Student Materials

The CRISPR Controversy

This part includes:

• A pre-assessment quiz
• Handouts with information and articles involving CRISPR
• Periodic questions embedded in the handouts
• A post-assessment quiz
• A follow-up assignment based on the information discussed in the case study
 Pre-Assessment Quiz
1. What does CRISPR stand for?
a. Clustered Restricted Interloped Short Palindromic Regularly
b. Connected Regularly Interloped Succeed Pedigree Repeat
c. Clustered Regularly Interspaced Short Palindromic Repeat
d. Connected Restricted Interspaced Succeed Palindromic Regularly
e. Clustered Restricted Interspaced Short Palindromic Regularly
2. How does CRISPR work?
a. CRISPR attacks any and all bacteria, regardless of its role in an organism’s body.
b. CRISPR has spacers that serve as a “genetic memory” of previous viral attacks so
when the same kind of attack occurs, CRISPR will cut up the viral DNA sequence
of the attacker and add it to its preexisting spacers.
c. CRISPR has stems that serve as a “genetic code” for new viral attacks so when
these new attacks occur, CRISPR has a basic plan of how to stop it and, while
using this basic plan, will destroy the viral attack and add any new information
about the viral attack to its already existing stems.
d. CRISPR uses electric shocks to electrocute any foreign virus as a way to protest
its body and decrease the virus’ ability to reproduce.
3. Where is a specific industry/field where the usage of CRISPR can be applied to?
a. The medical field
b. The space exploration field
c. The sports industry
d. The video game industry
e. The clothing manufacturing industry
4. What is one of the ethical concerns surrounding CRISPR?
a. Scientists will be able to cure all genetic diseases and will find themselves lacking
anything to do
b. Scientists will be able to essentially “play God” and may abuse their powers
c. CRISPR usage may lead to a power surge across the planet.
d. CRISPR will only be able to work once, and pandemonium may occur when
scientists try to find the one subject to use it on.
e. Both C and D
5. Do you think scientists should, on a regular basis, edit human DNA?
a. Yes
b. No
Part One – The Basics

Amelia was sitting at her desk in her bedroom, stressing out over her AP Biology final.
While she was a good student, she had forgotten some of the basic information about DNA and
RNA due to last going over it during the start of the school year. Determined not to fail her final,
Amelia found a video by Bozeman Science on YouTube about DNA and RNA and began to
watch it.

Questions
1. What is DNA made up of?
2. Describe the steps of DNA replication.
3. What is the ‘Central Dogma’?
4. What is one example of genetic engineering that Mr. Andersen explains?
Part Two – The Article
About half a year later, Amelia was sitting at her desk in her college dorm and looking
over the notes her friend took for her when she missed the last lecture when Amelia’s phone
rang. She answered it and was not surprised when she heard her father’s voice on the other end
of the line. She was even less surprised when he asked her if she had read the article he sent to
her. When she told him she hadn’t, he asked why.

“I’ve been really busy with college, Dad.” Amelia said. “I missed a biology lecture earlier
this week because I was sick, so I’m working on catching up.”

“But that’s the thing,” he said excitedly, “This has to do with biology! It’s about this
technology that can edit genes! It’s called CRISPR and I think you’d like it.”

Amelia sighed. “Okay I’ll check it out. But I really have to go.”

After promising a few more times that she would check it out, Amelia hung up and pulled
up the internet on her laptop to see what the big deal about this thing was.

She found the article titled “CRISPR: A game-changing genetic engineering technique”
by Science in the News and read the first page.
Questions
1. Based on the first part of the article as seen in the previous page, hypothesize how
CRISPR is used to to protect the immune system.
2. What additional information not provided do you need to determine how CRISPR works
to protect the immune system?

Amelia found this ‘CRISPR’ article interesting and continued to read.

Questions
3. In your own words, describe how the CRISPR immune system works to protect bacteria
from repeated viral attacks.
4. Give an examples of how the CRISPR-based immunity can be applied to the three
disciplines mentioned (industry, basic research, and medicine).
Curious as to what CRISPR can be used for, Amelia continued to read the article.
Questions
5. Were any of your theories of the applications of CRISPR from question five identical or
similar to the ways mentioned in the article?
6. What other ways do you think CRISPR could be applied?

Amelia found herself engrossed in the article and was disappointed she only had a paragraph left.
Questions
7. What diseases do you think CRISPR could be used to treat?
8. Summarize the main point of the article in your own words.
Part Three – The Debate

The next day Amelia, whose mind was still focused on the CRISPR article her dad sent
her, met with some of her friends for lunch is one of the college’s dinning halls.

