Human Manipulation of Biology

TOPIC: Genetically Modified crops - banana vaccines.

QUESTION: What are the benefits and problems associated with banana vaccines?

Introduction:

Many people and children in the world suffer from diseases that cause death.
Through genetic engineering, plants can be grown to produce vaccines to protect
society from harmful diseases and viruses. Making edible vaccines within bananas
are a growing hope for the future. (Explore Biotech, 2004).

Banana vaccines are made through a process which begins with an altered form of a
virus being injected into a banana plant. The genetic material of the virus then
becomes a significant and permanent part of the plant cells (Goldstein, 2007). As the
Knowledge and
banana plant grows, the non-infectious gene of the virus produces protein (Kumar, Understanding
2010). The modified plant now has the ability to create the new protein in all the Uses knowledge
of science with
bananas it produces. If a person eats the genetically modified bananas, basically some logic to
they are also consuming the vaccine. (Explore Biotech, 2004). As the person eats the understand and
explain one or
banana with the virus proteins, their body's immune system strengthens and builds more social or
up antibodies in the white blood cells that detect and fight off the real disease environmental
issues.
(Goldstein, 2007).

Originally vaccines were placed in potatoes; however vaccines only work when the
plants are raw. Potatoes are eaten cooked, not raw and therefore are an unpopular
and impractical alternative. Bananas are now the biggest focus, as they are grown
widely all over the world, even in third world countries where people carry diseases
with them. Bananas are also eaten by a wider population as children to adults eat Investigation
them every day (Explore Biotech, 2004). Consistently and
appropriately
acknowledges
Vaccines within bananas can potentially prevent people from many serious illnesses information
such as Hepatitis B and Diarrhoea (Banajata, 2010). Several say banana vaccines are about science
and issues in
beneficial, as they are cheap and save the lives of many; but plenty others say it is science from
neither safe nor efficient. different sources.

Arguments For:

There are many arguments that support genetically modified banana vaccines. The
first is that they provide quick, easy and painless vaccines for everyone ranging from
children to adults. Banana vaccines can protect especially children from such harmful
diseases that can eventually kill them (Grain, 2000).

It is also argued that banana vaccines can not only provide the body with vaccinations,
but they can also provide the person with the correct nutrients and vitamins (Dickinson,
2009). It is said that bananas are a perfect tool for vaccinations as they do not
reproduce meaning that their genes would not escape into the environment (Explore
Biotech, 2004). Bananas are hybrids, which are the offspring of combining or mixing

Stage 2 Scientific Studies student response

Ref: A208339 (January 2013)
Page 1 of 6 © SACE Board of South Australia 2013
genes of two different or similar species (lannotti, 2010). Banana plants are created by
the crossbreeding of genetics or the cloning of genes, and are grown seedless (Castle,
2009).

Banana vaccines are especially useful for babies, as the bananas can be picked,
peeled and mashed into puree that resembles baby food, and the babies would
Analysis and
only require one spoonful once or twice a year and to prevent them from harmful
Evaluation
and deadly diseases (Goldstein, 2007). Clearly and
logically
Bananas are grown extensively all over the world, even in third world countries analyses and
evaluates
where many cannot afford immunisations; having genetically modified bananas connections
growing around the world can provide them the vaccinations that they need between data
and concepts.
(Explore Biotech, 2004).

Arguments Against:

As much as there are arguments that support genetically modified vaccines, there
are also many controversies associated with them. The first issue is that too much
vaccine can lead to tolerance of diseases rather than immunity, but at the same
time, too little vaccine may not provoke an effective immune response (Explore
Biotech, 2004). There are many doubts people have with banana vaccines, as
they question: How can the amount of vaccination intake be controlled and
monitored? How can vaccines produced in plants be safe? How effective are these
banana vaccinations? (Cook, 2004).

There will be different side effects banana vaccines would have on different Analysis and
Evaluation
people- both good and bad; however, many are still unknown. This may be Clearly and
putting society's health at serious risks as the effects remain unidentified (U.S logically
analyses and
Department of Energy, 2008). evaluates
connections
Another issue is distinguishing between the natural bananas and the genetically between data
and concepts.
modifies ones. They must be labelled clearly so the consumers know which of
the two types they are buying. They can be easily mixed up, and may cause an
overdose of the vaccination which is likely to be dangerous (U.S Department of
Energy, 2008).

