FIRST SEMESTER 2020-2021

PAGADIAN CAPITOL COLLEGE,INC.

Pagadian City
College of Computing Studies

Email Address: [email protected]

Mobile No. : 09466429463
Fb Account : Carenthia B. Balladares
Course Description:

The course deals with interactions between science and technology and
social, cultural, political, and economic contexts that shape and are
shaped by them. (CMO No. 20, series of 2013)

This interdisciplinary course engages students to confront the realities

brought about by science and technology in society. 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
seeks to instill 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.
 Table of Contents
Chapter I: General Concepts and Historical Events in
Science, Technology, and Society
Lesson 1: Intellectual Revolutions That Defined Society
Lesson 2: Science, Technology, and Nation-building
Lesson 3: Science Education in the Philippines
Lesson 4: Indigenous Science and Technology in the
Philippines
 Chapter I
General Concepts and Historical
Events in Science, Technology,
and Society

LESSON 1:
INTELLECTUAL REVOLUTIONS
THAT DEFINED SOCIETY
LESSON OBJECTIVES
At the end of the lesson, the students must
be able to:
• Differentiates how the ideas postulated by
Copernicus, Darwin, and Freud contributed
to the spark of scientific revolution; and
• Analyzes how scientific revolution is done in
various parts of the world like in Latin
America, East Asia, Middle East, and Africa.
Scientific Revolution
How can science be defined?
1. Science as an idea
2. Science as an intellectual activity
3. Science as a body of knowledge
4. Science as a personal and social
activity
Scientific revolution
- It is the period of enlightenment when the
developments in the fields of mathematics,
physics, astronomy, biology, and chemistry
transformed the views of society about nature.
- The ideas generated during this period enabled
the people to reflect, rethink, and reexamine
their beliefs and their way of life;
- It led to the creation of new research fields in
science and prompted the establishment of a
strong foundation for modern science.
Some Intellectuals and their Revolutionary Ideas
• Nicolaus Copernicus
- His idea and model of the universe placed the Sun to be
the centerpiece of the universe.
- His ideas were an example of what is presently called a
thought experiment.
- He was appointed as CANON at Frombork Cathedral in
Poland.
- He strongly influenced by the book entitled EPITOME
published in 1496 by a German author Johannes Mueller.
• Charles Darwin
- Famous for his theory of evolution
- He developed his interest in natural history during his time as a
student at Shrewsbury School.
- Darwin’s life soon changed when one of the professors
recommended him to join a five year voyage through HMS Beagle on
the Islands of Galapagos
- He published his book The Origin of Species in 1589. His book
presented evidence on how species evolved over time and presented
traits and adaptation that differentiate species.
- In his book The Descent of Man, he introduced the idea of all organic
life, including human beings, under the realm of evolutionary
thinking.
- His unorthodox way of pursuing science gave more value to evidence-
based science. It is a science marked by observation and experiment.
- v
• Sigmund Freud
- Famous figure in the field of psychology
- Made a significant contribution through the
development of an important observational
method known as the method of psychoanalysis
- His method was unorthodox—focusing on human
sexuality and the evil nature of man.
- According to Weiner (2016), his method of
psychoanalysis was proven to be effective in
understanding some neurological conditions that
were not understood by medicine at that time.
Assessment Number 1: Essay type questions:
Answer the following questions below.
1. What is the contribution of Copernicus in the Philosophy of
Science?
2. Do you think thought experiment is still useful in science in the
present time?
3. How can you describe Freudian ideas as a scientist?
4. What is Darwin’s evolutionary theory influence the following
fields in modern times:
1. Economy
2. Agriculture
3. Political Science
4. Religion
Essay Rubric – 40 points
Criteria Excellent Good Fair Poor
(8-10 points) (6-7 points) (5-4 points) (0-3 points

Focus & There is one specific, well- There is on clear, well-focused There is one topic, but main The topic and main ideas are
Details focused topic. Main ideas are topic. Main ideas are clear but ideas are not specifically clear. not clear.
clear and are will supported are not supported by detailed
by detailed and accurate information or facts.
information
Organization The introduction is inviting, The introduction states the The introduction states the There is no clear introduction,
states the main topic, and main topic and provides an main topic. A conclusion is structure, or conclusion.
provides as overview of the overview of the paper. A included, but is not especially
argument, information is conclusion is included, but does relevant/supportive
relevant and presented in strengthen the
logical order. The conclusion argument/position.
is strong.
Word Choice The author uses vivid words The author uses vivid words The author words that The writer uses a limited
and phrases. The choice and and phrases. The choice and communicate clearly, but the vocabulary, jargon or clichés
placement of words seems placement of words is writing lacks variety and are not used properly and
accurate, natural, and inaccurate at times and/or seems inappropriate to the detract from the meaning
appropriate. seems overdue or inappropriate subject matter
to the subject matter
Sentence All sentenced are well- Most sentence are well Most sentences are well Sentences sound awkward
Structure, constructed and have varied constructed and have varied constructed, but they have a are distractingly repetitive, or
grammar, structure and length. The structure and length. The similar structure and/or are difficult to understand.
mechanics & author makes very few author makes a few error in length the author makes The makes numerous errors
spelling errors in grammar, grammar , mechanics, and/or several errors in grammar, in grammar, mechanics,
mechanics, and/or spelling spelling but these mistakes do mechanics, and/or spelling and/or spelling that interfere
not interfere with that interfere with with understanding
understanding understanding
Evaluation
Assessment 2: Simple recall
Read the following questions carefully and write your answer in a 1/8 sheet
of paper.