While the majority of her friends majored in a non-science subject, one of the girls at the
table named Anna was in a few of Amelia’s biology labs.

Turning to her friend, Amelia told her all about the article she read and the two were soon
so engrossed in their conversation that their other friends began to notice.

“What are you guys talking about?” Amelia’s friend Amy asked.

“This article Amelia read about gene editing.” Anna answered.

“Gene editing. What’s that?” Amy asked.

“It’s when a device, in this case this one

called CRISPR, goes into a person’s DNA and
edits it in some way. I don’t think it’s been
used on humans yet, but some researchers use
it on rats to cure them of different genetic
diseases.” Amelia explained.

“So it messes with a person’s DNA? That doesn’t sound right.” Amy said.

“My roommate was talking about this last week,” Amelia’s other friend Hannah piped
up. “Well, more like ranting. She doesn’t like it at all. She says it’s giving people too much
power. ‘Playing God’ she called it.”

“Yeah but what if it’s being used to cure someone of a genetic disease?” Anna retorted.
“Like if doctors find out a person’s baby has some disorder, but they can cure the baby of it
before its born with this technology. Then shouldn’t we use it to our advantage?”

Another one of Amelia’s friends, a girl named Sarah, interrupted her. “But what gives the
parents the right to change their unborn kid’s DNA? My little brother has a genetic disease and
it’s awful, but he wouldn’t be himself if he didn’t have it.”
 “Yeah! Especially if it isn’t deadly.” Hannah added, then paused. “Wait could people use
this to edit genes that have to do with hair or skin color?”

Amelia nodded. “Yeah they could edit any gene with it. They could make you a blonde
instead of a redhead.”

Amy stuck her tongue out. “That’s so wrong. People shouldn’t be able to do that. What if
a modern-day Hitler had this technology? Europe would be filled with white, blonde-hair, blue-
eyed kids.”

Amelia’s other friend Kayla, a biology major as well, added, “And what if people get rid
of some kind of trait, like the ability to sing or the ability to hunt? What if humans no longer
have this trait, or any kind of trait, and end up needing to to survive in the future?”

“You guys are assuming worse-case

scenarios.” Anna said with a roll of her eyes. “We
can’t let these extreme fears take away from all the
good it can do. People with deadly genetic diseases
could actually survive for longer than the disease
they had would let them.”
A poll conducted by STAT-Harvard that asked 1000 U.S. adults
over phone the above questions. (The Public) “They had that disease for a reason.” Amy
said. “It sucks but God gave them that for a reason, and we aren’t God so we shouldn’t mess
with it.”

“Really?” Anna asked with raised eyebrows. “So if you found out you were going to have
a kid with an awful genetic disorder that would kill your kid before they turned one, but there
were ways to cure your kid of this before he or she was born, you would let your kid die?”

The table was silent.

“Well God gave it to him or her for a reason.” Amy replied, staring directly at Anna.

Anna rolled her eyes and opened her mouth to continue. Meanwhile Amelia sunk in her
seat, guilty that she accidentally started a heavy ethical debate in the middle of lunch.
Questions
1. What are some arguments for gene editing mentioned in the girls’ conversation?
2. What are some arguments against gene editing mentioned in the girls’ conversation?
3. Using only your brain, come up with an argument for and against gene editing that was
not mentioned in the girls’ conversation.
4. Based on your own personal beliefs and morals, are you for or against gene editing, and
why?
Part Four – The Ethics

After her group’s ethical debate over the usage of CRISPR for gene editing, Amelia
couldn’t help but find herself conflicted on the matter. Both sides brought up good points on the
benefits and the cons of using CRISPR, and Amelia found herself stuck in the middle.

To edit or not to edit, she thought to herself. That is the question.

Later that day, Amelia took a short break from her studying and began to research the
ethical arguments surrounding CRISPR. She found two articles that appeared to address the
ethical issues of CRISPR and settled in to read them.

The article is “Ethics of gene-editing: What is CRISPR and should we be using it to

change embryos?” by Matt Atherton, and below are two excerpts from it focusing on the pros
and cons of gene editing.
Questions
1. What are some benefits to gene editing as mentioned in the excerpt on the previous
page?
2. What are some disadvantages to gene editing as mentioned in the excerpt above?
3. What is a “designer baby” and explain how it can be seen as a disadvantage to gene
editing.
 After reading the articles, Amelia had finally come to her own conclusion as to whether
or not she supported using CRISPR for gene editing. With a small sigh, she shut her laptop
down, made a mental note to call her father and discuss his view on gene editing, and pulled out
her biology textbook and continued to study.
Part Five – A Follow Up

Everyone has their own opinion on gene editing, and no opinion is right or wrong. After
reading the articles and information provided to you about the ethics surrounding gene editing,
write a short paper stating your opinion on gene editing and reasoning behind it.

