume it will be
discussed. Also, the regulation guiding genetically modification and the future of genetically
engineering in food crops will be addressed.
How GMO is Created
According to Chelsea, (August 9, 2015), genetic modification has been in the world for a
long time and it's the most efficient and effective way of creating a plant or an animal with
desirable traits. For instance, farmers will require a plant will be resistance to diseases, strong,
growing fast, yielding more and coping with limited water or rainfall among others. Genetic
modification involves altering the DNA sequence. Urry, Cain, Wasserman, Minorsky, Reece, &
Campbell (2017), asserts that DNA contains inherent information about an organism. Therefore,
DNA alterations changes what an organism is or can do. The process of understanding how
GMO is created starts with understanding what is a gene and what is its structure or composition.
According to Chelsea, (August 9, 2015), a gene is a basic physical and functional unit of
hereditary. A gene stores or carries all the information regarding the hereditary of organisms. In
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