Gene Therapy
Biology ⇒ Biotechnology and Applications
Gene Therapy starts at 12 and continues till grade 12.
QuestionsToday has an evolving set of questions to continuously challenge students so that their knowledge grows in Gene Therapy.
How you perform is determined by your score and the time you take.
When you play a quiz, your answers are evaluated in concept instead of actual words and definitions used.
See sample questions for grade 12
Describe one limitation of using viral vectors in gene therapy.
Describe one way gene therapy can be used in cancer treatment.
Describe the main goal of gene silencing in gene therapy.
Describe the role of regulatory agencies in gene therapy.
Explain the difference between somatic and germline gene therapy.
Explain the importance of targeting specificity in gene therapy.
Explain why gene therapy is considered a potential cure for genetic disorders.
Explain why gene therapy is not suitable for all genetic disorders.
Explain why insertional mutagenesis is a concern in gene therapy.
Name one ethical concern associated with gene therapy.
What is gene therapy?
What is the main difference between in vivo and ex vivo gene therapy?
What is the role of CRISPR-Cas9 in gene therapy?
Which type of gene therapy involves inserting a normal gene to replace a mutated gene?
A patient with a genetic disorder caused by a single base mutation is being considered for gene therapy. Explain why base editing might be preferred over traditional gene addition therapy in this case.
Describe the main ethical considerations involved in using gene therapy for enhancement purposes rather than for treating diseases.
Discuss the potential consequences of off-target effects in gene editing-based gene therapy. How can these effects be minimized?
Explain the difference between gene editing and gene silencing as approaches in gene therapy, providing an example of each.
Explain why immune responses to gene therapy vectors can limit the effectiveness of treatment and suggest one approach to overcome this challenge.
