Please write an argumentative essay on "Safety of Biotechnology" or "Biotechnology and Ethics"!

Affective Attitude and Values 1. pay attention to the safety of GM technology, and recognize that every development of biotechnology may bring about safety and ethical problems. 2. develop a sense of participation in the discussion of social issues, and form a scientific attitude of questioning and seeking truth, and be able to pay attention to the solution of problems with a rational and positive attitude - through the advancement of scientific and technological means, the establishment of social norms, etc. "Avoiding Harm". Ability to face different views from the media and others on biotechnology safety and ethical issues, to be able to use the existing biological knowledge to analyze, and initially form an objective scientific evaluation ability. Structure and Characteristics of Teaching Content (I) Characteristics of Teaching Content This topic includes "The Road of Scientific and Technological Exploration - Social Controversies Caused by Biotechnology" and three sections: "Safety of Genetically Modified Organisms", "Concerns about Ethical Issues of Biotechnology", and "Prohibition of Biological Weapons". The first section, Safety of Genetically Modified Organisms, can be taught in two lessons, the second section, Ethical Concerns about Biotechnology, can be taught in two lessons, and the third section, Banning Biological Weapons, can be taught in one lesson. An extracurricular activity: "Social Investigation" (or "Debate") is also arranged for this topic. The moral of this topic is that the public's ethical concerns about the results of modern life science research often outweigh their interest in understanding the value of science. When in vitro fertilization, genetically modified food, cloning of animals, etc. come to earth, some people feel joyful about it, while others feel it is like a nightmare. What exactly should be done about it? This topic builds on the previous topics. The previous topics mainly introduced the principles and applications of various biotechnologies at the technical level, with more knowledge and skill components, while this topic mainly discusses safety and ethical issues. For example, the issue of "safety of genetically modified organisms" is discussed. First of all, based on the overview of the results of genetic modification, questions are raised, such as whether the consumption of genetically modified food will cause hidden harm to human health? Then, in the form of a "forum", different views and attitudes from three aspects, namely, food safety, biosafety and environmental safety, are presented, and relevant arguments are cited. This is not only a novel format, but also enables students to understand and recognize the safety of GMOs from multiple perspectives according to the different social environments in which people live, and to feel the importance and complexity of the issue. For example, three hot issues are raised in "Ethical Issues of Biotechnology": "What should we do if human cloning really comes one day?" "Do you support the design of in vitro fertilization?" "Do you want a genetic ID card?" Through the discussion of these three hot issues, students are helped to establish scientific attitudes and values, and rationally look at the ethical arguments in biotechnology. Finally, the hot issue of "competition for genetic resources" is introduced in "Expanding Horizons". In the last section of this topic, students are introduced to the hazards of biological weapons through the introduction of biological weapons. At a time of rampant terrorism and the rapid development of modern biotechnology, it is of practical significance to understand the threat of biological weapons to mankind. The main reasons why this topic has chosen to discuss several prominent issues directly related to the development of modern biotechnology are as follows: (1) To raise various ethical, social and legal issues arising from the development of life sciences. (2) To guide students to think correctly about the application of scientific and technological achievements on top of their existing basic knowledge of life sciences. (3) To make students understand that different values arise from differences in political systems, levels of economic development, religious beliefs, historical backgrounds, traditional ethical concepts and other aspects of the societies in which individuals live. In this way, the same ethical, social or legal issue in the life sciences will not only be viewed differently in different societies, but will also lead to very different social measures, policies and regulations. (4) For China, all judgments made and regulations enacted must be in line with its own national conditions and the highest interests of the country: they must be conducive to Chinese scientists occupying the heights of scientific research, to the prosperity of the country's science and technology, and to the promotion of the country's economic development. In addition, through the introduction of China's policies and regulations on the treatment of genetically modified organisms (GMOs), therapeutic cloning, biological weapons and other issues, students will realize that biotechnology legislation has to be in line with their own national conditions under the broad framework of international regulations. In terms of presentation, this topic puts students' activities in an important position by arranging more activities such as discussions (e.g. "Forum" and "Hot Issues Discussion"), debates, surveys or progress tracking, etc. Among them, "Forum" and "Hot Issues Discussion" are arranged. Among these activities, the "Forum" and "Hot Issues Discussion" have devoted a certain amount of space to introducing different viewpoints, background information and points of contention on the relevant issues, with the aim of enabling students to discuss or conduct further investigations on the basis of a comprehensive understanding of the issue. Through these activities, students not only develop a sense of participation in paying attention to social issues, enabling them to express their views scientifically and rationally; they also develop the ability to analyze complex social issues. (II) Structure of teaching content III. Connection with students' experience The study of this topic should be connected with students' existing knowledge and experience, such as the basic knowledge of compulsory modules of heredity and variation, reproduction and development; and the knowledge of transgenic technology in genetic engineering, nuclear transplantation technology in cell engineering, and embryo transplantation technology in embryonic engineering in this module. It is only by applying this knowledge that the scientific validity of the arguments behind each view can be better discerned. The discussion of each issue and the implementation of its debating activities is a mobilization and examination of students' prior knowledge and experience. In students' life experience, there are also opportunities to come into direct or indirect contact with issues such as GMOs, in vitro fertilization, genetic discrimination, etc.; coupled with relevant reports in the media, a variety of perceptions may arise among students. Although this understanding may be vague, at least students are not unfamiliar with the safety and ethical issues of biotechnology. IV. Connection with Other Topics In this topic, students need to be able to do some reflection and discernment on the safety and ethical issues of biotechnology, and they need to apply the basic knowledge of modern biotechnology, such as genetic engineering, cell engineering, and embryo engineering. Therefore, the study of the first three topics is the foundation of this topic. The study of this topic is in turn an integral part of the whole module. Through the concern about the safety of genetically modified organisms (GMOs) and the discussion of the ethical issues of biotechnology, students can truly and practically connect the occurrence, application and development of modern biotechnology with people's real life. At the same time, in the process of analyzing and discussing relevant biotechnology safety and ethical issues, students' mastery and application level of the basic content of the core of modern biotechnology will also be enhanced, thus improving students' bioscience literacy and interest, which is also an important embodiment of the basic concept of this module.