LEARNIR’S MODULE IN

TECflEOLOGY
ABD SOC\ETY
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This learner’s module is not for sale. No part of this material may be
reproduced in any form or by any means, including photocopying,
scanning, or other electronic means without the prior written permission to
the author or the College of Arts and Sciences, Central Philippines State
University.

LEARNER’S MODULE IN
GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY
First Semester | School Year 2020-2021

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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PHILOSOPHY
Decent affordable education for sustainable productivity and global competitivenes

To provide efficient, quality, technology- driven

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:

 Continually improve its Quality Management System (QMS) at par

with international standards;
 Provide timely, efficient and effective delivery of products and services;
 Satisfy the needs and expectations of the costumers and relevant interested
parties; and
 Uphold applicable statutory, regulatory, organizational and
international standard requirements.

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 STUDY SCHEDULE GEC 7

Week Topic/Learning Outcomes Assessment Tasks

Hours
UNIT 2: STS and The Human Condition
Lesson 3: Artificial Intelligence
Week 7  1. Define basic Human Power
(Oct. 12-23, 2020) terms necessary in (p. 113)

SCIENCE, TECHNOLOGY AND SOCIETY

It Can Do It
understanding AI (p.114)
6 hours  2. Enumerate human What’s the Word?
intelligences referred to (p.122)
in an AI Check the List
 3. Name the main (p.123)
Intelligences and Strengths
components of robots and (p.124)
AI Which is the Robot?
 4. Name the two types of AI (p.125)
 5. Differentiate machines AI B and Q1
(p.126)
from robots and robots AI Intelligences and
from AI Components (p. 127)
 6. Write the benefits of AI
and the possible scenarios AI B and Q2 (p.128)
arising from the use of AI
Summing Up AI (p. 129)
UNIT 3: Specific Issues in Science, Technology and Society
Lesson 1: Information Age
Week 8  1. Name other terms Recall the Waves of
Technology
(Oct. 26-Oct. 30, for Information Age
(p.139)
2020)  2. Identify the time when Its Time
the Information Age (p.140)
3 hours started What’s the Word 1
 3. Identify dominant (p.147)
What’s the Word 2
information and
(p.148)
communications Through Distance and Time
technologies (ICts) in (p.149)
the Information Age Information Overload
 4. Define basic (p.150)
Name It
information technology
(p.151)
terminologies
 5. State why the
information Age emerged
 6. Give examples on the
effect and consequences
of
the widespread use of ICTs
Lesson 2: Biodiversity and the Healthy Society

COLLEGE OF ARTS AND SCIENCES CENTRAL PHILIPPINES STATE UNIVERSITY

 Week 9  1. Define terms that Eco-World
(Nov. 2-6, 2020) measure biodiversity (p.156)
 2. Compare Missing You
(p.157)
3 hours biodiversity situations
 STUDY SCHEDULE GEC 7
Week Topic/Learning Outcomes Assessment Tasks
Hours
 3. Enumerate the Which Branch?
characteristics of a (p.163)
diverse community and Let’s Suppose
values of biodiversity (p.164)
 4. Enumerate, classify and Biometrics
(p.167)
give examples of ecosystem Do It, Do It!
services (p.169)
 5. Classify and give
examples of threats to
biodiversity
 6. Illustrate how
biodiversity affects
the
health of society
Lesson 3: Genetically Modified Organisms (GMO): Science, Health, And
Politics
Week 10  Identify common Picture Perfect
(Nov. 9-Nov. 13, genetically modified (p.172)
2020) Connect It
organisms
(p.173)
Classify the health
Word Jumble
3 hours potential risks, effects and (p.185)
benefits of GMO’s

SCIENCE, TECHNOLOGY AND

Fill Me In
 Write an opinion whether (p.186)
GMO’s should be Bee in one’s Bonnet
(p.187)
promoted or discouraged.
Lesson 4: Gene Therapy
Week 11-12  Define gene therapy. Activity 29
(Nov. 16- Nov.20 (p.193)
2020)  Discuss how gene therapy Activity 30
works in vivo and ex (p.203)
3 hours Activity 31
vivo.
(p.204)
 Know the various techniques
Activity 32
in carrying out gene
(p.205)
therapy.
 Identify different
challenges in gene
therapy

COLLEGE OF ARTS AND SCIENCES CENTRAL PHILIPPINES STATE UNIVERSITY

 SOCIETY
 Differentiate weather from Activity 33
climate. (p.210)
Week 11-12  Define climate change. Activity 34
(Nov. 23- 27 2020)  Identify the causes of (p.219)
Activity 35
climate change.
3 hours (p.220)
 Discuss the implications of
Activity 32
climate change
(p.221)

COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
 TABLE OF CONTENTS GEC 7
SCIENCE, TECHNOLOGY AND SOCIETY Page

PRELIMINARIES

 Cover Page i
 Disclaimer ii
 CPSU VMGO and Quality Policy iii
 Preface iv
 Module Process Flow v
 Acknowledgment vi
 Study Guide and House Rules viii-ix
 Study Schedule x-xi
 Table of Contents xii
UNIT 1: General Concepts and STS Historical Antecedents
Lesson 1 Nature of Science 1-19
Lesson 2 Historical Antecedents & Great Scientists of the World 20-43
Lesson 3 Waves of Technology 44--55
Lesson 4 Science and Technology and Nation Building 56-73
UNIT 2: Science, Technology and Society and the Human
Condition
Lesson 1 Human Flourishing and the Good Life 74-90
Lesson 2 When Technology and Humanity Cross 91-106
Lesson 3 Artificial Intelligence 107-133
UNIT 3: Specific Issues in Science, Technology and Society
Lesson 1 Information Age 134-154
Lesson 2 Biodiversity and the Healthy Society 155-170
Lesson 3 Genetically Modified Organisms (GMO): Science, 171-191
Health, And Politics
Lesson 4 Gene Therapy 192-208
Lesson 5 Climate Change 193-228

COLLEGE OF ARTS AND SCIENCES CENTRAL PHILIPPINES STATE UNIVERSITY

 Page|7

ABOUT THE AUTHORS GEC 7

Charlotte Abada Ignacio is a graduate of B.S. Nursing from the

University of Iloilo. She obtained her Master of Arts in Education major
in General Science from Central Philippines State University. She has
been a faculty of the College of Arts and Sciences of the same university
since 2014. She teaches General Education Core courses in biological
and health sciences.

Shielah Segura Moraca is a graduate of B.S. Medical Technology from

Riverside College, Bacolod City. She practiced her profession locally
and abroad for 13 years before teaching biological and health sciences
at Central Philippines State University in 2018. She is currently finishing
her Master of Science in Medical Technology at the University of San
Agustin in Iloilo City.

Maria Cristina Isong Canson is a graduate of B.S. Chemical

Engineering from the University of Negros Occidental-Recoletos in
Bacolod City. She obtained her Master in Environmental Engineering at
the University of St. La Salle Bacolod. She previously worked as a
Chemical Information Analyst, editor and content writer. She has been a
faculty member of the College of Arts and Sciences of Central
Philippines State University since 2009. She teaches various subjects in
chemistry and the environment.

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

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UNIT
SCIENCE, TECHNOLOGY AND SOCIETY
AND THE HUMAN CONDITION
2
Technology is changing the world faster today than it
did in the past. It promises major technological advancements
that might make humanity believe it is holding the world in its
palm. 3-D printing is now a reality so are genetic manipulations.
While space exploration is expanding, nanotechnology is also
progressing to allow us to manipulate a world smaller than
micro. All of these could make us believe science can solve
majority of the problems of the world, make us all live longer if
not eternally, comfortable and happy. However, with the pace it
is sweeping us all, this is the definite time for humanity to stand
still and reflect where does man stand in the whirlwind? and
where is it taking us?
It is necessary for man to recall the answers to the
basic questions of his humanity. That is, in order to preserve the
qualities, rights and dignities that is purely unique to him among
other living things. Otherwise, he is in danger of losing himself
in the onslaught of current technological developments. Further,
he risks being led by technology itself into an endless pursuit of
the good life and happiness that are ever elusive.
This Unit aims to make the students reflect on topics
about humanity in order to properly place his values and
priorities amidst the many possibilities that technology offers.
Only by revisiting what is important to him, to societies and the
world in general, will technology be truly beneficial and a friend
to mankind.

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CAS-CPSU

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND

THE HUMAN CONDITION PRE-TEST

MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the letter
that corresponds to your answer in the Answer Sheet provided at the end of this Pre-
test.

1. These are equivalent to neurons in human brains. They are algorithms that
process information in Artificial Intelligence
a. neurons
b. neural networks
c. algorithms
d. deep learning

2. The ability of an AI to learn independently.

a. machine learning
b. deep learning
c. intelligence
d. problem solving

3. An AI store assistant can detect whether there is a person in front of him through
the use of a scanner and thermal imaging devices. This form of intelligence is
called:
a. perception
b. problem-solving
c. reasoning
d. understanding

4. A game of chess in a computer shows that machines can be capable of:

a. understanding
b. perception
c. problem-solving
d. reasoning

5. Some robot toys are able to navigate through obstacles along their way by the
use of sensors embedded in their system. This ability to perform a task without
direct human intervention is referred to as:
a. versatility
b. autonomy
c. sensory output
d. complicated design

6. Some robot toys are able to navigate through obstacles along their way by the
use of sensors embedded in their system. This ability to perform a task without
direct human intervention is referred to as:
a. versatility
b. autonomy
c. sensory output
d. complicated design

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND THE

HUMAN CONDITION PRE-TEST

7. This type of AI is pre-programmed. It will only answer to commands that are

inputted in its system. It will not respond when given unknown or incomplete
information.
a. weak AI
b. strong AI
c. advance AI
d. basic AI

8. One arcade game you can play is a crane/claw that you can operate in order to
pick a stuffed toy as prize. The crane/claw is an example of a:
a. machine
b. robot
c. robot with AI

9. Roomba is an autonomous device that vacuum cleans floor. It can calculate how
big a room is and adjusts operations depending on the material of the floor. It can
even remember the placement of objects in a room. Roomba is a:
a. machine b. robot c. robot with AI

10. AIs can be used as customer service representatives for operations worldwide.
What advantage over human employees do these companies get from using AIs?
a. accuracy
b. availability
c. faster decision-making
d. more technological advances

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND THE

HUMAN CONDITION PRE-TEST

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Artificial Intelligence LESSON 3

(6 HOURS)

LEARNING OUTCOMES
Define basic terms necessary in understanding AI
Enumerate human intelligences referred to in an
AI Name the main components of robots and AI
Name the two types of AI
Differentiate machines from robots and robots from AI
Write the benefits of AI and the possible scenarios arising from
the use of AI

INTRODUCTION

UNIT 2: STS AND HUMAN

Humanity has come to a point when it was able to give some human
capabilities to what used to be mere mechanical devices. We now
have Sophie the “conversing” humanoid robot that mimics many of
the expressions of human beings. These robots are said to be

CONDITIONS
endowed with artificial intelligence and are also called AIs. AIs are
not only robots with human-like appearances. AIs is a branch of
computer science concerned with the design and development of
robots with human capabilities or intelligences. Thus, AIs also refer
to systems, computer programs and software that have these
capabilities – whether they look like human or not at all.
Without us fully being aware of it, AIs are everywhere. We are using
it for personal consumption – Facebook and Google search for
instance. Industries are using it to assemble machine parts and
grocery stores are employing it to “man” their business. There are
now discussions regarding robotic laws as more and more of them
are being integrated into our daily lives.
This lesson discusses concepts of machine, robots, and AIs. It also
presents the applications, benefits as well as questions arising from
the existence of AIs. The latter topics are important in that a
reconsideration of the roles of robots in our lives now and in the
future is necessary since it is obvious that they are here to “co-exist”
among human beings.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Look Back

Human Power. You have learned from the previous lesson that human beings have
characteristics that set them apart from other living things. That is, human beings
have more developed cognitive aspect or intelligence. From that learning, list down
abilities and skills that you think are unique only to human beings. An example has
been done for you.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Analyze and Prepare

It Can Do It. From the previous activity you have identified skills and abilities that
normally, only human beings, among other living things, are capable of doing. Now,
draw a line to match the gadget, device, app or equipment that can do what the
people in the pictures are doing.
A.

B. One of the paintings below is a computer software-generated painting by Robbie

Barrat for Bloomberg BusinessWeek. Can you tell which one is it?

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Discover
Artificial Intelligence (AI)

You have learned from the previous lesson that one of the highly developed
attributes of a human being is his cognitive functioning or intelligence. Human beings
are able to perceive, solve problems, learn from previous experiences and
manipulate his environment. Some living things like chimpanzees and rats are known
to exhibit some form of intelligence. They are able to process information and adjust
their behaviors to circumstances in order to survive. Can non-living things show the
same abilities? Science has made it possible to create devices that mimic human
capabilities. These devices or programs are called artificially intelligent.

