assignment about genetic engineering

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• Introduction to Genetic Engineering and Its Applications

Lesson Introduction to Genetic Engineering and Its Applications

Grade Level: 9 (9-12)

(Consider adding 30 minutes for a thorough ethics discussion.)

Lesson Dependency: None

Subject Areas: Biology

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Genetic engineers have developed genetic recombination techniques to manipulate gene sequences in plants, animals and other organisms to express specific traits. Applications for genetic engineering are increasing as engineers and scientists work together to identify the locations and functions of specific genes in the DNA sequence of various organisms. Once each gene is classified, engineers develop ways to alter them to create organisms that provide benefits such as cows that produce larger volumes of meat, fuel- and plastics-generating bacteria, and pest-resistant crops.

After this lesson, students should be able to:

• List several present day applications of genetic engineering.
• Describe general techniques used by genetic engineers to modify DNA.
• Analyze the benefits and drawbacks of manipulating an organism's DNA.

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Ngss: next generation science standards - science, international technology and engineering educators association - technology.

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State Standards

Texas - science.

A basic understanding of protein synthesis and DNA's role in the cell/body is helpful so students can follow how changes in DNA result in major changes in the characteristics of organisms.

(Make copies of the Genetic Engineering Flow Chart , one per student. Hand out the blank flow charts for students to fill in during the presentation and lecture. Then show the class the 16-slide Genetic Engineering Presentation , a PowerPoint® file. Open with two images of the same organism: one that has been genetically engineered and one that has not. Examples: two ears of corn in which the non-modified one is diseased; two cows in which the modified one is larger; or, since students really respond to bioluminescent organisms, show two mice in which one has been modified to glow green. Slide 2 shows two examples of modified versus non-modified mice. Another idea is to show two organisms that look the same even though one has been modified as an example of how most modifications are not visible.)

What is the difference between these two organisms? (Answers will vary, depending on the image shown.) Even though they are the same organism, why are they are different? (Answer: Genetic engineering. Some students may not come to this answer on their own. Expect some to suggest mutations.) The difference is due to genetic engineering. The animal (or plant) that has been changed is called a genetically modified organism, or GMO.

How do engineers change the traits of organisms? (Listen to student ideas.) DNA contains all of the genetic information to determine an organism's traits or characteristics. By modifying the DNA, engineers are able to determine which traits an organism will possess.

(Continue through the presentation: What is genetic engineering? History of GMO Development, What is the GMO process? Then starting with slide 6 , go through the provided examples of GMO bacteria, plants and animals. Emphasize the reasons for modifying each organism [ slide 10 ].)

(Show the slide 14 picture of a man and spider.) Can anyone guess what would happen if we combined the DNA from these two creatures? (Expect students to enthusiastically answer "spiderman.") Could engineers create a "spiderman" in the lab today? (Expect some yes responses, while most students answer no.) Not quite. However, in 2000, engineers created the first goat able to produce spider silk proteins (an amazingly strong and elastic fiber with futuristic benefits in construction [bridge suspension cables, airbags that are gentler for passengers], medicine [artificial skin to heal burns, artificial ligaments, thread for stitching wounds] and the military [body armor] if sufficient quantities could be generated), so maybe it is not too far away.

(Show slide 15 .) Genetic engineering is so new and astonishing that people are still trying to figure out the pros and cons. We saw some examples of the benefits from genetically modified organisms, what about the disadvantages and harm caused by genetic engineering? (After listening to student ideas, go through the concerns listed on the slide. Alternatively, go through the contents of this slide and background information as a class discussion during the Lesson Closure, extending the lesson time as necessary.)

(Continue on to present students with the content in the Lesson Background section, and then a class review of the completed flow charts.)

Lesson Background and Concepts for Teachers

What is DNA?

Deoxyribonucleic acid (DNA) is a large biomolecule that contains the complete genetic information for an organism. Every cell of living organisms and many viruses, contains DNA. The basic building block of a DNA molecule is called a nucleotide , and a single strand of DNA may contain billions of nucleotides. (Refer to Figure 1 to see the DNA structure with labeled parts.) Although each DNA molecule contains many of these building blocks, only four unique nucleotides are used to create the entire DNA sequence; these are written as A, G, C and T. Analogous to how the 26 letters of the alphabet can be arranged to create words with different meanings, these four nucleotides can be arranged in sequences to "spell" the genetic instructions to create all of the different proteins organisms need to live.

