Paloma Ma Lourdes MODULE 8

APPENDIX E
Republic of the Philippines

Palompon Institute of Technology
Palompon, Leyte 6538
MODULE
SCIENCE, TECHNOLOGY AND SOCIETY (STS)
GENERAL EDUCATION CURRICULUM 8 (GEC 8)
Course
Prepared by:
Ma. Lourdes B. Paloma
TABLE OF CONTENTS
Pages
Letter of Introduction
…………………………………………… i
Directions for Using the Module
…………………………………………… ii
Module Content
…………………………………………… ii
STS Module General Objectives
…………………………………………… iii
Course Syllabus: Course Overview and STS Course Outcomes
………. iv
Learning Plan
…………………………………………… vii
Chapter I – General Concepts and STS Historical Developments
……. 1
I. Module 1 – Topic: Historical Antecedents in which Social
Considerations
Change the Course of Science and Technology and
Intellectual
Revolutions that Defined society.
………………………… 4
I. Module 2 – Topic: Science and Technology in Philippine
Nation Building 22
Chapter II – STS and Human Condition
…………………………………... 42
II. Module 1 – Topic: The Human Person Flourishing in
terms of
Science and Technology and The Good Life
………. 45
Chapter III – Specific Issues in STS (Highlight of STS course )
………. 59
III. Module 1 – Topic: When Technology and Humanity Cross
…….. 62
III. Module 2 – Topic: The Information Age
…………………………… 77
III. Module 3 – Topic: Biodiversity and the Healthy
Society…………. 90
III. Module 4 – Topic: Genetically Modified Organisms
(GMO): Science, Health and Politics
……………………………………… 103
III. Module 5 – Topic: Gene Therapy ( Stem Cells)
…………………… 121
III. Module 6 – Topic: The Nano
World…………………………………. 138
Note: Midterm coverage - Chapter I and II modules, Chapter III.
Modules 1 and 2
or called packet 1: prelim coverage – Chapter I and II
modules
packet 2: midterm coverage – Chapter III.
Modules 1 and 2
Final coverage – Chapter III modules 3, 4, 5, 6
or called packet 3: semi-final coverage – Chapter III
modules 3, 4 and 5
packet 4: final coverage– Chapter III modules
6
Appendix Letter: Letter of Introduction
Science, Technology and Society (STS), is one of the
essential course in the General Education of tertiary education.
The course aims to develop appreciation and critical
understanding of the role of science and technology for the
development of people and the society. The module is constructed
specifically for an STS course to guide undergraduate students to
develop critical thinking as they use science in understanding
human conditions, social issues, science role in nation building,
scientific theories and ideas, innovations and research which is
brought by science to develop technologically.
The STS modules focus on the important topics which
relates to science, technology and society as a whole. It is

designed to get connected across different fields of knowledge
and to widen students view in global issues and concern. This
module is challenging and interesting. It is contained, vital and
the learning experiences in these modules would certainly
encourage students’ capability for lifelong learning, so that they
can face the challenges of the future with easiness and self-belief.
Ma.
Lourdes B. Paloma
Researcher
DIRECTIONS FOR USING THE

i MODULE
1. Every topic in the modules is very important, intensive
reading is needed as you go through these modules. Read the
objectives carefully for your own guidance.
2. Answer honestly the entry-test given in each topic. This is
done to give you an idea of your progress after taking the
entry-test in each lesson. Avoid guessing of answer.
3. After answering the entry-test, proceed to the lesson proper
of the module. You will find varied activities to do after
every part of the lesson. Make sure you work on them before
going to the next part. This will help you check your
understanding of the concepts being discussed. Once you are
through with the lesson, take the exit-test, checked your
answer against the correct answer in the answer key at the
last page. Place your score on the blank space provided.
Compare your scores. Is there an improvement from that of
your entry-test?
4. After completing the modules in each term period, submit it
on or before the set deadline and at the end of the semester
take the retention test provided by the teacher. If you find the
lessons or the activities difficult to understand, your teacher
is willing to help you, feel free to discuss this to your
teacher.
Module Content
The subject matter of the modules was divided into three
major chapters. The first chapter: General Concepts and STS
Historical Developments, second chapter: STS and Human
Condition while the third chapter: Specific Issues in STS.
Generally, the modules discuss the relationships between

ii
scientific and technological innovations and society, the
directions and risks of science and technology, the impact of
information and communication technologies, the study of how

social, political, and cultural values affect scientific research and
technological innovation and how science and technology affect
society politics and culture. It includes the introduction to the
history of Science and technology, its development and progress
and discusses the problems, doubts, issues in Science and
Technology.
The modules include varied activities, contains important
information, activities, and guide questions that will help students
in learning STS. Several new research and development in
science and technology since the last decades of the 20th century
is also included in the modules. Science, Technology, and Society
draws on popular issues in everyday life to elaborate the social
implications of science and technology.
STS Module General Objectives:

The STS Modules is design for individual and small group
learning and it requires individualize instructions, individual
guidance, personal reflection and individual efforts of the
learners. Students perform the role of a resourceful learner and
become independent thinkers. The following objectives are set to
help the students attain the basic concept of the course using this
modular approach in teaching STS.
At the end of each lesson in the modules the students will be able
to:
1. Understand the relationship between science, technology
and society.
2. Generate a better contribution to increase human
understanding of the world as an integrated whole.
3. Learn to make good use of modern technology, use it wisely
to improve the quality of life, but not to abuse or over-
relying on it or to the extent of destroying the environment.

4. Develop the capacity to construct knowledge through
enquiring contemporary issues which affect the world

iii
around us.
5. Identify the values underlying different views and
judgments, and apply critical thinking skills, creativity and
different perspectives in making judgments on issues and
problems.
Course Syllabus:
Course Overview
STS is an essential course in the General Education curriculum
for tertiary education. The course deals with interactions

ii
between science and technology and social, cultural, political, and
economic contexts. It is an interdisciplinary course hereby
engaged students to confront the realities of various scientific
issues and technological developments. Such realities pervade the

personal, the public, and the global aspects of our living and are
integral to human development. Scientific knowledge and
technological development happen in the context of society with
all its socio-political, cultural, economic, and philosophical
underpinnings at play. This course is design to develop deep
appreciation and critical understanding of the role of science and
technology in the society and will absorb reflective knowledge in
the students that they are able to live the good life and display
ethical decision making in the face of scientific and technological
advancement. This course includes mandatory topics on climate
change and environmental awareness. (CMO No. 20, series of
2013)
Course Units: 3 hours every week
iv for 18 weeks or 54 hours in
a semester
STS Course Outcomes
At the end of the course, students should be able to:
1. Broaden their theoretical and practical understanding of
STS as a course and as a field of study which leads the
students to be articulate about the impacts of science and
technology on society, specifically Philippine society.
2. Analyze the concepts, theories, principles, historical
events in science and its development in various
civilizations and the role of science in nation building
with emphasis on government programs and projects for
the advancement of science and technological capabilities
of the country.
3. Explain how science and technology affect society and the
environment, the impact of social media on the students’
life and Philippine society in general and analyze the
human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the
student as a part of society.
4. Develop scientific ideas, draws inspiration from the
physical and natural world and that society is always a
recipient of the positive benefits of science and
technology which will enhance their capabilities for self
employment or become a well competent skilled
professional in their field of specialization. (CMO No. 20,
series of 2013)
Knowledge v
1. Articulate the impacts of science and technology on society,
specifically Philippine society
2. Explain how science and technology affect society and the
environment and its role in nation-building
3. Analyze the human condition in order to deeply reflect and
express philosophical ramifications that are meaningful to the
student as a part of society
4. Define and demonstrate the impact of social media on the
students’ life and Philippine society in general.
Values
1. Imbibe the importance of science and technology in the
preservation of the environment and the development of the
Filipino nation
2. Critique human flourishing vis-à-vis the progress of science
and technology such that the student may be able to define for
himself/herself the meaning of the good life
3. Foster the value of a healthy lifestyle toward the holistic and
sustainable development of society and the environment.
Skills
1. Creatively present the importance and contributions of science
and technology to society.
2. Examine shared concerns that make up the good life in order
to come up with innovative and creative solutions to
contemporary issues guided by ethical standards

3. Illustrate how the social media and information age impact
their lives and their understanding of climate change. (CMO

vi
No. 20, series of 2013)
LEARNING PLAN
STS Intended Learning Outcomes
(based from CMO No. 20, series of 2013)
Chapter I: GENERAL CONCEPTS AND STS
HISTORICAL DEVELOPMENTS
I. Module 1– Topic: Historical Antecedents in which Social
Considerations
Change the Course of Science and
Technology
Objectives:
1. Discuss the interactions between S&T and society
throughout history
1.1Discuss how scientific and technological developments
affect society and the environment
1.2 Identify the paradigm shifts in history
2. Articulate ways by which society is transformed by
science and technology.
I. Module 2 – Topic: Science and Technology in
Philippine Nation Building
Objectives:
1. Discuss the role of Science and Technology in Philippine
nation
building
1.1 Evaluate government policies pertaining to science
and
technology in terms of their contribution to nation
building.
1.2 Identify actual science and technology policies
of the government and appraise their impact on the

vii
development of the Filipino nation
Chapter II: STS AND HUMAN CONDITION
II. Module 1 – Topic: The Human Person Flourishing and
the Good Life in
Terms of Science and Technology
Objectives:
1. Analyze the human condition in order to deeply reflect
and express philosophical ramifications that are
meaningful to the student as a part of society

2. Critique human flourishing vis-àvis the progress of
science and technology so

iv that the student can define for
himself/herself the meaning of the good life.
3. Examine shared concerns that make up the good life in
order to come up with innovative, creative solutions to
contemporary issues guided by ethical standards.
4. Examine human rights in order to uphold such rights in
technological ethical dilemmas
5. Evaluate contemporary human experience in order to
strengthen and enlighten the human person functioning in
society
Chapter III: SPECIFIC ISSUES IN STS (Highlight of the
STS Course)
III. Module 1 – Topic: When Technology and Humanity
Cross
Objectives:
1. Determine the different technological advancements in
the society
2. Discuss the effects of the interplay between technology
and humanity through the dilemma(s) they face.
III. Module 2 – Topic: The

viii Information Age (Gutenberg
to Social Media)
Objective:
1. Link learned concepts to the development of the
information age and its impact on Society.
1.1 Illustrate how the social media and the information
age have impacted our lives.
III. Module 3 – Topic: Biodiversity and the Healthy
Society
Objective:
1. Determine the interrelatedness of society,
environment, and health
III. Module 4 – Topic: Genetically Modified Organisms:
Science,
Health and Politics
Objective:
1. Discuss the ethics and implications of GMOs and
potential future impacts
III. Module 5 – Topic: Gene Therapy (Stem Cells)
Objective:
1. Describe gene therapy and its various forms.
1.1Assess the issue’s potential benefits and
detriments to
global health
III. Module 6 – Topic: The

ix Nano World
Objective:
1. Discuss the major impacts (both potential and
realized} of nanotechnology on society
1.1Analyze the issue through the concept of STS,
benefits to
society and critique the issue on its costs.

Chapter
x I
GENERAL CONCEPTS AND STS HISTORICAL
DEVELOPMENTS
Introduction:
This chapter aims to motivate the interest of the students to
study science and technology and how it affects the society. It
illustrates the great influence of science and technology in our
lives. Included in this chapter are the presentations of the
different contributions of some famous intellectuals, Filipino and
foreign scientist, inventors, psychologist and their revolutionary
ideas, scientific revolutions will be discussed to trace the history
of science, the influence of science and technology in Philippine
nation-building, government policies pertaining to science and
technology, concept of science education in the Philippines and

the concept of indigenous science and its contribution in the
development of science and technology in the Philippines.
Entry-Test (I. Module 1)
Score_______
To determine if you have the knowledge needed to enter
the module and check whether you have learned the lessons to
be taught.
Multiple Choice - Directions: Answer the following questions
based from your existing knowledge and write your best
answer in the blank before each number.
_____1. Which of the following is an example of science that is
both a body of knowledge and
process?
I. doing research III. believing in old
practices and tradition.
II. presenting a research IV. looking for a good
treatment for COVID 19
A.I, and II only B. I, II and III C. I, II, III and IV
D. IV only
_____2. Science give rise to the production of more fuel-efficient

2
Chapter 1: General Concepts and Sts Historical Developments
vehicles. Does this benefits the
society?
A.Yes, fuels are needed in transportation.
B.No, fuels is not a part of the basic needs.
C.No, there is scarcity of fuels around the world.
D.Yes, majority of vehicles cannot function without fuels.

_____3. Which statement best describes technology?
A.Any physical object or device that changes society for
the better.
B.Using personal experience to complete a task or solve
a problem.
C.The completion of tasks or solving of problems using
indigenous method.
D.The application of scientific knowledge to create a
device that helps complete a task or solve a problem.

Chapter 1: General Concepts and Sts Historical Developments I. MODULE 1 3
Topic: Historical Antecedents in which Social Considerations
Changed
the Course of Science and Technology
Overview:
Since the beginning of time, science and technology has
existed. Science and technology are interrelated. It affects
people’s lives and provides great influence in the society,
especially in ways of thinking and doing things. The contributions
of scientists and other intellectuals who provided revolutionary
ideas and dominant theories, the discoveries, inventions,

evidences and truths of their time were very useful in our world
today. Scientists are ordinary people doing extraordinary things,
some were sentenced to death, others were condemned by the
Church, some were never appreciated during their times but
despite of all predicaments and challenges they experienced they
never stopped experimenting, discovering new ideas and
knowledge, they are driven by their deep passion to know and to
discover. Scientific attitudes possess by the scientist makes
individual in the society develop interest in Science and
Technology, they become scientifically and technologically
literate, cope with the demands of this world shaped by science
and technology.
Keyterms:
Science, Technology, Society and Scientific
Revolution
Objectives:
Chapter 1: General Concepts and Sts Historical Developments 4
1. Discuss the interactions between S&T and society
throughout history
1.1Discuss how scientific and technological developments
affect society and the environment
1.2 Identify the paradigm shifts in history
2. Articulate ways by which society is transformed by
science and technology.
Read
How do we define science, technology and society?
The word "science", creates imaginary pictures like white
lab coats and microscopes, a textbook, a naturalist in the tropical

rainforest, Albert Einstein's equations scrawled on a chalkboard,
an astronomer look closely through a telescope, the launch of the
space shuttle, the bubbling beakers …. All these pictures reflect
some aspect of science, but science always interlinks with
technology and society. Science has a broad definition.

Science is both a body of knowledge and a process. In school,
science may sometimes seem like a collection of isolated and
static facts listed in a textbook, but that's only a small part of the
story. Just as importantly, science is also a process of discovery
that allows us to link isolated facts into coherent and
comprehensive understandings of the natural world. Scientists
are motivated by the thrill of seeing or figuring out something
that no one has before.

Science is useful. The knowledge generated by science is
powerful and reliable. It can be used to develop new technologies,
treat diseases, and deal with many other sorts of problems.
Science is ongoing. Science is continually refining and
expanding our knowledge of the universe, and as it does, it leads
to new questions for future investigation. Science will never be
"finished."
Science is a global human endeavor. People all over the world
participate in the process of science. And you can too!
Technology is the human attempt to change the world by6 creating

products that can help people. It involves tools, techniques and
procedures putting the findings of science to something useful.

Example of technology are the following: cellphone, electric fan,
car, airplane, washing machine etc.
Society is a human interaction that includes on how to figure
things out and to make things. It is a group of individuals
involved in persistent social interaction, or a large social group
sharing the same geographical or social territory, typically subject
to the same political authority and dominant cultural expectations
Review Questions:
So what is the relationship between science and
technology?
Here is an example of interrelationship between
science and technology:
 Science is knowledge while technology is the
application of knowledge.
 Science explores for the purpose of knowing while
technology explores for the purpose of making
something useful from that knowledge.
 Engineers focus on using science to develop
products.
Activity:
 Based from the given example, create or describe your
own interrelationship between science and technology,
using at least two specific examples. Write your
answer in complete sentences. (minimum of three(3)
sentences only).
7
Read:Chapter 1: General Concepts and Sts Historical Developments
Scientific Revolution
Scientific revolution refers to the rebirth (renaissance) or
new beginning of modern-day science, which encouraged
curiosity, investigation, discovery, modern day knowledge and
caused people to question old beliefs. During the era of Scientific
Revolution, people began using experiments and mathematics to
understand mysteries. New discoveries was made, some old
beliefs began to be proven wrong. It should not be seen as a
revolution in science but a revolution in thought and practice that
brought about modern science. It happened when developments
in various branches of studies, especially in biology, chemistry,
physics, math, astrophysics, completely transformed the way of
living.
Scientific Revolution took place during the 16th and 17th
centuries. It started in Europe. It is a new view of physical world,
nature emerged during the Scientific Revolution and
transformation of concepts, methods, and institutional approaches

to the natural world happened that are recognizable in modern
science.
What is an example of a scientific revolution?
Thomas Kuhn is an American physicist and philosopher who
presented his concept of a paradigm shift in his influential book
The Structure of Scientific Revolutions (1962), according to
Kuhn (1962), scientific revolution is a paradigm change also
called a paradigm shift, is a fundamental change in the basic
concepts and experimental practices of a scientific discipline.
Some Intellectuals and their Revolutionary Ideas

The following contributions of some intellectuals will give
us more ideas, knowledge, provide examples and explanations
about scientific revolution, the paradigm shift of science and
technology.
Nicolaus Copernicus
One of the best examples of a paradigm shift in science is
the Copernican Revolution (1543). Copernicus is a renaissance
mathematician and astronomer (1473-1543), who formulated a
heliocentric model of the universe which placed the sun, rather
than the earth, at the center of the universe. He was the first who
suggested that the Earth was not stationary in the center of the
universe but was revolving around the Sun, not considered as the
first modern astronomer but as the last of the great medieval
astronomers. This caused the paradigm shift of how the earth and
sun were placed in the heavens/universe. It is the idea that
rejected Ptolemaic model (earth is the center of the solar system)
and proved the heliocentric model (Sun is the center of the solar
system having the earth revolving around it.) The Copernican
Revolution, or the paradigm shift from the Ptolemaic model of
the heavens to the heliocentric model with the sun at the center of
the solar system, began with the publication of Copernicus’s De

revolutionibus orbium coelestium, and ended with Newton’s work
over a century later. Being in a risky and unsafe theory in the
past, but still this theory was adapted in the modern science and
exploration was done. The theory the Sun-centered planetary
system called the Copernican heliocentrism, the name given to
the astronomical model developed by Nicolaus Copernicus and
published in 1543. It positioned the sun near the center of the
universe, motionless, with Earth and the other planets rotating
around it in circular paths, modified by epicycles and at uniform
speeds.
Copernicus is a brave man, even though the Copernican
model still a theory accepted today, during those times in the 16 th
century, it was judged to be heretic and therefore it was an
unacceptable idea to be taught to Catholics and banned the
Copernican model and was ignored by Rome.

Thomas Kuhn's book the Structure of Scientific Revolutions
(1962), inspired chiefly by the Copernican revolution (which he
made the subject of an earlier book) Kuhn developed a theory
about the nature of scientific progress based upon radical
innovations that mark a revolutionary disruption from earlier
thinking. Kuhn's influence has been greatest among philosophers
and sociologists of science concerned with understanding the
nature of scientific innovation and advance, but his ideas were
directly inspired by and modeled upon the historiography of the
scientific revolution.
Charles Darwin and Sigmund Freud revolutionary ideas
Charles Darwin
 Darwin is a geologist and naturalist from the 19th century.
Darwin published his book “The Origin of Species” in 1589.

His theory of the origin of species consisted of two main
points; 1) diverse groups of animals evolve from one or a
few common ancestors; 2) the mechanism by which this
evolution takes place is natural selection. This book was
banned because it completely contravened the Christian
religion of the time, and was thought as blasphemy.
 Charles Darwin is famous for his theory of evolution, “The
Natural Selection”. He joined a five-year voyage through the
HMS Beagle on the Islands of Galapagos to study nature.
Natural selection is the process through which populations of
living organisms adapt and change. Individuals in a
population are naturally variable, meaning that they are all
different in some ways, this variation means that some
individuals have traits better suited to the environment than
others. It is the differential survival and reproduction of
individuals due to differences in phenotype (the physical and

psychological characteristics of an organism from both
genetics and environment, or a group of organisms having
like traits.). Natural Selection is the key mechanism of
evolution.
 Darwin introduced the book, “The Descent of Man” which
create or start the idea of all organic life, including human
beings, under the realm of evolutionary thinking. This book
is one of the most important works in scientific literature.
Sigmund Freud
 Freud is a famous figure in the field of psychology. He
developed an important method to gather reliable data to
study human’s inner life. This method is popularly known as
the method of Psychoanalysis. His method was remarkable-
focusing on human sexuality and the evil nature of man. It is
defined as a set of psychological theories and therapeutic

12
techniques that have their origin in the work and theories of
Sigmund Freud. The core idea at the center of
psychoanalysis is the belief that all people possess
unconscious thoughts, feelings, desires, and memories.
Sigmund Freud's psychoanalytic theory of personality argues
that human behavior is the result of the interactions among
three component parts of the mind: the id, ego, and
superego.
Darwin, Darwinism, and Psychoanalysis
Cengage Updated July 20, 2020
In 1859, when Charles Darwin published The Origin of
Species, Sigmund Freud was three years old. As a young student
and later, during his early years as a dedicated scientific
researcher, Freud greatly admired Darwin, who had gained
considerable popularity throughout Europe. In his

Autobiographical Study, Freud would recall that "Darwin's
doctrine, then in trend, was a powerful attraction, since it
promised to provide an extraordinary thrust to understanding the
universe". Freud cites Darwin at least twenty times in his
published writings.
The first Darwin is the Darwin of The Expression of the
Emotions in Man and Animals (1872), referred to by Freud in the
Studies on Hysteria (1895d), one of the principles laid claim to
by Darwin to explain the expression of the emotions—the
principle of the overflow of excitation as Darwin has taught."
Consisting "originally of acts that are well-motivated and
appropriate," This sort of reference occurs several times,
especially in Inhibitions, Symptoms, and Anxiety (1926d), where

the affects are "reproductions of earlier events is important, a
preindividual." Adaptation is involved since "anxiety must fulfill

the biologically essential function of reacting to a state of danger.
Therefore, the theory of Freud about anxiety presented in this
work is considered to be of Darwinian origin. Emotion (anxiety)
is adaptive in two ways, for it prepares the animal for danger not
just by mobilizing energy but also by aiding adjustment based on
the nature of the threat (signal anxiety).
The second Darwin is the Darwin of The Origin of Species
(1859). This is the influence that is most often noted. It is used to
support Freud's views when he postulates a correspondence
between phylogenesis (humanity's evolution since its origins) and
ontogenesis (the individual development of the child of today).
Freud writes, "Important biological analogies have enabled us to
acknowledge that individual psychic evolution repeats, the
evolution of humanity". Freud writes, "The phylogenetic schemas
that the child possesses at birth . . . are the precipitates of the

history of human civilization . . . this instinctive heritage would
constitute the core of the unconscious."
The third and final Darwin is, the Darwin of The Descent of
Man (1871), a work that postulated a process of continuous
evolution from animal to man and distinguished stages within
human evolution, that is, a temporal sequence that was also a
form of progress, a hierarchy ranging from the most primitive
forms to the most noble: lower animals, higher animals, the
"savage," civilized man. Darwin distinguished between "inferior"
human races and "superior" races, even superior nations (such as
Great Britain). Like many others at the time, Freud accepted these
ideas and used them to support his views on the progress of
civilization. This notion of the evolution of civilizations remains a
source of continued interest until now.
Scientific Revolution in Various Parts of the World

Development of Science in Mesoamerica
1. Maya Civilization- Maya civilization lasted for
approximately 2000 years, these people are known for their
works in:
a) They are the first people to produce rubber products.
b) Astronomy: Mayan incorporated their advanced

understanding of astronomy into their temples and other
religious structures. Example: The “El Castillo pyramid at
Chichen Itza” is situated at the location of the sun during the
spring and fall equinoxes. Mayan knowledge and
understanding about celestial bodies was advanced for their
times. In predicting eclipse they use astrological cycles in
planting and harvesting.
c) The Mayan Calendar System: Mayan is known for
measuring time using two complicated calendar systems. It

is useful for their life especially in planning activities and
observing religious rituals and cultural celebration.
d) Mayan Heiroglyphics – writing system of Mayan. Mayan are
considered one of most scientifically advanced societies in
mesoamerica.
e) They are skilled in mathematics. Created number system
based on the numeral 20. Developed the concept of zero and
positional value.
f) They built hydraulics system with sophisticated waterways.
g) Mayan built looms for weaving cloth.
h) They devised rainbow of glittery paints made from mineral
called Mica.
See video in the link: https://www.youtube.com/watch?
v=qhWItvjk9Yg
2. Inca civilization: These people are famous for their works in:
a) Road paved with stones e. First suspension
bridge
b) Stone buildings f. Inca textiles
c) Irrigation System g. Quipu, knotted
ropes to keep records
d) 12 months calendar
3. Aztec civilization: These people were also known for15their

works in:
a. Mandatory education e. Chinampa- agricultural
farming
b. Chocolates which land is divided
into
c. Antispasmodic medication rectangular areas and
canals
d. Aztec calendar f. Invention of the canoe

Development of Science in Asia
Asia is the the biggest continent in the world. It is considered
as the home of ancient civilization. The host of many scientific,
cultural, economic and political activities of all ages.
India
a) India was known for manufacturing iron and in
metallurgical works. Their iron steel is considered to be the
best and held with high regard in the whole of Roman
Empire.
b) Ayurveda, a system of traditional medicine is still practiced
as a form of alternative medicine. Susruta Samhita,
describes different surgical and other medical procedures.
c) Standardized the measurement of length to a high degree of
accuracy and designed a ruler, the Mohenjodaro ruler.

d) Aryabhatiya, introduced a number of trigonometric
functions, tables, and techniques as well as algorithms of
algebra. Explained the use of zero as both a placeholder and
a decimal digit, along with the Hindu-Arabic numeral
system.
China
a) China discovered various medical properties and uses of
different plants and animals to cure human illness. An

example is the practice of acupuncture.
b) Other Discoveries and inventions of China: compass,
papermaking, gunpowder and printing tools, iron plough,
wheelbarrow, propeller, design a of different models of
bridges, invented the first seismological detector, developed
a dry dock facility.

c) In Astronomy China made significant records on
supernovas, lunar and solar eclipses and comets and uses
lunar calendars.
Middle East Countries
a) Ibn al-Haytham is also regarded as the Father of Optics,
especially for his empirical proof of the intromission Theory
of Light.
b) Muhammad ibn Musa al-Khwarizmi gave his name to the
concept of the algorithm while the term algebra is derived
from al-jabr, the beginning of the title of one of his
publications.
c) Jabir ibn Hayyan is the Father of Chemistry.
d) Ibn Sina pioneered the science of experimental medicine and
was the first physician to conduct clinical trials. His two most
notable works in medicine, the Book of Healing and The
Canon of Medicine were used as standard medicinal texts.
Africa
a) Egypt was known to be the center of alchemy, which is known
as the medieval forerunner of chemistry.
b) Egypt tried to study human anatomy and pharmacology and
applied important components such as examination, diagnosis,
treatment and prognosis for the treatment of diseases.
c) In Astronomy, Egypt developed the three types of calendars:
lunar, solar, and stellar.

d) They invented metal tools used in their homes, in agriculture
and in building their magnificent architectures.
e) Lebombo Bone-a tool for multiplication, division, and simple
mathematical calculation or a six month lunar calendar, is
considered to be the oldest known mathematical artifacts.