A machine or a system is artificially intelligent when it exhibits at least one human

intelligence normally associated with humans. The following are the common human
intelligences studied in association with AI (Copeland).

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

Artificial Intelligence was a term coined by John McCarthy of Carnegie Mellon

University in 1956. It refers to:

AI uses a specialized programming language that manipulates mostly qualitative

information rather than numbers.
Examples of AI (Faggella, 2020)

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Artificial Intelligence UNIT 2

LESSON
3

HISTORY OF AI

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Artificial Intelligence UNIT 2

LESSON
3

Machines and Robots

Machines - are devices that can perform simple and singular tasks. They are operated
by external medium, particularly human force. Examples are pulleys and engines.
Robots – are basically machines but have other features that allow them to perform
multiple tasks autonomously. (White, n.d.)

How AI is made Intelligent? (4 Main Components)

In order for AI to perform tasks that allows it to deduce, reconsider or even guess, it
should have the following components:

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Artificial Intelligence UNIT 2

LESSON
3

AI Ad-ons
ChatBots – are virtual receptionists/assistants that entertain text or voice queries. AI
enables it to understand the context of language such that customers do not need to
prompt it with very specific voice commands. It can respond to general questions.
Cloud Computing – this enables the storage of data not in hardware (physical form)
but in virtual or cloud servers. In this way, there is no worry about the limit of the
amount of data that can be stored. (Techvidvan, n.d.)
Machine Learning and Deep Learning

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Artificial Intelligence UNIT 2

LESSON
3

Types of AI

Weak AI Strong AI

What it is AI with a limited or narrow AI that equals or exceeds

simulation of human intelligence human intelligence
How it does sense what they know and classify uses clustering and
it them association to process data
What it can Activates and responds by pre- Is able to analyze and
do programming “learn” new ways of
Could not understand context responding without being
of language reprogrammed
Can perform only the pre-
programmed task
Examples Good search, Siri, Facebook, None yet
online chess games

Some Fields of Applications of AI

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Artificial Intelligence UNIT 2

LESSON
3

Benefits of AI
1. Reduction of Human Casualties in Dangerous Tasks – AI can replace human
beings in performing risky work like underground, underwater or space exploration,
bomb response, hazardous matter disposal or disaster rescue.
2. Accuracy – By working using algorithms, machines are more accurate and precise
than human beings. This is advantageous in areas of computing, weather forecasting
and in medicine in diagnosis of ailments or predicting people’s likelihood of
developing certain ailments.
3. Availability – Machines, unlike humans, do not get tired and are able to work for
longer periods of time without taking breaks or getting sick. They can do repetitive
tasks continuously without getting bored.
4. Faster Decision-making – Again, algorithm makes robots fast at processing
information and thus coming up with decisions. They are not distracted by emotional
considerations like people do.
5. More Technological Advances – AI can be integrated with other inventions in
engineering, medicine, environment, security, education, finance, and even
entertainment and many more. This could help humanity develop more powerful and
useful inventions to solve current problems and limitations.
Questions on the Use of AI

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Do It
What’s the Word?
A. The letters in task A make up the words that refer to the most common
Intelligences of human beings. The letters in task B make up the words that are
associated with Artificial Intelligence or AI. Find these words. Letter clues have been
given for you.

I A
L A N A E R S
T C T R
L E A I G I
L F
S L G S I E
I C M
G R S I D
R E A I G S A R E
N L
P C I N I
E T Y
N

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Try Some More

Check the List

A. What Intelligences are exhibited by the following examples of AI? Put a check on
the column of the Intelligence that corresponds to your answer.
Language Reasoning Learning Problem Perception
Solving
Facebook √
Driverless Car
Sophia the Robot
E-mail spam filter
3D Printer

B. Use the matrix to identify whether the following are simple machines or robots.

1 2 3 4
only one task Machine
√
Ability

tasks
to do

multiple tasks Robot

Operated by Machine
Independence

external power, ex: √

human being
Autonomous or can Robot
do tasks on its own

Machine or Robot? Machine

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Artificial Intelligence UNIT 2

LESSON
3

Intelligences and Strengths.

C. Identify the intelligences exhibited by the following machines by checking the box
corresponding to it. Write the part that allows it to behave like human beings. Write
also the specific activity it does.

D. Classify the Stacker and Store Assistant as Weak or Strong AI. Check the
corresponding box. The first item for Store Assistant has been done for you. Continue
with the rest. Do the same for Stacker.
Language Reasoning Learning Problem Perception
Solving
√ √
Stacker none none none software- sensor-
sorting scanning
sorting
Store Assistant

Stacker Store
Assistant
Simulation Narrow or limited √ Weak AI
of human Equals or exceeds Strong AI
intelligence
Data sense what they know and classify Weak AI
processing them
uses clustering and association to Strong AI
process data
Response Activates and responds by pre- Weak AI
programming
Could not understand context of
language
Can perform only the pre-
programmed task
Is able to analyze and “learn” new Strong AI
ways of responding without being
reprogrammed

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Artificial Intelligence UNIT 2

LESSON
3

Which is the Robot? Classify the following machines whether they are robots or
robots with AI. Use the matrix of components to categorize them. Check the box
corresponding to the component present in each machine. Write the part that allows it
to behave like human beings. Write also the specific activity it does.

ROBOT ROBOT WITH

AI

Welder Store Assistant

This has a software This goes around
and rotating arm that the store on its own
enables it to weld through sensors. It
machine parts. has a tablet that
scans inventory and
software that allows
it to “talk” to people.
Problem-Solving none √
Ability or sensor, move
Machine around and avoid
Learning obstacles
Natural none
Language
Processing
Capacity to Expert System √
Integrate AI (database of software
(software) information)
Autonomy or Expert System √
independence software, rotate, weld
Sensor input Vision none
(cameras/
sensors)
Versatility (can none
do multiple
tasks)
Complicated √
Design and
Development
Is it robot or robot with AI? Robot

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Artificial Intelligence UNIT 2

LESSON
3

AI B and Q 1. Which benefit does the Store Assistant provide? Which question arise
from it? Identify them by writing your own idea of the specific benefit and questions
inside the same box. An example has been given. Remember, not all boxes should
have an answer. Choose only the benefit and question that are applicable.

Benefits Questions
Reduction of Human Will humans lose jobs to
Casualties in Dangerous Store Assistant robots?
Tasks Example: It may replace
human clerks.

Accuracy Will AI interaction benefit

Example: An AI Store or disadvantage human
Assistant is more beings?
accurate
than people in making This goes around the
inventories. store on its own through
Availability in performing sensors. It has a tablet What if bad people will
tasks that scans inventory and use AI for the wrong
software that allows it to intentions?
“talk” to people.

Faster Decision-making What happens if AI

becomes more intelligent
than humans?

Allows More How should AI robots be

Technological Advances treated?

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Have Your Turn

AI Intelligences and Components
Classify the parts of the AI Store Assistant shown below under the correct heading in
(A) Components and the activities under (B) Intelligences.

A. COMPONENTS
Expert Natural Problem-Solving Ability/ Vision
System Language Machine Learning
Processing

B. INTELLIGENCES
Reasoning Language Learning Problem solving Perception

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Artificial Intelligence UNIT 2

LESSON
3

AI B and Q 2. Which benefit does the security robot provide? Which question arise
from it? Identify them by writing your own idea of the specific benefit and questions
inside the same box. Remember, not all benefits and questions are applicable in this
example. So not all boxes should have answers.
Benefits Questions
Reduction of Human Will humans lose jobs to
Casualties in Dangerous Autonomous Data robots?
Tasks Machines by Knightscope

Accuracy Will AI interaction benefit

or disadvantage human
beings?

Availability in performing What if bad people will

tasks use AI for the wrong
intentions?
The ADMs are security
robot that are deployed in
malls and parks in order to
Faster Decision-making What happens if AI
detect and monitor crimes.
becomes more intelligent
It has eye-level 360-degree
than humans?
camera, thermal imaging
sensors, microphones, and
mapping software among
others.
Allows More How should AI robots be
Technological Advances treated?

This robot is a weak AI. It can only perform pre-programmed tasks. Cite one case
wherein it may not function because of this limitation. _

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Artificial Intelligence UNIT 2

LESSON
3

• Let's Sum It Up
Summing Up AI. Identify the (a) the features of robots (b) components of AI
and (c) Intelligences that may be exhibited by AIs.

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Artificial Intelligence UNIT 2

LESSON 3

• Let's Extend and Link

Human versus Machine Intelligence
When discussing about artificial intelligence, it might seem to surface that
machine intelligence could eventually become more superior than human
intelligence. But one needs to go back to the basic question: what differentiates the
two?
Machines perceive by a set of rules and data and recall information by
searching algorithms. Hence, they are good at data processing and other repetitive
tasks. However, not all tasks are to be executed. Some requires abstract reasoning
and intuition, which only humans are truly capable of. Humans can relate parts to a
whole and thus is able to hurdle past distortions and incomplete information. In
contrast, machines could not and may give out erroneous output if there are
interferences in the input.
With that, the question on which is more intelligent may be less important if
we focus instead on the benefit of machine and human collaboration. There are
tasks that are better handled by machines. But there are tasks that are best left for
humans to handle.

• BIBLIOGRAPHY

Copeland, B. (n.d.). Artificial Intelligence. Retrieved from Britannica.com:

https://www.britannica.com/technology/artificial-intelligence
Faggella, D. (2020, April 11). Everday Examples of Artificial Intelligence and Machine
Learning. Retrieved from emerj.com: https://emerj.com/ai-sector-
overviews/everyday-examples-of-ai/
Techvidvan. (n.d.). Top 7 Artificial Intelligence Characteristics with Examples.
Retrieved from techvidvan.com: https://techvidvan.com/tutorials/artificial-
intelligence-features/
White, A. (n.d.). 6 Glaring Differences Between Robots and Machines. Retrieved
from Techgearoid.com: https://techgearoid.com/articles/differences-between-
robots-and-machines/

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND THE POST-TEST

HUMAN CONDITION

MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the
letter that corresponds to your answer in the Answer Sheet provided at the end of
this Post- test.

1. A subset of AI that gives robots the ability to learn on its own.

a. machine learning b. deep learning c. intelligence d. perception

2. An interconnection of many mathematical models that process

information by recognizing patterns.
a. neurons b. neural networks c. algorithms d. deep learning
3. Facebook, which is a form of AI, can automatically recognize faces of people
in pictures. Which intelligence is exhibited by this application?
a. understanding b. perception c. problem-solving d. reasoning
4. Waze, a form of AI, analyzes vehicle traffic data to give motorists options which
way to travel. Which intelligence is exhibited by this application?
a. understanding c. perception
b. reasoning d. problem-solving
5. Some car manufacturers use robots to apply paint to vehicles in an
assembly line. The robot has a software that allow them to do so on their
own. This ability to perform a task without direct human intervention is
referred to as:
a. versatility c. autonomy
b. sensory output d. complicated design

6. Siri is an AI that can assist a person to do many things online like provide
information through voice command. It is able to do so because it is inputted
with a database of human knowledge about information known to man. What AI
component makes Siri capable of doing this?

a. natural language processing c. vision

b. expert system d. machine learning
7. This type of AI is activated and responds by pre-programming. It will only
respond to commands that are inputted in its system.
a. weak AI b. strong AI c. advance AI d. basic AI
8. There are drones that are able to fly around a short distance through a
remote control operated by a person. These drones are:
a. machines b. robots c. robots with AI

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND THE

HUMAN CONDITION POST-TEST

9. There are satellites that go around space without a human pilot. They are
equipped with radar and imaging apparatus to capture images; machine learning
to predict possible scenarios; and programming that lets them communicate
information to stations on earth. These satellites are:
a. machines b. robots c. robots with AI

10. Companies are now using virtual assistants to answer round-the-clock queries
from customers. What advantage do these companies get from using AIs?

a. accuracy c. availability
b. faster decision-making d. more technological advances

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UNIT 2: SCIENCE, TECHNOLOGY AND SOCIETY AND THE POST-TEST

HUMAN CONDITION POST-TEST

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UNIT
SPECIFIC ISSUES IN SCIENCE,
TECHNOLOGY AND SOCIETY 3
This unit will talk about specific issues in science,
technology and society. Development in science, technology
and society in the 20th century is way too far that our
grandparents maybe couldn't have imagined back in their lives
in the early 19th century. But fortunately, here we are enjoying
the comfort and pleasure these developments has brought us.
Contrastingly, having all what we have right now, was not just
set for us overnight. It underwent thorough study, a lot of trial
and errors and most significantly it caused some irreversible
damage specifically to our environment. Came along with it
also are the issues and concerns that until now some of them
is still yet to consider and discover. Most of the inventions,
discoveries and researches has always its pros and cons. It is
on us to consider or embrace it. After all, trying something
new is a risk. If it outweighs the pros over the cons, then
maybe one will consider using or practicing it. In medicine, if it
is a matter of life and death, surely one will consider choosing
something that will save the life of one person and later on
deal with the consequences. In agriculture, one maybe will
consider or prioritize to have something to serve on their
tables at present than to starve dealing with the
consequences brought about by the food serve on them. But
these all, at the end of the day, given the chance and privilege
to choose the good side with less consequences or not at all,
is still the best choice we have to make. Most people embrace
this statement "YOLO, you only live once", so they do
everything and anything to satisfy themselves. But we need to
consider the future generations. What life they will have if we
will not take care of what we have right now? Will there be
sustainability in all these things? Will the society, above
anything else, benefit from these? Questions that we need to
consider in considering and embracing new advancements in
science and technology.
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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY

AND SOCIETY PRE-TEST

MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the letter
that corresponds to your answer in the Answer Sheet provided at the end of this Pre-
test.
1. The connection of ordinary objects in everyday life such as home appliance to
the internet through Bluetooth, sensors and software.
a. Connectivity b. Internet of Things c. Share It d. Network

2. What event resulted to the emergence of the Information Age?

a. Cold War b. Depression c. World War II d. Industrial Revolution

3. Information and communication technologies removed some limitations of time

and distance among peoples. This means:
a. People can now time travel.
b. People now have more time to work and may travel to any place to work.
c. People now may work remotely and at any time of the day.
d. People now may choose to report to the office or not.

