•Yzzel T. Agorilla •Apol Joy D. Cagayan •Charlie T.

Anselmo
Aisie O. Bete

Daren T. Baui •Artemio B. Saet •Lilibeth L. Gumpal

Luzviminda S. Antonio •Judith Joy S. Pascua •Angelica P. Maglelong

Joy Marie A. Mara Grace C. Dela Cruz•Charibel R. Sarte

Narcisa B. Adangna •Ma. Carlene S. Daileg •Steve Cole Macaballug

Mari Len B. Cangas •Kimberly Rose C. Martin •Judy L. Ricardo

Catherine C. Mujer • Fely Corpuz

SCIENCE, TECHNOLOGY AND SOCIETY

Aisie O. Bete
Yzzel T. Agorilla
Apol Joy D. Cagayan
Charlie T. Anselmo
Daren T. Baui
Artemio B. Saet
Lilibeth L. Gumpal
Luzviminda S. Antonio
Judith Joy S. Pascua
Angelica P. Maglelong
Joy Marie A. Mara
Grace C. Dela Cruz
Charibel R. Sarte
Narcisa B. Adangna
Ma. Carlene S. Daileg
Steve Cole Macaballug
Mari Len B. Cangas
Kimberly Rose C. Martin
Judy L. Ricardo
Catherine C. Mujer
Fely Corpuz
 ii

Contents

Module Page

1 General Concepts and Historical Events in Science, Technology, 1

and Society (The Cradles of Early Science)

2 Intellectual Revolutions that Defined Society 47

3 Science and Technology and Nation Building 53
4 Technology as a Way of Revealing 75
5 Human flourishing 83
6 The Good Life 91
7 When Technology and Humanity Cross 99
8 Why Does the Future Not Need Us? 110
9 The Information Age (Gutenberg to Social Media) 117
10 Biodiversity and the Healthy Society 131
11 Genetically Modified Organisms: Science, Health, and Politics 142
12 The Nano World 158
13 Gene Therapy (Stem Cells) 166
14 Climate Change and the Energy Crisis 176
15 Environmental Awareness 191

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Preface

Science, Technology and Society (STS) as a general education course deals with
interactions between science and technology and social, cultural, political, and economic
contexts that shape and are shaped by them. (CMO No. 20, series of 2013). Moreover, it
aims to develop critical understanding and profound appreciation of how science and
technology plays an important role in the development of man and society. It is also to instill
the importance of having ethical decision making amidst scientific and technological
advancement.

This set of modules was developed to be utilized by undergraduate students of the

Isabela State University enrolled in the course subject, GEC 6 - Science, Technology and
Society. The modules were designed to be utilized both for online and offline learning
management systems. Each module comprises various learning activities and assessment
tasks to engage students to independently learn numerous scientific issues and
technological developments. Upon finishing the modules, it is expected that the students are
able to develop their intellectual competencies, personal and civic responsibilities and
practical skills in relation to the intended learning outcomes imbedded in the course subject.

The Authors

Science,Technology and Society (STS-GEC 6)

Isabela State University
MODULE 1 1

General Concepts and Historical Events in

Science, Technology, and Society
(The Cradles of Early Science)

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Science and Technology plays a major role in our day to day living. It allows
us to complete our tasks easier and more efficient. S&T innovations help us
accomplish difficult and complicated tasks with so little time and so little effort without
sacrificing its output. The continuous developments in this field are not just products
of people’s imagination or the ―AHA moment‖ but by gradual improvements of earlier
works from different periods which was driven by our continuous desire to raise the
quality of life of the people.

This module will focus on the development of science and scientific ideas in
the community and on how it gradually made an impact on our society. After
completing the module, you should be able to answer the following:
 How did Science and Technology affected the society and environment & vice
versa?
 What were the significant innovations and inventions that changed the world
over the course of history?
 What were the scientific and technological advancements in the Philippines
throughout time?

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Discuss the interactions between S&T and society throughout history;

o Discuss how scientific and technological developments affect society
and the environment; and
o Identify the paradigm shifts in history.

LEARNING CONTENT

 Historical antecedents in which social considerations changed the

course of science and technology:
 In the World: Ancient, Middle and Modern Ages
 In the Philippines
Advancement in technology and innovations were driven by
different factors which include concerns in transportation,
communication, food production agriculture and industry, military,
conservation of life and engineering and architecture as well as
aesthetics, power and energy. Science also gave emphasize to
organized observational methods and measurement.

LESSON 1. Driving Concerns for Science and Technology Development

1. Transportation. Our means of moving from place to place have

developed faster and more comprehensive with every passing generation
of technology. Initially, people look for new places, discover new horizons,
search for food, find better locations for settlements, and trade surplus
goods for what is needed, we have progressed from relying on human and
animal muscle to the utilizing combustion-powered automobiles, aircraft,
and rockets.
 Examples: wheel, wheeled chariot, sailboat, sailing ship, road,
compass, steamboat, railroad, bicycle, automobile, airplane, space
launcher, jetliner, GPS

2. Communication. Communication is the transmission of information for the

purpose of creating understanding, especially to facilitate human
endeavors in discovering and occupying new places to settle in and
explore as well as to expedite transactions in the trade industry and
prevention of conflicts. The means of communication today have
transformed drastically that it extended limitless possibilities in our reach,
broadened our vision, and expanded our knowledge that we are often said
to live in the Age of Information.
 Examples: cuneiform, ink, papyrus, paper, hieroglyphics, newspaper,
bound book or codex, numbers, Greek and Latin alphabet, parchment

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and vellum, printing press, photography, telegraph, telephone,

phonograph, motion picture, radio, television, transistor,
communications satellite, personal computer

3. Food production, agriculture, and industry. The growth of living

organisms and the manufacturing of new materials and objects are vital to
the maintenance of life. This is true to the increasing number people in
different parts of the world. These factors were fundamental to defining
human beings as superior to all other living creatures. Improvements in
food production, agriculture, and industry demonstrate the steadfastness
of human beings to make their material lives safe, easier, comfortable, and
prosperous.
 Examples: plowshare, silk, tea, bronze, iron, petroleum refinery, power
loom, canning, refrigeration, steel, aluminum, sheet and plate glass,
rayon, Bakelite, combine harvester, industrial robots, fullerenes

4. Military. Weapons and armors were important in the discovery of new

places, especially in the establishment of alliances, taking of needed
resources, conflicts, security, and protection. Stronger nations tend to
invade and colonize weaker ones to expand their territories as well as their
resources. Inventions in the field of weaponry and security have
contributed in the deliberate and organized application of deadly force
against other people.
 Examples: spear, bow and arrow, gunpowder, rifled muzzle-
loaders, submarine, machine gun, assault rifle, tank, ballistic
missile, nuclear weapons

5. Conservation of life, medicine, and health. Nothing testifies more

convincingly to human ingenuity than their ability to understand the
processes of the human body and to influence the longevity of life through
the study and improving the processes of saving lives, maintaining good
health, and preventing the spread of diseases..
 Examples: smallpox vaccine, general anesthesia, pasteurization, X-
ray imaging, insulin, antibiotics, blood transfusion, polio vaccine, birth
control pill, heart transplantation, genetic engineering, cloning

6. Engineering and architecture. The building of great structures is a sign

not only of human inventiveness but of organization. Over time we have
gathered the intelligence, materials, and collective will to bridge chasms,
erect soaring towers, domes, and vaults, and even create artificial
controlled environments inside our own homes. Architectural designs,
though seen by some as a mere style, are actually signs of technological

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advancement. It is a status symbol of how advanced a nation’s

technology is and it establishes the identity of a nation.
 Examples: city, ziggurat, irrigation, dike, Wonders of the World,
aqueduct, arch, brick, dam, Roman dome, plumbing, paved road,
reinforced concrete, suspension bridge, dynamite, skyscraper,
elevator, heating, ventilation, and air conditioning

7. Aesthetics. Humans also developed technology to improve how they

look. This is to make them visually appealing and presentable through
addition of features and decorations.
 Examples: wig, cosmetics

8. Power and energy. Fundamental to all inventions are power and energy,
the harnessing of the capacity of the physical world to do work. The
human race has applied its genius to using all sources of energy for a
multitude of ends.
 Example: waterwheel, controlled fire, windmill, steam engine, electric
battery, electric generator and motor, incandescent lightbulb, steam
turbine, gasoline engine, jet engine, nuclear reactor laser, wind
turbine, solar cell, fuel cell

9. Observation and measurement. Magnitude—especially the magnitude of

time and distance—is a property that has always defied human beings but
that people in turn have always tried to master. And so we have the
invention of clocks and calendars for dividing time into discrete units, or of
telescopes and microscopes for viewing objects too small or too far away
for the eye to see. The inventions profiled here, unlike those profiled
elsewhere in this book, do not attempt to move, manipulate, or change our
surrounding world; rather, they attempt to help us quantify and
comprehend it.
 Examples: water clock or clepsydra, alarm clock, Gregorian
calendar, clock, watch, telescope, microscope, radar, atomic clock,
calculator

LESSON 2. STS in the ANCIENT, MIDDLE and MODERN AGES

2.1 THE ANCIENT WORLD

The different major technological advancements during the ancient

times which include some of the achievements of the early civilizations
such as the Asian, African and Western Civilizations

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 THE ASIAN CIVILIZATIONS

Asia is the biggest continent in the world and the home of many
ancient civilizations. It is host to many cultural, economic, scientific and
political activities of all ages. In the field of science, technology and
mathematics, great civilizations have stood out: India, China and the
Middle East civilizations (Mesopotamian Civilizations.) These civilizations
were incomparable in terms of their contributions to the development of
knowledge during their time.

 SUMERIAN CIVILIZATION (4500 – 4000 BC)

 Sumer is located on the southernmost tip of ancient MESOPTAMIA
(Mesopotamia is a historical region of Western Asia situated within the
Tigris–Euphrates river system, in the northern part of the Fertile Crescent,
in modern days roughly corresponding to most of Iraq, Kuwait, the eastern
parts of Syria, Southeastern Turkey, and regions along the Turkish–Syrian
and Iran–Iraq borders.)
 Sumerians are known for their high degree of cooperation with one
another and their desire for great things.
 They are not contented with basic things which ignite them to develop
many things connected with science and technology)
 CUNEIFORM one of the major contributions of
Sumerians was the development of the first
writing system
 A system that utilizes word pictures and
triangular symbols which are carved on
clay using wedge instruments and then left
to dry.
 Cuneiform allowed the Sumerians to keep
records of things with great historical value
or their everyday life. Fig. 1.1 Cuneiform
 URUK CITY
 Another contribution of the Sumerians.
 It is a great wonder
 It is first true city on the world and for the way it was erected
 There were no building stones in the location of the city and the
lumber was limited - making the construction a big challenge.
 The Sumerians were able to build the city using only mud or clay
from the river which they mixed with reeds, producing sun-baked
bricks - a true engineering feat.
 They used bricks to make houses that protected them from the
harsh weather and to build a wall around the city that prevented
wild animals and neighboring raiders from entering.

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 THE GREAT ZIGGURAT OF UR

 Another engineering and architectural feat of
the Sumerians is the Great Ziggurat of Ur
 It is also called the mountain of God built in
the same manner that as city of URUK
 It served as the scared place of their chief
god where only their priest was allowed to
enter. Fig. 1.2 Ziggurat of Ur
. (Reconstructed image)
 SAILBOATS
 was also invented by Sumerians
 boats were used to carry large quantities of
products and were able to cover large
distances
 Sumerians wanted to discover faraway lands
and they needed a mode of transportation
that did not require much human resource.
 Sailboats were essential in transportation
and trading as well as fostering culture,
information and technology.
Fig. 1.3 Ancient Sumerian
Sailboat Carving
 WHEEL
 latter part of history - wheel was invented
 the first wheels were not made for
transportation but farm work and food
processes
 with the use of wheel and axle mass
production was made easier
 Farmers were able to mill grains with less
effort in less time
Fig. 1.4 Mesopotamian
Wheel
 THE PLOW
 Another farm technology invented by the
MESOPOTAMIANS
 It is used to dig the ground where seeds would
be planted
 It is used to dig the earth in a faster pace
 Farmers could cultivate larger parcels of land
faster, enabling them to mass produce food
without taking so much effort and time

Fig. 1.5 Sumerians invented the plow for

farming

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 IRRIGATION and DIKES

 Sumerians created dikes and irrigation
canals to bring water to farmlands and at
the same time control of flooding of the
rivers.
 It is considered as one of the world’s most
beneficial engineering works
Through the dikes and canals, the
Sumerians were able to enjoy year-long
farming and harvesting, which increased
their food production
Fig. 1.6 Sumerian Fields showing
their irrigation canals and dikes
 ROADS
 Sumerians developed the first road
 it made the flow of traffic become faster and more organized
 they made the roads with the same technology they used in making
the sun-baked bricks that they laid down on the ground

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Sumerian Civilization?
/ancient-middle-east/sumer
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 BABYLONIAN CIVILIZATION (4000 BC)

 Babylonia was a state in a state in ancient MESOPOTAMIA located
along the Euphrates River. (Present-day Iraq, about 50 miles south of
Baghdad)
o Babylon grew into one of the largest cities of the ancient world
under the rule of Hammurabi (1792 to 1750 BC). He conquered
neighboring city-states, he brought much of southern and central
Mesopotamia under unified Babylonian rule, creating an empire
called Babylonia.
o Hammurabi turned Babylon into a rich, powerful and influential
city. He created one of the world’s earliest and most complete
written legal codes known as Codes of Hammurabi, it helped
Babylon surpass other cities in the region.
 the Babylonians were great builders, engineers and architectures
o Babylonia however, was short-lived. The empire fell apart after
Hammurabi’s death and reverted back to a small kingdom for
several centuries.
 A new line of kings established the Neo-Babylonian Empire which
lasted from 626 BC to 539 BC. The Neo-Babylonian Empire became

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the most powerful state in the world after defeating the Assyrians at
Nineveh 612 BC.
o The Neo-Babylonian Empire was a period of cultural
renaissance in the Near East. The Babylonians built many
beautiful and lavish buildings and preserved statues and
artworks from the earlier Babylonian Empire during the reign of
Nebuchadnezzar II.
 The ancient scientists who lived in the city made important discoveries
in mathematics, physics and astronomy. Among their many
accomplishments, they developed trigonometry, used mathematical
models to track the planet Jupiter and developed methods in tracking
time that are still used today. Ancient Babylonian records are still used
by modern- day astronomers to study how the rotation of the Earth has
changed.
 One of the major contributions is the Hanging Gardens of Babylon,
one of the seven wonders of the ancient world.

Fig.1.7 Hanging Gardens of Babylon.

(Graphical illustration as described by archaeologists and historians)
.
It is one of the Seven Ancient Wonders of the World and was
supposedly built high above the ground on split-level stone terraces. It
was believed that the gardens were destroyed by war and erosion,
while others believe an earthquake destroyed them.

Please click/ visit the link below:

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Babylonian Civilization? https://www.livescience.com/28
701-ancient-babylon-center-of-
mesopotamian-civilization.html
READ

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CHINESE CIVILIZATION (1250 BC – 220 AD)

 China is one of the ancient civilizations with substantial contributions in
many areas like medicine, astronomy, science, mathematics, arts,
philosophy, and music among others. Chinese civilizations have greatly
influenced many of its neighbor countries like Korea, Japan,
Philippines, Vietnam, Thailand Cambodia, Myanmar an other countries
that belong to the old Silk Road.

Fig. 1.8 The Silk Road is a 4,000 mile trade route that
stretched from China to the Fertile Crescent in
Southwestern Asia (opened up by the Han Dynasty)

 it is known as middle kingdom and located on the far east of Asia

 it was famous among other ancient civilizations because of the silk
trade
 SILK
 naturally produced by silk worms and the Chinese were the
ones who developed the technology to harvest the silk and
process it to produce paper and clothing
 SILK TRADE opened China to the outside world making way for
cultural, economic and scientific exchanges bridging the gap
between the western world and the middle kingdom.
 TEA PRODUCTION
 Tea is a beverage produced by pouring hot or boiling water over
crushed or shredded dried tea leaves
 believed that the first tea was drunk by a Chinese Emperor
 Tea production was developed when an unknown Chinese
inventor created a machine that was bale shred tea leaves into
strips

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 Machine with a wheel-based mechanism with sharp edge

attached to a wooden or ceramic pot
 Advantages: increase tea production and trade with other
nations
 was one of the most popular beverages in the world today

 GREAT WALL OF CHINA

 the only man-made structure that
could be seen from outer space
 largest and most extensive
infrastructure that the nation built
 it was constructed to keep out
foreign invaders and control the
borders of China
 made with stone, brick, wood,
earth and other materials
 it showcased the extent of
engineering technology at that time
 the wall’s construction put the Fig. 1.9 The Great Wall of China
nation among the powerful
civilizations during the ancient times
 this was the pride of their land and their crowning glory

 CHINESE MEDICINE
 The Chinese are known for
traditional medicines, a product of
centuries of experiences and
discovery of the Chinese people.
They discovered various medical
properties and uses of different
plants and animals to cure human
illness
 Acupuncture is a form of treatment
widely practiced in China. It
involves inserting very thin needles
through a person’s skin at specific Fig. 1.10 Bien Que was the earliest
points on the body to various known Chinese doctor
depths which help relieve pain and
it is used for a wide range of other complaints.
 CHINESE TECHNOLOGY
The Chinese are known to develop many tools. Among the famous
discoveries and inventions of the Chinese civilization were paper
making, gunpowder, printing tools and compass.

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 PAPER MAKING
 Before the invention of paper,
the Chinese used to write on
strips of wood and bamboo, or
cloth and silk. Problems with
wooden blocks and flattened
bamboo were they took up too
much space, while cloth and
silk were no cheap
commodities. There arises the
need for a more economical
and convenient alternative.
Fig. 1.11 Traditional Chinese Paper Making
 T’sai Lun (Cai Lun) a Han
Dynasty court official, is popularly accredited with having
invented paper using mulberry and other bast fibres along
with fishnets, old rags, and hemp waste.
 PRINTING PRESS
 Before the emergence of the printing technique, manuscripts
were all handwritten by scholars. It is known that the block
printing technique was used near the end of the Han
Empire (206 BC – 220 AD) both for printing on paper and for
printing designs on cloth.
 Bi Sheng is credited with being the inventor of movable type
printing in the Song Empire. He greatly innovated this
important printing method, so he is called the "father of
typography." However, the thousands of characters in
their written language were not very
suitable for being printed with
movable type.
 GUN POWDER
 of the most interesting inventions in
China
 Originally it was developed by
Chinese alchemists who aimed to
achieve immortality.
 They mixed charcoal, sulfur and
potassium nitrate but instead of
creating an elixir of life they
accidentally invented a black powder Fig. 1.12 Ancient Gun Powder
that could actually generate large
amounts of heat and gas in an instant.

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 Gun powder is widely used to propel bullets from guns and

cannons which cause countless deaths China.

 COMPASS
 Earliest records show a spoon
shaped compass made of
lodestone or magnetite ore,
referred to as a "South-pointer"
dating back to sometime during
the Han Dynasty (2nd century
BCE to 2nd century CE). The
spoon-shaped instrument was
placed on a cast bronze plate
called a "heaven-plate" or
diviner's board that had the eight
trigrams (Pa Gua) of the I Fig. 1.13 Ancient Chinese Compass
Ching, as well as the 24
directions (based on the constellations), and the 28 lunar
mansions (based on the constellations dividing the Equator) .

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cient-china

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INDIAN CIVILIZATION (2500 – 1700 BC)

 India is a huge peninsula surrounded
by vast bodies of water and fortified
by huge mountains in its northern
bodies.
 It is also called Indus valley
civilization or Harappan civilization.
 The civilization was first identified in
1921 at Harappa in the Punjab region
and then in 1922 at Mohenjo-
daro (Mohenjodaro), near the Indus
River in the Sindh (Sind) region. The
Indus civilization apparently evolved
from the villages of neighbors or Fig. 1.14 Assortment of seals with animal motifs
predecessors, using the in use during the time of the Indus
Mesopotamian model of irrigated civilization, 2nd–3rd Millennium BCE.
agriculture with sufficient skill to reap

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the advantages of the spacious and fertile Indus River valley.

 Perhaps the best-known artifacts of the Indus civilization are a number of
small seals, generally made of steatite (a form of talc), which are
distinctive in kind and unique in quality, depicting a wide variety of
animals, both real—such as elephants, tigers, rhinoceros, and
antelopes—and fantastic, often composite creatures. Sometimes human
forms are included. A few examples of Indus stone sculpture have also
been found, usually small and representing humans or gods.
 Aside from farming, Indians creatively developed various ideas and
technologies useful in their everyday lives.
 METALLURGICAL WORKS
 Their iron steel is considered to be the best and held with
high regard in the Roman Empire.
 High quality steel was being produced in southern
India the crucible technique. In this system, high-purity
wrought iron, charcoal, and glass were mixed in crucibles
and heated until the iron melted and absorbed the carbon.
The resulting high-carbon steel, called fūlāḏ
in Arabic and wootz by later Europeans, which was exported
throughout Asia and Europe
.
 AYURVEDIC MEDICINE
 Ayurveda is a system of
traditional medicine that
originated in India before 2500
BC
 Ancient texts like Sursuta
Samhita, describes different
surgical and other medical
procedures famous in Ancient
India.

 ASTRONOMY
Fig. 1.15 The Ayurvedic Man
 Ancient India is notable in the
field of astronomy. They
developed theories on the
configuration of the Universe,
the spherical self-supporting
Earth, and the 360days with 12
equal parts of 30 days each
Siddhanta Shiromani, an
ancient Indian text covers
topics including mean
longitudes for planets; true
longitudes of planets; the three
problems of diurnal rotation;
Fig 1.16 Aryabhatta and his heliocentric
theory
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syzygies; lunar eclipses; solar eclipses; latitudes of planets;

risings and settings; the moon’s crescents; conjunctions of
planets with the fixed stars; and paths of the Sun and the
Moon.
 Mathematicians of ancient India often applied
their mathematical knowledge to make accurate
astronomical predictions. The most significant among them
was Aryabhatta whose book, Aryabhatiya, represented the
pinnacle of astronomical knowledge at the time. He correctly
propounded that the Earth is round, rotates on its own axis
and revolves around the Sun i.e the heliocentric theory. He
also made predictions about the solar and lunar eclipses,
duration of the day as well as the distance between the Earth
and the Moon.

 MATHEMATICS

 THE IDEA OF ZERO

one of the most important inventions of all time.
Mathematician Aryabhatta was the first person to create a
symbol for zero and it was through his efforts that
mathematical operations like addition and subtraction started
using the digit , zero. The concept of zero and its integration
into the place-value system also enabled one to write
numbers, no matter how large, by using only 10 symbols.

 THE DECIMAL SYSTEM

India gave the ingenious
method of expressing all
numbers by means of ten
symbols – the decimal
system. In this system, each
symbol received a value of
position as well as an
absolute value. Due to the
simplicity of the decimal
notation, which facilitated
calculation, this system
made the uses of arithmetic
in practical inventions Fig. 1.17 Ancient India and the Decimal
much faster and easier. system

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 THE VALUE OF PI
The value of ―pi‖ was first calculated by the Indian
mathematician Budhayana, and he also explained the
concept of what is known as the Pythagorean Theorem.

 NUMERAL NOTATIONS
Indians, as early as 500 BCE, had devised a system of
different symbols for every number from one to nine. This
notation system was adopted by the Arabs who called it
the hind numerals. Centuries later, this notation system
was adopted by the western world who called them
the Arabic numerals as it reached them through the Arab
traders.

 FIBONACCI SEQUENCE
The Fibonacci numbers and their sequence first appear in
Indian mathematics as mātrāmeru, mentioned by Pingala in
connection with the Sanskrit tradition of prosody. Later on,
the methods for the formation of these numbers were given
by mathematicians Virahanka, Gopala and Hemacandra ,
much before the Italian mathematician Fibonacci introduced
the fascinating sequence to Western European mathematics.

 BINARY NUMBERS
Binary numbers is the basic language in which computer
programs are written. Binary basically refers to a set of two
numbers, 1 and 0, the combinations of which are called bits
and bytes. The binary number system was first described by
the Vedic scholar Pingala, in his book Chandahśāstra, which
is the earliest known Sanskrit treatise on prosody ( the study
of poetic metres and verse).

 CHAKRAVALA METHODS OF ALGORITHMS

The chakravala method is a cyclic algorithm to solve
indeterminate quadratic equations, including the Pell’s
equation. This method for obtaining integer solutions was
developed by Brahmagupta, one of the well-known
mathematicians of the 7th century CE. Another
mathematician, Jayadeva later generalized this method for a
wider range of equations, which was further refined by
Bhāskara II in his Bijaganita treatise.

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Fig. 1.18. Depicting Brahmagupta anf Jayaveda and the Bakhshali manuscript is
an ancient Indian mathematical text written on birch bark that was found in
1881.
 THEORY OF ATOM
 One of the notable scientists of the ancient India was Kanad
who is said to have devised the atomic theory centuries
before John Dalton was born. He speculated the existence
of anu or a small indestructible particles, much like an atom.
He also stated that anu can have two states — absolute rest
and a state of motion. He further held that atoms of same
substance combined with each other in a specific and
synchronized manner to produce dvyanuka (diatomic
molecules) and tryanuka (triatomic molecules).
Please click/ visit the link below:

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 THE AFRICAN CIVILIZATION

Africa is blessed with natural and mineral resources. Science
also emerged in this part of the planet long before the Europeans
colonized it. The history of science and mathematics show that similar to
other ancient civilizations, the early civilizations in Africa are knowledge
producers too.
EGYPTIAN CIVILIZATION (3100 BC to 332 BC)
 located in NORTH AFRICA
 it is the preeminent civilization in the Mediterranean world
 The ancient Egyptian civilization has contributed immensely and made
significant advances in the field ofs of astronomy, mathematics, and
medicine alongside other technologies.

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 PAPER OR PAPYRUS
 one of the earlier contribution
 papyrus is a plant that grew
abundantly along NILE RIVER in Egypt
 they were able to process the plants in
order to produce thin sheets on which
one could write down things.
 thinner and lighter and less breakable
than clay tablets
 the major accomplishment in Egyptian
record - keeping and communications
advantages:
Fig. 1.19 Cyperus Papyrus
 send letters or correspondences (Egyptian Papyrus), an aquatic
anywhere in the world plant found in the Nile River
 easier to keep from raiders who
often destroyed records of the
nations they invaded
 INK
 They invented ink by combining soot
with different chemicals to produce
inks of different colors
 It was used to record history, culture,
and codified laws

Fig. 1.20 The Rhind Mathematical

Papyrus that exemplifies Egyptian
 HIEROGLYPHICS Mathematics.
 system of formal writing using symbols
 Egyptians believed that this writing
system was provided to them by gods
 It was the language that tells the
modern world of the history and culture
of the ancient EGYPTIANS.
 Hieroglyphs combined logographic,
syllabic and alphabetic elements, with a
total of some 1,000 distinct characters.
Cursive hieroglyphs were used for
religious literature on papyrus and
wood.
Fig. 1.21 Stele of Minnakht

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 ALCHEMY
 Egypt was known to be the center of alchemy, which is known as
the forerunner of chemistry.
 Egyptian beliefs in life after death and the mummification procedure
they developed gave rise to rudimentary knowledge and a goal of
immortality
 COSMETICS
 Were used for both health and aesthetic
reasons
 Egyptians wore KOHL - eye
cosmetic(created by mixing soot or
malachite with mineral galena) to cure
diseases
 Soot (black powder that is formed when
something is burned)
 Egyptians believed that a person
wearing make-up was protected from
evil and that beauty was a sign of
holiness.
 At present - cosmetics are used to Fig. 1.22 A picture of an Egyptian
improve and highlight the facial features woman applying Kohl with a wig on
her side
of a person
 WIG
 worn for health and wellness rather than for aesthetic purposes
 used to protect the shaved heads of the wealthy Egyptians from the
harmful rays from the sun
 considered as a cleaner than natural hair because it prevented the
accumulation of head lice.
 At present - wigs are used to enhance the appearance of people
who are balding and to those who want to try new ones.