1. __________________He was considered as the Father of

Chemistry.
2. __________________ He was appointed as CANON at Frombork
Cathedral in Poland.
3. __________________He introduced the idea of all organic life,
including human being, under the realm of evolutionary thinking.
4. __________________Was an Austrian neurologist and the founder
of psychoanalysis, a clinical method for treating psychopathology.
5. __________________This book was considered to be one of the
most important works in scientific literature.
Note: Read in advance on slides 15-23 – then answer the
questions on slides 24 & 25.
Cradles of Early Science
Development of Science in Mesoamerica:
- Mesoamerica includes the entire area of Central America from
South Mexico up to the border of South America.
• The Maya civilization is one of the famous civilizations that
lasted for approximately 2,000 years.
- They incorporated their advanced understanding of astronomy
into their temples and other religious structures.
- They are known for their knowledge of predicting eclipse and
using astrological cycles in planting and harvesting.
• The Inca civilization is also famous in Mesoamerica. The
following were scientific ideas and tools that they developed
to help them in everyday life:
- roads paved with stones;
- stone buildings that surmounted earthquakes and other
disasters;
- irrigation system and technique for storing water for their
crops to grow in all types of land;
- calendar with 12 months to mark their religious festivals
and prepare them for planting season;
- the first suspension bridge; quipu, a system of knotted
ropes to keep records that only experts can interpret; and
- Inca textiles since cloth was one of the specially prized
artistic achievements.
• The Aztec civilization has also made substantial contributions
to science and technology and to the society as a whole. Some
of their contributions are the following:
- Mandatory education. Their children are mandated to get
education regardless of their social class, gender, or age. It
is an early form of universal or inclusive education.
- Chocolates. The Aztec in Mexico developed chocolate
during their time. The Aztec valued the cacao beans highly
and made them as part of their tribute to their gods.
- Antispasmodic medication. They used a type of
antispasmodic medication that could prevent muscle
spasms and relax muscles, which could help during surgery.
- Chinampa. It is a form of Aztec technology for agricultural
farming in which the land was divided into rectangular
areas and surrounded by canals.
- Aztec calendar. This enabled them to plan their activities,
rituals, and planting season.
- Invention of the canoe. A light narrow boat used for
traveling in water systems.
Development of Science in Asia
• India. The Indians creatively developed various ideas and
technologies useful in their everyday lives.
- Their iron steel is considered to be the best and held with
high regard in the whole of Roman Empire.
- Ayurveda, a system of traditional medicine that originated
in ancient India before 2500 BC, is still practiced as a form of
alternative medicine.
- The Susruta Samhita describes different surgical and other
medical procedures famous in Ancient India.
- The people of this civilization, according to Bisht (1982),
tried to standardize measurement of length to a high
degree of accuracy and designed a ruler, the Mohenjodaro
ruler.
- Indian astronomer and mathematician Aryabhata
(476–550), in his Aryabhatiya, introduced a
number of trigonometric functions, tables, and
techniques, as well as algorithms of algebra.
- Another Indian, Brahmagupta, also suggested that
gravity was a force of attraction, and lucidly
explained the use of zero as both a placeholder and
a decimal digit.
- Another Indian named Madhava of Sangamagrama
is also considered as the founder of mathematical
analysis (Joseph, 1991).
• The Middle East Countries. With the spread of Islam
in the 7th and 8th centuries, a period of Muslim
scholarship, or what is called the Golden Age of Islam
lasted until the 13th century.
- Muslim scientists placed greater value on science
experiments rather than plain-thought
experiments.
- A Muslim scientist named Ibn al-Haytham is also
regarded as the Father of Optics, especially for his
empirical proof of the intromission theory of light.
- Mathematician Muhammad ibn Musa al-Khwarizmi
gave his name to the concept of the algorithm
while the term algebra is derived from al-jabr.
Development of Science in Africa
Africa is blessed with natural and mineral resources. Science
also emerged in this part of the planet long before the
Europeans colonized it.
Astronomy was also famous in the African region. Documents
show that Africans used three types of calendars: lunar, solar,
and stellar, or a combination of the three.
The ancient Egyptian civilization has contributed immensely
and made significant advances in the fields of astronomy,
mathematics, and medicine. For example:
- They are good in the four fundamental mathematical
operations and other mathematical skills. They have
knowledge of the basic concepts of algebra and geometry.
The ancient Egyptian civilization has contributed
immensely and made significant advances in the fields of
astronomy, mathematics, and medicine. For example:
- They are good in the four fundamental mathematical
operations and other mathematical skills. They have
knowledge of the basic concepts of algebra and
geometry.
- The rules of geometry were developed and used to
build rectilinear structures, the post of lintel
architecture of Egypt.
- The great structures of the Egyptian pyramids and the
early dams built to divert water from the Nile River are
some proofs of their advanced civilization.
Evaluation 2:

1. How did society shape science and

how did science shape society?
2. How do social and human issues
influence science?
PROCESSING QUESTIONS
1. Form a small group.
2. Review the history of science and
make a timeline highlighting the
major discoveries and
developments in science.
History of Science Timeline:
ANCIENT CIVILIZATIONS
- The Lebombo Bone is considered to be the oldest
known mathematical artifact dated from 35,000 BCE.
- The ancient Egyptian civilization contributed
immensely and made significant advances in the
fields of astronomy, mathematics, and medicine.
- The Maya civilization was known for their works in
astronomy.
- The Incas made advanced scientific ideas considering
their limitations as an old civilization.
• There were many intellectuals who made essential contributions in
science during the period of scientific revolution.
- Nicolaus Copernicus developed a model of the universe ; he
placed the Sun in the center of the universe and all the planets
were surrounding or orbiting it.
- Charles Darwin made significant contribution in the field of
evolutionary biology and philosophy of science. His theory of
evolution by natural selection is very useful in many fields until
now.
- Sigmund Freud developed the idea of psychoanalysis that
helped in understanding human behavior especially neurological
conditions.
• Science also developed in different parts of the world: in Asia,
Europe, Mesoamerica, and Africa.
• Science provided different ancient civilizations the means to survive
and understand the natural and physical world.
 LESSON 2:
SCIENCE, TECHNOLOGY, AND
NATION-BUILDING
 LESSON OBJECTIVES
At the end of this lesson, the students should be able to:
• Discusses the role of science and technology in
Philippine nation-building;
• Evaluates government policies pertaining to science
and technology in terms of their contributions to
nation building; and
• Identifies actual science and technology policies of the
government and appraise their impact on the
development of the Filipino nation.
Brief Historical Background of Science and Technology
in the Philippines
• Pre-Spanish Philippines:
- The early inhabitants of the archipelago had their own
belief system and indigenous knowledge system.
- Science was observed in the way they interpreted the
movements of heavenly bodies to predict seasons and
climates, and in organizing days into months and years.
- Scientific knowledge was observed in the way they
planted their crops, in taking care of animals, and for
food production.
Government Policies on Science and
Technology
The Philippine government introduced and
implemented several programs, projects, and
policies to boost the area of science and
technology.