Guidelines:

• A minimum of one double spaced page with 12-point font in Times New
Roman
• Include at least two pieces of evidence from the articles provided to
defend your stance on gene editing.
• You may use other sources too, but you must cite them in MLA format.
§ However, you do not need to cite any of the articles provided in the
case study.
• Include a conclusion that summarizes your paper in one sentence.
§ Ex: I believe we should not have gene editing because it gives
scientists too much power and can lead to mass eugenics OR I
believe we should have gene editing because it allows for
detrimental genetic diseases to be eradicated, saving thousands of
lives.
 Post-Assessment Quiz
1. What are the three steps the CRISPR immune system takes to protect the system
from attacks?
a. Attack, Production of CRISPR DNA, Elimination
b. Adaptation, Production of CRISPR DNA, Targeting
c. Attack, Production of CRISPR RNA, Elimination
d. Adaptation, Production of CRISPR RNA, Targeting
e. Attack, Production of CRISPR DNA, Targeting
2. What does CRISPR stand for?
a. Connected Regularly Interloped Succeed Pedigree Repeat
b. Clustered Regularly Interspaced Short Palindromic Repeat
c. Clustered Restricted Interloped Short Palindromic Regularly
d. Clustered Restricted Interspaced Short Palindromic Regularly
e. Connected Restricted Interspaced Succeed Palindromic Regularly
3. What is not one of the ethical concerns surrounding CRISPR?
a. CRISPR could be used to create a type of human being with certain traits that are
deemed “perfect” or better than other traits.
b. The usage of CRISPR will inevitably lead to eugenics on a global level.
c. Scientists will be able to essentially “play God” and may abuse their powers.
d. People with genetic-based diseases may be happy with said genetic-based disease
and would not want to lose what they see as a part of themselves.
e. Scientists will not use CRISPR and massive controversy will ensure due to the
wasting of CRISPR’s potential.
4. Do you think scientists should, on a regular basis, edit human DNA?
a. Yes
b. No
5. Did your answer to the above question change from your initial answer to the
question on the pre-assessment?
a. Yes
b. No
 Teaching Materials
The CRISPR Controversy

This part

includes:

• An overview the case study is about, which includes:

o Information about what it’s about
o Information about its intended audience
o The case’s objectives/what it intends to teach
o Any misconceptions the case study intends to address
o How it is to be presented

• An answer key for the pre and post assessment quizzes, and the questions included in the
case study handouts.

• A standard follow-up assignment as well as suggestions if the teacher wishes for another
assignment to end the case study with.
Case Study Overview
Background Information
This case study was designed and developed to inform students about a new and
influential piece of technology that will have a great affect on the science world: CRISPR.
CRISPR stands for “Clustered Regularly Interspaced Short Palindromic Repeat” and it is
designed to protect the immune system of microorganisms by deriving spacers from viral
attacker’s DNA and using them to prevent additional attacks from the same attacker. CRISPR
can, however, also be used to edit organism’s genes in a fetus or fully-matured organism. Gene
editing is the source of much controversy and debate in the science world, with some saying it
gives scientists too much power and can lead to mass eugenics, while others say gene editing can
save the lives of those born with a dead genetic disease. For more information regarding
CRISPR, check out the article included in part two of the student’s handout at
http://sitn.hms.harvard.edu/flash/2014/crispr-a-game-changing-genetic-engineering-technique/.
Shifting focus to the case study, it was also designed to, more specifically, educate
students on how CRISPR works, what industries/fields it can be applied to, and the potential
future of CRISPR. The case study also informs students of the ethical controversies surrounding
CRISPR as well as reasoning both for and against using CRISPR to edit human DNA.
The case study focuses on a college student named Amelia, who learns about CRISPR
after her father sends her a link to an article about it. From there she, and the students using the
case study, learn more about the basics involving CRISPR: How it works, what it can be applied
to, and what the future holds for it. Then Amelia finds herself in the middle of an ethics debate
when she brings up the subject of CRISPR to her diverse group of friends where some support
using it to edit human DNA and some don’t. There she and the students explore some of the
reasons for using CRISPR and some reasons not to, reasons both based in religious morals and
based in basic human ethics.
Intended Audience
The case study was created with its intended audience being high school juniors or
seniors enrolled in an Advanced Placement Biology class. The case study was also written for
these students to have basic background knowledge in DNA and heritable genetic material, such
as what DNA is made up of, the process of DNA replication, and what DNA does. However, in
case the students lack all of the background knowledge, the first part of the case study includes a
video that goes over this information.
Objectives
The objectives of this case study are as followed:
• Establish the role of DNA as the primary source of heritable information
• Review the basic knowledge of DNA structure
• Review how DNA replication works
• Establish the basics of CRISPR, such as its role in gene editing and how it functions.
• Discuss the ethical reasons for and against CRISPR
• Analyze the different ethical reasons and allow each student to come to their own
conclusion.
• Have each student take a stance on the ethical issues and defend their stance.