Why are proteins important?

Proteins perform all of the work in organisms. Some functions of proteins include:

• Serving as catalysts for reactions
• Performing cell signaling
• Transporting molecules across membranes
• Creating structures

When a protein is created by its gene, it is said that the gene is "expressed," or used. Most gene expressions do not produce results visible to the unaided eye. However some genes, such as those that code for proteins responsible for pigment, do have visual expression. The expression of a gene in an observable manner is called a phenotypic trait ; one example is an organism's hair color. In fact, everything you can see in an organism is a result of proteins or protein actions.

How is DNA used in genetic engineering?

By definition, genetic engineering is the direct altering of an organism's genome. This is achieved through manipulation of the DNA. Doing this is possible because DNA is like a universal language; all DNA for all organisms is made up of the same nucleotide building blocks. Thus, it is possible for genes from one organism to be read by another organism. In the cookbook analogy, this equates to taking a recipe from one organism's cookbook and putting into another cookbook. Now imagine that all cookbooks are written in the same language; thus, any recipe can be inserted and used in any other cookbook.

In practice, since DNA contains the genes to build certain proteins, by changing the DNA sequence, engineers are able to provide a new gene for a cell/organism to create a different protein. The new instructions may supplement the old instructions such that an extra trait is exhibited, or they may completely replace the old instructions such that a trait is changed.

Genetic Engineering Technique

The process for genetic engineering begins the same for any organism being modified (see Figure 3 for an example of this procedure).

• Identify an organism that contains a desirable gene.
• Extract the entire DNA from the organism.
• Remove this gene from the rest of the DNA. One way to do this is by using a restriction enzyme . These enzymes search for specific nucleotide sequences where they will "cut" the DNA by breaking the bonds at this location.
• Insert the new gene to an existing organism's DNA. This may be achieved through a number of different processes.

Once the recombinant DNA has been built, it can be passed to the organism to be modified. If modifying bacteria, this process is quite simple. The plasmid can be easily inserted into the bacteria where the bacteria treat it as their own DNA. For plant modification, certain bacteria such as Agrobacterium tumefaciens may be used because these bacteria permit their plasmids to be passed to the plant's DNA.

Applications and Economics

The number of applications for genetic engineering are increasing as more and more is learned about the genomes of different organisms. A few interesting or notable application areas are described below.

How many of today's crops are genetically modified? As of 2010, in the U.S., 86% of corn produced was genetically modified. Bt -corn is a common GMO that combines a gene from the Bt bacteria with corn DNA to produce a crop that is insect-resistant. The bacteria gene used contains a recipe for a protein that is toxic when consumed by insects, but safe when consumed by humans.

A number of other genes can be combined with crops to produce desirable properties such as:

• Herbicide-, drought-, freeze- or disease-resistance
• Higher yield
• Faster growth
• Improved nutrition
• Longer shelf life

The creation of genetically modified crops provides many incentives for farmers and businesses. When farmers are able to plant a crop that has a higher yield per acre, they can significantly increase production, and thus sales, with minimal cost. Disease, pest and other resistances reduce crop loss, which also helps to increase profits. Besides farmers, other benefactors from modified crops include seed, agrochemical and agriculture equipment companies as well as distributors and universities that are involved in GMO research. In 2011, the value of genetically modified seed was $13.2 billion in the U.S. alone. The value of the end products produced from these seeds topped $160 billion.

Due to their simple structures, the most commonly modified organisms are bacteria. The first modified bacteria were created in 1973. Bacteria can be modified to produce desirable proteins that can be harvested and used. One example is insulin or spider silk, which is difficult to gather naturally. Other modifications to bacteria include making changes to the cellular respiration process to alter the byproducts; typically CO 2 is produced, however engineers have made modifications so that hydrocarbon byproducts such as diesel and polyethylene (a fuel and a plastic) are produced.

(The 30-minute lesson time leaves a fair amount of time for discussion, but since class participation will vary, you may want to extend the lesson another 30-minutes to allow for a thorough discussion of the ethical implications of genetic engineering. This makes a good student research and debate topic, too.)