4. Poorer countries who do not have internet access are unable to take advantage
of the economic benefits of connectivity. In general, we could say that one
consequence of having a digital society is:
a. Those who do not have connectivity are left out.
b. Poor countries could not afford internet access.
c. Connectivity is only for the rich.
d. Rich countries should help the poor ones.

5. It is a measure of biodiversity that refers to the number of species in a given area.

a. species evenness c. species richness
b. species number d. species index

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY

AND SOCIETY PRE-TEST

7. Trees keep the surroundings cool. What ecosystem service is being provided
by trees?
a. provisioning
b. cultural
c. supporting
d. regulating

8. Worms, rats and other creatures living under the earth are disturbed when a
sugarcane field is burned to clear away dried leaves after a harvest. What threat
to diversity is being described in the situation?
a. pollution
b. habitat destruction
c. unregulated resource use
d. climate change

9. What happens to plants and animals during genetic modification?

a. more desirable genes are transferred to a new species
b. genes are removed from one organism and transferred to another
c. plants or animals are given traits that they do not typically have
d. All of the above
10. GMO Stands for
a. Genetically Misused Organism
b. Gene Mutation Organism
c. Genetically Modified Organism
d. None of the Above

11. An organism that has had genes from an unrelated species artificially
inserted into their genome (due to universal genetic code). A subgroup of
GMO

a. Transgenic organism
b. Biological implications (advantages)
c. GMO
d. Social implications (disadvantages)
12. What are the other name for GMOs?
a. genetic modification of stem cells and production of chimeric embryos
b. when a cell incorporates a non-self DNA into its genome
c. genetically engineered or transgenic animals

13. When delivering the gene to the right place and switching it on, it is crucial that the
new gene reaches the right cell.
a. always true
b. sometimes true
c. maybe, in some cases
d. it doesn’t matter
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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY PRE-TEST
AND SOCIETY

14. An experimental technique that uses genes to treat or prevent disease.

a. gene modification
b. gene transplant
c. gene transcription
d. gene therapy

15. An experimentation or measurement done in or on tissue in an artificial

environment outside the organism with the minimum alteration of natural
conditions.
a. in vivo
b. in vitro
c. ex vivo
d. intra vivo
16. This technique is suitable for the treatment of infectious diseases, cancer
and inherited disease caused by inappropriate gene activity.
a. gene augmentation therapy
b. gene inhibition therapy
c. killing of specific cells
d. gene transplant

17. It refers to the mix of events that happen each day in our atmosphere.
a. climate
b. weather
c. phenomenon
d. atmospheric pressure
18. Trapped heat close to the surface of the planet which increases
global temperature gives rise to what is popularly known as the:
a. greenhouse effect
b. greenhouse gas
c. global warming
d. climate change
19. Herbivores release this greenhouse gas as a byproduct of the anaerobic
microbial fermentation of plant materials.
a. CFCs
b. nitrous oxide
c. carbon monoxide
d. methane
20. It is the long-term heating of Earth’s climate system observed since the pre-
industrial period due to human activities.
a. climate change
b. greenhouse effect
c. global warming
d. greenhouse gases

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY PRE-TEST
AND SOCIETY

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Information Age
LESSON 1
(3 HOURS)

LEARNING OUTCOMES

UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY AND

Name other terms for Information Age
Identify the time when the Information Age started
Identify dominant information and communications technologies
(ICts) in the Information Age
Define basic information technology terminologies
State why the information Age emerged
Give examples on the effect and consequences of the
widespread use of ICTs

INTRODUCTION

Modern societies operate in an era when many of its functions are

aided by information and communication technologies (ICTs) –
mobile phones, laptops and the internet. This is called the Information
Age. Many information is accessible to people in real time through

SOCIETY
these devices. This scenario wasn’t possible some 60 years ago.
Now, it is possible to see in social media an accident that is
happening at the moment. There is no longer a need to wait for the
canned report of TV or radio station. Research data are available in
the internet. Demographic information may be gathered from other
continents with just a click of the computer keyboard.
This connectivity is driving the systems of society. It is brining
tremendous benefits in terms of speed and opportunities. But just like
any other progress, it also brings with it consequences unknown
before.
How did ICTs change our society? What are the consequences of
that change we call progress and development?

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Information Age UNIT 3

LESSON
1

• Let's Look Back

Recall the Waves of Technology. Recall your lesson on the Waves of Technology.
Name the 3 Industrial Waves to which the pictures belong.

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Information Age UNIT 3

LESSON
1

• Let's Analyze and Prepare

Its Time. Classify the following terms under the correct box.

Internet mobile phones mass production

cash monetary capital photographs
digital audio recordings networked communities
books analog media tax in the form of money
remote online capitalism
fossil fuel information credit card
telephone network steam engine

Industrial Revolution Information Age

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UNIT
Information Age 3
LESSON
5 1

• Let's Discover
The Information Age

The Information Age also referred to as Digital Age, Knowledge Age or Computer Age
may refer to a time:
that emerged after the industrial revolution, approximately in the last quarter of
the 20th century (1970s)
when the valuable non-tangible assets of peoples and nations are information
of the dominance of information and communication technologies at work, in
business, in industries, in research centers and at home

The information and communication technologies (ICTs) that drive the Information
Age are the following devices that allow connectivity and the generation and
exchange of information:
1. computers
2. internet
3. mobile phones

These present-day gadgets replaced the landline phone, fax, radio and television that
were traditionally the media of information exchange.

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UNIT
LESSON 1
Information Age 3

Why did the Information Age emerge?

The Industrial Revolution was a time when production efficiency was improved. For
example, it used to be that shoes are crafted by shoemakers for individual customers,
hence the word “customized.” It takes a long time to produce each shoe because the
process of producing raw materials and fashioning the items are all done manually.
As population increased in cities and communities, there was a great demand for
many goods within a short period of time. Thus, mechanized tools that could mass
produce items were invented. Now, that demand increased even more as
communities aggregate and became even bigger.

There was a question now of how much to produce, for whom to produce and how to
deliver goods. This requires real-time information.

Add to that the Second World War, which puts pressure on the military to obtain
information both for research and for surveillance in order to defeat the enemy.
Example, they needed scientific information on how bullets behave in order to
produce better ammunition. Militaries need to decipher codes, and send surveillance
cameras to monitor enemy movements.

The progress and improvement of this age is attributed to the diffusion of knowledge
facilitated by ICT itself (John Stuart Mill; Stehr, 2008 & Kincsei, 2007). Even if there
was much information, but if they are not circulated, they won’t bring in changes in
society. But ICT facilitated the transmission and consumption of information itself,
accelerating technological advancements faster than before.

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UNIT
LESSON 1
Information Age 3

Terminologies
World Wide Web (www) or simply Web is a collection of data (pages or web pages)
stored in computer servers all over the world.
hypertext transfer protocol (http) is a procedure allows the retrieval and exchange of
information contained in the web pages.

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Information Age UNIT 3

LESSON
1

hypertext markup language (html) refers to the format of data in web pages. This
format allows the sharing of information through the http.
The internet is a wide network of computers. This network allows the access of data
contained in the world wide web.
Internet of things (IoT) is a scenario where objects in everyday life such as
televisions, remote controls, and appliances are connected to the internet through
Bluetooth, sensors and software.

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Information Age UNIT 3

LESSON
1

Effects of Information Age to Society

How did the Information Age change society? The accessibility of information
everywhere and anytime through the internet has dramatically changed the workings
of society. The following are some of the changes brought by the digital revolution:

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Information Age UNIT 3

LESSON
1

Consequences of Easy Access to Information and Connectivity

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Information Age UNIT 3

LESSON
1

• Let's Do It
What’s the Word?
Supply the missing letters or numbers to find the word(s) referred to by the following:

The Information Age emerged because of the need for?

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Information Age UNIT 3

LESSON
1

What’s the Word? 2. Identify the terms referred to. Choose your answers from the
box below.

1. It refers to the format of data in web pages.

2. It is a procedure allows the retrieval and exchange of information contained in the
web pages.
3. It is a collection of data (pages or web pages) stored in computer servers all over
the world.
4. Internet of Things
5. Acronym that refers to the format of data in web pages.
6. Acronym that refers to a procedure allows the retrieval and exchange of
information contained in the web pages.
7. A wide network of computers that allows the access of data contained in the world
wide web.
8. It is a scenario where objects in everyday life such as televisions, remote controls,
and appliances are connected to the internet through Bluetooth, sensors and
software.

World Wide Web hyper text transfer protocol hypertext markup language
Internet Internet of things
http html IoT

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Information Age UNIT 3

LESSON
1

• Let's Try Some More

Through Distance and Time. Modern ICTs have eliminated the limitations of
distance and time between and among peoples. Connect the general effect of ICTs
on the left to their specific examples on the right. Answer by drawing a line. An
example has been done for you.

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Information Age UNIT 3

LESSON
1

Information Overload. Connect the consequences of easy access to information

and connectivity on the left to some specific examples on the right. Answer by
drawing a line to match the items. Examples have been done for you.

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Information Age UNIT 3

LESSON
1

• Let's Have Your Turn

Name It.
Write the information being asked in the following:
A. Name other terms for Information Age a.
b.
c.
B. The period when Information Age started: d. _
C. Dominant Information and Communication e ______________________
Technologies in the Information Age f ______________________
g.
D. State the reason why the Information Age came about
.
E. Choose from among the effects of information and communication technologies to
society and write your own specific example of how it changed social functioning.

F. Choose from among the consequences of easy access to information and

connectivity and write your own specific example of how they affect human lives.

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Information Age UNIT 3

LESSON
1

• Let's Sum It Up
We live in the Information Age, which started in the late 20th century. It is an age after
the Industrial Revolution when the most valued asset of businesses and governments
is no longer monetary wealth but information. The need for information came about
as a solution to the problem of the industrial age on how to meet the growing demand
for the production of goods. Add to that is the need of government for military data
during the Cold War. Hence, information and communication technologies were
developed.
Today, the world is being run by computers, mobile phones and the internet.
Economies have converged in a network of connectivity. This connectivity is the path
being tread by companies, governments, and researches to gather data for decision
making. It is also the path to reach people in the quickest way possible.
It is known that technology shapes societies. ICTs are devices that have changed
immensely traditional ways of instruction, business and governance. With their
widespread use nowadays, work, education, security, environmental protection, and
commerce are now done differently than before. Man seemed to have overcome
some limitations of time and physical distances. This opened many new opportunities
for doing things.
But all changes have consequences. Easy access to information and connectivity are
uncovering their own set of problems not dealt by civilizations before. It could
segregate those who can join the bandwagon from those who could not afford or do
not have the capacity to do so. It also makes the systems that depend on it severely
vulnerable when problems arise.
It is necessary for man to examine its relationship with technology. Its dependence on
and independence from it. Whether he drives technology or he is driven by it. It is
also important to know the ways technology could unmake itself so that man does not
collapse with it as is the tendency of all created things. Rather, he should be able to
stand apart from it, survive and continue his existence on earth.

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Information Age UNIT 3

LESSON
1

• Let's Extend and Link

Tips on How to Become a Good Digital Citizen

One of the many ways that a youth like you could join the connectivity afforded by
ICTs is through social networks like Facebook, Instagram and Twitter. From there you
could be joining many chat groups, and online discussion groups. You could also
sign up for free blog sites and Youtube accounts where you can share content and
express yourself, your skills and interests.

By using the Web to access information and share content, you have become a
digital citizen. And being an inhabitant of that environment, you become contributory
to the health of that digital system. Here are some tips on how to become a good
online citizen.

Verify the truth of what you share. Remember that not all you read online are
true. You may be sharing false information that could have negative
consequences to other people.

Consider whether sharing certain content could be ethical or not. Avoid sharing
graphic images of violence or accidents that could put the subject or person
you are taking photograph of in undignified position. You wouldn’t want the
same thing to happen to you, your friends or loved ones.

