Gene therapy
Learner Profile:
• Inquirers
• Principled
• Communicators
• Open-minded
• Caring
• Balanced
Unit Question:
Can Science make better human beings?
Area of Interaction:
Health and social education
Assessment Criteria:
A: One world
B: Communication in science
ATL:
• Organisation
• Communication
• Information Literacy
• Thinking
Task Description
Purposefully modifying the human genome could lead to cures for many genetic disorders however there are serious social, and ethical concerns that have been raised with this approach to curing disease.
• You are to investigate and report on what is involved in modifying the human genome (gene therapy).
• Discuss in detail at least one specific example of a genetic disease that could be eliminated from the human population through gene therapy.
• Discuss the limitations of gene therapy. How developed is the process and are there diseases that cannot be addressed by this approach to eliminating disease.
• Diagram(s) illustrating gene therapy procedure(s) need to be included and referred to in the text.
• Discuss the pros and cons of gene therapy by considering how it would affect not only human health but also how it might be misused.
Criterion A: One world
Level MYP Descriptors Student Rubric
0 The student does not reach a standard described by any of the descriptors given below. Did not meet the assessment deadline or address the set topic.
1 – 2 The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student states the effectiveness of science and its application in solving the problem or issue. You have
• Attempted to describe the process of gene therapy that is adequate but not always sufficiently clear and/or detailed.
• Addressed the benefits and limitations of gene therapy but in a simplistic, incomplete or biased manner.
• Rarely provided examples to support claims.
3 – 4 The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student describes the effectiveness of science and its application in solving the problem or issue.
The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental. You have
• Clearly described, with relevant contemporary examples, the process of modifying the human genome and its importance.
• Described the limitations of gene therapy.
• Described of the potential benefits and likely problems raised by gene therapy is included.
• Focused on only one of the factors given above. The consideration of other factors may be inadequate.
5 – 6 The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student discusses the effectiveness of science and its application in solving the problem or issue.
The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental. You have
• Clearly explained the process of modifying the human genome and how its modification might be beneficial.
• Discussed the limitations of gene therapy in a concise and sequential manner.
• Provided an in depth discussion of the potential benefits of gene therapy for society and the economy. The potential dangers of gene therapy are assessed with a clear consideration of the ethical dilemmas posed.
• A range of suitable examples are used to support the discussion,
Criterion B: Communication in science
Level MYP Descriptors Student Rubric
0 The student does not reach a standard described by any of the descriptors given below. • Did not meet the assessment deadline.
The task does not include any evidence of a bibliography or referencing within the text.
1 – 2 The student uses a limited range of scientific language correctly.
The student communicates scientific information with limited effectiveness.
When appropriate to the task, the student makes little attempt to document sources of information. You have
• Included a bibliography but it is missing many elements (authors, dates etc.).
• Addressed the issue using some appropriate scientific language. An attempt has been made to explain new terminology with some success.
• Your use of new scientific terminology relevant to the topic was not always clear or correct.
3 – 4 The student uses some scientific language correctly.
The student communicates scientific information with some effectiveness.
When appropriate to the task, the student partially documents sources of information. You have
• Included a complete and accurate bibliography.
• Addressed the issue using a good range of appropriate scientific language. An attempt has been made to explain new terminology with some success.
• Used diagrammatic communication to clarify and support complex ideas.
• Used scientific terminology correctly
5 – 6 The student uses sufficient scientific language correctly.
The student communicates scientific information effectively.
When appropriate to the task, the student fully documents sources of information correctly. You have:
• A complete and accurate bibliography has been included. Foot-notes and referencing is used through out the text.
• The issue is addressed using appropriate scientific language in a concise and correct manner and all new scientific terms are clearly explained.
• A range of diagrammatic communication is used and all diagrams and visual representation has been referred to in the text.
Comment