Although many say that bananas are perfect for genetically modified plants as
they do not reproduce and therefore their genes would not escape and spread,
many still disagree. Numerous people are concerned about cross-pollination Knowledge and
Understanding
whereby the genes can somehow make their way to normal food supply Uses knowledge
unknowingly, resulting in possibly very dangerous effects (Perry, 2003; of science with
some logic to
Explore Biotech, 2004). understand and
explain one or
Others argue that banana vaccines are a possible threat to animal life. They say more social or
that the genes may be spread to other plants and aspects of nature and as the environmental
issues.
vaccines are designed only to be consumed by humans, they are putting the
animals at serious risk (Taylore and Ernie, 1999).

Stage 2 Scientific Studies student response

Ref: A208339 (January 2013)
Page 2 of 6 © SACE Board of South Australia 2013
Summary:

There are currently many issues and controversies to do with genetically

Analysis and
modified banana vaccines. I think that there needs to be plenty more research Evaluation
conducted in this area so that it is ensured to be safe before making them Analyses and
evaluates data
widely available. Banana vaccines do seem to have their benefits and can and other
possibly save the lives of many, injecting the virus' gene into bananas, to make evidence to
formulate
antibodies in the bodies to fight off the diseases and viruses is an easier conclusions.
process for those being immunised. Having them, avoids the whole expensive
syringe process that the vast majority of people would rather not go through.
Immunising people from harmful and threatening illnesses will decrease the Application
death rates in the world. Most people that die from these harmful diseases are Applies scientific
concepts and
those that cannot afford the correct medication and vaccination. It definitely evidence from
looks like banana vaccines are a growing hope for the future, but until then I investigations to
present
think scientists need to be more certain and confident about whether banana substantiated
vaccines are successful and safe first. personal views
and to suggest
solutions to
It is unsafe and unethical to distribute these genetically modified bananas complex
without knowing the possible effects that they have on different people. problems in new
and familiar
Consuming them may have irreversible and harmful effects. Without knowing contexts.
how much vaccination is in each banana and how many people are consuming
is extremely dangerous, as they may be consuming too much. Also, if there is
not enough, the person won't be protected from diseases, but they would Knowledge and
Understanding
believe that they are protected as they have eaten the genetically modified Uses a variety of
banana. formats to
communicate
knowledge and
Scientists should also ensure to minimise all the adverse effects that they may understanding of
cause to the environment and animal life. As argued earlier, the gene may be science
coherently and
spread and reproduced in all the wrong places and consumed by species other
highly
than humans. These genetically modified crops need to be monitored and effectively.
ensured to not spread or endangering animal species and the environment.
Banana vaccines should continue to be tested inside the lab and in clinical trials
Investigation
before distributing them into the real world. Logically, but
not critically,
I think that there are more significant cons than pros and that for now selects
information
genetically modified banana vaccines should not be a used technology. The about science
possible negative consequences of banana vaccines —such as causing death or and issues in
science from
significant harm to people's health- are much more concerning and dangerous different
than the potential benefits -such as preventing death- they may have, as they sources. No
information
are still not totally confirmed to be successful. It is better to be on the safe side about the
with these things instead of risking of harming society even further. If they are cellular
processes
proven to be successful and safe, I think it would be very beneficial for society enabling the
as it can save the lives of many. genetic
modification.

