Topic 1: The Importance of Ethics in Scientific Discovery
7th-Grade TEKS
3 (D) relate the impact of research on scientific thought
and society, including the history of science and
contributions of scientists as related to the content
8 Earth and space. The student knows that natural
events and human activity can impact Earth systems.
The student is expected to:
(A) predict and describe how different types of
catastrophic events impact ecosystems such as floods,
hurricanes, or tornadoes
8 (C) model the effects of human activity on
groundwater and surface water in a watershed.
(14) Organisms and environments. The student knows
that reproduction is a characteristic of living organisms
and that the instructions for traits are governed in the
genetic material
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8th-Grade TEKS
(B) Matter and energy. Students recognize that matter is
composed of atoms. Students examine information on
the Periodic Table to recognize that elements are
grouped into families. In addition, students understand
the basic concept of conservation of mass. Lab activities
will allow students to demonstrate evidence of chemical
reactions. They will use chemical formulas and balanced
equations to show chemical reactions and the formation
of new substances.
(C) Force, motion, and energy. Students experiment
with the relationship between forces and motion through
the study of Newton's three laws. Students learn how
these forces relate to geologic processes and
astronomical phenomena. In addition, students recognize
that these laws are evident in everyday objects and
activities. Mathematics is used to calculate speed using
distance and time measurements.
3 Scientific investigation and reasoning. The student
uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the
contributions of relevant scientists.
3 (D) relate the impact of research on scientific thought
and society, including the history of science and
contributions of scientists as related to the content
(5) Matter and energy. The student knows that matter is
composed of atoms and has chemical and physical
properties. The student is expected to:
(A) describe the structure of atoms, including the
masses, electrical charges, and locations, of protons and
neutrons in the nucleus and electrons in the electron
cloud;
(B) identify that protons determine an element's identity
and valence electrons determine its chemical properties,
including reactivity;
(C) interpret the arrangement of the Periodic Table,
including groups and periods, to explain how properties
are used to classify elements;
(D) recognize that chemical formulas are used to identify
substances and determine the number of atoms of each
element in chemical formulas containing subscripts;
(E) investigate how evidence of chemical reactions
indicate that new substances with different properties are
formed; and
(F) recognize whether a chemical equation containing
coefficients is balanced or not and how that relates to the
law of conservation of mass.
11 (C) explore how short- and long-term environmental
 changes affect organisms and traits in subsequent
populations; and
11 (D) recognize human dependence on ocean systems
and explain how human activities such as runoff, artificial
reefs, or use of resources have modified these systems.

Discuss

Before beginning the formal Socratic Seminar process, activate the students’ thinking by having them briefly discuss
or write about the following quote:

“I have felt it myself. The glitter of nuclear weapons. It is irresistible if you come to them as a scientist. To
feel it's there in your hands, to release this ​energy​ that fuels the ​stars​, to let it do your bidding. To perform
these miracles, to lift a million tons of rock into the sky. It is something that gives people an illusion of
illimitable power, and it is, in some ways, responsible for all our troubles — this, what you might call
technical arrogance, that overcomes people when they see what they can do with their minds.” - Freeman
Dyson

Be sure to ask students to think about how the sentiments in this quote might apply to scientific discoveries beyond
nuclear energy.

Read Watch

As a class, read/explore the following resources: As a class, watch the following clip:
Read/Explore: Watch:
● https://www.npr.org/sections/health-shots/2018/0 ● https://www.youtube.com/watch?v=4PLvdmifDS
2/17/585385308/did-pox-virus-research-put-pote k
ntial-profits-ahead-of-public-safety ● https://www.youtube.com/watch?v=486MZC859
● https://psmag.com/social-justice/electric-schlock- 6g
65377 Students should take notes on the content of the video
● https://www.nbcnews.com/news/world/72nd-anni and think about whether they agree or disagree and why.
versary-hiroshima-atomic-bomb-attack-appeals-
never-again-n789966
● https://blogs.scientificamerican.com/observations
/science-and-morality/
● https://www.theguardian.com/commentisfree
/andrewbrown/2012/sep/26/evil-science-sovi
et-bioweapons-research
● https://theconversation.com/defining-dual-us
e-research-when-scientific-advances-can-bo
th-help-and-hurt-humanity-70333
● https://www.the-scientist.com/?articles.view/
articleNo/31392/title/Opinion--The-Dark-Side
-of-Science/
● http://www.sun-sentinel.com/local/palm-beac
h/fl-reg-palm-opioid-suit-filed-20180405-stor
y.html
Students should mark the text for main ideas and create
higher-order essential questions of their own for later
discussion. Because of the number of articles, it may be
a good idea to divide the reading up between groups to
be jigsawed before the debate.

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 Research

Give students the opportunity to individually think about and research potential answers to the following questions
(encourage them to think about the various sides of each question):
1. What responsibilities, if any, do scientists have to the communities in which they live? To the world at large?
2. Should all scientific discoveries be made public in spite of how they might be used?
3. Is it unethical for scientists to engage in research that might be used for military application?
4. Is science morally neutral or is this a fantasy? Why do scientists like to say that it is morally neutral?
5. Are there some areas that should be off limits for scientific research? Why or why not?
6. Who, if anyone, should be responsible for regulating scientific research?
7. Should scientists be held morally or legally responsible for the misuse of their inventions or discoveries?
8. How should we weigh the negative cost of a scientific discovery against the potential benefits to society?
9. Should scientists take funding from corporations? How should we evaluate corporately-funded science?
10. Is “knowledge for the sake of knowledge” worth it?

Extension:​ How to design an ethical experiment…

https://www.the-scientist.com/?articles.view/articleNo/31392/title/Opinion--The-Dark-Side-of-Science/

Debate

As a whole group, allow students to argue respectfully about the questions above using the discussion format of your
choice. Students should be reminded to refer to their notes and the articles as well as any outside research they
completed.

Reflect

At the close of the discussion, ask students to revisit their previous thinking/writing. Ask them to respond to the
following prompt as an exit ticket:​ “This discussion did/did not change my opinion about the importance of
ethics in science because…”

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FREE FOR EDUCATORS