Use your account for worthwhile activities like joining groups that promote the
cultivation of talents or pursue noble causes or advance intellectual growth.

Do not waste time hiding in fake accounts intended to mislead other people,
misrepresent yourself or trouble others just for fun.

Consider the goodness, beauty and ethics of what you share. Share only what
spread good vibes. Remember the law of attraction. If you share negativity you
would be dealing with negative reactions too.

Remember that ICTs are media. They are channels or tools and tools are to be used
in good ways. Uncontrolled, they become weapons of destructions. Take advantage
of the benefits they bring and avoid their consequences.

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Information Age UNIT 3

LESSON
1

• BIBLIOGRAPHY
IGI Global (2020). What is Information Age. Retrieved from IGI Global at
https://www.igi-global.com/dictionary/information-age/14305

Kincsei, A. (2007). Technology and Society in the Information Age. Budapest.

Stehr, N. (2008). Theories of the Information Age. Historical Developments and

Theoretical Approaches in Sociology – Vol. II (p. 2). Paradigm Publishers.

U.K. Science and Technology Facilities Council (n.d.). A Brief History of the Digital
Revolution

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Biodiversity and the Healthy Society LESSON 2

(3 HOURS)

LEARNING OUTCOMES

UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY AND

Define terms that measure biodiversity
Compare biodiversity situations
Enumerate the characteristics of a diverse community and values
of biodiversity
Enumerate, classify and give examples of ecosystem services
Classify and give examples of threats to biodiversity
Illustrate how biodiversity affects the health of society

INTRODUCTION

Using your previous knowledge on species and their interactions in

an ecosystem, you will now be learning now about biodiversity.
Simply said, biodiversity refers to the variety of living organisms
present in an area or ecosystem. Awareness of the concept is

SOCIETY
necessary for every student and individual as biodiversity is linked
closely to the physical survival of a community, country and the entire
planet ultimately. In this lesson, you will be learning about the
measure of biodiversity, its role in ecosystem functions, threats and
the importance of biodiversity to the health of the society.
The knowledge gained from this lesson will make the students aware
of his crucial role as a human being in protecting biodiversity if his
own species is to survive in the coming ages.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

• Let's Look Back

Eco-world
Using your knowledge on species and ecosystems from previous learnings,
draw a simple ecosystem with both its biotic (living) and abiotic (non-living) elements.
Show the diversity of species in your work.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

• Let's Analyze and Prepare

Missing You. The flow of matter and energy within an ecosystem happens through
the food web or food chain. Below is a simple food web with some items circled out to
suppose that these species became few or disappear. What are the consequences to
the food web shown when this happens? Write your answers on the blanks below.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

• Let's Discover
Biodiversity

Biodiversity is short for biological diversity or the variety of living organisms

within species, between species and within ecosystems on earth. Species is a set of
animals or plants in which the members have similar characteristics to each other
and can breed with each other (Cambridge Dictionary, n.d.). Biodiversity is a feature
of small and large ecosystems. Our planetary ecosystem is possibly home to more
than 10 million species but only more than 1 million have been identified so far.

How is Biodiversity Described?

Biodiversity is determined by (1) species richness, which is measured by the
number of species in a given area (World Resources Institute, 2005) and (2)
evenness, which is the proportions of species on the site (Launchbaugh, n.d.).

Why is Biodiversity Measured

Biodiversity is measured because it is related to the health of an environment. It is a
general idea that greater diversity means better survival of the species because a
more diverse community is more stable, productive, and resilient (Launchbaugh).
In short, the measurement of biodiversity is important because it determines the
overall survival of lifeforms, including human beings.

Biodiversity status of the Philippines

Source: Convention on Biological Diversity

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

Biodiversity in the Philippines

Why we value biodiversity

We value biodiversity for utilitarian and intrinsic reasons (American Museum of

Natural History, n.d.). The utilitarian reason being that it sustains the survival of
species. Apart from what we can get from it, biodiversity should be valued for itself or
for its inherent worth (intrinsic) as part of the created world.

Role in Ecosystem Functions

The utilitarian value of biodiversity is emphasized in the role it plays in ecosystem

functions (Convention on Biological Diversity & Environment and Ecology, 2020).
These functions provide the following ecosystem services:

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

Valuing Ecosystems Services

If we put monetary value to ecosystems services, we will realize Filipinos are
enjoying these for free:

Overall biodiversity P2.309 trillion

Agricultural/crop production P1.416 trillion timber and fuel wood P1.1 billion water provisionP50.9 billion

Source: Biodiversity Financing Initiative (Biofin)/DENR (Mayuga, 2017)

Threats to Biodiversity
Nature has provided living beings, particularly humans, free provision for all our
needs both material and non-material. But studies show that human practices are
destroying biodiversity all over the world. Here are some practices that result to the
death of some of our fellow living things.
pollution
unsustainable resource use
habitat destruction

Pollution has many direct and indirect effects to life forms. It destroys habitat,
produces harmful substances that reduce fertility, poison, or cause diseases. Fish kill
in a river is an example (American Museum of Natural History).

Unsustainable resource use refers to practices of consuming or gathering species

often in large amount without control and without replenishment. An example is
extraction of trees from forests without replanting.

The introduction of invasive species to some ecosystems and the displacement of

animals or plants from their natural habitat due to disturbance results to the loss of
biodiversity. Global trade contributes to loss of biodiversity by promoting the
movement of non-endemic species to other places.

These practices stem from human consumption and development such as

converting forests into farmlands and industrial zones.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

Threatened Species

Some endangered species in the Philippines include the Critically Endangered

Negros bleeding heart (Gallicolumba keayi), Endangered Visayan spotted deer (Rusa
alfredi), and The Negros naked-backed fruit bat (Dobsonia chapmani), which was
thought to be extinct in the Philippines (Critical Ecosystem Partnership Fund, n.d.).

The Philippine government has recognized the importance of biodiversity

conservation and protection. It has put in place regulations on the use of its biological
resources. Some of these are among the first in the world. For instance, the
Executive Order No. 247, the Law Prescribing Guidelines and Establishing a
Regulatory Framework for the Prospecting of Biological and Genetic Purposes and
for other Purposes, which regulates access and benefit sharing surrounding the
collection, use and development of genetic resources. The Department of
Environment and Natural Resources is the primary government agency in charge of
managing the country’s natural assets. (Ani & Castillo, 2020)

Biodiversity and the Healthy Society

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

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Biodiversity and the Healthy Society UNIT 5

LESSON
2

• Let's Do It
Which Branch?

Classify the group of terms in the brown pot below to the general ideas where they
belong. An example for Ecosystem Services has been done for you.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

Let’s Suppose. Biodiversity is determined by (1) species richness, which is

measured by the number of species in a given area and (2) evenness, which is the
proportions or ratio of species on the site.
A. Supposing the rectangles represent physical areas A and B of equal size. And
one drawing represents 10 creatures. Which area has greater species richness?

Answer: Area B has species richness because it has 3

species compared to Area A with only 2.
B. Biodiversity is even if the number of different species (or their ratio) are almost
equal to each other. It means no species is a dominant predator. Which area below
has an even biodiversity?

Answer: Area is even because the proportion of the species within it is

1:1:1, whereas Area has a proportion of 1:2:1

A. A good biodiversity profile means a rich and even species. From that concept,
which of the following community has the better biodiversity profile?

Answer: Area A has a better biodiversity profile in terms of both

and . There are more species in it and the proportion of the species are
equal.

D. It means the community is more is , because it is able to maintain the

proportion of species, productive because it is able to reproduce in order to maintain
the richness and evenness of its biodiversity profile and, and resilient because it was
able to withstand disturbances that might have threatened its diversity.

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Biodiversity and the Healthy Society UNIT 3

LESSON
2

• Let's Try Some More

E. Fill in the blank with the correct word:

Biodiversity is valued for its utilitarian (because it sustains the survival

of species) and (valued for itself or for its inherent worth) reasons.

F. Classify the terms below under their correct category of environmental

services. Use the figures before the terms as clue.

waste decomposition crops biomass

habitat provision scientific research soil purification
meat spices reflection
water and air purification medicines climate regulation
water physical exercise lumber
carbon sequestration recreation pest control
nutrient cycling

G. Human consumption and development threaten biodiversity. Below are specific

examples. Classify the nature of the threat whether it is pollution, unsustainable
resource use or habitat destruction. Some examples have been done for you.

1. Water hyacinth was introduced from South America to the

Philippines. It is fast growing and can cover entire water bodies, threatening life under
water by blocking sunlight and oxygen from it.

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Pollution 2. Some marine animals are found to have chocked and died by
ingesting garbage.

3. Some marine turtle species in the Philippines are threatened

because people are gathering their eggs faster than the turtles can produce them.

4. Ulang or giant freshwater shrimp are no longer abundant as

rivers receive more wastes from human activities.

Unsustainable 5. The volume of fish such as galunggong caught by

resource use fishermen are dwindling because mature fish are being
harvested before they could spawn enough fingerlings to sustain their population.

H. Compare the effect of greater and lesser biodiversity to the health of people. Do
that through illustrations, drawings or cartoon presentations.

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LESSON
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• Let's Have Your Turn

Biometrics
A. Define the following terms:
1. Species richness -

2. Species evenness -

B. Enumerate the following:

1. Characteristics of a biodiverse community 3. Ecosystem services
a. a.
b.
b. c.

c.
2. Value of biodiversity d.
a. 4. Threats to Biodiversity
b. a.
b.
c.
C. Answer the following questions:
1. What are the root causes of threats to biodiversity?

2. Choose an ecosystem service and give your own example

3. Choose one threat to biodiversity and give an example.

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• Let's Sum It Up
Biodiversity refers to the abundance of living organisms within species, between
species and within ecosystems. It is measured as species richness and evenness. An
area with a good biodiversity has both species richness and evenness.
A biodiverse community is stable, productive and resilient. Thus, the level of
biodiversity is linked to the capacity of an ecosystem to survive.
The Philippines is one of the top 18 mega-biodiverse countries in the world. But it is
also considered a biodiversity hotspot because many of its living organisms are
threatened.
We value diversity for what it provides us (utilitarian) and simply for what it is
(intrinsic). Biodiversity plays a role in ecosystem functions. And these functions
provide ecosystem services which may be provisioning, regulating, cultural and
supporting. Provisioning services include the material goods ecosystems provide;
regulating refers to the control of the conditions of ecosystems; cultural refers to the
non-material benefits it provides; and supporting services are those that enable all the
other ecosystem services to happen.
The monetary worth of these services were not much appreciated until recently when
economists started valuing them in financial terms. Yet, human consumption and
progress are putting biodiversity under threat. Pollution, unsustainable resource use
and habitat destruction are killing many of the species on earth. This is alarming
because biodiversity, as said, is also linked to the health of human beings and our
ultimate survival. The greater biodiversity there is, the more resources there are for
provisioning, regulating, cultural and supporting services. It is in the hands of human
beings right now to protect biodiversity and survive or destroy it and perish. The
choice is with us.

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2

• Let's Extend and Link

Do It, Do It!

As part of the future generation of our only habitat in the universe, what can you do
as a student to help protect the biodiversity of your community? Write down ideas
that you can do alone or with others.

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Information Age UNIT 3

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• BIBLIOGRAPHY

American Museum of Natural History. (n.d.). What is Biodiversity. Retrieved from

American Museum of Natural History: https://www.amnh.org/research/center-for-
biodiversity-conservation/what-is-biodiversity
Ani, P. A., & Castillo, M. B. (2020, March 18). Revisiting the State of Philippine
Biodiversity And the Legislation on Access and Benefit Sharing. Retrieved
from FFTC Agricultural Policy Platform: https://ap.fftc.org.tw/article/1836
Biodiversity Management Bureau (BMB); Department of Natural Resources (DENR).
(2016). Philippine Biodiversity Strategy and Action Plan 2015-2028: Bringing
Resilience to Filipino Communities. MB-DENR, United Nations Development
Programme – Global Environment Facility, Foundation for the Philippine
Environment.
Cambride Dictionary. (n.d.). species. Retrieved from
https://dictionary.cambridge.org/dictionary/english/species
COHAB Initiative Secretariat. (2010). The importance of biodiversity to human health.
Biodiversity and Global Health 1.
Convention on Biological Diversity. (n.d.). Philippines Biodiversity Facts. Retrieved
from https://www.cbd.int/countries/profile/?country=ph
Critical Ecosystem Partnership Fund. (n.d.). Philippines - Species. Retrieved from
Critical Ecosystem Partnership Fund: https://www.cepf.net/our-
work/biodiversity-hotspots/philippines/species
Environment and Ecology. (2020). Ecosystem Services. Retrieved from Environment
and Ecology : http://environment-ecology.com/what-is-ecology/141-
ecosystem-services.html#Ecosystem_services_and_business
Launchbaugh, K. (n.d.). Principles of Vegetation Measurement & Assessment and
Ecological Monitoring & Analysis. Retrieved from University of Idaho:
https://www.webpages.uidaho.edu/veg_measure/modules/lessons/module%2
09(composition&diversity)/9_2_biodiversity.htm
Mayuga, J. L. (2017). DENR places PHL ecosystem, biodiversity values at P2.309
trillion. Retrieved from Business Mirror:
https://businessmirror.com.ph/2017/05/24/denr-places-phl-ecosystem-
biodiversity-values-at-p2-309-trillion/
National Geographic. (n.d.). Biodiversity. Retrieved from National Geographic:
https://www.nationalgeographic.org/encyclopedia/biodiversity/
World Resources Institute. (2005). Ecosystems and Human Well-being: Biodiversity
Synthesis. Retrieved from GreenFacts:
https://about.greenfacts.org/donate.htm

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Genetically Modified Organisms (GMO):

Science, Health, and Politics LESSON 3
(6 HOURS)

LEARNING OUTCOMES

SOCIETY
UNIT 3: SPECIFIC ISSUES IN SCIENCE TECHNOLOGY AND
Identify common genetically modified organisms
Classify the health potential risks, effects and benefits of GMO’s
Write an opinion whether GMO’s should be promoted or
discouraged.

