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TKI
Hot Topic for 24 May 2001
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Modification of genes has always
taken place as plants and animals have evolved and adapted over time.
Rose growers, dog breeders, farmers, and winegrowers are
among those who actively choose their breeding stock to produce bigger
and stronger animals, better tasting grapes, or more fragrant flowers.
So why does the subject of genetic modification (GM) polarise
people's opinions so violently?
Advances in science and technology mean scientists can
now remove individual genes from the DNA of one thing and insert them
into another. DNA contains proteins that provide the genetic code which
determines how both individual cells and the whole organism will be constructed.
The genetically modified plant or animal then grows as
it normally would – but with some modified characteristics, such
as tomatoes that don't ripen as fast, or corn that is resistant to some
diseases so that it doesn't have to be sprayed.
On the one hand, genetic modification of plants or animals
can produce cures for some medical conditions, more nutritious food, crops
that are more resistant to disease or pests, and faster innovation in
agriculture providing competitive advantage for farmers and horticulturalists.
The need for herbicides and pesticides could be reduced or eliminated
through the use of GM technology. For example, wheat can be genetically
altered to grow in dry or salty conditions. Drugs such as insulin and
the Hepatitis B vaccine were developed using GM technology.
On the other hand, some people have serious concerns over
food safety, super resistant pests could be created, GM organisms could
be accidentally released into the wrong environment and cause damage to
our biodiversity, and there are many ethical and cultural objections to
genetic modification.
Many Māori consider that genetic modification interferes
with the mauri (lifeforce) and whakapapa (kinship) which connect all living
things. Public opinion has convinced many large food companies in the
UK to declare themselves free of GM organisms.
Some people have religious reasons for objecting to GM
foods and many vegetarians object to eating vegetables that might contain
genetic material from animals.
In New Zealand, the Royal Commission on Genetic Modification
has been conducting hearings and hui and receiving submissions from people
all over New Zealand over the last 12 months. While the Commission has
been investigating the whole issue of genetic modification, there has
been a voluntary ban on the release of genetically modified organisms
into the New Zealand environment.
The Commission is due to report its findings and recommendations
to the government in late July 2001.
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Some classroom questions
When was GM technology first used to alter the characteristics of the
following generation? Who developed it and for what purpose?
List as many objections to the genetic modification of things that
we eat as you can. For example, which religions object to the genetic
modification of foods? Which cultures? Which types of farmers?
Which companies and organisations use GM technology in New Zealand?
How many different uses can you name for GM technology? For example
food production, medicine.
What kind of regulations are there on food labelling in New Zealand?
Who are the labels there to protect?
What kind of advantages would the use of GM technology give to the
agriculture and horticulture industries in New Zealand? What kind of
advantages could they gain from banning the use of GM technology in
New Zealand?
How does the Royal Commission process work in New Zealand? What sort
of impact will their report have? Does the government have to implement
the Commission's report?
How many different medicines can you name that have been created using
GM technology?
What other events have influenced people's opinions on the idea of
using GM technology in food production?
Curriculum references
Science
Making Sense of the Nature of Science and its Relationship to Technology
Level 3 – investigate the impact of some well-known technological
innovation or scientific discovery on people and/or the local environment.
Level 6 – investigate how knowledge of science and technology
is used by society when making decisions about environmental issues.
Level 7 – research the personal and ethical issues which arise
from the impact of science and technology on people and their environment.
Level 8 – write a case study of a current scientific controversy.
Making Sense of the Living World
Level 5 – investigate patterns in the inheritance of genetically
controlled characteristics and explain the importance of variation within
a changing environment.
Level 6 – investigate examples of the contemporary application
of genetics.
Level 7 – research and develop a defensible position about a
selected issue affecting the New Zealand environment.
Level 8 – make informed judgments involving the social, ethical
and moral considerations relating to contemporary biotechnological issues.
Technology and Society
Level 3 – within a range of technological areas and contexts,
students should: identify and consider different views and feelings
of people in relation to some specific technological developments or
effects.
Level 5 – within a range of technological areas and contexts,
students should: investigate and describe the present impact, and the
possible future effects, of some instances of rapidly changing technologies.
Level 8 – within a range of technological areas and contexts,
students should:
- investigate and analyse how beliefs, values, and ethics of individuals
and groups promote and constrain technological developments in specific
communities, such as the 1960s space race; reproductive technologies;
- analyse and critically evaluate the social and economic impacts
of some significant technological developments in a variety of settings,
debating viewpoints, and exploring options for the future.
Links:
The GM debate
Royal Commission on Genetic
Modification
As part of its investigations, the Royal Commission on Genetic Modification
conducted a youth forum in March 2001 and ran an essay competition.
See www.gmcommission.govt.nz/inquiry/youth_forum/essay_winners.html
to read the 20 winning essays in the Youth Forum competition.
Green
Party
The Green Party is keen to see New Zealand become GM-free. Their safe
food campaign page at http://www.greens.org.nz/campaigns/safe-food/default.asp
m
provides loads of information and links about the drawbacks of genetic
modification, as well as a searchable GM-free food database.
Greenpeace
Greenpeace's campaign for safe food www.greenpeace.org/~geneng/
gives plenty of basic background information on genetic modification.
Hortresearch
The website of New Zealand's horticulture and food research organisation
(www.hortresearch.co.nz)
provides information about recent research and developments worldwide
on topics ranging from orchards, genetic modification and genetic engineering,
new horticultural crops, the DNA fingerprinting of apples, and tamarillo
virus.
ANZCCART
The Australian and New Zealand Council for the Care of Animals in Research
and Teaching (ANZCCART) and Massey University have collaborated at http://anzccart.rsnz.govt.nz
to provide a website with information about the use of animals in
science. It deals with why animals are used, how any harm done to animals
is kept as low as possible, what benefits arise from their use, and
the importance of weighing any harm against the benefits when deciding
whether or not to use animals.
Links:
The GM process in New Zealand
ANZFA
The Australian and New Zealand Food Authority at http://www.foodstandards.gov.au
regulates food labelling.
ERMA New Zealand
ERMA New Zealand is the government authority responsible for controlling
hazardous substances, and the creation of new organisms and genetically
modified organisms in New Zealand. The HSNO site at www.hsno.govt.nz
explains the process those who want to create genetically modified
organisms must go through.
Links:
Science for students
Agriculture ITO
The Agriculture Industry Training Organisation has lots of online resources
for teachers and senior secondary school students on everything from
genetically modified food to biological control of gorse to fabulous
forests and stream monitoring.
National Geographic
The website of the National Geographic Society's page for children has
stories about geography and science around the world. The site includes
fun facts, craft activities, quizzes, recipes, and a pen pal network.
The site also has lesson plans for virtual expeditions for the family
or a classroom activity and interactive quizzes.
Brain Pop
Brain Pop at www.brainpop.com/
is a health science and technology site where you can watch movies on
scientific concepts and run experiments with Bob the ex-laboratory rat.
Biozone International
Biozone International is a publisher of resources for students and teachers
linked to the New Zealand, United Kingdom, and Australian biology curriculum.
Its website has links to other biology websites, scientific journals,
and magazines available on the web, and examination boards for UK and
Australia.
Royal Society
The Royal Society of New Zealand's site collects news about the scientific
and research community.
Related resources on TKI
Visit the TKI technology community (www.tki.org.nz/e/technology/),
or the TKI science community (www.tki.org.nz/e/science)
to explore these ideas further.
Curriculum
statements
Technology
in the New Zealand Curriculum and Science
in the New Zealand Curriculum are available on TKI .
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