The main reason genetically modified organisms are not more widely used is due to ethical concerns. Nearly 50 countries around the world, including Australia, Japan and all of the countries in the European Union, have enacted significant restrictions or full bans on the production and sale of genetically modified organism food products, and 64 countries have GMO labeling requirements. Some issues to consider when deciding whether to create and/or use GMOs include:

Safety: This generally arises in the case of GMO foods. Are the foods safe for human consumption? Is GMO feed healthy for animals? Many opponents of GMO foods say not enough independent testing is done before the food is approved for sale to consumers. In general, research has shown that GMO foods are safe for humans. Another safety consideration is the health of farmers and their families, animals and communities who are put at risk with exposure to chemicals used in tandem with GMO seeds.

Environmental Impact: Consider that genetic engineers have the ability to create trees that grow faster than their unmodified counterparts. This seems like a great deal for the lumber industry, but might some unintended consequences result? Being outdoors and grown in large quantities, the modified trees may cross-pollinate with unmodified trees to form hybrids outside of designated growing areas. This in return could create trees that could disrupt the ecosystem. For example, they could overpopulate the area or grow so large that they smother other plant life. This same scenario has unintended and undesirable consequences when the pollen from GMO crops drifts into non-GMO fields.

Humans: Should humans be genetically engineered? Doing so could have medical applications that reduce or prevent genetic disorders such as Down's syndrome. However, the bigger question is where should engineering humans stop? Should parents be allowed to decide their children's eye colors, heights or even genders before birth?

Watch this activity on YouTube

What part of an organism contains all of the information needed for it to function? (Answer: DNA) When genes are expressed, what is the final product made? (Answer: Proteins) Does anyone know why bacteria are modified more than other organisms? (Answer: With their very simple structures and ability to use plasmids, bacteria are much easier and less costly to modify.)

What are some ethical and moral concerns that genetic engineers must consider? Does anyone think it is a good idea to genetically modify people? Some researchers say this could be an approach to cure diseases such as Down's syndrome and other genetic defects. Superficial changes could also be made, such as determining a person's height, eye color or gender, by making changes to embryos in the mothers' wombs. But just because something can be done, does that make it a good idea? (Answer: No. This is a good topic for an extended discussion.)

DNA: Acronym for deoxyribonucleic acid, which is a molecule that contains an organism's complete genetic information.

gene: The molecular unit of an organism that contains information for a specific trait (specific DNA sequence).

genome: An entire set of genes for an organism.

GMO: Acronym for genetically modified organism.

nucleotide: The building block of DNA.

plasmid: The circular DNA structure used by bacteria.

protein: Large biomolecules used by an organism for a number of purposes; in this context, to express a desired trait.

recombinant DNA: DNA to which a section has been removed and replaced (recombined) with a new sequence.

restriction enzyme: An enzyme that "cuts" DNA when specific base pair sequences are present.

trait: A distinguishing characteristic.

Pre-Lesson Assessment

Discussion Questions: Initiate a brief discussion to gauge whether students have heard of or know anything about genetics. Ask questions such as:

• Why are your eyes the color that they are?
• Would anyone like to be taller (or shorter)?
• Is there any way to make these changes?

Post-Introduction Assessment

Flow Chart: Have students complete the Genetic Engineering Flow Chart during the course of the lesson. After delivering the presentation and lecture, go through the flow chart as a class, so that students can complete anything they missed and check their flow charts for accuracy. Answers are provided on the Genetic Engineering Flow Chart Answer Key .

Lesson Summary Assessment

Recombinant Creature Design : Have students in pairs (or individually) create their own recombinant organisms. Direct students to pick any organism and decide what gene they would like to add. If desired, provide a list of genes from which they can choose (such as genes that makes an organism smarter, bigger, faster, grow extra limbs, etc.). To encourage critical thinking, require students to write down a potential use for the resulting creatures. Finally, have students sketch what their recombinant creatures would look like.

View some genetic engineering examples (with photographs) at: http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering/

Show students some applications of spider silk at Popular Mechanics' "6 Spider-Silk Superpowers" slide show at http://www.popularmechanics.com/science/health/med-tech/6-spider-silk-superpowers#slide-1

As a class, students work through an example showing how DNA provides the "recipe" for making human body proteins. They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder shape of DNA, and serves as the code for the steps required to make gene...