The goal is to prepare the whole country and its

people to meet the demands of a
technologically driven world and capacitate the
people to live in a world driven by science.
The National Research Council of the Philippines
(NCRP) clustered these policies into four,
namely:
1. Social Sciences, Humanities, Education,
International Policies and Governance
2. Physics, Engineering and Industrial Research,
Earth and Space Sciences, and Mathematics
3. Medical, Chemical, and Pharmaceutical
Sciences
4. Biological Sciences, Agriculture, and Forestry
• Balik Scientist Program to encourage Filipino
scientists abroad to come home and work in the
Philippines
• Developing science and technology parks in
academic campuses to encourage academe and
industry partnerships
• The establishment of the National Science Complex
and National Engineering Complex within the
University of the Philippines campus in Diliman.
The Philippine-American Academy of Science and
Engineering (PAASE, 2008) identified several capacity-
building programs such as:
• Establishment of national centers of excellence;
• Manpower and institutional development programs, such
as the Engineering and Science Education Program (ESEP)
to produce more PhD graduates in science and engineering
• Establishment of regional centers to support specific
industries;
• Establishment of science and technology business centers
to assist, advise, and incubate technopreneurship ventures;
and
• Strengthen science education at an early stage through the
Philippine Science High School system.
The current K to 12 education program includes
Science, Technology, Engineering, and Mathematics
(STEM)
The Commission on Higher Education has launched
its Philippine-California Advanced Research Institutes
(PICARI) Project to strengthen the STEM
competitiveness of the country.
The Philippine Congress has also created various
laws related to science and technology. These laws
vary according to different themes such as:
conservation, health-related, technology-building,
and supporting basic research, among others.
 Famous Filipinos in the Field of Science
1. Ramon Cabanos Barba – for his outstanding research
on tissue culture in Philippine mangoes
2. Josefino Cacas Comiso – for his works on observing
the characteristics of Antarctica by using satellite
images
3. Jose Bejar Cruz Jr. – known internationally in the field
of electrical engineering; was elected as officer of the
famous Institute of Electrical and Electronic
Engineering
4. Lourdes Jansuy Cruz – notable for her research on
sea snail venom
5. Fabian Millar Dayrit – for his research on herbal
medicine
6. Rafael Dineros Guerrero III – for his research on
tilapia culture
7. Enrique Mapua Ostrea Jr. – for invention of the
meconium drugs testing
8. Lilian Formalejo Patena – for doing research on plant
biotechnology
9. Mari-Jo Panganiban Ruiz – for being an outstanding
educator and graph theorist
10. Gregory Ligot Tangonan – for his research in the field
of communications technology
There are other outstanding Filipino scientists who are
recognized here and abroad for their outstanding
contributions in science:
• Caesar A. Saloma – an internationally renowned
physicist
• Edgardo Gomez – famous scientist in marine
science
• William Padolina – chemistry and president of
National Academy of Science and Technology
(NAST)–Philippines
• Angel Alcala – marine science
DISCUSSION POINTS
1. What are the significant contributions
of the Spaniards and Americans to the
development of science and technology
in the Philippines?
2. How does school science shape science
and technology in the country?
3. What can you say about the
implementation of some science and
technology policies and projects in the
country?
PROCESSING QUESTIONS
1. Identify several Filipino scientists.
2. Research on their contributions in the
field of science
3. Present the result of your work in class.
 1 & 2.
• Ramon Cabanos Barba – for his outstanding research on tissue
culture in Philippine mangoes
• Josefino Cacas Comiso – for his works on observing the
characteristics of Antarctica by using satellite images
• Jose Bejar Cruz Jr. – known internationally in the field of
electrical engineering; was elected as officer of the famous
Institute of Electrical and Electronic Engineering
• Lourdes Jansuy Cruz – notable for her research on sea snail
venom
• Fabian Millar Dayrit – for his research on herbal medicine
• Rafael Dineros Guerrero III – for his research on tilapia culture
• Enrique Mapua Ostrea Jr. – for inventing the meconium drugs
testing
• Lilian Formalejo Patena – for doing research on plant
biotechnology
• Mari-Jo Panganiban Ruiz – for being an outstanding educator
and graph theorist
• Gregory Ligot Tangonan – for his research in the field of
communications technology
• Caesar A. Saloma – an internationally renowned physicist
Edgardo Gomez – famous scientist in marine science
• William Padolina – chemistry and president of National
Academy of Science and Technology (NAST)–Philippines
Angel Alcala – marine science
 LESSON 3:
SCIENCE EDUCATION IN THE
PHILIPPINES
LESSON OBJECTIVES
At the end of this lesson, the students should
be able to:
• Discuss the concept of science education;
and
• Identify science schools established to
promote science education in the
Philippines.
 The Concept of Science Education
• Science education focuses on teaching, learning, and
understanding science.
- Teaching science involves exploring pedagogical theories
and models in helping teachers teach scientific concepts
and processes effectively.
- Learning science includes both pedagogy and the most
interesting aspect, which is helping students understand
and love science.
- Understanding science implies developing and applying
science-process skills and using science literacy in
understanding the natural world and activities in
everyday life.
Science Education in Basic and Tertiary Education
- In basic education, science education helps students
learn important concepts and facts that are related to
everyday life including important skills such as process
skills, critical thinking skills, and life skills.
- In tertiary education, science education deals with
developing students’ understanding and appreciation
of science ideas and scientific works. It also focuses on
the preparation of science teachers, scientists,
engineers, and other professionals in various science-
related fields.
 Science Schools in the Philippines
• Philippine Science High School System
(PSHSS)
- A government program for gifted students
in the Philippines
- A service institute of the Department of
Science and Technology (DOST)
- Offers free scholarship basis for secondary
course with special emphasis on subjects
pertaining to the sciences
• Special Science Elementary Schools (SSES)
Project
- This project started in June 2007 with 57 (or 60 since
its inception) identified elementary schools that
participated or were identified as science
elementary schools in the country.
- The SSES Project aims to develop Filipino children
equipped with scientific and technological
knowledge, skills, and values. Its mission is to:
o provide a learning environment to science-inclined
children through a special curriculum that recognizes the
multiple intelligences of the learners;
o promote the development of lifelong learning skills; and
o foster the holistic development of the learners.
• Quezon City Regional Science High School
- The school envisions to serve as a venue in
