Genetic engineering and bioremediation
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Genetic engineering and bioremediation
Genetic engineering and bioremediation are two fields that are transforming the way we approach environmental sustainability. Genetic engineering is the process of manipulating an organism’s DNA to achieve a desired trait, while bioremediation is the use of living organisms to clean up environmental pollution. Together, they offer new ways to mitigate the impacts of human activities on the environment.
Bioremediation is a natural process that has been occurring for billions of years. Microorganisms such as bacteria and fungi have evolved to break down and degrade various pollutants, including organic compounds, heavy metals, and pesticides. Bioremediation can occur naturally, or it can be enhanced through genetic engineering.
Genetic engineering offers a powerful tool for improving the efficiency and effectiveness of bioremediation. Researchers can modify the genetic makeup of microorganisms to enhance their ability to degrade specific pollutants or to make them better suited for environmental conditions. For example, scientists can introduce genes that encode for enzymes that break down pollutants more efficiently or create new pathways for the degradation of specific compounds.
One application of genetic engineering in bioremediation is the use of genetically modified bacteria to break down oil spills. In 2010, the Deepwater Horizon oil spill in the Gulf of Mexico released an estimated 4.9 million barrels of oil into the ocean. Scientists responded by introducing genetically engineered bacteria that could digest the oil more efficiently. This approach was successful in reducing the amount of oil in the water and mitigating the long-term environmental impacts of the spill.
Another application of genetic engineering in bioremediation is the development of plants that can absorb and remove pollutants from the soil. Researchers can modify the genetic makeup of plants to make them better suited for phytoremediation, the process of using plants to clean up contaminated soil. For example, scientists can introduce genes that allow plants to absorb heavy metals more efficiently or create plants that break down organic pollutants in the soil.
Despite the potential benefits of genetic engineering in bioremediation, there are also concerns about the safety and unintended consequences of releasing genetically modified organisms into the environment. These concerns are particularly relevant in the context of bioremediation, where the release of genetically modified microorganisms or plants could have unintended effects on ecosystems.
To address these concerns, researchers are developing new methods for controlling and monitoring genetically modified organisms in the environment. For example, scientists are working on developing “kill switches” that allow the organism to be deactivated if it starts to exhibit unintended effects. Additionally, researchers are developing methods for tracking the spread of genetically modified organisms in the environment to ensure that they do not have unintended effects on ecosystems.
In conclusion, genetic engineering and bioremediation are two fields that offer new ways to mitigate the impacts of human activities on the environment. Genetic engineering can enhance the efficiency and effectiveness of bioremediation, while bioremediation offers a natural and sustainable approach to cleaning up environmental pollution. However, concerns about the safety and unintended consequences of genetic engineering underscore the need for careful monitoring and control of genetically modified organisms in the environment. As these technologies continue to evolve, it will be important to balance the potential benefits with the potential risks to ensure that they are used in a responsible and sustainable way.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Genetic engineering and bioremediation
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