Misconceptions
The case study will work to clear up any misconceptions regarding CRISPR and gene
editing. The following are specific misconceptions the case directly targets.
• Gene editing is something that scientists will be able to do in the very distant future.
• Gene editing can only be used to eradicate genetic diseases and nothing more.
• Gene editing and CRISPR can only be used in the research or medical field.
• The reasons against CRISPR and gene editing is only rooted in religious reasoning.
• There are no legitimate reasons against gene editing.
• There are no legitimate reasons for gene editing.

Presentation
This case study is designed to be taught in a 90-minute class, but can be divided in half
after part two for two 45-minute classes. However, due to the case study’s length there is a
chance that the teaching of the case study might take longer. In that case the instructor may adapt
to assign part of the case study as homework, divide it into multiple classes, teach either part 3 or
four and not both, or teach it in a similar way that he or she seems fit.
The pre-assessment quiz should be administered at the start of the case study prior to
beginning part one. The post-assessment quiz should be administered at the end of the case
study, after going over the extension assignment.
The questions in the case study are designed to be done by each student individually, with
the exception being the questions in part four. However, the teacher may allow for group-based
learning, though it is recommended that the teacher adhere strictly to the time limits due to
students’ tendency to get off topic when discussing materials in a group.
The only supplies needed for the case study are:
• a projector and screen to watch a video as a class OR individual devices for students to
watch a video on their own
• paper
• pencils
• the student packet that includes the pre and post-assessment quizzes and the handouts
which include part 1-5 of the case study

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 There are no preparatory readings or videos for this case study, though the instructor is
advised to have their students review the basics of DNA prior to the instructional period.
Learning should be assessed by grading the pre-assessment for completion, the questions
in the handout for correctness and completion, the extension for content and completion, and the
post-assessment for correctness.
Presentation Steps
The instructor should begin by explaining to the students that they are going to be
learning about gene editing and the issues surrounding it through this case study. The instructor
should then pass out the pre-assessment and give the students 10 minutes to work on it. After the
10 minutes are over, the instructor should tell the students to turn in their quiz.
Part One should begin with either the teacher reading the first paragraph (see below) or
have the students read it to themselves (it is included in the student handout).
“Amelia was sitting at her desk in her bedroom, stressing out over her AP Biology final. While
she was a good student, she had forgotten some of the basic information about DNA and RNA
due to last going over it during the start of the school year. Determined not to fail her final,
Amelia found a video by Bozeman Science on YouTube about DNA and RNA and began to watch
it.
After the students hear the first paragraph, the instructor should play the video “DNA and
RNA – Part 2” or have the students watch it on their own if a projector is unavailable. The link is
as followed: https://www.youtube.com/watch?v=W4mYwsr9gGE. When the video ends, the
students should be given four minutes to answer the questions on a separate piece of paper, then
the instructor should call on students to answer each of the questions out loud. This should take
about five minutes.
Then you should begin part two. Here you can have the students read the introduction and
the first excerpt from the article by themselves. Allow for five minutes of reading and three
minutes for question answering. Tell the students that the handout will be collected at the end of
the class and have them write their answers for the remainder of the case study on a separate
sheet of paper.
For the second excerpt, give the students 12 minutes to both read the article and answer
the questions.
For the next excerpt, give the students 10 minutes to read and answer the questions.
For the final excerpt, give the students five minutes to read the paragraph and answer the
questions.
Now begin part three. For this part allow students 15 minutes to read the handout and
answer the questions that go with it.
For the final in-class part of the case study, let the students read the part four handout by
themselves and give them about 10 minutes to do so. Then have them answer the final questions
in a group of a minimum of two people and a maximum of four. Allow seven minutes for this to
decrease off-topic discussion. Make sure the students are aware that they still need to write their
answers to the questions on the separate sheet of paper.
Next have the students read the part five extension assignment over and tell them to keep
any questions for the end of the case study. Additional information regarding the assignment can
be seen in the right column.
For the post-assessment, give the students 10 minutes to answer the questions and then
have them turn them in to the instructor.
Extension Assignment