Students learn about mutations to both DNA and chromosomes, and uncontrolled changes to the genetic code. They are introduced to small-scale mutations (substitutions, deletions and insertions) and large-scale mutations (deletion duplications, inversions, insertions, translocations and nondisjunction...

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making a double helix. Student teams...

Students construct paper recombinant plasmids to simulate the methods genetic engineers use to create modified bacteria. They learn what role enzymes, DNA and genes play in the modification of organisms.

12 Bizarre Examples of Genetic Engineering. Posted October 27, 2010. MNN Holdings, Mother Nature Network. Accessed December 8, 2013. http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering

Biello, David. Turning Bacteria into Plastic Factories. Posted September 16, 2008. Scientific American. Accessed December 11, 2013. http://www.scientificamerican.com/article.cfm?id=turning-bacteria-into-plastic-factories-replacing-fossil-fuels

DNA. Updated June 7, 2014. Wikipedia, The Free Encyclopedia. Accessed June 16, 2014. http://en.wikipedia.org/wiki/DNA

Emspak, Jesse. Gut Bacteria Make Diesel Fuel. Posted April 23, 2013. Discovery Communications. Accessed December 11, 2013. http://news.discovery.com/tech/biotechnology/gut-bacteria-make-diesel-fuel-130423.htm

Genetic engineering. Updated December 7, 2013. Wikipedia, The Free Encyclopedia. Accessed December 9, 2013. http://en.wikipedia.org/wiki/Genetic_engineering

Genetically modified crops. Updated June 12, 2014. Wikipedia, The Free Encyclopedia. Accessed June 16, 2014. http://en.wikipedia.org/wiki/Genetically_modified_crops

Straley, Regan. GMO Food Concerns. Posted August 29, 2014. Lancaster Online, Lancaster, PA. Accessed August 31, 2014. http://lancasteronline.com/opinion/gmo-food-concerns/article_3c5092ba-2ed0-11e4-ab00-001a4bcf6878.html

Vierra, Craig, et al. The Future of Biomaterial Manufacturing: Spider Silk Production from Bacteria. Posted July 17, 2012. Journal of Visualized Experiments (JoVE). Accessed December 11, 2013. http://www.jove.com/about/press-releases/39/the-future-biomaterial-manufacturing-spider-silk-production-from

What is genetic engineering and how does it work? Updated 2005. University of Nebraska. Accessed December 10, 2013. http://agbiosafety.unl.edu/basic_genetics.shtml

Other Related Information

(optional: Show students the What Is Engineering? video)

Contributors

Supporting program, acknowledgements.

This digital library content was developed by the University of Houston's College of Engineering under National Science Foundation GK-12 grant number DGE 0840889. However, these contents do not necessarily represent the policies of the NSF and you should not assume endorsement by the federal government.

Last modified: May 12, 2021

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Genetic engineering: journey of a gene - lesson set.

Genetic Engineering: Journey of a Gene is a standards-aligned, 5-E life science unit that adapts the Journey of a Gene online learning modules created by Dr. Don Lee for the high school biology classroom.

Throughout this unit, students will explore the process of creating genetically engineered organisms and examine their real world applications. The online learning environment provide students with an authentic agricultural scenario with real scientists explaining how genetic engineering is used to solve a disease problem in soybeans. In addition, students will conduct a series of hands-on, minds-on activities including extracting strawberry DNA, carrying out an inquiry-based flower dissection to explore structure and function, and conducting a simulation of backcross breeding. Students will use their learning to address socioscientific problems by designing transgenes to solve a number of real-world food and health issues.

Lesson 1 | Designing a Genetically Engineered Organism

• This lesson utilizes resources from passel.unl.edu to review the concepts of DNA, genes and proteins through animation, activities, and discussion. This lesson introduces the first three steps in crop genetic engineering (extracting DNA, locating and cloning a gene, and modifying a gene). Students will perform a sample extraction of DNA. In addition, students are introduced to gene regions, their functions, and their application in genetically engineering organisms. Students will practice designing a transgene through in- class activities. Lastly, a quiz option is available to assess retention of ideas.

Lesson 2 | Gene Insertion

• Genetic engineering is a form of biotechnology in which one or more genes are added to an organism to produce a desired trait. This lesson introduces how a transgene is inserted into an organism in order to create a genetically engineered organism. With prior understanding of basic genetics (Mendelian principles of heredity, DNA structure & function, mitosis & meiosis) students will use an interactive online animation to learn about the process of engineering a plant. Video content from "Journey of a Gene" will be used to show how this process is applied in a real-world plant transformation lab.

