Genetic engineering and gene editing
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 gene editing
Genetic engineering and gene editing are two related fields of biology that involve the manipulation of genetic material. While they share some similarities, they also have some key differences in terms of their goals and methods.
Genetic engineering involves the modification of an organism’s genetic material, either by adding, deleting or altering genes. This can be done for a variety of reasons, such as improving crop yields or creating new therapies for genetic diseases. The goal of genetic engineering is to create organisms with specific traits or to treat genetic diseases.
In contrast, gene editing involves the targeted modification of specific sequences of DNA. This can be done using a variety of techniques, such as the CRISPR/Cas9 system, which allows researchers to cut and paste DNA sequences with precision. The goal of gene editing is to make precise changes to an organism’s genetic material, either to correct genetic defects or to introduce new traits.
One of the main differences between genetic engineering and gene editing is the level of precision involved. Genetic engineering involves the modification of entire genes or sequences of DNA, which can have unintended consequences. In contrast, gene editing allows researchers to make precise changes to specific sequences of DNA, minimizing the risk of unintended consequences.
Another difference between genetic engineering and gene editing is their applications. Genetic engineering has been used to create organisms with specific traits or to treat genetic diseases, while gene editing has primarily been used to correct genetic defects or to introduce new traits.
One of the most promising applications of gene editing is in the treatment of genetic diseases. By correcting genetic defects, gene editing could potentially cure or treat a wide range of diseases, such as cystic fibrosis or sickle cell anemia. However, gene editing also raises ethical concerns, such as the potential for creating “designer babies” or exacerbating existing social inequalities.
Another concern with gene editing is the potential for unintended consequences. While gene editing allows for precise changes to an organism’s genetic material, there is always the risk of unintended consequences, such as off-target effects or unintended changes to other parts of the genome. As with genetic engineering, it is important to have robust regulatory frameworks in place to ensure that gene editing is used in a way that minimizes risks and maximizes benefits.
In conclusion, genetic engineering and gene editing are two related fields of biology that involve the manipulation of genetic material. While they share some similarities, they also have some key differences in terms of their goals and methods. Genetic engineering involves the modification of entire genes or sequences of DNA, while gene editing allows researchers to make precise changes to specific sequences of DNA. While both fields have the potential to provide many benefits, they also raise ethical and safety concerns that need to be carefully considered. As technology continues to develop, it is important to have robust regulatory frameworks in place to ensure that genetic engineering and gene editing are used in a way that minimizes risks and maximizes benefits.
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. |
|
|
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
Genetic engineering and gene editing
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!