providing maximum opportunities for
science-gifted students to develop spirit of
inquiry and creativity.
- The focus of its curriculum is on science and
technology.
- It is well-supported by the local government
unit and by the Parents and Teachers
Association (PTA).
• Manila Science High School
- It is the first science high school in the Philippines.
- It aims to produce scientists with souls.
- The organization and curriculum of the school puts
more emphasis on science and mathematics.
- The school administers an entrance exam, the
Manila Science High School Admission Test (MSAT),
for students who wish to enroll.
- MSAT has five parts: aptitude in science, aptitude
test in mathematics, problem-solving test in
science, problem solving test in mathematics, and
proficiency in English.
• Central Visayan Institute Foundation
- It is the home and pioneer of the prominent
school-based innovation known as the Dynamic
Learning Program (DLP).
- DLP is a synthesis of classical and modern
pedagogical theories adapted to foster the
highest level of learning, creativity, and
productivity.
- The school takes pride in its Research Center for
Theoretical Physics (RCTP).
DISCUSSION POINTS
1. What other government projects and
programs are available for science
education in the Philippines?
2. Are there private schools with
outstanding science education
programs? Identify and compare their
science education programs with public
science schools.
PROCESSING QUESTIONS
1. Discuss science-related issues and
problems in the country.
2. Identify science and technology
policies that could be adapted or
implemented in the Philippines.
 LESSON 4:
INDIGENOUS SCIENCE AND
TECHNOLOGY IN THE
PHILIPPINES
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Discuss the concept of indigenous
science; and
• Discuss the contribution of indigenous
science in the development of science
and technology in the Philippines.
 Indigenous Knowledge System
Some examples of indigenous knowledge that are
taught and practiced by the indigenous people are:
• predicting weather conditions and seasons using
knowledge in observing animals’ behavior and
celestial bodies;
• using herbal medicine;
• preserving foods;
• classifying plants and animals into families and
groups based on cultural properties;
• preserving and selecting good seeds for planting;
 Indigenous Science
Indigenous science is part of the indigenous knowledge
system practiced by different groups of people and early
civilizations.
It includes complex arrays of knowledge, expertise,
practices, and representations that guide human societies
in their enumerable interactions with the natural milieu:
agriculture, medicine, naming and explaining natural
phenomena, and strategies for coping with changing
environments.
Indigenous science helps the people in understanding the
natural environment and in coping with everyday life.
1. Indigenous science uses science process skills such
as observing, comparing, classifying, measuring,
problem solving, inferring, communicating, and
predicting.
2. Indigenous science is guided by culture and
community values such as the following:
• The land is a source of life. It is a precious gift
from the creator;
• The Earth is revered as “Mother Earth.” It is the
origin of their identity as people;
 • All living and nonliving things are interconnected
and interdependent with each other;
• Human beings are stewards or trustee of the land
and other natural resources. They have a
responsibility to preserve it; and
• Nature is a friend to human beings—it needs
respect and proper care.
3. Indigenous science is composed of traditional
knowledge practiced and valued by people and
communities such as ethno-biology, ethno-
medicine, indigenous farming methods, and folk
astronomy.
DISCUSSION POINTS
1. What is your understanding of
indigenous science?
2. How do society and culture influence
the development of science and
technology?
PROCESSING QUESTIONS
1. Identify Filipino indigenous knowledge.
2. Research on the connection of
indigenous knowledge to science and
technology.
3. Present the result of your work to the
class.
 SCIENCE,
TECHNOLOGY, AND
SOCIETY
 Table of Contents
Chapter II: Science, Technology, and Society
and the Human Condition
Lesson 1: Human Flourishing
Lesson 2: Technology as a Way of Revealing
Lesson 3: The Good Life
Lesson 4: When Technology and Humanity
Cross
 Chapter II
Science, Technology, and
Society and the Human
Condition
 LESSON 1:
HUMAN FLOURISHING
LESSON OBJECTIVES
At the end of this lesson, the students should
be able to:
• Identify different conceptions of human
flourishing;
• Determine the development of the scientific
method and validity of science; and
• Critic human flourishing vis-à-vis progress of
science and technology to be able to define for
themselves the meaning of a good life.
 Science, Technology, and Human Flourishing
- Eudaimonia, literally “good spirited,” a term coined
by Aristotle to describe the pinnacle of happiness
that is attainable by humans; has often been
translated into “human flourishing”
- Western civilization tends to be more focused on
the individual; based on an individual’s values
rather than his belief that the state is greater than
him.
- The east are more community-centric; community
takes the highest regard that the individual should
sacrifice himself for the sake of the society.
- Every discovery, innovation, and success
contributes to our pool of human knowledge;
human’s perpetual need to locate himself in the
world by finding proofs to trace evolution;
- the end goals of both science and technology and
human flourishing are related; in that the good is
inherently related to the truth, are two concepts
about science which ventures its claim on truth.
 Science as Method and Results
• The Scientific Method:
1. Observe
2. Determine the problem
3. formulate hypothesis; reject the null
hypothesis
4. Conduct experiment
5. Gather and analyze results
6. Formulate conclusion and provide
recommendation
• Verification Theory
- The earliest criterion that distinguishes philosophy
and science
- The idea proposes that a discipline is science if it can
be confirmed or interpreted in the event of an
alternative hypothesis being accepted.
- Several budding theories that lack empirical results
might be shot down prematurely, causing slower
innovation and punishing ingenuity of newer, novel
thoughts.
- This theory completely fails to weed out bogus
arguments that explain things coincidentally.
• Falsification Theory
- Karl Popper is the known proponent of this view.
- Asserts that as long as an ideology is not proven to
be false and can best explain a phenomenon over
alternative theories
- Allowed emergence of theories otherwise rejected
by verification theory
- Encourages research in order to determine which
among the theories can stand the test of falsification
 Science as a Social Endeavor
- A new school of thought on the proper
demarcation criterion of science emerged.
- Explores the social dimension of science and
effectively, technology
- The new view perpetuates a dimension which
generally benefits the society. Sciences cease
to belong solely to gown wearing,
bespectacled scientists at laboratories.
 Science and Results
People who do not understand science are won over
when the discipline is able to produce results.
- In this particular argument, however, science is not
the only discipline which is able to produce results—
religion, luck, and human randomness are some of