Review Questions:
1. What were the contributions of Copernicus, Darwin and
Freud to modern science?
2. During the Scientific Revolution, how did scientists and
the people around the world approach problems during
this time and what were their contributions to scientific
thinking and knowledge?
3. Now in modern time or what we call in modern
science? Do you think the church should intervene in
scientific activities?
Related Articles/ Video clips/STS Website/Film Clips:
 Balakrishnan, Janaki and BV Sreekantan (2014). eds. Nature’s
Longest Threads: New Frontiers in the Mathematics and
Physics of Information in Biology, World Scientific.
 Dayrit, Fabian (2011). “Sustainable Development: An

Evolving Paradigm for the 21stCentury,” in Stellar Origins,
Human Ways: Readings in Science, Technology, and Society,
ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila
University Press,
 Video: Stephen Colbert’s interview with Neil Tyson,
https://www.youtube.com/watch
 Youtube: World’s Greatest Inventions/Philippine Great
Inventions
 http://www.history.com/topics/enlightenment/videos/
mankind-the-story-of-all-of-us-scientific-revolution
 https://www.youtube.com/watch, Flow of History - How to
Play - YouTube
Activity:
Directions: Answer the following questions briefly in a
paragraph form.
f)
g)
1. Discuss how modern life is made possible by the Scientific
Revolution.
2. If Copernicus, Darwin and Freud were still alive, what do
you think are the major changes (paradigm shift) they would
make to their theories?
3. At present time, do you think thought experiment is still
useful?
4. Scientific Revolution was a threat to religious authorities in
16th century? Imagine that you are Copernicus or Darwin or
Freud. Would you deny what you believed to be true?
Assessment/Evaluation:
Exit-Test (I. Module 1)
Score_______
Multiple Choice - Directions: Choose the best answer and
write your answer in the blank before each number.
___ 1. Science give rise to the production of more fuel-efficient
vehicles. Does this benefits the
society?
A.Yes, fuels are needed in transportation.
B.No, fuels is not a part of the basic needs.
C.No, there is scarcity of fuels around the world.
D.Yes, majority of vehicles cannot function without fuels.

_____2. Which of the following is an example of science that is
both a body of knowledge and

process?
III. doing research III. believing in old
practices and tradition.
IV. presenting a research IV. looking for a good
treatment for COVID 19
B.I, II, IV B. I and II only C. III and IV only
D. I, II, III, IV
_____3. Which statement best define technology?
A.Any physical object or device that changes society
for the better.
B.Using personal experience to complete a task or
solve a problem.
C.The completion of tasks or solving of problems
using indigenous method.

D. The application of scientific knowledge to create a
device that helps complete a task or solve a
problem.
References:
Bisht, R. (1982). “Excavations at Banawali: 1974-77.” In Possehl,
Gregory L. (Ed). Harappan Civilization: A contemporary
Perspective. New Delhi: Oxford and IBH Publishing Co.
Bose, M. (1998). Late Classical India. A. Mukherjee & Co.
Craig, B. & Walter, D. (2000). “Clinical Pharmacology in the
Middle Ages: Principles that Presage the 21 st century.”
Clinical Paharmacology & Therapeutics. 67 (5): 447-450
Gribbin, J. (2003). Science: A history. London, UK: Penguin
Books.
Jacquart, D. (2008). “Islamic Pharmacology in the Middle Ages:
Theories and Substances. “European Review. Cambridge:
Cambridge University Press. 16:219-27.
Joseph, G. (1991). The Crest of the Peacock. London: Penguin
Kuhn, Thomas S.; Hacking, Ian (2012). The Structure

20 of
Scientific Revolutions. Chicago: University of Chicago Press.
p. iv. ISBN 978-0-226-45812-0.
Kuhn, Thomas S. (1962). “The Structure of Scientific.
Revolutions”. Second Edition, Enlarged. VOLUMES I AND
II • FOUNDATIONS OF THE UNITY OF SCIENCE. 1962.
https://www.lri.fr/~mbl/Stanford/CS477/papers/Kuhn-SSR-
2ndEd.pdf
Needham, J. (1986). “Science and Civilization in China.” In
mathematics and the Sciences of the Heavens and the Earth.
3.208.
Needham, J., Wang, L. & Lu, G. (1971). “Science and
Civilization in China.” Cambridge, UK: Cambridge
University Press.
Philosophy of Science (Encyclopedia)Scientific Progress,
Scientific Revolutions
Ritvo, Lucile B. (1990). Darwin's influence on Freud: a tale of
two sciences. New Haven: Yale University Press.
Sarma, K. (2008). “Astronomy in India. “Encyclopaedia of the
History of Science, Technology and Medicine in Non-Western
Cultures” (2nd Ed.) Berlin: Springer Science & Business
Media.
Warren, J. (2005). “War and the Cultural Heritage of Iraq: A
sadly Mismanaged Affair. “Third World Quarterly. 26 (4-5):
815-830
Weiner, E. (2016). The Geography of Genius: Lessons from the
World’s Most Creative Places. New York: Simon & Schuster.

Lecture and. Discussion. •
http://www.flowofhistory.com.readings. • Flowcharts/revival-
west/the-age- enlightenment. • http://hti.osu.ed/scientific
revolution/lesson
The Copernican
Revolutionhttps://courses.lumenlearning.com/boundless-
worldhistory/chapter/the-scientific-revolution
Darwin, Darwinism, and Psychoanalysis | Encyclopedia.com
https://www.encyclopedia.com/psychology/dictionaries-
21
thesauruses-pictures-and-press-releases/darwin-darwinism-
and-psychoanalysis
Natural Selection | National Geographic Society
https://www.nationalgeographic.org › encyclopedia › natural-
s Oct 24, 2019
The Origin of Species, Charles Darwin - BANNED BOOKS
wcbannedbooks.weebly.com › the-origin-of-species-charl
How Psychoanalysis Influenced the Field of Psychology
www.verywellmind.com ›
22
Entry-Test (I. Module 2)
Score_______
To determine if you have the knowledge needed to enter the
module and check whether you have learned the lessons to be
taught.
______1. Which of the following statement describe development
of a country?
I. The acceleration of economic growth
II. Reduction of inequality
III. Eradication of absolute poverty
IV. Degradation of environment

A.I and II only B. II and IV only C. I, II, III
D. IV only
______2. The following statement are the description of a nation
building. Which of the choices
is best suited to the term nation building?
A. A masonry construction C. Infrastructures
B. Peoples development D. Countries new
buildings
I. MODULE 2
Topic: Science and Technology in Philippine Nation
Building
Overview:
Science and technology had a major influence on society.
Science influences society through its knowledge. Scientific
knowledge used by scientists influence the way individuals in
society think about themselves, others, and the environment. The
effect of science on society is neither entirely beneficial nor
detrimental. Science and Technology is coupled with modernity
and it is an important tool for rapid development. Modernization
in every aspect of life is the greatest example of the
implementation of science and technology in every nation. At
present, some countries are classified as developed and
developing countries. The major classification is based on

economy and the application of science and technology.
Countries which have a strong base in science and technology are
the ones that developed faster. Science and technology has made
life a lot easier and also a lot better with the advancement of
medicines, development in education, communication,
agriculture, industry etc.
In spite of the advancements in almost all sectors, the world
is not free from disease, hunger, pollution, poverty and illiteracy.
The gap between the rich and the poor has widened. The right
applications of research, development, and implications of
science and technology can create difference in the society. As
citizens of the nation, each one has an equal responsibility24 for the
growth. The youth with all possible facilities for their research,
needs support from the government and motivation, the future of
the nation lies in their hands and they are the hope of every nation
to be more advance and professionally equipped with the
knowledge of science and technology.
In the Philippines, Science and Technology had experienced
periods of rapid growth as well as long dormant periods. Social
influences has a big impact on the direction and emphasis of
scientific and technological development, through groups
pressure on specific issues and commonly accepted social views,
priorities and values.
Keyterms: Nation building, Indigenous knowledge Systems,
Indigenous science, Non-Indigenous science.
Objectives:
1.Discuss the role of Science and Technology in
Philippine nation
Building
1.1 Evaluate government policies pertaining to science
and
technology in terms of their contribution to nation
building.
1.2 Identify actual science and technology policies of
the
government and appraise their impact on the
development of the Filipino nation.

Read:
What is nation building?
Nation is a country with group of people living in
certain territory under one government while the term
building is not the masonry construction but development.
Nation building is country's development or the
development of a nation, especially one that has recently
become independent. Science and Technology influence
the development of the Philippines as a nation. The

growth of science and its development in the Philippines
were based from the ideas of indigenous people and
foreign countries.
Brief History of Science and Technology in the Philippines
Precolonial Times:
During the precolonial times, Filipinos were already
engaging in activities and practices related to science
forming primitive or first wave technology. The early
inhabitants of the archipelago had their own culture and

26
traditions. They have their own belief system and indigenous
knowledge which keeps them organized and sustained their
lives and communities for many years.
Stone age - Philippines history of science and technology
can be traced as early as the Stone age. During 3,000 B.C.
they were producing adzes ornaments of seashells and

pottery. Asian mainland modern man first came over land on
across rigid channels to live in Batangas and Palawan about
48,000 B.C. They formed settlement in Sulu, Davao,
Zamboanga, Samar, Negros, Batangas, Laguna, Rizal,
Bulacan and Cagayan. They made simple tools and weapons
of stone flakes and later developed method of sawing and
polishing stones.
Metal Age - Third century B.C. to 11th century A.D. -
Filipinos were engaged in extraction, smelting and refining
of iron from ores, then cast the iron. The metals were used as
tools, weapons, for agriculture and domestication purposes.
They made Gold and Silver jewelry. They learned to
cultivate lowland rice and dike fields of terraced fields
utilizing spring water in mountain regions, they plant crops
that provide them food and learned the medicinal uses of
some plants, they take care of animals for food production,

learned to weave cotton, make glass ornaments and also
learned to build boats called Caracoa for trading purposes.
Caracoa is a refined plank built warships suits for inter
island trade raids. They have also interpreted the movements
of heavenly bodies to predict seasons and climates. They
learned how to trade with other countries.
Colonial Times: The Spanish period
Galleon Trade (1565 to 1815) – The galleon trade influence
the changes of culture, language and environment for both
Filipinos and Spaniards. Before the Spaniards came to the
Philippines, Filipinos were already trading with Japan,
China, India, Cambodia, Moluccas, Siam and Borneo. In

1789, Manila was opened to Asian shipping, inaugurating an
era of increase in export of rice, hemp, tobacco, sugar,
indigo, and they also import manufacturing goods. Manila
became the center of commerce in the East. The country

became one of the centers of global trade in SEA. The
society promoted cultivation of indigo, cotton, cinnamon,
and silk industry.
18th Century – The Spaniards set up schools and initiate the
concepts of subjects and disciplines. The Spaniards
established colleges and universities in the Philippines. They
introduced the formal education and founded scientific
institution. Medicine and advanced science were introduced
in formal colleges and universities. In 1871 the school of
medicine and pharmacy were opened to UST, after 15 years
it had granted the degree of Licenciado en Medicina to 62
graduates. Science learning focuses on the different concepts
of the human body, animals and plants while technology
focuses on developing house tools. The Filipinos learned to
replicate technology using indigenous materials. Catholic
schools were established, teaching religion, reading, writing,

music and arithmetic. More advanced methods of agriculture
and sanitation were also taught. Catholic doctrines, practices
and superstitious beliefs stop the progress of science in the
Philippines.
American Period
19th Century – The Americans reorganized science learning.
In basic education, science focuses on sanitation and nature
studies until this became a subject formally known as
“Science”. Science teaching in higher education greatly
improved. Aside from science concepts they also introduced
the English language. The used of English language
Instruction and American history, lead to the formation of

Filipino nationalism and national identity. Public education
system, improved engineering works and health of the
people. The country had a difficult time to rebuild itself due
to the damages and destruction caused by World War II.

Filipinos struggles to survive and rebuild the country but the
capacity of the country to recover what was destroyed was
limited and weak.
The New Republic
Using the limited resources in improving S&T (Science and
Technology) capability. The Use of ODA or Overseas
Development Allocation to improve scientific productivity
and technological capability and human resource
development focusing on producing more scientists,
enginneers technology experts, doctors and other
professionals were needed in the country. The development
of S&T is shaped by several factors and influences. The
Internal Influences such as survival, culture, economic
activities while External Influences are the Foreign
Colonizers, Traders with Foreign Countries, International
Economic demands.
Government Policies on Science and Technology in Philippine
Nation Building
The government of the Philippines introduced and
implemented programs, projects and policies to boost science and
technology. The goal is to prepare the whole country and its
people to meet the demands of a technologically driven world and
indulge the people to live in a world driven by science. In
response of the ASEAN 2015 Agenda, the NRCP remains
committed as an advisory council to the Philippine national
government for basic sciences. The NRCP recommends policies
and programs that will help to improve and prepare the
Philippines in meeting the ASEAN 2015 Goals. The Council
focuses on basic research as the foundation of scientific
development and to recognize Philippines as truly competitive

Southeast Asian region where everyone work together under one
vision, one community and one ASEAN identity.
The four NRCP clusters gave policy recommendations that
should form part of the overall ASEAN 2015 agenda.
Cluster I (Social Sciences, Humanities, Education, International

Policies, and Governance) recommended
(1) integrating ASEAN awareness in basic education without
adding to curriculum,
(2) emphasizing teaching in the mother tongue,
(3) developing school infrastructure and providing for ICT
broadband,
(4) local food security, (
5) harnessing indigenous knowledge systems and practices;
Cluster II (Physics, Engineering and Industrial Research, Earth
and Space Sciences, and Mathematical Sciences) recommended

(1) emphasizing degrees, licenses, and employment opportunities,
(2) outright grants for peer monitoring,
(3) review of RA 9184, and
(4) harnessing science and technology as independent mover of
development;
Cluster III (Medical, Chemical, and Pharmaceutical Sciences)
recommended
(1) ensuring compliance of drug manufacturing firms with
ASEAN harmonized standards by full implementation of the
Food and Drugs Administration,
(2) creating an educational council dedicated to standardization of
pharmaceutical services and cares.
(3) empowering food and drugs agencies to conduct evidence
based research as pool of information,
(4) allocating two percent of GDP to research, and

(5) legislating a law supporting human genome project; and
Cluster IV (Biological Sciences, Agriculture and Forestry, and
Veterinary Medicine) recommended
(1) protecting and conserving biodiversity by full implementation
of existing laws,
(2) use of biosafety and standard model by all ASEAN countries,
(3) promoting indigenous knowledge systems and indigenous
people’s conservation, and
(4) formulation of common food safety standard.
Other Fields of Science and Technology that Contribute to
Philippine Identity and Nation Building
 Department of Science and Technology (DOST)

 Philippine Atmospheric, Geophysical and Astronomical
Services Administration (PAGASA)
 Philippine Institute of Volcanology and Seismology
(PHIVOLCS)
 Philippine council for Agriculture, Aquatic, and Natural
Resources Research Development (PCAARRD)
 The National Engineering Center (NEC) was first
established on January 29, 1978 as the research arm of the
University of the Philippines College of Engineering.
 The Food and Nutrition Research Institute (FNRI) was
established as the principal research arm of the Philippine
government.
 National Integrated Research Program on Medicinal Plants
(NIRPROMP) - Mandated to distribute inexpensive

medicine to the poor, propagate the use of herbal

preparations with proven medicinal efficacy and identify
scientifically validated medicine to improve the
pharmaceutical industry. On 1995, NIRPROMP isolated
vitex negundo (commonly known as lagundi), as a natural
source for developing an effective herbal medicine.
 The Philippine-American Academy of Science and
Engineering (PAASE)
 Science, Technology, Engineering and Mathematics
(STEM). The current K to 12 education program, one of the
major tracks in the senior high school program to encourage
more students to enrol in science-related fields.
 The Philippine-California Advanced Research Institutes
(PICARI), the newly launched project of the Commission on
Higher Education to allow institutions in the Philippines and
some US-based laboratories, research institutes and
universities to work on research and projects related to

science, agriculture, engineering, health and technology. The
project is hoped to strengthen the STEM competitiveness of
the country.
Various laws related to science and technology was
created by the Philippine Congress. These laws will serve as
a legal framework and varies according to different themes
such as: health-related, conservation, supporting basic
research and technology-building among others. Some laws
are in line with international treaties such as United Nations
Educational Scientific and Cultural Organization
(UNESCO), United Nations (UN) and Association of
Southeast Asian Nations (ASEAN) and other international
agencies. Science and technology policies, programs and
projects need to be aligned to national goals, international

treaty, legal frameworks and respond to various needs, issues
and problems.
The Department of Science and Technology (DOST) is

the agency that manage and responsible for science and
technology. Numerous national scientists have contributed in
different fields of science. The Filipino scientists are:
 Fe del Mundo - in the field of Pediatrics
 Eduardo Quisumbing - in the field of Plant taxonomy
 Gavino Trono - in the field of tropical marine
Phycology
 Maria Orosa - in the field of Food technology and many
more
Lee-Chua (2000) identified ten (10) outstanding Filipino
scientists who are recognized and made significant

contributions here and abroad. They have made outstanding
contributions in different science disciplines: biology,
agriculture, chemistry, marine science, medicine,
mathematics, engineering and physics.
The Filipino Scientist are:
i. Ramon Cabanos Barba –research on tissue
culture of Philippine mangoes
ii. Josefino Casas Comiso – observed the
characteristics of Antarctica by using
satellite images
iii. Jose Bejar Cruz Jr. – officer of the famous
Institutes of Electrical and Electronic
Engineering
iv. Lourdes Jansuy Cruz – notable research on
sea snail venom

v. Fabian Milar Dayrit – research on herbal
medicine
vi. Rafael Dineros Guerrero – research on
tilapia culture
vii. Enrique Mapua Ostrea Jr. – invented the
meconium drugs testing
viii. Lilian Formalejo Patena – research on plant
biotechnology
ix. Mari-Jo Panganiban Ruiz - educator and
graph theorist
x. Gregory Ligot Tangonan – research on
communication technology
Other outstanding Filipino scientist here and
abroad are:
 Edgardo Gomez and Angel Alcala – famous
scientist in marine science

 Caesar A. Saloma – an internationally
renowned physicist
 William Padolina – Chemistry related
research and president of National Academy
of Science and Technology (NAST)-
Philippines
Many Filipino scientist were inspired by noble and
great teachers, they were able to establish themselves as
scientists and as science educators in different fields of
science. Innovations and inventions were done by these
scientists. The global demands and ASEAN economic
agenda prompted the Philippines to invest in science and
technology programs.
The Role of Science and Technology in the Society

1. Change and modify the way people live with
profound effects on economic development.
2. It is a solution to the problem that leads to
development through scientific revolutions that
support economic advances, education,
improvements in health systems, communication
and infrastructure. The technological revolutions
of the 21st century are rising, based 34on bio-

technology, gene therapy, genetic engineering,
telecommunications, micro-processors and nano-
technology etc. Products are transforming business
practices across the economy.
Review Questions:
1. What are the important contributions of Spaniards and

Americans to science and technology in the
Philippines?
2. What can you say about the implementation of science
and
technology policies in the country?
3. What are the significant contributions of the Filipino
scientist to
the development of science and technology in the
country?
Read:
Science Education in the Philippines
Science Education links to technology and industry, which is
a national perspective, are areas of high priority for development.
Science education deals with the teaching and learning to develop
science literacy. It develops students’ scientific inquiry skills,

values and attitudes, such as objectivity, curiosity, honesty and
critical thinking. All these are useful to the students for his
personal development, future career, and life in general. The
learning of science is also important for the nation’s cultural
development and preservation of its cultural identity. Science is
very useful to a nation when it is utilized to solve its own
problems and challenges.
Science Schools in the Philippines
The Manila Science High School (MaSci) was established in
1963. It was the first science high school in the country. It was
patterned after the Bronx Science High School of New York.
1963 was when the first batch that entered the pilot science
35 high
school graduated. It started in 1959 with 36 students.
In 1964, the Philippine Science High School System
(PSHSS) was established. It was under the Department of Science
and Technology (DOST). The premier science high school in the

country, it is considered among the top science high schools in
ASEAN. Aside from its main campus in Diliman, Quezon City, it
has 12 other regional campuses in the Philippines.
Special Science Elementary Schools(SSES) Project- is in
pursuance to DepEd Order No. 73 s. 2008 and DepEd Order No.
51 s. 2010. This project started in June 2007 with 57 identified
elementary schools that participated or were identified as science
elementary schools in the country.
Manila Science High School – is the first science high
school in the Phil. The Manila Science High School Admission
Test (MSAT)
Central Visayan Institute Foundation - is the home and
pioneer of the prominent school-based innovation known as the
Dynamic Learning Program (DLP). The school takes pride in its
Research Center for Theoritical Physics (RCTP).

Review Question:
How does science school form science and
technology in
the Philippines?
Read:
Indigenous Science and Technology in the Philippines
Indigenous Knowledge Systems
Indigenous knowledge Systems is also referred to as “local”
or traditional knowledge. It was the knowledge that communities
have developed themselves for centuries and allowed them to live
in their environment for often long periods of time. Indigenous

36
knowledge is a set of perceptions, information and behaviors that
guide local community members in terms of how to best use their
natural resources. The local knowledge or traditional wisdom that
is unique to a culture or society, which is passed from generation
to generation, usually by word of mouth and cultural rituals. This

is large body of knowledge and skills developed outside formal
education, the knowledge that a local community accumulates
over generations of living in a particular environment which
includes technologies, know-how, skills, practices and beliefs that
enable a community to achieve a stable and sustainable
livelihood. Such body of knowledge and skills is unique to a
particular people. It shaped decision making in all domains of life
including food preservation, folk astronomy, in health like using
herbal medicine, education, child rearing, natural resource
management, and in agriculture such as classifying the different
types of soil for planting, producing wine and juices from fruits,
keeping the custom of growing plants and among others.
Many different terms are used to refer to this indigenous
knowledge (IK). It is commonly known as Traditional Ecological
Knowledge (TEK), other terms are local knowledge, rural
peoples’/farmers’ knowledge, ethnobiology, ethnobotany,

ethnozoology, ethnoscience, folk science and indigenous science.
UNESCO says that these many terms coexist because the wide
range of social, political and scientific contexts have made it all
but impossible to for a single term to be suitable in all
circumstances. UNESCO has recognized the importance of
Indigenous Knowledge Systems, that it launched the Local
Indigenous Knowledge Systems (LINKS) Project in 2002. The
LINKS Project focuses on this interface between local &
indigenous knowledge and the Millennium Development Goals of
poverty eradication and environmental sustainability.
Indigenous Knowledge Systems Quote
“To the early Native people, education was a part of
everyday life. Their books were the rocks, the rivers and
lakes, the trees and roots, the sun, the moon and the stars. It
was from these elements that they fashioned their material
culture. Creative life was in everything. One loved nature

and nature loved in return. The people believed in only one
Supreme Being, The Creator, whose mighty power governs
and directs the beginning and end of all things.” (Harold
Flett)
Indigenous science incorporates traditional knowledge and
Indigenous perspectives, is essentially the cumulative body of
knowledge associated with ecological relationships, which is
handed down through generations by Indigenous people. It is the
knowledge system that embraces community knowledge, skills,
attitudes and technologies with a particular community. The
source of knowledge is often derived from culture and history.
Such knowledge reflects information and behaviors originate
from local knowledge and wisdom.
Throughout history, Indigenous people also called local or
original people who have been responsible for the development of
many technologies like the tools and built structures, herbal

medicine and observed heavenly bodies etc. have substantially
contributed to science. These are examples of indigenous science,
which is the foundations of modern science. Non-Indigenous
scientific or the modern science approaches are commonly
recognized as Western science. The Philippine Constitution, in
recognition of this diversity and under the framework of national
unity and development, mandates state recognition, protection,
promotion, and fulfillment of the rights of Indigenous
Peoples(IPs). Further, Republic Act 8371, also known as the
“Indigenous Peoples Rights Act” (1997, IPRA), recognized the
right of IPs to manage their ancestral domains; it has become the
cornerstone of current national policy on IPs.
Review Question:
What are examples of indigenous science
practices?
Related Articles/ Video clips/STS Website/Film Clips:38
Philippine Great Inventions, https://www.youtube.com/watch
Filipino Great Men and Women, https://www.youtube.com/watch
“Philippines Then and Now”, https://www.youtube.com/watch
Indigenous Knowledge, Ecology, and Evolutionary Biology by
Raymond Pierotti. Routledge, 2011.
“What tradition teaches: Indigenous knowledge complements
western wildlife science” by Paige M. Schmidt and Heather K.
Stricker. USDA National Wildlife Research Center – Staff
Publications, 2010.
Activities:
Answer the following questions briefly.
1. Review the history of science in the
Philippines and make a timeline highlighting

the major discoveries and development in
science. Starting from pre-colonial time to
new republic period.
2. Discuss major science-related issues and
problems in the country this year 2020 and
identify science and technology policies that
could be adapted or implemented that will
help in solving the issues and problem.
3. Identify Filipino indigenous knowledge
(share at least one).
Assesment/Evaluation
Exit-Test (I. Module 2)
Score_______
Multiple Choice - Directions: Choose the best answer and
______1. The following statement are the description of a nation
building. Which of the choices
is more suited to the term nation building?
A. A masonry construction C. Infrastructures
B. Peoples development D. Countries new
buildings
______2. Which of the following statement describe development
of a country?
I. Reduction of inequality
II. Degradation of environment
III. Eradication of absolute poverty

IV. The acceleration of economic growth
A.I and II only B. II and III only C. I, III and IV
D. IV only
References:
Amboloto, D. J. (n.d.). Major contributions of science and
technology to Philippine nation-building? Retrieved February
27, 2019.
Caoli, O. (1986). “A History of Science and Technology of the
Philippines,” in Analysis of Conditions for National Scientific
and Technological Self-Reliance: The Philippine Situation,

Quezon City: University of the Philippines.
Estrado, A. (2018). Science and Technology and Nation Building.
Retrieved on February 27, 2019.
Despi, L. (2014, March 26). Brief history of science, and
technology. Retrieved on February 27, 2019.