INTRODUCTION

Genetically modified organisms (GMOs) 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. Most GMOs have been
engineered to withstand the direct application of herbicide and/or to
produce an insecticide. However, new technologies are now being
used to artificially develop other traits in plants, such as a resistance
to browning in apples, and to create new organisms using synthetic
biology. Despite biotech industry promises, there is no evidence that
any of the GMOs currently on the market offer increased yield,
drought tolerance, enhanced nutrition, or any other consumer
benefit.
Scientists originally never used the term genetically modified
organisms or GMOs to describe genetic engineering. This term
seems to have come from the popular media. The term has become
so common that even scientists often use the term now. For many
the terms genetically modified organisms are synonymous with
genetically engineered organisms.
Most scientists would say that almost all the food we eat has
been "genetically modified" by man and that genetic modification
includes not only conventional breeding, but simple selections man
has made over millennia.

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• Let's Look Back

PICTURE PERFECT. Listed below are the pictures/items of organisms. Identify each
pictures/ items whether it’s a GMO or not. Write check symbol (✔) if it is GMO and
(X) if it is NOT at the opposite side of the picture.

1.

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LESSON 3 Science, Health, and Politics
•

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• Let's Analyze and Prepare

CONNECT IT. Look back on your answers on the previous activity. Let’s now discover
more details about GMO’s based on your own observation.

1. How did you identify/determine whether the item is GMO or NOT?

__

2. How do GMO’s differ from non GMO’s (List down at least 3 differences)

3. In your own opinion, What do you think are the characteristics of GMO’s?

Did you find it easy to answer the questions above? If you think you
already know everything about GMO’s well, think again. The activity we
had is just a small portion of what is to learn about GMO and its related
concepts. Just like the famous quote. “There’s more to it than that”.
GMO’s have more than just what the eyes can see.

Come on, let’s learn more.

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• Let's Discover

What is Biotechnology?

- Is a field of applied biology that involves the use of living things in

engineering, technology, medicine, other useful applications.
- Is the use of living systems and organisms to develop or make useful
products, or “any technological application that uses biological systems, living
organisms or derivatives, to make or modify products or processes for specific
use.

TYPES OF BIOTECHNOLOGY

1. Medical Biotechnology
Medical biotechnology is the use of living cells and other cells materials for the
purpose of bettering the health of humans. Essentially, it is used for finding cures as
well as getting rid of preventing diseases. The science involved includes the use of
these tools for the purpose of research to find different or more efficient ways of
maintaining human health, understanding pathogen, and understanding the human
body.

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EXAMPLES:

https://bit.ly/36hhtNE

https://bit.ly/3mgo4xl

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• Let's Discover
2. Agricultural Biotechnology
Agricultural biotechnology focuses on developing genetically modified plants for the
purpose of increasing crop yields or introducing characteristics to those plants that
provide them with an advantage growing in regions that place some kind of stress
factor on the plant namely weather and pests.
In some of the cases, the practice involves scientists identifying a
characteristic, finding the gene that causes it, and then putting that gene with in
another plant so that it gains that desirable characteristic, making it more durable or
having it produce larger yields than it previously did

.
b. Plant and Animal Breeding-selective breeding has been a practice humans have
engaged in since farming began. The practice involves choosing the animals with the
most desirable characteristics to breed with each other so that the resulting offspring
would also express these traits.

3. Industrial Biotechnology
Uses plants and marine organisms to create industrial goods. Microorganisms and
components of cells used to improved the production of variety of goods. Ex.
Chemicals, textiles, biofuels, and paper.
Research conducted to improved the quality and environmental impact of goods

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GENETICALLY MODIFIED ORGANISMS

You've probably heard the term "GMO" before, but what does it mean?
Genetically Modified Organisms are being created and grown across the globe.
Genetic modification occurs when the DNA of one living thing is added into the DNA
of another so that a 'desirable' trait becomes part of the new, modified, organism.
These modifications can alter or introduce particular traits in the organism. For
example, a corn plant can be bred to resist herbicides that will kill the weeds growing
around it that would compete for nutrients and light. In this module, we'll discuss the
most frequently modified crops the kind of modifications that are done, and we will
explore the debate around potential risks and benefits to humans and the
environment as a result of GMOs.

Scientists originally never used the term genetically modified organisms or

GMOs to describe genetic engineering. This term seems to have come from the
popular media. The term has become so common that even scientists often use the
term now. For many the terms genetically modified organisms are synonymous with
genetically engineered organisms

GMOs in Food and Agricultural Industries

The Center for Eco-genetics and Environmental Health (CEEH, 2013)
identified the following roles of GMOs in the food and agricultural industries.
1. Pest resistance- genetically modified plants to resist certain pests.
An example is Bt Corn. The DNA (genome) of the Bt Corn has been
modified with the gene of Bacillus thuringiensis, a soil bacterium that
produces proteins which is toxic to corn borers or (worms)
2. Virus resistance- genetically modified plants to resist certain viruses.
An example is GM papaya or rainbow papaya. The papaya ringspot
virus (PRSV) is known to be detrimental to papaya plants. The protein
PRSV was introduced to the papaya plant through plant tissue which
turned out to be resistant to the virus itself. The effect was like the
vaccines humans have against measles or influenza virus.
3. Herbicide tolerance- genetically modified plants to tolerate herbicide.
An example is Roundup Ready soybean. Glyphosphate, an herbicide for
weeds,
4. Fortification- genetically modified plants fortified with certain minerals.
An example is Golden Rice. Beta-carotene, a precursor of vitamin A,
was introduced through biosynthesis genes to the rice, making the rice
grains fortified with vitamin A.

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5. Cosmetic preservation- genetically modified plants resist natural discoloration. An

example is Arctic Apple. The apple variety was genetically modified to suppress
the browning of apple due to superficial damage
6. Increase growth rate- a genetically modified organism that has higher yield
in growth than normal species.
An example is AquAdvantage 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.
. GMOs in Non-Food crops and Microorganisms
Genetically modified organisms (GMOs) in non-food crops and some microorganisms
involve the following:
1. Flower production- GMOs in flower production are seen in modified color
and extended vase life of flowers.
Examples are blue Roses. The so-called “blue” roses, which
are, in reality, lilac or purple, contained cyanidin3,5-diglucoside, together
with large amounts of flavanols. The introduction of the flavonoid 31, 51-
hydroxylase gene into pelargonidin- or cyanidin- producing rose cultivars
diverts the anthocyanin biosynthetic pathway toward the production of
delphinidin glucosides and the flower color to blue (Elomaa & Holton,
1994)

2. Paper production- modified characteristics of tress for yield of paper

production.
Examples are poplar trees. Lignin is a complex polymer in trees that is
removed from wood to make paper through kraft process, through
inserting genes that code for ferulic acid in young poplar trees, the lignin
structure is modified, making lignin easier to breakdown (Veniza, 2014)
3. Pharmaceutical productions- modified plants to produce pharmaceutical
products.
Examples are periwinkle plants. Bacterial genes were added to the
periwinkle plant to enhance to production of vinblastine, an alkaloid
usually added to drugs for cancer treatments like Hodgkin’s lyphoma
(Runguphan, 2010)
4. Bioremediation- use of modified plants that can assist in the
bioremediation of polluted sites.
An example is shrub tobacco. Nicotina glauca, or shrub tobacco
genetically modified with phytochelatin TaPCSI1, is used for
bioremediation. It shows high level of accumulation of zinc, lead,
cadmium, nickel, and boron and produces high biomas

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5. Enzymes and drug production- use of modified microorganisms that can

produce enzymes for food processing and medicines.
6. GMOs in the medical field- genetic engineering is playing a significant
role from diagnosis to treatment of human-dreaded diseases. It helps in
the production of drugs, gene therapy and laboratory researches.

BENEFITS OF GMOs
Studies show some of the potential benefits of GMOs:
High efficiency in farming- with the use of pesticide-
resistant/herbicide-tolerant GMO crops, there will be less use for
herbicides/pesticides, and lower cost for labor and cultivation
Control in fertility- controlling the purity of the hybrid seeds (GMO
seeds) ensures higher yields.
Increase in harvest- GMO crops resistant to pests and diseases
means increase in potential growth and harvest.
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 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 GMO’s

Despite the promising claims of GMOs, the opponents of GMOs
claim otherwise. For example, there are studies that show a link in the adaption of
pesticide- resistant GMO crops to the significant growth of super weeds that
became pesticide resistant too. This caused additional problem more than 12 million
acres of farms in the United States.

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1. Since genetic engineering is still 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- GMO food may trigger more allergic reactions,
more so create new ones, as side effect of the gene alteration.
Gene mutation- GMO food may develop abnormalities and mutation,
more than the desired product of the gene alteration.
Antibiotic resistance-GMO food contains antibiotic- resistant genes;
this may cause disease-causing bacteria likely to be more antibiotic-
resistant too, increasing the possibility of widespread of the disease.
Nutritional value- GMO food may have change in their nutritional
value.
POTENTIAL ENVIRONMENTAL RISKS CAUSED BY GMOs
Karki (2006) summarized the perceived potential environmental risk caused
by GMOs. The identified major risks are the following:
1. Risk in gene flow- there is a potential risk of the modified gene to be
transferred from the GMO crop to its wild relative or organism in the soil
and human intestine (when ingested). For example, a decaying GMO
plant could possibly transfer the modified genes to the bacteria and fungi
in the soil. Bacteria and fungi are capable of using genetic material from
their surroundings. There are no studies yet on the effects of the
absorbed modified gene to the other organisms.
2. Emergence of new forms of resistance and secondary pests and weed
problems—GMO crops resistant to certain pesticides may trigger new
form of pest resistance while GMO herbicide
-tolerant crops may lead to the over use of the herbicides which
may trigger new form of pest resistance.
3. Recombination of Virus and Bacteria to produce new pathogens- the
modified gene can be transferred and integrated in the viral or bacterial
genes which may lead to viral or bacterial gene modification or mutation.
This living modified virus and bacteria may then cause new disease that
may affect other organisms including human beings.

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Other direct and indirect environmental risks caused by GMOs (Molfino & Zucco,
2008)

1. Direct Environmental risks are:

Introduction of the GMOs in the natural environment may cause
disruption of the natural communities through competition or
interference.
The possibility of unexpected behavior of the GMOs in the
environment if it escapes its intended use and may post threats
or become pest;
May cause harmful effects to ecosystem processes if GMO
interfere with the natural biochemical cycles; and
The persistence of GMO genes after its harvest which may cause
negative impacts to the consumer of GMO products.

2. Indirect Environmental risk are:

Alteration of agricultural practices like managing negative
impacts of GMOs to the environment such as evolution of
insects, pests and weeds that became resistant to GMO crops.
May have impacts to biodiversity caused by the alteration in
agricultural practices; and
May have varied environmental impacts due to GMOs interaction
and release in the natural environment.

POTENTIAL HUMAN HEALTH RISKS CAUSED BY GMOs

A major concern in the use and consumption of GMOs is its effect on human
beings, primarily on human health. Some potential human health risks are identified
(Akhter, 2001), such as:
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; and
Production or allergens maybe adverse effects to humans.