 WATER CLOCK/CLEPSYDRA
 Another important ancient Egyptian
contribution is the water clock
 utilizes gravity that affects the flow of
water from one vessel to the other
 the amount of water remaining in the
device determines how much time has
elapsed since it is full (time is
measured)
 used as time keeping device

Fig. 1.23 Egyptian Water Clock

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https://www.history.com/topics/ancient-
history/ancient-egypt
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orld-history/world-history-
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article

 WESTERN CIVILIZATION
The term Western Civilization refers broadly to a constellation of
customs, beliefs, political systems, and events rooted in European history and
Western culture. The influence of Western Civilization is global; defining
American culture and North American culture among others.
 GREEK CIVILIZATION
 Greece - is an archipelago in the southern part of Europe known in Greek
as Hellas or Ellada
 known as the birthplace of Western philosophy
 The Early influences were the Egyptians and the Minoans (Isle of Crete)
 The geography of Greece greatly influenced the culture in that with few
natural resources and surrounded by water, (the cities were built around
the Aegean, Ionian and the Black Seas) the people eventually took to the
sea for livelihood.
 ALARM WATER CLOCK
 One of the most utilized gadgets today invented by the Greeks
 they made used of water or small stones or sand that dropped into
drums which sounded the alarm
 Plato was believed to have utilized an alarm to signal the start of his
lecture

Fig. 1.24 An illustration of Greek

Alarm Clock

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 MILL
 one of the most important contributions of the Greek Civilization to
the world
 commonly used in agricultural processes like milling of grains which
was necessary form of food processing
 because milling was made possible by the use of watermills, the
mass production of rice, cereals, flours became common
 better than mills powered by farm animals because they required
less effort and time to operate since the farmer did not have time to
raise the animals

Fig. 1.25 Greek Water Mill

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 ROMAN CIVILIZATION
 Roman Empire
 was perceived to be the strongest political and
social entity in the west
 was considered to be the cradle of politics and
governance
 large and the other civilization looked up to it
as their model in terms of legislation and
codified laws
 NEWSPAPER
 one of the major contributions of the
Romans Fig. 1.26 Ancient Roman Newspaper
 GAZETTES - first newspaper

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 made before the invention of paper

 graved in metal or stone tablets and then publicly displayed
 when paper was invented publish matters became easier and faster
 BOUND BOOKS OR CODEX
 through the invention of paper - it became easier to write down
everything happened in their time
 Record keeping - became easier since paper did not easily break.
Lightweight and did not occupy much space
 resulted to: civilization became fond of record-keeping (historical
events and legislated laws)
 literature was also changed form from clay tablets to parchment
paper
 according to sources, Julius Cesar started the tradition of stacking
up papyrus to form pages of a book
 later on, they were able to provide covers to protect the papyrus
 earlier covers was made of wax but were later on replaced by
animal skin (stronger and long-lasting)
 ROMAN NUMERALS
 devised their own number system specifically to address the
need for standard counting method

Fig. 1.27 Bound books known as codex Fig. 1.28 Roman Numerals

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 ROMAN ARCHITECTURE
 one of the most visual contributions of the
Roman Empire to the world
 considered a continuation of Greek
architecture
 all engineering and architecture development
was fully supported and funded by the
Roman government
 able to implement major projects such as
large churches (basilicas and cathedrals,
coliseums amphitheaters etc.)
Fig. 1.29 The Capitolium temple at Thugga
(Dougga) in modern Tunisia, c. 166 CE

Fig 28. The Roman theatre at Thugga in modern Tunisia, c. 168 CE (Left), and The Arch of Alexander Severus is
a Roman triumphal arch which was built in 228 CE, in gratitude to the emperor for his beneficence towards
the city. The arch functioned as one of the city gates, at the end of a road linking to the road
between Carthage and Tébessa.

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__________________________________________________________________
 MESOAMERICAN CIVILIZATION
 Mesoamerica includes the entire area of Central America from
Southern Mexico up to the boarder of South America. There is no
doubt that Mesoamerican region is rich in culture and knowledge prior
to the arrival of its European colonizers.

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 MAYAN CIVILIZATION
 One of the famous civilizations that lasted for approximately
2,000 years.
 The Maya Empire, centered in the tropical lowlands of what
is now Guatemala, reached the peak of its power and
influence around the sixth century A.D.
 The Maya excelled at agriculture, pottery, hieroglyph writing,
calendar-making and mathematics, and left behind an
astonishing amount of impressive architecture and symbolic
artwork.

 ASTRONOMY
 They incorporated their advanced understanding of
astronomy into their temples and religious structures. A
good example is the pyramid El Castillo at the Chichen Itza
in Mexico is situated at the location of the sun during the
spring and fall equinoxes.
 They were able to predict eclipses and used astrological
cycles in planting and harvesting.
 They built observatories so their priests could watch the
stars and plan the best time for festival, religious rituals and
cultural celebrations.
 The Maya used two calendars .An everyday calendar with
13 months of 20 days each was probably related to the
appearance of the planet Venus.
 The Maya developed their own hydraulic system

Fig. 1.30 El Castillo at Chichen Itza in Mexico

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 WEAVING LOOMS
 They also have weaving loom for weaving cloths
 HEIROGLYPH
 The Maya hieroglyph writing is arguably one of the most
visually striking writing systems in the world. It is also very
complex, with hundreds of unique signs or glyphs in the form
of humans, animals, supernaturals, objects, and abstract
design

Fig. 1.31 Traditional weaving loom

Fig . 1.32 Sample Mayan heiroglyphs

 INCA CIVILIZATION
 The Inca civilization made advanced
scientific ideas considering their limitations
as an old civilization.
 The largest empire in pre-Columbian
America, and possibly the largest empire in
the world in the early 16th century.
 It flourished in Ancient Peru between 1400
and 1533 BCE.
 The following were scientific ideas and tools
that they developed to help them in
everyday life :
Fig. 1.33 Quipu

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 Roads paved with stones;

 Stone buildings that surmounted earthquakes and other
disasters;
 Irrigation system and technique for storing water for their
crops to grow in all types of land;
 Calendar with 12 months to mark their religious festivals and
prepare them for planting season
 The first suspension bridge
 Quipu, a system of knotted ropes to keep records that only
experts can interpret; and
 Inca textiles since cloth was one of the specially prized
artistic achievements

Fig. 1.34 Machu

Picchu is a site of
ancient Inca ruins
located about 50
miles from Cuzco,
Peru, in the
Cordillera de
Vilcabamba of the
Andes Mountains.
It is believed to be
a royal estate and
at the same time
earthquake proof.
_____________________________________________________________
 AZTEC CIVILIZATION
 The Aztecs were a Mesoamerican people of central Mexico in the
fourteenth, fifteenth, and sixteenth centuries. They were a
civilization with a rich cultural heritage whose capital, Tenochtitlan,
rivaled the greatest cities of Europe in size and grandeur.
 Among the significant contribution of the Aztec Civilization are the
following:

 MANDATORY EDUCATION
 The Aztec puts value on education; that is why their children
are mandated to get education regardless of their social class,
gender, or age. It is an early form of universal or inclusive
education.

 CHOCOLATES
 The Aztec in Mexico developed chocolate during their time. In
the Mayan culture, they used it as currency The Aztec valued

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the cacao beans highly and made it as part of their tributes to

Gods.
 CHINAMPA
 It is a form of Aztec technology for agricultural farming in which
the land was divided into rectangular areas and surrounded by
canals.

Fig. 1.35 Chinampas

 AZTEC CALENDARS
 This enabled them to plan their activities, rituals, and planting
seasons.
 INVENTION OF THE CANOE
 A light narrow boat used for traveling in water systems

Fig. 1.36 Aztec Calendar (Left), and Aztec canoeing as illustrated in Florentine Codex, Book 2 (Right)

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LEARNING ACTIVITY 1. Identifying Similarities and Differences

(Lesson Check – Up)
The previous readings gave you a glimpse on how human beings
embarking in scientific activities in order to know and understand the things
around them. Ancient people have observed and studied the natural and
physical world in order to adapt within their environment and to make their life
more convenient.
The innovations in each civilization played a very significant role in the
development of human beings, transformation of the society, and the
formulation of scientific ideas.
Your task is to create a Multiple Venn Diagram that shows the
similarities and differences of the Asian, African, and Western
Civilizations.
Asian Civilization

African Civilization
Western Civilization

Rubrics for the creation of Venn Diagram

Criteria Exemplary (5) Emerging (3) Proficient (2)

Text support All statements are Most statements are Few or none of
and supported by text. supported by text the statement are
comparison supported by text.
statement
All statements with Most statements are Few statements
similarities are placed placed in the correct are placed on the
Placement of
in the center circle and circle, but student correct circle.
statements
all statements that mixed up a few
within the
note differences are statements.
Venn Diagram
placed in the outer
circle
There are five or more There are three to There are at least
Number of comparison four comparison one to two
quality statements in each statements in each comparison
statements circle. circle. statements in
each circle.

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On a clean sheet of paper, write your reflection on the following

questions:
1. How do political and cultural landscapes of the society affect the
development of scientific culture, science activities and science
literacy?
2. How do social and human issues influence science?

LESSON 2.2 MEDIEVAL/ MIDDLE AGES

The start of the middle ages was marred by massive invasions and
migrations. Wars were prevalent during this time As such; great technology
was needed in the fields of weaponry, navigation, mass food and farm
production, and health. The wars have resulted in population decline, but
during the latter part of the period, there was a significant rise in population.
Trade and commerce among nations increased, which resulted in greater
demands for transportation technology and some of the most innovative minds
from this period.

The middle ages were also known as the ―Age of Exploration‖.

INNOVATION HIGHLIGHTS DURING THE MEDIEVAL TIMES

 PRINTING PRESS
 After the Chinese developed woodblock
printing Johann Gutenberg was able to
invent a more reliable way of printing
using a cast type
 utilized a wooden machine that extracted
from juices
 Attached to them a metal impression of
the letters and pressed firmly the cast
metal into a piece of paper which then
made an exact impression on paper.
 soon evolved to be a mechanical printing
press which was eventually used all over
the world Fig. 1.37 Gutenberg Printing Press
 advantage: to address the need for
publishing books that would spread information to many people at
faster rate
 made works accessible to individuals who could not even write

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 MICROSCOPE
Another invention in the middle ages
is the microscope. Growing
populations caused massive migration
and urbanization during the period.
More and more people transferred to
polluted and populated urban areas
which resulted in many people getting
sick and needed medical attention. To
develop the proper medications for
illnesses, experts must understand
the sickness through an investigation.
 It was invented by ZACHARIAS Fig. 1.38 Janssen’s Microscope
JANSSEN
 the key in discovering new means in preventing and curing various
illness
 TELESCOPE
The need for nautical inventions was high.
Considering the vast empty oceans that
separated lands, ship captains needed to
see far and wide for them to navigate or to
avoid dangers at sea, hence, the invention of
the TELESCOPE.
 It is an optical instrument that helps in the
observation of remote objects
 The invention of compass, oars and
rudders made sea travelling easier and
safer.

 The first person to apply for a patent for Fig. 1.39 One of Galileo's first telescopes. He
a telescope was a Dutch eyeglass did not invent the telescope, but he did make
maker named Hans Lippershey (or several improvements and was the first to aim
one at the stars. Source:
Lipperhey). In 1608, Lippershey laid https://www.space.com/21950-who-
claim to a device that could magnify invented-the-telescope.html
objects three times. His telescope had
a concave eyepiece aligned with a convex objective lens. Thus, he
got the credit for the invention because of his patent applications.

 WAR WEAPONS
 since wars were widespread during this age, great development in
weaponry technology occurred

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 for open area battles, people developed cross bows and long bows
so that they could attack the enemies at long ranges, keeping
themselves safe with the protection of walls and fortresses
 in close-range hand-to-hand combat, soldiers should wear
something to protect themselves, a need addressed by the creation
of iron body armors
 body armors were heavy and limited their movements

Fig. 1.40 Several weaponries used during the medieval times.

___________________________________________________________________

LEARNING ACTIVITY 2. Delving Deeper

(Lesson Check – Up)
Aside from the different inventions discussed, can you name other
breakthroughs made during the medieval age? What do you think are the other
innovations during those times that made a great impact on our society and the
environment?
Your task is to look for other scientific discoveries, theories, or
inventions that were made during the medieval age. Choose one among your find
and create a photo essay composed of four (4) pictures to relate its impact to the
society. (You may use existing images from the internet or you may capture your
own photos to support whatever you have researched).
Submit your output via

WHAT IS A PHOTO ESSAY?

A photo-essay is a set or series of photographs made to visualize a
story. It is a way to present a narrative through a series of images. Often it
creates a series of emotions in the viewer. LOOK AT THE EXAMPLE BELOW.
What do you think does it try to convey?

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Ang Hari ng Kalsada

 The set of pictures
discuss public
transportation. The
photo essay also
tells us the
importance of
Jeepney to
commuters who are
usually traveling for
work or school.

Photos from: https://www.theguardian.com/world/2019/mar/08/manilas-

commutes-from-hell-a-photo-essay

Rubric for rating your photo essay

Criteria Exemplary Proficient Emerging Developing
40 30 20 10
All of the Most of the Some of the Few of the
images are images are images are images are
appropriate to appropriate to appropriate to appropriate to
the topic, the topic, the topic, the topic,
Text - 40 %
evocative, evocative, evocative, evocative,
(photographs/
visually visually visually visually
images)
captivating, captivating, captivating, and captivating,
and show and show show unique and show
unique unique perspectives of unique
perspectives of perspectives the theme. perspectives
the theme. of the theme. of the theme.
20 17 12 10
Typography & Title and Title and Title and Title and
Semantics - 20 captions captions captions captions
% compliment the compliment sometimes seldom
(the meaning, images and the images compliment the compliment
arrangement, work together and often images but the images
and harmoniously work together inconsistently and do not
appearance of to reinforce the to reinforce work together to work together
printed matter) theme the theme. reinforce the to reinforce
consistently. theme. the theme.

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20 17 12 10
Organization - Photos are Photos create Photos create Photos
20 % carefully emotion and emotion and inconsistently
(how the sequenced to communicate represent create
various build emotion thematically. subject matter. emotion and
elements are and may veer
organized) communicate from subject
thematically. matter.
20 17 12 10
Theme is clear Theme is Theme is clear Theme is
Theme -20 %
and well- clear and and well- unclear or not
(the universal
developed well- developed well-
insight that is
throughout developed throughout developed
communicated
entire photo throughout some of the throughout
by the essay)
essay. most of the photo essay. the photo
photo essay. essay.

LESSON 2.3 MODERN AGES

The Modern Era includes the early period, called the early
modern period, which lasted from 1500 - present. The Modern Period covers
human history from the creation of a more global network to present day.

A. Early Modern Period

 The Renaissance is a period in the history of Europe beginning in

about 1300-1600, and following the medieval period. ―Renaissance‖ is
a French word meaning ―rebirth‖.

 The Scientific Revolution was the emergence of modern science

during the early modern period, when developments in mathematics,
physics, astronomy, biology (including human anatomy), and chemistry
transformed societal views about nature that unfolded in Europe
roughly during 1550-1700. The Scientific Revolution began in Europe
toward the end of the renaissance period, and continued through the
late 18th century influencing the intellectual social movement known as
Enlightenment.

 The Age of Enlightenment period of the Modern Era of philosophy

corresponds roughly to the 18th Century (1700). In general terms, the
Enlightenment was an intellectual movement developed mainly in
France and Germany, which advocated freedom, democracy and
reason as the primary values of society.

Famous Scientists during the Scientific Revolution

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 Galileo Galilei - Father of Modern Astronomy; Father of

Modern Physics; Albert Einstei called him Father of Modern
Science.
 Nicolaus Copernicus – Heliocentric Theory.
 Johannes Kepler – Three Laws of Planetary Motion (1) All
planets move about the sun in elliptical orbits, having the Sun as
one of the foci. (2) A radius vector joining any planet to the Sun
sweeps out equal areas in equal lengths of time. (3) The
squares of the sidereal periods (of revolution) of the planets are
directly proportional to the cubes of their mean distance to the
Sun.
 Sir Isaac Newton – Father of Calculus and formulated the
Universal Law of Gravitation and the Famous Laws of Motion.

B. Mid Modern Period

 Industrial Revolution 1700’s. From the introduction of the first viable

Steam Engine by Thomas Newcomen in 1712, the invention of
steam engine was crucial to the industrialization of modern civilization,
for almost 200 years it was the outstanding source of power industry
and transport system in the West.

 The Progressive Era was a period of widespread social activism and

political reform across the United States that spanned from the 1890s
to 1920s. The main objectives of the Progressive movement were
eliminating problems caused by industrialization, urbanization,
immigration, and corruption in government.

 Machine Age is an era that includes the early 20th century, sometimes
also including the late 19th century. An approximate dating would be
about 1880 to 1945. It forms a late part of the Second Industrial
Revolution

C. Contemporary Period

The 1940s saw the beginning of the Atomic Age, where modern physics
saw new applications such as the atomic bomb, the first computers, and
transistor.

 Postmodernity is the state or condition of being postmodern - after or

in reaction to that which is modern, as in postmodern art.
Postmodernism a late-20th-century style and concept in the arts,
architecture, and criticism that represents a departure from modernism

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and has at its heart a general distrust of grand theories and ideologies
as well as a problematical relationship with any notion of ―art‖.

 World War I was a situation where

defensive technologies were far
superior to offensive ones-trenches,
bunkers and machine guns were far
superior to artillery and infantry running
while defended by a thin layer of
uniform made out of cotton. The mobile
technology of the day – cavalry – was
rendered irrelevant. Air power did not
play a major role.

Fig. 1.41 Fighter planes during the World War

II

 Atomic Age or World War II. The Atomic Era, is the period of history
following the detonation of the first nuclear bomb, Trinity, on July 16,
1945, during World War II. New weapons made warfare much more
mobile - mainly tanks but also air power. That made World War II much
more about maneuvering than about fortification and concentration of
firepower to thin defensive line. As the Germans learned first and
Allies, learned next, tactics, intelligence, and maneuvering ruled the
battlefield of the 1940s, not trenches and barbed wire.

Some technologies that shaped World War II:

 Airplanes - fighters and  Sonar
bombers  Tanks
 Submarines (started in  Code-breaking
WWI but matured in WWII)  Electronic warfare
 Radar  Atomic bomb

 Space Age is a time period encompassing the activities related to Space Race,
space exploration, space technology, and cultural developments influenced by
these events. The space age is generally considered to have begun with Sputnik.

 Information Age also known as the Computer Age, Digital Age or New Media
Age is a historic period in the 21st century characterized by the rapid shift from
traditional industry that the Industrial revolution brought through industrialization,
to an economy based on information technology. This era brought about a time
period in which people could access information and knowledge easily.

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Other Significant Highlights during the Modern Age:

 PASTEURIZATION
 It is the process of heating dairy
products to kill harmful bacteria that
allow them to spoil faster
 It is a better means of production to
meet the needs for population, food
preservation and food safety
 It was invented by Louis Pasteur
(French biologist, microbiologist and
chemist)
 advantage: milk could be stored and
consumed for a longer period
 prevents illnesses caused by harmful Fig. 1.42 Pasteurization process
bacteria

 PETROLEUM REFINERY
 Modern times demanded better means of powering homes and
transportation
 They used animal oils for generating light to illuminate their homes
 Samuel M. Kier invented kerosene by refining petroleum
 KEROSENE was later on referred to as the illuminating oil (was used at
first to provide lightning at homes) and then was used for heating purposes
 the development of Kerosene established the petroleum refinery industry
 At present, petroleum is used in poring automobiles, factories and power
plants










Fig. 1.44 The process of petroleum refinery

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 TELEPHONE
 The more people got connected by trade and exploration, the more they
needed a way to easily maintain these connections and communicate
with each other in real time
 It was one of the most important inventions at that time and was invented
by ALEXANDER Graham Bell

Fig. 1.45 Alexander Graham Bell, inventor of the telephone

 CALCULATOR
 Was invented to make easier way for arithmetic calculations
 It resulted in the development of more complex processing machine like
computer.

_______________________________________________________________________

LEARNING ACTIVITY 3. It’s time to Reflect

(Lesson Check – Up)
The booming world population during the nineteenth century onwards
demanded that more goods be produced at a faster rate. People needed efficient
means of transportation to trade more goods and cover a larger distance.
Machines that required animals to operate must thus be upgraded. Faster and
easier means to communicate and compute should be developed to establish
connections between and among nations. All these needs resulted in the
development of industries. However, due to massive industrialization, the modern
times again faced more complicated problems. Food processing and medicine
posed some of the bigger challenges since health was of great concern.
Your task is to choose one major scientific and technological development in
the modern age and discuss how it created an impact in your daily life by writing
a short expository essay containing at least 350 words.

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Submit your output via

Rubric for Expository Essay

Developing
Criteria Exemplary(5) Proficient (4) Emerging (3)
(2)
Introductory The The introduction The introduction There is no
paragraph introduction is clearly states the main states the main clear
inviting, states topic and previews the topic, but does introduction of
the main topic structure of the paper, not adequately the main topic
and previews but is not particularly preview the or structure of
the structure of inviting to the reader. structure of the the paper.
the paper. Includes all necessary paper nor is it Does not
Includes all elements of an particularly include all the
necessary introductory inviting to the necessary
elements of an paragraph. reader. Does not elements of an
introductory include all the introductory
paragraph. necessary paragraph.
elements of an
introductory
paragraph.
Body Details are Details are placed in a Some details are Many details
paragraphs placed in a logical order, but the not in a logical or are not in a
organization logical order way in which they are expected order, logical or
and the way presented/introduced and this distracts expected
they are sometimes makes the the reader. order. There is
presented writing less interesting. Supportive little sense that
effectively Supportive sentences sentences do the writing is
keeps the clarify and explain the not always organized.
interest of the topic sentence clarify and Supportive
reader. explain the topic sentences do
Supportive sentence not clarify and
sentences explain the
clarify and topic sentence
explain the
topic sentence
Focus on There is one Main idea is clear but Main idea is The main idea
Topic clear, well- the supporting somewhat clear is not clear.
(Content) focused topic. information is general. but there is a There is a
Main idea need for more seemingly
stands out and supporting random
is supported by information. collection of
detailed information.
information.
Conclusion The conclusion The conclusion is The conclusion There is no
(Organization) is strong and recognizable and ties is recognizable, clear
leaves the up almost all the loose but does not tie conclusion,
reader with a ends. Includes all the up several loose the paper just
feeling that necessary elements of ends. Does not ends. Does
they a closing paragraph include all the not include all
understand necessary the necessary
what the writer elements of a elements of a
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is "getting at." closing closing

Includes all the paragraph paragraph
necessary
elements of a
closing
paragraph
Grammar & Consistently Generally follows rules Mostly does not Does not
Spelling follows rules for spelling and correct follow rules of follow rules for
(Conventions) for spelling and use of grammar. Uses spelling and spelling and
correct use of complete sentences correct use of correct use of
grammar. generally and grammar. Mostly grammar.
Uses complete indicates paragraphs exhibits errors in Uses sentence
sentences and often. sentence structure that
consistently structure that makes it quite
indicates impede difficult to
paragraphs. communication. understand.
Generally does Does not use
not indicate paragraphing.
paragraphs

LESSON 3. Historical antecedents in which social considerations changed the course of

science and technology IN THE PHILIPPINES
Despite the Philippines being considered as a developing country, its contribution to
global advancement of science and technology is also remarkable. The Philippines is known to
be one of the most vulnerable countries in terms of natural disasters. Many of the discoveries
and inventions made by the Filipinos were therefore built from indigenous materials or created
to adapt to the harsh tropical environment.
HISTORY OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
 Science and Technology in the Philippines had experienced periods of
intense growth as well as long periods of stagnation
 The main managing agency responsible for science and technology is the
Department of Science and Technology.
 Numerous national scientists have contributed in different fields of science
including Fe del Mundo in the field of Pediatrics, Eduardo Quisumbing in the
field of plant taxonomy, Gavino Trono in the field of tropical marine phycology,
Maria Orosa in the field of food technology and many more.
 PRE-SPANISH ERA
 Even before the colonization by the Spaniards in the Philippine islands, the
natives of the Philippine archipelago already had practices linked to science and
technology.
 Filipinos were already aware of the medical and therapeutic properties of plants
and the methods of extracting medicine from herbs.
 They already had an alphabet number system, a weighing and measuring system
and a calendar. Filipinos were already engaged in farming, shipbuilding, mining
and weaving.
 The Banaue Rice Terraces are among the sophisticated products of engineering
by pre-Spanish era Filipinos.
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Fig. 1.46 An illustration showing Filipino rites

and rituals during the Pre-Spanish Era

 SPANISH COLONIAL ERA

 The colonization of the Philippines contributed to the growth of science and
technology in the archipelago.
 The Spanish introduced formal education and founded scientific institution.
 During the early years of Spanish rule in the Philippines. Parish schools were
established where religion, reading, writing, arithmetic and music was taught.
 Sanitation and more advanced methods of agriculture were taught to natives.
 Later the Spanish established colleges and universities in the archipelago
including the oldest existing university in Asia, the University of Santo Tomas.
 The Galleon Trade have accounted in the Philippine colonial economy.
 Trade was given more focus by the Spaniard Colonial authorities due to the
prospects of big profits.
 The opening of Suez Canal saw the influx of European visitors to the Spanish
colony and some Filipinos were able to study in Europe who was probably
influenced by the rapid development of scientific ideals brought by the age of
Enlightenment.

Fig. 1.47 Filipino Children during the Spanish Fig. 1.48 The Galleon Ship
era

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 AMERICAN PERIOD
 The progress of Science and Technology in the Philippines continued under the
American rule of the Islands
 They established the public education system
 Improved the engineering works and health conditions of the people.
 They established the University of the Philippines which is a research university.
 The Americans created more public hospitals than the Spaniards.
 Basic education science focused on nature studies and sanitation. Later, the
subject was formally called ―Science‖
 Researchers were done to control malaria, cholera, and tuberculosis and other
tropical diseases.

Fig. 1.49 The University of the Philippines in its Early years

Source: https://www.up.edu.ph/about-up/university-history/

 JAPANESE OCCUPATION
 The Japanese occupation of the Philippines occurred between 1942 and 1945,
when Imperial Japan occupied the Commonwealth of the Philippines during
World War II.
The invasion of the Philippines started on 8 December 1941, ten hours after the
attack on Pearl Harbor.
 Japan occupied the Philippines for over three years, until the surrender of
Japan
 During this time, many of the established industries in the Philippines were
turned into ashes and many lives were destroyed. Horses, cars and trucks
were confiscated.

EDUCATION
 Under Education, the country was subjected to Military Order No. 2 on
February 17, 1942which contains the Japanese educational policies that
upholds Six Basic Principles:
1. Realization of new order;
2. Propagation of Filipino Culture;
3. Endeavor to elevate the morals o people, giving up, over emphasis
materialism;
4. The teaching and propagation of Niponggo;
5. Diffusion of elementary and vocational education; and
6. Promotion of love of labor
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 The educational system prioritized the opening of elementary schools and next
was the re-opening of vocational and normal schools which offers Agriculture,
Fisheries, and Engineering. This classes were composed of sixty students each
 School calendars became longer since there were no summer vacation
 American songs were banned including American symbols, poems and pictures
 During the time of Jose P. Laurel, he required teachers to obtain licenses
TRANSPORTATION

 Transport was a big problem for local people throughout Japanese occupation
because they were in control of the world’s rubber and many oil fields. They
forced many motor vehicles to run on coal gases or inferior petrol made from
vegetable sources.
 Bicycles were widely used as mode of transport during the Japanese reign
 Public vehicles dwindled and cars ceased to be available for almost all other than
the Japanese.
 Generally, there was transportation through land air and water and machines
were available

HEALTH AND MEDICINE

 People engaged in the sale of food and medicine particularly the Sulfathiazole,
Sulfanilamide and Quinine for aiding soldiers which were at very high prize that
time.
 Owing to economic dislocation and the scarcity of food, thousands died of
malaria, malnutrition, tuberculosis and other diseases.
 Men, women and children suffered and died from extreme hunger and tropical
ulcer
AGRICULTURE

 Rice production sank and most of the lands were planted with cotton.
 Coffee and tea were produced but Erzatz and Mango leaves also became a
substitute to these.
INFRASTURCTURE

 Several government corporations were reorganized and new ones were created
to perform such varied functions as the exploitation and development of natural
resources.
 During Commonwealth, National Power Corporation (NAPOCOR) was
established.
 There were 22,970 km of road in the country, half of which was in Central and
Southern Luzon
The human spirit to survive and rebuild the country maybe strong but the capacity of
the country to bring what has been destroyed was limited. The reparation funds
focused on building some institutions and public facilities like schools, hospitals, and
transportation system. The reparation money from Japan was also concentrated on
building highways and providing technological training and human resource
development in the country.

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 POST COMMONWEALTH ERA

Since the establishment of the New Republic, the whole nation has been
focusing on its limited resources in improving its science and technological
capability. Human resource development is the heart of these efforts focusing
more on producing engineers, scientists, technology experts, doctors and other
professionals in the country.
SEVERAL PHILIPPINE INVENTIONS
 SALAMANDER AMPHIBIOUS TRICYCLE
 The conversion of American military jeeps
used in WORLD WAR II into jeepneys
 Another invention is addition of sidecar to
a motorcycle transforming it into a tricycle
to accommodate more passengers
 During rainy season-flooding is common,
Water Technologies headed by Dominic
Chung and Lamberto Armada together
with Chief designer Victor Atoy Llave
invented the SALAMANDER (an
amphibious tricycle that can cross not only
Fig. 1.50 Amphibious Salamander
flooded streets but also rivers and lakes.)

 SALT LAMP
 one of the major needs in the Philippines is
ELECTRIFICATION (electricity powers
various types of machines, including light
sources)
 it was invented by Aisa Mijeno (invented
lightning system that utilizes a material
abundant in the Philippines called
saltwater.)
 she invented the SUSTAINABLE
ALTERNATIVE LIGHTNING LAMP (SALT)
— an environment friendly light source that
runs on saltwater.
Advantages: Fig. 1.51 Aisa Mijeno holding her SALt
Lamp
 safer as it poses no risk of fire and emit
no toxic gases
 benefit those from far-flung barrios - they can make their own saltwater by
mixing two tablespoons of salt and a glass of tap water.