Devaney, E. (2018, April 25). List of Tools & Weapons From
Stone, Retrieved on February 27, 2019.
https://doi.org/10.1080/07341512.2015.1126022
Flett, H. (2008). "Customs and Beliefs."
http://www.nald.ca/CLR/chikiken/titleiii.htm>.
Hickel, J.“Forget ‘developing’ poorcountries, it’s time to ‘de-
develop’ rich countries,”The Guardian, Online:
http://www.theguardian.com/global-development-
professionals-network/2015/sep/23/developing-poor-
countries-de-develop-rich-countries-sdgs
Trademarks, Utility Models (2013, September 20). National
Integrated Research Program on Medicinal Plants. Retrieved
on February 27, 2019.
Galleon Trade: Philippine History
www.philippine-history.org/galleon-trade.htm
https://www.ibmastery.com/blog/indigenous-knowledge-systems-
notes-theory-of-knowledge
Chapter II
Science, Technology and Society and the Human Condition

Introduction:
This chapter focused on human flourishing, human condition
and how to live a good life. Science has given man the chance to
pursue societal concerns such as ethics, education, justice and to
create cultures. Every nation requires development of each
individual living in the society. Humans are the most intelligent
among all living things, awareness of the environment is
necessary for them to live, such as the passage of time, can
remember the past and imagine the future, and are aware of their
own life. Only human beings are known to ask themselves
questions relating to the purpose of life, the nature of their
existence? like Why I am here? Why I was born? etc., their
struggle to find answer to these questions is the way to improve
the human condition. Humans need socialization to interact with

the people in the society and this is one of the most important
aspects of life. So, social life in a particular community is
necessary for a man to flourish as a human being, this enables
science and technology to develop and flourish making one’s own
country to prosper.
Entry-Test
Score_______
be taught.

_____1. Which of the following activities is most likely to
promote students' understanding of
the concept of cause and effect in science?
A.using leaves and a taxonomic key to identify the types
of trees present near the school

Chapter II: Science, Technology and Society and the Human Condition 43
B.recording the time it takes for bean seeds to germinate
when given different amounts of water
C.creating cross-sectional models of the Earth with clay to
illustrate the thicknesses of different layers
D.tracking the daily high and low temperatures of two
nearby cities during a three month period
_____2. Some societies have different views on the use of
technology. Which technological concern would most likely
be the most important for the people living in this planet
Earth?
a. Looking for ways to obtain fresh water from the Earth.

b. Looking for ways to minimize earthquake occurrence.
c. Looking for ways to prevent the occurrence of typhoon.
d. Looking for ways to prevent tsunami.
_____3. According to Aristotle, “Eudaimonia” is usually
translated as happiness, but a better
translation is _____.
a. Pleasure b. Morality c. Truth d.
Fulfillment
II. Module 1
Topic: The Human Person Flourishing and the Good Life in
Terms of
Science and Technology
Overview:
Eudaimonism (or Eudaemonism or Eudaimonia) is a
moral philosophy that defines right action which leads to the
"well-being" of the individual and having essential value. Greek
philosopher, were practicing virtues over their lifetime and
exercised practical wisdom to resolve dilemmas or conflicts.
Aristotle, is a renowned Greek philosopher, who invented logic,
defended reason, focused on reality, and stress the importance of
life on earth. The concept of Eudaimonia were based from
Aristotle's "Nicomachean Ethics", which dates from the 4th

Century B.C., described "eudaimonia" a classical Greek word,
generally translated as "happiness", but perhaps better described
as "well-being (morality)" or "human flourishing" or "good life".
According to Aristotle, a rational and productive self-actualization
which should manifest honesty, pride, friendliness, wittiness,
rationality in judgment and scientific knowledge makes each
individual in the society to flourish and attain good life.
Keyterms:
Human flourishing, Eudaimonia, Human condition and
Good life
Objectives:
1. Analyze the human condition in order to deeply reflect
and express philosophical ramifications that are
meaningful to the student as a part of society.
2. Critique human flourishing vis-àvis the progress of
science and technology so that the student can define for
himself/herself the meaning of the good life.
3. Examine shared concerns that make up the good life in
order to come up with innovative, creative solutions to
contemporary issues guided by ethical standards.
4. Examine human rights in order to uphold such rights in
technological ethical dilemmas.
5. Evaluate contemporary human experience in order to
strengthen and enlighten the human person functioning in
the society.
Read:
Human Flourishing
Human flourishing also called personal flourishing is the
normal use of one's potential, including abilities, talents, values
and virtues in search of his freely and rationally chosen goals.
Human flourishing is a moral accomplishment and a fulfillment
of human capacities. An action is considered to be proper if it
leads to the flourishing of the person performing the action. Self-
actualization is a moral growth which enables man to achieve. To

live morally one must have virtues and values. The important
virtues of man such as integrity, independence, rationality,
justice, honesty, courage, productiveness, pride and
trustworthiness must be applied, although each person varies in
attaining self-actualization. Human flourishing is the reward of
the virtues, values and happiness done by individual in the
society.
Self-direction is the use of one's reason, freedom in decision
making, sense of worth and happiness. Respect for individual
freedom is important to human flourishing. This leads to the
personal direction of one's life, including the use of his talent,
capacities, and energies which are necessary for the possible
attainment of human flourishing. Self-realization of a man is not
the same as the other. In terms of actual achievement such as
choice of career, education, friends, home, and others, varies from
person to person. Human flourishing becomes real when one uses
his practical reason to consider his situation, his unique needs,
competence and so on.
Human knowledge contributed much to science and
technology. How man uncovered the secrets of the universe,
answers all the questions of his existence and leads man to its
future direction were all science knowledge. Man’s role as

caretaker of the mother earth uses his self worth and importance
as part of the universe. Man’s flourish, through hardwork with the
application of values and virtues, makes man to be creative,
skilled and resourceful. So, man was able to developed
technology. Through technology which is a human activity, it
makes man excel in science and are the evidences of science
achievements. Human flourishing goal is relevant to science and
technology. The goals of both science and technology and human
flourishing are related, that goodness leads to reality, truth,
achievement and development of science and technology.

Scientific Procedures, Techniques and Criterion in Science
Scientific Methods and Results
Scientific method is a step by step process on how to gain
and apply science knowledge. In school the scientific method is
introduced in the earlier part of the discussion for
experimentation and research. Science will search for the truth
with enough facts and evidences. Scientists applied the steps of
scientific method and possess scientific attitudes in finding the
truth, in their inventions and discoveries. This was done to
preserve science reputation, science claim for objectivity and
systematic methodology.
OBSERVATION - using the five senses, unexplained
occurrences can be determined.
IDENTIFY THE PROBLEM – Identify the problem of the
study and the factors involved.
FORMULATE A HYPOTHESIS – Make a guess answer to
the problem based from experiences. Explain the said
phenomenon. The goal is to reject the null hypothesis and
accept the alternative hypothesis for the study “to count

significant”, “to generate prediction or to infer from past
experiments”.
EXPERIMENTATION – by setting the control and
experimental set-up, the dependent and independent
variables and trying to see how independent ones affect
dependent ones.
GATHER AND ANALYZE DATA –will analyze the study
if the data gathered are significant enough to conclude
results.
FORMULATE CONCLUSION AND PROVIDE
RECOMMENDATION – make a generalization of the final
result and make suggestions for further or to broaden the
study.
Throughout history, there is a heavy objection of
scientific procedures which separate science and the so
called pseudoscience. Pseudoscience includes beliefs,

theories, or practices that have been or are considered
scientific, but have no basis in scientific fact. This could
mean they were disproved scientifically, can't be tested
scientifically, or lack evidence to support them.
Verification Theory
The earliest criterion that distinguishes philosophy
and science is verification theory. The idea proposes that a
discipline is science if it can be confirmed or interpreted in
the event of an alternative hypothesis being accepted. It
only takes into account those results which are measurable
and experiments which are repeatable. This is promoted by
the movement in the early twentieth century called the
Vienna Circle, a group of scholars who believed that only
those which can be observed should be regarded as

meaningful and reject those which cannot be directly
accessed as meaningless.
Falsification Theory
Falsification theory asserts that as long as an
ideology (beliefs or philosophy) is not proven to be false
and can be best explain a phenomenon over alternative
theories, we should accept the said ideology. Karl Popper is
known proponent of this view, he state that the theories of
the time, such as Sigmund Freud’s Psychoanalysis, are not
testable and thus not falsifiable and questioning the theories
status as scientific. There is no assurance that observable
event or evidences are indeed manifestations of a certain
concept or “theories”. Falsification method is prone to the
same generalizations committed by the verification method.
There is no known rule as to the number of instance that a
theory is rejected or falsified in order for it to be set aside.

Similarly there is no assurance that observable events or
evidences are indeed manifestations of certain concept or
theories, even though theoretically, falsification method is
more accepted, scientists are still not convinced that it
should be regarded as what makes a discipline in science.
A new school of thought on the differentiation of science

criterion emerged. Since, the methodologies previously
cited were questionable.
1. Science as a Social Endeavor= Several philosophers such
as Imre Lakatos, Paul Thagard, Helen Longino, David
Bloor and Richard Rorty among others presented the new
view which science and technology generally benefits
society.
2. Science and Results= Science is able to produce results,
its not entirely foolproof, such that it is correct 100% of

the time but religion, luck and human randomness are
some of its contemporaries in the field. It can be then
concluded that science does not take over the claim for
exact results.
3. Science as Education=government must provide holistic
education by assuring that other non-science courses are
covered, proficiency in science and mathematics are the
primary condition to be admitted.
Review Questions:
1. Is our appreciation of science justified?
2. Do we consider technology as human flourishing?
Read:
Human Condition Before Common Era
The human condition includes the totality of 50

human
Chapter II: Science, Technology and Society and the Human Condition
experience and the way of living. The ongoing way in
which humans react to or cope with these life events is the
human condition. The term is also used to describe the joy,
fear and other feelings or emotions associated as human
being and his existence.
People’s lifestyle in the past and those who are living in
the present all have different views what it means to
flourish, primarily due to the kind of environment people
live in that particular period. Ancient people were contented
with their relationship with nature, they rely on the
environment. Assessment of the environment is needed to
know if possible human flourishing happened in the past.
Since, there are major changes in peoples way of life and
awareness of the environment, it can be inferred that there
are also major changes in people’s actual human condition.
These changes were due to some factors but basically it was

brought about by science and technology.
The scientific revolution was carried out by intellectual
who wants to gain more knowledge in experimentation. The
experimental ideal of thinking was recognized, the ideal
thinking that represents what we call now “modern
science.” Aristotle’s views of science aimed at truth and
assurance while modern science aims at the most reasonable
explanations of experimental data. Currently, for example,
we have theories or laws about gravitation and evolution
that are widely accepted as true.
Technology relies on science but the changes in
technology, from indigenous science to modern science, the
revolutionary development of science and technology came
about by connecting practical know-how and technique to
newly emerging scientific theories. Procedures and
technique evolved into three interrelated disciplines, the

scientific research, applied science, and technology as we
know today. Technology produced a lot of inventions used
by the society. The discoveries in science and inventions in
technology, imply others to think that history itself might be
progressive. That is, wars and disease may be the only
temporary hindrance in the continuous progress in the
human condition.
The Human Condition In the Common Era
Human existence includes several events that

51 are
considered basic to normal human beings, like events in
life, from infancy to adulthood, education, profession,
special celebrations, health condition, death and so on. One
of the saddest events in life is health condition which leads
to death. In most developed countries, improvements in
medicine, which increases life expectancy, in education,
literacy rate increase and public health have brought about

remarkable changes in the human condition. Humans of
today are much better compared to humans in the past. With
the introduction of modern gadgets in every walk of life,
life has become more comfortable and this is possible only
because of implementing science and technology together.
Without having modern equipment’s in all sectors, in
medicines, infrastructure, electricity, information
technology or any other field, the advancement and benefits
that we face today would not have been possible without
science and technology. Human condition greatly improved
in terms of using technology which makes the way of living
easier.
Modern humans nowadays relied on technology. They
find ways from nature to ultilize and achieve growth for
betterment. In terms of growth humans view the world as a
field of resources but there is danger by too much reliance

52
on technology. Humans lose track of things that matter.
Today we are much more doubtful about what science and
technology can do for human condition. People must live
with biological weapons, deadly invasive species like
viruses and nuclear bombing, which is becoming available
to more nations throughout the world and we have yet to
solve the technological problem of de-radiating the waste
from nuclear power plants. People are bombarded with
economic pressures to buy whatever technology has
produced—despite higher risks to our health and to the
environment. Humans valuation to life is one sided, geared
towards technology for more consumption which is believe
would lead to good life but people are trying to make sense
of their existence in the world but technology does little to
aid them in their pursuit of life’s meaning on how to live
with true happiness, a good life.

Review Questions:
Can you live without technology?
Read:
Happiness as the Goal of a Good Life
The ancient Greek philosophers were pretty much
obsessed with the idea of a good life. Their whole way of
life was organized around ideas about what makes human
life “good” or “noble” or “worthwhile.” According to
Aristotle, human beings have a natural desire and capacity
to know and understand the truth, to pursue moral
excellence, and to initiate their ideals in the world through
action. For Aristotle, the individual human action of using
wealth is what constitutes the economic dimension. The
purpose of economic action is to use things that are
necessary for life (i.e., survival) and for the Good Life (i.e.,
flourishing). The Good Life is the moral life of virtue
through which human beings attain happiness.
John Stuart Mill – declared the Greatest Happiness
Principle by saying that an action is right as far as it
maximizes the attainment of happiness for the greatest
number of people.
Materialism – the first materialists were the atomists in
Ancient Greece. Democritus and Leucippus led a school
whose primary belief is that the world is made up of and is
controlled by the tiny indivisible units in the world 53called

atomos or seeds. In terms of human flourishing, matter is
what makes us attain happiness.
Hedonism – the hedonists, see the end goal of life in
acquiring pleasure. Pleasure has always been the priority of
hedonists. For them, Life is about obtaining and indulging
in pleasure because life is limited. The mantra of this school

of thought is the famous, “Eat, drink and be merry for
tomorrow we die.”
Stoicism – Another school of thought led by Epicurus, the
stoics espoused the idea that to generate happiness, one
must learn to distance oneself and be apathetic. The original
term, apatheia, precisely means to be indifferent. For stoics,
happiness can only be attained by careful practice of apathy.
In this worldview, adopt the fact that some things are not
within our control. The sooner we realize this, the happier
we can become.
Theism – The ultimate basis of happiness for theists is the
communion with God. The Philippines as a predominantly
Catholic country, is witness to how people base their life
goals on beliefs that hinged on some form of supernatural
reality called heaven.
Humanism – The humanism is another school of thought

espouses the freedom of man to carve his own destiny and
to legislate his own laws, free from the shackles of God that
monitors and controls. For humanist man is literally the
captain of his own ship, humanist see themselves not
merely as stewards of the creation but as individuals who
are in control of themselves and the world outside them.
This is the spirit of most scientists who thought that the
world is a place and space for freely seeking for ways on
how to improve the lives of its inhabitants.
MAN OF THE WORLD – Modern Man
The human actions are voluntary and intentional, it
follows that action requires the prior internal mental acts of
deliberation and choice. Human beings seek to fulfill

54
their
perfection via action. Observing that human nature has
capacities pertaining to its dual material and spiritual
character. The highest or most general good to which all

individuals should aim is to live most fully a life that is
proper to man. The proper function of every person is to
live happily, successfully, and well. This is done through
the active exercise of a man's distinctive capacity,
rationality, as he engages in activities to the degree
appropriate to the person in the context of his own
particular identity as a human being.
Review Questions:
1. What is the best way for a person to attain happiness?
 Macat Thinking News. (2016). Aristotle’s Secret to
Happiness: What Will Make Us Happy
Now? Accessed February 3, 2017.

https://wwwmacat.com/blog/aristotles-secret-
Happiness/.
 Heidegger, Martin. (1982). The Question Concerning
Technology and Other Essays, Harper & Row
 Thagard, P. (1978). “Why Astrology is a Pseudoscience.”
PSA: Proceedings of the Biennial Meeting of the
Philosophy of Science Association 1978: 223-234
 Film: Akiro Kurosawa’s Dreams “Village of the
Watermills”
Activity:
Answer the following questions briefly in
paragraph form.
1. What is the most important goal every person should

have to flourish? Do we consider technology as part of
human flourishing?
2. In modern science, what is the role of technology in
human condition?
3. What does it mean to live a good life?
4. What is the relationship between science and technology
to good life?
Assesment/Evaluation:
Exit-test: (II. Module 1)
Score_________
Multiple Choice -Directions: Choose the best answer and

_____1. According to Aristotle, “Eudaimonia” is usually translated
as happiness, but a better
translation is _____.
A.Pleasure B. Morality C. Truth D.
Fulfillment
_____2. Which of the following activities is most likely to
promote students' understanding of
the concept of cause and effect in science?
A.using leaves and a taxonomic key to identify the
types of trees present near the school

B.recording the time it takes for bean seeds to germinate
when given different amounts of water
C.creating cross-sectional models of the Earth with clay
to illustrate the thicknesses of different layers.

D.tracking the daily high and low temperatures of two
nearby cities during a three month period.
_____3. Some societies have different views on the use of
technology. Which technological concern would most
likely be the most important for the people living in this
planet Earth?
A.Looking for ways to prevent tsunami.
B.Looking for ways to obtain fresh water from
the Earth.
C.Looking for ways to minimize earthquake
occurrence.
D.Looking for ways to prevent the occurrence of
typhoon.
References:
Feynman, Richard. (1999). “The Pleasure of Finding Things Out:
What Is and What should be the role of scientific culture in
modern society” inThe Best Short Works of Richard Feynman, pp.
97–115, Perseus Books.
Floridi, Luciano. (2014). The FourthRevolution: How the
Infosphereis Reshaping Human Reality,Oxford University
Press.
Internet Encyclopedia of Philosophy. (n.d.). John Stuart Mill.
Accessed February 3, 2017.http://www.iep.utm.edu/mill-eth.

Internet Encyclopedia of Philosophy. (n.d.). Renaissance Humanism.
Accessed February 2, 2017. http://www.iep.utm.edu/humanism?
Gripaldo, Rolando. (2009). “The Concepts of the Public Good: A
View from the Filipino Philosopher” in The Making of a Filipino
Philosopher and Other Essays, pp. 82-100, National Bookstore.
Hickel, Jason. (2015). “Forget ‘developing’ poorcountries, it’s time to

‘de-develop’ rich countries,”The Guardian, Online:
http://www.theguardian.com/global-development-professionals-
network/2015/sep/23/developing-poor-countries-de-develop-rich-
countries-sdgs.
Lehrer, Jonah. (2010). How We Decide, Mariner Books,
Maboloc, Christopher Ryan. (2010). “Eudaimonia and Human
Flourishing”in Ethics and Human Dignity, 15-23, Rex Bookstore.
McNamara, Daniel J. (2011). “A Return to the Beginning,” in Stellar
Origins, Human Ways: Readings in Science, Technology, and
Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de
Manila University Press.
Rodriguez, Socorro M. (1996). “Philippine Science and Technology:
Economic, Political and Social EventsShaping Their
Development.”
Thomson, J.A. (2003). The Nicomachean Ethics. London: Penguin
Von Baeyer, Hans Christian, Information: The New Language of

Science, Harvard University Press, 2005.
58
Chapter III
Specific Issues in Science, Technology and Society

Introduction:
This chapter focused on specific issues that greatly affect
human beings. Each person in the society is directly or indirectly
affected by technology whether he likes it or not. Most people
survived in their everyday lives with great reliance to the different
technological advancements already available to the masses.
Technology is already an inevitable part of the society.
Entry-Test (III. Module 1)
Score_______
be taught.
based from your existing knowledge and write your best answer
in the blank before each number.

____ 1. Robotic technologies is needed in our society for a
variety of reasons. Which of the following statement express the
importance of Robotic technologies?
I. Develop machines just for display
II.Develop machines that can substitute for humans.
III. Develop machines that can replicate human actions.
IV. Develop machines with computer system as their
control.
A.I and II only B. II and III only C. II, III and IV
D. IV only
____ 2. The following are the “prime directives” that Robocop
has been programmed to obey without questions, which
apply the three laws of Asimov. Which of these is not
included?
A. Serve the public trust C. Protect the
Innocent
Chapter III: Specific Issues in Science, Technology and Society 60
B. Uphold the law D. Kill the
murderer
____ 3. Robots can be used in many situations and for lots of
purposes, but TODAY the robots are placed in a risky type
of environment to do an important task and mission. Which
is not considered a risky type of environment for the robot?
A. Home as small toys for kids.
B. Factories for manufacturing processes.
C. Outer space, or where humans cannot survive (e.g. in
space).
D. Dangerous environments (including bomb detection
and deactivation)
____ 4. Which of the following statement is NOT considered as
ethical dilemmas faced by technological advancements such
as cellphones, computer, laptops and television?
A. Gadgets or digital addiction and alienation.
B. The devise are primarily used for communication.
C. The devise can make the person lazy and unhealthy
D. Moral dilemmas, freely exposed to information
which is not suited for young age.
____ 5. Scientists creates robot to perform an essential task.
Which of the following statement
best describes the use of robotics?
A.Robotics requires you to read.
B.Robots are design for movies.
C. Robotics is about innovating healthy
foods.
D. Robotics produces robots and machines
to make one’s work easier.

III. Module 1
Topic: When Technology and Humanity Cross
Overview:
The word “technology” came from the Greek words techne
and logos which mean art and word, combining the two words
together, technology means a discourse on arts (Buchanan, 2010).
It first appeared in the seventeenth century where the concept was
used to talk about applied arts. As technology developed,
additional meaning was used where art is no longer the topic but
concepts like machines and tools were also involved to the word
“technology”. People nowadays relie on technology, the different
technological advancements already available in the society. It

would not be possible to exist if it were not from the brilliant
mind of the scientists. Can we say that technology is a necessity
or want? Is it for convenience, pleasure, happiness or
communication? Anything too much is bad. Different ethical
dilemmas related to the use of technological devices, misuse or
overuse create different problem, some inventions produce bad
results. This topic will discuss about the importance of
technology, the ethical view, how the technological devices must
be properly initiated and its effects to the lives of people.
Keyterms: Technology, Technological advancements, Ethical
dilemmas and Robotics
Objectives:
1. Know the different technological advancements in the
society;
2. Discuss the effects of the interplay between technology and
humanity through the dilemma(s) they face.
Read:
Television Sets, Mobile Phones, Computers and Humanity
One of the most commonly used appliances is Television.
According to Kantar Media, in 92 percent of urban homes and 70
percent of rural homes own at least one television set. Households
with television set reached 15.135M (Noda, 2012). Television
plays a great role in the lives of the people. Paul Gottlieb Nipkow
in the late 1800s, was very successful in his attempt to send
images through wires with the aid of a rotating metal disk
(Nipkow disk) “electric telescope” – 18 lines of resolution. Alan
Archibald Campbell-Swinton and Boris Rosing developed a new
system of television by using the cathode ray tube in addition to
the mechanical scanner sytem.