Stage 2 Scientific Studies student response

Ref: A208339 (January 2013)
Page 3 of 6 © SACE Board of South Australia 2013
 Bibliography
Banajata. (2010). Plant Vaccines. Regional
Centre Development Cooperation. Available
from: http://banaiata.org/pdf/snippets/Plant
%20Vaccines.pdf. {Accessed 22 August
2011).
Castle, M. (2009). The Unfortunate Sex Life
of the Banana. Alan Bellows. Available from:
http://www.damninteresting.com/the-
unfortunate-sex-life-of-the-banana/.
{Accessed 5 September 2011).
Cook, G. (2004). Genetically Modified
Language. Routledge, New York.
Explore Biotech. (2007). Growing Hope.
iDigitalMotion.com. Available from:
http://www.explorebiotech.com/edible
vac.htm. {Accessed 22 August 2011)
Dickinson, H. (2009). Banana Medicine. The
Naked Scientists. Available from:
http://www.thenakedscientists.com/HTML/arti
cles/article/banana-medicine/. {Accessed 23
August 2011}.
Goldstein, D. (2007). Banana Vaccines.
Scholastic, Inc. Available from:
http://www.thefreelibrary.com/Banana+vacci
nes.-a019069946 {Accessed 22 August
2011}.
Grain. (2000). Eat Up Your Vaccines. Grain.
Available from:
http://www.grain.org/article/entries/245-eat-
upyour-vaccines. {Accessed 23 August
2011).
lannotti, M. (2010). What is a Hybrid Garden
Plant? About.com. Available from:
http://gardening.about.com/od/vegetablepatc
h/g/Hybrids.htm. {Accessed 5 September
2011}.
Page 4 of 6
Analysis
o High credibility -NGO with interest in addressing
technological issues in India
o Highly accurate and suitable information on the current
use and potential use of banana vaccines
o Strong support of the use of banana vaccines for India
so may be of limited relevance to worldwide use
o May lack credibility because it is a Blog providing a
forum for open content upload and not peer reviewed
o May be biased because articles include opinion
o High suitability because it described how bananas
reproduce and the problems with GM banana
production
o Suitable in providing definitions of GM concepts
o Not current info so may not be accurate
o May be biased because it one scientist opinion and
warns about the dangers of GM and questions the
effectiveness of plant vaccines.
o Suitable and accurate because it is up to date
o High accuracy/credibility – developed by a teacher for
a program at Montgomery College USA to explain
edible vaccines
o High credibility, suitability and accuracy – material
developed by a group of scientists from Cambridge
University addressing both benefits and problems of
banana vaccines
o Some opinion so may be biased
o May lack accuracy due to age of material
o High credibility and suitability because research
referred to is conducted by Cornell University
researchers about their research into producing
banana vaccines
o Some bias in that she is a strong advocate of banana
vaccines
o High credibility - Reputable scientist contributing
articles about edible vaccines
o Suitable because it provides simple GM definitions
Stage 2 Scientific Studies student response
Ref: A208339 (January 2013)
© SACE Board of South Australia 2013
Kumar, P. (2010). The Use of Plants to Make o May be biased because the site is an online publishing
site and not peer reviewed
Vaccines: Part-2. Biotecharticles.com.
Available from: o Information is suitable because it addresses how to
GM food crops for vaccines
http://www.biotecharticles.com/Agriculture-
Article/The-Use-of-Plants-to-MakeVaccines-
Part-2-432.html. {Accessed 22 August 2011).

o General theory about GM crops so suitable and

Perry, J. (2003). Genetically-modified crops. accurate
Harpenden, New York. o Provides information for and against the production of
GM crops

o Accuracy may be questioned due to date

Taylore and Ernie. (1999). Edible Vaccines.
o Suitable because it addresses issues with the delivery
CONs. Available from:
of edible vaccines
https://sites.google.com/a/brvgs.k12.va.us/edibl
e-vaccines/home-1. {Accessed 29 August
2011).

U.S Department of Energy. (2008). o Highly credible and low bias due to a US gov site
Genetically Modified Foods and Organisms. o Highly suitable because it provides detail about issues,
Human Genome Program. Available from: for and against, involved with the production of GM
crops
http://www.ornl.gov/sci/techresources/Huma
n Genome/elsi/gmfood.shtml. {Accessed 29
August 2011).

Investigation Analysis and Evaluation

Consistently and appropriately Uses mostly logical analysis
acknowledges information about and evaluation of data and
science and issues in science from other evidence to formulate
different sources. conclusions.

[Word Count: 1498]