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 MEDICAL INCUBATOR
 A common problem in the Philippines is the high mortality rate of newborn
babies due to maybe lack of available incubators especially in far-flung
barrios due to lack of resources and electricity
 Dr. Fe del Mundo - Filipino pediatrician invented incubator
 first Asian woman who admitted into Harvard Medical School, devised a
medical incubator made from indigenous and cheap materials which did not
run on electricity.
 made by placing a native laundry basket inside a bigger one.
 hot water bottles were inserted between the baskets to provide warmth and
makeshift hood to allow oxygen circulation
 Main purpose - maintain conditions suitable for a newborn usually a pre-term
baby.
 Other breakthroughs in Philippine medicine attributed to Del Mundo include
her works on the immunization and treatment of jaundice and the BRAT diet
(includes banana and rice) for curing diarrhea.

Fig. 1.52 Dr. Fe Del Mundo and her bamboo incubator

 EJEEPNEY
 Major innovation that changed the
transportation industry in the Philippines
was the development of the jeepney
 The iconic public utility vehicle was built
using the military jeeps left by the
Americans after World War II.
 It utilizes electricity instead of the more
expensive diesel
 It is environment-friendly (smoke free and
noise free)

Fig. 1.53 eJeepney

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LEARNING ACTIVITY 3. MAP IT OUT

(Lesson Check – Up)

You have seen an overview of the history of Science and Technology in the
Philippines all throughout the ages.
Your task is to describe the development of Science and Technology condition in
the Philippines by completing the Multi-Bubble Map showing the similarities of pre-
colonial, colonial, and post-colonial ages. Write words or phrases to compare and contrast
each period. Remember, the similarities are written in the inner circles, while thee
differences are written on the outer circles.

PRE

COLONIAL COLONIAL

PHILIPPINES

POST
COLONIAL
/ PRESENT
DAY

Submit your output via

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The development of Science and Technology in the Philippines, based on its brief
history, is shaped by several factors and influences. Like in the history of science in the
other countries, it is always shaped by human and social activities both internal and external.

Internal Influences
 Survival
 Culture
 Economic
Activities
Development of
Science and
External Influences Technology in the
 Foreign Philippines
Colonizers
 Trades with
foreign
countries
 International
Economic
Demands

Fig. 1.54 Influences in the Development of

Technology in the Philippines

Science and technology may have significant impact on the lives of the people
and in the development of the Philippine society. However, improving the quality of
science education still remains as a big challenge in the country.

On a clean sheet of paper (or email your thoughts to :

_________________) , write your reflection on the following
question/s:
1. Considering the current state of our society, do you
think science literacy among people has contributed to
the growth of our economy? Why or Why not?
2. Choose one technological development in the
Philippines and give your idea on what historical
antecedents gave rise to the technological advancement
you chose.

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 ASSESSMENT TASK
STANDING ON THE SHOULDER OF THE GIANTS
The things discussed in this module are only some of the great inventions and
developments during the time periods. There are still some more innovations and
discoveries that were made during history that changed the world.
Hence, the people along our historical roots have shown to us a great understanding
of nature. Using their understanding, we can build on previous discoveries to make
intellectual progress. Thus, the famous adage by Sir Isaac Newton in 1675 ―If I have seen
further, it is by standing on the shoulders of Giants.”

Choose among the different time periods: ancient, middle and modern and
make a collage (this can be done on a ¼ illustration board or can be electronically
edited using any photo editing applications) of the different scientific and/ or
technological advancement highlighted during your chosen period.
Be sure to submit it on __________________ at _______________ or email
it at ________________________________________________________________

It has been established that most, if not all, of the discoveries and
inventions during each period were due to human needs and wants.
Science therefore provided different civilizations the means to survive
and understand the natural and physical world. All in all, it enabled
human beings to develop various technologies that helped them in their
everyday tasks.
Each civilization has its unique characteristic and way of living. The
social economic structures and the way their rulers rule their land
including the internal and external that took place during those times
shaped the striking features of the civilization. It is therefore important
to note that the kind of society we have speaks of our achievement and
on how we move towards progress.

 REFERENCES:
 McNamara, J et al. 2018. Science Technology and Society. C&E Publishing Inc.
 Serafica, J. et al.2018. Science Technology and Society, Rex Book Store Inc.

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MODULE 2 47

Intellectual Revolutions that Defined Society

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have gained
from the lessons. You may answer it via the online link provided or write your answers on a
sheet of paper that you can physically submit, or you may take a picture of your answers and
send it via messaging platforms with which you agreed with your instructor during the class
orientation.

INTRODUCTION

This module will give light to the development of science and scientific ideas
in the heart of society. It is the goal of this module to articulate ways by which society
is transformed by science and technology.

After completing the module, you should be able to answer the following:
 How did Copernicus, Darwin and Freud contributed in the science and technology
development in the community?
 How do social and human issues influence science?



LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Discuss how ideas postulated by Copernicus, Darwin, and Freud contributed
to the spark of scientific revolution and
o Articulate ways by which society is transformed by science and technology.

LEARNING CONTENT

Science is an old as the world itself. There is no individual that can exactly
identify when and where science began. From the genesis of time, science has
existed. It is always interwoven with the society.

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LESSON 1. Scientific Revolution and Some Intellectuals and their

Revolutionary Ideas

Science is defined with a four perspectives:

1. Science as an idea. It includes ideas, theories, and all available systematic

explanations and observations about the natural and physical world.
2. Science as an intellectual activity. It encompasses a systematic and
practical study of the natural and physical world. This process of study
involves systematic observation and experimentation.
3. Science as a body of knowledge. It is a subjector or a discipline, a field of
study , or a body of knowledge that deals with the process of learning about
the natural and physical world. This is what we refer to as school science.
4. Science as a personal and social activity. This explains that science is both
knowledge and activities done by human beings to develop better
understanding of the world around them. It is a means to improve life and to
survive in life. It is interwoven with people’s life.

Scientific Revolution was the period of enlightenment when the

developments in the field of mathematics, physics , astronomy, biology, and
chemistry transformed the views of society about the nature. It explained the
emergence or birth of modern science as a result of these developments from the
discipline mentioned.

Influences to Scientific Revolution

SCIENCE IDEAS

Scientific
Revolutions

HUMANS SOCIETY
Fig. 2.1 Influences to Scientific Revolution

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Scientific revolution is very significant in the development of human beings,

transformation of the society and in formulation of scientific ideas. In many ways,
scientific revolution transformed the natural world and the world of ideas.

Scientists in all periods of time are driven by their curiosity, critical thinking,
and creativity to explore the physical and the natural world. Their love for science is
driven by their deep passion to know and to discover.

SCIENTISTS SCIENCE
CREATIVITY IDEAS

Passion to
know SCIENCE
CURIOSITY
DISCOVERIES

CRITICAL
Passion to
THINKING
Discover TECHNOLOGY

Fig. 2.2 Variables that Influence the Development of Science Ideas, Science
Discoveries and Technology

Scientists are not driven by clamor for honor and publicity they are ordinary
people doing extra ordinary things. Some scientists were never appreciated during
their times, some were sentenced to death, while others were condemned by the
Church during their time. In spite of all the predicaments ad challenges they
experienced, they never stopped experimenting, theorizing, and discovering new
knowledge and ideas.

In this part of the lesson, three notable scientists are discussed. It is important
to note that these men, particularly through their ideas had shaken the world.

Nicolaus Copernicus was an astronomer who proposed the heliocentric system

that the planets orbit around the Sun; that the Earth is a planet which, besides
orbiting the Sun annually, also turns once daily on its own axis; and that very slow
changes in the direction of this axis account for the precession of the equinoxes.

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One of the Renaissance men, particularly in the field of science, is Nicolaus

Copernicus.

 In one important way, Copernicus resembled the Greek ancient philosopher

or thinkers – he did not do anything extensive such as observing heavenly
bodies or inviting people to test his ideas.

 His ideas were an example of whatis presently called as a thought

experiment. By the time he finished his doctorate degree, Copernicus had
been appointed as canon at Frombork Cathedral in Poland.

 Despite his duty as a canon, he had plenty of time to sustain his interest in
astronomy. Copernicus was strongly influenced by a book entitled Epitome
published in 1496 by a German author, Johannes Mueller.

 He circulated a summary of his ideas to his ideas to his few close friends in a
manuscript called Commentariolus (Little Commentary).

 De revolutionibus orbium coelestium (On the Revolutions of the Heavenly

Spheres)

 Copernicus placed the Sun as the center of the universe. (Heliocentric)

 Copernicus outlined two kinds of planetary motion:

1. The orbits of the Venus and Mercury lay inside the orbit of the Earth ,thus
closer to the sun.

2. The orbit of Mars, Saturn, and lay outside the Earth’s orbit, thus farther from
the sun.

Charles Darwin was a British naturalist who developed a theory of evolution based
on natural select. He is famous for his theory of evolution. He published his book The
Origin of Species in 1589. His book The Descent of Man was so impressive yet so
controversial. He introduced all organic life, including human beings, under the realm
of evolutionary thinking.

Theory of Evolution

Darwin’s theory of evolution declared that species survived through a process

called "natural selection," where those that successfully adapted or evolved to meet
the changing requirements of their natural habitat thrived and reproduced, while
those species that failed to evolve and reproduce died off. Darwin’s theory of
evolution and the process of natural selection later became known simply as
“Darwinism.” At the time, other naturalists believed that all species either came into

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being at the start of the world or were created over the course of natural history. In
either case, they believed species remained much the same throughout time.

Sigmund Freud was the founding father of psychoanalysis, a method for

treating mental illness and also a theory which explains human behaviour. Freud
believed that events in our childhood have a great influence on our adult lives,
shaping our personality. For example, anxiety originating from traumatic experiences
in a person's past is hidden from consciousness, and may cause problems during
adulthood (in the form of neuroses).

Thus, when we explain our behaviour to us or others (conscious mental

activity), us rarely give a true account of our motivation. This is not because we are
deliberately lying. While human beings are great deceivers of others; they are even
more adept at self-deception.
Freud also made a significant contribution in the scientific world through the
development of an important observational method to gather reliable data to study
human’s inner life. This method is called psychoanalysis which means a scientific
way to study the human mind and neurotic illness.

Please click/ visit the link below:

Read the article on “Copernicus,
https://blogs.scientificamerican.co
Darwin and Freud: A Tale of
Science and Narcissism” using m/cross-check/copernicus-darwin-
the given link. and-freud-a-tale-of-science-and-
narcissism/
READ

LEARNING ACTIVITY 1. Let’s dig deeper!

(Lesson Check – Up)

Answer the following questions and submit your output through

word or pdf format at _____. Refer to the given rubrics to guide you in answering.

1. What is the contribution of Copernicus in the philosophy of science?

2. What is Darwin’s contribution to modern science?
3. How can Darrwin’s evolutionary theory influence the following fields in modern
times:
 Economy
 Agriculture
 Political Science
 Religion
4. How can you describe Freudian ideas as a scientist?

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Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates that the The response indicates that the student The response indicates that
student has a complete has a partial understanding of the concept. the student does not
understanding of the concept. The student has provided a response that demonstrate an
The student has provided a includes information that is essentially understanding of concept.
response that answers the correct, but the information is too general The student has provided a
question accurately and or too simplistic. Some of the support response that is inaccurate
completely. Necessary support and/or examples may be incomplete or and incomplete.
and/or examples are included. omitted.

On a clean sheet of paper, write your reflection on “Do you think the
Church should intervene in scientific revolution?”.

 ASSESSMENT TASK
Timeline on Major Discoveries and Developments in Science

Review the history of science and make a timeline highlighting the

major discoveries and developments in science in the Philippines. You may use
tables, charts etc. and submit your output through word or pdf format at _______.

There were many intellectuals who made essential contributions in

science during the period of scientific revolution. Copernicus idea on
heliocentric theory (the sun is the center of the universes) is one of the major
significant discovery in the history of science development. Darwin also made
significant contribution in the evolutionary biology and philosophy of science.
Freud developed the idea of psychoanalysis that helped in understanding
human behavior especially neurological conditions.

 REFERENCES:
 Serafica, J. P. J., Pawilen, G. T., Caslib, B. N. B., & Alata, E. J. P,.
Science, Technology and Society, First Edition 2018, Rex Book Store,
Inc. Manila
 Weiner, E. (2016) The Geography of Genius: Lessons from the World
Most Creative Places
 Rosenfels, P. “Freud and the Scientific Method” Accessed Frebuary
17,2017. http:www.gender.eserver.org/rosenfels/Freud.htm

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MODULE 3 53

Science and Technology and Nation Building

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the
topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION
This module discusses the influence of science and technology in the
development of the Philippine society. It identifies government programs, projects,
and policies geared toward boasting the science and technological capacity of the
country. It also includes discussions on Philippine indigenous science and
technology.
After completing the module, you should be able to answer what are the
current state of science and technology in the Philippines and its strategic plans
related to the advancement of S and T in the country.

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Discuss the role of science and technology in the Philippine nation-building;

o Evaluate government policies pertaining to science and technology in terms of
their contributions to nation-building; and
o Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.

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LEARNING CONTENT
Philippine science and technology has a long history, dating back to the early
colonial period during which the Bureau of Science was created. Moreover, the
public school system was created at about the same period. Major shifts in the
direction of Philippine Science and Technology took place right after the
proclamation of independence in 1946. There was also a major shift in the 1950s
and 1960s that focused on S&T institutional capacity building. In the 1980s, research
utilization was given stronger emphasis, hence, the creation of various interrelated
councils and research institutes in the country and creation of strategic science and
technology agenda.

LESSON 1. The Philippine Government S&T Agenda

The Technology Index is defined as the average of the sum of the number of
patents and registration of new designs, technology trade, and value added in
manufacturing and the export of technology-intensive goods. The results in the
Technology Index of 1982 shows that the state of Science and Technology of the
Philippines is defined to be -0.1 compared to the U.S, the world’s technology leader,
which is 100. The Philippines also ranks low in terms of technological capacity.

Regarding to the type of basic technologies: Material Technology, Equipment

Technology, Energy Technology, Information Technology, Life Technology and
Management Technology, the Philippines has only a pre-operative capability in the
third-wave of development in these technologies. There is very low output of
international scientific research publications compared with Asian countries.

Moreover, funding for the improvement of science education is woefully

lacking and there is no adequate and attractive financial support for R&D scientists
and engineers. There is not much support either in terms of venture capital for the
commercialization of technologies. Moreover, extreme lack of research laboratories
in semiconductors, molecular biology, photovoltaics, etc. is the inadequate facilities
of the S&T libraries and information networks, including access by the university
students and researchers to the internet. The results had paved to the government
its quest for better improvement of science and technology in the country.
Assessment of the Past Science and Technology Plans
Since 1986, the Philippines has prepared three comprehensive Science and
Technology plans: The Science and Technology Master Plan (STMP), the Science
and Technology Agenda for National Development (STAND) and the DOST Medium-
Term Plan (DMTP).
 STMP (1991-2000)
 STAND (1993-1998)

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 DMTP (1999-2004)
Visions for Philippine Science and Technology

 By 2004, Science and Technology shall have contributed significantly to the

enhancement of national productivity and competitiveness and to the solution
of pressing national problems.
 By 2010, the Philippines shall have carved some niches and become a world-
class knowledge provider and user in selected Science and Technology
areas; it shall also have developed a vibrant Filipino Science and Technology
culture.
 By 2020, the Philippines shall have developed a wide range of globally
competitive products and services which have high technology content.

Goals for Philippine Science and Technology

 By 2004:
- Improved access to quality Science and Technology services;
- Higher productivity and competitiveness for selected Philippine product
and Industries;
- Technology-based enterprises shall have emerged in the regions;
- Enhanced Science and Technology awareness and support among
leaders and policy makers
 By 2010:
- World-class capabilities in ICT
- Technological leadership in ASEAN in the fields of biotechnology, material
science and microelectronics
- Adequate number of quality scientists and engineers in the country
- Robust technology and knowledge-based industry sectors
- Highly-developed culture of innovation and Science and Technology
consciousness
 By 2020:
- World-class universities in Science and Technology
- Internationally recognized Filipino scientists and engineers
- A model in Science and Technology management and governance.

Strategies: To achieve the goals under the Plan, strategies pursued were:

 Niching and Clustering

 Addressing National Problems
 Development of Human Resources
 Provision of Support to Industry Particularly SMEs
 Accelerating Technology Transfer and Utilization
 Upgrading of Infrastructure

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 Strengthening of Government, Industry, Civil Society and International

Linkages
 Improvement of Science and Technology Governance
 Popularization of S & T

Updates on Philippine Science and Technology Agenda

The Department of Science and Technology (DOST), in consultation with
government and private research and development institutions, the academe,
industry and other concerned agencies, prepared the Harmonized National R&D
Agenda (HNRDA) 2017-2022 to ensure that results of S&T endeavors are geared
towards and are utilized in areas of maximum economic and social benefit for the
people.
The following points were emphasized in the creation and implementation of
HNRDA:
 The formulation of the HNRDA is in line with the DOST’s mandate of
providing central direction, leadership and coordination of the scientific and
technological efforts in the country.
 The HNRDA is aligned with AmBisyon Natin 2040: matatag, maginhawa at
panatag na buhay para sa lahat.
 It has three pillars: Malasakit (enhancing the social fabric), Pagbabago
(reducing inequality) and Kaunlaran (increasing potential growth).
 AmBisyon Natin 2040 and the three pillars form the foundation for more
inclusive growth, a high-trust and resilient society and a globally competitive
knowledge economy.
 On 21 October 2016, the DOST hosted the 1 st National R&D Conference
(NRDC) to harmonize the country’s research and development priorities and
align them with the thrusts of the current administration.
 Comments and recommendations raised during the 1st NRDC were
considered in the final version of the HNRDA which was presented to
stakeholders during the 2nd National R&D Conference on 15 February
2017.
 One of the outcomes identified in the Philippine Development Plan 2017-
2022 is to increase the country's potential growth by building the foundation
for a globally competitive knowledge economy where accelerated
technology adoption and stimulated innovation are envisioned to be
achieved.
 The HNRDA, therefore, articulates our national priorities and will serve as
guide for public investment in R&D while ensuring a cohesive convergence
and integration of R&D efforts towards the shared goal of inclusive socio-
economic growth and a better life for Filipinos.
 The HNRDA is organized into 5 sectors:
1. Basic Research;
2. Agriculture Aquatic and Natural Resources;
3. Health;

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4. Industry, Energy and Emerging Technology; and

5. Disaster Risk Reduction and Climate Change Adaptation.
 The Agenda was formulated by the National Research Council of the
Philippines (NRCP), Philippine Council for Agriculture, Aquatic and Natural
Resources Research and Development (PCAARRD), Philippine Council for
Health Research and Development (PCHRD), Philippine Council for Industry,
Energy and Emerging Technology Research and Development (PCIEERD),
Philippine Institute of Volcanology and Seismology (PHIVOLCS), and
Philippine Atmospheric, Geophysical and Astronomical Services
Administration (PAGASA) in cooperation with stakeholders in the respective
sectors.

Fig. 3.1 Harmonized National R&D Agenda (HNRDA) Framework

Source: Harmonized National Research and Development Agenda (HNRDA) 2017-2022.

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R&D Priority Areas and Programs

 National Integrated Basic Research Agenda (NIBRA)

For 2017-2022, the NRCP’s National Integrated Basic Research Agenda

(NIBRA) will prioritize fundamental research in support of the Philippine
Development Plan, the National Security Plan, and the Science for Change
Program led by the Department of Science and Technology. It has six issue-
based NIBRA programs, namely;
a. Water Security – TUBIG Program (Tubig ay Buhayin at Ingatan)
b. Food and Nutrition Security – SAPAT Program (Saganang Pagkain
Para sa Lahat)
c. Health Sufficiency – LIKAS Program (Likas Yaman sa Kalusugan)
d. Clean Energy – ALERT Program (Alternative Energy Research Trends)
e. Sustainable Community – SAKLAW Program (Saklolo sa Lawa)
f. Inclusive Nation-building – ATIN program (Ang Tinig Natin)

Fig. 3.2 National Integrated Basic Research Agenda (NIBRA), 2017-2022

Source: https://chedresearch.files.wordpress.com/2017/11/dost.pdf

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 Health
The health R&D priorities comprise the health S&T component of the
National Unified Health Research Agenda (NUHRA).
1. Diagnostics
2. Drug discovery and development
3. Functional foods
4. Hospital equipment and biomedical devices
5. Information and communication technology for health
6. Dengue
7. Nutrition and food quality and safety
8. Disaster risk reduction
9. Climate Change Adaptation
10. Omic technologies for health (Platform technology across research
priorities)
Note: For further details about the NUHRA, visit www.pchrd.dost.gov.ph/
 Agriculture, Aquatic and Natural Resources (AANR)
The Harmonized National R&D Agenda in AANR (HNRDA-AANR) 2017-
2022 is an integration of the existing R&D agenda of government agencies
conducting R&D in AANR and inputs from various stakeholders. It is a product
of multi-sectoral consultations.
The AANR sector supports the use of advanced and emerging
technologies such as biotechnology, genomics, bioinformatics, nanotechnology,
nuclear technology, space technology, electronics and automation, and ICT as
R&D tools to find S&T solutions to AANR problems or develop new products
with significant potential impact to the sector.
The sector supports organic agriculture, halal food production, food safety
and traceability initiatives, and the development of genetically modified
organisms as long as it is compliant with biosafety rules and regulations.
The AANR sector also supports Farm Mechanization, as mandated by RA
10601, otherwise known as the Agricultural and Fisheries Mechanization Law,
to modernize the sector and increase agricultural productivity, efficiency and
competitiveness.

Research Priorities for Agriculture, Aquatic and Natural Resources

(AANR)
1. Agriculture
o Crops R&D Agenda
Germplasm research; Varietal improvement and selection; Good quality
planting materials (QPMs); Cultural management and crop production
systems; Postharvest processing and product development
o Livestock R&D Agenda

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Animal improvement; Improved reproduction, feeding and nutrition;

Conservation and improvement of native animals; Vaccine biologics and
diagnostics; Detection of chemical residues and antimicrobial residue;
Decision support systems; Product development and processing.
2. Aquatic R&D Agenda
Applied genomics; Culture systems, Culture of new cultivable species,
Fish health, disease diagnostics and management, Nutrition, Feeds and
feeding systems; Post harvest handling, processing, and product
development; Automation of feeding water and culture management and
pest production, Fishkill warning and mitigation systems and
environmental management, Management of Fisheries
3. Forestry R&D Agenda
Development and sustainable management of tree plantations; high
yielding varieties (HYVs) development of priority timber species;
Production protocols for the production of QPM; Sustainable cultural
management practices, harvesting and post-harvest techniques and
marketing strategies
4. Natural Resources and Environment R&D Agenda
Biodiversity, Watershed management and utilization; Soil management
and rehabilitation, Agricultural and forest waste-based product
development; Climate change strategies and support tools; Resource
assessment and monitoring; Habitat management; Marine environmental
management; Innovative systems for unique landscapes and ecosystems.
5. Technology Transfer
Up scaling of technology transfer and commercialization; New and
innovative extension modalities.
6. Socio-Economics and Policy Research

Note: For more details, visit http://www.pcaarrd.dost.gov.ph/home/portal/

 Research, Energy and Emerging Technology

Seventeen sectors covering various industries, the energy and
transportation sectors, and high impact fields like biotechnology and
nanotechnology are within the purview of the Philippine Council for Industry,
Energy and Emerging Technology Research and Development (PCIEERD-
DOST).
The Harmonized National R&D Agenda (HNRDA) for the Industry Sector
for 2017-2022 is formulated through targeted consultations with the private
sector, National Government Agencies (NGAs) and the academe. This was
presented during the National R&D Conference in 2016 and finalized in
February 2017.
To secure a truly harmonized R&D strategy within government, the DOST-
PCIEERD has entered into several memorandum of agreement with NGAs
essentially to seamlessly integrate R&D efforts strategically and even fiscally
(through co-implementation and co-funding of projects).

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Industry competitiveness will focus on micro, small and medium enterprises

(MSMEs) and much effort will be provided toward countryside development.
Many R&D projects will leverage on existing resources and focus on waste
utilization, value-addition of traditional products and efficient manufacturing
processes. Lastly, it is noteworthy that four new fields of research are to be
included as priority areas for 2017-2022. These are deemed to be emerging
industries and critical to national development.
• Space Technology Applications
• Artificial Intelligence and Data Science
• Human Security and Defense Research
• Creative Industries

Research Priorities for Industry, Energy and Emerging Technology

1. Food and Nutrition Security
Nutritious, safe and affordable food for all, at all times
2. Countryside Development
More micro, small and medium enterprises (MSMEs) developing and
producing competitive and world class products and services
3. Competitive Industry
More industries enabled by state-of-the-art R&D, technologies and
science-based policies, moving up the value chain and attracting
foreign direct investments
4. Delivery of Social Services
Innovative, accessible, affordable and efficient social services for all
5. Intelligent Transportation Solutions
6. Renewable Energy and Energy Storage Solutions
7. Human Security
Protection of the country and its citizens against national threats

Note: For more details, visit http://pcieerd.dost.gov.ph/

 Disaster Risk Reduction and Climate Change Adaptation (DRR-CCA)

The 2017-2022 Harmonized National Research and Development Agenda for

Disaster Risk Reduction and Climate Change Adaptation (HNRDA DRR-CCA)
represents the priorities of government organizations and stakeholders involved
in DRR and CCA, consistent with related local and international development
initiatives.
The HNRDA DRR-CCA consolidates the priorities of the DOST Sectoral
Councils, which have conducted multi-sectoral consultations, DOST agencies
and DOST regional offices. The research priorities were evaluated and
harmonized by a team from the Philippine Institute of Volcanology and
Seismology (PHIVOLCS) and Philippine Atmospheric Geophysical and
Astronomical Services Administration (PAGASA) with reference to related
national plans, such as the National Disaster Risk Reduction and Management

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Plan, the National Climate Change Action Plan, and global initiatives such as the
Sustainable Development Goals and Sendai Framework for Disaster Risk
Reduction. Disaster Risk Reduction and Climate Change Adaptation are cross-
cutting concerns in the health, agriculture, environment, energy and industry
sectors.
The 2030 Agenda for Sustainable Development was adopted by the United
Nations (UN) General Assembly in September 2015. It sets out 17 Sustainable
Development Goals (SDGs) with 169 associated targets and describes a number
of international mechanisms for supporting implementation.

The DOST support the Agenda by focusing substantial efforts to contribute to:
Goal 9. Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation
Goal 11. Make cities and human settlements inclusive, safe, resilient and
sustainable
Goal 13. Take urgent action to combat climate change and its impacts

Fig.3.3 UNESCO and Sustainable Development Goals

Source: https://en.unesco.org/sustainabledevelopmentgoals

The Sendai Framework for Disaster Risk Reduction (2015-2030)

addresses “the risk of small-scale and large-scale, frequent and infrequent,
sudden and slow-onset disasters, caused by natural or manmade hazards as well
as related environmental, technological and biological hazards and risks. It
considers climate change as one of the drivers of risk. It aims to guide the multi-

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hazard management of disaster risk in development at all levels as well as within

and across all sectors.

Fig. 1.4 Sendai Framework at a Glance

Source:
https://www.preventionweb.net/sendai-framework/sendai-framework-for-drr/at-a-glance

DOST supports the Sendai Framework by subscribing to the identified Four

Priorities for Action namely:
Priority 1. Understanding disaster risk
Priority 2. Strengthening disaster risk governance to manage disaster risk
Priority 3. Investing in disaster risk reduction for resilience
Priority 4. Enhancing disaster preparedness for effective response, and to
“Build Back Better” in recovery, rehabilitation and reconstruction
Below also are the Research Priorities for Disaster Risk Reduction and Climate
Change Adaptation (DRR CCA) of the Philippines:
A. Observation and Monitoring Networks
B. Technology Development and Application for Monitoring
C. Modelling and Simulation for Improvement of Monitoring and Forecasting
D. Hazards, Vulnerability and Risk Assessment
E. Warning and Risk Communication
F. Technology Development and Application for Climate Change Mitigation and
Adaptation
G. Technology Development and Application for Disaster Risk Management
H. Policy Research

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To know more the Aksyon Please click/ visit the link below:
Para sa Ambisyon:
https://www.youtube.com/wat
Philippine Development
Plan 2017 -2022, watch the
ch?v=qjWyOnp4LCs

READ given link.

LEARNING ACTIVITY 1. Share your insights!

(Lesson Check – Up)

Short Essay: What can you say about the state of science and technology in the
Philippines then and now? (Minimum number of words: 350). Submit your output
through word or pdf format at _________________.

Rubrics for Short Essay

Proficient Developing
Criteria Exemplary (5) Emerging (3)
(4) (2)
Content & - Content is - Content is - Content is
Development comprehensive, accurate and - Content is not incomplete.
accurate, and persuasive. comprehensive - Major points
persuasive. - Major points and /or are not clear.
- Major points are are stated. persuasive. -Specific
stated clearly and - Responses - Major points examples are
are well are adequate are addressed, not used.
supported. and address but not well
- Responses are topic. supported.
excellent, timely - Content is - Responses
and address clear. are inadequate
topic. -Specific or do not
- Content is clear. examples are address topic.
-Specific used. -Specific
examples are examples do
used. not support
topic.
Organization & -Structure of the - Structure is - Structure of Organization
Structure paper is clear and mostly clear the paper is and structure
easy to follow. and easy to not easy to detract from
- Transitions are follow. follow. the message.
logical and - Transitions - Transitions - Writing is
maintain the flow are present. need disjointed and
of thought - Conclusion improvement. lacks
throughout the - Conclusion is transition of

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paper. is logical. missing, or if thoughts.