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 An extension assignment has been included in the part five of the student packet, but has
been reprinted for your convenience:
“Everyone has their own opinion on gene editing, and no opinion is right or wrong. After
reading the articles and information provided to you about the ethics surrounding gene editing,
write a short paper stating your opinion on gene editing and reasoning behind it.
Guidelines:

• A minimum of one double spaced page with 12-point font in Times New Roman
• Include at least two pieces of evidence from the articles provided to defend your stance on
gene editing.
• You may use other sources too, but you must cite them in MLA format.
§ However, you do not need to cite any of the articles provided in the case study.
• Include a conclusion that summarizes your paper in one sentence.
§ Ex: I believe we should not have gene editing because it gives scientists too much
power and can lead to mass eugenics OR I believe we should have gene editing
because it allows for detrimental genetic diseases to be eradicated, saving
thousands of lives.
If this assignment does not meet the instructor’s needs, then he or she can assignment an
alternative printed below:

CRISPR is a very important up-and-coming piece of technology, however not everyone

knows about it. After reading the articles included in the case study, create a power-point that
informs the public of what CRISPR is, how it works, and in what industries it can be applied to.
Guidelines:

• A minimum of ten slides with text on each one of them (does not include the title slide).
• Include at least two pieces of information from the article to explain CRISPR cited.
• You may use other sources too, but you must cite them in MLA format.
§ However, you do not need to cite any of the articles provided in the case study.
• The majority of the explanation must be explained in the student’s own words, not merely
copying the information from the sources.

Answer Key

Pre-Assessment Quiz Answers

7. Question: What does CRISPR stand for?
Answer: (C) – Clustered Regularly Interspaced Short Palindromic Repeat
Explanation: The name “Clustered Regularly Interspaced Short Palindromic Repeat”
comes from the organization of partially palindromic and short repeated DNA sequences
that are found in bacteria and other microorganisms’ genomes.

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 8. Question: How does CRISPR work?
Answer: (B) - CRISPR has spacers that serve as a “genetic memory” of previous viral
attacks so when the same kind of attack occurs, CRISPR will cut up the viral DNA
sequence of the attacker and add it to its preexisting spacers.
Explanation: CRISPR works by creating spacers that are from the DNA of virus that
have attacked the host, and these spacers are what serve as a “genetic memory” of the
previous attackers so when this virus attacks again the CRISPR system will cut up the
virus and successful protect the host.
9. Question: Where is a specific industry/field where the usage of CRISPR can be applied
to?
Answer: (A) The medical field
Explanation: The medical field is the best answer because CRISPR directly influences
medical treatments for those with a weakened immune system and, through gene editing,
those with genetic disorders. The other options are not directly related to what CRISPR
does (gene editing and attacking viral infections) and therefore are not the correct answer.
10. Question: What is one of the ethical concerns surrounding CRISPR?
Answer: (B) – Scientists will be able to essentially “play God” and may abuse their
powers
Explanation: One of the most popular ethical concerns about CRISPR is that it gives
scientists too much power that can easily be misused and lead to serious consequences,
such as eugenics and a lack of gene diversity among humans.
11. Question: Do you think scientists should, on a regular basis, edit human DNA?
Answer: No correct answer due to the question being an opinion-based question.
Explanation: There is no right or wrong answer when it comes to opinions so therefore
there is no correct or incorrect answer when it comes to this opinion-based question, as
well as for students’ justification of their opinion.

Part One Answers

5. Question: What is DNA made up of?
Answer: DNA is a made up of deoxyribose sugar, a phosphate group, and four nitrogen
bases: cytosine, guanine, adenine and thymine
Explanation: Beginning at 0:23 in the video, Mr. Anderson discusses and explains the
basic structure of DNA, including its double helix and what it is made up of, as well as
compare it to the basic structure of RNA which is both similar and different to DNA. The
explanation continues to 2:06 in the video before switching to DNA replication.
6. Question: Describe the steps of DNA replication.
Answer: The first step of DNA replication is when the DNA unzips itself in the middle.
Then, on the leading stand which goes in the 3’ to 5’ direction, the DNA polymerase, an
enzyme that adds new bases to the strand, adds new bases to the existing bases in a
smooth fashion. For the other strand, the lagging strand that goes in the 5’ to 3’ direction,
the DNA polymerase adds new bases to the strand but in a less smooth manner and back-