Stage 2 Scientific Studies student response

Ref: A208339 (January 2013)
Page 5 of 6 © SACE Board of South Australia 2013
Performance Standards for Stage 2 Scientific Studies
Investigation
A Designs logical, coherent, and detailed plans for
scientific investigations.
Critically and logically selects and consistently
and appropriately acknowledges information
about science and issues in science from a
range of sources.
Manipulates apparatus and technological tools
carefully and highly effectively using well-
organised safe and ethical investigation
procedures.
Obtains, records, and displays findings of
investigations using appropriate conventions and
formats accurately and highly effectively.
B Designs well-considered and clear plans for
scientific investigations.
Logically selects and appropriately
acknowledges information about science and
issues in science from different sources.
Manipulates apparatus and technological tools
carefully and mostly effectively using organised
safe and ethical investigation procedures.
Obtains, records, and displays findings of
investigations using appropriate conventions and
formats mostly accurately and effectively.
C Designs considered and generally clear plans for
scientific investigations.
Selects with some focus, and mostly
appropriately acknowledges, information about
science and issues in science from different
sources.
Manipulates apparatus and technological tools
generally carefully and effectively using safe and
ethical investigation procedures.
Obtains, records, and displays findings of
investigations using generally appropriate
conventions and formats with some errors but
generally accurately and effectively.
D Prepares the outline of one or more scientific
investigations.
Selects and may partly acknowledge one or
more sources of information about science or an
issue in science.
Uses apparatus and technological tools with
inconsistent care and effectiveness and attempts
to follow safe and ethical investigation
procedures.
Obtains, records, and displays findings of
investigations using conventions and formats
inconsistently, with occasional accuracy and
effectiveness.
E Identifies a simple procedure for a scientific
investigation.
Identifies a source of information about science
or an issue in science.
Attempts to use apparatus and technological
tools with limited effectiveness or attention to
safe or ethical investigation procedures.
Attempts to record and display some descriptive
information about an investigation, with limited
accuracy or effectiveness.
Page 6 of 6
Analysis and
Evaluation
Critically and systematically
analyses data and their
connections with concepts, to
formulate logical and perceptive
conclusions and make relevant
predictions.
Critically and logically evaluates
procedures and suggests a
range of appropriate
improvements.
Clearly and logically analyses
data and their connections with
concepts, to formulate consistent
conclusions and make mostly
relevant predictions.
Logically evaluates procedures
and suggests some appropriate
improvements.
Analyses data and their
connections with concepts, to
formulate generally appropriate
conclusions and make simple
predictions, with some relevance.
Evaluates some procedures in
science and suggests some
improvements that are generally
appropriate.
Describes basic connections
between some data and
concepts, and attempts to
formulate a conclusion and make
a simple prediction that may be
relevant.
For some procedures, identifies
improvements that may be
made.
Attempts to connect data with
concepts, formulate a
conclusion, and make a
prediction.
Acknowledges the need for
improvements to one or more
procedures.
Application
Applies scientific concepts and
evidence from investigations to
present substantiated personal
views and to suggest solutions to
complex problems in new and
familiar contexts.
Uses appropriate scientific terms,
conventions, formulae, and
equations highly effectively.
Demonstrates initiative in
applying constructive and
focused individual and
collaborative work skills.
Applies scientific concepts and
evidence from investigations to
present logical personal views
and to suggest solutions to
problems in new and familiar
contexts.
Uses appropriate scientific terms,
conventions, formulae, and
equations effectively.
Applies mostly constructive and
focused individual and
collaborative work skills.
Applies scientific concepts and
evidence from investigations to
present reasonable personal
views and to suggest some
solutions to basic problems in
new or familiar contexts.
Uses generally appropriate
scientific terms, conventions,
formulae, and equations with
some general effectiveness.
Applies generally constructive
individual and collaborative work
skills.
Applies some evidence to
describe some basic problems
and identify one or more
personal views and simple
solutions, in familiar contexts.
Attempts to use some scientific
terms, conventions, formulae,
and equations that may be
appropriate.
Attempts individual work
inconsistently, and contributes
superficially to aspects of
collaborative work.
Identifies a basic problem and
attempts to identify a personal
view or solution in a familiar
context.
Uses some scientific terms or
formulae.
Shows emerging skills in
individual and collaborative work.
Stage 2 Scientific Studies student response
© SACE Board of South Australia 2013
Knowledge and
Understanding
Consistently demonstrates a
deep and broad knowledge and
understanding of a range of
scientific concepts.
Uses knowledge of science
perceptively and logically to
understand and explain social or
environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of science
coherently and highly effectively.
Demonstrates some depth and
breadth of knowledge and
understanding of a range of
scientific concepts.
Uses knowledge of science
logically to understand and
explain social or environmental
issues.
Uses a variety of formats to
communicate knowledge and
understanding of science
coherently and effectively.
Demonstrates knowledge and
understanding of a general range
of scientific concepts.
Uses knowledge of science with
some logic to understand and
explain one or more social or
environmental issues.
Uses different formats to
communicate knowledge and
understanding of science with
some general effectiveness.
Demonstrates some basic
knowledge and partial
understanding of scientific
concepts.
Identifies and explains some
scientific information that is
relevant to one or more social or
environmental issues.
Communicates basic information
to others using one or more
formats.
Demonstrates some limited
recognition and awareness of
scientific concepts.
Shows an emerging
understanding that some
scientific information is relevant
to social or environmental issues.
Attempts to communicate
information about science.
Ref: A208339 (January 2013)