How about Mobile Phones, Filipinos love to use their mobile
phones anywhere, anytime. More than half of the Filipino
population own at least one mobile phone regardless (ABS-CBN
News, 2010 of type. Mobile phones are considered a must-have
among young Filipinos) 1 out of 3 Filipinos cannot live without a
mobile phone. Computers and Laptops on the other hand, are not
possible for all Filipino families to own at least one computer or
laptop. Most profits gained by computer and laptop

manufacturers come from offices, businesses, or schools.
Growing number of Internet users in the Philippines, has
problems regarding the Internet providers. Facts about Filipinos
and their use of gadgets and the Internet: Mobile phone
subscription is at 119M, 3.2 hours on mobile and 5.2 hours on
desktop daily, Philippines has one of the highest digital
populations in the world 47M active FB accounts, Fastest-
growing application in the market. There are ethical dilemmas

experienced and observed by people while using these device or
gadget which has a negative impact to society.
Some Ethical Dilemmas by these Technological Advancements
a. Most parents would argue that these devices make
their children lazy and it’s unhealthy.
b. People are freely exposed to different things on
televisions, mobile phones, laptops or computers.
Review Questions:
1. Should there be a limit to technological
advancements despite the ethical dilemma we are
facing?
Read:
Robotics and Humanity

Robotics deals with the design, construction, operation, and
use of robots, as well as computer systems for their control,
sensory feedback, and information processing. These
technologies are used to develop machines that can substitute for
humans and replicate human actions. A robot, is an actuated
mechanism programmable in two or more axis with a degree of
autonomy, moving within its environment, to perform intended
tasks. Autonomy is the ability to perform intended tasks based on
current state and sensing without human intervention.
Roles played by Robotics: Ease the workload of mankind,
make life more efficient and less stressful, perform complicated
activities, pleasure, entertainment in parks or exhibits, child-

friendly toys and used in movies.
Some Ethical Dilemma/s faced by Robotics
1. Safety - Who should be held accountable if someone’s safety
is compromised by a robot? Who should be blamed, the

robot, the agent using the robot, or the maker/inventor of the
robot?
2. Emotional component - It is not completely impossible for
robots to develop emotions. What if robots become
sentiment? Should they be granted robot rights?
History of Robotics
Who is the father of robotics? Engelberger is widely known
as the father of the modern robotics industry Engelberger worked
closely with inventor George Devol, licensing patents and
developed the first industrial robot in the United States under the
brand name “Unimate.”
The Word “Robot” Originated in a Czech Play in 1921:
Discover Karel Čapek’s Sci-Fi Play R.U.R. (a.k.a. Rossum’s
Universal Robots). The word robot conjures all of these

associations in science fiction: from Blade Runner’s replicants to
Star Trek’s Data. We might refer to these particular examples as
androids rather than robots. Our language has forgotten that
robots started in sci-fi as more human than human, before they
became Asimov-like machines. Like the sci-fi writer’s
pronunciation of robot, “ro-butt”, the word originated in Eastern
Europe in 1921, the year after Asimov’s birth, in a play by Czech
intellectual Karel Čapek called R.U.R., or “Rossum’s Universal
Robots.” The title refers to the creations of Mr. Rossum, a
Frankenstein-like inventor. Čapek told the London Saturday
Review after the play premiered that Rossum was a “typical
representative of the scientific materialism of the last [nineteenth]
century,” with a “desire to create an artificial man—in the
chemical and biological, not mechanical sense.” As technology
analyst and Penn State professor John M. Jordan writes at the
MIT Press Reader, Čapek’s robots were not appliances or

sentient, nor trusty, super powered sidekicks. They were, in fact,
invented to be slaves. The robot… was a critique of
mechanization and the ways it can dehumanize people. The word
itself derives from the Czech word “robota,” or forced labor, as
done by serfs. Its Slavic linguistic root, “rab,” means “slave.”
The original word for robots more accurately defines androids,
then, in that they were neither metallic nor mechanical.
What are the principles of robotics? One is that robots are
computerized. But the household robot in the Jetson’s as well as
the robot toys of the 1960’s were basically pre-computer. So
while there are some general characteristics that describe a robot
and principles of robotics that are used to teach how to make
robots. Below were some of the principles of Robotics:
 Mechanical device
 Mobile
 Performs at least one function (or task)

 Has human or animal characteristics
 Has a sensor to detect environmental conditions
 Computerized with a CPU or microprocessor
Take note that there are exceptions that you might add on the
principles of robotics that is missing. But the majority of
robots built today will have all or most of these 6 principles
mentioned.
Roboethics: The Human Ethics Applied to Robots
By Susan Fourtané
September 22, 2019
Who or what is going to be held responsible when or if an
autonomous system malfunctions or harms humans?

In the 1940s, American writer Isaac Asimov developed the Three
Laws of Robotics arguing that intelligent robots should be
programmed in a way that when facing conflict they should remit
and obey the following three laws:

 A robot may not injure a human being, or, through inaction,
allow a human being to come to harm
 A robot must obey the orders given it by human beings
except where such orders would conflict with the First Law
 A robot must protect its own existence as long as such
protection does not conflict with the First or Second Law
Isaac Asimov’s Laws of Robotics were first introduced in the
short science fiction story Runaround, (PDF) published in the
March, 1942 issue of Astounding Science Fiction.
The Three Laws in film
 Robby the Robot in Forbidden Planet (1956) has a
hierarchical command structure which keeps him from
harming humans, even when ordered to do so, as such orders
cause a conflict and lock-up very much in the manner of
Asimov's robots. Robby is one of the first cinematic

depictions of a robot with internal safeguards put in place in
this fashion.
 The film Bicentennial Man (1999) features Robin Williams
as the Three Laws robot NDR-114 (the serial number is
partially a reference to Stanley Kubrick's signature numeral).
Williams recites the Three Laws to his employers, the
Martin family, aided by a holographic projection.
 Harlan Ellison's proposed screenplay for I, Robot began by
introducing the Three Laws, and issues growing from the
Three Laws form a large part of the screenplay's

67
plot
Chapter III: Specific Issues in Science, Technology and Society
development. This is only natural since Ellison's screenplay
is one inspired by Citizen Kane: a frame story surrounding
four of Asimov's short-story plots and three taken from the
book I, Robot itself.
 In the 1986 movie Aliens, in a scene after the android Bishop
accidentally cuts himself during the knife game, he attempts

to reassure Ripley by stating that: "It is impossible for me to
harm or by omission of action, allow to be harmed, a human
being".
 In the 1987 film RoboCop and its sequels, the partially
human main character has been programmed with three
"prime directives" that he must obey without question. Even
if different in letter and spirit they have some similarities
with Asimov's Three Laws. They are: Serve the Public Trust,
Protect the Innocent, Uphold the Law and Classified These
particular laws allow Robocop to harm a human being in
order to protect another human, fulfilling his role as would a
human law enforcement officer. The classified fourth
directive keeps him from arresting any senior OCP officer,
effectively putting OCP management above the law.
Today, Asimov's Three Laws of Robotics represent
more problems and conflict to roboticists than they solve.

Roboticists, philosophers, and engineers are seeing an
ongoing debate on machine ethics. Machine ethics, or
roboethics, is a practical proposal on how to simultaneously
engineer and provide ethical sanctions for robots. Who or
what is going to be held responsible when or if an
autonomous system malfunctions or harms
humans? Currently, researchers are following a trend that
aims at promoting the design and implementation of
artificial systems with embedded morally acceptable
behavior.
On ethics and roboethics
Ethics is the branch of philosophy which studies human
conduct, moral assessments, the concepts of good and evil, right
and wrong, justice and injustice. The concept of roboethics brings

up a fundamental ethical reflection that is related to particular

issues and moral dilemmas generated by the development of
robotic applications.
Roboethics - also called machine ethics-- deals with the code
of conduct that robotic designer engineers must implement in the
Artificial Intelligence of a robot. Through this kind of artificial
ethics, roboticists must guarantee that autonomous systems are
going to be able to exhibit ethically acceptable behavior in
situations where robots or any other autonomous systems such as
autonomous vehicles interact with humans.
Ethical issues are going to continue to be on the rise as long
as more advanced robotics come into the picture. In The Ethical
Landscape of Robotics by Pawel Lichocki et.al.,(n.d.) published
by IEEE Robotics and Automation Magazine, the researchers list
various ethical issues emerging in two sets of robotic
applications: Service robots and lethal robots. Service robots are
created to peacefully live and interact with humans, whereas

lethal robots are created to be sent to fight in the battlefield as
military robots.
According to The Ethical Landscape of Robotics, Noel
Shanky argues that "the cognitive capabilities of robots do not
match that of humans, and thus, lethal robots are unethical as they
may make mistakes more easily than humans." And Ronald Arkin
believes that "although an unmanned system will not be able to
perfectly behave in battlefield, it can perform more ethically that
human beings." In part, the question about the morality of using
robots in the battlefield involves commitments on the capability
and type of Artificial Intelligence in question.
Robots in the military: Designed to kill and moral accountability
Military robots are certainly not just a thing of the present.
They date back to World War II and the Cold War. The German
Goliath tracked mines and the Soviet teletanks. Military robots

can be used to fire a gun, disarm bombs, carry wounded soldiers,

detect mines, fire missiles, fly, and so on. Today, many other uses
for military robots are being developed applying other
technologies to robotics. The U.S. military is going to count with
a fifth of its combat units fully automated by 2020. What kind of
roboethics are going to be embedded to military robots and who
is going to decide upon them? Asimov's laws cannot be applied to
robots that are designed to kill humans. Also in 2020, the U.S.
army is going to live test armored robotic vehicles. A
demonstration was held in May in Texas.
Will robots become moral agents in the future?
Roboethics will become increasingly important as we enter
an era where more advanced and sophisticated robots as well as
Artificial General Intelligence (AGI) are going to become an
integral part of our daily life. Therefore, the debate in ethical and
social issues in advanced robotics must become increasingly
important. The current growth of robotics and the rapid

developments in Artificial Intelligence require roboticists and
humans in general to be prepared sooner rather than later. As the
discussion in roboethics advances, some argue that robots will
contribute to building a better world. Some others argue that
robots are incapable of being moral agents and should not be
designed with embedded moral-decision making
capabilities. Finally, perhaps not yet but in the future robots could
become moral agents with attributed moral responsibility. Until
then, engineers and designers of robots must assume
responsibility regarding the ethical consequences of their
creations. In other words, engineers and designers of robots must
be morally accountable for what they design and bring out into
the world.
Review Questions:
What are other ethical dilemmas played by using the
technological advancements in science like robotics?

 The Real Robotics Revolution Arrives as a Service
 Robots Will Now Be Built by Robots in World's Most
Advanced Robotics Factory
 Artificial Intelligence and the Fear of the Unknown
 The Three Types of Artificial Intelligence: Understanding
AI
 Video clips, The ethical dilemmas of robotics, “ Sophia”
and Hanson Robotics' Little Sophia Teaches STEM,
Robotics, AI to Children
http://news.bbc.co.uk/2/hi/technology/6432307,stm.
 Watch this movie at home, Robocop, the 1960's episode of
the Jetson Family or as an alternative, look for pictures of

toy robots from the 1960s - perhaps Rock em Sock em
Robots.
 http://www.businessdictionary.com/definition/information-
anxiety.html
 History, Literature, Science, Technology .February 4th, 2020
http://www.openculture.com/2020/02/the-word-robot-
originated-in-a-czech-play-in-1921.html)
Activities:
Activity 1: Principles and Ethics of Robotics
Describe the principles and ethics of robotics and write your
answer in the activity box below.
1. What are other principles of Robotics not mention above,
give at least 2 robotic principles.
2. State at least 3 ethical delimmas of robotics based from
the article above.

Activity 2: Draw a Fictional Robot
Name at least 2 robots (real and fictitious) you could think of.
Create/develop your own robot - fictitiously of course. (2 pts each
question, total score is 10)
 What is it’s name? What animal or human characteristics
will it have?
 What functions can it perform? How will it move?
 Will it obey the three laws of robotics (Asimov’s Law)?
Activity 3: Answer the following questions briefly.
1. Is it ethical to have robotic soldiers? Explain your answer.
2. What is the implication of the third law?

3. Can you cite at least one ethical dilemma in technological
advancement like television sets, mobile phones, computers
and laptops.
4. Should there be more budget for technological researches
despite the dilemmas they are currently facing.
5. Do technological devices bring more good than bad to
people?
Assessment/Evalution:
Exit-test: (III. Module 1)
Score_________
Multiple Choice -Directions: Choose the best answer and write
your answer in the
blank before each number.

____ 1. Robotic technologies is needed in our society for a
variety of reasons. Which of the following statement express the
importance of Robotic technologies?
V.Develop machines just for display
VI. Develop machines that can substitute for humans.

VII. Develop machines that can replicate human
actions.
VIII. Develop machines with computer system as their
control.
A.I and II only B. II and III only C. II, III and IV
D. IV only
____ 2. The following are the “prime directives” that Robocop
has been programmed to obey without questions which
apply the three laws of Asimov. Which of these is NOT
included?
A. Serve the public trust C. Protect the
Innocent
B. Uphold the law D. Kill the
murderer
____ 3. Robots can be used in many situations and for lots of
purposes, but TODAY the robots are placed in a risky type
of environment to do an important task and mission. Which
is not considered a risky type of environment for the robot?
A. Home as small toys for kids.
B. Factories for manufacturing processes.
C. Outer space, or where humans cannot survive (e.g. in
space).
D. Dangerous environments (including bomb detection and
deactivation)
____ 4. Which of the following statement is NOT considered as
ethical dilemmas faced by technological advancements such
as cellphones, computer, laptops and television?
A. Gadgets or digital addiction and alienation.
B. The devise are primarily used for communication.
C. The devise can make the person lazy and unhealthy
D. Moral dilemmas, freely exposed to information
which is not suited for young age.

____ 5. Scientists creates robot to perform an essential task.
Which of the following statement
best describes the use of robotics?
A.Robotics requires you to read.
B.Robots are design for movies.
C. Robotics is about innovating healthy foods.
D. Robotics produces robots and machines to make
one’s work easier.

References:
Calo, Ryan. “Robots in American Law. (2016). ” The Strauss
Center, University of Texas School of Law, 22 Mar. 2016,
www.strausscenter.org/strauss-events/robots-in-american-
law.html.
Estardo, A. (2018) “WHEN TECHNOLOGY AND HUMANITY
CROSS” Published in: Education, Sep 5, 2018 - bsp-stspt6,
https://www.slideshare.net/annaestardo/bspsts-pt6)
Evans, D. (2007). “The Ethical Dilemmmas of Robotics,”
Accessed Feb 6, 2017.
http://newsbbc.co.uk/2/hi/technology/6432307
Goodwin, R. (2016). “The History of Mobile Phones from 1973-
2008: The Handsets that Made it ALL Happen.” Accessed
February 3, 2017 from

http://www.knowyourmobile.com/nokia/nokia-3310/19848/hi
story-mobile-phones-1973-2008-handsets-made-it-all-happen.
Gunkel, David J. (2017). Machine Question – Critical
Perspectives on Ai, Robots, and Ethics. Mit Press Ltd, 2017
History, Literature, Science, Technology. February 4, 2020.
http://www.openculture.com/2020/02/the-word-robot-
originated-in-a-czech-play-in-1921.html)
Jesek, G. (n.d.). “The history of Television” Accessed February 3,
2017.
http://www.the historyoftelevision.com/
Knight, Will. (n.d.) “There’s a Big Problem with AI: Even Its
Creators Can’t Explain How It Works.” MIT Technology
Review, MIT Technology Review, 12 May 2017,
www.technologyreview.com/s/604087/the-dark-secret-at-the-
heart-of-ai/.
Lietzen, Iina.(2017). “Robots and Artificial Intelligence: MEPs
Call for EU-Wide Liability Rules .” Robots and Artificial
Intelligence: MEPs Call for EU-Wide Liability Rules | News |
European Parliament, European Parliament Press, 16 Feb.
2017,
www.europarl.europa.eu/news/en/press-room/20170210IPR6
1808/robots-and-artificial-intelligence-meps-call-for-eu-wide-
liability-rules.
Pitti, Alexandre. (2018). “Ideas from Developmental Robotics
and Embodied AI on the Questions of Ethics in Robots”.
Cornell University Library.

75
Score_______
be taught.

1. Due to COVID 19 pandemic, students need social media to
support their studies. Which of the following is the negative
side of social media which affect students studies?
A. Social media helps the students in research study.
B. Social media provides knowledge about important
information.
C. Social networking has increased the rate and quality of
collaboration for students.
D. The more time students spend on social sites, the less
time they spend socializing in
person.
2. Today we are facing ethical dilemmas with social media.
Which of the following statement is considered one of the
ethical dilemmas of social media?
A. Blind in falls or fake news.

B. Increases technology awareness.
C. Increases socializing via internet connections
D. Increases connections in the real world.
Chapter III: Specific Issues in Science, Technology and Society III. Module 276
Topic: The Information Age (Gutenberg to Social Media)
Overview:
Information evolution leads to the information age, each era
from the Stone Age up to the present has led to the world with
relevant information. Through human evolution, dissemination of
information has also evolved in many ways. Without the
information, knowledge and discoveries of those from the past,

will not be shared and passed on from one generation to the next.
The past has shaped our present and will continue to shape our
future. Information was shared and managed in different ways
and means. It started to grow rapidly where people are
unprepared on how to manage a lot of information, what we call
information overload. Technological changes of information
brought remarkable new options, new forms of entertainment, in
commerce, research, education, work and communication in the
society. Hence, information is one of the important tools for
survival.
Keyterms: Information Age, Gutenberg Era, Post – Gutenberg
Era, Social Media,
Social Network, Information Anxiety
Objectives:
1. Link learned concepts to the development of the
information age and its impact on society.
2. Illustrate how the social media and the information age
have impacted our
lives.
Read:
The History of Information Age
First Era - The first era was the oral tradition. People used
the sound and light, or simple symbols and graphics to convey
information. It was the growing state of the word. It was an era
where dissemination of information only served the purpose to
survive. The information content was small and scattered, and the
structure of the expression was unordered. The oral
communication phase lasted tens of thousands to one hundred
thousands of years.
Second Era - The second era is the age of literacy. This
period can be further divided into three parts which consist of
pictograms (written symbols), phonetic alphabet, and typography,
which the last one is the printing press (McLuhan, 1962). It
includes the period from the invention of writing to the discovery
of electricity and its usage in the form of the telegraph. The
application of the text was significant to the development of
dissemination of the information because, with text, information
could be recorded. As a result, information could spread without
the constraints of physical space and time. Information
transmission could last longer and reach farther. This was when
newspaper started to emerge. Handwritten communication played
an important role in ancient society. At that time, the forms of
news distribution were broadly divided into two categories: the
official communiqué for the dissemination of political and

military information, and the newsletters mostly for personal
information dissemination in aristocratic society.
Gutenberg Era - The Gutenberg era means the distribution of
information which lasted for 500 years, this was first established
by Johannes Gutenberg. His invention of the printing press, made
the widespread distribution of information. The distribution

became the dominant partner of information because it is costly,
needs more money to distribute the material. This relationship
between information and distribution – which is termed the
Gutenberg principle – meant that the flow of information within
our society became institutionalised to generate the revenues
necessary to pay for the high costs involved in printing presses,
TV and radio networks etc. Almost every institution present in
today’s society fundamentally owes its existence and structure to
the basic rules about information distribution established by

Gutenberg. A bank, for example, is simply a mediator of
information about people who have money.
The characteristic, which could be called the Gutenberg
principle, is the fact that the mass distribution of information
became possible, but was expensive and therefore
institutionalised. Gutenberg combined the technology of
manufacturing of paper, development of ink, and woodblock
printing. The mechanical movable type printing technology along
with other printing technology quickly spread through Europe. It
had led to a huge increase in printing activities. People
reproduced and spread information widely and rapidly.
Typographical text production had finally led to the first printing
press. The modern journalism was born in Europe under the
background of The Age of Discovery. By the time of the
Industrial Revolution, due to the rapid economic growth and
population density, the need of information that focused on

different categories had led to the emergence of commercial
newspapers (mercantile sheets) after the political newspapers,
which also included Penny Press and quality newspapers. The
newspaper was one of the oldest tools for communication. It was
revolutionary since it was one of the two communication tools
(the other one is postal communication) that exist from the BC
era (59BC) and still exist now. (Encyclopædia Britannica, 2017).
Post-Gutenberg Era - also called the social media –
Broadband internet access and the tools of what is being called
social media mean that it now costs nothing to distribute
information to a mass audience. Information has been separated

79
from its means of distribution and it is now free. Information can
now flow everywhere in the world, without any form of
institutionalised intervention, except the provision of a freely
available technological infrastructure.

Information Age - The Information Age is also called the
New Media Age or Digital Age because it was related with the
development of computers. The information Age started in the
last quarter of the 20th century when information is open through
publications and through the management of information in
computers and computer networks” (vocabulary.com, n.d.).
According to Webster’s Encyclopedic Unabridged Dictionary,
information is “knowledge communicated or obtained concerning
a specific fact or cirscumstance”.
The Information Age brought about many new inventions
and innovations. Many communication services like texting,
email, and social media developed and the world has not been the
same since. People learn new languages easier and many books
have been translated into different languages, so people around
the world can become more educated. However, the Information
Age is not, “all good”. There are people in the world who believe
they can live their entire life through the Internet. Also, huge
criminal organizations rely on hacking into government systems
and obtaining confidential information to continue their way of
life. Jobs have also became easier, and some jobs can even be
done from the comfort of your own home. The Information Age
is also known as the Age of Entrepreneurship. Now
entrepreneurs can start and run a company easier than
ever before. It also brings great impacts to work ethics by
distracting us and causing us to lose interest in the task we are
doing. This time period has also created a shortage of jobs and
making many jobs obsolete because machines are now being used
to do the work humans once did. Radio and television had
changed people’s use of idle time, while the Internet is more
subversive to change the entire media ecology. Internet had
achieved the integrations of a variety of media.

Social Network - Ahlqvist (2008), defined that Social-
network is the means of interactions among people in which they
create, share, exchange and comment contents among themselves
in virtual communities and networks. The cost of online
communication is almost free. Everyone with a computer that can
link to the internet is an information distributor and can provide
information. The user of social media platform changes
themselves from a news receiver to a news contributor. The
reader has more choice on what to read, and they are all free.
Hence, social networks had enabled the true “freedom of speech”.
The online social mobile communication is not just a
communication tool, but it is the accelerator and amplifier that
enable the social movement to turn bigger. It gives people hopes
of success by empowering people with the ideas to get their
words out. The internet allows people to connect and to
communicate equally. It eliminates physical, economic, social,

educational gaps between people. Internet passes the power
originally held by a large corporation (media, government,
businesses, etc.). The online power is changing from
institutionalised channels (think newspapers and ads) into
processes of information facilitation (think Google) and forms of
community (think social networks).
Review Questions:
3. Who are the contributors of the technological advances of the
Information Age?
Read:
Information Anxiety - Human cost of information overload
is what we call Information Anxiety. In the words of Richard
Saul Wurman (author of the book 'Information Anxiety'), it is
"produced by the ever-widening gap between what we understand

and what we think we should understand”. It is the black hole
between data and knowledge, and what happens when
information doesn't tell us what we want or need to know."
“Truths of the Information Age” (n.d.), article of Robert Harris
detailed some facts on the
Informaton Age.
1. Information must compete. There is a need for information to
stand out and be recognized.
2. Newer is equated with truer. We forgot the truth that any fact
or value can endure.
3. Selection is a viewpoint. Choose multiple sources of
information to have more balanced view of reality.
4. The media sells what the culture buys. Infromation is driven by
cultural priorities.
5. The early word gets the perm. The first media channel to
expose an issue often defines the context, terms and attitudes
surrounding it.
6. You are what you eat and so is your brain. Do not draw
conclusions unless all ideas and information are presented to
you.
7. Anything in great demand will be counterfeited. The demand
for incredible knowledge, scandals and secrets is ever-present:
hence, many events are fabricated by tabloids, publicists, or
other agents of information fraud.
8. Ideas are seen as controversial. It is almost certainly
impossible to make any assertion that will not find some
supporters and some detractors
9. Undead information walks ever on. Rumors, lies,
disinformation and gossips never truly die down. They persist
and continue to circulate.
10. Media presence creates the story. People behave much
differently from the way they would if being filmed when the
media are present, especially film news or television media.

11. The medium selects the message. Television is mainly
pictorial, partially aural and slightly textual, so visual stories are
emphasized: fires, chases and disasters.

12. The whole truth is a pursuit. The information that reaches us
is usually selected, verbally charged, filtered, slanted and
sometimes fabricated. What is neglected is often even more
important than what is included.
Computer is an electronic device that stores and processes data
(information). It runs on a program that contains the exact, step-
by-step directions to solve a problem. (UShistory.org, 2017).
Types of Computer
1. Personal Computer (PC) is a single-user instrument, first
known as microcomputers since they were a complete computer
but built on a smaller scale.