its contemporaries in the field.
- For some communities without access to science,
they can turn to divination and superstition and still
get the same results.
- Science is not entirely foolproof, such that it is
correct 100% of the time.
 Science as Education
In the Philippines, a large distribution of science high
schools can be found, forging competition for aspiring
students to undergo rigorous science and mathematics
training based on specialized curricula.
- As students are preconditioned that the field would later
land them high-paying jobs and a lucrative career after
graduation.
- Simply mastering science and technology would be
inadequate if we are to, say, socialize with people or
ruminate on our inner self.
- A true eudaimon recognizes that flourishing requires one
to excel in various dimensions, such as linguistic, kinetic,
artistic, and socio-civic.
DISCUSSION POINTS
1. What do you think constitutes human
flourishing?
2. Were we successful so far in trying to tie
down technology with what we
conceive as human flourishing?
PROCESSING QUESTIONS
1. Is our reverence of science justified? Explain.
2. Group Presentation. For each group, state a brief history
or discovery that brought about the invention or
discovery of the things stated below. State their
contributions in our scientific development.
a. Gravity f. Benzene Ring
b. Telescope g. Large Hadron Collider
c. Processed Food h. Guns
d. Microscope i. Internet
e. Radio j. Cell phones
 LESSON 2:
TECHNOLOGY AS A WAY OF
REVEALING
LESSON OBJECTIVES
At the end of this lesson, the students should
be able to:
• Explain the concept of human condition before
science and technology;
• Identify the change that happened in human
condition after science and technology; and
• Name ways on how technology aided in
revealing the truth about the human being.
 The Human Condition Before Common Era
- Homo erectus have been using fire to cook, all the while
without realizing the laws of friction and heat.
- Tools from stone and flints marked the era of the Stone
Age, during the advent of our very own Homo sapiens.
- People discovered minerals and began forging
metalwork.
- Fur clothing and animal skin are primarily used for
comfort against harsh winds. They begin to cover
themselves up out of necessity.
- People of the time had also painstakingly wrought and
hewed said figures in honor of some deity; initial roster
of primitive gods includes objects they encounter
through their day-to-day lives.
 The Human Condition in the Common Era
- Driven by their primal need to survive, humans were quick
to find ways to drive off other megafaunas threatening a
prospective hunting spot.
- The ongoing extinction of several species—both flora and
fauna—due to human activity
- They began to hunt, farm, and produce things with
prospect of profit.
- When they could not sell products, they used their skills
and got compensated for it—bringing forth a specialized
group of artisans.
- Physical strength was valued at most, although there
appeared to be as many intellectually gifted figures just the
same.
 The Essence of Technology
- Modern humans are reliant on technology in their search for
the good life. Humans are reduced into the amount of
productivity they are able to render during their lifetime.
- By too much reliance on technology, humans lose track of
things that matter, reducing their surroundings to their
economic value.
- Martin Heidegger argued that its essence, or purpose, and
being are different from each other.
- Technology can either be perceived as first, a means to
achieve man’s end and second, that which constitutes human
activity.
- The second perspective paints technology in such a way that
each period reveals a particular character regarding man’s
being.
DISCUSSION POINTS
1. What would have happened to
humankind if technology did not exist?
2. Do you agree with Martin Heidegger in
his idea that technology should only be
seen as one of the approaches in
perceiving truth? What are other
possible approaches we should
consider?
PROCESSING QUESTIONS
1. Role-playing. Try to imagine the world without
technology. How do you think your day-to-day life
would be like? Do this by illustrating a scenario
where a certain technological innovation does not
exist. Below are examples you could use:
a. Watch
b. Phone
c. Light bulbs
d. Cars
e. Printing Press
f. Electricity
2. Philosophical Debate. Discuss whether technology
is a means to an end or an end in itself. The class
will be divided into two groups. The first group
supports the notion that technology is an
instrument to achieve human goals, and the second
group supports the notion that technology is what
humanity does. List down pertinent points and
construct an individual position paper regarding
your stance.
 LESSON 3:
THE GOOD LIFE
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Examine what is meant by a good life;
• Identify how humans attempt to attain
what is deemed to be a good life; and
• Recognize possibilities available to
human being to attain the good life.
Aristotle and How We All Aspire for a Good Life
Plato and Aristotle embarked on a different approach in
figuring out reality.
Plato thought that things in this world are not real and are
only copies of the real in the world of forms. Change is so
perplexing that it can only make sense if there are two
realities: the world of forms and the world of matter:
- In the world of matter, things are changing and
impermanent;
- In the world of forms, the entities are only copies of the
ideal and the models, and the forms are the only real
entities.
Aristotle forwarded the idea that there is no reality over
and above what the senses can perceive, claiming that this
world is all there is to it and that this world is the only
reality we can all access.
- Declares that even human beings are potentialities who
aspire for their actuality
- Every action that emanates from a human person is a
function of the purpose (telos) that the person has.
- Every human person, according to Aristotle, aspires for
an end. This end is happiness or human flourishing.
- Claims that happiness is the be all and end all of
everything that we do
- Human flourishing, a kind of contentment in knowing
that one is getting the best out of life
 Happiness as the Goal of a Good Life
• Materialism
- The first materialists were the atomists in Ancient
Greece.
- Democritus and Leucippus belief is that the world is
made up of and is controlled by the tiny indivisible units
in the world called atomos or seeds.
- For Democritus and his disciples, the world, including
human beings, is made up of matter.
- Only material entities matter. In terms of human
flourishing, matter is what makes us attain happiness.
• Hedonism
- The hedonists, for their part, see the end goal of life in
acquiring pleasure.
- 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
- The idea that to generate happiness, one must learn to
distance oneself and be apathetic.
- For the stoics, happiness can only be attained by a
careful practice of apathy.
• Theism
- The ultimate basis of happiness for theists is the
communion with God.
- The world where we are in is only just a temporary reality
where we have to maneuver around while waiting for the
ultimate return to the hands of God.
• Humanism
- The freedom of man to carve his own destiny and to
legislate his own laws, free from the shackles of a God
that monitors and controls.
- Humanists see themselves not merely as stewards of the