Lesson 3 | Flower Anatomy and Plant Breeding

• Students will use this module to learn about the basic structure and function of flower anatomy as it relates to plant breeding.

Lesson 4 | Backcross Breeding with Transgenic Plants

• Students will learn the role of traditional plant breeding techniques in genetic transformations and perform a simulation of backcross breeding.

Curriculum Connections

Next Generation Science Standards

• HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
• HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
• HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
• HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
• Student Resources (Word Doc) (1.11 MB)
• Student Resources (PDF) (619.9 KB)
• Teacher Resources (Word Doc) (1.86 MB)
• Teacher Resources (PDF (1.02 MB)
• Designing a GE Organism - Lesson 1 Presentation (PPT) (4.1 MB)
• Flower Anatomy and Plant Breeding - Lesson 3 Presentation (PPT) (352.76 KB)
• Backcross Breeding with Transgenic Plants - Lesson 4 Presentation (PPT) (5.16 MB)
• Student and Teacher Resources (Google Drive)
• Journey of a Gene website

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Unit 11: Genetics and Genetic Engineering

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• Unit 11 Structure & Function Of Nucleic Acids Question 1 / 16 What is the function of DNA? Practice quiz

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Genetic Engineering - Applications, Methods, Disadvantages

Sub-Categories:

Science and Technology

Table of Contents

Objectives and Approaches of Genetic Engineering

Methods used in genetic engineering, applications of genetic engineering, disadvantages of genetic engineering.

Prelims: General Science

Mains: Science and Technology-Developments in Science and Technology

Genetic engineering refers to the direct manipulation of an organism's genome using advanced DNA technology. It involves the introduction, deletion or modification of genes within an organism's DNA to produce desirable traits. Genetic engineering has revolutionised fields like agriculture, medicine and biotechnology enabling innovations like disease-resistant crops, synthetic insulin production and gene therapy.

The field of genetic engineering has been propelled by advancements in gene editing technologies such as CRISPR-Cas9, in recent years. Gene editing technologies have revolutionized the ability to manipulate genes , allowing scientists to precisely modify and control genetic material.

Genetic manipulation aims to achieve the following key objectives:

• Recombinant DNA technology is primarily used for this objective.
• RNA interference and other Gene knockdown methods are used for this objective.
• Recombinant DNA technology and its most recent innovations like CRISPR/Cas 9 technology is preferably used for this purpose.
• Nowadays, CRISPR/Cas 9 technology is used for the gene editing objective.

There are different ways to artificially modify the traits and genomes of organisms by adding, deleting or editing genes. Some of the most commonly used methods of genetic engineering are:

• For example, genes coding for drought tolerance from resilient plant species can be transferred to susceptible crop varieties to make them more drought-resistant.
• Isolation of genetic material.
• Cutting of DNA at specific locations.
• Joining of DNA fragments by ligation and homopolymer tailing.
• Insertion of DNA into the host cell.
• Selection and screening of transformed cells.
• For example, the gene causing sickle cell anaemia can be edited to rectify the mutation and restore normal haemoglobin function.
• Gene knockout is the deactivation or deletion of specific genes by cutting DNA at targeted regions to research gene function.
• This is used to study the function of unknown genes and develop treatments for diseases.
• For example, silencing genes that enable virus replication in host plants can generate virus-resistant plant varieties.
• The hybrid cell lines with mixed genomes are then regenerated, which can introduce disease or stress resistance, improve quality parameters in horticultural species and are also used in synthetic seed production.
• Protoplast fusion has been used to produce fungus-resistant potatoes, high-quality seedless grapes etc.

Genetic engineering has thus resulted in different kinds of vaccines, antibodies and vitamins, drugs and hormones which are easily available in the market and are involved in the treatment of many diseases.