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Other potential risks that raise major concern are:

Human Genome Project (HGP)- Mapping of human genes to provide

framework for research and duties in the field of medicine. It was
feared that the ability to produce human genetic information would
create biases and give much power to people holding the information
and to the disadvantage of those who do not have genetic information.
Mutation of genetically engineered microorganisms-Genetically
modified bacteria and viruses may mutate to become more resistant or
virulent that may cause more dreadful diseases for human beings.
Cloning- The asexual reproduction of an organism using parent cell through
genetic engineering. In February 24, 1997, the first mammal, dolly a sheep from
Scotland, was born through cloning. With its celebrated success came the fear
of human cloning. It emerged the ethical issue of man “playing God

EFFECTS ON THE ENVIRONMENT

Herbicide Use and Resistance
Effects on the environment are a particular concern with regard to GMO crops and
food production. One area of development involves adding the ability to produce
pesticides and resistance to specific herbicides. These traits are helpful in food
production, allowing farmers to use fewer chemicals, and to grow crops in less than
ideal conditions. However, herbicide use could be increased, which will have a
larger negative effect on the surrounding environment. Also unintended hybrid
strains of weeds and other plants can develop resistance to these herbicides
through cross- pollination, thus negating the potential benefit of the herbicide. One
such herbicide that has already been added is RoundUp. Crops of RoundUp-ready
soybeans have already been implemented into agricultural practices, possibly
conferring RoundUp resistance to neighboring plants.

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EFFECTS ON HUMAN HEALTH

Allergies
GMO crops could potentially have negative effects on human health as well. When
splicing genes between species, there are examples in which consumers have
developed unexpected allergic reactions. Researchers used a gene from the Brazil
nut to increase the production of Methionine in soya beans. The insertion of this
gene inadvertently caused allergic reactions to the soya bean in those with known
nut allergies, but no previous allergy to the soya bean, according to the product
developer, Pioneer Hi-Bred (“Biotech Soybeans”).
Long-Term Effects
Because GMO technology has been available for such a short amount of time, there
is relatively little research which has been conducted on the long-term effects on
health. The greatest danger lies not in the effects that we have studied, but in those
which we cannot anticipate at this point.
Food Additives
GMOs also present us with possibilities of introducing additional nutrients into
foods, as well as antibiotics and vaccines. This availability of technology can
provide nutrition and disease resistance to those countries that don’t have the
means to provide these otherwise. The distribution of these foods is more feasible
than mass inoculations for current diseases. However, even these possibilities carry
with them potential negative effects such as the creation of antibiotic and vaccine-
resistant strains of diseases.
It is imperative that we ensure that environmental issues and human health are kept
at the forefront of development in this field. It is important that we not lose sight of
the repercussions that could accompany the benefits if we do not carefully
investigate and control development.

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LESSON
3

• Let's Do It

Word Jumble. Use the clues to help unscramble the letter to form some concepts on
genetic modification. Rearrange the letters to fill in the empty blanks.

1. EBNGIEDR
Clue: A combination of genetic material from two species that are genetically
compatible. It can improve traits, providing those traits already exists in
the organism.

2. HIBNY LE OOGT CO
Clue: A set of tools that uses living organisms to make or modify a product,
improve the plants, animals, and trees, or develop microorganisms for
specific uses.

3. GMOEEN
Clue: A complete set of genetic information in an organism, it includes all of
the hereditary instructions for creating and maintaining life, as well as
instructions for reproduction.

4. R E U A T C B I M
Clue: A single-celled organism which does not have nucleus to store its
hereditary material (DNA).

5. M A I S O G N R
Clue: An individual form of life that is capable of growing, metabolizing
nutrients, and usually reproducing

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LESSON
3

• Let's Try Some More

Fill Me In: Fill in the bubble below and identify what are the GMO Benefits, Potential
Risks, Effects on the Environment

GMO
POTENTIAL RISKS

1.
2.
3. GMO
4. EFFECTS IN
5. THE
GMO BENEFITS ENVIRONMENT

1.
1.
2. 2.
3. 3.
4.
4.
5.
5.

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LESSON
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• Let's Have Your Turn

Bee in one’s Bonnet. Write atleast three (3) opinion why GMO’s should be promoted
or discouraged

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3

• Let's Sum It Up
Generally, genetically modified organisms are living organisms whose genetic
material has been artificially manipulated in a laboratory through genetic engineering.
Most GMOs have been engineered to withstand the direct application of herbicide
and/or to produce an insecticide.
GMOs in Food and Agricultural Industries
The Center for Eco-genetics and Environmental Health (CEEH, 2013)
identified the following roles of GMOs in the food and agricultural industries.
1. Pest resistance
2. Virus resistance
3. Herbicide tolerance
4. Fortification
5. Cosmetic preservation
6. Increase growth rate
GMOs in Non-Food crops and Microorganisms
1. Flower production
2. Paper production
3. Pharmaceutical productions
4. Bioremediation
5. Enzymes and drug production
6. GMOs in the medical field

BENEFITS OF GMOs

1. Since genetic engineering is still 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

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•
POTENTIAL ENVIRONMENTAL RISKS CAUSED BY GMOs
The identified major risks are the following:
1. Risk in gene flow
2. Emergence of new forms of resistance and secondary pests and weed
problems
3. Recombination of Virus and Bacteria to produce new pathogens
POTENTIAL HUMAN HEALTH RISKS CAUSED BY GMOs
A major concern in the use and consumption of GMOs is its effect on human
beings, primarily on human health. Some potential human health risks are
identified (Akhter, 2001), such as:
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; and
Production or allergens maybe adverse effects to humans.

. Other potential risks that raise major concern are:

Human Genome Project (HGP

Mutation of genetically engineered microorganisms
Cloning
EFFECTS ON THE ENVIRONMENT
1. Herbicide Use and Resistance
2. Allergies
3. Long-Term Effects
4. Food Additives

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Genetically Modified Organisms (GMO): Science,UNIT
Health,
3 And Politics

LESSON
3

• Let's Extend and Link

For further information and ideas with regards to the topic please check the link
below:
https://youtu.be/JMPE5wlB3Zk
https://youtu.be/0OdQVB-akww
https://youtu.be/2G-yUuiqIZ0
https://youtu.be/7TmcXYp8xu4
shorturl.at/jkBFH

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Genetically Modified Organisms (GMO): Science,UNIT
Health,
3 And Politics

LESSON
3

• BIBLIOGRAPHY

Serafica, J.P., Paliwen, G.,Caslib, B., Alata. E.J., 2018) Science and Technology and
Society, The Rex Bookstore, Inc
McNamara, D.J., Vaverde, V.M., Beleno R. (2018). Science, technology and Society,
C & E Publishing, Inc
Akhter, J. (2001). “Genetically Modified Foods: Health and Safety Issues.” Research
Gate.
https://www.researchgate.net/publication/6539067/Genetically_Modified_Food
s_ Health_and_ Safety_Issues
Elomaa, P. &Holton, T. (1994). Modification of Flower Color using Genetic
Engineering. Biotechnology and Genetic Engineering Reviews.
https://www.researchgate.net/profile/Paula-Elomaa/publication//284702780-
Modification _of_Flower_Colour_using_Genetic_Engineering.pdf/.
Pederson, s., Jensen, B. F., & Jorgensen, S.T., (1995). “Genetically Modified Foods.
“In American Chemical Society Symposium Series.
Serapio, M, Jr. & Dela Cruz, A. (2016). “Philippines Sigs New GMO Rules, Food
Industry Relieved.” https://www.reuters.com/article/us-philippines-gmo/.
Science Daily. (n.d.). “Plants engineered to produce new drugs.”
https://www.sciencedaily.com/releases/2010
Terrascope.”Genetically Modified Crops.” (n.d).
http://12.000.scripts.mit.edu./mission2017/genetically-modified-crops//
Veniza, K. (2014). Greener paper through genetically engineered trees.
https://geneticliteracy project.org/2014/04/09/greener-paper-through-
genetically-engineered-trees/.
Whitman, D. (2000).’ Genetically Modified Food:Helpful or Harmful?” CSA Discovery
Guide. https://www.csa.com/discoveryguides/gmfood/review.pdf.
World Health Organization. (2014). “Frequently Asked Questions on Genetically
Modified Foods.”http://www.who.int/foodsafety/areas_work /food-
technology/faq-genetically-modified-food/en

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy LESSON 4

(3 HOUR)

LEARNING OUTCOMES

UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY AND SOCIETY

Define gene therapy.
Discuss how gene therapy works in vivo and ex vivo.
Know the various techniques in carrying out gene therapy.
Identify different challenges in gene therapy

INTRODUCTION

Way back decades ago, some of the cases of death

especially in the rural areas fall into the category of unknown cause.
People settled with the thought that their loved ones time here on
earth is up and others also consider superstitious beliefs. But then,
here comes the advancement in science and technology especially
in the field of medicine. There are many discoveries now in the
diagnosis and treatment of diseases that could have possibly prolong
the life of a sick individual many years ago. Gene therapy is one of
them. A lot of questions may somehow have popped up in your
minds right now. Questions like, what is this gene therapy and how
this is being done? Is it really effective and safe for humans? Let’s
save this questions and answer as we go along

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UNIT
Gene Therapy 3
LESSON 4

• Let's Look Back

Looking back on the topics discussed in your Biology classes in elementary and
secondary level, label the parts pointed in the images below.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• Let's Analyze and Prepare

Human beings belong to the Kingdom Animalia. Animals are a large group of
diverse living organisms. Different characteristics such as ability to move, respond to
stimuli, respond to environment changes and adapt to different modes of feeding
mechanisms and reproduction, these all are enhanced by their constituent elements
in the body.
The first image is an animal cell. It is a eukaryotic cell, typically microscopic
and is consist of a cytoplasm and a nucleus enclosed in a membrane. It is the
building blocks of all living things and the human body is composed of trillions of
them.
Within our cells are thousands of genes that provide the information for the
production of specific proteins and enzymes that make muscles, bones and blood.
These in turn, support most of our body’s functions, such as digestion, making
energy, and growing. Genes are found on tiny spaghetti-like structures called
chromosomes. And chromosomes are found inside cells. Chromosomes come in
matching sets of two or pairs and there are hundreds and sometimes thousands of
genes in just one chromosome. The chromosomes and genes are made of DNA or
the deoxyribonucleic acid. In humans, a cell nucleus contains 46 individual
chromosomes or 23 pairs of chromosomes. Half of these chromosomes come from
one parent and half come from the other parent. When viewed under the microscope,
we can see that chromosomes come in different lengths and striping patterns. They
are lined up by size and similar striping pattern, the first twenty two of these pairs are
called autosomes; the final pair of chromosomes are called sex chromosomes, X and
Y. The sex chromosomes determine whether you're a boy or a girl: females have two
X chromosomes while males have one X and one Y.

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Gene Therapy UNIT 3

LESSON
4

• Let's Discover

A gene as defined is the basic physical and functional unit of heredity. It is

made up of DNA or the deoxyribonucleic acid. DNA is the genetic material that
determines the makeup of all living cells and many viruses. It consists of two long
strands of nucleotides linked together in a structure resembling a ladder twisted into a
spiral.
Now some genes act as instructions to make molecules called proteins.
However, some genes do not code for proteins because others are non-coding which
means they do not provide instructions for coding proteins but it is integral to the
function of cell particularly the control of gene activity. For example, in humans,
genes vary in size from a few hundred DNA bases to more than 2 million bases.
There are a lot of international researches especially the famous Human Genome
Project, which worked to determine the sequence of the human genome and identify
the genes that it contains. It is estimated thereof that humans have between 20,000
and 25,000 genes.
The genes in our body play an important role in our health and that means
that a defective one can make us sick. Sometimes the whole or part of a gene is
defective or missing since birth, or a gene can change or mutate during adult life. Any
of these variations can disrupt how proteins are made, which can contribute to health
problems or diseases. Scientist recognized this and been working for decades on
ways to modify genes or replace faulty genes with healthy ones.
Gene therapy is an experimental technique that uses genes to treat or prevent
disease. The technique was first developed in 1972 but has, so far, had limited
success in treating human diseases.

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UNIT
Gene Therapy 3
LESSON 4

Gene therapy can be used to modify cells inside or outside the body. When it
is done inside the body---in vivo, a doctor will inject the vector carrying the gene
directly into the part of the body that has defective cells. A gene that is inserted
directly into a cell usually does not function. Instead, a carrier called a vector is
genetically engineered to deliver the gene. Certain viruses are often used as vectors
because they can deliver the new gene by infecting the cell. The viruses are modified
so they can't cause disease when used in people. Some types of virus, such as
retroviruses, integrate their genetic material including the new gene into a
chromosome in the human cell. Other viruses, such as adenoviruses, introduce their
DNA into the nucleus of the cell, but the DNA is not integrated into a chromosome.
The vector can be injected or given intravenously (by IV) directly into a specific tissue
in the body, where it is taken up by individual cells.