creation but as individuals who are in control of
themselves and the world outside them.
DISCUSSION POINTS
1. What is the good life?
2. What is the relationship between the
good life and science?
3. Does technology always lead us to the
good life? How and why?
PROCESSING QUESTIONS
1. Good Life Collage. Cut out pictures in magazines or
newspapers that demonstrate how technology has
made the man’s desire for a happy life more
realizable. You may also opt to print out pictures
from websites and other sources. Explain how
these technological advancements have made the
campaign for the attainment of good life easier or
otherwise. Present it in class.
2. Compare and Contrast. Identify two modes of
doing the same thing where one involves a more
technologically advanced method. Example would
be snail mail vs. e-mail. List down as many
examples. Brainstorm with a partner if a less
technologically sophisticated mechanism can
actually turn out to be better in terms of reaching
for the good life. Is the more technologically
advanced always better?
 LESSON 4:
WHEN TECHNOLOGY AND
HUMANITY CROSS
LESSON OBJECTIVES
At the end of this lesson, the students should
be able to:
• Know the different technological advancements
in society;
• Discuss the development of science and
technology in the Philippines; and
• Discuss the effects of the interplay between
technology and humanity through the
dilemma(s) they face.
Television Sets, Mobile Phones, Computers, and
Humanity
People all over the world use these technologies every
day to accomplish different purpose;
- Television was a product of different experiments by
various people;
- Paul Gottlieb Nipkow’s invention was called the
"electric telescope" that had 18 lines of resolution;
- Alan Archibald Campbell-Swinton and Boris Rosing
their experiment gave rise to two types of television
systems, namely, mechanical and electronic
television.
- On April 3, 1973, Martin Cooper, a senior engineer at
Motorola, made the world’s first mobile phone call;
- In 1983, Motorola made their first commercial mobile phone
available to the public., It was known as the Motorola DynaTAC
8000X.
- Charles Babbage who designed the Analytical Engine which
was used as the basic framework of the computers even until
the present time;
- The first design of computer was so big that it could occupy
whole floors of buildings;
- The first true portable computer was released in April 1981. It
was called the Osborne 1;
- The evolution of laptops continued until the present time
where various designs and models are already available.
 Roles Played by These Technological
Advancements
- Television is mainly used as a platform for advertisements and
information dissemination;
- Television also is a good platform for different propagandas and
advocacies.
- Mobile phones are primarily used for communication;
- People use their mobile phones to surf the Internet and to take
pictures more than to text or to call people;
- Other applications include music player, calendar, radio,
television, and photo editor, among others.
- Personal computers and laptops can be used to surf the Internet
and communicate;
- the availability of a mouse or a touchpad made these two
technological devices easier to maneuver than mobile phones.
 Ethical Dilemma Faced by These Technological
Advancements
- People who are fixated on these technological
advancements start and end their day by using
such devices. It causes them to become reclusive,
alienating themselves from other people.
- Children who are not capable yet of rationally
deciding for themselves what is right or wrong
are freely exposed to different things on
television, mobiles phones, laptops, or
computers.
 Robotics and Humanity
• A robot is an actuated mechanism programmable in
two or more axes with a degree of autonomy, moving
within its environment, to perform intended tasks.
• A service robot is a robot that performs useful tasks for
humans or equipment excluding industrial automation
application.
• A personal service robot or a service robot for personal
use is a service robot used for a noncommercial task,
usually by laypersons.
• A professional service robot or a service robot for
professional use is a service robot used for a
commercial task, usually operated by a properly
trained operator.
 Roles Played by Robotics
- They are primarily used to ease the workload of mankind.
- They were invented to make life more efficient and less
stressful; perform activities to entertain people; made to
serve as toys.
- Robots also have their own set of rules and characteristics
that define what a good robot is:
Law One: A robot may not injure a human being or, through
inaction, allow a human being to come to harm.
Law Two: A robot must obey the orders given by human
beings except where such orders would conflict with the First
Law.
Law Three: A robot must protect its own existence as long as
such protection does not conflict with the First or Second Law.
 Ethical Dilemma/s Faced by Robotics
- Safety. Who should be held accountable if
someone’s safety is compromised by a robot?
- Emotional Component. What if robots
become sentient should they be granted robot
rights? Should they have their own set of
rights to be upheld, respected, and protected
by humans?
DISCUSSION POINTS
1. Do people really need technology in
their lives? Is it really a necessity?
2. Should there be an ethics of
technology?
 SCIENCE,
TECHNOLOGY, AND
SOCIETY
 Table of Contents
Chapter III: Specific Issues in Science, Technology,
and Society
Lesson 1: The Information Age
Lesson 2: Biodiversity and the Healthy Society
Lesson 3: Genetically Modified Organisms:
Science, Health, and Politics
Lesson 4: The Nano World
Lesson 5: The Aspects of Gene Therapy
Lesson 6: Climate Change
 Chapter III:
Specific Issues in Science,
Technology, and Society
 LESSON 1:
THE INFORMATION AGE
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Define Information Age;
• Discuss the history of Information Age;
and
• Understand the factors that need to be
considered in checking website sources.
 The Information Age
• “Period starting in the last quarter of the 20th
century when information became effortlessly
accessible through publications and through
the management of information by computers
and computer networks”
• Also called the Digital Age and the New Media
Age because it was associated with the
development of computers
 History
Timeline of the Information Age
 Computer
• Types of Computer
1. Personal Computer (PC)
2. Desktop Computer
3. Laptop
4. Personal Digital Assistant (PDA)
5. Server
6. Mainframe
7. Wearable Computer
 The World Wide Web (Internet)
- Internet is a worldwide system of interconnected
networks that facilitate data transmission among
innumerable computers.
- Internet was used mainly by scientists to
communicate with other scientists; it remained under
government control until 1984.
- One early problem faced by Internet users was speed.
The development of fiber-optic cables allowed for
billions of bits of information to be received every
minute.
- Electronic mail, or email, was a suitable way to send a
message.
 Applications of Computers in Science and
Research
- Human brain cannot store all the genetic
sequences of organisms and this huge amount
of data can only be stored, analyzed, and be
used efficiently with the use of computers.
- Bioinformatics is the application of
information technology to store, organize, and
analyze vast amount of biological data.
DISCUSSION POINTS