2. Desktop Computer PC is not designed for portability. The
workstation is a desktop computer that has a more powerful
processor, additional memory, and enhanced capabilities for
performing special groups of tasks such as 3D graphics or game
development. Most desktops offer more storage, power and
versality than their portable versions. (UShistory.org, 2017).
3. Laptops are portable computers that integrate the essentials of a
desktop computer in a battery- operated package, they are
commonly called notebooks.
4. Personal Digital Assistants (PDAs) these are tightly integrated
computers that usually have no keyboards but rely on a touch
screen for user input. PDAs are typically smaller than a
paperback, lightweight, and battery-powered. (UShistory.org,
2017).
5. Server is a computer that has been improved to provide
network services to other computers. Servers usually boast

powerful processors, tons of memory, and large hard drives.
(UShistory.org, 2017).
6. Mainframes are huge computer systems that can fill an entire
room. It is used by large firms that process millions of

transactions every day. The term “mainframe” has been
replaced by enterprise server. Although some supercomputers
are single computer systems, most comprise multiple, high
performance, parallel computers working as a system.
(UShistory.org, 2017).
7. Wearable computers involve materials that are usually
integrated into cell phones, watches, and other small objects or
places. They perform common computer applications such as
databases, emails, multimedia, and schedules. (UShistory.org,
2017).
The World Wide Web (Internet)

Claude E. Shannon an American mathematician is the “Father of
Information Theory”. He published a paper proposing that
information can be quantitatively encoded as a sequence of
ones and zeroes. The Internet – worldwide system of
interconnected networks that facilitate data transmission among
innumerable computers. Companies like Intel developed faster
microprocessors so personal computers could process the
incoming signals at a more rapid rate. (UShistory.org, 2017).
Applications of Computer in Science and Research
Bioinformatics application of information technology which
functions is to store, organize, and analyze vast amount of
biological data which is available in the form of sequences and
structures of proteins. A consolidated formal database known as
SWISS-PROT protein sequence database was initiated in 1986.
Plant biotechnology is a bioinformatics found to be useful in

the areas of identifying diseases resistance genes and designing
plants with high nutrition value. (Madan, n.d.)
How to check the Reliability of Web Sources (Lee College
Library, n.d.)
1. Who is the author of the article/site?
2. Who published the site?
3. What is the main purpose of the site? Why did the author write
it and why did the publisher post it?

4. Who is the intended audience?
5. What is the quality of information provided on the website?
Review Question:
What other technological advancements can possibly be
developed in the future?

Video Clips – TEDTalk: Julian Assange on “Why the World
Needs
Wikileaks”
https://richardstacy.wordpress.com/2009/10/30/what-is-the-
social-media-revolution
http://richardstacy.com/2008/11/20/gutenberg-and-the-social-
media-revolution-an-investigation-of-the-world-where-it-costs-
nothing-to-distribute-information
Activity:
Activity 1: (Optional/not applicable due to Covid 19 pandemic)
Video Presentation: Create a group consisting of three to
five members each and prepare a video presentation that focuses
on the evolution of transmission of information in various time
periods and areas of the world. The members may act in the video
presentation and they can use props or materials to improve

presentation. Limit the video presentation in three to five minutes
and the venue of your video should be inside the school campus,
in the student center area. Send your video presentation to the
class group chat. Please submit your video on time.
(Note: refer your score to the STS Rubric criteria for video
presentation, perfect score is 20)
Activity 2: Answer the following questions briefly.

1. What is information age?
2. Aside from communication, what other aspects of
society is/are influenced in the Information Age.
3. Name at least five (5) useful and reliable web sources.
4. What is the impact of information age and social media
in our lives? Do people really need information
technology? Is it really a necessity? Can you live
without Information technology?

Exit-test: (III. Module 2)
Score_________
your answer in the
1. Today we are facing ethical dilemmas with the use of
social media. Which of the following
statement is considered one of the ethical dilemmas of
social media?
A. Blind in falls or fake news.
B. Increases technology awareness.
C. Increases socializing via internet connections

D. Increases connections in the real world.
____2.Due to COVID 19 pandemic, students need social media to

support their studies. Which of the following is the negative side
of social media which affect students studies?
A. Social media helps the students in research study.
B. Social media provides knowledge about important
information.
C. Social networking has increased the rate and quality of
collaboration for students.
D. The more time students spend on social sites, the less
time they spend socializing in
person.
References:
Harris, R. (n.d.). “Truths of the Information Age.” Accessed
February 26, 2017. http://www:virtuasalt.com/infotrue.htm).
Lee College Library.(n.d.). How Can I tell if a Website is
Reliable? Accessed August 2, 2017.
Madan, M. (n.d.). “Bioinformatics-an aid for biological research.”
Accessed August 2, 2017.
http://www.mrc-lmb.cam.ac.uk/genomes
madanm/articles/bioinfo.htm.
Matthew J. Belvedere, (2016) New York Times subscription
growth soars tenfold, adding 132,000, after Trump’s win,
CNBC News
Selin Ece Güner, St.(2016) The impact of social media on
political change: Gezi protests in Turkey. Edwards University
Domestic Policy, Political Analysi

Silverman, Craig and Jeremy Singer-Vine. (2016). “Most
Americans Who See Fake News Believe It, New Survey
Says.” BuzzFeed News
USHistory.org. (n.d.). “Living in the Information Age.” Accessed
February 26, 2017. http://www.ushistory.org/us/60.asp.
Score_______
be taught.
Multiple Choice - Direction: Answer the following questions
_1. Biodiversity creates the _______ of ecosystems and the
_________ of populations.
A. sustainability and stability C. stability and
sustainability
B. life and existence D. existence and life
_2. Biodiversity provides enough benefits to humans and other
organisms. Which aspects will affect
biodiversity?
A. agriculture B. tree planting C. ecotourism
D. deforestation
_3. Most Invasive species undergo mutation and most of them
become wild in a certain habitat.
Why are invasive species a threat to biodiversity?
I. they can outcompete native organisms for their
resources
II. they can cause harm to the environment
III.they can be harmful to humans
IV.they can live harmoniously with other organisms
A. I and II only B. II and III only C. I, II and III
D. III and IV only

_4. What particular term fits this definition, the disappearance of
a particular population from a given area, but not the entire
species globally.
a. Extinction b. Extrapolation c. Extirpation
d. Excavation
_5. Some human activities creates harm and bring damage to
biodiversity. Which of the following is considered a human
threats to biodiversity?
I. Pollution II. Reforestation III. Population growth
IV. Habitat destruction
A.I and II only B. I and III only C. I, II, and III
D. I, III and IV
_6. Biodiversity is important to all organisms. Which of the
following statement is the most
effective means of conserving biodiversity?
A.Habitats preservation
B.Elimination of predators
C.Vaccination of some species
D.Monitor species during breeding season

_7. Which of the following statement best describe biodiversity?
A. Habitat destruction
B. Less species on Earth
C. A variety of species on Earth
D. The extinction of some animals and plants
_8. In a more diverse ecosystem we can say that organisms_____.

89
A. species are less
B. can easily survive
C. resources are scarce
D. survival is very different
_9. In times of pandemic, which of the following factors is

necessary for a healthy person?
I. Vaccination III. Balanced diet
II. Enjoy life IV. Personal hygiene
A.I and II only B. I and III only C. I, III and IV
D. II, III and IV
_10. Global warming is one of the problem which affects
biodiversity. Which of these activities
can control Global warming?
A.Reducing solid waste
B.Limit wastage of water
C.Reducing consumption of fossil fuels
D.Protection of animals and plants

III. Module 3
Topic: Biodiversity and the Healthy Society
Overview:
Biodiversity is the source of the vital goods and ecological
services that constitute the source of life for all and it has direct
consumptive value in food, agriculture, medicine, and in industry
(Villaggio Globale, 2009). Understanding biodiversity within the
concept of ecosystem needs thorough study on the relationship of
the biotic, the living organisms and the abiotic, the nonliving
organisms. Biodiversity plays a major role in this natural dynamic
environment (Tagacay, 2019). Humans are the inhabitants of the
ecosystem, they must preserve and conserve the biodiversity of
all creatures. In simple terms, it is true that people will always
depend on biodiversity on the wholeness of our being and in our

everyday lives. Somehow, there are ways and processes in the
ecosystem that are not apparent nor appreciated by us, human
beings. Think about the need to drink clean and fresh water, the
need to eat healthy vegetables and food, or the need of man to
transport which makes him rely on fuel. All of these are human
needs that are answered and provided by our ecosystem. Thus, if
we fail to keep the process of taking care of the ecosystem, it is us
who are actually putting our lives at risk. Significant decline in
biodiversity has direct human impact when ecosystem in its
insufficiency can no longer provide the physical as well as social
need of human beings. Indirectly, changes in the ecosystem affect
livelihood, income, and on occasion, may even cause political
conflict (WHO, n.d.,).
Keyterms: Biodiversity, Ecosystem, Environment, Health
Objective:
1. Determine the interrelatedness of society, environment, and
health.
Read:
BIODIVERSITY
Biodiversity is the sum of all the different species of
animals, plants, fungi and microbial organisms living on Earth
and the variety of habitats in which they live. Biodiversity
underlies everything from food production to medical research.
Many people around the world still depend on wild species for
some or all of their food, shelter and clothing. All our
domesticated plants and animals came from wildliving ancestral
species. Much of Earth’s great biodiversity rapidly is
disappearing, even before we know what is missing. Species of
plants, animals, fungi and microscopic organisms such as bacteria
are being lost at alarming rates. Because of this, scientists around

the world are focusing their research on cataloging and studying
global biodiversity in an effort to better understand it and slow
the rate of loss. As a result, the majority of current biodiversity
research concentrates on preserving biodiversity and assessing
environmental quality and change. (Rensik & Porter, 2017)
Services or Benefits of Biodiversity
Biodiversity plays an important role in the way ecosystems
function and in the services they provide. The following is a list
of some of the benefits, or services of biodiversity: Provisioning
services such as food, provide nutritious food, clean water,
timber, fiber and genetic resources, regulating services such as

climate, floods, disease, water quality and pollination, cultural
services such as recreational, aesthetic and spiritual benefits,
supporting services such as soil formation and nutrient cycling.
(Rensik & Porter, 2017)

Types of Biodiversity
Biodiversity includes three main types: diversity within species
(genetic diversity), between species (species diversity) and
between ecosystems (ecosystem diversity).
Genetic Diversity means each species on Earth is related to
every other species through genetic connections. The more
closely related any two species are, the more genetic information
they will share, and the more similar they will appear. An
organism’s closest relatives are members of its own species, or
organisms with which it has the potential to mate and produce
offspring. Members of a species share genes, the bits of
biochemical information that determine, in part, how the animals
look, behave and live. One eastern gray squirrel, for example,
shares the vast majority of its genes with other eastern gray
squirrels, whether they live in the same area or are separated by
thousands of miles. Members of a species also share complex

mating behaviors that enable them to recognize each other as
potential mates. Mammals have hair, raise their young on milk
and have three bones in the middle ear. All mammals, in turn, are
more distantly related to other animals with backbones, or
vertebrates. All these organisms are animals but share a common
cell structure with plants, fungi and some microbes. Finally, all
living organisms share a common molecule, ribonucleic acid
(RNA), and most also have deoxyribonucleic acid (DNA). While
all species have descended from a single, common ancestor,
species diverge and develop their own peculiar attributes with
time, thus making their own contribution to biodiversity.
Species Diversity is the variety of species within a habitat or
a region. Species are the basic units of biological classification
and thus the normal measure of biological diversity. Species
richness is the term that describes the number of different species
in a given area. The world total is estimated at five to 1093 million


species, though only 1.75 million have been named scientifically
so far. Some habitats, such as rainforests and coral reefs, have
many species. For example, tropical North and South America
has about 85,000 flowering plant species, tropical and subtropical
Asia has more than 50,000 and tropical and subtropical Africa has
about 35,000. By contrast, all of Europe has 11,300 vascular
plants. Yet other areas, such as salt flats or a polluted stream,
have fewer species. Species are grouped together into families
according to shared characteristics.

Ecological Diversity is the intricate network of different
species present in local ecosystems and the dynamic interplay
between them. An ecosystem consists of organisms from many
different species living together in a region and their connections
through the flow of energy, nutrients and matter. Those
connections occur as the organisms of different species interact
with one another. The ultimate source of energy in almost every
ecosystem is the sun. The sun’s radiant energy is converted to
chemical energy by plants. That energy flows through the systems
when animals eat the plants and then are eaten, in turn, by other
animals. Fungi derive energy by decomposing organisms, which
releases nutrients back into the soil. Thus, an ecosystem is a
collection of living components (microbes, plants, animals and
fungi) and nonliving components (climate and chemicals) that are
connected by energy flow. Measuring ecological diversity is

difficult because each of Earth’s ecosystems merges into the
ecosystems around it.
Threats to Biodiversity
Major threats identified by United Nations’ Environment
Programme (WHO, n.d.) are the following: Habitat loss and
destruction, alteration in ecosystem composition, over-
exploitation, pollution and contamination and Global climate
change.
Biodiversity and Environmental Health Hazards
Advances in agriculture, sanitation, water treatment, and
hygiene have had a far greater impact on human health.

Organisms depend on their environments for energy and materials
needed to sustain life: clean air, potable water, nutritious food,
and safe places to live. For most of human history, increases in

longevity were due to improved access to these necessities.
(WHO, n.d.)
Biodiversity Loss Consequences
What are the consequences of biodiversity loss. The basic
concept about biodiversity loss was from Charles Darwin and
Alfred Russel Wallace. The particular species making up an
ecosystem determine its productivity, affect nutrient cycles and
soil contents, and influence environmental conditions such as
water, cycles, weather patterns, climate and other non-biotic
aspects. The loss of biodiversity has many consequences. As
stated by Tilman, “The Earth will retain its most striking feature,
its biodiversity, only if humans have the prescience to do so. This
will occur, it seems, only if we realize the extent to which we use
biodiversity (Rainforest Conservation Fund, 2017)” Lack of basic
necessities is a significant cause of human mortality. The
environment sustains human life, it can also cause diseases.

Environmental hazards increase the risk of cancer, heart disease,
asthma, and many other illnesses. These hazards can be physical,
such as pollution, toxic chemicals, and food contaminants, or they
can be social, such as dangerous work, poor housing conditions,
urban sprawl, and poverty. (Rainforest Conservation Fund, 2017)
Environment-related human illnesses include: Heart disease,
Asthma, Cancer, Diabetes, Chronic obstructive pulmonary
disease, Obesity, Occupational injuries, Arthritis, Parkinson’s
disease, Malaria, Dysentery and Depression. Some human
activities that promote health and extend human life can have
adverse environmental effects. For example, food production

causes environmental damage from pesticides and fertilizers, soil
salinization, waste produced by livestock, carbon emissions from
food manufacturing and transportation, deforestation, and over-
fishing. Health care facilities also have adverse environmental
impacts. Hospitals use large quantities of electricity and fossil

fuels and produce medical wastes. To prevent some diseases, it
may be necessary to damage the environment. (Rensik & Porter,
2017).
Unsafe drinking water and poor sanitation and hygiene are
responsible for a variety of infectious diseases, such as
schistosomiasis, diarrhea, cholera, meningitis, and gastritis. In
2015, approximately 350,000 children under age 5 (mostly in the
developing world) died from diarrheal diseases related to unsafe
drinking water, and approximately 1.8 billion people used
drinking water contaminated with feces. More than 2 billion
people lacked access to basic sanitation. (WHO, 2007)
Review Question:
1. Since humans are the caretaker of our mother Earth. Do
you think that Earth can exist without human beings? Or
biodiversity also needs human beings for it to be in a continous
growing process.
Read
COVID-19 and its link with Biodiversity, Illegal Wildlife
Trafficking and Bioculturality
Article: On line, Open UNESCO, May 22, 2020, Mexico City
[Distrito Federal], Mexico
This year the motto of the International Day for Biological
Diversity is "Our solutions are in nature" to emphasize hope,
solidarity and the importance of working together at all levels to
build a future of life in harmony with nature. The current trend of
the COVID-19 pandemic has highlighted the extreme importance
of combating the loss of biodiversity. Within this framework, the
UNESCO and UNEP Offices in Mexico will organize the Virtual
Dialogue "COVID-19 and its link with biodiversity, illegal
wildlife trafficking and bioculturality".

The Convention on Biological Diversity is the international
instrument for "the conservation of biological diversity, the

96
sustainable use of its components and the fair and equitable
participation in the benefits derived from the use of genetic
resources", which has been ratified by 196 countries.Given the
importance of public education and awareness for the application
of the Convention at all levels, the General Assembly proclaimed
May 22, the date of approval of the text, International Day for
Biological Diversity in 2000.
The appearance of COVID-19 has shown that when we
destroy biodiversity we destroy the system that supports human
life. The more biodiverse an ecosystem is, the more difficult it is
for a pathogen to spread rapidly or dominate. Loss of biodiversity
provides an opportunity for pathogens to pass between animals
and people.
We must learn and adapt faster than ever, and the COVID 19
virus has lessons that apply to global crises of biodiversity loss.
For this reason, our best vaccine for the future is to protect nature
and biodiversity. It is no longer just a matter of ecology but of
being aware that if we want to reduce the occurrence of
pandemics we must have a healthy nature. Loss of biodiversity
also means that we are losing, before discovery, many of nature's
chemicals and genes, of the kind that have already provided
humanity with tremendous health benefits. Traditional medicine
continues to play an essential role in health care, especially in
primary health care.
Bioethical, Social, and Legal Considerations
Relationships between human health and the environment
raise many ethical, social, and legal dilemmas by forcing people
to choose among competing values. These considerations can be
grouped into the following categories.

Managing benefits and risks
Many of the issues at the intersection of health and the
environment have to do with managing benefits and risks. For
example, pesticides play an important role in increasing crop

yields, but they can also pose hazards to human health and the
environment. Alternatives to pesticide use create trade-offs in
health. The extreme action of stopping all pesticide uses could
significantly reduce agricultural productivity, leading to food
shortages and increased food prices, which would, in turn,
increase starvation in some parts of the world. Public health
authorities have opted to regulate the use of pesticides to enhance
food production while minimizing damage to the environment
and human health. Energy production and use helps sustain
human life, but it can also pose hazards to human health and the
environment, such as air and water pollution, oil spills, and
destruction of habitats. Environmental Risk Factors for Disease

include: Pollution, Microbes in air, water, or soil, contaminants in
food, weather conditions (e.g. droughts, heat waves), natural
disasters (e.g. hurricanes, earthquakes, floods), pesticides and
other chemicals, pests and parasites, radiation, poverty and lack
of access to health care. For many years some politicians and
scholars argued that we should wait for more evidence of global
warming before taking action, since the steps needed to prevent
or minimize it could have disastrous economic consequences.
Others have argued that society cannot afford to wait for
complete evidence because the consequences of global climate
change could be catastrophic and irreversible. This difference of
opinion raises fundamental questions about the ethics of risk
management: what is the role of scientific evidence in decision-
making? Should we use risk/benefit or precautionary decision-
making to develop environmental health policies? (Rensik &
Porter, 2017)
Social justice:
Managing benefits and risks raises social justice concerns.
In general, people with lower socioeconomic status have greater
exposure to certain detrimental environmental conditions in their
homes or at work, such as lead, mercury, pesticides, toxic

chemicals, or air and water pollution. Communities and nations
should minimize such injustices when making decisions such as
choosing a site for a factory, a power plant, or waste dump, or
regulating safety in the workplace. The decision-making process
should be fair, open, and democratic, so that people who will be
affected by environmental risks have a voice in these
deliberations and can make their concerns known. Social justice
must be a factor in allocating resources for health care.
Governments spend billions of dollars trying to improve the
health of citizens and prevent diseases. These funds go to
biomedical research, overseeing the safety of foods and drugs,

enforcing environmental or occupational health regulations, and
running programs for disaster preparedness, public health, health
education, sanitation, water treatment, and so on. In the U.S., the
share of health resources goes to providing medical diagnosis and
treatment, but one might argue that it would be wiser to shift
some resources to disease prevention programs, such as
environmental protection, public health, and health education,
since prevention is generally more cost-effective than
treatment. (Rensik & Porter, 2017)
Human rights:
Human rights is the right of an individual against the good
of society, such as mandatory treatment, vaccination, or
diagnostic testing, isolation and quarantine, and disease
surveillance. The main argument for these public health strategies
is that individual human rights may have to be limited to prevent

the transmission of infectious diseases, such as COVID-19,
SARS, tuberculosis, HIV/AIDS, and pneumonia. But restrictions
on rights should be well thought-out and safeguards put in place
to prevent public health authorities from overstepping their
bounds. Protecting the public’s health should not come at the
expense of human rights. Some health and environmental
protections also limit property rights. The owner of a coal-
burning power plant must deal with many laws concerning the
operation of the plant, workplace safety, and carbon emissions. A
developer who plans to build 150 new homes with land he has
purchased may also have to deal with laws concerning storm
drainage, water and sewage lines, gas lines, sidewalks, and so on.
Restrictions on property rights are justified to protect human
health and the environment. But opponents of these restrictions
argue that they are often excessive or not adequately supported by
scientific evidence.
Human rights issues also come up in research on
environmental health that involves human subjects. For such
research to be ethical, human subjects must give consent, and
great care must be taken to ensure that they understand that they
can opt out of the research project. Since the late 1990s, some
pesticide companies have tested pesticides on human subjects to
gather data to submit to the government for regulatory purposes.
Some commentators charge that these experiments are unethical
because they place people at unacceptably high risk without a
clear benefit to society. Others have argued that the experiments,
if properly designed and implemented, could produce important
benefits to society by providing useful knowledge about the
effects of pesticides, which could lead to stronger regulations.
(Rensik & Porter, 2017)

Emerging Issues
There are many new developments in science, technology
and industry that are bound to pose benefits and risks to the
environment and human health. These include nanotechnology,
genetic modification of plants and animals, antibiotic resistance,
threats to food safety, the growing market for biofuels and
invasive species can be plants, animals, and other organisms (e.g.,
microbes), which are non-native (or alien) species that have been
introduced by human intervention (involvement) such as COVID-

19, human actions are the primary means of invasive species
introductions. Invasive species can lead to the extinction of native
plants and animals. Extinction is the disappearance of particular
animal or plant species, the species has died out. This is a natural
part of evolution. But sometimes extinctions happen at a much
faster rate than usual, Invasive species destroy biodiversity, and
permanently alter habitats, it has the ability to threaten our native

wildlife, cause damage to our environment, economy or human
health. Invasive species can be introduced to an area by ship
ballast water, accidental release, and by people.
Longstanding challenges persist, including the preservation
of ecosystems, the endangered species and questions about
animal, viruses, bacteria experimentation (such as the Covid 19).
Many more developments will emerge. To deal with them in a
responsible way, we must continue to research the relationship
between human health and the environment and must be fair in
democratic public deliberations, such as community forums,
academic conferences, and legislative debates, involving
participants with diverse cultural, socioeconomic, philosophic,
and scientific perspectives.
Review Questions:
1. In small ways, what do you think would promote protection
and preservation of our biodiversity?

Related Articles/Video Clips/STS Website/Film Clips:
 Why is biodiversity so important? - Kim Preshoff –
YouTube
www.youtube.com › watch › GK_vRtHJZu4
 View full lesson: http://ed.ted.com/lessons/why-is-
biodiversity-so- ... Click here to visit our frequently asked
questions about HTML5 video.
 Ideas about Biodiversity - TED Talks www.ted.com › topics
› biodiversity
 Biodiversity. A collection of TED Talks (and more) on the
topic of Biodiversity. Video playlists about Biodiversity ...
 ESS Topic 3.1: Introduction to Biodiversity - AMAZING

WORLD ...
www.mrgscience.com › ess-topic-31-introduction-to-bi...
Follow this link to see population pyramids for nearly every
country on Earth - US ... Click here to visit our frequently

asked questions about HTML5 video.
Exit-Test (III. Module 3)
Score_______
Multiple Choice - Direction: Answer the following questions and
write your best answer in the blank before each number.
_1. Biodiversity creates the _______ of ecosystems and the
_________ of populations.
A. sustainability and stability C. stability and
sustainability
B. life and existence D. existence and life
_2. Biodiversity provides enough benefits to humans and other
organisms. Which aspects will affect

biodiversity?
A. agriculture B. tree planting C. ecotourism
D. deforestation
_3. Most Invasive species undergo mutation and most of them
become wild in a certain habitat.
Why are invasive species a threat to biodiversity?
I. they can outcompete native organisms for their
resources
II. they can cause harm to the environment
III.they can be harmful to humans
IV.they can live harmoniously with other organisms
A. I and II only B. II and III only C. I, II and III
D. III and IV only

_4. What particular term fits this definition, the disappearance of
a particular population from a given area, but not the entire
species globally.
A. Extinction B. Extrapolation C. Extirpation
D. Excavation
_5. Some human activities creates harm and bring damage to
biodiversity. Which of the following is
considered a human threats to biodiversity?
I. Pollution II. Reforestation III. Population growth
IV. Habitat destruction
A.I and II only B. I and III only C. I, II, and III
D. I, III and IV
_6. Biodiversity is important to all organisms. Which of the
following statement is the most
effective means of conserving biodiversity?

A.Habitats preservation
B.Elimination of predators
C.Vaccination of some species
D.Monitor species during breeding season
_7. Which of the following statement best describe biodiversity?
A. Habitat destruction
B. Less species on Earth
C. A variety of species on Earth
D. The extinction of some animals and plants
_8. In a more diverse ecosystem we can say that organisms_____.
A. species are less
B. can easily survive
C. resources are scarce
D. survival is very different

_9. In times of pandemic, which of the following factors is
necessary for a healthy person?
I. Vaccination III. Balanced diet
II. Enjoy life IV. Personal hygiene
A.I and II only B. I and III only C. I, III and IV

D. II, III and IV
_10. Global warming is one of the problem which affects
biodiversity. Which of these activities
can control Global warming?
A.Reducing solid waste
B.Limit wastage of water
C.Reducing consumption of fossil fuels
D.Protection of animals and plants

Score_______
taught.
based from your knowledge and write your best
_1. Scientists know that some methods used to increase the food
supply are dangerous to humans. Which method is known to be
harmful to human health?
A. GMO
B. Rice terraces technique
C. The use of organic fertilizers
D. Produce conventional fruits and vegetable.
_2. How long does it take to develop a new genetically modified
crop?
A. One year B. Five years C. Twelve years
D. Twenty years
_3. As the human population grows, the effect of changes made
by the people in the ecosystem surrounding them has been
to______.
A. simplify the ecosystem
B. increase the number of species
C. leave the ecosystem undisturbed
D. make the ecosystem more disturbed
_4. Bt corn is one of the most common GMO product.105

Does Bt
corn or Bt cotton only kill specific pests that damage the crop?
A. The Bt toxin kills all insects.
B. The Bt toxin kills European corn borer and other flying
insects.
C. The Bt toxin kills the European corn borer and its close
relatives.
D. The Bt toxin only kills the insects for which it is targeted.
_5. Can scientists predict with certainty where an inserted gene
will go on a plant chromosome?
A. With modern genetic techniques, scientists can insert
genes precisely.
B. Genes are inserted on the proper chromosome, but there
is no control on where it
goes on the chromosome.
C.Scientists have a general idea of where the gene will go
and what it will do to the
plant.
D.For scientists it is called a shot in the dark which
means using air guns that shoot the
genetic material into the cells but scientists have no
control over where the genes might

go in the plant cells.
_6. Some of the processed food in the groceries are GMO made
product. Which breakfast food is likely to include GMO
ingredients because it is often made with soy and corn
products?
A. Cereal B. Eggs C. Orange juice
D. Biscuits
_7. Crops are often genetically engineered to improved traits.