- Conclusion is provided, does
logical and flows not flow from
from the body of the body of the
the paper. paper.
Grammar, - Rules of - Rules of - Paper - Paper
Punctuation & grammar, usage, grammar, contains few contains
Spelling and punctuation usage, and grammatical, numerous
are followed; punctuation punctuation grammatical,
spelling is correct. are followed and spelling punctuation,
with minor errors. and spelling
errors. errors.
Spelling is
correct.

LESSON 2. Famous Filipinos in the Field of Science

The following are Filipino personalities who have made significant
contributions in Philippine science. They are famous in different science disciplines:
agriculture, mathematics, physics, medicine, marine science, chemistry, engineering
and biology.
1. Ramon Cabanos Barba- for his outstanding research on tissue culture in
Philippine mangoes
2. Josefano Cacas Comiso- for his works on observing the characteristics of
Antartica by using satellite images
3. Jose Bejar Cruz Jr.- known internationally in the field of electrical
engineering
4. Lourdes Jansuy Cruz- notable for her research on sea snail venom
5. Fabian Millar Dayrit- for his research on herbal medicine
6. Rafael Dineros Guerrero III- for his research on tilapia culture
7. Enrique Mapua Ostrea Jr. – for inventing meconium drug testing
8. Lilian Formalejo Patena- for doing research on plant biotechnology
9. Mari-Jo Panganiban Ruiz – for being an outstanding educator and graph
theorist
10. Gregory Ligot Tangonan – for his research in the field of communications
technology
11. Fe Villanueva del Mundo- was a Filipino paediatrician, the founder of the
first pediatric hospital in the Philippines
12. Eduardo Quisumbing- was a Filipino biologist, a leading authority of plants
in the Philippines
13. Gavino Cajulao Trono Jr. – is a Filipino biologist dubbed as the “Father of
Kappaphycus farming”.

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14. Maria Orosa Ylagan- was a Filipino food technologies, pharmaceutical

chemist, humanitarian and war heroine.
Other outstanding Filipino scientists who are recognized here and abroad for
their outstanding contributions in science:
 Caesar A. Saloma – an internationally renowned physicist
 Edgardo Gomez- famous scientist in marine science
 William Padolina- chemistry
 Angel Alcala- marine science

Many of these Filipino scientists are products of good school science. It

means they were taught and inspired by great teachers. Their interests in science
started to manifest during their childhood years. Their natural environment ignited
their curiosity to learn more about the natural and physical environment. Schools
and the laboratories where they studied and worked nurtured this.

Individual Interest in SCHOOL SCIENCE SCIENCE

Science LABORATORIES

(TEACHERS AND
Family LEARNING (REAL-LIFE
ENVIRONMENT) CONTEXT)
Natural Environment

FILIPINO SCIENTISTS
Fig.4. Factors that Influence the Development of Filipino Scientists

Many Filipino scientists, whether they are in the country or abroad, always
excel in their job. The Filipino spirit in their souls has never faded. They continue to
bring honour to the country. They make ordinary things in an extraordinary way.
They are always at par with other scientists in spite of the limited facilities we have
here in the country.

LEARNING ACTIVITY 2. Get to Know More Filipino Scientist!

(Lesson Check – Up)

Identify atleast three (3) other Filipino scientist. Research on their

contributions in the field of science. Examine what made them pursue a
career in science. Submit your output through word or pdf format at
_________________.

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LESSON 3. Science Education in the Philippines

The Concept of Science Education
 Science education focuses on teaching, learning, and understanding science.
Teaching science involves developing ways on how to effectively teach
science. This means exploring pedagogical theories and models in helping
teachers teach scientific concepts and processes effectively.
 Learning science, on other hand, includes both pedagogy and the interesting
aspect, which is helping students understand and love science.
 Understanding science implies developing and applying science-process skills
and using science literacy in understanding the natural world and activities in
everyday life.
 According to John Dewey, getting deeper into the discourse of science
education, stressed the importance of utilizing the natural environment to
teach students. (as cited in Serafica, J. et al. 2018, p36). Nature must
indeed furnish its physical stimuli to provide wealth of meaning through social
activities and thinking.
 It is not surprising therefore that science education is important. In fact, Marx
expresses that science is going to be one of the most important school
subjects in the future. (as cited in Serafica, J. et al. 2018, p36).
 Science education is justified by the vast amount of scientific knowledge
developed in this area that prepares citizens in a scientifically and
technologically driven world.
 Science education provides skills and knowledge that are necessary for a
person to live in the age of science and to develop a citizenry that will meet
the goals of science in the society (Tilghman, 2005). Developing a science
culture is therefore an immense for schools.

Science Education in Basic and Tertiary Education

 In basic education, science education helps students learn important concepts
and facts that are related to everyday life, including important skills such as
process skills, critical thinking skills and life skills that are needed in coping up
with daily life activities.
 Science education also develops positive attitude such as: love for
knowledge, passion for innovative things, curiosity to study about nature, and
creativity.
 Science education will develop a strong foundation for studying science and
for considering science-related careers in the future. This is an investment for
the country to develop a scientifically cultured and literate citizenry.
 In tertiary education, science education deals with developing students’
understanding and appreciation of science ideas and scientific works. This is
done through offering basic science courses in the General Education
curriculum.

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 Science education in the tertiary level also focuses in the preparation of

science teachers, scientists, engineers and other professionals in various
science-related fields such as engineering, agriculture, medicine, and health
sciences.
 The state provides scholarships to encourage more students to pursue
science courses.

Science Schools in the Philippines

One outstanding program for science education supported by the government
is the establishment of science schools in various parts of the country. There are
also government programs implemented by the Department of Education and few
private schools for science education.
 Philippine Science High School System (PSHSS)
- This is a government program for gifted students in the Philippines.
- It is a service institute of the Department of Science and Technology
(DOST) whose mandate is to offer free scholarship basis for secondary
course with special emphasis on subjects pertaining to the sciences, with
the end-view of preparing its students for a science career (Republic Act
No. 3661).
- The school maintains a dormitory for all its students.
- Since its inception, the PSHSS continues to pursue its vision to develop
Filipino science scholars with scientific minds and passion for excellence,
courage and hope for the country.
- They have brought honor to the Philippines through their exemplary
achievements in various international competitions and research circles.
When the students graduate from the school, they are expected to pursue
degrees in science and technology at various colleges and universities
locally and abroad.

 Special Science Elementary Schools (SSES) Project

- The Special Science Elementary Schools (SSES) Project is in pursuance
to DepEd Order No. 73 s. 2008, and DepEd Order No. 51 s. 2010.
- This project started in June 2007 with 57 identified elementary schools that
participated or were identified as science elementary schools in the
country.
- The SSES Project aims to develop Filipino children equipped with
scientific and technological knowledge, skills and values. Its mission is to:
1. provide learning environment to science inclined children
through a special curriculum that recognizes the multiple
intelligences of the learners;
2. promote the development of lifelong learning skills; and
3. foster the holistic development of the learners.

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- The subject Science and Health is taught in Grade I with a longer time
compared to other subjects: 70 minutes for Grades I to III and 80 minutes
for Grade IV to VI.
- The curriculum also utilizes different instructional approaches that address
the learning styles and needs of the learners like the use of investigatory
projects.

 Quezon City Regional Science High School

- The school was established on September 17, 1967. Originally, it was
named Quezon City Science High School.
- It was turned into a regional science high school for the National Capital
Region in 1999. The school was a product of a dream to establish a
special science school for talented students in science and mathematics.
- The focus of the curriculum is on science and technology.
- The school still teaches the basic education courses prescribed by the
Department of Education (DepEd) for secondary education. However,
there are additional subjects in sciences and technology that students
should take.
- The school envisions toserve as a venue in providing maximum
opportunities for science-gifted students to develop spirit of inquiry and
creativity.
- It is well supported by the local government unit and by the Parents and
Teachers Association (PTA) and is under the Department of Education.

 Manila Science High School

- The school was established on October 1, 1963 as the Manila Science
High School (MSHS). It is the first science high school in the Philippines.
- The organization and curriculum of the school puts more emphasis on
science and mathematics.
- MSHS aims to produce scientist with souls. In order to do this, humanities
courses and other electives are included in their curriculum. Students are
also encourage to participate in various extracurricular activities.
- The school administers an entrance exam, the Manila Science High
School Admission Test (MSAT), for students who wish to enrol. The
MSAT has five parts: aptitude in science, aptitude test in mathematics,
problem solving test in science, problem solving test in mathematics, and
proficiency in English.
- The school prides itself from producing outstanding alumni and for winning
various national competitions.

 Central Visayan Institute Foundation

- It is the home and pioneer of the prominent school-based innovation
known as the Dynamic Learning Program (DLP).
- The DLP is a synthesis of classical and modern pedagogical theories
adapted to foster the highest level of learning, creativity, and productivity.

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- The school takes pride in its Research Center for Theoretical Physics
(RCTP) establish in 1992, which organizes small international workshops
to foster the informal but intense exchange of ideas and perspectives on
outstanding problems in physics and mathematics.

LEARNING ACTIVITY 3. Let us Dig Deeper!

(Lesson Check – Up)

Are there private schools with outstanding science education programs?

Identify and compare their science education programs with public science schools.
Submit your output through word or pdf format at _________________.

Rubrics for the Activity

Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
Content & - Content is - Content is - Content is
Development comprehensive, accurate and - Content is not incomplete.
accurate, and persuasive. comprehensive and - Major points
persuasive. - Major points are /or persuasive. are not clear.
- Major points are stated. - Major points are -Specific
stated clearly and are - Responses are addressed, but not examples are
well supported. adequate and well supported. not used.
- Responses are address topic. - Responses are
excellent, timely and - Content is clear. inadequate or do
address topic. -Specific examples not address topic.
- Content is clear. are used. -Specific examples
-Specific examples do not support
are used. topic.

Organization & -Structure of the - Structure is - Structure of the Organization

Structure paper is clear and mostly clear and paper is not easy to and structure
easy to follow. easy to follow. follow. detract from
- Transitions are - Transitions are - Transitions need the message.
logical and maintain present. improvement. - Writing is
the flow of thought - Conclusion is - Conclusion is disjointed and
throughout the paper. logical. missing, or if lacks transition
- Conclusion is logical provided, does not of thoughts.
and flows from the flow from the body
body of the paper. of the paper.

Grammar, - Rules of grammar, - Rules of - Paper contains - Paper

Punctuation & usage, and grammar, usage, few grammatical, contains
Spelling punctuation are and punctuation punctuation and numerous
followed; spelling is are followed with spelling errors. grammatical,
correct. minor errors. punctuation,
Spelling is correct. and spelling
errors.

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LESSON 4. Selected Indigenous Science and Technologies

Indigenous Knowledge System

Indigenous knowledge is embedded in the daily life experiences of young
children as they grow up. They live and grow in a society where the members of the
community prominently practice indigenous knowledge. Their parents and other
older folks served as their first teachers and their methods of teaching are very
effective in transmitting cultural knowledge in their minds. The lessons they learned
are intimately interwoven with their culture and the environment. This lessons
comprised of good values and life stories of people on their daily life struggles. Their
views about nature and their reflections on their experiences in daily life are evident
in their stories, poems, and songs.
Some examples of indigenous knowledge that are taught and practiced by the
indigenous people are:
 predicting weather conditions and seasons using knowledge in observing
animals’ behaviour and celestial bodies;
 using herbal medicine;
 preserving foods;
 classifying plants and animals into families and groups based on cultural
properties;
 preserving and selecting good seed for planting;
 using indigenous technology in daily lives;
 building irrigation systems;
 classifying different types of soil for planting based on cultural properties;
 producing wines and juices from tropical fruits; and
 keeping the custom of growing plants and vegetables in the yard.

Indigenous Science
 Indigenous Science is part of the indigenous knowledge system practiced by
different groups of people and early civilizations (Gribbin,2001; Mkapa,2004;
Sibisi.,2004).
 It includes complex arrays of knowledge, expertise, practices, and
representations that guide human societies in their enumerable interactions
with the natural milieu: agriculture, medicine, naming and explaining
environments (Pawilen, 2005).
 Ogawa (1995) claimed that it is collectively lived in and experienced by the
people of a given culture.
 According to Cajete (2004), indigenous science includes everything, from
metaphysics to philosophy and various practical technologies practiced by
indigenous people both past and present.
 Laccarino (2003) elaborated this idea by explaining that science is a part of
culture, and how science is done largely depends on the cultural practices of
the people.

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 Indigenous beliefs also develop desirable values that are relevant or

consistent to scientific attitudes as identified by Johnston (2000), namely: 1.
Motivating attitudes; 2. Cooperating attitudes; 3. Practical attitudes; and 4.
Reflective attitudes.
 These cultural beliefs therefore can be good foundation for developing
positive values toward learning and doing science and in bringing science in a
personal level.
 Pawilen (2005) explained that indigenous science knowledge has develop
diverse structures and contents through the interplay between the society and
the environment.
 According to Kuhn, developmental stages of most sciences are characterized
by continual competition between a number of distinct views of nature, each
partially derived from, and all roughly compatible with the dictates of scientific
observation and method.(as cited in Serafica, J. et al. 2018, p44).
 Sibisi (2004) also pointed out that indigenous science provides the basics of
astronomy, pharmacology, food technology, or metallurgy, which were derived
from traditional knowledge and practices.
 Pawilen develop a simple framework for understanding indigenous science.
Accordingly, indigenous science is composed of traditional knowledge that
uses science process skills and guided by community values and culture.

INDIGENOUS SCIENCE

uses guided by
composed of
Science process Skills Community Culture and Values Traditional Knowledge

The Concept of Indigenous Science

a. Indigenous science uses science process skills such as observing,
comparing, classifying, measuring, problem solving, inferring, communicating
and predicting.
b. Indigenous science is guided by culture and community values such as the
following:
 The land is a source of life. It is a precious gift from the creator.
 The earth is revered as “Mother Earth.” It is the origin of their identity
as people.
 All living and nonliving things are interconnected and interdependent
with each other.
 Human beings are stewards or trustee of the land and other natural
resources. They have a responsibility to preserve it.
 Nature is a friend to human beings –it needs respect and proper care.

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c. Indigenous science is composed of traditional knowledge practiced and

valued by people and communities such as ethno-biology, ethno-medicine,
indigenous farming methods, and folk astronomy.
Indigenous science is important in the development of science and
technology in the Philippines. Like the ancient civilizations, indigenous
science gave birth to the development of science and technology as a field
and as a discipline. Indigenous science helped the people in understanding
the natural environment and in coping with everyday life. UNESCO’s
Declaration on Science and the Use of Scientific Knowledge (1999)
recognized indigenous science as a historical and valuable contribution to
science and technology.
Please click/ visit the link below:
To know more about
Indigenous Cultures of the https://www.youtube.com/
Philippines, check the given watch?v=drF-Hg_UBo4
link.

READ

LEARNING ACTIVITY 4. More on Indigenous Science!

(Lesson Check – Up)
List down indigenous science practices in your locality. Determine how
it was done and its importance in your community. Submit your output through word
or pdf format at ________________________.

On a clean sheet of paper, write your reflection on the following

questions:
1. Do you think indigenous science should be considered science?
2. What is the role of indigenous science in the development of
science and technology?

 ASSESSMENT TASK
Insights on Research Priorities
If you were to draw your two (2) top research priorities for the country,
what do you think they should be? Discuss your answer using the
following guide:
a. Title (your chosen research priorities)
b. Objective/s
c. Discussion
d. Your reaction/ insights/ reflections
Submit your output in word or pdf format at. _______.

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The growth of science and its development as a field in the

Philippines is a hybrid of indigenous and foreign ideas. Spain and the
United States, being the former colonial masters of the country, played an
important role in building the foundation of science in the Philippines. To
further strengthen the science program in the Philippines, the government
establishes various science programs, policies, and projects. Through the
years, many Filipinos were able to establish themselves as scientists and
science educators in various scientific areas and fields. Invention and
innovations were done by these Filipino scientists. Finally, the demands of
globalization, prompted the Philippines to invest in science and technology
programs and projects.

 REFERENCES:
• A Glimpse into Three Indigenous Cultures of the Philippines. June 3, 2011.
Accessed at: https://www.youtube.com/watch?v=drF-Hg_UBo4
• Aksyon para sa Ambisyon: Philippine Development Plan 2017-2022.
Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=qjWyOnp4LCs
• DOST. 2018. Harmonized National Research and Development Agenda
2017-2022. Accessed June 20, 2020 at
https://chedresearch.files.wordpress.com/2017/11/dost.pdf
• History of Science and Technology in the Philippines. March 20, 2019.
Accessed at: https://www.youtube.com/watch?v=o1T0ZwqSP3U
• Major Development Programs and Personalities in Science and Technology in
the Philippines. Accessed June 20, 2020 at:
https://www.scribd.com/presentation/415030084/Major-Development-
Programs-and-Personalities-in-Science-and-1
• Philippines Then and Now. Accessed June 20, 2020 at:
https://www.youtube.com/watch?v=Zi_yWetmdtA
• Science and Technology in the Philippines. Accessed June 20, 2020 at:
https://www.slideshare.net/kechai28/science-and-technology-in-the-
philippines
• Sendai Framework at a Glance. Accessed at:
https://www.preventionweb.net/sendai-framework/sendai-framework-for-drr/at-
a-glance
• Serafica, Janice Patria J., Pawilen, Greg T., Caslib Jr., Bernardo N. and Alata,
Eden Joy P. 2018. Science, Technology, and Society. Rex Book Store, Inc.
• UNESCO and Sustainable Development Goals. Accessed June 20, 2020 at:
https://en.unesco.org/sustainabledevelopmentgoals

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Technology as a Way of Revealing

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Technology is basically the way we execute the discoveries of science and

blend it with our own needs. Technology is a general term used to refer to the
different tools, machines and equipment we use in everyday life. These tools and
equipment have been invented by man to make the tasks faster, easier and more
comfortable. In this module, the human condition before the Common Era will be
discussed and the changes that happened in human condition as science and
technology progresses. It will also discuss Heidegger’s thought on science, in order
to understand how science and technology are related.

After completing the module, you should be able to answer the following:
 How technology relieved in changing people’s way of life?
 How science and technology interrelates with the attainment of good life
among individuals?

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Explain the concept of human condition before science and technology;

o Identify the change that happened in human condition after science
and technology;
o Name ways on how technology aided in revealing the truth about the
human being; and

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o Analyze the human condition in order to deeply reflect and express

philosophical ramifications that are meaningful to the student as a part
of society.

LEARNING CONTENT

“Generation Gap” is attributed mainly to the changes brought about by

technology. Though the main idea why technology progresses are to help everyone
in their daily living, there are still individuals who are not comfortable in using various
types of technological products. Especially among some of those who belong to the
older generation, they think that these technologies are too complicated to operate.
They have been used to the simple living in the past and these available
technological devices, though very appealing are a difficult puzzle to them. But these
should not be a major worrisome on technological advancement instead, a challenge
to everyone especially the younger generation to take the older generation to an
exciting journey in science and technology. Because of the availability of modern
technology, everyone can experience what it is like to live with ease and comfort.
The fascination to science and technology has started long ago in the past.
And this fascination has led to numerous magnificent discoveries and inventions that
becomes the foundation of what people today are benefitting and enjoying. The way
human flourishing was defined maybe viewed differently from generations to
generations because of the environmental condition they lived in from period to
period. These also affect how their society works on the construct of human
flourishing. However, there may be interplay of different factors of human flourishing
as time goes by but it is mainly brought by the advancement of science and
technology.

LESSON 1. The Human Condition Before the Common Era

Discoveries and massive invention for community development started with

increased needs of human beings way back the primal age. It is difficult to determine
what specific period of which technology has started but it is thought through the
notion of humans to make life easier that technology and advancement begin to rise.
Way back the primal period, basic technology has been evident. Homo erectus
began to use fire to cook their friction through friction and heat (chipping of stones to
create spark). While the Homo sapiens during the Stone Age sharpen stones to
make knife (a sample of simple machine called wedge). The culture and way of living
of the earliest people was conceived through drawings and carvings inside caves
and unearthed artifacts from various parts of the world.
From maximizing the use of stones, people tend to discover minerals and
began forging metalwork. Metals have substances that are more durable, malleable
and have more luster than the previous material. In terms of clothing, fur and animal
skin were used primarily to withstand extreme weather conditions. Moreover, our
ancestors were also inclined with the liking of a shiny stone or perfectly shaped bone
as a trophy to proudly show off their hunt.
But apparently, does people in the past were also concerned about their
social standing and stratification? How about the meaning of life? Were they also

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curious on finding explanations to certain phenomena? Archaeologist and

anthropologists had excavated several figures thought to be from the latter Stone
Age period that are for ceremonial purposes. These figures mean that the people of
that time perhaps use these to honor some deity. The people often resort to make
sense of events happening outside their control. Things they encounter in their daily
living has been their initial roll of primitive gods hence, different tribes has different
honoured gods. Example, most people in the mountains honor gods for bountiful
hunt while those in the coastal areas have water gods to bless them with good catch.
Eventually, prior civilizations shared the sun as their generic god.

Like the people today, it can be inferred that our ancestors also found the
need to explain things in a way that makes sense to them especially to events that
are outside of their control and the work of supernatural being has been their
commonly used justification to explain these things.

LESSON 2. The Human Condition in the Common Era

The earliest date of human extinction occurred over 12, 000 years ago
possibly due to hunting and territorial disputes and natural disasters. The so called
“sixth extinction” or the Halocene extinction (anthropocene extinction) occurred from
as early as between 100, 000 to 200, 000 years up to the present. Due to human
activity, the extinction of several species both flora and fauna is on-going and
increasing. The growing population has necessitated the people to look for more
resources and to quickly find ways and means to survive. However, these lead to
overhunting and overfishing including massive cultivation of terrains causing several
species to lose their territory and food resources. Increasing number of communities
had forced humans to expand more on territory hence, more people to feed. Even
though people were at most self-sufficient, they were in constant need of resources.
To ensure their territory people in the past tend to wage wars to other tribes and
communities as their solution but then the people began to engage in a peaceful
negotiation to have less bloodshed. This led to the emergence of trade and barter
paving the way to crosstown and cross-cultural interactions as more products were
exchanged.
With this, people began to create another objective to gather products as
much as possible to cater the people’s increasing needs and wants. Wealth has now
been one of their goals and perceived that those who have many live comfortably
and thus generally happier than those who do not have much. Therefore, people
began to hunt, farm and produce things with the prospect of having larger profit. An
increasing number of people in the community with depleting resources have led
them to become reliant to other communities in order to sustain their living. In return,
these communities have to make use of their current resources twice as much to
provide for other communities’ needs. Products of every kind were exchanged
ranging from the most necessary ones such as food products and clothing materials
up to metals, accessories, weapons, spices, literature and entertainment. Those who
cannot sell products may use their skills and were compensated to buy their
necessities. As time goes by, humanity became more complex and the primary goal
was not only to survive but to live a good life.

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In searching for a good life, technology has been largely instrumental. People
were able to develop ways to have easier, more comfortable and more enriching life.
The means to survive make death as the least perceived among humans.
Unpleasant and concocted potions to ward off evil from their kinsmen were executed
by the ancient people. Medicines has been apparently given notice including
alchemy of which people tend to be fixated with gold and the adamant to procure
more and trying to use the element lead to produce more gold. And this paved way
to the emergence of the earliest forms of chemistry in its primitive form not quite
distinct to alchemy.
With time and continuous increased of communities and different races,
beliefs, and abundance of territory/ resources, wars are being waged therefore,
communities also include allocation of their resources to organizing their armed
forces. The early leaders are supposed to be those who portrayed exceptional
strength in the group and still carried on for many generations. It was valued most
the physical strength of a human being but there are also many figures that are
intellectually gifted. These innovators were primarily the ones behind discoveries and
triumphs of these civilizations.
Please click/ visit the link below:

https://www.youtube.com/watch
Find time to the video clip Life:
Then and Now using the given ?v=a-UBSp5BJno
link.

READ

LEARNING ACTIVITY 1. Let’s Dig Deeper!

(Lesson Check – Up)

Determine notable comparisons of the following of human condition then and now:
1. Mortality Rate
2. Average Lifespan
3. Literacy Rate
4. Gross Domestic Product (GDP)

Submit your output through word or pdf format at _______________.

LESSON 2. Heidegger: The Question Concerning Technology

Martin Heidegger is a German philosopher and a seminal thinker in the

continental tradition of philosophy. He is widely acknowledged to be one of the most
original and important philosophers of the 20th century. He wrote an essay entitled
“The Question Concerning Technology” which addresses modern technology and its
essence as an instrumental way of revealing the world. In his essay he doesn’t

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merely describe technology in traditional view as machines

and technical procedures. Heidegger’s understanding of
technology was based on its essence.

Heidegger’s View on the Essence of Technology

1. Technology is not something we make; it is a mode
of being or of revealing. Technological things have
their own way of presenting themselves with their
presence, endurance; connections as parts and as a
whole in the world they operate.
2. People do not normally think of as technological, Fig.4.1 Martin Heidegger. Source:
https://thegreatthinkers.org/heidegger/
such as gods and history.
3. It is primarily a matter of modern and industrial
technology. Heidegger is less concerned with the ancient and old tools and
techniques that antedate modernity; the essence of technology is revealed in
factories and industrial processes, not in hammers and plows.
4. Technology is not simply the practical application of natural science. Instead,
modern natural science can understand nature in the characteristically
scientific manner only because nature has already, in advance, come to light
as a set of calculable, orderable forces – that is to say, technologically.
Heidegger’s Two Characteristics of Modern Technology as a Revealing Process
1. The mode of revealing modern technology is challenging.
- Things are revealed of brought forth by challenging or demanding them. It
is putting to nature the unreasonable demand that it supply energy that
can be extracted and stored. It sees nature as an object manipulation and
not anymore as autonomous reality demanding respect and admiration.
The network of things is now reduced into the network of manipulation.
Example:
a. Mining technology of today wherein nature was at risk of supplying
increased demand of sourcing out energy.
b. Flower blossoming and fading as a nature’s way of revealing
2. Modern technology as a revealing process is that of challenging, which bring
forth the energy of nature as “expediting.” Expediting- means to hasten the
movement of something. It is also a process of revealing inasmuch as it
“unlocks” and “exposes” something.
- Things that are revealed in an expedited manner are brought forth as
resources that must be used efficiently. For example in mining, man digs
coal not simply to know what coals are but man wants to use them. To be
used as man’s source of energy, truckloads of land were mined to produce
coals. It shows that coals are there “for” something and this is the
characteristic of the things revealed in modern technology.
Heidegger uses a technical word to name the things that are revealed in
modern technology as “standing in reserve.” Things as standing in reserve are not
“objects.” Objects, on the other hand, are things that “stand against us” as things
with autonomy. They are revealed mainly in human thinking and do not allow further
manipulations. Things as standing in reserve, on the other hand, are called to come
forth in challenging and expediting. They are reduced into the objectlessness of

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modern technology. Nothing anymore “stands against us” as objects of autonomy

and wonder. Everything is regressed into an interlocking of things that yield what
man wants whenever he demands them to do so. Even nature is now revealed as
standing in reserve and not anymore objects of autonomy.
Unlike the modern technologies, the old technology still respects nature as an
object of autonomy. The modern and the old technologies are of different modes of
revealing, the former, artificial and the latter, natural. Take for example, the contrast
between how the modern technology of hydropower plant and the old technology of
a wooden bridge reveal the presence of a river. The hydropower plant reveals the
river that supplies it energy simply as another thing standing in reserve. It is a source
of energy that completes the interlocking of things in the system of hydropower
generation. The river is not anymore seen as an object with autonomy but an object
on call to be used. Conversely, the technology of building a wooden bridge reveals
the river not as a key link in completing the bridge; rather it respects it as a part of
nature, a “landscape,” using Heidegger’s own term, that is somewhat permanent and
stand against us as another entity. We move “around” it so to say, and we only see
what we can do to overcome its dominating presence; in another words, we do not
manipulate it, but rather, we act according to its rules.
Heidegger’s “En-framing as the Essence of Modern Technology”
What is En-framing?
-simply means putting into the frame of modern technology is the network of
interlocking things standing in reserve. It is the world centered or man’s caprices and
demands. It is a world of manipulation and demystification and here, nothing is
mysterious anymore.
En-framing is what Heidegger is afraid of, that the process of truth will reveal
to the realm of erring. It must be remembered that for truth to be, it must retain its
sense of mystery. Truth is for the most part untruth and to disregard this essentially
limited process, revelation is also to disregard the entirety of its essence. We cannot
have absolute knowledge of reality, more so, we cannot have full dominance over it.
As they say, we are only “guardians” of creation.
We may not literally admit it but nature is on the verge of destruction largely
because of man’s domineering attitude and arrogance. Man thinks he knows how
nature works and tends to hasten or “expedite” its processes. Nature’s flow was
disrupted because man demands too much from it. And we all know that nature is
beyond man’s control but definitely the one that control us. Nature has its way to turn
against us in a manner we cannot perceive.

