Genetic engineering and synthetic life
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 synthetic life
Genetic engineering and synthetic life are two related fields that involve the manipulation of DNA and the creation of new organisms. While genetic engineering involves modifying the DNA of existing organisms, synthetic life involves creating new organisms from scratch using chemical building blocks.
Genetic engineering has been used for several decades to modify the DNA of organisms, including bacteria, plants, and animals. This technique involves the insertion, deletion, or modification of specific genes to produce organisms with desirable traits, such as increased disease resistance, improved growth rates, or enhanced nutritional quality. Genetic engineering has also been used in medical research to produce human proteins for therapeutic purposes, such as insulin for diabetes treatment.
Synthetic life, on the other hand, involves creating new organisms from scratch by synthesizing their DNA using chemical building blocks. This technique has been used to create simple organisms, such as bacteria, that have a minimal genome, or the smallest set of genes necessary for survival. The goal of synthetic biology is to create new organisms with specific functions, such as producing biofuels, cleaning up pollutants, or detecting toxins.
The creation of synthetic life has many potential benefits, including the development of new materials, fuels, and medicines. Synthetic organisms could also be used to clean up polluted environments or to produce food and other resources in a sustainable manner. However, the creation of synthetic life also raises many ethical and safety concerns.
One of the major ethical concerns associated with synthetic life is the potential for the creation of new life forms that could be harmful to humans or the environment. Synthetic organisms could be designed to be resistant to antibiotics or to survive in extreme environmental conditions, which could have unintended consequences. Additionally, the creation of synthetic life raises questions about the definition of life and the role of humans in creating new forms of life.
Another ethical concern associated with synthetic life is the potential for misuse or abuse of the technology. Synthetic organisms could be used for bioterrorism or other malicious purposes, such as the creation of new pathogens or the manipulation of ecosystems. There is also the possibility of unintended consequences, such as the accidental release of synthetic organisms into the environment.
To address these ethical and safety concerns, scientists and policymakers are working to establish guidelines and regulations for the creation and use of synthetic life. This includes developing safety protocols for handling synthetic organisms, establishing ethical guidelines for research, and ensuring public engagement and transparency in the development of synthetic life.
In conclusion, genetic engineering and synthetic life are two related fields that involve the manipulation of DNA and the creation of new organisms. Genetic engineering involves modifying the DNA of existing organisms, while synthetic life involves creating new organisms from scratch using chemical building blocks. Both fields have the potential to revolutionize our understanding of life and to address many important societal challenges. However, careful consideration must be given to the ethical and safety concerns associated with these technologies. The development of guidelines and regulations will be crucial to ensure the responsible use of genetic engineering and synthetic life in the future.
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 synthetic life
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