Such crops and organisms are
called______.
A. Clones B. Transformed C. Changed D.
Genetically modified organisms
_8. Which of the following statement is a medical application of

genetic engineering?
A. Genes modification to achieve desirable traits
B. Crops is engineered for greater nutritional content
C. Manipulation of DNA to produce glowing monkeys
D. Inserting human DNA into Bacterial DNA for insulin
production
_9. Genetically modified crops are pesticide resistance. Which of
the following practices is
then unnecessary or not useful?
I. Crops irrigation III. Spraying of
pesticides
II. Stem cutting IV. Alteration or
change of genes
A.I and II only B. II and III only C. I, II and III
D. IV only
_10. Which of the following means of genetic engineering would
have the greatest impact on
world hunger?
I.Gene Modification of crops for greater nutritional
content
II. Manipulating DNA in trees for less requirement of
water
III.Modifying genes to achieve a desirable traits in
organisms
IV.Insertion of human DNA to bacterial DNA for
insulin production
A.I and II only B. II and III only C. I and IV
only D. I, II and III

III. Module 4
Topic: Genetically Modified Organisms (GMO): Science,
Health and Politics

Overview:
The world’s population is increasing. Food production from
natural resources could not supply human needs. So researchers
find means to produce more food using molecular-level
techniques. The product or the result of this molecular-level
techniques is called Genetically modified organisms (GMOs).
GMO’s are living organisms whose genetic material has been
artificially manipulated in a laboratory through genetic
engineering. This creates combinations of plant, animal, bacteria,
and virus genes that do not occur in nature or through traditional
crossbreeding methods. A wide variety of organisms have been
genetically modified (GM), from animals to plants and
microorganisms.
The word GM food is used for such crops which are formed
by genetic engineering. Such plants have been altered in the

laboratory to improving many interesting characteristics such as,
disease resistance or to improve nutritional value. Genetic
engineering helps to produce such plant with exact desire trait
rapidly. (Verma, 2011) Example of this technique, an extracted
gene which contains drought tolerance trait and inserts that gene
into the different plants. The new plant will be genetically
modified drought tolerance. So with the help of GM food, we can
increase the quantity of food by using small portion of land but
high productivity is cultivated.
Through continous searching for development. Genetic
engineering no longer stayed in science fiction novel. It became a
reality in science laboratories. The general process of genetic

engineering is the deliberate manipulation of the organism’s gene.
Currently there are ongoing researches on GMOs such as using
genetically modified male mosquitoes as pest control over female
mosquitoe carriers of Zica virus.

This lesson presents the reality of GMO, despite creating
solutions for problems, genetic engineering faces much
opposition. How GMOs affects life, the impact to human health
and the ethical, social and environmental issues and the
controversies of genetic engineering.
Keyterms: Genetically Modified Organisms (GMO), Genetic
Engineering, Health,
Ethics and Politics
Objective:
1. Discuss the ethics and implications of GMOs and potential
future impacts.
Read:
Genetically Modified Organism (GMO)

World Health Organization
Genetically modified organisms (GMOs) can be defined as
organisms in which the genetic material (DNA) has been altered
in a way that does not occur naturally. The technology is often
called "modern biotechnology" or "gene technology", sometimes
also "recombinant DNA technology" or "genetic engineering". It
allows selected individual genes to be transferred from one

organism into another, also between non-related species. Such
methods are used to create GM plants -- which are then used to
grow GM food crops. Genes have been transferred within the
same species, across species (creating transgenic organisms) and
even across kingdoms. Organisms that have been genetically
modified include micro-organisms such as bacteria and yeast,
insects, plants, fish, and mammals. Some GM animals are the
Sheeps, Goats, Mice, Cow and Fish.
Benefits of GM foods
GM foods are developed -- and marketed -- because there is
some perceived advantage either to the producer or consumer of
these foods. This is meant to translate into a product with a lower
price, greater benefit (in terms of durability or nutritional value)
or both. Initially GM seed developers wanted their products to be
accepted by producers so have concentrated on innovations that
farmers (and the food industry more generally) would appreciate.
The initial objective for developing plants based on GM
organisms was to improve crop protection. The GM crops
currently on the market are mainly aimed at an increased level of
crop protection through the introduction of resistance against
plant diseases caused by insects or viruses or through increased
tolerance towards herbicides.
Insect resistance is achieved by incorporating into the food plant
the gene for toxin production from the bacterium Bacillus
thuringiensis, (Bt) such as Bt Corn. This toxin is currently used

as a conventional insecticide in agriculture and is safe for human
consumption. GM crops that permanently produce this toxin have
been shown to require lower quantities of insecticides in specific
situations, e.g. where pest pressure is high.
Virus resistance is achieved through the introduction of a gene
from certain viruses which cause disease in plants. Virus
resistance makes plants less susceptible to diseases caused by
such viruses, resulting in higher crop yields. Example is GM
papaya or rainbow papaya. The papaya ringspot virus (PRSV)

is known to be detrimental to papaya plants. The effect was like
the vaccines humans have against measles or influenza virus.
Herbicide tolerance is achieved through the introduction of a gene
from a bacterium conveying resistance to some herbicides. In
situations where weed pressure is high, the use of such crops has
resulted in a reduction in the quantity of the herbicides used.
Example is Roundup Ready soybean. Glyphosate an herbicide

for weeds, was introduced to soybeans making it tolerant to the
herbicide itself. Farmers then can spray the herbicide killing the
weeds but not the soybeans.
Fortification a GM plants fortified with certain chemicals such as
Golden Rice, with Beta-carotene, a precursor of Vit. A, was
introduced through biosynthesis genes to the rice, making the rice
grains fortified with vitamin A.
Increase growth rate - AquaAdvantage salmon, a gene from an
ocean pout, an eel-like fish was introduced to Pacific Chinook
salmon, making the salmon grow faster than its normal rate
which has a higher yield in growth than normal species.
Cosmetic preservation a GM plants such as Arctic Apple which
resist natural discoloration, the apple variety genetically modified
to suppress the browning of apple due to superficial damage.
Non-Food Crops GMOs and Microorganisms

Pharmaceutical productions – a bacterial genes were added to the
periwinkle plant to enhance the production of vinblastine, an
alkaloid usually added to drugs for cancer treatments like
Hodgkin’s lymphoma (Runguphan, 2010).
Paper production – Lignin is a complex polymer in trees that is
removed from wood to make paper through kraft process, by
inserting genes that code for ferulic acid in young poplar trees,
the lignin structure is modified, making lignin easier to
breakdown. (Veniza, 2014)
Bioremediation – Some bacteria can produce biodegradable
plastics, and the transfer of that ability to microbes that can be
easily grown in the laboratory may enable the wide-scale

“greening” of the plastics industry. In the early 1990s, Zeneca, a
British company, developed a microbially produced
biodegradable plastic called Biopol (polyhydroxyalkanoate, or
PHA). The plastic was made with the use of a GM bacterium,

Ralstonia eutropha, to convert glucose and a variety of organic
acids into a flexible polymer. GMOs endowed with the bacterially
encoded ability to metabolize oil and heavy metals may provide
efficient bioremediation strategies. Another example is the GM
plant that can help in the bioremediation of polluted sites, such as
shrub tobacco, (Nicotiana glauca), genetically modified with
phytochelatin TaPCSI1, is used for bioremediation. It shows high
level accumulation of zinc, lead, cadmium, nickel and boron and
produces high biomass.
Flower production – the so-called “blue” roses, which has a
natural color of lilac and purple contained large amounts of
flavonols, the introduction of flavonoid 31, 51-hydroxylase gene
into pelargonidin- or cyaniding-producing rose cultivars diverts
the anthocyanin biosynthetic pathway toward the production of
delphinidin glucosides and change the flower color to blue which

are seen in modified colors and extended the vase life of flowers.
(Elomaa & Holton, 1994).
GMOs in the medical field – one example is Humulin, a
genetically engineered insulin used by type 1 diabetes patients
who are insulin dependent.
Enzyme and drug production – a microorganism, bacterium
Bacillus which was genetically modified with the gene of a
thermophilic anaerobe, Thermoanaerobacter carrying
Cyclomaltodextrin glycosyltransferase (CGTase), an enzyme
used for food flavor enhancer (Pedersen & Jorgensen, 1995).
Another is example artemesin. Artemesinic acid is a compound
used for anti-malarial drug extracted from sweet wordwood plant
and through genetic engineering it can be synthetically produced
by yeast and bacteria with sweet wordwood plant gene. (Zimmer,
2006)
GMO’s potential risks and issues to human health

The safety assessment of GM foods generally investigates:
(a) direct health effects (toxicity), (b) tendencies to provoke
allergic reaction (allergenicity); (c) specific components112thought

to have nutritional or toxic properties; (d) the stability of the
inserted gene; (e) nutritional effects associated with genetic
modification; and (f) any unintended effects which could result
from the gene insertion.
While theoretical discussions have covered a broad range of
aspects, the three main issues debated are tendencies to provoke
allergic reaction (allergenicity), gene transfer and outcrossing.
Allergenicity. As a matter of principle, the transfer of genes from
commonly allergenic foods is discouraged unless it can be
demonstrated that the protein product of the transferred gene is
not allergenic. While traditionally developed foods are not
generally tested for allergenicity, protocols for tests for GM foods
have been evaluated by the Food and Agriculture Organization of

the United Nations (FAO) and WHO. No allergic effects have
been found relative to GM foods currently on the market.
Gene transfer. Gene transfer from GM foods to cells of the body
or to bacteria in the gastrointestinal tract would cause concern if
the transferred genetic material adversely affects human health.
This would be particularly relevant if antibiotic resistance genes,
used in creating GMOs, were to be transferred. Although the
probability of transfer is low, the use of technology without
antibiotic resistance genes has been encouraged by a recent
FAO/WHO expert panel.
Outcrossing. The movement of genes from GM plants into
conventional crops or related species in the wild (referred to as
"outcrossing"), as well as the mixing of crops derived from
conventional seeds with those grown using GM crops, may have
an indirect effect on food safety and food security. This risk is
real, as was shown when traces of a maize type which was only
approved for feed use appeared in maize products for human
consumption in the United States of America. Several countries
have adopted strategies to reduce mixing, including a clear
separation of the fields within which GM crops and conventional
crops are grown.
GMOs issues of concern for the environment

Environmental risk assessments cover both the GMO
concerned and the potential receiving environment. The
assessment process includes evaluation of the characteristics of
the GMO and its effect and stability in the environment,
combined with ecological characteristics of the environment in
which the introduction will take place. The assessment also
includes unintended effects which could result from the insertion
of the new gene.

Issues of concern include: the capability of the GMO to
escape and potentially introduce the engineered genes into wild
populations; the persistence of the gene after the GMO has been
harvested; the susceptibility of non-target organisms (e.g. insects
which are not pests) to the gene product; the stability of the gene;
the reduction in the spectrum of other plants including loss of
biodiversity; and increased use of chemicals in agriculture. The
environmental safety aspects of GM crops vary considerably
according to local conditions. Current investigations focus on: the
potentially detrimental effect on beneficial insects or a faster
induction of resistant insects; the potential generation of new
plant pathogens; the potential detrimental consequences for plant
biodiversity and wildlife, and a decreased use of the important
practice of crop rotation in certain local situations; and the
movement of herbicide resistance genes to other plants.

Review Question
Is genetic engineering a pure scientific process or it is indeed
an act of humans playing like God?
Read Chapter III: Specific Issues in Science, Technology and Society 114
GMOs Biosafety, Ethics and Implication
The way governments have regulated GM foods varies. In
some countries GM foods are not yet regulated. Countries which
have legislation in place focus primarily on assessment of risks
for consumer health. Countries which have provisions for GM
foods usually also regulate GMOs in general, taking into account
health and environmental risks, as well as control- and trade-
related issues (such as potential testing and labelling regimes). In
view of the dynamics of the debate on GM foods, legislation is

likely to continue to evolve. Different GM organisms include
different genes inserted in different ways. This means that
individual GM foods and their safety should be assessed on a
case-by-case basis and that it is not possible to make general
statements on the safety of all GM foods. Several international
organizations are involved in developing protocols for GMOs for
protection and safety of human population regarding issues and
concerns of GMOs.
 The Codex Alimentarius Commission (Codex) is the joint
FAO/WHO body responsible for compiling the standards,
codes of practice, guidelines and recommendations that
constitute the Codex Alimentarius: the international food
code. Codex is developing principles for the human health
risk analysis of GM foods. The premise of these principles
dictates a premarket assessment, performed on a case-by-
case basis and including an evaluation of both direct effects

(from the inserted gene) and unintended effects (that may
arise as a consequence of insertion of the new gene). The
principles are at an advanced stage of development and are
expected to be adopted in July 2003. Codex principles do not
have a binding effect on national legislation, but are referred
to specifically in the Sanitary and Phytosanitary Agreement
of the World Trade Organization (SPS Agreement), and can
be used as a reference in case of trade disputes. (WHO,
2014)
 The Cartagena Protocol on Biosafety (CPB), an
environmental treaty legally binding for its Parties, regulates
transboundary movements of living modified organisms
(LMOs). GM foods are within the scope of the Protocol only
if they contain LMOs that are capable of transferring or
replicating genetic material. The cornerstone of the CPB is a
requirement that exporters seek consent from importers

before the first shipment of LMOs intended for release into
the environment. The Protocol will enter into force 90 days
after the 50th country has ratified it, which may be in early
2003 in view of the accelerated depositions registered since
June 2002. (WHO, 2014)
What are people’s reactions and raised questions related to the
different attitudes towards consumption GM food in various
regions of the world? What is the state of public debate on GM
foods in other regions of the world?
The release of GMOs into the environment and the
marketing of GM foods have resulted in a public debate in many
parts of the world. This debate is likely to continue, probably in
the broader context of other uses of biotechnology (e.g. in human
medicine) and their consequences for human societies. Even
though the issues under debate are usually very similar (costs and
benefits, safety issues), the outcome of the debate differs from

country to country. On issues such as labelling and traceability of
GM foods as a way to address consumer concerns. Depending on
the region of the world, people often have different views and
attitudes to food consumption. In addition to nutritional value,
food often has societal and historical connotations, and in some
instances may have religious importance. Technological
modification of food and food production can evoke a negative
response among consumers, especially in the absence of good
communication on risk assessment efforts and cost/benefit
evaluations. Nearly half of American farms grow genetically
modified crops such as Bt corn or glyphosate-resistant (Roundup-
ready) soybeans. Peter Goldsbrough, a plant scientist and expert
in genetically modified crops at Purdue University, has developed
questions to test your knowledge of genetically modified foods
and agricultural biotechnology:

Understanding GMO crops
Is there a decrease of chemical use in farms because of
genetically modified crops?
In some cases the use of genetically modified crops may
reduce the use of pesticides, but people are still going to use
herbicides to control weeds," Goldsbrough says. "But it can
reduce the use of some pesticides that are more likely to damage
the environment, and that is progress." (Goldsbrough, P. (n.d.)
Will insects develop resistance to the toxins produced in Bt corn?
It is almost certain that insects will develop resistance to Bt
corn. Insect resistance to Bt toxin has already been demonstrated
in the laboratory and observed in the field, according to
Goldsbrough. "Insects will eventually develop resistance to the Bt
toxin," he says. "Farmers are required to plant refuges of
conventional crops and take other measures to slow down the
development of resistance in insects, but it will eventually

happen. Nobody knows when that will happen – this is a big
ecological experiment that's going on." (Goldsbrough, P. (n.d.)
Does Bt corn or Bt cotton only kill specific pests that damage the
crop?
The Bt toxin kills the European corn borer and its close
relatives. Scientists were not surprised to learn last summer that
monarch butterflies would die if forced to eat the Bt toxin. The
European corn borer is the larva of a moth, and the Bt toxin will
kill only moth or butterfly larvae that eat it. However, monarch
butterflies typically don't eat the corn plant. "The Bt

117 toxins
produced by Bt corn aren't species specific," Goldsbrough says.
The idea that this will killing all insects such as the monarch
butterfly. Genetically modified crops offer a number of
advantages compared to spraying insecticides." (Goldsbrough, P.
(n.d.)
When did crops become resistant to herbicides?

Crops have always been resistant to some herbicides. "If
they weren't, then farmers couldn't use herbicides such as atrazine
on corn or some of the common herbicides on soybeans,"
Goldsbrough says. "While there is something novel about the
herbicide-resistant crops produced through biotechnology, there
is also something that is very much the same as before. This is
more of an evolution than a revolution." (Goldsbrough, P. (n.d.)
Can genes escape from genetically modified crops and jump to
other plants?
Yes, and often do. If crops are able to breed with wild
relatives, the new genes will be spread to those wild plants. For
example, sorghum can breed with the common weeds johnson
grass and shattercane, and canola can breed with wild mustard
plants. "So if you made Roundup-ready sorghum you'd quickly
end up with Roundup-ready shattercane," Goldsbrough says.
Scientists safeguard against this by not releasing genetically

modified crops in areas where wild relatives are present. "There
are no relatives of maize [corn] and soybeans in the United States
where the crops are planted," Goldsbrough explains.
(Goldsbrough, P. (n.d.)
If we make plants that survive in regions where they normally
wouldn't survive, such as very cold regions, could this cause
unexpected ecological changes?
It is possible that a crop might invade the surrounding
ecosystem. "I don't think that's likely be the scenario, but it could
happen," Goldsbrough says. "For example, if you make
strawberries that can resist frosts, you may have made the plant
more competitive under certain conditions, and it is possible that
it could become an exotic weed like wild mustard. That's
something that's difficult to predict." (Goldsbrough, P. (n.d.)

How long does it take to develop a new genetically modified
crop?
Ten years. "At the moment it takes approximately 10 years
to develop a new genetically modified crop," Goldsbrough says.
"It takes several years to test these genes to see how they work.
Then the crops are evaluated under different environments over
several years, just as other crops are evaluated before they're
released to the growers. It's a long, careful process. That doesn't
mean it's foolproof, but it's a deliberate process." Goldsbrough
says new advances in technology, such as genomics, may speed
the process of discovering desirable genes, but bringing new
genetically modified crops to market will still take several years.
(Goldsbrough, P.(n.d.)
Can scientists predict with certainty where an inserted gene will
go on a plant chromosome?
It's a shot in the dark. In some cases, a literal shot. For the
most part, genes are moved into plants in one of two ways: using
bacteria as carriers, or using air guns that shoot the genetic
material into the cells. Just a few years ago scientists used .22
caliber blank cartridges to shoot the genes into the cells, giving
the technique the label "gene gun." Once the genetic material is in
the cells, the plants incorporate the DNA into their own
chromosomes. But because scientists have no control over where
the genes might go in the plant cells, they must germinate, grow
and test hundreds or thousands of plants to find the ones where
the introduced genes work properly and produce the desired traits.
"The current state-of-the-art technology is unpredictable. Where
the genes end up is a random process and can have unanticipated
effects," Goldsbrough says. "But the plants that don't have the
appropriate characteristics are discarded." (Goldsbrough, P. (n.d.)

Can agricultural biotechnology reduce our dependence on
petroleum?
Some of it. "Plants harvest the energy in sunlight, the
ultimate renewable resource, and plants are being developed that
will produce plastics, fuels and other high value products. This
has the potential to reduce our consumption of petroleum-based
products. Biotechnology may allow us to reduce our reliance on
fossil-based fuels," Goldsbrough says. (Goldsbrough, P. (n.d.)
WHO’s responsibility to improve the evaluation of GM foods?
WHO will take an active role in relation to GM foods,
primarily for two reasons: (1) on the grounds that public health
could benefit enormously from the potential of biotechnology, for
example, from an increase in the nutrient content of foods,
decreased allergenicity and more efficient food production; and
(2) based on the need to examine the potential negative effects on
human health of the consumption of food produced through

genetic modification, also at the global level. It is clear that
modern technologies must be thoroughly evaluated if they are to
constitute a true improvement in the way food is produced. Such
evaluations must be holistic and all-inclusive, and cannot stop at
the previously separated, non-coherent systems of evaluation
focusing solely on human health or environmental effects in
isolation. Work is therefore under way in WHO to present a
broader view of the evaluation of GM foods in order to enable the
consideration of other important factors. This more holistic
evaluation of GM organisms and GM products will consider not
only safety but also food security, social and ethical aspects,
access and capacity building
Biosafety of GMOs in the Philippines
In 2006, the Philippines became part of the Cartagena
Protocol on Biosafety. In the same year, Executive Order No. 514
was issued to address the biosafety requirements of the Cartagena

Protocol and the establishment of the National Biosafety
Framework (NBF)
In 2012, Representative Teddy Casino, together with other
congressman, filed a bill pushing for the mandatory labelling of
GM food and food products. To date, there is no Philippine
Biosafety Law, only biosafety regulations formed under 120

NBF. A
study on the biosafety regulations of the Philippines concluded
that the existing regulation is weak, which can be fixed through
legislation such as a republic act (Richmond, 2006).
In December 2015, the Supreme Court ordered to put and
end to the field testing of GMO Bt eggplant and declared
Administrative Order No. 8, series of 2002 of the Department of
Agriculture as null and void. This means that any actions or
procedures related to GMO importations and propagation is
temporarily put to stop until a new administrative order is issued
in accordance with the law.

In March 7, 2016, five government agencies namely, the
Department of Science and Technology, Department of
Agriculture, Department of Environment and Natural Resources,
Department of Health and Department of the Interior and , Local
Government passed a Joint Department Circular No. 1, series of
2016 on rules and regulations for the research and development,
handling and use, transboundary movement, release in the
environment and management of the genetically modified plant
and plant products derived from the use of modern biotechnology.
This joint department circular paves way to issuance of new
permits for planting and importing GM crops in the Philippines.
Review Question:
1. How would you resolve the advantages and disadvantages
that GMOs bring to humans?

Related Articles/Video Clips/STS Website/Film Clips
 Are GMOs good or bad? | TED-Ed
ed.ted.com › best_of_web
 Apr 19, 2018 - Click here to visit our frequently asked

questions about HTML5 video. ... Watch these
recommended TED-Ed Lessons ... FAQs on genetically
modified
 What is genetic modification? - YouTube
www.youtube.com › watch
Activities
Activity 1: (Optional/not applicable due to Covid 19 pandemic).
Do not answer this activity
Video Presentation - Create a group consisting of three to five
members each and through video presentation, choose one topic
below and discuss based from your opinions. Each member may
discuss their opinions in the video presentation. Limit the video
presentation to 10 minutes and the venue of your video should be
inside the school campus, in the student center area. Send your
video presentation to the class group chat. This video will be
presented also in the classroom. Please submit your video on
time.
Topics:
a. The advantages and disadvantages in using genetic
engineering in both fields of medicine and food, and
agriculture.
b. Moral issues, controversies of GMO that are still
debatable up to the present.
c. Major concerns of the opponents like the long term effect
of GMO’s to humans and how about the proponent’s
success stories of the GMO recipients.

Activity 2: Individual written report – Choose one topic below
and discuss the ethics, implications and impacts of GMOs:122

Topics:
a. Issues on Philippine Biosafety policies
b. Effects of GMO’s to life and the impact to human health
c. Social, environmental issues and the controversies of
genetic engineering
Assessment/Evaluation
Score_______
your answer in the

_1. Scientists know that some methods used to increase the food
supply are dangerous to humans. Which method is known to be
harmful to human health?
A. GMO
B. Rice terraces technique
C. The use of organic fertilizers
D. Produce conventional fruits and vegetable.
_2. How long does it take to develop a new genetically modified
crop?
A. One year B. Five years C. Twelve years
D. Twenty years
_3. As the human population grows, the effect of changes made
by the people in the ecosystem surrounding them has been

to______.
A. simplify the ecosystem
B. increase the number of species
C. leave the ecosystem undisturbed
D. make the ecosystem more disturbed
_4. Bt corn is one of the most common GMO product. Does Bt
corn or Bt cotton only kill specific pests that damage the crop?
A. The Bt toxin kills all insects.
B. The Bt toxin kills European corn borer and other flying
insects.
C. The Bt toxin kills the European corn borer and its close
relatives.
D. The Bt toxin only kills the insects for which it is targeted.

_5. Can scientists predict with certainty where an inserted gene
will go on a plant chromosome?
A. With modern genetic techniques, scientists can insert
genes precisely.
B. Genes are inserted on the proper chromosome, but there
is no control on where it
goes on the chromosome.
C.Scientists have a general idea of where the gene will go
and what it will do to the
plant.
D.For scientists it is called a shot in the dark which
means using air guns that shoot the
genetic material into the cells but scientists have no
control over where the genes might
go in the plant cells.

_6. Some of the processed food in the groceries are GMO made
product. Which breakfast food is likely to include GMO
ingredients because it is often made with soy and corn
products?
A. Cereal B. Eggs C. Orange juice
D. Biscuits
_7. Crops are often genetically engineered to improved traits.