LEARNING ACTIVITY 2. It’s time to Reflect

(Lesson Check – Up)
Do you agree with martin Heidegger in his idea that technology
should only be seen as one of the approaches in perceiving truth? What are other
possible approaches we should consider? Submit your output via _____________.

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Rubric for Expository Essay

Exemplary
Criteria Proficient (4) Emerging (3) Developing (2)
(5)
Introductory The introduction is The introduction clearly The introduction There is no clear
paragraph inviting, states the states the main topic and states the main topic, introduction of the
main topic and previews the structure of the but does not main topic or
previews the paper, but is not particularly adequately preview structure of the
structure of the inviting to the reader. the structure of the paper. Does not
paper. Includes all Includes all necessary paper nor is it include all the
necessary elements elements of an introductory particularly inviting to necessary
of an introductory paragraph. the reader. Does not elements of an
paragraph. include all the introductory
necessary elements of paragraph.
an introductory
paragraph.

Body paragraphs Details are placed in Details are placed in a Some details are not Many details are
organization a logical order and logical order, but the way in in a logical or not in a logical or
the way they are which they are presented/ expected order, and expected order.
presented effectively introduced sometimes this distracts the There is little sense
keeps the interest of makes the writing less reader. Supportive that the writing is
the reader. interesting. Supportive sentences do not organized.
Supportive sentences sentences clarify and always clarify and Supportive
clarify and explain explain the topic sentence explain the topic sentences do not
the topic sentence sentence clarify and explain
the topic sentence

Focus on Topic There is one clear, Main idea is clear but the Main idea is The main idea is
(Content) well-focused topic. supporting information is somewhat clear but not clear. There is
Main idea stands out general. there is a need for a seemingly
and is supported by more supporting random collection
detailed information. information. of information.

Conclusion The conclusion is The conclusion is The conclusion is There is no clear

(Organization) strong and leaves the recognizable and ties up recognizable, but conclusion, the
reader with a feeling almost all the loose ends. does not tie up paper just ends.
that they understand Includes all the necessary several loose ends. Does not include all
what the writer is elements of a closing Does not include all the necessary
"getting at." Includes paragraph the necessary elements of a
all the necessary elements of a closing closing paragraph
elements of a closing paragraph
paragraph

Grammar & Spelling Consistently follows Generally follows rules for Mostly does not follow Does not follow
(Conventions) rules for spelling and spelling and correct use of rules of spelling and rules for spelling
correct use of grammar. Uses complete correct use of and correct use of
grammar. Uses sentences generally and grammar. Mostly grammar. Uses
complete sentences indicates paragraphs often. exhibits errors in sentence structure
and consistently sentence structure that makes it quite
indicates paragraphs. that impede difficult to
communication. understand. Does
Generally does not not use
indicate paragraphs paragraphing.

On a clean sheet of paper (or email your thoughts to : _________________) , write

your reflection on the following question/s:
1. Since the invention of the printing press, people have always panicked about the
implications of the new technologies. Is there something uniquely worrisome about
the nature of technological change today?
2. What technological development do you think has the potential to do the greatest
harm to our species and to our way of life?
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 ASSESSMENT TASK
Is Technology is a Means to an End or an End in Itself?
Suppose you are in a philosophical debate. You will be given the chance to support
which of the following notions below you stand. List down pertinent points and
construct an individual position paper regarding your stance.
A. Technology is an instrument to achieve human goals.
B. Technology is what humanity does.
Submit your output through word or pdf format at _______.

Science and technology has aided us for life survival throughout time and
helped us overcome our adversaries, have a comfortable life, explore the world and
has assisted us in discovering many things and to provide points to ponder on facts
and truths. Bu the way people perceived the world in the lenses of technological
innovations and pursuit of growth, man had conveniently forgotten that technology
only presents one approach in viewing the world. This lead us to evaluate objects as
consumable or not and our valuation of things became one-dimensional, geared
toward production of goods for more consumption, of which we believe will give us a
better living. Heidegger proposed that technology is what humans do and
technological advancement had exposed humans to unknown predicaments and
effectively help us to reveal our own human nature and the journey of finding the
truth.

 REFERENCES:
 Estardo, A. (2018). STS chapter 4 - Human Person flourishing in terms
of Science and Technology. Retrieved July 20, 2020 at
https://www.slideshare.net/annaestardo/bspsts-pt4?from_action=save
 Heidegger, Martin. “The question concerning technology (W. Lovitt,
Trans.) The question concerning technology: and other essays (pp. 3-
35).” (1977).
 McNamara, J et al. 2018. Science Technology and Society. C&E
Publishing Inc.
 Serafica, J. et al.2018. Science Technology and Society, Rex Book
Store Inc.

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Human Flourishing

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

The question of what leads to or makes up a flourishing and happy human life
has been debated throughout the entire history of political and moral philosophy and,
more recently, in the social sciences such as economics and positive psychology.

Human flourishing leads to one’s happiness- the good life leads to constitute
the happy life. To flourish and to be happy involves an individual’s interpretation and
application of the generic goods and virtues. These goods and virtues are valuable
not solely as means to ones flourishing but also as partial realization of ones
flourishing. Human flourishing attains actually only through the joint employment of
the generic virtues with a person’s unique potentialities, talents, contexts, and
circumstances.

The progress of human civilization throughout history mirrors the development

of science and technology. The human person, as both the bearer and beneficiary of
science and technology, flourishes and finds meaning in the world that he/she builds.

After completing the module, you should be able to answer the following:
 What does it mean to be happy and to live a good life?
 How do we focus on what matters and live up to our own potential?
 Why do some people succeed while others merely get by?

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Identify different conceptions of human flourishing

o Determine the development of the scientific method and validity of science;
and
o Critic human flourishing vis-à-vis progress of science and technology to be
able to define for themselves the meaning of a good life.

LEARNING CONTENT
Flourishing is a state where people experience positive psychological and
positive social functioning, most of the time ―living‖ within an optimal range of human
functioning’’. In psychology, happiness is a mental or emotional state of well-being
which can be defined by, among others, positive or pleasant emotions ranging from
contentment to intense joy. Same as to behaviorists, happiness is a cocktail of
emotions we experience when we do something good or positive.
For Neurologists, happiness is the experience of a flood of hormones
released in the brain as a reward for behavior that prolongs survival. The hedonistic
view of well-being is that happiness is the polar opposite of distress; the presence of
happiness indicates the absence of pain. Because of this, hedonists believe that the
purpose of life is to maximize happiness, which minimizes misery.
LESSON 1: Eudaimonia and Human Flourishing
The Aristotelian idea based on believed that
human flourishing requires a life with other people.
According to Aristotle, a famous Greek philosopher,
there is an end of all actions that we perform which we
desire for it. This is what known as ―eudaimonia‖,
flourishing, or happiness, which is desired for its own
sake with all other things being desired on its account.
Eudaimonia is a property of one’s life when we
considered as a whole. Flourishing is the highest good
of human endeavors and that toward which all actions
aim. It is a success as a human being.
Aristotle’s eudaimonia is formally egoistic in that a Fig.5.1 Aristotle
Source:http://www.liveyourmagic.com/2014/02
person’s normative reason for choosing particular actions /aristotle-the-purpose-of-life/
stems from the idea that he must pursue his own good or
flourishing. Because self-interest is flourishing, the good in human conduct is
connected to the self-interest of the acting person. Good means ―good for‖ the
individual moral agents. To flourish, man must pursue goals that are both rational for
him as individual and as a human being. Living rationally or consciously means living
dealing with the world conceptually

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What is Human Flourishing?

Human flourishing is defined as an effort to achieve self-actualization and
fulfillment within the context of a larger community of individuals, each with the right
to pursue his or her own efforts. It is also known as “personal flourishing” involves
the rational use of one’s individual human potentialities, including talents, abilities,
and virtues in the pursuit of his freely and rationally chosen values and goals. An
action is considered to be proper if it leads to the flourishing of the person performing
the action. It is at the same time, a moral accomplishment and fulfillment of human
capacities, and it is one through being the other. Self-actualization is moral growth
and vice-versa. Human flourishing arises as a result of different components such as
phronesis, friendship, wealth and power. Human Flourishing is the reward of the
virtues and values; it occurs when a person is concurrently doing what he ought to
do and doing what he wants to do. Happiness is the goal and reward of human
flourishing.
According to Aristotle, all humans seek to flourish. It is the proper and desired
end of all our actions. To understand something, one must understand its nature.
Four aspects of human nature:
1. Physical - requires nourishment, exercise and rest.
2. Emotional – we have wants, desire, urges and reactions. We all have emotional
need and wants.
3. Social being –we must live and function in the society where we belong.
4. Rational being- we are creative, expressive knowledge-seeking and able to obey
reason.
 An individual cannot truly flourish if he is not flourishing in one of the four
aspects of human nature.
 Human flourishing involves the rational use of one’s individual potentialities
such as talent, abilities and virtues.
 Human flourishing is a moral accomplishment and fulfillment of human
capacities.
 Self- actualization is a moral growth and vice versa.

To flourish, man must pursue goals that are both rational for him as individual
and as a human being. Living rationally or consciously means living dealing with the
world conceptually.

Principles of Human Flourishing

 Dignity of the human person - innate personal values or rights which demands
respect for all people, regardless of race, social class, wealth etc.
 Common good - sacrificing self-interest to provide for the basic human needs
of everyone makes the whole community flourish.
 Preferential option for the poor - when decisions are made by first considering
the poor.
 Subsidiarity - when all those affected by a decision are involved in making it.
 Universal purpose of goods - the Earth's resources serve every person's
needs, regardless of who "owns" them.

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 Stewardship of creation - duty to care for the Earth as a (God-given) gift is a

personal responsibility for the common good.
 Promotion of peace - everyone has the duty to respect and collaborate in
personal relationships, and at national and global levels.
 Participation - everyone has the right and the duty to take part in the life of a
society (economic, political, cultural, religious)
 Global solidarity - recognition that we are all interconnected part of one
human family.

Human Flourishing Today

Our concept of human flourishing today proves to be different from what
Aristotle originally perceived then. Humans of today are expected to become ―a man
of the world‖. The man supposed to situate himself in a global neighborhood,
working side by side among institutions and the government to be able to reach a
common goal. Competition as a means of survival has become passes: coordination
is the new trend.
Please click/ visit the link below:
Watch the “The https://www.youtube.com/wat
Magician’s Twin: CS ch?v=FPeyJvXU68k
Lewis and the case
against Scientism” using
READ the given link.

LEARNING ACTIVITY 1. Let’s Watch and Learn!

(Lesson Check – Up)

After watching ―The Magician’s Twin: CS Lewis and the case against Scientism‖,
give your insights not limited to the following:
1. How is science and scientism defined by CS Lewis?
2. How are Science and Magic considered twins?

Submit your output through word or pdf format at _____________.

Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates that the The response indicates that the student The response indicates that
student has a complete has a partial understanding of the concept. the student does not
understanding of the concept. The student has provided a response that demonstrate an
The student has provided a includes information that is essentially understanding of concept.
response that answers the correct, but the information is too general The student has provided a
question accurately and or too simplistic. Some of the support response that is inaccurate
completely. Necessary support and/or examples may be incomplete or and incomplete.
and/or examples are included. omitted.

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LESSON 2. Science and Technology and Human Flourishing

In today’s world, the role of science and technology is indispensable. We need
Science and Technology in every sphere of our life like to treat diseases such as
cancer or even to book a cab or train/flight ticket. In fact, without technology
(integrated with science), we cannot imagine our life per se. Human flourishing is
deeply intertwined with goal setting relevant to science and technology.
Martin Heidegger, a well-known German philosopher, examined the two usual
definitions of technology; means to an end and a human activity, because he
believed that this kind of confusing and there are questions to it that we easily
overlook. Heidegger’s statement: ―Technology is a human activity that we excel in as
a result of achieving science‖. The end goals of science and technology and human
flourishing are related in that the good is inherently related to the truth.
Science and technology must be taken as part of human life that merits
reflective and meditative thinking.
 Reflective thinking is an active, persistent, and careful consideration of a
belief or supposed form of knowledge, of the grounds that support that
knowledge, and the further conclusions to which that knowledge leads.
Reflective thinking involves ―consideration of the larger context, the meaning,
and the implications of an experience or action.
 Meditative thinking is a kind that thinks the truth of being, that belongs to
being and listens to it.
Science as Method and Results
Scientific Method is an organized way that helps scientists (or anyone)
answers a question or begin to solve a problem. It is an empirical method of
acquiring knowledge that has characterized the development of science since at
least the 17th century.
The Scientific Method
1. Observe and determine if there are unexplained occurrences unfolding.
2. Determine the problem and identify factors involved.
3. Formulate hypothesis that could explain the said phenomena.
4. Conduct experiment
5. Gather and analyze results
6. Formulate conclusion and provide recommendation
But throughout history, there exists heavy objections on the scientific
procedure; the line separating science and the so called ―pseudoscience‖ becomes
more cluttered.

Verification Theory
A discipline is a science if it can be confirmed or interpreted in the event of an
alternative hypothesis being accepted. It takes into account those results which are
measurable and experiments which are repeatable. A group of scholars, the Vienna
Circle believed that only those which can be observed should be regarded as
meaningful and reject those which cannot be directly accessed as meaningless.

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Falsification Theory
As long as an ideology is not proven to be false and can best explain a
phenomenon over alternative theories, we should accept the said ideology. But
allowed emergence of theories otherwise rejected by the verification theory. It also
encourages research in order to determine which among the theories can stand the
test of falsification.

Points to Think over on the Progress of Science and Technology

 Technology changes us—and the world around us—in countless ways.
Technology that eases our labor, for example, can detach us from a
meaningful sense of work.
 The various gadgets, machines, appliances, and vehicles are all tools that
make human lives easier because they serve as a means to an end.
 And as technology provides ever increasing knowledge, we quite reasonably
wonder whether such knowledge is being used to bring about a wiser, more
just world.
 The progress of human civilization throughout history mirrors th development
of science and technology. The human person, as both the bearer and
beneficiary of science and technology, flourishes and finds meaning in the
world that he/she builds. To be able to appreciate the fruits of science and
technology, they must be examined not only for their function and
instrumentality but also for their greater impact on humanity as a whole.
 What can cure disease also can encourage us to view the human body as
something to be engineered, modified, and immortalized. Techniques that
produce more food from less land can have ruinous, long-term effects on the
environment.
 Likewise, even as technology makes possible instant communication with
others around the world, it often creates distance between ourselves and
people near to us; while it enables unprecedented mobility, it can undermine
the stability necessary for families and communities to thrive.
 Technology has been a primary instrument in enabling them to pursue said
goal, utilizing resources, machineries and labor. The rapid pace of
technological growth allows no room for nature to recuperate, resulting in
exploitation and irreversible damages to nature. The world’s resources can
only provide so much; it cannot be expected to stretch out for everybody’s
consumption over a long time.
 Right now we are experiencing repercussions of said exploits in the hand of
man-made climate change, which would snowball and affect majority of flora
and fauna, driving half of the latter extinct in less than a hundred year from
now. If this continues in its currently alarming rate, we might bring about our
own extinction.

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o LEARNING ACTIVITY 2. Let’s Dig Deeper

o (Lesson Check – Up)

Choose atleast three (3) of the following items below. State a brief
history or discovery that brought about the invention or discovery of the
things stated below. State also its contributions in our scientific
development.
a. Gravity f. Radio
b. Telescope g. Benzene Ring
c. Processed Food h. Large Hadron Collider
d. Microscope i. Guns
e. Internet j. Cellphones
Submit your output through word or pdf format at ______________________.

On a clean sheet of paper, write your reflection on “What

do you think constitutes human flourishing?”.

 ASSESSMENT TASK
The Meaning of Life
Make a reflection paper on human flourishing particularly these following
questions:
 What do you value? In what way does what you value contribute to happiness
and meaning in your life?
 What, for you, are the indicators of success in life?
 What role do your relationships with others have in the development of
meaning in your life?
Submit your output through word or pdf format at
_______________________.
Rubric for the Activity
Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
Organization Information is very Information is The information Information is
organized with well- organized with appears to not only
constructed well-constructed disorganized disorganized
paragraphs, used of paragraphs and information is but inaccurate.

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subheadings and information is suspect to being

information is factual factual and correct. correct and factual
and correct.
Quality of Information clearly Information clearly Information has little Information
Information relates to the main relates to the main to do with the main has nothing to
topic. It includes topic. It provides 1- topic. do with the
several supporting 2 supporting main topic.
details and/or details and/or
examples. examples.
Mechanics No grammatical, Almost no A few grammatical, Many
spelling or grammatical, spelling or grammatical,
punctuation errors. spelling or punctuation errors. spelling or
punctuation errors. punctuation
errors.

Humans have evidently flourish when science and technology came and
made technologies that would make life easier from the small things to big
contributions this advancement have develop through time. Humans have
develop a lot of things that would even lessen manual labor also science
and technology made a big impact on flourishing of human education which
is very relevant in our society now a days.
While it is true that science equips its knowers some details about the
world, its main claim to objectivity and systematic methodology at the very
least flawed. However, that does not stop institutions to favor those who
excel in said discipline. Finally, the economic perception of enrichment,
otherwise known as growth, is heavily fluid by technology and should be
impeded. We have to rethink of our perception of a good life apart from one
presented in this regard.

 REFERENCES:
 Role of Science & Technology in Today’s (N.A), 2020. Accessed July
4, 2020 at
https://www.tutorialspoint.com/fundamentals_of_science_and_technolo
gy/role_of_science_and_technology_in_todays_life.htm
 Serafica, Janice Prtia J., Pawilen, Greg T., Caslib Jr., Bernardo N. And
Alata, Eden Joy P., 2018 Science Technology and Society, pp. 50-62
 Younkins,E. (2010). ―Human Nature, Flourishing, and Happiness:
Toward a Synthesis of Aristotelianism, Austrian Economics, Positive
Psychology, and Ayn Rand’s Objectivism,‖ Libertarian Papers 2, 35
(2010).libertarianpapers.org. Accessed June 20, 2020 at
http://www.quebecoislibre.org/031122-11.htm

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The Good Life

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

This module covers the concepts and nature of good life. It presents various
learning activities that lead students to a comprehensive understanding about good
life. Students’ activities are provided in every topic to enhance student’s knowledge,
skills and desirable attitudes. It is the goal of this module to provide students a full
grasp of the meaning and conceptions of good life.

After completing the module, you should be able to answer the following:
 How did Science and Technology affect the path of toward the attainment of
what it really means to live a good life?
 What were the shared concerns among people in the community in attaining
happiness and good life?

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Examine what is meant by a good life;

o Identify how humans attempt to attain what is deemed to be a good life;
o Determine possibilities available to human being to attain the good life;
and
o Examine shared concerns that make up the good life in order to come
up with innovative, creative solutions to contemporary issues guided by
ethical standards.

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LEARNING CONTENT
The definition of the word “good” depends on various factors and how the
context of life differs to every individual. In this massive world of numerous
inventions as time goes by, science and technology has made life more convenient.
Technological advancements have led to more work opportunities, finances, health,
social and political issues, education and most importantly on daily living. Moreover,
it also opens more legit explanations on society’s’ myths and beliefs making people
to increase their understanding to communities salient matters. However, the
increasing need of attaining good life and happiness has also pressing issues that
may touch our foundations on moral and ethical values.

LESSON 1. Concepts of a Good Life

In Ancient Greece, long before the word “science” has been coined, the need
to understand the world and reality was bound with the need to understand the self
and the good life. For, Plato, the task of understanding the things in the world runs
parallel with the job of truly getting into what will make the soul flourish. In an attempt
to understand reality and the external world, man must seek to understand himself,
too. It is Aristotle who gave a definitive distinction between the theoretical and
practical sciences. Among the theoretical disciplines, Aristotle included logic, biology,
physics, and metaphysics, among others. Among the practical ones, Aristotle
counted ethics and politics. Whereas “truth” is the aim of the theoretical sciences, the
“good” is the end goal of the practical ones. Every attempt to know is connected in
some way to find the “good” or as said “good” is the attainment of human flourishing.
Rightly so, one must find the truth about what the good is before one can even try to
locate that which is good.
In the previous lesson, we have seen how a misplaced or an erroneous idea
of human flourishing can turn tables for all of us, make the sciences work against us
rather than for us, and draw a chasm between the search for truth and for the good.
In this lesson, we endeavour to go back a little and answer these questions: What
does it really mean to live a good life? What qualifies as a good existence? Granting
this understanding, we are assumed to be in a better position to reconcile our
deepest existential needs as human beings and science as tool to maneuver around
the world.
When we win a competition or we eat our favorite dish in a restaurant. What
Aristotle actually means is Human Flourishing, A kind of contentment in knowing that
one is getting the best out of life. A kind of feeling that one has maxed out his
potentials in the world, that he has attained the crux of his humanity.

Happiness as the Goal of a Good Life

In the 18th century, John Stuart Mill declared the Greatest Happiness Principle
by saying that an action is right as far as it maximizes the attainment of happiness
for the greatest number of people. At a time when people were skeptical about
claims on metaphysical, people could not make sense of the Human Flourishing that
Aristotle talked about in the days of old. Mill said that individual happiness of each
individual should be prioritized and collectively dictates that the kind of action that

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should be endorsed. Consider the pronouncements against mining. When action

benefits the greatest number of people, said action is deemed ethical. Does mining
benefit rather hurt the majority? Does it offer more benefits rather than
disadvantages? Does mining result in more people getting happy rather than sad? If
the answers to the said questions are in the affirmative, then the said action, mining,
is deemed ethical.
The ethical is, of course, meant to lead to the Good and Happy Life. Through the
ages, man has constantly struggled with the external World in order to reach Human
Flourishing. History has give birth to different schools of thought, all of which aim for
the Good and Happy Life.
Please click/ visit the link below:

https://www.brainpickings.org/20
Find time to read the article
about Richard Feynman’s, The 12/08/27/richard-feynman-on-
Pleasure to Find Things Out. the-role-of-scientific-culture-in-
modern-society/
READ

LEARNING ACTIVITY 1. Good Life Collage

(Lesson Check – Up)

Good life Collage: Cut out pictures in magazines or newspapers that demonstrate
how technology has made the man’s desire for a happy life more realizable. You
may also opt to print out pictures from website and other sources. Explain how these
technological advancements have made the campaign for the attainment of good life
easier or otherwise.
Submit your output via

Rubric for Good Life Collage

Criteria Exemplary (5) Proficient (4) Emerging (3) Developing (2)
Variety of Excellent Good variety Adequate Limited variety
pictures variety of of pictures variety of of pictures used
- used to pictures used to used to pictures used to develop the
develop main develop the develop the to develop the main idea
idea main idea main idea main idea
Many original Several Some original Few original
ideas in original ideas ideas in ideas in material
material and in material or material or or display are
Ideas
display are display are display are evident to
- originality
evident and evident to evident to stimulate
- interest
stimulate a stimulate stimulated interest
great deal of much interest some interest
interest

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Material Material Some material Little material

Relevance of selected is all selected is selected is selected is
material relevant and mostly relevant and relevant and
-connected to clearly relevant and somewhat rarely connected
main idea connected to connected to connected to to the main idea
the main idea the main idea the main idea
Visual Impact Overall visual Overall visual Overall visual Overall visual
- impact is very impact is impact is impact is limited
effectiveness effective effective somewhat
of overall effective
presentation

On a clean sheet of paper, write your reflection on the following

questions:
1. What is the highest good according to Aristotle?
2. Can Science & Technology tell us how do you live a good life?

LESSON 2. School of Thoughts on Good and Happy Life

Materialism

The first materialists were the atomists in Ancient Greece. Democritus and
Leucippus led a school whose primary belief is that the World is made up of and is
controlled by the tiny indivisible units in the world called “Atomos” or seeds. For
Democritus and his disciples, the world including human beings, is made up of
matter. Atomos simply comes together randomly to form the things in the World. In
terms of Human Flourishing, matter is what makes us attain happiness. We see this
at work with most people who are clinging on to material wealth as the primary
source of the meaning of their existence.

Hedonism

The Hedonists, for their part, see the end goal of life in acquiring pleasure.
Pleasure has always been the priority of Hedonists. For them, life is about obtaining
and indulging in pleasure because life is limited. The mantra of this school of thought
is the famous, “Eat, Drink and be Merry for Tomorrow We Die.” Led by Epicurus, this
school of thought also does not buy any notion of afterlife just like the materialists.

Stoicism

Another school of thought led by Epicurus, the Stoics espoused the idea that to
generate happiness, one must learn to distance oneself and be apathetic. The
original term, “apatheia”, precisely means to be indifferent. for the Stoics, happiness

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can only be attained by a careful practice of apathy. We should, in this Worldview,

adopt the fact that some things are not within our control. The sooner we realize this,
the happier we can become.

Theism

Most people find the meaning of their lives using God as a fulcrum of their
existence. The Philippines, as a predominantly Catholic country, is witness to how
people base their life goals on beliefs that hinged on some form of supernatural
reality called Heaven. The ultimate basis of happiness for this is the Communion with
God. The world where we are in is only just temporary reality where we have to
manoeuvre around while waiting for the ultimate return to the hands of God.

Humanism

Humanism as another school of thought espouses the freedom of man to carve

his own destiny and to legislate his own laws, free from the shackles of a God that
monitors and controls. For Humanists, man is literally the Captain of his own ship.
Inspired by the enlightenment in the 17th century, Humanist see themselves not
merely as stewards of the creation but as individuals who are in control of
themselves and the world outside them. This is the spirit of most Scientists who
thought that the Worlds is a place and space for freely unearthing the world in
seeking for ways on how to improve the lives of its inhabitants.

As a result of the motivation of the Humanist current, scientists eventually turned

to Technology in order to ease the difficulty of life as illustrated in the previous
lessons. Scientists of today meanwhile are ready to confront more sophisticated
attempts at altering the World for the benefit of humanity. Some people now are
willing to tamper with time and space in the name of Technology. Social Media, as
example, has been so far a very effective way of employing Technology in purging
time and space. Not very long ago, Communication between two people from the
continents in the plane will involve months of waiting for mail to arrive. Now,
Communication between two people where ever they are, is not just possible but
easy. The internet and Smart phones made real time communication possible not
just between two people, but even with multiple people simultaneously.

Technology allowed us to tinker with our sexuality. Biologically male individuals

now undergo medical operation if they so wish for sexual reassignment .Breast
implants are now available and can be done with relative convenience if anyone
wishes to have one. Hormones may also be injected in order to alter the sexual
chemicals in the body.

Whether or not we agree with these technological advancements, these are all
undertaken in the hopes of attaining the Good Life. The balance, however, between
the Good Life, ethics, and Technology has to be attained.

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LEARNING ACTIVITY 2. Let’s Compare and Contrast

(Lesson Check – Up)

Compare and Contrast: Identify two modes of doing the same thing where one
involves a more technologically advanced method. Example would be snail mail vs.
e-mail. List down as many examples. Brainstorm with a partner if a less
technologically sophisticated mechanism can actually turn out to be better in terms of
reaching for the good life. Is the more technologically advanced always better?
Submit your output via

Rubric for Compare and Contrast Activity

Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
The paper The paper The paper The paper
compares and compares and compares and compares or
contrasts items contrasts contrasts items contrasts, but
clearly. The items clearly, clearly, but the does not
paper points to but the supporting include both.
specific supporting information is There is no
Purpose &
examples to information is incomplete. The supporting
Supporting
illustrate the general. The paper may information or
Details
comparison. paper include support is
The paper includes only information that incomplete.
includes only the is not relevant to
the information information the comparison.
relevant to the relevant to the
comparison. comparison.
The paper The paper The paper Many details
breaks the breaks the breaks the are not in a
information into information information into logical or
whole-to- into whole-to- whole-to-whole, expected
whole, whole, similarities - to- order. There is
similarities - to- similarities - differences, or little sense that
differences, or to-differences, point-by-point the writing is
point-by-point or point-by- structure, but organized.
Organization structure. It point structure some
& Structure follows a but does not information is in
consistent follow a the wrong
order when consistent section. Some
discussing the order when details are not in
comparison. discussing the a logical or
comparison. expected order,
and this
distracts the
reader.

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The paper The paper Some The transitions

moves moves from transitions work between ideas
smoothly from one idea to well; but are unclear or
one idea to the the next, but connections nonexistent.
next. The there is little between other
paper uses variety. The ideas are fuzzy.
comparison paper uses
and contrast comparison
Transitions transition and contrast
words to show transition
relationships words to show
between ideas. relationships
The paper uses between
a variety of ideas.
sentence
structures and
transitions.
Writer makes Writer makes Writer makes 3- Writer makes
no errors in 1-2 errors in 4 errors in more than 4
grammar or grammar or grammar or errors in
Grammar &
spelling that spelling that spelling that grammar or
Spelling
distracts the distract the distract the spelling that
(Conventions)
reader from the reader from reader from the distracts the
content. the content. content. reader from
the content.

On a clean sheet of paper, write your reflection on “What is the

relationship between the good life and science?”

 ASSESSMENT TASK

Does Technology Always Lead Us to the Good Life?