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 stitches a bit to do so. In the end, there is now two new identical strands of DNA that
stemmed from the one original DNA strand.
Explanation: In the video, Mr. Andersen discusses DNA replication beginning at 2:10
and ending at 3:34. In his explanation and discussion, he covers the basics on how DNA
replicates itself and the two strands that spur from the original strand before moving on to
the next topic.
7. Question: What is the ‘Central Dogma’?
Answer: The ‘Central Dogma’ is the explanation for how DNA is what makes up an
individual. The ‘Central Dogma’ goes from DNA to RNA, RNA to proteins, proteins to
phenotypes, and phenotypes to individual.
Explanation: Beginning at 3:37, Mr. Anderson explains what the ‘Central Dogma’ is and
how it is the explanation for how DNA makes up individuals. He also explains a bit on
how DNA makes RNA through transcription, and how RNA makes proteins. This
explanation continues to 4:08 where Mr. Andersen elaborates on transcription.
8. Question: What is one example of genetic engineering that Mr. Andersen explains?
Answer: One example of genetic engineering is the production of insulin through
inserting human genes for insulin inserted into bacteria which then replicates itself while
keeping the DNA inside it identical in each of its new replications.
Explanation: The explanation of genetic engineering and the example involving insulin
begins at 8:37 in the video and ends when the video ends (9:59). During this time frame,
Mr. Andersen explains genetic engineering where human DNA is inserted into bacteria to
replicate and duplicate. He also explains how insulin is produced via this replication and
why this is the best way to produce insulin.

Part Two Answers

9. Question: Based on the first part of the article as seen in the previous page, hypothesize
how CRISPR is used to to protect the immune system.
Answer: Correct answers vary due to students own individual take on how CRISPR
works given the limited information in the first excerpt from the article. However, some
possible correct answers may include the following:
• CRISPR attacks the viral infection from the inside by destroying the genome of
said virus.
• CRISPR attacks the viral infection and manipulates its genome to destroy itself.
• CRISPR attacks the viral infection by destroying part of the infection’s DNA.

Explanation: The start of the article informs the students that CRISPR destroys the
genome of the invading virus, however it is not specified the exact process as to how
CRISPR does so, which is up the the students to hypothesize. Because the students don’t
have much information it is not likely the students will be able to hypothesize exactly
how CRISPR works, so as long as their answer is somewhat realistic (i.e. not far-fetched
or obviously false) and shows they have put effort into answering the question, then the
student will receive credit for the question.

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 10. Question: What additional information not provided do you need to determine how
CRISPR works to protect the immune system?
Answer: Correct answers can vary but primarily students would need to provide an
answer that explores the need for more information regarding CRISPR’s function and
role in the immune system.
Explanation: Like with the previous question, this is based off limited knowledge of
CRISPR and its intended function, so answers that are not too extreme, far-fetched, or
obviously false are deemed correct and the student will receive credit for the question.
11. Question: In your own words, describe how the CRISPR immune system works to
protect bacteria from repeated viral attacks.
Answer: This answer sort of varies depending on how each individual student explains
things, but in general the student’s explanation should include the following:
• The spacers on CRISPR serving as a ‘genetic memory’ or prior attacks.
• The CRISPR deference system cutting up any viral DNA sequence that matches a
spacer sequence, which protects the immune system from a repeated attack.
• If the viral DNA does not match a spacer sequence, then a new spacer is made
from the attack’s viral DNA.
• The three basic steps which are adaption, production of CRISPR RNA, and
targeting.

Explanation: The second part of the excerpt described how the CRISPR immune system
works and from that excerpt the student can come to the concluded answer as seen above.
12. Question: Give an examples of how the CRISPR-based immunity can be applied to the
three disciplines mentioned (industry, basic research, and medicine).
Answer: There is no correct answer to this question since it is an individual opinion-
based question.
Explanation: Since this question is focused on the student hypothesizing examples of the
application of CRISPR-based immunity, there is generally no wrong answer. The
exceptions to this notion, however, are if the idea is too distant or off-base from
CRISPR’s immunity (i.e. saying CRISPR can be used to get man on the moon, or that it
can cure world hunger, or another idea that is off-topic and extreme).
13. Question: Were any of your theories of the applications of CRISPR from question five
identical or similar to the ways mentioned in the article?
Answer: Varies. It depends on the students’ answer to question five.
Explanation: Students came up with different theories about the applications of CRISPR
in question five and because they are each student’s own thoughts there is no correct or
incorrect answer.
14. Question: What other ways do you think CRISPR could be applied?
Answer: Correct answers vary but as long as the answers presented include a connection
between using the CRISPR immune system to protect an immune system against viral
attacks, or include a connection between using CRISPR to make changes in the genes of