Such crops and organisms are
called______.
A. Clones B. Transformed C. Changed D.
Genetically modified organisms
_8. Which of the following statement is a medical application of

genetic engineering?
A. Genes modification to achieve desirable traits
B. Crops is engineered for greater nutritional content
C. Manipulation of DNA to produce glowing monkeys
D. Inserting human DNA into Bacterial DNA for insulin
production
_9. Genetically modified crops are pesticide resistance. Which of
the following practices is
then unnecessary or not useful?
I. Crops irrigation III. Spraying of
pesticides
II. Stem cutting IV. Alteration or
change of genes
A.I and II only B. II and III only C. I, II and III
D. IV only
_10. Which of the following means of genetic engineering would
have the greatest impact on world
hunger?
I.Gene Modification of crops for greater nutritional
content
II. Manipulating DNA in trees for less requirement of
water
III.Modifying genes to achieve a desirable traits in
organisms
IV.Insertion of human DNA to bacterial DNA for
insulin production
A.I and II only B. II and III only C. I and IV
only D. I, II and III
References:
Elomaa, P. & Holton, T. (1994). Modification of Flower Colour
using genetic Engineering, Biotechnology and Genetic
Engineering Reviews. 12:1, 63-88, doi:
10.1080/02648725.1194.10647909.https://www.researchgate.
net/profile/Paula_Elomaa/publication/
284702780_Modification_of_Flower_Colour_using_Genetic_
Engineering/links/56b213dd08ae5ec4ed4b22a8/
Modification_of_Flower_Colour_using_Genetic_Engineering
Goldsbrough, P. (n.d.) Understand GMO crops? Test yourself
with this quiz. WEST LAFAYETTE, Ind. (765) 494-1334;
goldsbrough@hort.purdue.edu.
Pedersen, S., Jensen, B.F,. & Jorgensen, S.T. (1995). “Genetically
Modified Foods.” In American Chemical Society Symposium
Series. Vol. 605.doi 10.1021/bk-1995-0605.ch017 Accessed
August 1, 2017. http://pubsacs.org/doi/abs/10.1021/bk-1995-
0605.ch017.
Richmond, C. (2006). “Genetically Modified Crops In The
Phillipines: Can Existing Biosafety Regulations Adequately
Protect The Environment?” In Pacific Rim Law & Policy
Journal Association. Vol. 15. No. 2. Accessed August 1,
2017.
https://digital.lib.washington.edu/dspacelaw/bitstream/handle/
1773.1/631/15PacRimLpolyJ569.pdf?sequence=1).
Rungupan, W., Qu, X., & O’Connor, S. (2010). “Integrating
Carbon Halogen Bond Formation into Medicinal Plan
Metabolism”. In nature.doi: 10.1038/nature09524.

https;//www.sciencedaily.com/release/2010/11/101103141533
.htm.
Tally, Steve. (n.d.) tally@aes.purdue.edu. Purdue News Service:
(765) 494-2096; Biotechnology time line,International Food
Information Council Foundation survey on consumer views
on biotechnology.purduenews@purdue.edu
Veniza, K. (2014). Greener paper through genetically engineered
trees.
https;//geneticliteracyproject.org/2014/04/09/greener-paper-
through-genetically-engineered-trees/.
World Health Organization. (2014). “Frequently Asked Questions
on Genetically Modified Foods.” Accessed October 25, 2017.
http://www.who.int/foodssafety/areas_work/food-
technology/faq-genetically-modified-food-food/en.
Zimmer, Carl. (n.d.). “Scientist of the Year: Jay Keasling.”
Discoverer Magazine December 2006 Issue. Accessed
August 1, 2017. http://discovermagazine.com/2006/dec/cover.

taught.
based from your existing knowledge and write your
best answer in the blank before each number.
_1.Successful gene therapy systems that are available and very
useful today are the viral vectors.

Which of the following viruses are viral vectors?
I. Pox virus II. Herpes virus III. Adenovirus
IV. Ebola virus
A. I and II only B. II and III only C. II and IV only
D. I, II, and III
_2. Germ-line gene therapy refers to the germ cells or called sex
cells, or simply called the sperm or egg cell, in this process
genes are altered by the introduction or insertion of suitable
normal genes and eradicate abnormal genes. Can we say that
germ-line therapy is heritable or non heritable?
A. Germ-line therapy is heritable C. Sometimes
germ-line therapy is heritable
B. Germ-line therapy is not heritable D. Germ-line is
not related to heredity

__3. In gene therapy the healthy gene inserted into a target cell.
In what way gene therapy became
successful in the process?
A. The healthy gene take over and kill the defective gene
B. The healthy gene is attached to the cell's mRNA
molecules
C. The healthy gene is inserted manually into the cell's
mitochondria
D. The healthy gene be able to make the correct amount of

the protein needed
__4. To carry a healthy gene in the process of gene therapy.
Which vehicles/vectors are often
used?
A. Bacteria B. Plastic capsules C. Powder
balls D. Viruses
__5. What was the purpose of the Human Genome Project?
A. To create new antibiotics C. To develop first
human clones
B. To improve stem cell research D. To map the entire
human genome
__6. Virus need a certain habitat for their reproduction and to
keep them alive. What do virus
need to reproduce?
A.They need a parasite C. They need a host
cell
B. They need a bacteria D. They need
genetic material
__7. What process of gene therapy is used to treat Cystic
Fibrosis?
A. By inducing a mutation
B. Removing a portion of the abnormal gene
C. Replacing the abnormal gene with a copy of the normal
gene
D. By adding a nitrogen base to the beginning of the DNA
sequence
__8. A child is born with a faulty gene that causes a serious
disease. Which process can solve
this problem?
A. Gene Therapy C. RNA
duplication
B. DNA fingerprinting D. Genome
sequencing/splicing
__9. When a virus invades a living cell, what material will take
over the cell’s functions?
A. Mitochondria B. Cytoplasm C. plasma
membrane D. Genetic material
__10. Which of the following cells can lived longer and may last
a lifetime to an individual
which provides a major benefit to gene therapy?
I. Muscle cells II. Stem cells III. Neuron cells
IV. Sperm cell

A. I and II only B. I, II and III C. II, III and IV
D. III and IV
III. MODULE 5
Topic: Gene Therapy (Stem Cells)
Overview:
Gene therapy is a cure or treatment that involves insertion or
introducing a normal copy of a gene into a patient, to repair or
restore a defective genes responsible for the patient’s disease.
When a gene is damaged, the blueprint for the construction of the
protein it codes is imperfect which makes the resulting protein to
be abnormal. The goal of gene therapy is to cure a genetic disease
or disorders by repairing the damaged gene responsible for the
disease. Like for example, a disease that is caused by a

"variation" or "mutation“ of a gene. Genetic disorders can be
passed on to family members who inherit the genetic abnormality.
A small number of rare disorders are caused by a mistake in a
single gene. Most disorders involving genetic factors, such as
heart disease and most cancers, arise from an interplay of
multiple genetic changes and environmental factors.
Keyterms: Gene, Gene therapy, Stem cells, Genetic disorders
Objectives:
1. Describe gene therapy and its various forms.
2. Assess the the gene therapy’s issues, potential benefits and
detriments to global
health.
Read:
What is a gene?
The gene theory was proposed by T. M Morgan which states
that “Chromosomes are bearers of hereditary units and each
chromosome carries hundreds or thousands of genes”. The genes
are arranged on the chromosomes in the linear order and on the
special regions or locus which are the fractions or part of DNA
molecule which is regarded as the genetic material. Gene was
coined by W Johansen in 1909. The gene is the unit of genetic
information that controls a specific aspect of the phenotype genes.
Genes can be transmitted from parent to offsprings. “The gene is
to genetics while the atom is to chemistry”. The Human Genome
Project (HGP) was the international, collaborative research
program whose goal was the complete mapping and
understanding of all the genes of human beings. All our genes

together are known as our "genome." Based from HGP, humans
have between 20,000- 25,000 genes.
Gene Therapy
Gene therapy is defined as a set of techniques that modify
the expression of an individual’s or correct abnormal genes, this
is the introduction of genes into existing cells to prevent or cure a
wide range of diseases. This process will correct defective genes
responsible for disease development. Gene therapy is a novel
treatment method which utilizes gene as therapeutic molecules
instead of conventional drug. The disease is treated with minimal
toxicity by the expression of the inserted DNA by the cell
machinery.
History of Gene Therapy

1972 -The concepts of Gene Therapy were introduced by
Friedman and Roblin authored a paper in Science titled "Gene

therapy for human genetic disease”.
1984 - A retrovirus vector system was designed that could
efficiently insert foreign genes into mammalian chromosomes.
1990 - The first approved gene therapy in the US took place
on September 14, 1990, at the National Institutes of Health
(NIH) under the direction of William French Anderson. The first
patient to receive gene therapy for SCID (severe combined
immunodeficiency) was a 4 year old girl named Ashanti DeSilva.
1992 - Doctor Claudio Bordignon performed the first
procedure of gene therapy using hematopoietic stem cells as
vectors to deliver genes intended to correct hereditary diseases.
1999 - Jesse Gelsinger death due to gene-therapy experiment.

2003 - a research team inserted genes into the brain for the
first time. They used liposomes which, unlike viral vectors, are
small enough to cross the blood–brain barrier.
2006 - gene therapy was successfully used to treat two adult
patients for X-linked chronic granulomatous disease.
2007 - first gene therapy trial for inherited retinal disease.
2008 - Gero Hutter a man with HIV has cured using gene
therapy.
2010 - gene therapy successfully treated an 18 year old male
patient in France with major beta- thalassemia.
2011 – gene therapy was accepted by Medical community to
cure HIV.
Recent Advancement in Gene therapy
2011 - A gene therapy called NLX-P101 dramatically reduces
movement impairment in Parkinson's patients, according to

results of a Phase 2 study published on March, 2011 in the
journal Lancet Neurology
2014 – August of 2014 the FDA approved a drug Kymriah,
first gene therapy available for treatment of children with a form
of acute lymphoblastic leukemia. The marketing authorization of
Glybera and Strimvelis by the European Medicines Agency
(EMA) marked the end of the long and often troubled road of
gene therapy from biological concept to medical practice.
Glybera is a recombinant adeno- associated virus (AAV) vector
designed for gene therapy of lipoprotein lipase deficiency, while
Strimvelis is a genetically modified hematopoietic stem cell
preparation for the treatment of severe combined
immunodeficiency (SCID)
2011-2015 – this year mark an ongoing research of gene
therapy and there is an increases of the number of diseases that
has been treated successfully.

2017 – 16th of October the Food and Drug Administration
approved a promising new treatment, made by Gilead Sciences,
Called CAR-T. Gilead’s treatment, to be sold as Yescarta, is the
second CAR-T to win FDA approval
2018 - 20th of March 2018, a 13-year-old boy from New
Jersey became the first person in the US to receive an FDA-
approved gene therapy for an inherited disease. The therapy,
Luxturna, from Spark Therepeutics, was approved by the FDA in
December to treat a rare, inherited form of blindness.
2019 - Epigenetic therapy refer to strategies that aimed at
altering the expression of genes implicated in transformation. One
of the major targets of this strategy is histones, around which
DNA is wrapped to form nucleosomes. An epigenome consists of
a record of the chemical changes to the DNA and histone proteins
of an organism; these changes can be passed down

135 to an
organism's offspring. Changes to the epigenome can result in

changes to the structure of chromatin and changes to the function
of the genome. The epigenome is a multitude of chemical
compounds that can tell the genome what to do. DNA holds the
instructions for building the proteins that carry out a variety of
functions in a cell. They can attach to DNA and direct such
actions as turning genes on or off, controlling the production of
proteins in particular cells. (Bennett, 2019)
The idea of epigenetic therapy is to stay away from killing
the cell. Rather, what we are trying to do is diplomacy, to change
the instructions of the cancer cells. You see, cancer cells start out
as normal cells. They have the set of instructions that is present in
every one of our cells.
(www.pbs.org › wgbh › nova › article › epigenetic-therapy)
Gene Marking is the attachment of Epigenomic compounds to
DNA, “Unchanged DNA sequence” but “Changed DNA
instructions”, The marks are sometimes passed on from cell to

cell as cells divide. They can “switch ON or OFF the genes”
followed by uncontrolled growth of cells. (www.pbs.org › wgbh ›
nova › article › epigenetic-therapy)
Types of Gene Therapy
Stem Cell Gene Therapy
Why are stem cells so important in gene and cell therapy?
The goal of gene and cell therapy is to develop a treatment
that lasts the lifetime of the patient. Most cells of the body turn
over in days, weeks, or months. Changing the protein expression
of a cell that lives only a few days, weeks, or months means that
the therapy would require multiple administrations. A few cells,
such as muscle cells, stem cells, neurons, and memory cells of the
immune system, are long lived and may last the lifetime of the
individual. Stem cells provide two major benefits for gene

136 and
cell therapy. First, they provide a cell type that can self-renew and
may survive the lifetime of the patient. Second, stem cells are
mother cells that have the potential to become any type of cell in
the body, they provide daughter cells that mature into the
specialized cells of each tissue. These differentiated daughter
cells can replace the diseased cells of the afflicted tissue(s).
Therefore, gene and cell therapy that uses stem cells theoretically
improves the disease condition for as long as those modified stem
cells live, potentially the lifetime of the patient.
(https://www.asgct.org/education/more-resources/gene-and-cell-
therapy-faqs)
Germ line gene therapy refers to the germ cells or called sex
cells, or simply called the sperm or egg cell, are altered by the
introduction of suitable genes, normal version of gene is inserted
into germ cells, those germ cells will divide normal versions of
the gene, any zygote produced as a result of this germ cell will
have a correct version of the defective gene and will continue
passing it on to their offspring. The change due to germ line

therapy would be heritable and would be passed on to later
generations. This approach, theoretically, should be highly
effective in counteracting genetic disorders. However, this option
is prohibited for application in human beings for a variety of
technical and ethical reasons.
Somatic cell gene therapy refers to a single defective cell
taken out of an individual’s body, then the functional version of
gene introduced into cell in a laboratory, cells reproduce, each
copies of cells with a corrected version of the gene is injected
back into the patient and the good gene treat the patient. Somatic
cell gene therapy is not inherited by the offspring.
Review Questions:
1.What are the risk and challenges of gene therapy and stem cell
research?
Read:
Approaches to Gene Therapy
Approaches to gene therapy are being tested, which includes the
following (Fliesler, 2017):
-Replacing a mutated gene that causes disease with a healthy
copy of the gene. _Inactivating, or “knocking out,” a mutated
gene that is functioning improperly.
-Introducing a new gene into the body to help fight a disease.

VECTOR SYSTEM FOR GENE THERAPY
A gene cannot be directly inserted into a person’s cell. It must be
delivered to the cell using a carrier, or vector. Vectors are carrier
molecules which are employed to enhance gene transfer
efficiency in gene therapy. In optimizing a particular vector, one
must consider the host immune responses ( Science Daily 2017):
– Must target specific tissues for long term gene expression.
– Regulation or maintenance of the gene after insertion.

Viral vectors system
One of the successful gene therapy systems available today
are viral vectors, such as retrovirus, adenovirus (types 2 and 5),
adeno-associated virus, herpes virus, pox virus, human foamy
virus (HFV), and lentivirus. All viral vector genomes have been
modified by deleting some areas of their genomes so that their
replication becomes deranged and it makes them more safe, but
the system has some problems, such as their marked
immunogenicity that causes induction of inflammatory system
leading to degeneration of transducted tissue; and toxin
production, including mortality, the insertional mutagenesis; and
their limitation in transgenic capacity size. Other types of viruses
are under investigation to date and recently, many more different
virus vector systems are being developed. These are derived from
vaccinia virus, human cytomegalovirus, EBV, but as mentioned
earlier, problems, such as their mutagen and carcinogen

properties and long-term maintenance, are major limitations in
utilizing the viral vectors in gene therapy. (Nayerossadat, 2012)
Retroviral vectors - Retroviral vectors are one of the most
frequently employed forms of gene delivery in somatic and
germline gene therapies. Retroviruses in contrast to adenoviral

and lentiviral vectors, can transfect dividing cells because they
can pass through the nuclear pores of mitotic cells; this character
of retroviruses make them proper candidates for in situ treatment.
(Nayerossadat, 2012)
Adenoviral vectors - Adenoviral vectors have been isolated from
a large number of different species, and more than 100 different
serotypes have been reported. Most adults have been exposed to
the adenovirus serotypes most commonly used in gene therapy
(types 2 and 5). Adenoviruses type 2 and 5 can be utilized for
transferring both dividing and nondividing cells and have low
host specificity so can be used for gene delivery into large range
of tissues. They would not integrate into the host genome, their
gene expression is too short term. Natural and acute immunologic
responses against adenoviruses have made their clinical
application limited to a few tissues, such as liver, lung (especially
for CF (Cystic Fibrosis) treatment), or localized cancer gene
therapy. Gene therapy by adenoviral vectors has caused serious
bad side effects and even death of some patients. (Nayerossadat,
2012)
Adeno-associated vectors - Adeno-associated vectors (AAV) are
like adenoviral vectors in their features but because of having
some deficiency in their replication and pathogenicity, are safer
than adenoviral vectors. In human, AAVs are not associated with
any disease. Another special character of AAV is their ability to
integrate into a specific site on chromosome 19 with no
noticeable effects cause long-term expression in vivo. The major
disadvantages of these vectors are complicated process of vector

production and the limited transgene capacity of the particles.
AAVs have been used in the treatment of some diseases, such as
CF, hemophilia B, Leber congenital amaurosis. (Nayerossadat,
2012)
Herpes simplex virus - Herpes simplex virus (HSV) is one of the
recent virus candidate in gene delivery. HSV systems include the
development of the so-called disabled infectious single copy

(DISC) viruses, which comprise a glycoprotein H defective
mutant HSV genome. Herpes vectors has the greatest potential for
gene delivery to nervous system, tumors, and cancer cells.
Lentiviruses - Lentiviruses are a subclass of retroviruses. They
have recently been used as gene delivery vectors due to their
ability to naturally integrate with nondividing cells, which is the
unique feature of lentiviruses as compared with other
retroviruses, which can infect only the dividing cells. Lentiviral

vectors extensively used for ex vivo gene transfer in central
nervous system with no significant immune responses and no
unwanted side effects. Lentiviral vectors have the advantages of
high-efficiency infection of dividing and nondividing cells, long-
term stable expression of a transgene, low immunogenicity, and
the ability to accommodate larger transgenes. There are numerous
examples of effective long-term treatment of animal models of
neurologic disorders, such as motor neuron diseases, Parkinson,
Alzheimer, Huntington's disease, lysosomal storage diseases, and
spinal injury. (Nayerossadat, 2012)
Poxvirus vectors - Poxvirus vectors are members of the
Poxviridae family that are widely used for high-level
cytoplasmatic expression of transgenes. Poxviruses have been
used for cancer therapy in various studies, such as prostate
cancer, colorectal cancer, breast cancer, and lung cancer. There
are some problems in utilizing poxviruses for gene delivery

because of their complex structure and biology, so further studies
are required to improve their safety and to reduce the risk of
cytopathic effects. (Nayerossadat, 2012)
Epstein–Barr virus - Epstein–Barr virus as a herpes virus can be
used for the expression of large DNA fragments in target cells.
Because Epstein–Barr virus (EBV) establishes itself in the host
nucleus in a latent state as extrachromosomal circular plasmid,

this virus is suitable for long-term retention in the target cell.
Because of the natural B-cell tropism of the virus, EBV-derived
vectors, such as B-cell lymphoma, have been tested for immune
therapy of cancer. (Nayerossadat, 2012)
NONVIRAL DELIVERY SYSTEMS
Nonviral systems comprise all the physical and chemical
systems except viral systems. Efficiency of this system is less
than viral systems in gene, but their cost-effectiveness,
availability, and more importantly less induction of immune

system and no limitation in size of transgenic DNA compared
with viral system. The viral system is more effective for gene
delivery than nonviral delivery systems to date. (Nayerossadat,
2012)
Physical methods of nonviral gene delivery - Physical methods
applied for gene delivery are based on making transient
penetration in cell membrane by mechanical, electrical,
ultrasonic, hydrodynamic, or laser-based energy so that DNA
entrance into the targeted cells is facilitated. (Nayerossadat, 2012)
Naked DNA - Naked DNA alone is able to transfer a gene into
skin, thymus, cardiac muscle, and especially skeletal muscle and
liver cells when directly injected, also it has been applied directly.
Long-term expression has been observed in skeletal muscle
following injection for more than 19 months. Although naked
DNA injection is a safe and simple method, its efficiency for gene
delivery is low so it is only proper for some applications, such as
DNA vaccination. (Nayerossadat, 2012)
DNA particle bombardant by gene gun - DNA particle
bombardant by gene gun is an ideal alternative technique to
injection of naked DNA. Gold or tungsten spherical particles (1–3
μm diameter) are coated with plasmid DNA and then accelerated
to high speed by pressurized gas to penetrate into target tissue
cells. Actually it is a modification of a technique called

“biolistic,” originally developed for plant transgenesis, but now
used for in vitro and in vivo gene delivery into mammalian cells
too, such as skin, mucosa, or surgically exposed tissue and
especially for DNA-based immunization or vaccination.
Electroporation - Electroporation is temporary destabilization of
the cell membrane targeted tissue by insertion of a pair of
electrodes into it so that DNA molecules in the surrounding

media of the destabilized membrane would be able to penetrate
into cytoplasm and nucleoplasm of the cell, but unfortunately the
trangene can integrate only to 0.01% of the treated cells.
Electroporation has been used in vivo for many types of tissues,
such as skin, muscle, lung, and tumor treatment. There are some
problems in this method too that the more important are the
difficulty in surgical procedure in the placement of electrodes into
the internal tissues and that the high voltage applied to tissue
might damage the organ and affect genomic DNA stability.
Hydrodynamic - Hydrodynamic is a simple and highly efficient
method for direct intracellular delivery of any water-soluble
compounds and particles into internal organs. The efficiency of
this simple method in vivo is higher than any other nonviral
system. This method has been successful for gene delivery into
rodent liver and expression of hemophilia factors, hepatic growth

factors, in mouse and rat but it has been successful only in small
animals and not in human. (Nayerossadat, 2012)
Ultrasound - Ultrasound can make some nanomeric pores in
membrane to facilitate intracellular delivery of DNA particles
into cells of internal organs or tumors, so the size and
concentration of plasmid DNA have great role in efficiency of the
system. (Nayerossadat, 2012)
ADVANTAGES OF GENE THERAPY
Gene therapy has the potential to eliminate and prevent hereditary
diseases such as cystic fibrosis, ADA- SCID etc. It is a possible
cure for heart disease, AIDS and cancer. It gives someone born
with a genetic disease a chance to live. It can be used to eradicate
diseases from the future generations.
DISADVANTAGES OF GENE THERAPY

Long lasting therapy is not achieved by gene therapy due to rapid
dividing of cells, benefits of gene therapy is short lived. Immune
response to the transferred gene stimulates a potential risk to gene
therapy. Viruses used as vectors for gene transfer may cause
toxicity, immune responses, and inflammatory reactions in the
host. Disorders caused by defects in multiple genes cannot be
treated effectively using gene therapy.
ETHICAL ISSUES
What are the ethical issues surrounding gene therapy?
Gene therapy involves making changes to the body’s set of basic
instructions, it raises many unique ethical concerns. The ethical
questions surrounding gene therapy include ( Genetics Home
Reference, 2017):
 Can we use the gene therapy in the prenatal stage of
development in babies?
 Who are responsible or decides which traits are normal and
which constitute a disability or disorder?
 The high costs of gene therapy make it available only to the
wealthy, how about less previlege?
 How can we identify the good and bad uses of gene therapy?
 Could the widespread use of gene therapy make society less
accepting of people who are different?
 Should people be allowed to use gene therapy to enhance
basic human traits such as, intelligence, height, musically
inclined or athletic ability?
 Is gene therapy interfering with God’s plan? Who will have
authorization to gene therapy?
GENE THERAPY AND REGULATORY AFFAIRS

Regulatory and ethical issues of gene transfer are usually a
secondary preoccupation of researchers. Conducting gene therapy

clinical trials with genetically modified organisms as the vectors
presents unique safety and infection control issues. The area is
governed by a range of legislation and guidelines:
-Recombinant DNA Advisory Committee (RDAC)
-Center for Biologics Evaluation and Research (FDA - CBER)
-European Union - Biotechnology (EU)
-The European Medicines Agency (EMA)
- Gene Therapy Discussion Group of The International
Conference on Harmonization(ICH)
Review Question: How reliable is gene therapy?
Related Articles/Video Clips/STS Website/Film Clips
 Gene Therapy Basics – YouTube
 Jan 17, 2019 — Gene therapy has been studied for more than
40 years and can help stop ... Your browser does not
currently recognize any of the video formats ...
 Gene Therapy, a new tool to cure human diseases –

YouTube
 Dec 19, 2012 — Video created by UAB's Centre for Animal
Biotechnology and Gene Therapy (CBATEG) on gene
therapy and the advances already achieved in ...
 The Word on the Street: Cell and Gene Therapy – YouTube
 Sep 24, 2019 — Enjoy the videos and music you love,
upload original content, and share it all with friends, ... A
gene therapy platform for treating diseases.
 Gene Therapy Explained – YouTube
 Nov 28, 2016 — In gene therapy, a functional copy of the
gene is delivered into a ... This video explains how gene
therapy, delivered by AAV vectors, works.
Activities: ( Note: Do not answer activity 1 & 2 )
Activity 1: Compare the two types of gene therapy using a Venn
Diagram.
Activity 2: Have a debate on the bioethical issue on gene therapy.
Activity 3: Reflection Paper – answer the following questions
briefly in paragraph form.
Without its 100% assurance of effectiveness would you
allow yourself for gene therapy, What gene therapy can do and
cannot do today?
Score______
your answer in the
__1. Successful gene therapy systems that are available and very
useful today are the viral vectors.
Which of the following viruses are viral vectors?