Think of a specific product produced and manufactured in the Philippines (i.e.

sugar production, tobacco plantation, mining etc). Identify how the production and
manufacturing of this product gives beneficial impact to the Philippine community.
Cite also its environmental concerns and issues. In your opinion, does production of
this product convey to worldwide goal on green economy? Put your output in word or
pdf format and be sure to submit it on __________________ at _______________
or email it at _______________________________________________.
For more information on green economy, you may visit the link:
https://sustainabledevelopment.un.org/content/documents/126GER_synthesis_en.pdf

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Man is constantly in pursuit of the good life. Every person has his
perspective when it comes to what comprises the good life. Throughout
history, man has worked hard in pointing out what amounts to a good,
happy life. Some people like the classical theorists thought that happiness
ha to do with the insides of the human persons. The soul, the seat of our
humanity, has been the focus of attention of this end goal. The soul has to
attain a balance in order to have a good life, a life of flourishing. It was until
the 17th century that happiness became centerpiece in the lives of people,
have been becoming a full blown ethical foundation in John Stuart Mill’s
utilitarianism. At present, we see multitudes of schools of thought that all
promise their own key to finding happiness. Science and technology has
been, for the most part, at the forefront of man’s attempts at finding this
happiness. The only question at the end of the day is whether science is
taking the right path toward attaining what is really means to live a good life.

 REFERENCES:

 Internet Encyclopedia of Philosophy. (n.d.) John Stuart Mill. Accessed

February 3, 2017.http://www.iep.utm.edu/mill-eth
 Internet Encyclopedia of Philosophy. (n.d.). Renaissance Humanism.
Accessed February 2, 2017.http://www.iep.utm.edu/humanism/.
 Macat Thinking News. (2016). Aristotle’s Secret to Happiness: What
will make us Happy Now? Accessed February 3,
2017.https//www.macat.com/blog/Aristotle-secret-happiness/.
 Psychology Today. (2013) Aristotle on Happiness. Accessed February
3, 2017 https://www.psychologytoday.com/blog/hide-and-
seek/201301/Aristotle-happiness.
 Serafica, J. P. J., Pawilen, G. T., Caslib, B. N. B., & Alata, E. J. P,.
Science, Technology and Society, First Edition 2018, Rex Book Store,
Inc. Manila
 Stanford Encyclopedia of Philosophy. (2001) Aristotle’s Ethics.
Accessed February 3, 2017.https://plato.stanford.edu/entries/Aristotle-
ethics.
 Stanford Encyclopedia of Philosophy. (2005). Ancient Atomism.
Accessed February 3, 2017.https://plato.stanford.edu/entries/atomism-
ancient.
 The Basics of Philosophy. (2008). Theism. Accessed February 3, 2017.
https.//www.philosophybasics.com/branch-theism.html.

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When Technology and Humanity Cross

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Our world is entering a period of truly transformative change where many of

us will be surprised by the scale and pace of developments we simply hadn‟t
anticipated, the exponential technological advances offer tremendous potential, and
with these opportunities cone tremendous new responsibilities.
This module covers the discussion on the several technological devices and
the roles it play in the community and its impact to the people‟s lives. Ethical
dilemmas faced by this technological advancement will also be discussed.

After completing the module, you should be able to answer the following:
 Do people really need technology in their live? Is it really a necessity
 How do you reconcile the “need” for technology and the dilemma/s it faces?
 What are the ethical concerns related to technological advancement?

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Evaluate contemporary human experience to strengthen the human person

functioning in society.
o Discuss the importance of human rights in the face of changing social
conditions and technological development; and
o Identify laws or policies in the country that protect the well-being of the person
in technological advancement and ethical dilemmasthe list of competencies
that students should acquire during the learning process

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LEARNING CONTENT

The ever-growing tracing back its origins, the word TECHNOLOGY came
from the Greek words “techne” and “logos” which means A discourse on art
(Buchanan, 2010). It is appeared in the seventeenth century where the concept was
only used to talk about the arts, specifically applied arts, However, as technology
progressed, the concept also started to have a wider range of meaning where art is
no longer the only topic include but also in the Concepts like machines and tools
were also attached to the word “technology”
In one way or another, each person in the society is directly or indirectly affected
by technology whether he wills it or not. In fact, most people survive their everyday
lives with great reliance to the different technological advancements already
available to the masses. While there may be some who would claim that their lives
are not greatly affected by technology, the fact cannot be denied that technology is
already an inevitable part of the society.

In general, technology keeps progressing due to not only the changing times
and environment but also to the ever-progressing mind of mankind. However, it is
also important to note that anything too much is bad. The same problem is faced by
technology. Although it has been very helpful to people, it is still not to immune to
criticism and backlash. Various ethical dilemmas involving the use of technological
devices have been identified throughout time involving the use of different
technological devices and its effects to humanity. Usually different problems arise
when either the technological device available is misused or if in the first place, it
was invented to produce bad results.

LESSON 1. Some Technological Devices

Television
 According to Kantar Media, in the
Philippines 92 percent of urban homes
and 70 percent of rural homes own at
least one television set.
 Households with TV set reached
15.135M (Noda, 2012)
 Ultimate medium for advertisement
placements
 Almost all use this particular type of
device
 Television plays a great role in the lives
of the people
 Television was a product of different
Fig. 7.1 Evolution of Television
experiments by various people
Source: https://www.slideshare.net/annaestardo/bspts-

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Paul Gottlieb Nipkow

In the late 1800s, he was a successful in his attempt to send images through
wires with the aid of a rotating metal disk (Nipkow disk) this invention was then called
“electric telescope” that had 18 lines of resolution.

Alan Archibald Campbell-Swinton and Boris Rosing

An English Scientist and Russian scientist, created a new system of television
by using the cathode ray tube in addition to the mechanical scanner system. This
success story gave rise to two type of television systems, namely, mechanical and
electronic television.

Mobile Phones

Mobile phones are considered a must-have among young

Filipinos (ABS-CBN News, 2010)
 1 out of 3 Filipinos cannot live without a mobile phone
(Ipsos Media Atlas Philippines Nationwide Urban 2011-
2012)
 Almost 30 percent of the Philippines urban population
nationwide said that mobile phones are necessities (Roa,
2012). Fig.7.2 Evolution of Mobile Phones
Source:
Mobile phone used by Martin Cooper, senior engineer at https://misstaylorknight.wordpress.com/20
13/08/19/the-history-of-mobile-phones-3/
Motorola, made the world‟s first mobile phone call. He called
their rival telecommunication company and properly informed
them that he was making the call from a mobile phone.
The following are the features of the mobile used by Cooper:
Weighed 1.1 kg
Measured 228.6 x 127 x 44.4mm
30-minute talk time
10 hours to charge
Motorola DynaTAC 8000x in 1983
Fig.7.3 Martin Cooper using Dynatac
Mobile Phone of Motorola
Source:
http://edition.cnn.com/2010/TECH/mobile
/07/09/cooper.cell.phone.inventor/index.
html

Computers and Laptops

These gadgets have also become part of many Filipino households. Some
families owns more than one computer or laptop while some household own at least
one. But due to relatively high prices, not all Filipino families to own atleast one
computer or laptop. The most profits gained by computer and laptop manufacturers
come from offices, businesses, or schools. However, there is still an increasing
number of Filipinos who continuously using the internet.

Charles Babbage, an English and Mathematics professor designed the

analytical engine in the 19th century. The British government has commissioned
before a Difference Engine, a simpler calculating machine but Babbage was able to

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find ways to improve it by generalizing its operation that could perform other kinds of
calculations. Hence, the creation of analytical engine was used as the basic
framework of the computers even until the present time.

Fig. 7.4 The Analytical Engine

Source: https://www.britannica.com/technology/Analytical-
Engine#/media/1/22628/219565

In the Philippines, a typical household owns at least four of the following devices
(Philstar, 2013):
 A mobile phone (89%)
 Smartphone (53%)
 Tablet (14%)
 Desktop (39%)
 Laptop or netbook (37%)
 Smart TV (4%)

Facts about Filipinos and their use of gadgets and the Internet:
 Mobile phone subscription is at 119M
 3.2 hours on mobile and 5.2 hours on desktop daily
 Ph has one of the highest digital populations in the world
 47M active FB accounts
 Fastest-growing application market in South East Asia

Please click/ visit the link below:

Watch the Technology – a tool for https://www.youtube.com/wat

good or evil by Darlene Damm at ch?v=5loyhig6AR8
TEDxDanubia using the given link

READ

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LEARNING ACTIVITY 1. Let‟s Watch and Learn

(Lesson Check – Up)
1.

After watching the Technology – a tool for good or evil by Darlene

Damm at TEDxDanubia, identify the positive and negative impacts of
technology by filling the table below:

Positive Impact Negative Impact Possible Issue

Submit your output through word or PDF format and send to __________________.

LESSON 2. Roles Played by these Technological Advancements

The products of technology has increased strong inclination in a certain

household as it becomes essential in their living such as television sets, mobile
phones and computers or laptops. Among Filipino users, the following were
specifically the roles these technology products played in their lives:
a. Television
- Mainly used as a platform for advertisements and information
dissemination.
- Serves as a recreational activity and good stress relievers to most
Filipino families.
- Platform for different propagandas and advocacies.
b. Mobile phones
- Primarily used for communication (texting, calling, chatting, videocalls
etc.).
- Surf the internet and to take photos and videos.
c. Personal computers and Laptops
- Surf the internet and communication.
- Have features like the mobile phones calendar, calculator, music
player, movie player, camera, etc.
- Has wide keyboard and monitor screen unlike mobile phones hence,
better for presentation and other online/offline activities.
- Best used for computer games

Ethical Dilemmas Faced by These Technological Advancements

1. Most parents would argue that these devices make their children lazy and
unhealthy
2. People are freely exposed to different things on televisions, mobile phones,
laptops or computers

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ROBOTICS and HUMANITY

Another great product of the innovative minds of the people is the ROBOTS. The
international Federation of Robotics (IRF) and United Nations Economic and
Commission for Europe (UNICE) made it their task to formulate a working definition
for service robots to particularly do specific task but focus mainly in assisting their
masters in their everyday tasks. The following are the relevant definition for a robot
(IFR, 2021):

 A robot is an actuated mechanism programmable in two or more axes with a

degree of autonomy, moving within its environment, to perform intended
tasks. Autonomy is the ability to perform intended tasks based on current
state and sensing without human intervention.

 Service Robot is a robot that performs useful tasks for humans or equipment
excluding industrial application. A robot may be classified according to its
intended application as an industrial robot or a service robot.

 Personal Service Robot is a robot used for a noncommercial task, usually by

laypersons. For example: domestic servant robot, automated wheelchair,
personal mobility assist robot, pet exercising robot.

 Professional Service Robot is a service robot for professional use. It is also

used for a commercial task, usually operated by a properly trained operator.
For example: cleaning robot for public places, delivery robot, firefighting robot,
rehabilitation robot, surgery robot.

Fig. 7.5 Service Robots

Source: https://www.openpr.com/news/2009109/outstanding-growth-of-
service-robot-market-is-estimated-to-reach#prid-2009109

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Roles played by Robotics

- Ease the workload of mankind
- Make life more efficient and less stressful
- Perform complicated activities
- Pleasure, entertainment in parks or exhibits
- Toys, child-friendly
- Used in movies

Isaac Asimov
 He was an American writer and professor of biochemistry at Boston
University. He formulated a rules and characteristics that define what a good
robots is and was thinking of the ethical consequences of robots

"Three Laws of Robotics"

1. A robot may not injure a human being or, through inaction, allow a human being to
come to harm.
2. A robot must obey orders given it by human beings except where such orders
would conflict with the First Law.
3. A robot must protect its own existence as long as such protection does not conflict
with the First or Second Law.

Ethical Dilemma/s faced by Robotics

1. Safety
 Who should be held accountable if someone‟s safety is compromised
by a robot?
 Who should be blamed, the robot, the agent using the robot, or the
maker/inventor of the robot?
2. Emotional component
 It is not completely impossible for robots to develop emotions.
 What if robots become sentient?
 Should they be granted robot rights?

Please click/ visit the link below:

To know more on Technology
and Human Rights, visit the https: //www.business-
given link.
humanrights.org›
READ

LEARNING ACTIVITY 2. Let‟s Us Dig Deeper!

(Lesson Check – Up)
Make a timeline tracing the emergence and development of robotics in
the Philippines indicating the year and event/s in a table format. Give
also your insights on what other technological advancements on
robotics can possibly be developed in the future. Submit your output
through word or pdf format at _________________________.

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Rubric for the Activity

Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
Quality of Included events Most of the Some events Many major
content are important included events included are events are
and interesting. are important or trivial, and major excluded, and
No major details interesting. One events are too many trivial
are excluded. or two major missing. events are
events may be included.
missing.
Accuracy of Facts are Facts are Facts are Facts are often
content accurate for all accurate for accurate for inaccurate for
events reported almost all most (~75%) of events reported
on the timeline. events reported the events on the timeline.
on the timeline. reported on the
timeline.
Sequence of Events are Almost all Most (~75%) of Most events are
content placed in proper events are the events are incorrectly
order. placed in proper placed in proper placed on the
order. order. timeline.
Insights The given The given The given
insight is very insight is insight is not
realistic and can somewhat realistic and not
be widely useful realistic and useful.
in the useful in the
community community

On a clean sheet of paper, write your reflection on the following

questions:
1. How is technology affecting our human rights?
2. What other ethical dilemmas faced by the community regarding
robotics?

 ASSESSMENT TASK
Technology Today

Our society is enjoying technological processes and products that provide our
needs and making our life comfortable without considering much of the impacts in
our lives and in our environment. . Our concern is focused on how we can avail of
these technologies and more often than not, we failed to look into what these
technologies are ripping off from us in terms of having meaningful life. Let us look at
the following technological products and their effects in our life.

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A. In Agriculture:
 Mechanization in agriculture. Use of Power tillers, Reapers, Seed
planters, Mechanical sprayers, rotovators and other mechanical
implements.
 Hybridization of plants and animals. Production of high yielding
varieties and a shorter period of development thus higher yield and
quality of products.
 Use of pesticides and herbicides to ensure production.
Positive Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Negative Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. In Information and Communication Technology:

 Use of Mobile phones ,computers and television(in communication,
computing, photography, games, online shopping, clocks, calendars,
planner, etc.)
 Access to the world wide web or internet ( one stop shop for
information). Accessibility in all types and form of information.
Positive Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Negative Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

C. In Medicine:
 The use of different life support systems.
 Organ Transplants and production of artificial human parts.
 Use of non –invasive surgeries, cryosurgery, laser technology in
surgery.
 In vitro babies, ultrasound examination, Magnetic Resonance
Imaging(MRI)
Positive Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Negative Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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D. In the Banking System

 Use of ATM cards, credit cards, cash cards
 Money Transfer systems
Positive Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Negative Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

E. In the Food Industry

 Availability of instant foods in supermarkets
 Production of food products from Genetically Modified
Organisms(GMOs)
 Mechanization in food production
Positive Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Negative Effects:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Technology has been seen as some form of necessity due to its

impacts on how society works today. It is evident that technology keeps o
advancing not only because of the changing times but also to the ever-
progressing mind of mankind. But it is still necessary to note that too much
on anything is bad and this goes also with technology. Despite the
usefulness and benefits from the use of technology there are still problems
that should not be set aside. Specifically, these problems are ethical in
nature that involves both machine and mankind. It should be noted that
ethics should be enforced in the field of technology to ensure safety and
morality of these devices to the community.

 REFERENCES:

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 REFERENCES:
 Amarille, Anna Theresa M., et. al. 2018. Science, technology and
Society. Malabon City, Mutya Publishing House, Inc.
 International Federation of Robotics. (2012). “Service Robots”.
Accessed June 20, 2020 at http://www.ifr.org/service-robots.
 Leonhard, Gerd, 2016. Technology vs. Humanity: The Coming Clash
Between Man and Machine. Amazon Digital services LLC-kdp Print Us.
 Macnamara Daniel Joseph et..al science, technology and Society 2018
 Philstar, (2013). “More Filipinos Use Cellphones as „Mobile
Computers‟Study.” Accessed June 20, 2020 at
http://www.philstar.com/breaking-news/2012/06/15/817357/tv-
households-phl-now-151-million.
 Serafica, J. P. J., Pawilen, G. T., Caslib, B. N. B., & Alata, E. J. P,.
Science, Technology and Society, First Edition 2018, Rex Book Store,
Inc. Manila

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MODULE 8 110

Why the Future Doesn’t Need Us?

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the
topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION
In April of 2000, Bill Joy ignited a heated discussion concerning the role of
technology in modern society. His article in Wired magazine entitled “Why the Future
Doesn’t Need Us” became the focus of a growing concern that technological
advances are coming so quickly and are so dramatic that they threaten the future
existence of humanity itself. He argues that the 21st century technologies such as
genetic engineering, nanotechnology and robotics (GNR) are a great threat that they
might wipe out the human race from face of the Earth.
In this module, we will focus in discussing the article of Bill Joy on “Why the
Future Doesn’t Need Us” and dig deeper on the concept of Artificial Intelligences
through watching a documentary film. After completing the module, you should be
able to answer the following:
 What are the strongest reasons of Bill Joy for expressing optimism in his
article?
 How far the world has gone into artificial intelligence and its further advances
in the future?



LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Identify moral issues and standards in using modern technologies;

o Discuss the effects of the interplay between technology and humanity through
the dilemma(s) they face;
o Evaluate contemporary human experience in order to strengthen and
enlighten the human person functioning in society.

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LEARNING CONTENT
In the Philippines, modern technology has gradually flourished. It is something
that we use in our everyday lives because it makes the tasks we come across in our
daily activities much easier. Without a doubt, technology can help to make a society
more productive, and growing productivity is a major predictor for future increases in
standards of living. However, technology can likewise lead to large impact on a
person’s physical, mental, psychological aspect if abused thoroughly. It can cause
harm to both the environment and individuals.

LESSON 1. An Argument on Dangers of Technology to Humanity

Bill Joy argues that humanity is in danger from technologies that he believes
are just around the corner. His concern is that robotics, genetic engineering, and
nanotechnology present risks unlike anything we have created in the past. The key
to understanding these new risks is the fact that these technologies share one
remarkable potential; that is, self-replication.
Recently, some people have expressed concerns about the effects of
technology. The most dominant concern these days is artificial technology (AI) that
would replace people in jobs. Some people worry that robots and the internet might
eventually replace people in the work field. Joy believes that we will have intelligent
robots by 2030, nano replicators by 2020, and that the genetic revolution is already
upon us. We all have a picture of what an intelligent robot might look like. Hollywood
has given us many stories of that kind of technology gone wrong; the Terminator
series for example. Surprisingly, Bill Joy concludes “The only realistic alternative I
see is relinquishment: to limit development of the technologies that are too
dangerous by limiting our pursuit of certain kinds of knowledge.”

Please click/ visit the link below:

https://www.wired.com/2000/
Read the article of Bill Joy’s
"Why the Future Doesn't 04/joy-2/
Need Us"
READ

LEARNING ACTIVITY 1. Let’s dig deeper!

(Lesson Check – Up)

After reading the article by Bill Joy on “Why the Future Doesn’t Need Us”,
make an outline using the format below and answer the given questions. Write your
output in word format and submit via ______________________.

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1. Main Ideas (What are the main ideas that have you gained in the article?)
i.
ii.
iii.
2. Insights (What new insights or learning did you gain in discussion/activity?)
i. Before reading the article/understanding the lesson, I thought…
__________________________________________________________________________
__________________________________________________________________________
ii. However, reading the article/understanding the lesson, I now think/realize …
__________________________________________________________________________
__________________________________________________________________________

3. Short Answer Question

i. The article is titled “Why the Future Doesn’t Need Us?” Do you agree that the future
won’t indeed need us? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________

Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates The response indicates The response indicates
that the student has a that the student has a that the student does not
complete understanding of partial understanding of demonstrate an
the concept. The student the concept. The student understanding of concept.
has provided a response has provided a response The student has provided
that answers the question that includes information a response that is
accurately and completely. that is essentially correct, inaccurate and
Necessary support and/or but the information is too incomplete.
examples are included. general or too simplistic.
Some of the support
and/or examples may be
incomplete or omitted.

LESSON 2. On Artificial Intelligence

Artificial intelligence (AI) is wide-ranging branch of computer science

concerned with building smart machines capable of performing tasks that typically
require human intelligence. AI is an interdisciplinary science with multiple
approaches, but advancements in machine learning and deep learning are creating a
paradigm shift in virtually every sector of the tech industry (https://builtin.com/artificial-
intelligence).
In the paper published in the internet society organization, although artificial
intelligence evokes thoughts of science fiction, artificial intelligence already has
many uses today, for example:

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 Email filtering: Email services use artificial intelligence to filter incoming

emails. Users can train their spam filters by marking emails as “spam”.
 Personalization: Online services use artificial intelligence to personalize your
experience. Services, like Amazon or Netflix, “learn” from your previous
purchases and the purchases of other users in order to recommend relevant
content for you.
 Fraud detection: Banks use artificial intelligence to determine if there is
strange activity on your account. Unexpected activity, such as foreign
transactions, could be flagged by the algorithm.
 Speech recognition: Applications use artificial intelligence to optimize speech
recognition functions. Examples include intelligent personal assistants, e.g.
Amazon’s “Alexa” or Apple’s “Siri”.

The advancement of artificial intelligence and robotics poses challenges on its

socio-economic impacts, transparency, bias and accountability, new uses of data,
security and safety, ethics and new ecosystems. With this, adoption of ethical
standard is needed to promote ethical considerations in innovation policies

Please click/ visit the link below:

Watch a documentary film entitled
“How Artificial Intelligence is
https://www.youtube.com/wat
Changing our
ch?v=-ePZ7OdY-Dw
Society”
READ

LEARNING ACTIVITY 2. Let’s Watch and Learn!

(Lesson Check – Up)

After watching the documentary film on Artificial Intelligence (AI), work on the
following:

1. Identify the positive and negative impacts of AI by filling the table below:

Positive Impact Negative Impact Possible Issues

2. Write your own reflection about the documentary film. (300-500 words)

Note: Write your output in word or PDF format and submit via
______________________.

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Rubric for Reflection Writing

Criteria Superior Sufficient Minimal Unacceptable

(5 points) (4points) (3 points) (2 points)
Depth of Response Response Response Response
Reflection demonstrates an demonstrates a demonstrates demonstrates a
in-depth general reflection a minimal lack of reflection or
reflection or internalization reflection internalization of
or internalization of the concepts. or internalizati the concepts.
of the concepts. Viewpoints and on of the Viewpoints and
Viewpoints and interpretations concepts. interpretations are
interpretations are supported. Viewpoints missing,
are insightful and Appropriate and inappropriate,
well supported. examples are interpretations and/or
Clear, detailed provided, as are unsupported.
examples are applicable. unsupported Examples, when
provided, as or supported applicable, are not
applicable. with flawed provided.
arguments.
Examples,
when
applicable, are
not provided
or are
irrelevant to
the
assignment.
Organizatio Writing is clear, Writing is mostly Writing is Writing is unclear
n concise, and well clear, concise, unclear and/or and disorganized.
organized with and well disorganized. Thoughts ramble
excellent organized with Thoughts are and make little
sentence/paragra good not expressed sense. There are
ph construction. sentence/paragra in a logical numerous spelling,
Thoughts are ph construction. manner. There grammar, or syntax
expressed in a Thoughts are are more than errors throughout
coherent and expressed in a five spelling, the response.
logical manner. coherent and grammar, or
There are no logical manner. syntax errors
more than three There are no per page of
spelling, more than five writing.
grammar, or spelling,
syntax errors per grammar, or
page of writing. syntax errors per
page of writing.
Mechanics No/almost no A few Many All constructed
grammatical, grammatical, grammatical, sentences/paragrap
spelling or spelling or spelling or hs contain
punctuation punctuation
punctuation grammatical,
errors. errors.
errors. spelling or
punctuation errors.
Adopted from: https://web.uri.edu/assessment/files/reflection_rubric.doc

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 ASSESSMENT TASK
Directions: Choose the item that best suited each number. Submit it on
__________________ at _______________ or email at _____________________.

1. Bill Joy in his article uses the novel The White Plague to demonstrate...
a. An imminent future in which humans lose their sense of freedom and
willingness
b. How the writings of Ted Kaczynski influenced an entire generation of youth
c. Potential dangers found in the use of nanotechnology to treat illnesses
d. The ease with which GNR technologies can be exploited once developed
e. The validity of Luddite ideology

2. Compared to the development of nuclear technology in 1945, the issue of

developing genetic engineering, nanotechnology and robotics (GNR) technology is
substantially more complex because of…
a. Public outcry due to growing concerns about terrorism
b. An increasing difficulty in separating commercial from military uses
c. Debate in the scientific community over the controversial “grey goo problem”
d. The tragic loss of Carl Sagan, a proponent of nuclear research
e. Proposals such as the Baruch Plan that effectively blocked any further attempts
at improving genetic engineering

3. In what way are genetic engineering, nanotechnology and AI similar?

a. They are being used by corporations to exploit consumers
b. Their self-replicating nature amplifies their danger
c. They harm the environment by polluting the air and water
d. They will make nuclear, biological and chemical weapons obsolete
e. They will solve all material human problems

4. Why does Bill Joy believe that the benefits of GNR technologies aren’t necessarily
worthwhile?
a. The benefits will mainly go to the rich, increasing the already massive problem
of inequality
b. It's highly unlikely that we will find applications for the technologies in our daily
lives
c. The financial costs are extremely high, so putting those funds into other fields
would be more fruitful
d. Strong evidence suggests that material advancements and power do not make
people happier
e. The technology is too complex for us to properly utilize it

5. Overall, which of the following best describes the author’s attitude towards the
subject matter presented in the article, “Why does the future doesn’t need us”?
a. Large-scale discussion of issues with GNR technologies in a neutral light is the
best step to take moving forward
b. GNR technologies are an immediate threat to civilization, and the necessity of
preventing its more controversial branches is non-negotiable

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c. Despite controversy on the development of GNR technologies, the pursuit of

knowledge and quality of life it allows outweighs potential drawbacks
d. Integration of humanity with robotics is inevitable and beneficial, and because it
will occur gradually, we will not even notice the changes
e. The volume of dystopian forecasts overstates the truth of GNR research;
nevertheless, it is advisable that scientists and intellectuals create a manifesto to
ensure the safety of future developments

Bill Joy’s article “Why the Future Doesn’t Need Us” provides an
extensive analysis of the new technologies’ development in terms of their
ethical dimensions. Examining the nature of NGR technologies, the author
defines their destructive power as self-replication, which complicates or
even makes impossible keeping them under control. This power creates
the weapon of knowledge-enabled mass destruction (KMD), which is
dangerous enough to assume the extinction of humanity in the coming
years.
Joy suggests the establishment of new ethics as the possible
prevention of this threat. However, his belief in this is not convincing. As
NGR technologies have mostly commercial uses (Joy, 2009, p.294), they
would be developed with lucrative purposes even if the scientific
community accepts the common ethical rules regarding this researches.
Their extreme destructive power makes me rather pessimistic regarding the
future of the Earth.

 REFERENCES:
 ”How artificial intelligence is changing our society | DW Documentary”
accessed 8, July 2020 at https://www.youtube.com/watch?v=-ePZ7OdY-Dw
 Artificial Intelligence and Machine Learning: Policy Paper (April 18, 2017).
Internet Society Organization, accessed 8, July 2020 at
https://www.internetsociety.org/resources/doc/2017/artificial-intelligence-and-
machine-learning-policy-
paper/?gclid=Cj0KCQjwvb75BRD1ARIsAP6LcqtS4QFhJFYJ4S5BeLcTtks6o
FY93-kLnGGk8tH8AEGl44sQG2buapYaAgwNEALw_wcB
 Artificial Intelligence. What is Artificial Intelligence and How Does it Work?,
accessed 8, July 2020 at https://builtin.com/artificial-intelligence
 Does the Future Need Us? The Future of Humanity and Technology. (May
27, 2001), accessed 2 July 2020 at https://probe.org/does-the-future-need-
us-the-future-of-humanity-and-technology/ /
 Joy, Bill. "Why the Future Doesn't Need Us", Wired 8.04 (April 2000),
accessed 2 July 2020 at https://www.wired.com/2000/04/joy-2/
 Reflection Evaluation Criteria (the rubric), accessed 17, July 2020 at
https://web.uri.edu/assessment/files/reflection_rubric.doc
 Why the Future Doesn’t Need Us Analysis Summary, accessed 2 July 2020
at https://exclusive-paper.com/essays/review/bill-joy-s-why-the-future-doesn-
t-need-us-the.php

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The Information Age

(Gutenberg to Social Media)

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Information links every individual to its community and it is an important tool

for continued existence. Nowadays, information can be quickly transferred or shared
due to rapid technological advancement. The increasing development of information
technology influences various areas of the society such as economics, industry,
communication, health, environment and education. However, information
technology advancement also poses some drawbacks in the society.
The Information Age is defined as “the modern age regarded as a time in
which information has become a commodity that is quickly and widely
disseminated and easily available especially through the use of computer
technology” (Merriam-Webster.com, n.d.). The way information was conveyed
among humans has evolved over time, from symbolic information and codes using
the earliest writing and calculating system to effortless access on information through
publication and computer networks.
After completing the module, you should be able to answer the following:
 How did creating and sharing of information evolved through time?
 What are the factors that need to consider in checking information from
internet sources?