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 organisms, then the answer is correct. Explanation: CRISPR is primarily applied to gene
editing or strengthening an organism’s immune system against viral attacks, so naturally
the best answers that hypothesize additional ways to use CRISPR would focus on its
primary usages, as mentioned in the beginning of the sentence.
15. Question: What diseases do you think CRISPR could be used to treat?
Answer: Correct answers vary but some acceptable responses include: cancer, diabetes,
obesity, high blood pressure, heart diseases, and any other disease that has a genetic
component.
Explanation: CRISPR can be used to change a person’s genes which can be the cause
for various diseases. There are too many diseases that are genetic-based and that could be
edited by CRISPR.
16. Question: Summarize the main point of the article in your own words.
Answer: Correct answers vary, but the student should mention how CRISPR functions,
the different fields in can be used in, and future predictions regarding CRISPR.
Explanation: The purpose of the article is to provide the student with the basics
regarding CRISPR, and the basics include function, usage, and future predictions.

Part Three Answers

5. Question: What are some arguments for gene editing mentioned in the girls’
conversation?
Answer: Some arguments for gene editing that are mentioned are:
• It’s ability to cure people of genetic diseases, both deadly and not deadly.
• Allow those with deadly diseases to live longer wither by eliminating the disease
or finding a way to treat it.

Explanation: The main reason for gene editing is its ability to rid the world of deadly
genetic diseases, allowing people born with these diseases to live longer. There are
other reasons for gene editing, but that is the primary reason used by those who are
not in the science field or aware of other benefits of gene editing, which are
mentioned in part 4.
6. Question: What are some arguments against gene editing mentioned in the girls’
conversation?
Answer: Some arguments against gene editing mentioned in the girls’ conversation are:
• It gives scientists too much power.
• It can be seen as ‘playing God’ meaning they decide things like a person’s genes that
are generally decided by fate or God, depending on the person and his or her religious
affiliation.
• Not everyone with a genetic disease wants to lose the disease for it is seen as a part of
who he or she is.
• It can lead to mass eugenics where certain genes that produce certain phenotypes are
values and seen as ‘good’ or ‘bad’.
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 • Certain traits that might be eliminated because they aren’t seen as ‘useful’ could be
needed in the future to continue survival of the human race.

Explanation: These are common reasons against gene editing and are based in both
ethics, religion, and science. The idea of ‘Playing God’ with gene editing raises a lot of
concerns primarily for those who identify moderately or strongly with a religious
affiliation, but those with no or little religious affiliation may feel the same. The fear of
eugenics is primarily compared to Hitler’s persecution of people of a Jewish affiliation or
ethnicity, and many fear that a similar situation will arise through the usage of gene
editing.
7. Question: Using only your brain, come up with an argument for and against gene editing
that was not mentioned in the girls’ conversation.
Answer: Correct answers vary but some acceptable responses include:
• Losing of diversity (against)
• Losing of helpful traits (against)
• A loss of positive traits that may occur with seemingly negative traits (against)
• Can help ease the suffering of those born with chronic, painful genetic disorders
(for)
• Can aid in future research and studies of human and embryo development and
genes (for)
• Can aid in present medical procedures (i.e. if a person has a certain gene then they
should or shouldn’t take certain medication) (for)

Explanation: The main reasons against gene editing are focused on ethics, the
unpredictability of the long-term affects, the risks of eugenics, and the loss of diversity.
The main reasons for gene editing are the elimination of deadly and non-deadly genetic
disorders, the aid to future research and the elimination of certain diseases.
8. Question: Based on your own personal beliefs and morals, are you for or against gene
editing, and why?
Answer: This answer depends on the student and their own personal beliefs so therefore
there is no correct answer.
Explanation: There is no right or wrong answer when it comes to opinions so therefore
there is no correct or incorrect answer when it comes to this opinion-based question, as
well as for students’ justification of their opinion.

Part Four Answers

4. Question: What are some benefits to gene editing as mentioned in the excerpt on the
previous page?
Answer: Some benefits include stopping diseases in an organism before said organism is
even born. It allows for babies who are diagnosed with a debilitating disease to be cured
of said disease prior to being born. Another benefits includes stopping genetic risks, such
as a risk of breast cancer. If a baby’s DNA is changed so they are no longer susceptible to
a certain cancer his or her offspring will no longer be susceptible to said cancer, and the