Therapeutics or Medicinal Applications of Genetic Engineering

• Cancer therapeutics: New immunotherapy can be developed using genetic editing that can treat cancer. Modification of T-cells using CRISPR can locate and kill cancer cells.
• Drug research: Genetic makeup can potentially speed up the drug discovery process. Some of the drug makers are already incorporating CRISPR technology in the drug research and discovery phase.
• Gene therapy: Some genetic disorders caused by single-gene defects, such as cystic fibrosis, muscular dystrophy, haemophilia, sickle cell anaemia and AIDS can be treated by gene therapy approach.
• Synthesising hormones and enzymes: Through recombinant DNA techniques, bacteria have been created that are capable of synthesising human insulin, human growth hormone , alpha interferon, a hepatitis B vaccine, and other medically useful substances.
• Plants breed improvement: Plants may be genetically adjusted to enable them to fix nitrogen and correct genetic diseases by replacing dysfunctional genes with the use of genetic technology.

Industrial Application of Genetic Engineering

• Mass quantities of the protein can be produced by growing the transformed organism in bioreactors using fermentation.
• This has led to the concept of the production of recombinant enzymes from genetically modified microbes such as chymosin and lipase for cheese production, and alpha-amylase for flavour enhancement in the beer industry.

Agriculture Applications

• Transgenic Plants / Animals are designed as a result of alteration of the genetic makeup of the organism to develop desirable traits such as high yield variety, suppressing particular vulnerabilities or disease etc.
• Crop traits improvement : Genetic engineering is used in agriculture to create genetically modified crops ( GM crops ) such as BT-cotton , which is resistant to pest attack.

Genetic engineering has the potential to address genetic disorders and climate change. However, ethical concerns arise from its unintended consequences and malicious use. Some of these ethical considerations include:-

• There is a debate about whether it is ethical to modify the human germline, create genetically modified organisms (GMOs), and the potential for genetic discrimination.
• Germline interventions: Genetic engineering can alter the genome of every cell in a person's body, potentially impacting subsequent generations without their consent. This cross-generational impact raises ethical issues and technical limitations.
• For example, unintended mutations can occur, resulting in permanent off-target edits and mosaicism.
• Moreover, there is a risk of creating " designer babies" engineered for enhancement rather than therapy, which raises concerns about ethical boundaries.
• This requires appropriate licensing scopes and regulatory structures that balance rapid, widespread access with the ethics of informed consent for genetic testing and editing interventions.
• Privacy: Preventing discrimination based on individuals' genomic data is crucial.
• If herbicide resistance genes from GM crops move to weed species, it can negatively impact crop productivity and ecosystem balance.
• Eliminating a keystone species could lead to dependent organisms dying out and permanent biodiversity loss.
• In India, GM cotton hybrids left wild varieties vulnerable. Conserving wild germplasm is crucial for future crop enhancement.

Precautions

Dilemmas related to genetic engineering require the establishment of ethical guidelines and oversight frameworks that balance innovation with appropriate precautions. These precautions include the following:

•  For example, all human gene editing trials should be registered in an open database, peer-reviewed, and subjected to oversight by ethics committees and regulatory authorities.
• For example, clear communication of possibilities like off-target effects or mosaicism in embryo editing is needed during IVF counselling.
• Royalty transfers under access and benefit-sharing agreements to compensation communities preserving rare medicinal plant genetic diversity.
• For example, gene-driven organisms need robust multi-generational testing to predict stability in target populations and minimise irreversible ecosystem harm.

PYQs on Genetic Engineering

Question1. Recombinant DNA technology (Genetic Engineering) allows genes to be transferred. (UPSC, Prelims-2013)

• Across different species of plants
• From animals to plants
• From microorganisms to higher organisms

Select the correct answer using the codes given below.

• 2 and 3 only
• 1 and 3 only

Answer: (d)

FAQs on Genetic Engineering

What is genetic engineering.

Genetic engineering involves the direct manipulation of genes of biological beings at genetic levels in the laboratory using various tools and processes such as Recombinant DNA technology.

What are the various tools employed for Gene editing?

Modern gene editing employs CRISPR CAS-9, PCR, Restriction endonucleases (RE) etc for gene editing.

What are the potential applications of Genetic engineering?

Potential applications of Genetic engineering include drug Research, gene Therapy, synthesizing hormones and enzymes such as human insulin, human growth hormone plants breed improvement: Transgenic Plants (crop traits improvement).

What is the difference between Gene knockdown and Gene knockout?

Gene knockout is the total removal or permanent deactivation of a gene through genetic engineering methods such as CRISPR CAS-09 whereas Gene knock down is an experimental technique that reduces expression of a gene in a biological being.

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