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Link learned concepts to the development of the information age and its
impact on society.
o Determine how the social media and the information age have impacted our
lives.

LEARNING CONTENT

In the proposed Theory of Information Age (1982) by James Messenger, the

Information Age is a true new age based upon the interconnection of computers via
telecommunications primarily driven for convenience, user-friendliness and user
dependence. Hence, the increasing speed of information technology is associated
with the development of computers thus; The Information Age is also called the
Digital Age and the New Media Age.

LESSON 1. The Gutenberg Era and Some Facts about Information Age

Information and the way it was shared and disseminated has evolved in many
ways and different means. From the use of Sumerian writing system using
pictographs imprinted to rock tablets in 3000 BC, the way information was conveyed,
collected and mange has been massively improving. During 1450s, the period of
which the invention of movable metal type printing press by Johannes Gutenberg
leaves an extraordinary impact to government, social and cultural revolution. The
abrupt widespread distribution of printed works, books, tracts, posters and papers,
gives an important role in the direct rise of European Renaissance and contributed a
lot the way information was driven nowadays.

Fig.9.1 Evolution of Man and Information.

Source: https://www.tes.com/lessons/pJrUFfiWcjiVRA/evolution-lesson

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Since the production of books and pamphlets become easier, information

started to spread drastically. In the past, access to books is a luxurious activity and
only few were able to read and write. But as the number of reading materials
increases and became more accessible in the public, the increased literacy among
the people become evident.
Nowadays, many people rely to various modes of media outlets both printed
and online including many social media outputs With many major changes the
community is facing, information started to grow at a rate we were unprepared to
handle (Serafica, et.al. 2018). The evolution of Information Age has many
contrasting ideas among various authors but Serafica, et.al. (2018) cited the article
of Robert Harris on the “Truths of the Information Age” which details some facts on
the Information Age.
1. Information must compete.
2. Newer is equated with truer.
3. Selection is a viewpoint.
4. The media sells what the culture buys.
5. The early word gets the perm.
6. You are what you eat and so is your brain.
7. Anything in great demand will be counterfeited.
8. Ideas are seen as controversial.
9. Undead information walks ever on.
10. Media presence creates the story.
11. The medium selects the message.
12. The whole truth is a pursuit.
Despite the many issues on data and information sharing, it is noted that the
Information Age will continue to advance with time and far greater than our thoughts
could conceive.

Please click/ visit the link below:

https://u-s-
To know more about the
Information Age, check the history.com/pages/h3974.htm
given link.
READ

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LEARNING ACTIVITY 1. Timeline Tracing!

(Lesson Check – Up)

History Tracing. Make a timeline tracing the history and emergence of the
Information Age indicating the year and event/s in a table format. Give also your
insights on what other technological advancements can possibly be developed in the
future. Submit your output through word or pdf format at
_________________________.

Rubric for the History Tracing

Developing
Criteria Exemplary (5) Proficient (4) Emerging (3)
(2)
Quality of Included events Most of the Some events Many major
content are important included events included are events are
and interesting. are important or trivial, and major excluded, and
No major details interesting. One events are too many trivial
are excluded. or two major missing. events are
events may be included.
missing.
Accuracy of Facts are Facts are Facts are Facts are often
content accurate for all accurate for accurate for inaccurate for
events reported almost all most (~75%) of events reported
on the timeline. events reported the events on the timeline.
on the timeline. reported on the
timeline.
Sequence of Events are Almost all Most (~75%) of Most events are
content placed in proper events are the events are incorrectly
order. placed in proper placed in proper placed on the
order. order. timeline.
Insights The given The given The given
insight is very insight is insight is not
realistic and can somewhat realistic and not
be widely useful realistic and useful.
in the useful in the
community community

LESSON 2. The Internet and World Wide Web

The internet is a worldwide system of interconnected networks in facilitating

the transmission of variety of data and information using standardized
communication protocols. In the early 1960s, the idea of an “Intergalactic
Network” of computers was popularized by Joseph Carl Robnett Licklider. Not long
after, one of the major building blocks of the internet was developed called “packet
switching”, a method for effectively transmitting electronic data. With this, the first
workable prototype of the internet known as ARPANET (Advanced Research
Projects Agency Network) was originally funded by the U.S. Department of Defense
to allow multiple computers to communicate on a single network through packet

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switching. Internet was mainly used during 1970s for military transactions and some
research activities.

However, phone lines in the early days can only transmit information at a
limited rate and slow connectivity among internet users are one of the issues
encountered. Fiber-optic cables and faster microprocessors were developed for
computers to process incoming billions of data as per instructions to produce data
outputs and to provide high-speed data connection.

Fig. 9.2 How does the internet works.

Source: https://itusts.wordpress.com/2017/04/07/how-does-the-internet-work/

A communications model called Transmission Control Protocol and Internet

Protocol, or TCP/IP was developed by Robert Khan and Vinton Cerf. This model was
used to set standards for how data could be transmitted between multiple networks.
In 1983, TCP/IP was adopted by ARPANET and this has become a platform for
researchers to assemble the so called “network of networks” and the foundation of
the modern internet.

In 1990, the development of World Wide Web by Tim Berners-Lee gained

popularity in the online world. The internet and World Wide Web differ to one another
because the web is a service of the internet. The web is the most common means of
accessing lots of interconnected documents and resources online with their specific
locations in the form of websites and hyperlinks.

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The use of web served as a crucial step in developing the immense build-up
of information that most of the public can now access online anytime and anywhere.
Nowadays, billions of people are engaged in online any time of the day. The internet
creates a large impact to the many sectors of the community such as social, political,
and financial views and happenings. It has been noted that in the past decade, e-
commerce business has been trending and will still increase with the next years.

Issues and Challenges on “Surfing the Net”

The internet had provided new forms of communication. Messages can now
be sent and received conveniently. From written letters that may take several days to
receive can now be read nowadays in just a few minutes upon sending. Internet
service providers had set up open areas of cyberspace such as chat rooms where
interested parties could join in a conversation either publicly or privately. “Surfing the
Net” became a pastime by many (Cited by Serafica, et.al 2018 in the USHistory.org,
2017). Distance and timelines across the globe has no longer a hurdle in
communication. Not only does the internet was used for recreation and
communication but also the delivery of services and business venture.
In the current Information Age, business companies who worked on digitized
information have been given high value in just a short period of time. Bill Gates’s of
Microsoft, Steve Jobs of Apple’s, Mark Zuckerberg of Facebook’s and Jack Ma of
Alibaba and many other people has taken a big toll on the online business world.
On the other hand, the Internet has unregulated nature that may allow threats
to endanger many people. According to David Cunliffe on safety, security and
privacy challenges in the new digital world, the following are recent examples of
cyber threats:
 The theft of money from the accounts of a bank customer by someone who
had installed key logging software on their home computer – the bank
refunded the losses but the customer stated she would not use Internet
banking again;
 “Phishing” attacks whereby spam emails are sent out, purporting to be from a
bank, asking the recipient to confirm their bank security information by
responding to a specified electronic address;
 The use of “covert filming” using digital cameras and the uploading of images
taken on the Internet;
 Identity theft where a person’s details are stolen so that a criminal can engage
in fraudulent activity using the stolen identity.

The Springer Nature, a global publisher of articles and research studies

presented a new report (2018) regarding the common problems identified among
researchers on data sharing. It was noted that researchers also have dilemma on
lack of clarity about copyright and licensing, costs of data sharing and not knowing
which repository to use. Therefore, it is recommended that increased support the
learning of good data management among researchers should be provided by
research institutions particularly for those starting their research career as they build
their strong foundation to data creation and sharing.

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Cyberbullying is also an alarming issue worldwide especially among the

children. In the UNICEF U-Report (2019), cyberviolence affects almost half of
Filipino children aged 13-17. One-third of cyberviolence experienced by Filipino
children are in the form of verbal abuse over the internet or cellphone, while a fourth
are through sexual messages. More females received messages of sexual nature or
content than males. However, twice as many males than females reported having
their nude body or sexual activities, whether real or falsified, shown on the internet or
cellphone. It is also reported that almost three-quarters of young people from 30
countries said that social networks including Facebook, Instagram, Snapchat and
Twitter are the most common platforms for online bullying. Cyberbullying can create
lasting emotional and psychological scars, even physical harm. Children are very
vulnerable and can easily access the internet, making them an easy target on online
violence.

Checking the Reliability of Web Sources

Websites create an interesting challenge in evaluating credibility and
usefulness because no two websites are created the same way and some web
sources can be biased and misleading. To avoid misinformation, the following
guidelines are considered. (Lee College Library, n.d.)

1. Who authored (wrote) the site? How to find out: Look for an “About” or “More
about the Author” link at the top, bottom or sidebar of the webpage. Some
pages will have a corporate author rather than a single person as an author. If
no information about the author(s) of the page is provided, be suspicious. „
 Does the author provide his/her credentials?
 What type of expertise does s/he have on the subject s/he is writing
about?
 Does s/he indicate what his/her education is?
 What type of experience s/he has? Should you trust his/her knowledge
of the subject? „

Try searching more information about the author.

 What kinds of websites are associated with your author’s name? Is

s/he affiliated with any education institutions?
 Do commercial sites come up? Do the websites associated with the
author give you any clues to particular biases the author might
have? “Google” with caution – remember that sometimes more than
one person can share the same name.
2. Who published the site? How to find out:
 Look at the domain name of the website – that will tell you who is
hosting the site. For instance, the Lee College Library website is:

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http://www.lee.edu/library. The domain name is "lee.edu." That tells

you that the library website is hosted by Lee College. „
 Do a search on the domain name at http://www.whois.sc/. This site
provides information about the owners of registered domain names.
What is the organization’s main purpose? Check the organization’s
main website, if it has one. Is it educational? Commercial? Is it a
reputable organization? „
 Don’t ignore the suffix on the domain name (the three-letter part
that comes after the “.”). The suffix is usually (but not always)
descriptive of what type of entity hosts the website. Keep in mind
that it is possible for sites to obtain suffixes that are misleading.
Here are some examples: „
.edu = educational „
.com = commercial „
.mil = military
.gov = government „
.org = nonprofit
3. What is the main purpose of the site? Why did the author write it and the
publisher post it? „
 To sell a product? „
 As a personal hobby? „
 As a public service? „
 To further scholarship on a topic? „
 To provide general information on a topic? „
 To persuade you of a particular point of view?

Scan also the homepage of the website.

 Is it cluttered with advertising?

 Does the page appear to be professionally designed?
 Is the writing trying to persuade you to buy something?
4. Who is the intended audience?
 Scholars or the general public?
 Which age group is it written for?
 Is it aimed at people from a particular geographic area?
 Is it aimed at members of a particular profession or with specific
training?
5. What is the quality of information provided on the website?
 Timeliness: when was the website first published? Is it regularly
updated? Check for dates at the bottom of each page on the site. „

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Different publication dates will be acceptable depending on which type

of information you’re looking for. If you’re looking for statistics,
information on current events, or information in fields like science,
technology or healthcare, you probably need the most up-to-date
information available. If you’re looking for information that doesn’t
change, such as Mark Twain’s date of birth or who led the Union Army
in the Civil War, it may not matter as much if the website is a little older
as long as it is published/authored by a reputable source.
 Does the author cite sources? Just as in print sources, web sources
that cite their sources are considered more reliable. It shows that the
author has done his/her homework and is familiar with scholarship in
the field.
 What type of other sites does the website link to? Are they reputable
sites? If the author references online material, does s/he provides links
to the material referenced?
 What type of sites link to the website you’re evaluating? Is the website
being cited by others? Does it include reputable or well- known sites?
6. How does it all add up? Compare the information you’ve gathered about your
website to your information needs -- does this website provide an
appropriateness of fit? Not all websites will work for all purposes – a website
that is fine for finding general information on a disease may not work for a
nursing student’s paper. If you are in doubt, ask your instructor or a librarian
for help.

Reliable websites usually have a more professional look and feel than
personal web sites. There are also additional things you want to consider when
looking at a website (Harold B. Lee Library):

 Informational Resources are those which present factual information.

These are usually sponsored by educational institutions or
governmental agencies. (These resources often include .edu or .gov.)
 Advocacy Resources are those sponsored by an organization that is
trying to sell ideas or influence public opinion. (These resources may
include .org within the URL.)
 Business or Marketing Resources are those sponsored by a
commercial entity that is trying to sell products. These pages are often
very biased, but can provide useful information. (You will usually
find .com within the URL of these resources.)
 News Resources are those which provide extremely current
information on hot topics. Most of the time news sources are not as

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credible as academic journals, and newspapers range in credibility

from paper to paper. (The URL will usually include .com.)
 Personal Web Pages/Resources are sites such as social media sites:
blogs, Twitter pages, Facebook, etc. These sources can be helpful to
determine what people are saying on a topic and what discussions are
taking place. Exercise great caution if trying to incorporate these
sources directly into an academic paper. Very rarely, if ever, will they
hold any weight in the scholarly community.

Moreover, more advertisements in the web page can indicate that the
information may be less reliable. Broken or incorrect links can mean that no one is
taking care of the site and other information on it may be out-of-date or unreliable.

Please click/ visit the link below:

To know more about House Bill
5718, or the proposed http://congress.gov.ph/legisdocs/
“Anti Cyber-Bullying Act of basic_17/HB00827.pdf
2015”, check the given link.

READ

LEARNING ACTIVITY 2. Exploring Reliable Web Sources!

(Lesson Check – Up)

Provide atleast five (5) examples of web sources to each of the following:
a. Informational Resources
b. Advocacy Resources
c. Business or Marketing Resources
d. Personal Web Pages/Resources

Submit your output in word or pdf format at ____________.

LESSON 3. Netiquette

Netiquette is a term used for Network Etiquette, or Internet Etiquette. Online

interactions are becoming as important as face-to-face ones. As the online social
presence continues to grow, so does the need for rules of conduct to reinforce
respect, kindness, and understanding in this growing platform of communication.

According to Virginia Shea, dubbed the "network manners guru" by the San
Jose Mercury News, has defined “Netiquette” as a set of rules for behaving properly
online. When you enter any new culture, you’re liable to commit a few social

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blunders. Needless to say, you might offend people without meaning to or you might
misunderstand what others say and take offense when it's not intended. To make
matters worse, something about cyberspace makes it easy to forget that you're
interacting with other real people not just codes and number characters on a screen,
but live human characters.

In her book Netiquette, Writer Virginia Shea wrote these important guidelines:
 Remember the human – this is the Golden Rule of internet communications.
Always be aware that you are talking to a person, not a device. Therefore, the
same rules of courtesy apply.
 Adhere to the same standards of behavior online that you follow in real life
 Know where you are in cyberspace – netiquette varies from domain to domain.
What is acceptable in a chat room may not be appropriate in a professional
forum so “think before you click”.
 Respect other people’s time and bandwidth- not everyone has stable internet
connection and time zones.
 Make yourself look good online – spelling and grammar count! Always write
thoughtful posts and keep your language clean.
 Share expert knowledge. Check the
 Help keep flame wars under control
 Respect other people’s privacy
 Don’t abuse your power
 Be forgiving of other people’s mistakes

Please click/ visit the link below:

TEDTalk: Julian Assange https://www.ted.com/talks/juli

on “Why the World Needs an_assange_why_the_world
_needs_wikileaks
Wikileaks”
READ

LEARNING ACTIVITY 3. Let’s watch TEDTalk!

(Lesson Check – Up)

After watching TEDTalk: Julian Assange on “Why the World Needs Wikileaks”, give
your insights not limited to the following:
1. How WikiLeaks operates and what drives their mission?
2. Why WikiLeaks is in trouble and what are the controversies it faces?

Submit your output through word or pdf format at _____________.

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Rubric for Short Answer Question

5 points 4 points 3 points

The response indicates that the The response indicates that the student The response indicates that
student has a complete has a partial understanding of the concept. the student does not
understanding of the concept. The student has provided a response that demonstrate an
The student has provided a includes information that is essentially understanding of concept.
response that answers the correct, but the information is too general The student has provided a
question accurately and or too simplistic. Some of the support response that is inaccurate
completely. Necessary support and/or examples may be incomplete or and incomplete.
and/or examples are included. omitted.

On a clean sheet of paper, write your insight what other technological

advancements can possibly be developed in the future?

 ASSESSMENT TASK

Interview with Elders (Technology and Past)

Make an interview with one or two elders (preferably 50 years old and
above) in your household/neighborhood on the various technologies they
used in the past and how they cope up with the technology nowadays. Don’t
forget to take a photo while conducting your interview. Submit your output
through word or pdf format at __________________.

Rubrics to Rate Your Interview Output

Criteria Exemplary (5) Proficient (4) Emerging (3) Developing (2)

Introduction The student The student The student The student
describes the describes interview describes the describes little
interview event in event and interview event but about the
detail and skillfully introduce the say little about the interview event
introduces the person interviewed. person or person
person interviewed. interviewed.
interviewed.
Questions Prepares and Prepares and asks Prepares and asks Questions and
asks relevant largely relevant question that their delivery
questions that are questions that demonstrate a indicate little
aptly informed by demonstrate an minimal preparation and
the context and understanding, if understanding of attention to
the subject’s initial not mastery, of the the context, and context, and the
query. context and the the subjects’ initial subjects’ initial
subject’s initial query query.
query.
Listening Skills / Demonstrate s Demonstrates Gives little Gives little or no
Follow-up careful listening attentiveness by evidence of careful evidence of
Questions by interjecting interjecting follow- listening by largely listening;

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effective follow up up questions to ignoring potentially marches

questions to responses that may relevant responses through
significant have greater and moving on to prepared
responses. significance, if the next prepared questions
Effectively elicits pursued. May elicit question. Elicits without regard
relevant some relevant little elaboration. to responses.
elaboration of elaboration of Does not elicit
answers. answers. elaborated
responses.
Summary The student The student The student The student
provides a provides a provides a cursory provides a
detailed summary summary of the summary of the perfunctory
of the interview interview with interview with little summary of the
with a clear indication of the indication of the interview.
indication of the questions asked questions asked
questions asked and answers and answers
and answers received. received.
received.
Conclusion The student The student The student The student
identifies at least identifies at least conveys little conveys little, if
three main points two main points sense of what is any, sense of
learned from the learned from the learned from the what is learned
interview and interview and interview or how it from the
conveys a clear conveys a sense of might apply in the interview.
sense of what is what is learned and future.
learned and how it how it might apply
might apply in the in the future.
future.
Writing The students’ The students’ The students’ The students’
mechanics and writing writing is writing lacks clarity writing is
organization demonstrates a accomplished in or conciseness unfocused,
sophisticated terms of clarity and and contains rambling, or
clarity, conciseness and numerous errors; contains serious
conciseness, and contains only a few report lacks errors; report is
correctness; errors; report is organization. poorly
report is well-organized. organized.
extremely well-
organized.

Information evolved with human race and information is easily

transferred and shared nowadays. The major changes in sharing
information affects various aspects of our society such as communication,
health, economics, industry, education, social interaction and the
environment. However, there are noted positive and negative impacts of this
technological advancement. People should be aware on the vast
information and data presented that might help or harm them along the way.
Through careful verifying of information, this will avoid miscommunication
and believing to fake data before sharing and using them. Moreover, people
must be more responsible in giving their personal information and the use of
various social media. Information should be shared to help and improve the
lives of the people.

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 REFERENCES:
 Andrews, E. (2019). “Who Invented the Internet?”. Retrieved June 16, 2020
from
 Fuller, A. (2013). “Netiquette”. Retrieved June 18, 2020 from
https://www.education.vic.gov.au/Documents/about/programs/bullystoppers/af
netiquette.pdf
 Harold B. Lee Library. (n.d.). “Step-by-Step Guide & Research Rescue:
Evaluating Credibility (Websites)”. Retrieved June 18, 2020 from
https://guides.lib.byu.edu/c.php?g=216340&p=1428399
https://www.cybersecurityintelligence.com/blog/social-media-is-the-new-
gutenberg-4280.html
https://www.history.com/news/who-invented-the-internet
 Lee College Library. (n.d). “How Can I Tell if a Website is Reliable?”.
Retrieved June 18, 2020 from http://nperesource.casn.ca/wp-
content/uploads/2017/01/website-reliable.pdf
 Levine, A. (2014). “An explosion of bioinformatics career”. Retrieved June 15,
2020 from https://www.sciencemag.org/features/2014/06/explosion-
bioinformatics-careers
 Merriam-Webster. (n.d.). Information Age. In Merriam-Webster.com
dictionary. Retrieved June 15, 2020, from https://www.merriam-
webster.com/dictionary/Information%20Age
 National Academies of Sciences, Engineering, and Medicine (2016).
Principles and Obstacles for Sharing Data from Environmental Health
Research: Workshop Summary. Washington, DC: The National Academies
Press. https://doi.org/10.17226/21703.
 Serafica, J., Pawilen, G., Caslib, B. & Alata, E. (2018). Science, Technology,
and Society. Rex Book Store Inc., Publishing.
 Skelton, V. (2018). “The challenges of data sharing”. Retrieved June 16, 2020
from https://www.infotoday.eu/Articles/News/ILI365-Blog/The-challenges-of-
data-sharing-124039.aspx
 The Core Rules of Netiquette. Retrieved June 18, 2020 from
http://www.albion.com/netiquette/corerules.html
 UNICEF PH (2019). “Online bullying remains prevalent in the Philippines,
other countries. Cyberviolence affects almost half of Filipino children aged 13-
17”. Retrieved June 18, 2020 from https://www.unicef.org/philippines/press-
releases/online-bullying-remains-prevalent-philippines-other-countries

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MODULE 10 131

Biodiversity and Healthy Society

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the
topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Biodiversity implies the entire variety of all living organisms on Earth’s

surface. It is present everywhere in the biosphere. It embodies all life forms whether
they may be monerans, protists, fungi, flora, or fauna, as they were formed into their
niche or they were shaped from their habitats. It creates the basis of the
immeasurable range of provisioning services from the ecosystem to help make Earth
habitable to humans. It contributes further to people’s way of life in many ways.

Man certainly depends on ecosystem products and services for valuable

human health and suitable livelihoods. More so, biodiversity includes usefulness for
potential benefits not yet identified, such as new medicines and other possible
unknown services. Thus, ecosystem biodiversity is valued not only for what it has but
also for what it may provide more to life. Hence, if men want to continue gaining from
the abundance of these natural goods and services, the biodiversity that established
them must be preserved.

After completing the module, you should be able to answer the following:
 How would you reconcile the emerging needs of human being regarding their
health and the need to protect the growth of biodiversity?
 What are your own ways you think can promote safekeeping of our
biodiversity?

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Restate the etymological and real definition of biodiversity;

o Enumerate and describe the levels of biodiversity;
o Determine the implication of biodiversity to society, environment, and health.

LEARNING CONTENT
Concept Map

LESSON 1. Biodiversity Defined

Etymological Definition:
 Biodiversity is a term coined by an American evolutionary biologist, Edward O.
Wilson and was used by Walter G. Rosen in 1985, contracting two distinct
words: bios (life) and diversity (variety, assortment).

Real Definition:
 The variety of all forms of life and is essential to the existence and proper
functioning of all ecosystems. (EPA, 2017)

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 The sum of all the different species of micro and macro-organisms living on
Earth and the variety of habitats in which they live.
 The complex network of different species found in ecosystems and the
dynamic niche performed between them.
 The sum of all the different species of animals, plants, fungi, and microbial
organisms living on Earth and the variety of habitats in which they live.
(Microsoft Encarta, 2009)
 Biodiversity is an array of all variable living forms on Earth.

LEARNING ACTIVITY 1. Check this Picture!

(Lesson Check – Up)

Study the given picture above on Biodiversity Conservation. List the

frames you think best represent biodiversity and explain further.
Submit your output in pdf form via

On a clean sheet of paper, write your insights about in what

way do you think etymological definition differ from real
definition?

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LESSON 2. Importance of Biodiversity in an Ecosystem

Biodiversity sustains habitats for all species by providing exceptional

environments for each of them to survive. It is fundamental for the provision
of ecosystem services, which flora and fauna as well as humans depend on for food,
air, water security, and other essential natural benefits. Biodiversity is vital for
maintaining equilibrium in an ecosystem.

To further expand your knowledge on biodiversity, watch the following videos

below using the link provided:

What is Biodiversity?
Visit the link: https://www.youtube.com/watch?v=aqtdaIkxnQo

Biodiversity Intro to Environmental Science

Visit the link: https://www.youtube.com/watch?v=nQKW-1cv0_E

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Level of Biodiversity
Visit the link: https://www.youtube.com/watch?v=pSUfsWzWbeg&feature=share
Biological diversity is often recognized into these different levels:

1. Genetic Diversity
- corresponds to the wide-ranging characteristics in the genetic makeup contained in
each of the micro-organisms, fungi, plants and animals.
- it is the total number of genetic characteristics as well as chromosomes present in
the genetic makeup of a single species.

Remember this!
o Genetic diversity serves as a way for population of species to adapt to
changing environments.
o Greater genetic diversity increases the chance for survival of a
population as the ecosystem changes. There is a direct relationship
between genetic diversity and survival of population in an ecosystem.

Watch: The Origins of Genetic Diversity

https://www.youtube.com/watch?v=qxGWg9iwIy4

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2. Species Diversity
- the number of different kinds of organisms found in a particular habitat
- the existence of a wide range of different types of organisms at a
given place and time
- the population of species and the relative abundance of each species a community

Remember this!
o Species diversity can be measured by counting the population of each
species.
o As species diversity increases, the health of the ecosystem increases.
o Most likely, species diversity is directly proportional with health of ecosystem.

To further expand your knowledge on Species Diversity, read the article on

biodiversity using the link: https://www.nhm.ac.uk/discover/what-is-biodiversity.html

3. Ecosystem Diversity
– it is a measure of the variety of biotic and abiotic factors present in a
particular area or in the biosphere.

Remember this!
o Rainforest usually have high ecosystem diversity and deserts or Polar
Regions usually have low ecosystem diversity.
o An ecosystem with higher diversity is more productive than an ecosystem with
lower biodiversity.
o As ecosystem diversity increases, the health of the ecosystem also increases.
o Generally, ecosystem diversity is directly proportional to health of the
ecosystem.

Watch: Biodiversity: Richness, Evenness, and Importance

https://www.youtube.com/watch?v=JePixuWr2n0

______________________________________________________________

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LEARNING ACTIVITY 2. Digging Deeper!

(Lesson Check – Up)

After watching the videos earlier, give your insights not limited to the following:
1. Why is species evenness an important factor in biodiversity?
2. How gene mutation differs from recombination?
3. Give the distinct characteristic of each level of biodiversity and describe
how each one is related to survival of population or to health of the
ecosystem.
Submit your output in pdf form via

Rubrics for Explanatory Writing

Criteria Exemplary (5) Proficient (4) Emerging (3) Developing (2)
Ideas/Purpose: Ideas, concepts Ideas, Ideas, Ideas, concepts
The writing is and information concepts and concepts and and information
focused and are consistently information are information are inconsistent,
conveys clear, on topic, consistently are unclear, off-topic
information and focused clear, on topic, sometimes or lack focus
accurately. Ideas are and focused unclear, off
complex or well- topic, or lack
developed focus
Organization: Ideas, concepts Ideas, Ideas, Ideas, concepts
The writing has and information concepts and concepts and and information
a clear and are organized information are information are
effective into clear organized into are inconsistently
organizational categories: clear inconsistently organized into
structure categories: organized into categories:
 Skillful and
creating unity
varied use of  Appropriate categories:  Little or no
and
transitions use of  Some use use of
completeness.
 Logical transitions of transitions
progression with some transitions  Confusing
of ideas from variety  Inadequate progression
beginning to  Adequate progressio of ideas
end progressio n of ideas  Missing
 Purposeful n of ideas from introduction
introduction from beginning and/or
and beginning to end conclusion
conclusion to end  Ineffective  No
 Strong  Evident introductio connections
connections introduction n and among ideas
among ideas and conclusion
conclusion  Weak
 Adequate connection
connection s among

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s among ideas
ideas
Conventions: Minimal Minimal Frequent Severe
The writing errors/patterns errors/patterns errors/patterns errors/patterns
demonstrates a of error in of error in of error in of error in usage,
command of usage, sentence usage, usage, sentence
conventions structure, sentence sentence structure,
and assigned punctuation, structure, structure, punctuation,
format. capitalization, punctuation, punctuation, capitalization,
spelling and capitalization, capitalization, spelling, and
format spelling, and spelling, and format interfere
format format with
Skillful use of understanding
sentence
structure
enhances
meaning

LESSON 3. Importance of Biodiversity to Human Lives

Generally, rich biodiversity is necessary to make an ecosystem

functional in order to support human survival. Man primarily obtains his basic
needs, also known as goods, from biodiversity such as food, shelter, air,
water, temperature, fuel, medicine, and others for his existence. Further, the
interaction of the diverse groups of biotic and abiotic factors in an ecosystem
provide crucial regulating services such as: oxygen production, water
purification, soil formation, climate regulation, nutrient cycling, pest and
disease control and many more.
According to WJU/CET (2020), below are innumerable importance of
healthy ecosystems and rich biodiversity that make Earth habitable for billions
of years:
 Increase ecosystem productivity; each species in an ecosystem has a specific
niche—a role to play
 Support a larger number of plant species and, therefore, a greater variety of
crops.
 Protect freshwater resources
 Promote soils formation and protection
 Provide for nutrient storage and recycling
 Aid in breaking down pollutants
 Contribute to climate stability
 Speed recovery from natural disasters
 Provide more food resources
 Provide more medicinal resources and pharmaceutical drugs
 Offer environments for recreation and tourism

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Biodiversity has cultural value to humans as well. According to AMNH,

human cultural diversity is included as a part of biodiversity and the term
―biocultural‖ is used to depict the vibrant interconnectedness between people
and ecosystem. This perception recognizes the fact that human knowledge
and beliefs transform, and in turn are influenced, by the ecological systems of
which human communities are a part. This relationship makes all of
biodiversity play an important role in maintaining a diverse and healthy
biosphere.

