Activity Description :

 

Students argue whether Cambridge was right to ban recombinant DNA research in 1976, using footage of the Vellucci/Sharp city council exchange. They then take on an IRB stakeholder role — Scientist/PI, Patient/Community Advocate, Ethicist, or Regulator — grounded in a quote from the film, and draft an opening statement. Day 2 runs a fishbowl debate on a modern heritable-genetic-modification case, ends with a class IRB Chair decision, and closes with a written reflection on who should set that standard.

 

ACTIVITY TYPE(S) : Worksheet, Discussion

DURATION : Four 45–50 min periods

GRADES : High School (9-12) 

SUBJECT AREAS : AP Biology and Biotechnology Pathways ​

KEY CONCEPTS :

Institutional Review Boards (IRBs) & research ethics
Informed consent and risk/benefit analysis
Historical context of the 1976 Cambridge recombinant DNA moratorium
Stakeholder perspective-taking
Equity in research (undertreatment of marginalized communities in clinical research)​

LEARNING OBJECTIVES :
1. Explain why formal ethical review (IRBs) developed as a response to unregulated public fear and unchecked scientific authority.
2. Argue a stakeholder position using evidence, then weigh competing stakeholder interests to reach a group decision.
3. Distinguish informal public oversight (a city council) from formal scientific ethical review (an IRB).​

BACKGROUND KNOWLEDGE NEEDED : Basic familiarity with what recombinant DNA / genetic modification is is helpful but not required — the Do Now and Display Visuals introduce the historical case from scratch.

 

STANDARDS ALIGNMENT : 

NGSS SEP: Engaging in Argument from Evidence

NGSS Appendix D. SEPs: (Grades 9-12) "Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence." "Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions."

NGSS Appendix H. Understanding the Scientific Enterprise:"Not all questions can be answered by science." "Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions." "Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge." "Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues."

AP Biology Essential Knowledge 6.6.B.2: Certain small RNA molecules have roles in regulating gene expression.