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Gene Therapy UNIT 3

LESSON
4

On the other hand, in gene therapy that is used to modify cells outside of the
body--- ex-vivo, blood, bone marrow, or another tissue can be taken from a patient,
and specific types of cells can be separated out in the lab. The vector containing the
desired gene is introduced into these cells. The cells are left, to multiply in the
laboratory. The cells containing the vector are then returned to the patient where they
continue to multiply and eventually produce the desired effect. If the treatment is
successful, the new gene delivered by the vector will make a functioning protein.

https://bit.ly/3o1k6t9

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UNIT
Gene Therapy 3
LESSON 4

Gene therapy techniques

There are several techniques for carrying out gene therapy. These include:
1. Gene augmentation therapy
This is used to treat diseases caused by a mutation that stops a gene from
producing a functioning product, such as a protein.
This therapy adds DNA containing a functional version of the lost gene back
into the cell.
The new gene produces a functioning product at sufficient levels to replace
the protein that was originally missing.
This is only successful if the effects of the disease are reversible or have not
resulted in lasting damage to the body.
For example, this can be used to treat loss of function disorders such as cystic
fibrosis by introducing a functional copy of the gene to correct the disease
(see illustration below).

https://bit.ly/3mbxASD

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Gene Therapy UNIT

LESSON 4 3

2. Gene inhibition therapy

This is suitable for the treatment of infectious diseases, cancer and inherited
disease caused by inappropriate gene activity.
The desire is to introduce a gene whose product either:
inhibits the expression of another gene
interferes with the activity of the product of another gene.

The basis of this therapy is to eliminate the activity of a gene that encourages
the growth of disease-related cells.
For example, cancer is sometimes the result of the over-activation of an
oncogene--- gene which stimulates cell growth. So, by eliminating the activity
of that oncogene through gene inhibition therapy, it is possible to prevent
further cell growth and stop the cancer in its tracks.

https://bit.ly/39o1krN

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UNIT
Gene Therapy 3
LESSON 4

•
3. Killing of specific cells
Suited for diseases such as cancer that can be treated by destroying certain
groups of cells.
The target is to insert DNA into a diseased cell that causes that cell to die.
This can be achieved in one of two ways:
the inserted DNA contains a “suicide” gene that produces a highly toxic
product which will then kills the diseased cell;
the inserted DNA causes expression of a protein that marks the cells
so that the diseased cells are attacked by the body’s natural immune
system.
It is essential with this method that the inserted DNA is targeted appropriately
to avoid the death of cells that are functioning normally.

https://bit.ly/2HECpVo

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Gene Therapy UNIT 3

LESSON
4

How is DNA transfer done?

A section of DNA/gene containing instructions for making a useful protein is
packaged within a vector, usually a virus, bacterium or plasmid which is genetically
engineered to deliver the gene.
Viruses are often commonly use because they have a natural ability to deliver
genetic material into cells, and therefore, can be used as vectors. But before a virus
can be used to carry therapeutic genes into human cells, however, it is modified to
remove its ability to cause an infectious disease.

An illustration to show the transfer of a new gene into the nucleus of a cell via a viral vector.
Image credit: Genome Research Limited

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

Challenges of Gene Therapy

Delivering the gene to the right place and switching it on:
it is crucial that the new gene reaches the right cell
delivering a gene into the wrong cell would be inefficient and could
also cause health problems for the patient
even once the right cell has been targeted the gene has to be turned
on cells sometimes obstruct this process by shutting down genes that
are showing unusual activity.
Avoiding the immune response:
The role of the immune system is to fight off intruders.
Sometimes new genes introduced by gene therapy are considered
potentially-harmful intruders.
This can spark an immune response in the patient that could be harmful
to them.
Scientists therefore have the challenge of finding a way to deliver
genes without the immune system ‘noticing’.
This is usually by using vectors that are less likely to trigger an immune
response.
Making sure the new gene doesn’t disrupt the function of other genes:
Ideally, a new gene introduced by gene therapy will integrate itself into
the genome of the patient and continue working for the rest of their
lives. There is a risk that the new gene will insert itself into the path of
another gene, disrupting its activity.
This could have damaging effects, for example, if it interferes with an
important gene involved in regulating cell division, it could result in
cancer.
The cost of gene therapy:
Many genetic disorders that can be targeted with gene therapy are
extremely rare.
Gene therapy therefore often requires an individual, case-by-case
approach. This may be effective, but may also be very expensive.

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Gene Therapy UNIT 3

LESSON
4

• Let's Do It

1. Complete the major parts of the cell.

2. Using your knowledge on the different parts and function of the cell, define
what gene therapy is. Discuss further how gene therapy works in vivo and ex
vivo.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• Let's Try Some More

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• Let's Have Your Turn

Give 3 challenges and explain briefly and how these affects the treatment using gene
therapy.

1.

2.

3.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• Let's Sum It Up

Gene therapy is the transfer of a therapeutic or working copy of a gene into

specific cells of an individual. This technique may be used to replace a faulty gene or
to introduce a new gene whose function is to cure or to favorably modify the
symptoms of a condition. Theoretically, gene therapy is the permanent solution for
genetic diseases but it has several complexities. Currently, because of its high cost, it
is not accessible to most people. Somehow maybe a breakthrough may come when
almost every disease will have a gene therapy. Though in some there are ethical
considerations to this. Who will have the access to this therapy and isn’t it interfering
with God’s plan? Or should people be allowed to use gene therapy to enhance
human being’s basic traits such as the physical and intellectual capabilities? Although
very promising, gene therapy is still an experimental technique and much research
remains to be done before this approach to the treatment of conditions will realized its
full potential.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• Let's Extend and Link

Is gene therapy safe?
Gene therapy is under study to determine whether it could be used to treat
disease. Current research is evaluating the safety of gene therapy; future studies will
test whether it is an effective treatment option. Several studies have already shown
that this approach can have very serious health risks, such as toxicity, inflammation,
and cancer. Because the techniques are relatively new, some of the risks may be
unpredictable; however, medical researchers, institutions, and regulatory agencies
are working to ensure that gene therapy research is as safe as possible.
Comprehensive federal laws, regulations, and guidelines help protect people
who participate in research studies (called clinical trials). The U.S. Food and Drug
Administration (FDA) regulates all gene therapy products in the United States and
oversees research in this area. Researchers who wish to test an approach in a
clinical trial must first obtain permission from the FDA. The FDA has the authority to
reject or suspend clinical trials that are suspected of being unsafe for participants.
The National Institutes of Health (NIH) also plays an important role in ensuring
the safety of gene therapy research. NIH provides guidelines for investigators and
institutions (such as universities and hospitals) to follow when conducting clinical
trials with gene therapy. These guidelines state that clinical trials at institutions
receiving NIH funding for this type of research must be registered with the NIH Office
of Biotechnology Activities. The protocol, or plan, for each clinical trial is then
reviewed by the NIH Recombinant DNA Advisory Committee (RAC) to determine
whether it raises medical, ethical, or safety issues that warrant further discussion at
one of the RAC's public meetings.
An Institutional Review Board (IRB) and an Institutional Biosafety Committee
(IBC) must approve each gene therapy clinical trial before it can be carried out. An
IRB is a committee of scientific and medical advisors and consumers that reviews all
research within an institution. An IBC is a group that reviews and approves an
institution's potentially hazardous research studies. Multiple levels of evaluation and
oversight ensure that safety concerns are a top priority in the planning and carrying
out of gene therapy research.
From: https://medlineplus.gov/genetics/understanding/therapy/safety/
Page last updated on 18 September 2020

Also click on the links below for further reference and understanding.
https://www.youtube.com/watch?v=GbJasFgJkLg&feature=emb_logo
https://www.youtube.com/watch?v=BxEoX6TkitY

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Gene Therapy UNIT 3

LESSON
4

• BIBLIOGRAPHY

McNamara, D. J., Valverde, V. M. & Beleno, R. III (2018). Science, Technology, And
Society, C & E Publishing, Inc.
https://medlineplus.gov/genetics/understanding/basics/gene/#:~:text=A%20gene%20i s%20the
%20basic,more%20than%202%20million%20bases.
https://medlineplus.gov/genetics/understanding/basics/noncodingdna/
https://microbenotes.com/animal-cell-definition-structure-parts-functions-and-
diagram/#definition-of-animal-cell
https://medlineplus.gov/genetics/understanding/therapy/genetherapy/#:~:text=Gene% 20therapy
%20is%20an%20experimental,of%20using%20drugs%20or%20surgery.
https://www.fda.gov/consumers/consumer-updates/what-gene-therapy-how-does-it-
work
https://www.yourgenome.org/facts/what-is-gene- therapy#:~:text=There%20are%20two
%20different%20types,t%20produce%20sperm
%20or%20eggs.
https://medlineplus.gov/genetics/understanding/therapy/safety/

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change LESSON 5

(3 HOURS)

LEARNING OUTCOMES

UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY AND SOCIETY

Differentiate weather from climate.
Define climate change.
Identify the causes of climate change.
Discuss the implications of climate change.

INTRODUCTION

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change UNIT 3

LESSON
5

• Let's Look Back

Match the item in Column A with the statement in Column B that best describe it.

Column A Column B

Reduce, Reuse, Recycle

Stop! Radiation Hazard!

I’m contagious!

Clean Air Act.

It is ok, everything’s down here are

decomposable!

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change UNIT 3

LESSON
5

• Let's Analyze and Prepare

The previous activity tells us the different signs and things in relation to taking
care of our environment that will be a great help to at least minimize the problem on
the topic that we will be discussing.
Most of you may have answered it all correctly as these are all familiar to all of
us. Garbage can for example, uses different color coding. This is for us to identify and
segregate our wastes. Waste segregation is indeed very important for us to separate
those that are biodegradable and those that we still can recycle. Also for us to avoid
infections considering that some are hospital wastes. Thus, if we don’t segregate, all
of us are prone to cross contamination and diseases might be widespread. Also, not
only wastes on the land that we will need to look into but also wastes in the bodies of
water and even in air.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change UNIT 3

LESSON
5

• Let's Discover

https://bit.ly/3mbeYlz

https://bit.ly/3maFUC0

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change UNIT 6

LESSON
1

• Let's Discover

Here’s one way to visualize it. Weather tells you what to wear each day.
Climate tells you what types of clothes to have in your closet.

https://bit.ly/33j4mde

Now that we have a clear picture of what climate is, let’s study what are the
causes of climate change and the effects of this to our environment and to us as
humans.
As what mentioned earlier that weather can change in just a few minutes or
hours, climate change on the other hand, changes over longer time frames. Climate
events like El Niño don’t just happen in a day, it happen over several years with larger
fluctuations happening over decades. Even larger climate changes happen over
hundreds and thousands of years.
It is very evident that today, climates are changing. You can always hear
these statements to your grandparents or even to your parents, that there is really an
evident change in our climate today. According to many research of our scientists,
our Earth is warming more quickly than it has in the past. Hot summer days may be
quite typical of climates in many regions of the world, but warming is causing Earth's
average global temperature to increase. The amount of solar radiation, the chemistry
of the atmosphere, clouds, and the biosphere all affect Earth's climate. So as the
global climate changes--- the climate of an entire planet Earth, weather patterns are
changing as well. While it’s impossible to say whether a particular day’s weather was
affected by climate change, it is possible to predict how patterns might change. For
example, scientists predict more extreme weather events as Earth’s climate warms.

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Climate Change UNIT 3

LESSON
5

https://bit.ly/37e7fx2

Greenhouse Gases
1.
Carbon Dioxide (CO2)
When fossil fuels like coal, oil, and natural gas are burned, carbon
dioxide is released in large quantities. Also, emissions from incinerators,
waste treatment plants, electric power plants, factories, household furnaces,
cars and buses all contribute to global warming.
2.
Methane (CH4)

This is a big and growing greenhouse gas contributor to the

greenhouse shield. It is said that more than 425 million tons a year are
generated by bacterial decomposition of organic matter--- in the landfills,
flooded rice paddies, and guts of cattle and termites and by burning wood
and fossils fuels. Methane is trapped in ice and also inside ice structure in
sediment on ocean floors. When frozen hydrate is broken, the Arctic Ocean
bed contains methane hydrates that are ready to be released.
3.
Chlorofluorocarbons (CFCs) and Halons
As the name implies, this greenhouse gas is composed of chlorine,
fluorine, and carbon. Because CFCs vaporizes at low temperatures, they
have become essential ingredients in refrigerator (Freon) and as propellant
gases for aerosol spray cans. CFCs also make good insulators in solid form
because the lightweight, closed-cell bubbles they form are poor conductors
of both heat and cold. Even the computer revolution is aided by CFCs
because they are used to remove the smallest contaminants on microchips
and other components of electronic equipment.

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Climate Change UNIT 3

LESSON
5

•
When CFCs escape into the atmosphere, they trap heat. Thus, 15% to 20%
of the gases responsible for global warming is from ozone depleting bromine which
is release by CFCs and halons.

4.
Nitrous Oxide (NO2)
The emissions of nitrous oxide are due to human activities. It is
released when coal and other fossil fuels are burned. It is a product of
gasoline use, and nitrogen-based fertilizer emission. Often, it turns to nitric
acid in the atmosphere and falls to the ground as acid rain. It stays in the
atmosphere in a stable condition for a long time--- over 200 years. In sunlight,
it reacts with hydrocarbons to form photochemical smogs. These smogs build
up during the hot, sunny weather. The smog contains ozone which damages
plant, decomposes everything from condominium walls to furnishings, and
causes both premature aging of lungs and asthma attacks in humans.