1. Who are the contributors of the

technological advances of the
Information Age?
2. Aside from communication, what
other aspects of society is/are being
influenced in the Information Age?
PROCESSING QUESTIONS
1. Video presentation. Form groups 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. Refer to Table 1 presented in
the discussion. The members may act in the video presentation
and they can use props or materials to improve the
presentation. Limit the video presentation to about three to
five minutes.
2. Creative work. Think of a device with special features that you
can develop to help improve lives of people in our society. It
could be something that you can develop to help in
communication, transportation, health, and the like. Illustrate
your device in a short bond paper. Show your output in class
and explain.
 LESSON 2:
BIODIVERSITY AND THE HEALTHY
SOCIETY
LESSON OBJECTIVES
At the end of this lesson, the students should be
able to:
• Determine the interrelatedness of society,
environment, and health;
• Create a diagram that would show the
relatedness of species in forming up a diverse
and healthy society without compromising one
another; and
• Identify everyday tasks and evaluate whether
they contribute to the wellness and health of
biodiversity and society or not.
 Biodiversity and Ecosystem
- Biodiversity is defined as the vast variety of life forms
in the entire Earth. Its definition is in the structural and
functional perspective and not as individual species.
- Biodiversity is the source of the essential goods and
ecological services.
- Significant decline in biodiversity has direct human
impact when ecosystem in its insufficiency can no
longer provide the physical as well as social needs of
human beings.
- We, as human inhabitants of the ecosystem, must
preserve and conserve the biodiversity of all creatures.
 Threats to Biodiversity
1. Habitat loss and destruction
2. Alterations in ecosystem composition
3. Over-exploitation: over-hunting, overfishing,
or over-collecting of species
4. Pollution and contamination
5. Global climate change
 Health, Biology, and Biodiversity
- Basic needs of living organisms such as air, water,
food, and habitat are provided by its environment.
- Lack of basic necessities is a significant cause of
human mortality.
- Environmental hazards increase the risk of cancer,
heart disease, asthma, and many other illnesses.
- The interrelation between human health and
biological diversity is considerable and complex.
 Environment-Related Illnesses
• Some human illnesses that are found to be related
with its environment include Parkinson’s disease,
heart disease, cancer, chronic obstructive pulmonary
disease, asthma, diabetes, obesity, occupational
injuries, dysentery, arthritis, malaria, and depression.
• Many of the issues at the intersection of health and
the environment have to do with managing benefits
and risks:
- Pesticides play an important role in increasing crop yields,
but they can also pose hazards to human health and the
environment.
DISCUSSION POINTS
1. Do you think that Earth can exist without human
beings taking care of it? Or biodiversity also
needs human beings for it to be in a continuous
growing process?
2. What are small ways that you think would
promote safekeeping our biodiversity? What do
you think are the common human activities that
can harm biodiversity? What would be the
consequences if these human activities are
stopped and prohibited?
PROCESSING QUESTIONS
1. Advocacy writing. In groups of five, brainstorm and come
up with an advocacy that you think is timely, knowing that
in our emerging needs to endure in this world, biodiversity
collapses and suffers just to provide our necessities for
survival.
2. Concept mapping. List down several concepts that prove
that the society or human beings benefit from biodiversity.
On the other circle, enumerate the different challenges and
disadvantages that biodiversity suffers from as we work our
way to acquire its benefits. On the space where the two
circles meet, list down possible ways and strategies on how
we could acquire these benefits and needs without
compromising the growth process of biodiversity.
 LESSON 3:
GENETICALLY MODIFIED
ORGANISMS: SCIENCE, HEALTH,
AND POLITICS
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Identify issues on genetically modified
organisms (GMOs);
• Discuss different implications and impact of
GMOs; and
• Create a research paper on the impact of
GMOs in the Philippine context.
 Genetically Modified Organism (GMO)
- It is the term used for an organism created
through genetic engineering.
- “…which the genetic material (DNA) has been
altered in a way that does not occur naturally by
mating or natural recombination”
- The development of GMOs was perceived to help
in the advancement of technology for the benefit
of humans in different industries.
 GMOs in Food and Agricultural Industries
1. Pest resistance – genetically modified plants to resist
certain pests
2. Virus resistance – genetically modified plants to resist
certain viruses
3. Herbicide tolerance – genetically modified plants to
tolerate herbicide
4. Fortification – genetically modified plants fortified with
certain minerals
5. Cosmetic preservation – genetically modified plants
resist natural discoloration
6. Increase growth rate – a genetically modified organism
that has higher yield in growth than normal species
 GMOs in Non-Food Crops and Microorganisms
1. Flower production – GMOs in flower production are seen in
modified color and extended vase life of flowers.
2. Paper production – modified characteristics of trees for higher
yield of paper production
3. Pharmaceutical productions – modified plants to produce
pharmaceutical products
4. Bioremediation – use of modified plants that can assist in the
bioremediation of polluted sites
5. Enzyme and drug production – use of modified microorganisms
that can produce enzymes for food processing and medicines
6. GMOs in the medical field – It helps in the production of drugs,
gene therapy, and laboratory researches.
 Benefits of GMOs
• Higher efficiency in farming
There will be less use for herbicides/pesticides, and
lower cost for labor and cultivation.
• Increase in harvest
GMO crops resistant to pests and diseases means
increase in potential growth and harvest.
• Control in fertility
Controlling the purity of the hybrid seeds (GMO
seeds) ensures higher yields.
• Increase in food processing
Altered characteristics of GMO crops help ease food
processing.
• Improvement of desirable characteristics
GMOs offer longer shelf life, enhanced color and
taste, enhanced production or reduction of
enzymes, and other modified characteristics of
plants, animals, and microorganisms.
• Nutritional and pharmaceutical enhancement
GMO crops like maize are fortified with lysine and
Golden Rice fortified with vitamin A and iron. There
are now edible vaccines for viral and diarrheal
diseases.
• Reduce the use of fertilizer and pesticides
 Potential Risks of GMOs
• Opponents of GMOs have the following major
concerns:
1. Since genetic engineering is still a young branch of
science, there are inadequate studies on the effects of
GMOs to humans and the environment.
2. Genetic engineering promotes mutation in organisms
which the long term effect is still unknown.
3. Human consumption of GMOs might have the following
effects:
- More allergic reactions
- Gene mutation
- Antibiotic resistance
- Nutritional value
• Potential Human Health Risks caused by GMOs
- Consumption of GMOs may have adverse effects since it is
not naturally or organically produced.
- Consumption of GMOs may alter the balance of existing
microorganisms in the human digestive system.
- Production of toxins may be detrimental to human health.
- Production of allergens may have adverse effects on
humans.
• Other potential risks that raise major concern are:
- Human Genome Project (HGP);
- Mutation of genetically engineered microorganisms; and
- Cloning.
 Biosafety on GMOs
International organizations developed
principles and treaties that somehow ensure
biosafety on GMOs. Some of these initiatives
are as follows:
• The Codex Alimentarius Commission (Codex)
• Cartagena Protocol on Biosafety
• International Trade Agreement on labeling of
GM food and food products
 GMOs in the Philippine Context
• In 1998, National Committee on Biosafety of the
Philippines developed the guidelines on the planned
release of GMOs and potentially harmful exotic species.
• In 2002, the Department of Agriculture released the
guideline for the importation and release into the
environment of GM plants and plant products.
• In 2004, the Philippines was classified by International
Service for acquisition of agri-biotech applications as one
of the 14 biotech mega countries.
• In 2006, the Philippines became part of the Cartagena
Protocol on Biosafety.
• In 2010, the Organic Agriculture Act was issued, encouraging
organic agriculture than GMO-related agriculture.
• In 2012, Representative Teddy Casiño, together with other
congressmen, filed a bill pushing for the mandatory labeling
of GM food and food products.
• In December 2015, the Supreme Court ordered to put an end
to the field testing of GMO Bt eggplant.
• On March 7, 2016, five government agencies 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.
DISCUSSION POINTS
1. How would you reconcile the
advantages and disadvantages that
GMOs bring to humans?
2. When do you think should the pursuit of
GMOs research stop?
3. Is genetic engineering a pure scientific
process or it is indeed an act of humans
playing like God?
PROCESSING QUESTIONS
1. Agree or Disagree. Discuss the topics below
according to your opinions. Group yourselves based
on your opinions (if you agree or disagree). Within
your group, prepare pointers for your discussion.
After which, face the other group and start a
debate.
Topics:
a) Use of genetically modified milk from animals
for human baby consumption
b) Economic concerns over moral issues on GM
food and food products
2. Research Work. Write an individual research
paper on the impacts of GMOs on one of the
following topics:
a) Golden Rice of the International Rice Research
Institute
b) Genetically modified organism produced by
Philippine researchers