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 family lineage will not be susceptible. Lastly, gene editing is easy, flexible, and cheap.
Explanation: The first part of the excerpt included in the student handout focuses on the
benefits of gene editing, which are included in the above answer for the question. Starting
at “Why” and ending at “flexible”, the author explains the various benefits for gene
editing and how other scientists support it.
5. Question: What are some disadvantages to gene editing as mentioned in the excerpt
above?
Answer: Some disadvantages include an increase in competition for babies with certain
desirable traits. Another disadvantage is the inevitability of eugenics on a mass level,
with the rich and influential genetically modify their offspring with traits that are ‘good’
which can result in those who lack money and influence and therefore have the ‘bad’
traits being discriminated against.
Explanation: The second part of the excerpt tackles the disadvantages to gene editing
and how most of the reasons against it are focused on ethical issues, such as what is
deemed a ‘good’ trait and the possibility of eugenics as a result of gene editing. Starting
at “Of” and ending at “be”, the author explains the reasons against gene editing and
acknowledges how these reasons can be subjective and tie in to another controversial
topic, abortion.
6. Question: What is a “designer baby” and explain how it can be seen as a disadvantage to
gene editing.
Answer: A “designer baby” is a baby who, with the help of gene editing, was designed to
possess certain traits seen as ‘better’ than other traits.
Explanation: A designer baby is a human whose genes have been selected or edited in
order to make sure said baby posses certain favorable traits. They are called designer
babies because they have essentially been designed to be a certain way through the traits
that have preselected for them.
Post-Assessment Quiz Answers
6. Question: What are the three steps the CRISPR immune system takes to protect the
system from attacks?
Answer: (D) Adaption, Production of CRISPR RNA, Targeting
Explanation: CRISPR works by initially adapting the DNA from invading virus to short
segments which are then inserted into the CRISPR sequence as one of the new spacers.
7. Question: What does CRISPR stand for?
Answer: (B) – Clustered Regularly Interspaced Short Palindromic Repeat
Explanation: The name “Clustered Regularly Interspaced Short Palindromic Repeat”
comes from the organization of partially palindromic and short repeated DNA sequences
that are found in bacteria and other microorganisms’ genomes.
8. Question: What is not one of the ethical concerns surrounding CRISPR?
Answer: (E) – Scientists will not use CRISPR and massive controversy will ensure due
to the wasting of CRISPR’s potential.
Explanation: It is unlikely that scientists will not use CRISPR in any way, and if by

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 some chance they do not use it it is highly unlikely that massive controversy will occur.
The other four options are far more likely, and were discussed in the case study itself.
9. Question: Do you think scientists should, on a regular basis, edit human DNA?
Answer: No correct answer due to the question being an opinion-based question.
Explanation: There is no right or wrong answer when it comes to opinions so therefore
there is no correct or incorrect answer when it comes to this opinion-based question, as
well as for students’ justification of their opinion.
10. Question: Did your answer to the above question change from your initial answer to the
question on the pre-assessment?
Answer: Again, there is no correct answer, this time because this is a matter of student’s
personal reflection. Some students’ opinion may have changed since they began the case
study, while some may not have.
Explanation: There is no right or wrong answer when it comes to opinions so therefore
there is no correct or incorrect answer when it comes to this opinion-based question, as
well as for students’ justification of their opinion.

Sources
Anderson, Paul. DNA and RNA - Part 2. YouTube. N.p., 30 July 2011. Web. 3 June 2016.
<https://www.youtube.com/watch?v=W4mYwsr9gGE>.
Aras, Avsar. "Baby Face." Wikipedia. N.p., n.d. Web. 3 June 2016.
<https://en.wikipedia.org/wiki/Infant>.
Atherton, Matt. "Ethics of Gene-Editing: What Is CRISPR and Should We Be Using It to
Change Embryos?" International Business Times. N.p., 2 Mar. 2016. Web. 3 June 2016.
<http://www.ibtimes.co.uk/ethics-gene-editing-what-crispr-should-we-be-using-it-
change-embryos-1546062>.
Baby as a puzzle. Make Use Of. N.p., n.d. Web. 3 June 2016.
<http://www.makeuseof.com/tag/biotech-breakthrough-opens-door-designer-babies-
heres-need-know/>.
Begley, Sharon. "STAT-Harvard Poll: Americans Say No to ‘Designer Babies’." STAT. N.p., 11
Feb. 2016. Web. 7 June 2016. <https://www.statnews.com/2016/02/11/stat-harvard-poll-
gene-editing/>.
"CRISPR: A Game-Changing Genetic Engineering Technique." Science in the News. Harvard
Graduate School of the Arts and Sciences, n.d. Web. 3 June 2016.
<http://sitn.hms.harvard.edu/flash/2014/crispr-a-game-changing-genetic-engineering-
technique/>.
The Public and Genetic Editing, Testing, and Therapy. N.p.: Harvard School of Public Health,
2016. Print.
"Screenshot." Gizmodo. N.p., n.d. Web. 3 June 2016. <http://gizmodo.com/everything-you-need-
to-know-about-crispr-the-new-tool-1702114381>.

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