I. Pox virus II. Herpes virus III. Adenovirus
IV. Ebola virus
A. I and II only B. II and III only C. II and IV only
D. I, II, and III

__2. Germ-line gene therapy refers to the germ cells or called sex
cells, or simply called the sperm or egg cell, in this process genes
are altered by the introduction or insertion of suitable normal
genes and eradicate abnormal genes. Can we say that germ-line
therapy is heritable or non heritable?
A. Germ-line therapy is heritable C. Sometimes
germ-line therapy is heritable
B. Germ-line therapy is not heritable D. Germ-line is
not related to heredity
__3. In gene therapy the healthy gene inserted into a target cell.
In what way gene therapy became
successful in the process?
A. The healthy gene take over and kill the defective gene
B. The healthy gene is attached to the cell's mRNA
molecules
C. The healthy gene is inserted manually into the cell's
mitochondria
D. The healthy gene be able to make the correct amount of
the protein needed
__4. To carry a healthy gene in the process of gene therapy.
Which vehicles/vectors are often
used?
A. Bacteria B. Plastic capsules C. Powder balls
D. Viruses
__5. What was the purpose of the Human Genome Project?
A. To create new antibiotics C. To develop first
human clones
B. To improve stem cell research D. To map the entire
human genome
6. Virus need a certain habitat for their reproduction and to keep

them alive. What do virus need
to reproduce?
A.They need a parasite C. They need a host
cell
B. They need a bacteria D. They need
genetic material
__7. What process of gene therapy is used to treat Cystic
Fibrosis?
A. By inducing a mutation
B. Removing a portion of the abnormal gene

C. Replacing the abnormal gene with a copy of the normal
gene
D. By adding a nitrogen base to the beginning of the DNA
sequence
__8. A child is born with a faulty gene that causes a serious
disease. Which process can solve
this problem?
A. Gene Therapy C. RNA
duplication
B. DNA fingerprinting D. Genome
sequencing/splicing
__9. When a virus invades a living cell, what material will take
over the cell’s functions?

A. Mitochondria B. Cytoplasm C. plasma
membrane D. Genetic material
__10. Which of the following cells can lived longer and may last
a lifetime to an individual
which provides a major benefit to gene therapy?
I. Muscle cells II. Stem cells III. Neuron cells
IV. Sperm cell
A. I and II only B. I, II and III C. II, III and IV
D. III and IV
References:
Dwivedi, Anupam (2019). Basics of Gene Therapy and its
Regulatory Aspects
Published on Aug 29, 2019.
www.slideshare.net/ssshammi1234/gene-therapy-by-anupam-
dwivedi-ms?qid=e107065e-cd5e-44ca-8a9d-
1e619c3c93f4&v=&b=&from_search=6
Epigenetic Therapy - an overview | ScienceDirect Topics
www.sciencedirect.com › topics › epigenetic-therapy
Epigenetic Therapy | NOVA | PBS Oct 15, 2007
www.pbs.org › wgbh › nova › article › epigenetic-therapy
Fliesler, N. (2017). “Now Hear This.” Accessed August 1, 2017.
https://hms.harvard.edu/news/now-hear
Genetics Home Reference. (2017). “What are the ethical Issues
surrounding gene therapy?” Accessed August 1, 2017.
https://ghr.nlm.nih.gov/primer/therapy/ethics.
Nouri Nayerossadat,1,2 Talebi Maedeh,1 and Palizban Abas Ali3
(2012) Viral and nonviral delivery systems for gene delivery -
NCBIwww.ncbi.nlm.nih.gov › pmc › articles › PMC3507026
Jump to Article information — Adv Biomed Res. 2012; 1: 27.
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nonviral delivery systems for gene delivery”. Adv Biomed

Res. 2012; 1: 27. Published online 2012 Jul 6.
doi: 10.4103/2277-9175.98152PMCID: PMC3507026 PMID:
23210086
What is the Human Genome Project?
www.genome.gov › human-genome-project ›
Bennett, Richard L. ... Jonathan D. Licht, in Encyclopedia of
Cancer (Third Edition), 201
Score_______
taught.
based from your existing knowledge and write your
best answer in the blank before each number.

___1. Nanotechnology creates a problem to our environment.
Which of the following is NOT an
environmental concern in using Nanotechnology?
A. No nano-specific Environmental Protection Agency
(EPA) regulation.
B. High reactivity and toxicity.
C. Rapid and uncontrolled distribution in the
environment.
D. Improved detection and removal of contaminants.
___2. Which of the following is an issue and concern of
Nanotechnology?
A. Nanotechnology seeks to develop new materials with
specific properties.
B. Nanomanufacturing leads to the development new
products and improved
materials.
C. Nanotechnology may introduce new efficiencies and
paradigms which may make some practices
uncompetitive or obsolete.
D. It may be complicated to detect its presence unless
one has the specialize tools of
Nanotechnology.
____3. Professor Norio Taniguchi coined the term
nanotechnology. The prefix nano comes

from the_______meaning________.
A. french word meaning billion. C. greek
word meaning dwarf.
B. spanish word meaning particle D. latin
word meaning invisible
____4. Richard Feynman is often credited with predicting the

potential of nanotechnology.
What was the title of his famous speech given on

December 29, 1959?
A. The bottom is dotted.
B. There is a tiny room at the bottom
C. Things get microscopic at the bottom

D. There is a plenty of room at the bottom

___5. Grey goo can solve some environmental problems but
create a devastating effect to nature.
Which of the following statement describes grey

goo?
A.Toxic byproduct resulting from synthesis of carbon

nanotubes
B. The feeder material used to grow grey nanoparticles

in the laboratory
C. A hypothetical substance composed of out-of-control

self-replicating
Nanobots that consumes all living matter on Earth
D. Waste product from the production of nanoglue made

from the
Membranes on the feet of the Madagascan Grey
Gecko
III. Module 6
Topic: The Nanoworld

Overview:
Nanoscience and nanotechnology involve the ability to see
and control individual atoms and molecules. Everything on Earth
is made up of atoms, the food we eat, the clothes we wear, the
buildings and houses we live in, and our own bodies. But
something as small as an atom is impossible to see with the naked
eye. In fact, it’s impossible to see atoms using the microscopes
typically used in high school science classes. In recent decades
the development of microscopes capable of displaying particles as
small as atoms has allowed scientists to see what they are
working with. Scientists have been studying and working with
nanoparticles for centuries, but the effectiveness of their work has
been hampered by their inability to see the structure of
nanoparticles. Medieval stained glass windows are an example of

how nanotechnology was used in the pre-modern era. (Courtesy:
NanoBioNet)
Keyterms: Nanotechnology, nanomaterials, nanoparticles
Objective:
1. Discuss the major impacts of nanotechnology on
society.
1.1Analyze the issue of nanotechnology through
the concept of STS,
benefits to society and critique the issue on
its costs.
Read:
NANOWORLD – NANOTECHNOLOGY
The term "Nanos" comes from the Greek and means dwarf.
"Nano" is the term used for the billionth part of a metre (= 1
nanometre). Nanotechnology is science, engineering, and
technology conducted at the nanoscale, which is about 1 to 100
nanometers. It is the generic term for a wide range of
technologies used in the research, development, processing and
production of structures and materials measured within the
nanometre scale.
Facts:
• When two carbon atoms join together to make a molecule the
distance between them
is in the range of 0.12-0.15 nm.
• DNA double helix is about 2 nm from one side to the other. It
develops into a new field
of DNA nanotechnology. In future DNA can be manipulated
that can lead to new

revolution. Human genome can be manipulated according to
requirements.
• A nanometer and a meter can be understood as the same size-
difference as between
golf ball and the Earth.
• One nanometer is about one twenty-five-thousandth the
diameter of a human hair.
Fingernails grow one nanometer per second.
• There are 25,400,000 nanometers in an inch
• A sheet of newspaper is about 100,000 nanometers thick

How nanotechnology started
The ideas and concepts behind nanoscience and
nanotechnology started with a talk entitled “There’s Plenty of
Room at the Bottom” by physicist Richard Feynman at an
American Physical Society meeting at the California Institute of
Technology (CalTech) on December 29, 1959, long before the
term nanotechnology was used. In his talk, Feynman described a
process in which scientists would be able to manipulate and

control individual atoms and molecules. Over a decade later, in
his explorations of ultraprecision machining, Professor Norio
Taniguchi coined the term nanotechnology. It wasn't until 1981,
with the development of the scanning tunneling microscope that
could "see" individual atoms, that modern nanotechnology began.
Nanomaterials
Nanotechnology has nanomaterials which can be classified
into one, two and three dimensions nanoparticles. This
classification is based upon different properties it holds153such as

scattering of light, absorbing x rays, transport electric current or
heat. Nanotechnology has multidisciplinary character affecting
multiple traditional technologies and different scientific
disciplines. New materials which can be scaled even at atomic
size can be manufactured. You might be wearing nanotechnology
pants (that's "trousers" to you in UK), walking on a
nanotechnology rug, sleeping on nanotechnology sheets, or

hauling nanotechnology luggage to the airport. All these products
are made from fabrics coated with "nanowhiskers." These tiny
surface fibers are so small that dirt cannot penetrate into them,
which means the deeper layers of material stay clean. Some
brands of sunscreens use nanotechnology in a similar way: they
coat your skin with a layer of nanoscopic titanium dioxide or zinc
oxide that blocks out the Sun's harmful ultraviolet rays. Nano-
coatings are also appearing on scratch-resistant car bumpers, anti-
slip steps on vans and buses, corrosion resistant paints, and
wound dressings.
Carbon nanotubes are among the most exciting of
nanomaterials. These rod-shaped carbon molecules are roughly
one nanometer across. Although they're hollow, their densely
packed structure makes them incredibly strong and they can be
grown into fibers of virtually any length. NASA scientists have
recently proposed carbon nanotubes could be used to make a

gigantic elevator stretching all the way from Earth into space.
Equipment and people could be shuttled slowly up and down this
"carbon ladder to the stars," saving the need for expensive rocket
flights.
How to view minute nanoparticles?
Nanoscientists use high-powered microscopes that use
unique methods to allow them to see the surface features on the
atomic scale, effectively opening the door to modern
nanotechnology. In 1930s, scientists were able to see at the
nanoscale using instruments such as the scanning electron

microscope, the transmission electron microscope, and the field
ion microscope. The most recent and notable developments in
microscopy are the scanning tunneling microscope and the atomic
force microscope.
The electron microscope, first developed by German
engineers Ernst Ruska and Max Knoll in the 1930s, uses a

particle beam of electrons to illuminate a specimen and create a
highly magnified image. Electron microscopes yield much greater
resolution than the older light microscopes; they can obtain
magnifications of up to 1 million times, while the best light
microscopes can magnify an image only about 1,500 times.
The scanning tunneling microscope (STM) is among a
number of instruments that allows scientists to view and
manipulate nanoscale particles, atoms, and small molecules. Its
development earned its inventors, Gerd Binig and Heinrich
Rohrer, the Nobel Prize in Physics in 1986. Atomic force
microscopes (AFMs) gather information by "feeling" the surface
with a mechanical probe. Gerd Binig, along with Calvin Quate
and Christoph Gerber, developed the first AFM in 1986. These
microscopes make use of tiny but exact movements to
enable precise mechanical scanning.

Nanotechnology Applications in:
Medicine
Researchers are developing customized nanoparticles the
size of molecules that can deliver drugs directly to diseased cells

in your body. When it's perfected, this method should greatly
reduce the damage treatment such as chemotherapy does to a
patient's healthy cells.
Electronics
Nanotechnology holds some answers for how we might
increase the capabilities of electronics devices while we reduce
their weight and power consumption.
Food
Nanotechnology is having an impact on several aspects of
food science, from how food is grown to how it is packaged.
Companies are developing nanomaterials that will make a
difference not only in the taste of food, but also in food safety,
and the health benefits that food delivers.

Fuel Cells
Nanotechnology is being used to reduce the cost of catalysts
used in fuel cells to produce hydrogen ions from fuel such as
methanol and to improve the efficiency of membranes used in
fuel cells to separate hydrogen ions from other gases such as
oxygen.
Solar Cells
Companies have developed nanotech solar cells that can be
manufactured at significantly lower cost than conventional

156
solar
cells.
Batteries
Companies are currently developing batteries using
nanomaterials. One such battery will be a good as new after
sitting on the shelf for decades. Another battery can be recharged
significantly faster than conventional batteries.

Space
Nanotechnology may hold the key to making space-flight
more practical. Advancements in nanomaterials make lightweight
spacecraft and a cable for the space elevator possible. By
significantly reducing the amount of rocket fuel required, these
advances could lower the cost of reaching orbit and traveling in
space.
Fuels
Nanotechnology can address the shortage of fossil fuels such
as diesel and gasoline by making the production of fuels from low
grade raw materials economical, increasing the mileage of
engines, and making the production of fuels from normal raw
materials more efficient.

Better Air Quality
Nanotechnology can improve the performance of catalysts
used to transform vapors escaping from cars or industrial plants
into harmless gasses. That's because catalysts made from
nanoparticles have a greater surface area to interact with the
reacting chemicals than catalysts made from larger particles. The
larger surface area allows more chemicals to interact with the
catalyst simultaneously, which makes the catalyst more effective.
Cleaner Water
Nanotechnology is being used to develop solutions to three
very different problems in water quality. One challenge is the
removal of industrial wastes, such as a cleaning solvent called
TCE, from groundwater. Nanoparticles can be used to convert the
contaminating chemical through a chemical reaction to make it
harmless. Studies have shown that this method can be used

successfully to reach contaminates dispersed in underground
ponds and at much lower cost than methods which require
pumping the water out of the ground for treatment.
Chemical Sensors
Nanotechnology can enable sensors to detect very small
amounts of chemical vapors. Various types of detecting elements,
such as carbon nanotubes, zinc oxide nanowires or palladium
nanoparticles can be used in nanotechnology-based sensors.
Because of the small size of nanotubes, nanowires, or
nanoparticles, a few gas molecules are sufficient to change the
electrical properties of the sensing elements. This allows the
detection of a very low concentration of chemical vapors.
Sporting Goods
If you're a tennis or golf fan, you'll be glad to hear that even
sporting goods has wandered into the nano realm. Current
nanotechnology applications in the sports arena include
increasing the strength of tennis racquets, filling any
imperfections in club shaft materials and reducing the rate at
which air leaks from tennis balls.
158
FabricChapter III: Specific Issues in Science, Technology and Society
Making composite fabric with nano-sized particles or fibers
allows improvement of fabric properties without a significant
increase in weight, thickness, or stiffness as might have been the
case with previously-used techniques.
National Nanotechnology Initiative (NNI)

The vision of the National Nanotechnology Initiative (NNI) is
a future in which the ability to understand and control matter at
the nanoscale leads to a revolution in technology and industry that
benefits society. The NNI expedites the discovery, development,
and deployment of nanoscale science, engineering, and
technology to serve the public good through a program of
coordinated research and development aligned with the missions
of the participating agencies. In order to realize the NNI vision,
the NNI agencies are working collectively toward four primary
goals; please note that each of the following goals is linked to a
page detailing each goal's objectives:
1. Advance a world-class nanotechnology research and
development program;
2. Foster the transfer of new technologies into products for
commercial and public benefit;

3. Develop and sustain educational resources, a skilled
workforce, and a dynamic infrastructure and toolset to
advance nanotechnology; and
4. Support responsible development of nanotechnology.
Program Component Areas (PCAs), which provide an
organizational framework for categorizing the NNI's activities,
are major subject areas under which related projects and activities
are grouped. Progress in these areas is critical to achieving

159 the
NNI's goals and to realizing its vision. The investment for each
PCA is reported in the annual NNI supplement to the President’s
Budget.
The PCAs are:
1. Nanotechnology Signature Initiatives and Grand Challenges
1a. Sustainable Nanomanufacturing: Creating the Industries
of the Future
1b. Nanoelectronics for 2020 and Beyond

1c. Nanotechnology Knowledge Infrastructure (NKI):
Enabling National Leadership in
Sustainable Design
1d. Nanotechnology for Sensors and Sensors for
Nanotechnology: Improving and
Protecting Health, Safety, and the Environment
1e. Water Sustainability through Nanotechnology: Nanoscale
Solutions for a Global-
Scale Challenge
1f. Nanotechnology-Inspired Grand Challenge for Future
Computing
2. Foundational Research
3. Nanotechnology-Enabled Applications, Devices, and
Systems
4. Research Infrastructure and Instrumentation
5. Environment, Health, and Safety

Advantages of Nanotechnology
High complexity, fast construction, medical uses ➔
rearrangement of single molecules instead of cells, environmental
uses ➔ zero pollution ➔ rebuilding of the ozone layer, fast
computers, inexpensive access to space, space elevator, new
weapons
Disadvantages of Nanotechnology
Grey goo, a nightmarish scenario of nanotechnology in which
out-of-control self-replicating nanobots destroy the biosphere by

endlessly producing replicas of themselves and feeding on
materials necessary for life. The term was coined by American
engineer Eric Drexler in his book Engines of Creation (1986)➔
unstoppable replication destroying everything around (Sabil
Francis, 2010)
Disastrous accidents, abuse, new weapons, nanobots taking over
the world
Ethical, Legal, and Societal Issues
Accountable development of nanotechnology is one of the
four goals of the NNI and is essential to advancing the other three
(specifically, continuing a world-class R&D program; fostering
the transfer of new nanotechnologies into products for
commercial and public benefit; and educating the workforce,
engaging the public, and sustaining an effective nanotechnology
R&D infrastructure).
An important component of responsible development is the
consideration of the ethical, legal, and societal implications of
nanotechnology. How nanotechnology research and applications
are introduced into society; how transparent decisions are; how
sensitive and responsive policies are to the needs and perceptions
of the full range of stakeholders; and how ethical, legal, and

social issues are addressed will determine public trust and the
future of innovation driven by nanotechnology. (
https://www.nano.gov/you/ethical-legal-issues)
The NNI is committed to fostering the development of a
community of experts on ethical, legal, and societal issues (ELSI)
related to nanotechnology and to building collaborations among
ELSI communities, such as consumers, engineers, ethicists,
manufacturers, nongovernmental organizations, regulators, and
scientists. These stakeholder groups will consider 161

potential
benefits and risks of research breakthroughs and provide their
perspectives on new research directions. With its industry
stakeholders, the NNI will also develop information resources for
ethical and legal issues related to intellectual property and ethical
implications of nanotechnology-based patents and trade secrets. (
https://www.nano.gov/you/ethical-legal-issues)
Review Questions:
What are the factors that need to be considered before
manufacturing materials
through nanotechnology?
Related Articles/Video Clips/STS Website/Film Clips:
 Article: “Nanoethics: The ethical and Social Implications of
Nanotechnology” (Patrick Lin and Fritz Allhoff, Hoboken,
New Jersey: John Wiley and Sons, Inc. 2007
 Dayrit, Fabian M. Ppt: Can we build a culture of science
through
nanotechnology?(2013)
 Article: “Environmental Impacts of Nanotechnology and Its
Products” (Zhang et. Al
Proceedings of the 2011 Midwest Section Conference of the
American Societyfor
Engineering Education, 2011)
 Article: “Nanoethics: The ethical and Social Implications of
Nanotechnology” (Patrick
Lin and Fritz Allhoff, Hoboken, New Jersey: John Wiley
and Sons, Inc. 2007
 How the optical microscope became a nanoscope, The Nobel
Prize in Chemistry 2014, The Royal Swedish Academy of
Sciences
 Molecular Expressions—Science, Optics and You, Florida
State University
 Nanoworld Center for Microscopy and Microanalysis,
University of Queensland,
Australia
162
Activities: (Note: Do not answer activity 1)
Activity 1: Group discussion. Form groups made up of four
to eight members and
discuss the impact of nanotechnology in
various aspects
(environment, in economy, health, ethics, etc.)
of the society. Share
your own ideas and principles in relation to the
topic.
Activity 2: What are the contributions of nanotechnology
for the improvement and
sustainability of our environment and
society as a whole? Discuss
one ethical issue of nanotechnology.
Score:_________
Multiple Choice - Direction: Choose the best answer in the blank
before each number.
___1. Nanotechnology creates a problem to our environment.
Which of the following is NOT an
environmental concern in using Nanotechnology?
A. No nano-specific Environmental Protection Agency
(EPA) regulation.
B. High reactivity and toxicity.
C. Rapid and uncontrolled distribution in the
environment.
D. Improved detection and removal of contaminants.

___2. Which of the following is an issue and concern of
Nanotechnology?
A. Nanotechnology seeks to develop new materials with
specific properties.
B. Nanomanufacturing leads to the development new
products and improved
materials.
C. Nanotechnology may introduce new efficiencies and
paradigms which may make some practices
uncompetitive or obsolete.
D. It may be complicated to detect its presence unless
one has the specialize tools of
Nanotechnology.
___3. Professor Norio Taniguchi coined the term
nanotechnology. The prefix nano comes

from the_______meaning________.
A. french word meaning billion. C. greek
word meaning dwarf.
B. spanish word meaning particle D. latin
word meaning invisible
___4. Richard Feynman is often credited with predicting the

potential of nanotechnology. What was the title of his
famous speech given on December 29, 1959?
A. The bottom is dotted.
B. There is a tiny room at the bottom
C. Things get microscopic at the bottom
D. There is a plenty of room at the bottom
___5. Grey goo can solve some environmental problems but

create a devastating effect to nature.
Which of the following statement describes grey
goo?
A.Toxic byproduct resulting from synthesis of carbon
nanotubes
B. The feeder material used to grow grey nanoparticles

in the laboratory
C. A hypothetical substance composed of out-of-

control self-replicating
Nanobots that consumes all living matter on
Earth
D. Waste product from the production of nanoglue made

from the
Membranes on the feet of the Madagascan Grey
Gecko
References:
National Nanotechnology Initiative. (2017). “Manufacturing at
the Nanoscale.” Accessed February 25, 2017.
https://www.nano.gov/nanotech-101/what/manufacturing
National Nanotechnology Initiative. (2017). “Nanotechnology
101” Accessed February 25, 2017.

https://www.nano.gov/nanotech-101/.
National Nanotechnology Initiative. (2017). “What is
Nanotechnology.” Accessed February 25, 2017.
https://www.nano.gov/nanotech-101/what/definition
University of Washington. “Societal and Ethical Implications of
Nanotechnology.” Accessed February 25, 2017.
http://depts.washington.edu/ntethics
https://www.nano.gov/nanotech-101/what/seeing-nano
Seeing at the Nanoscale | nano.gov www.nano.gov › nanotech-
101 › what › seeing-nano
https://www.britannica.com/technology/grey-goo
https://www.encyclopedia.com/science/encyclopedias-almanacs-
transcripts-and-maps/nanoethics

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APPENDIX E

Republic of the Philippines

Directions for Using the Module

STS Module General Objectives

Course Syllabus: Course Overview and STS Course Outcomes

Chapter I – General Concepts and STS Historical Developments

I. Module 1 – Topic: Historical Antecedents in which Social

Change the Course of Science and Technology and

I. Module 2 – Topic: Science and Technology in Philippine

Chapter II – STS and Human Condition

II. Module 1 – Topic: The Human Person Flourishing in

Science and Technology and The Good Life

Chapter III – Specific Issues in STS (Highlight of STS course )

III. Module 1 – Topic: When Technology and Humanity Cross

III. Module 3 – Topic: Biodiversity and the Healthy

III. Module 4 – Topic: Genetically Modified Organisms

(GMO): Science, Health and Politics

III. Module 5 – Topic: Gene Therapy ( Stem Cells)

III. Module 6 – Topic: The Nano

Note: Midterm coverage - Chapter I and II modules, Chapter III.

or called packet 1: prelim coverage – Chapter I and II

Final coverage – Chapter III modules 3, 4, 5, 6

or called packet 3: semi-final coverage – Chapter III

packet 4: final coverage– Chapter III modules

Science, Technology and Society (STS), is one of the

essential course in the General Education of tertiary education.

The course aims to develop appreciation and critical

understanding of the role of science and technology for the

development of people and the society. The module is constructed

specifically for an STS course to guide undergraduate students to

develop critical thinking as they use science in understanding

human conditions, social issues, science role in nation building,

scientific theories and ideas, innovations and research which is

brought by science to develop technologically.

The STS modules focus on the important topics which

relates to science, technology and society as a whole. It is

and to widen students view in global issues and concern. This

module is challenging and interesting. It is contained, vital and

the learning experiences in these modules would certainly

encourage students’ capability for lifelong learning, so that they

DIRECTIONS FOR USING THE

reading is needed as you go through these modules. Read the

objectives carefully for your own guidance.

2. Answer honestly the entry-test given in each topic. This is

done to give you an idea of your progress after taking the

entry-test in each lesson. Avoid guessing of answer.

3. After answering the entry-test, proceed to the lesson proper

of the module. You will find varied activities to do after

understanding of the concepts being discussed. Once you are

through with the lesson, take the exit-test, checked your

answer against the correct answer in the answer key at the

last page. Place your score on the blank space provided.

Compare your scores. Is there an improvement from that of

on or before the set deadline and at the end of the semester

lessons or the activities difficult to understand, your teacher

is willing to help you, feel free to discuss this to your

The subject matter of the modules was divided into three

major chapters. The first chapter: General Concepts and STS

Historical Developments, second chapter: STS and Human

Condition while the third chapter: Specific Issues in STS.

Generally, the modules discuss the relationships between

scientific and technological innovations and society, the