c) Issues on Philippine biosafety policies
 LESSON 4:
THE NANO WORLD
LESSON OBJECTIVES
At the end of this lesson, the students should be
able to:
• Define nanotechnology;
• Characterize nanoscale;
• Describe the various uses of nanotechnology;
• Discuss concerns on the use of
nanotechnology; and
• Explain the status of the use of
nanotechnology in the Philippines.
 How to View Nanomaterials
A nanometer is a billionth of a meter, or 10-9 of a meter
Scientists use special types of microscopes to view
minute nanomaterials:
- Electron microscope. Utilizes a particle beam of
electrons to light up a specimen and develop a well-
magnified image.
- Atomic force microscope. It makes use of a
mechanical probe that gathers information from the
surface of a material.
- Scanning tunneling microscope. It enables scientists
to view and manipulate nanoscale particles, atoms,
and small molecules.
 Nanomanufacturing
- It refers to scaled-up, reliable, and cost-effective
manufacturing of nanoscale materials, structures,
devices, and systems; nanomanufacturing leads to the
development of new products and improved materials.
- There are two fundamental approaches to
nanomanufacturing:
1. Bottom-up fabrication. It manufactures products
by building them up from atomic- and molecular-
scale components.
2. Top-down fabrication. It trims down large pieces of
materials into nanoscale.
 There are new approaches to the assembly of
nanomaterials:
• Dip pen lithography. The tip of an atomic force microscope is
"dipped" into a chemical fluid and then utilized to "write" on a
surface.
• Self-assembly. A set of components joins together to mold an
organized structure in the absence of an outside direction.
• Chemical vapor deposition. Chemicals act in response to form very
pure, high-performance films.
• Nanoimprint lithography. Generating nanoscale attributes by
"stamping" or "printing" them onto a surface.
• Molecular beam epitaxy. Depositing extremely controlled thin films.
• Roll-to-roll processing. Constructing nanoscale devices on a roll of
ultrathin plastic or metal.
• Atomic layer epitaxy. Laying down one-atom-thick layers on a
surface.
 Distinct Features of Nanoscale
Nanotechnology involves operating at a very small
dimension and it allows scientists to make use of the
exceptional optical, chemical, physical, mechanical, and
biological qualities of materials of that small scale
1. Scale at which much biology occurs
2. Scale at which quantum effects dominate properties
of materials
3. Nanoscale materials have far larger surface areas
than similar masses of larger-scale materials.
Benefits and Concerns of Using Nanotechnology
There are concerns that need to be addressed before using
and promoting materials derived from nanotechnology:
• Nanotechnology is not a single technology; it may
become pervasive.
• Nanotechnology seeks to develop new materials with
specific properties.
• Nanotechnology may introduce new efficiencies and
paradigms which may make some natural resources and
current practices uncompetitive or obsolete.
• It may be complicated to detect its presence unless one
has the specialist tools of nanotechnology.
DISCUSSION POINTS
1. What are nanomaterials and how are
they made?
2. What are the factors that need to be
considered before manufacturing
materials through nanotechnology?
3. What are the contributions of
nanotechnology for the improvement
and sustainability of our environment?
PROCESSING QUESTIONS
1. Creative Work. Illustrate or design a product or output
that is made up of nanomaterials you want to create.
Explain the raw materials that make up your product,
the steps involved for developing your product, and
the specific use of the final product. What is the
significance of your output for the society?
2. Philosophical discussion. Form groups made up of five
to eight members and discuss the impact of
nanotechnology in various aspects (health,
environment, economy, ethics, etc.) of the society.
Share your own ideas and principles in relation to the
topic. Encourage everyone to participate.
 LESSON 5:
THE ASPECTS OF GENE THERAPY
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Describe gene therapy and its various
forms; and
• Assess the issue’s potential benefits and
detriments to global health.
 The Basic Process
There are several approaches to gene therapy. These
are the following (Fliesler, 2017):
• Replacement of mutated gene that causes
disease with a healthy copy of the gene
• Inactivation of a mutated gene that is
functioning improperly
• Introducing a new gene into the body to help
fight a disease
A gene cannot be directly inserted into a human gene
or cell. It is inserted into another gene using a carrier
or vector.
 Two Types of Gene Therapy
• Somatic gene therapy involves the
manipulation of genes in cells that will be
helpful to the patient but not inherited to the
next generation.
• Germ-line gene therapy involves the genetic
modification of germ cells or the origin cells
that will pass the change on to the next
generation.
 Stem Cell Gene Therapy
Stem Cells
• Are mother cells that have the potential to become any type of
cell in the body
• Have the ability to self-renew or multiply while maintaining the
potential to develop into other types of cells
• Can become cells of the blood, heart, bones, skin, muscles,
brain, among others
• Are derived from different sources, two of which are:
- The embryonic stem cells, derived from a four- or five-day-
old human embryo that is in the blastocyst phase of
development
- The somatic stem cells, cells that exist throughout the body
after embryonic development and are found inside of
different types of tissue
 The Bioethics of Gene Therapy
There are ethical issues involved in gene therapy. Some of the
inquiries cited are (Genetics Home Reference, 2017):
1. How can “good” and “bad” uses of gene therapy be
distinguished?
2. Who decides which traits are normal and which constitute a
disability or disorder?
3. Will the high costs of gene therapy make it available only to
the wealthy?
4. Could the widespread use of gene therapy make society less
accepting of people who are different?
5. Should people be allowed to use gene therapy to enhance
basic human traits such as height, intelligence, or athletic
ability?
DISCUSSION POINTS
1. Would you subject yourself to gene
therapy without its 100% assurance of
effectiveness or future negative side
effects?
2. Should gene therapy be limited to
medical concerns only or could it be
used for aesthetic purposes?
PROCESSING QUESTIONS
1. Flow chart. Make a flow chart of the basic
process of gene therapy. Explain each part of
the process. You may use references for your
guide.
2. Concept mapping. Using a Venn diagram,
differentiate the two forms of gene therapy.
3. Debate. Have a debate on the bioethical
issues on gene therapy.
 LESSON 6:
CLIMATE CHANGE
LESSON OBJECTIVES
At the end of this lesson, the students
should be able to:
• Identify the causes of climate change;
• Understand the effects of climate
change on the society; and
• Illustrate how the community helps in
mitigating the hazards caused by climate
change.
 Causes of Climate Change
• The causes of climate change could be natural or by human
activities:
Volcanic Eruptions
- When volcanoes erupt, it emits different natural aerosols like
carbon dioxide, sulfur dioxides, salt crystals, volcanic ashes or
dust, and even microorganisms like bacteria and viruses;
- Can cause a cooling effect to the lithosphere because its
emitted aerosol can block a certain percentage of solar
radiation;
- Volcanoes located near the equator are more likely to cause
global cooling because of the wind pattern
- Volcanoes located near to north or south poles are less likely to
cause cooling
Orbital Changes
- Earth’s orbit can also cause climate change, this was proposed
by the Milankovitch theory
- As the Earth travels through space around the Sun, cyclical
variations in three elements of Earth-Sun geometry combine to
produce variations in the amount of solar energy that reaches
Earth
- The three elements that have cyclic variations are:
• Eccentricity is a term used to describe the shape of Earth's
orbit around the Sun.
• Obliquity is the variation of the tilt of Earth's axis away from
the orbital plane.
• Precession is the change in orientation of Earth's rotational
axis.
Human Activities
- The largest known contribution comes from the burning of
fossil fuels, which releases carbon dioxide gas to the
atmosphere;
- Human activities result in emissions of four principal
greenhouse gases:
• Deforestation releases carbon dioxide and reduces its uptake
by plants;
• High methane emission is related to agriculture, natural gas
distribution, and landfills;
• High nitrous oxide is also emitted by human activities such as
fertilizer use and fossil fuel burning;
• Halocarbons released by human activities destroy ozone in the
stratosphere and have caused the ozone hole over Antarctica.
 Effects of Climate Change on Society
- It directly affects the basic elements of people’s lives like
water, food, health, use of land, and the environment.
- Declining crop yields due to drought, especially in Africa, are
likely to leave hundreds of millions without the ability to
produce or purchase sufficient food.
- It will increase worldwide deaths from malnutrition and heat
stress.
- Ecosystems will be particularly vulnerable to climate change.
- Ocean edification will have major effects on marine
ecosystems, with possible adverse consequences on fish
stocks.
- Melting or collapse of ice sheets would raise sea levels
- It will increase flood risks during the wet season and it will
strongly reduce dry-season water supplies.
DISCUSSION POINTS
1. What significant contribution can
individuals make in response to climate
change?
2. Is climate change preventable?
3. What should be the significant
contribution of the society as well as the
government in mitigating the hazards
caused by climate change?
PROCESSING QUESTIONS
1. Group Work. Each group will create an
infomercial showing how the community
can help mitigate the hazards caused by
climate change.
2. Individual Work. Create an advocacy
campaign by making a poster via social
media that tells about how the
community will help mitigate the hazards
caused by climate change.