5.
Carbon Monoxide (CO)
Carbon monoxide is a destructive force in the complex chemistry that
stops the atmosphere from cleaning itself of pollutants, including methane.
One recent estimate indicates that human activities are responsible for the
emission of 1,500 million tons of carbon monoxide into the atmosphere each
year. Among these human activities include the chemical breakdown of
methane by burning fossil fuels and by burning trees from tropical forests.
Because carbon monoxide reacts easily with other chemicals in the air, it
does not spread as far as around the world like CFCs or carbon dioxide.

6.
Ozone (O3)

Ozone provides a protective shield in the atmosphere but it can be

destructive near the ground. Only 10% of the world’s ozone is toxic,
especially to plants, at high concentrations. It is mildly regarded as a factor
in the strange death of trees in Europe and North America.

About a century ago, ozone levels near the ground were around 10
ppb (parts per billion). Today, background levels are at least 2 ppb and
concentration sometimes reaches 200 ppb.

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Climate Change UNIT 3

LESSON
5

Causes of Global warming

Global warming is the long-term heating of Earth’s climate system observed
since the pre-industrial period (between 1850 and 1900) due to human activities,
primarily fossil fuel burning, which increases heat-trapping greenhouse gas levels in
Earth’s atmosphere. Consider the following contributory factors in the formation of
greenhouse gases that cause global warming.

1. Increasing Population Growth

It is expected that the amount of greenhouse gases in the air every
year will increase because of the growing masses. Their use of more
energy, by driving more miles, and by producing more garbage are some
of the reasons thereof.
2. Exhaust Fumes/Smokes and Other Gases
Global warming may turn out to be the most difficult to cure of all the
world’s environmental ills because it is fueled by so many different gases.
As the world population explode, the gasses are pumped more and more
each day into the skies. In consequence, these gases create the
greenhouse blanket that helps retain the earth’s heat. This blanket of
gases is too thick and still getting thicker.
3. Farts from Cattles including Herbivores Animals

Cattle population of the world rose from 700 million animals in 1940 to 1,800
million in the middle of 1980. Working out how much methane these and other
animals fart or belch into the air is a hard task. The grains of methane a day,
multiplied by the world’s cattle population, will yield 90 million tons of methane a year.

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Climate Change UNIT 3

LESSON
5

4. Gases from marshes, swamps and rice paddy fields

5. Methane gases from bites or termites
The world has an estimated 250 million termites and annual emissions of
methane from termites could amount to 150 million tons.
Effects of Global Warming
Predicting the future of global warming is difficult, if not impossible. Thus,
predicting its effect is largely speculative. According to Hansen Schreider, the world’s
average temperature climbs by five degrees. The following are the kinds of changes
we can expect to happen.
1. Doubling of the atmosphere’s carbon dioxide content would
increase temperature enough to melt the edges of the Arctic and
Antarctic ice sheets, raising sea levels around the globe.
2. Coastal areas and islands would be inundated.
3. Agriculture, water resources, fisheries, shipping and energy use would
all be disrupted.
4. An area greater than the United States and China would be
submerged worldwide.
5. Much of the eastern seaboard of the US would be flooded.
6. Parts of the Russia and Denmark would be under water.
7. Beijing, Seoul, New York and London will be flooded.
8. Egypt could lose 15% of its land.
9. Cities surrounded by water including the Philippines would be swamped.
10. Parts of the globe not flooded would get drier.
11. Rainfall patterns would shift.
12. Evaporation would be lead to drier soils over much of the still
exposed land.
13. Cold season would shorten; warm season would lengthen.
14. Strong winds, hurricanes and assorted other storms, caused by
shifting ocean currents and a rising sea level, would devastate cities
and populations.
15. There would be more droughts and many more days above 100
degrees in some regions.
16. Many kinds of trees and wildlife would die.
17. World’s food supply would be dramatically affected.
18. Many forests would become grasslands; water supply would be tainted;
recreational lakes would dry up; and wetlands would be flooded.
19. Higher temperatures would cause an increased demand for electricity.
Excerpt from Lecture Notes in Environmental Science: The Economy of Nature and Ecology of Man.

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Climate Change UNIT 3

LESSON
5

https://bit.ly/3l5jIYM

Solutions to Global Warming

A professor of geochemistry at Columbia University and an expert of global
warming, Wallace S. Broecker, believed that such changes are inevitable and
unstoppable, and people should be doing something, and everything to slow them
down. In spite of these scenarios, global warming is a certainty. An individual can
help slow its arrival in so many ways. One can consider the following:
1. Promotion of family planning to reduce population growth.
2. Educating people on reforestation programs by initiating “eco-tourism”
trips to various main forests.
3. Car owners have to switch to natural gas to help cut down nitrous
oxide emissions.
4. Encouraging auto owners to seek out service stations equipped with
recycling equipment that cleanses and reuses the car air conditioner’s
freon which is 100% CFC in the atmosphere, and provides shade which
cuts down the demand for electricity for air conditioners.

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Climate Change UNIT 3

LESSON
5

• Let's Do It

Given the pictures on the left, write the effect/s of these to our environment. You can
write as many answers as you can.

- flood

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Climate Change UNIT 3

LESSON
4

• Let's Try Some More

Fill in the table with information being asks.

Greenhouse gas How it contribute to the What can you do to lessen

greenhouse effect its build up in the air
1.

2.

3.

4.

5.

GEC 7: SCIENCE, TECHNOLOGY AND CAS-

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Climate Change UNIT 3

LESSON
4

• Let's Have Your Turn

As a student, what can you do to fix global warming? Give 3 contributions you
can personally achieve.

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Climate Change UNIT 3

LESSON
5

• Let's Sum It Up

Earth’s climate is indeed changing. Evidences are evident showing changes

in our weather, atmospheric conditions and more. Those who were born in the 40s
who are still alive today, with or without knowledge of weather forecasting and the like
can surely testify on this.
Natural causes alone cannot explain all of these changes. Human-induced
activities are contributing factors to climate change, primarily by releasing billions of
tons of carbon dioxide and other heat-trapping gases, known as greenhouse gases,
into the atmosphere every year.
Climate changes will continue into the future. It is inevitable because as the
world’s population increases, the more greenhouse gases we will emit, the larger
future climate changes will be.
Changes in the climate system affect our health, environment, and economy.
But we can prepare for some of the impacts of climate change to reduce their effects
on our well-being. Though we cannot totally escape from all the consequences of all
our actions given the fact also that most of the causes of these are also the effects of
the advancement in science and technology that undeniably brought comfort and
pleasure to us all, at least somehow we can minimize and/or delay the great
catastrophe these changes may cause us. These yet again, boils down to one of the
laws of ecology--- everything and everyone is interconnected, interdependent and
interrelated. We are all part of the natural and social web of life, thus, it is the
presence of each and every creature that will keep us alive and preserve and protect
the future generations. It is our actions now that will determine whether or not there
will be future on them. So, whether we like it or not, we need to participate and do our
part in preserving our lives and the lives of the future generations

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Climate Change UNIT 3

LESSON
5

• Let's Extend and Link

Every year, all students of Science, Technology and Society are expected to
submit a final output. To help the school make use of the scratch paper from all the
offices, we encourage students of STS to make use of these papers as raw material
for their project. You are to create something out of this scratch paper and turn it into
something that is usable or useful. Do not limit your capabilities to any form of art or
craft, you might as well try to develop technology that can turn this scratch into
something useful. You will be given one month to prepare your project. Submit it with
the following format and attach it on the last part of your finals module.

Name of Project:
Significance:
Materials Used:
Procedure:
Pictures of each steps and the final output:

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Climate Change UNIT 3

LESSON
5

• BIBLIOGRAPHY
McNamara, D. J., Valverde, V. M. & Beleno, R. III (2018). Science, Technology, And
Society, C & E Publishing, Inc.
Lee, S. J. & Añes, M. L. (2008). Lecture Notes in Environmental Science: The
Economy of Nature and Ecology of Man, C & E Publishing, Inc.
(2018). What’s the difference between weather and climate
.https://www.ncei.noaa.gov/news/weather-vs-climate
Overview: Weather, Global Warming and Climate
Changehttps://climate.nasa.gov/resources/global-warming-vs-climate-
change/#:~:text=Global%20warming%20is%20the%20long,gas%20levels%20in%20
Earth's%20atmosphere.
The Effects of Climate Change https://climate.nasa.gov/effects/#:~:text=Increased%20heat%2C
%20drought%20and
%20insect,coastal%20areas%20are%20additional%20concerns.

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY POST-TEST

AND SOCIETY
MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the letter
that corresponds to your answer in the Answer Sheet provided at the end of this Pre-
test.
1. It is a scenario where objects in everyday life such as televisions, remote
controls, and appliances are connected to the internet through Bluetooth, sensors
and software.
a. Network
b. Connectivity
c. Internet of Things
d. Share It

2. . What event preceded the emergence of the Information Age?

a. World War II
b. Industrial Revolution
c. Cold War
d. Depression

3. Distance and time are no longer limitations during the Information Age.
Three situations are relevant examples, EXCEPT?
a. Companies may now hire workers from other countries to perform online work.
b. The youth may now upload and share many information in social media.
c. People now have the option to attend church services through online platforms.
d. You don’t need to go to the malls to buy what you need; you can order online.
4. Which of the following is LEAST relevant to the discussion on How could poor
countries have the capacity to take advantage of the economic benefits of
connectivity:
a. Its citizen must have access to ICT devices.
b. Its citizen must have good internet speed.
c. Its citizen must upgrade their technical skills.
d. Its citizen must increase their interest in ICT.
5. It is a measure of biodiversity that refers to the proportions of species on the site.
a. species evenness
b. species richness
c. species number
d. species index

6. Which area has the best diversity?

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY POST-TEST

AND SOCIETY
7. The soil filters dirty water, which are then stored in aquifers. In this way, human
beings get clean water. What ecosystem service is being provided by the soil?
a. provisioning
b. cultural
c. supporting
d. regulating
8. Crops do not grow on soil that has been covered by mine tailings. What
threatened biodiversity in this situation?
a. pollution
b. habitat destruction
c. unregulated resource use
d. climate change
9. The following are the potential benefits of GMOs, except:
a. lower cost for labor and cultivation
b. nutritional and pharmaceutical enhancement
c. reduced use of fertilizer and pesticides
d. decrease in harvest
10. It occurs when the DNA of one living thing is added into the DNA of another so that
a desirable trait becomes part of the new, modified organism.
a. Gene therapy
b. Genetic modification
c. Genetic transfer
d. Gene exchange

11. Identify the potential human health risk caused by GMOs.

I. Consumption of GMOs may have adverse effects since it is not naturally
or organically produced
II. Production of allergens may have adverse effects to humans
II. Consumption of GMOs do not alter the balance of existing microorganisms
in the human digestive system
III. IV. Production of toxins may be detrimental to human health

a. I, II and III
b. only III
c. I, II, IV
d. I and II
12. Identify one of the major concerns raise by the opponents of GMOs.
a. Genetic engineering promotes mutation in organisms which the long
term effect is still unknown.
b. Reduce the use of fertilizer and pesticides.
c. Improvement of desirable characteristics.
d. Nutritional and pharmaceutical enhancement.

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY POST-TEST

AND SOCIETY
13. A breast tumor is forming by rapidly dividing cancer cells due to some defective
or mutated gene. A gene is introduced into existing cells to prevent the cancer
cells from reproduction and possibly heal the tumor. This procedure is termed as:
a. gene modification b. gene transplant
c. gene transcription d. gene therapy
14. The following are the challenges met during gene therapy, except:
a. delivering the gene to the right place and switching it on
b. making sure the new gene doesn’t disrupt the function of other genes
c. it is cost-effective
d. avoiding the immune response
15. Cancer is sometimes the result of the over-activation of an oncogene. So, by
eliminating the activity of that oncogene through , it is possible to prevent
further cell growth and stop the cancer in its tracks.
a. gene inhibition therapy
b. gene augmentation therapy
c. killing of specific cells
d. gene transplant
16. When it involves the introduction of therapeutic DNA directly into the patient’s body,
it is termed as:
a. in vivo b. in vitro c. ex vivo d. intra vitro
17. You are living in the polar and temperate zones and your closet is full of
sweater, gloves, socks, fleece jacket, scarfs, etc., you are preparing for the
change of:
a. climate b. weather c. phenomenon d. El Niño

18. The following are greenhouse gases, except:

a. CO2 b. CFC c. CH4 d. O2

19. As the world population explode, the gasses are pumped more and more each
day into the skies. In consequence, these gases create the greenhouse blanket
that helps retain the earth’s heat. Under what contributory factor is this?
a. Increasing Population Growth
b. Exhaust Fumes/Smokes and Other Gases
c. Methane gases from bites or termites
d. Farts from Cattles including Herbivores Animals

20. It is a long-term change in the average weather patterns that have come to define
Earth’s local, regional and global climates.
a. Climate change
b. Weather forecast
c. Global warming
d. Greenhouse effect

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UNIT 3: SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY POST-TEST

AND SOCIETY

GEC 7: SCIENCE, TECHNOLOGY AND CAS-