Significance of Biodiversity to Human Health

One of the most important markers of sustainable development is

human health. Biodiversity on the other hand, provides the necessary goods
and services for man’s sustenance. These premises give a concrete concept
that ―Biodiversity is the foundation for human health‖.

For further understanding, read the article on ―The Importance of

Biodiversity to Human Health” 2010 using the link: http://www.cohabnet.org

LEARNING ACTIVITY 3. Digging Deeper!

(Lesson Check – Up)

After reading the article ―The Importance of Biodiversity to Human Health” 2010, give
your insights on the following:
1. Do you agree that biological diversity is the foundation for human health?
Explain.
2. List at least five (5) ways that show the importance of biodiversity to human
health. Explain why.

Submit your output in pdf form via

Rubrics for Explanatory Writing
Criteria Exemplary (5) Proficient (4) Emerging (3) Developing (2)
Ideas/Purpose: Ideas, concepts Ideas, Ideas, Ideas, concepts
The writing is and information concepts and concepts and and information
focused and are consistently information are information are inconsistent,
conveys clear, on topic, consistently are unclear, off-topic
information and focused clear, on topic,sometimes or lack focus
accurately. Ideas are and focused unclear, off
complex or well- topic, or lack
developed focus
Organization: Ideas, concepts Ideas, Ideas, Ideas, concepts
The writing has and information concepts and concepts and and information
a clear and are organized information are information are
effective into clear organized into are inconsistently

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organizational categories: clear inconsistently organized into

structure  Skillful and categories: organized into categories:
creating unity varied use of  Appropriate categories:  Little or no
and transitions use of  Some use use of
completeness.  Logical transitions of transitions
progression with some transitions  Confusing
of ideas from variety  Inadequate progression
beginning to  Adequate progressio of ideas
end progressio n of ideas  Missing
 Purposeful n of ideas from introduction
introduction from beginning and/or
and beginning to end conclusion
conclusion to end  Ineffective  No
 Strong  Evident introductio connections
connections introduction n and among ideas
among ideas and conclusion
conclusion  Weak
 Adequate connection
connection s among
s among ideas
ideas
Conventions: Minimal Minimal Frequent Severe
The writing errors/patterns errors/patterns errors/patterns errors/patterns
demonstrates a of error in of error in of error in of error in usage,
command of usage, sentence usage, usage, sentence
conventions structure, sentence sentence structure,
and assigned punctuation, structure, structure, punctuation,
format. capitalization, punctuation, punctuation, capitalization,
spelling and capitalization, capitalization, spelling, and
format spelling, and spelling, and format interfere
format format with
understanding

 ASSESSMENT TASK
ADVOCACY WRITING

It is obvious that biodiversity collapses and suffers due to emerging needs of

human to survive with the advent of technological advancement. Together with a
partner assigned by your teacher, you must come up with an advocacy that you think
is timely and relevant with our current community condition. Put your output in pdf
format and be sure to submit it on __________________ at _______________ or
email it at _______________________________________________.
To guide you in your advocacy writing, check the link:
https://theconsumervoice.org/uploads/files/issues/Crafting_an_Effective_Advocacy_
Message_han.pdf

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Biodiversity enhances ecosystem productivity where each

species, no matter how small, has its own niche. Greater species
diversity warrants natural sustainability for all life forms.
As asserted by Mission (2015), biodiversity is essential for a
wide array of natural systems to exist and thrive. In the environment,
everything is connected. One break in the chain can cause a major
malfunction and halt these processes. To preserve those most
important to us, we must preserve them all, for the parts must be
preserved to preserve the whole.

 REFERENCES:
 American Museum of Natural History (AMNH).
https://www.amnh.org/research/center-for-biodiversity-
conservation/about-the-cbc/what-is-biodiversity
 Microsoft Encarta 2009. 1993-2008 Microsoft Corporation
 Mission 2015. Benefits of Biodiversity to Humans.
http://web.mit.edu/12.000/www/m2015/2015/benefits_humans.html
 MooMoo Math and Science. Types of Biodiversity.
https://www.youtube.com/watch?v=pSUfsWzWbeg&feature=share
 Natural History Museum https://www.nhm.ac.uk/discover/what-is-
biodiversity.html
 The Guardian (International ed), 2018.
https://www.theguardian.com/news/2018/mar/12/what-is-biodiversity-
and-why-does-it-matter-to-us
 United States Environmental Protection Agency (EPA) 2017.
https://www.epa.gov/enviroatlas/enviroatlas-benefit-category-
biodiversity-conservation
 Wheeling Jesuit University / Center for Educational Technologies
(WJU/CET) 2020. The Importance of Biodiversity. 316 Washington
Ave., Wheeling, WV 26003-6243.
http://ete.cet.edu/gcc/?/biodiversity_importance/
 World Health Organization (WHO) 2020. Biodiversity.
https://www.who.int/globalchange/ecosystems/biodiversity/en/

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MODULE 11 142

Genetically Modified Organisms: Science, Health and Politics

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

All organisms, from microscopic to humans, have a unique set of instructions

which set down how they look, grow and develop called the genome. These
instructions are found within cells in a chain called DNA, known as the blueprint of
life. DNA is divided into small sections called genes which control different aspects of
the organism’s growth and characteristics. These genes that codes special
characteristics have been the interest of scientists and developers for the purpose of
many promising advances in agriculture and many other fields.

Genetic engineering is the process of inserting new genetic information into

existing cells in order to modify a specific organism for the purpose of changing its
characteristics. Genetic Engineering sometimes called as recombinant DNA (rDNA)
technology. These organisms are called transgenic, into which DNA from unrelated
organism has been artificially introduced. A genetically modified organism therefore,
with its correct definition, is an organism that has undergone artificial manipulation,
modification, and recombination of DNA and is usually done in the laboratory. This
artificial manipulation of DNA would never happen in nature.

The technology was invented in the early 1970’s and is credited in the name
of Herbert Boyer and Robert Swanson from Genentech, the first genetic engineering
company located in the United States. The company was able to produce a human
protein (somatostatin) in E.coli and genetically engineered human insulin.

Now-a-day, food scarcity and lack of resources are very evident. One way to
cater these problems is the creation of GMOs which serves many purposes like
faster and bigger productions. A group of high-powered scientists claimed that
GMOs are safe and that they can help in food security and environmental
sustainability. On the other hand, the rise of modern genetic modification has

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brought with it passionate opponents who give emphasis to many concerns like
health, environmental, ethical, and political issues and concerns that may lead into
long time risks.

This module will discuss the process of genetic modification in human,

animals and plants, as well as the benefits and risks of GMOs along with the ethical
concerns and the councils responsible in implementing the rules and regulation in
the production and usage of GMOs.

After completing the module, you should be able to answer the following:
 What are genetically modified organisms?
 What are the advantages and disadvantages of GMOs to an individual and to
the society as a whole?

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Determine the true meaning of genetic engineering as a science and its usages
in various aspects;
o Discuss the ethics and implications of GMOs and potential future impacts;
o Evaluate the impacts of genetic engineering on our daily life;
o Analyze the moral issues raised in the development of genetic engineering; and
o Apply different ethical theories to make moral judgment on genetic engineering.

LEARNING CONTENT

Genetic engineering is widely used in biological research. Mouse models are

engineered for biomedical studies, bacteria are engineered to produce medications
such as insulin, and crops are engineered for agriculture. All of these products of
genetic engineering were created using the same basic steps: identifying a trait of
interest, isolating that genetic trait, inserting that trait into the genome of a desired
organism, and then growing the engineered organism.

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LESSON 1. The Process of Genetic Engineering

Fig.11.1 Steps in Genetic Engineering

Source: http://sitn.hms.harvard.edu/flash/2015/how-to-make-a-gmo/

Step 1: Identify a trait of interest. In order to identify a desirable new trait scientists
most often look to nature. Successful discovery of a new genetic trait of interest is
often a combination of critical thinking and luck. For example, if researchers are
searching for a trait that would allow a crop to survive in a specific environment, they
would look for organisms that naturally are able to survive in that specific
environment. Or if researchers are aiming to improve the nutritional content of a
crop, they would screen a list of plants that they hypothesize produce a nutrient of
interest.

Step 2: Isolate the genetic trait of interest. Comparative analysis is used to decode
what part of an organism’s genetic makeup contains the trait of interest. The
genomes of plants with the trait are compared to genomes in the same species

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without the trait, with the goal of identifying genes present only in the former. The
genomes of different species with the same trait may also be compared in order to
identify a gene, as was the case while developing Golden Rice. If there is no
database of genetic information for comparison, scientists will purposefully delete, or
―knock out,‖ parts of the genome of interest until the desired trait is lost, thereby
identifying the genes that lead to the trait.

Step 3: Insert the desired genetic trait into a new genome. Altering the genome of
plant seeds is difficult due to their rigid structure. Many biotech companies use ―gene
guns‖ that shoot metal particles coated with DNA into plant tissue with a .22-caliber
charge [8]. Monsanto no longer uses gene guns, but instead takes advantage of
bacteria, called Agrobacterium tumefaciens, that naturally invade seeds and alter
plants by inserting pieces of their own DNA into a plant’s genome.

Step 4: Growing the GMO. After a genetic trait has been successfully inserted into
an organism’s genome, the modified organism must then be able to grow and
replicate with its newly engineered genome. First, the genotype of the organisms
must be checked so that researchers are only propagating organisms in which the
genome was modified correctly.

Genetic Engineering Tools

Over the years, scientists have learned about some weird and cool things you can
do with DNA. These findings have helped us to understand what goes on naturally in
our cells (and elsewhere in nature, such as bacterial cells), but they also open up the
possibility of using enzymes, viruses, and more as tools.
1. Polymerase Chain Reaction (PCR)
- PCR uses DNA polymerase, the same enzyme that copies DNA in our
cells when it’s time for them to divide (see the ―Making More Cells‖
section). But instead of the human version of that enzyme, PCR uses a
version of that enzyme, called Taq polymerase, from a bacterium called
Thermophilus aquaticus.
- This tiny creature lives in very hot water, including the geysers in
Yellowstone National Park. Its DNA polymerase can withstand extreme
heat. G enetic E ngineering Tools 221 That’s convenient, because when
we heat DNA, the two strands of the double helix are no longer strongly
attracted to each other.
- A PCR machine heats a sample of DNA until the two strands come apart.
Then it lowers the temperature back to normal, and the Taq polymerase
gets to work filling in the missing nucleotides on each lonely strand. Now
we have two pieces of DNA. Raise the temperature again, and the same
thing happens. In each cycle, the amount of DNA doubles, so it only takes
ten cycles to get 1,024 copies of DNA. This polymerase needs a double-
stranded bit of DNA to start from, though. So when you begin your PCR
experiment, you can add primers—short segments of single-stranded
DNA—that match the sequence at the beginning and end of the spot you
want to amplify.

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Fig. 11. 2 PCR

Source: https://sciencemusicvideos.com/ap-biology/genetic-
engineering-and-biotechnology/polymerase-chain-reaction-pcr-tutorial/

2. RESTRICTION ENZYMES AND LIGASE

If you want to cut and paste a gene from one place to another,
restriction enzymes are a great way to do that. These are enzymes naturally
made by bacteria, and each one has a specific sequence that it recognizes
and then cuts unevenly. You can use this enzyme to cut a gene of interest out
of any old DNA, and then use the same enzyme to cut a plasmid (a tiny
circular piece of DNA that bacteria can carry).
Because the enzyme recognizes a certain sequence, and cuts it
unevenly, each of the places that were cut has a length of unpaired DNA with
a certain sequence. And it just so happens that all of the unevenly cut ends
are able to match with each other. That means you can take the gene you just
cut and insert it into the plasmid. Once you have a plasmid containing a gene
you’d like to work with, you can introduce it into bacteria. Then, when the
bacteria replicate, your plasmid will replicate as well.

Fig. 11.3 Restriction enzyme and ligase

Source: https://www.khanacademy.org/science/biology/biotech-dna-
technology/dna-cloning-tutorial/a/overview-dna-cloning

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3. GEL ELECTROPHORESIS
The gel is just what it sounds like—a slab of
material that looks and feels a little bit like Jell-O.
If you could shrink down to the size of a DNA
molecule, you would see the gel as a network of
chains of sugars called agarose. A tiny piece of
DNA could easily slip between the strands, like
how a mouse can disappear into a brush pile. But
a larger piece of DNA would have a harder time.
To get the DNA to move, a scientist hooks up
electrodes that put a positive charge at one end of
the gel and a negative charge at the other. DNA is
negatively charged, so it wants to move toward
the end with the positive electrode. After a while,
perhaps an hour or two depending on the
experiment, the DNA shows up as stripes, or
bands, in the gel. DNA is naturally clear, but you
can dye it after the fact, or you can use DNA that
has already had a dye or label attached. Fig. 11.5 Gel Electrophoresis
Source:https://www.wikiwand.com/e
n/Agarose_gel_electrophoresis
CRISPR AND GENE EDITING Cut and Paste

There are many ways to cut and paste DNA, including several that
scientists have been using for decades. But one new technique, known as
CRISPR/Cas9, can do the job easily and more precisely than ever before.
CRISPR, which stands for Clustered Regularly Interspaced Short Palindromic
Repeats, is a group of DNA sequences that are derived from DNA fragments
from bacteriophages that have infected a prokaryote. These sequences are
then tasked to search and destroy any similar bacteriophages that try to infect
that organism. Meanwhile, Cas9, which stands for CRISPR-associated protein
9, is a protein that is able to cut DNA, which gives bacteria with Cas9 the
ability to alter any genome using this protein. With a CRISPR/Cas9 technique
developed just a few years ago, you can actually tell the CRISPR machinery
where in a chromosome you would like to see a change and exactly what
change you would like it to be. Jennifer Doudna, one of the people who
discovered the technique, has said that it’s like having a scalpel when the
previous tools were all sledge hammers.

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Fig. 11.6 CRISPR/Cas9

Source: https://medium.com/the-science-scholar/science-crispr-cas9-change-
for-the-better-one-gene-at-a-time-cd11f78dcae6

How CRISPR AND CAS9 edit DNA?

In the wild, the bacterium makes an RNA copy of one or more of its
scrapbooked sequences from the CRISPR array, and a protein called Cas9
holds onto it. This is the guide RNA: the thing that Cas9 is programmed to
search and destroy. When it finds a piece of DNA floating around in the cell, it
cuts that DNA. Mission accomplished.

How CRISPR is used by Scientists?

CRISPR will likely be the tool of choice for genetically modifying crops
in the future. It’s already been used to create a mushroom that doesn’t brown
when cut. The technique works in animals as well as people, so one group of
scientists used CRISPR to create leaner pigs whose meat is lower in fat.
Another group worked in cattle, snipping out a gene that’s necessary for horns
to develop. It’s possible to breed hornless cattle, but it would take decades of
careful mating.
CRISPR does the job in just one generation. Another use of CRISPR in
livestock is relevant to human health. Decades ago, scientists explored the
idea of transplanting organs from pigs to people, because there aren’t enough
donated human organs to go around. But a pig’s genome contains
retroviruses that could be dangerous to a human host. A team of researchers
recently managed to remove all sixty-two of these problematic elements
CRISPR and G ene Editing 227 from a pig’s genome, opening up the
possibility of animal-to-human transplants once again.

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Genetic Engineering in Plants

Genetically modified crops (GM crops) are plants used in agriculture, the DNA
of which has been modified using genetic engineering methods. In most cases, the
aim is to introduce a new trait to the plant which does not occur naturally in the
species. Examples in food crops include resistance to certain pests, diseases,
environmental conditions, reduction of spoilage, resistance to chemical treatments
(e.g. resistance to a herbicide), or improving the nutrient profile of the crop.
Examples in non-food crops include production of pharmaceutical agents, biofuels,
and other industrially useful goods, as well as for bioremediation.

Fig.11.7 Genetic Engineering in Plants.

Source: google.com/search?q=genetic+engineering+microorganisms

Genetic Engineering in Animals

Genetic engineering poses great
improvement of health and welfare among
agricultural animals. It is observed that genetic
engineering animals can be resistant to
diseases, parasites and endure stresses making
them more productive. These animals may not
need more veterinary interventions and other
growth stimulants. However, it is always
important to note that the technology is approved
as safe for humans, animals and the
environment (Gottlieb & Wheeler, 2011).
Moreover, all genetic engineering animals
Fig. 11.8 Genetic Engineering in Animals
are identified and tracked throughout the
Source:https://www.google.com/search?q=genetic+engi
research and development (R&D) process. At neering+process+in+animals&sxsrf=ALeKk01ThGIo6_7TH
this time, there have been no approved genetic z9tgUJsincM1KBx0A:1597578946070&source=lnms&tbm
engineered animals or its products for =isch&sa=X&ved=2ahUKEwju4tKs1Z_rAhUEBogKHTHcD9
EQ_AUoAXoECAwQAw&biw=1242&bih=553#imgrc=TRq8
commercialization hence, it is only allowed at the T-hJUI5IkM
R & D processes.

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Genetically Modified Organisms (GMOs)

The World Health Organization (WHO, 2014) defines genetically modified

organism, (GMO) as an ―organism, either plant, animal or microorganisms, in which
the genetic material (DNA) has been altered in a way that does not occur naturally
by mating or natural recombination. GMO’s are artificially manipulated in a laboratory
through genetic engineering.
Organisms that have been genetically modified include micro-organisms such
as bacteria and yeast, plants, fish, and mammals. Source of genetically modified
foods, and are also widely used in scientific research and to produce useful goods
other than food. In 1972, Paul Berg conducted the first recombinant DNA molecules
hence one of the foundations of genetic engineering.

Genetic Engineering Products

Agricultural Products
Genetic modifiction in crops is not inherently good or inherently
bad. In this section, we’ll look at some of the common types of GMOs,
and what they really mean for agriculture and for health.
 Bt Cotton, Bt Corn, and Bt Potato
- Bacillus thuringiensis bacteria are pathogenic to some
insects because they produce a protein called Bt toxin that
interferes with the insect digestive tract. The Bt gene has
been inserted into a variety of crop plants, including Fig.11.9 Bt Corn
corn, cotton and potatoes, so insects that eat the Source:https://www.philstar.com/business/agriculture/
2018/07/15/1833522/gm-corn-aids-philippine-self-
plants will be killed. sufficiency

- This corn is the source of cornstarch, corn syrup, and

tons of other corn-related products. It also makes up most of
the diet that chickens, cows, and other livestock eat. The
majority of corn grown this way is genetically modified to
stave off insects or to tolerate being sprayed with weed
killers, or both.
- Cotton plants make our clothes, but they are food crops too:
cotton seed oil is edible. Like corn and soy, cotton plants are
often genetically modified to resist insects or to tolerate weed
killers. Fig.11.10 Bt cotton
Source:http://news.agropages.com/N
- There is one GMO potato variety that was approved in ews/NewsDetail---25717.htm
2017. Its naturally occurring enzyme for browning (which
happens when the potato is bruised) no longer works, so the
potato doesn’t get black spots. This potato also produces
less acrylamide, a chemical that is formed when food is fried
or cooked at high temperatures.

Fig.11.11 Bt potato
https://bearmarketreview.wordpress.com/2014/02/28/ge
netically-modified-potatoes-the-power-of-biotechnology-
nikki-nolan/
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 Papayas - Most papayas on the market today are genetically engineered to be

resistant to the papaya ringspot virus.The GMO papaya may have saved the
papaya industry; before it came along, the virus devastated papaya crops.
 MacGregor tomatoes- these GMO tomatoes stay firm after harvest because the
gene for polygalacturonase (PG), the enzyme that breaks down pectin, is
suppressed. The suppression was accomplished by antisense DNA technology,
so fruits have longer shelf life.

Fig. 11.12 GMO papaya Fig.11.13 MacGregor Tomato

Source:https://www.sutori.com/story/geneti Source:https://aliquotthesciencespot.com/2015/
cally-modified-papayas-- 07/23/the-first-genetically-modified-food-in-the-
CZanfGTmrdhGKMLHwcrBsH8C
united-states-was-the-tomato/

Genetically Modified Bacterium

 Pseudomonas flourescens bacterium
- This bacterium has been has been engineered to
produce a toxin normally produced by Bacillus
thuringiensis. This toxin kills certain plant
pathogens, such as the European corn borer. The
genetically altered pseudomonas, which produces
much more toxin than B. Thuringiensis, can be
added to plant seeds and in time will enter the
vascular system of the growing plant. Its toxin is
ingested by the feeding borer larvae and kills Fig. 11.14 Pseudomonas flourescens bacteria
them (but is harmless to humans and other Source:https://www.sciencephoto.com/media/783
457/view/pseudomonas-fluorescens-bacteria-sem
warm-blooded animals).

Animal Husbandry Products

 Bovine growth hormone (bGH)
- bGH improves weight gain and milk production in
cattle, produced by E. coli When bGH is injected
into beef cattle, it increases their weight gain; in
dairy cows, it also causes a 10% increase in milk
production. Such procedures have met with
resistance from consumers, especially in Europe,
primarily as a result of as-yet unsubstantiated

Fig. 11.15 Bovine growth hormone

Source:https://www.pinterest.ph/pin/115897390
384666944/

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fears that some of the bGH would be present in the milk or meat of these
cattle and might be harmful to humans.
 Porcine growth hormone (pGH)
- Improves weight gain in swine; produced by E. Coli
 Transgenic animals
- Genetic modification of animals to produce medically useful products in
their milk.

Pharmaceutical Products
 Human Growth Hormone – Corrects growth deficiencies in children produced
by E. coli.
 Cervical Cancer Vaccine – Consists of viral proteins produced by S.
cerevisiae.
 Factor VII – Treatment for hemorrhagic strokes; produced by mammalian cell
culture.
 Hepatitis B Vaccine – Produced by S. cerevisiae that carries hepatitis virus
gene on a plasmid
 Influenza Vaccine – Trial vaccine made from E. coli or S. cerevisiae carrying
virus genes.
 Human insulin – Therapy for diabetes; better tolerated than insulin extracted
from animals; produced by E. coli.

Please click/ visit the link below:

To know more about GMOs in https://www.gmo-free-
the Philippine context, visit the regions.org/gmo-free-
given link. regions/asia/philippines/gmo-
news-related-to-philippines.html

READ

ACTIVITY 1. GMO and You!

(Lesson Check – Up)

Search over the internet five (5) GMOs that can be consumed (drink or
eat) and fill the given table below. In the second column, just answer YES or
NO. To support your claim in the second column, write your short but
substantial reasons in the third column.

Are you willing to

GMO Reason/s
consume this GMO?
1.

2.

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Lesson 2. Advantages and Disadvantages of GMOs

Since the 1990’s, when the first GMOs were introduced in the human food
supply chain, the advantages and disadvantages of this technology have been
debated. The US has somewhat embraced GMOs, but the rest of the world has
treated them with great hesitation. This is due to their notions that since it is not
natural, then modifications may change and continuously change the organisms and
may become destructive instead of becoming helpful and useful.

But everything that has been created is done with a good purpose- to benefit
organisms, with human well-being as the center of most of scientific activities.
Reasons and positive impacts stemming from the creation of GMOs include the
development of crops with pest resistant traits, reduce damage and increase
productions in all products that are basically needed for human consumption.
Scientists view this as a bioremediation to cope up with needs of the increasing
population.
Generally, the following are noted advantages of GMOs (Medical News Today,
2019):
- Manufacturers use genetic modification to give foods desirable traits. For
example, they have designed two new varieties of apple that turn less brown
when cut or bruised.
- Crops are more resistant to diseases as they grow. Manufacturers also
engineer produce to be more nutritious or tolerant of herbicides.
- Crop protection is the main rationale behind this type of genetic modification.
Plants that are more resistant to diseases spread by insects or viruses result
in higher yields for farmers and a more attractive product.
- Genetically modification can also increase nutritional value or enhance flavor.
- Can contribute to lower costs for the consumer. It also ensures that more
people have access to quality food.

There are also drawbacks that most people often associate with GMO
foods (Medical News Today, 2019):
- Allergic Reactions. The World Health Organization (WHO) is discouraging
genetic engineers from using DNA from allergens unless there are relevant
proofs that the gene itself will not cause any health problem. It is believed by
some people that GMO foods contain allergens that can trigger allergic
reactions. However, it is also noting that there have been no reports of allergic
effects of any GMO foods currently on the market.
- Cancer. Some researchers argue that cancer is a disease that is caused by
mutations in DNA and it is dangerous to introduce new genes into the body
hence, GMO products can contribute to cancer development. However, the
American Cancer Society (ACS) that more research activities should be
thoroughly conducted to reach more valid conclusions on GMOs.
- Antibacterial Resistance. Genetic modifications on crops are believed to affect
the ability of people to defend against illness. Therefore, there is a chance
that GMO foods could contribute in the growing concerns of people becoming
more resistant to antibiotics. The WHO has said that the risk of gene transfer

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is low. As a precaution, WHO has set guidelines for the manufacturers of

GMO foods.
- Outcrossing. It refers to the risk of genes from certain GMO plants mixing with
those of conventional crops. There have been reports of low levels of GMO
crops approved as animal feed or for industrial use being found in food meant
for human consumption.

Karki (2006) also identified that the major environmental risks caused by
GMOs are: risks in gene flow, emergence of new forms of resistance and secondary
pests and weed problems and recombination of virus and bacteria to produce new
pathogens.
Genetics has come a long way from the days when Gregor Mendel began
counting his peas. He might be well delighted today at the strides modern genetics
has made since his rediscovery. On the other hand, like any good scientist, he might
well be concerned about the pace and the direction genetic research has taken in
recent years. Indeed, neither the pace nor the direction could have been anticipated.
Yet our abilities grow. We can only assume that with care and thoughtfulness, the
great promise of modern genetics will be realized.

Success and Failures of Genetic Engineering

Genetic engineering has advanced the understanding of many theoretical and

practical aspects of gene functions and organizations. It paved way into the
production of beneficial GMOs that have helped cases like crops able to withstand
pest attacks and calamities, vaccines, and many others. But the questions: how
much did it cost? How effective? And until when and what generation will it be
effective? These are big issues opponents are trying to raise. How much does it
really cost for one GMO to be created? And what are the failures done in genetic
engineering?
All scientists face the challenges of communicating complex issues to a public
that receives them through media channels often not equipped to communicate the
qualifications and uncertainties attaching to much scientific information. At its core,
science is an expression of some of our most cherished values. The public largely
trusts scientists, and scientists must in turn act as good stewards of this trust.
The application of gene editing in humans has raised ethical concerns,
particularly regarding its potential use to alter traits such as intelligence and beauty.
Here is another activity that will allow you to make moral judgment on genetic
engineering based on the ethics of GMOs.
Please click/ visit the link below:

Watch the video entitled https://www.youtube.com/

Human Genetic Engineering watch?v=dKBfxoPnT7g
using the given link and
proceed to the next activity
afterwards.
READ

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Activity 2. Human Genetic Engineering: Ethical or Not?

(Lesson Enhancement!)

After watching the video on Human Genetic Engineering, complete the given
table below and briefly answer the following questions. Submit your output through
word or pdf format at ______________________.

Aspects Pros Cons Ethical concerns

Designer babies
Gene selection
Gender selection
Trait selection
Gene therapy
Social-economic
differences
Military use
Prolonged human life

Q1. Do you support applying GE on human? Please explain and defend your answer
using the theories of ethics.

Q2. Imagine a world where you could pick your child’s traits ( like hair & eye color /
height/ build/ intellegency/ chance of disease/ memory/ number of clones). Would
this be a world you want to live in? Why or why not?

Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates The response indicates The response indicates
that the student has a that the student has a that the student does not
complete understanding of partial understanding of demonstrate an
the concept. The student the concept. The student understanding of concept.
has provided a response has provided a response The student has provided
that answers the question that includes information a response that is
accurately and completely. that is essentially correct, inaccurate and
Necessary support and/or but the information is too incomplete.
examples are included. general or too simplistic.
Some of the support
and/or examples may be
incomplete or omitted.

On a clean sheet of paper, write your reflection on the following questions:

1. Knowing the benefits and risks GMOs can bring us, what will be your stand –
are you against GMO or not?
2. Would it affect your decision on whether or not to buy genetically modified
food? Why or why not?

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 ASSESSMENT TASK

Genetic Engineering: World’s Greatest Scam?

There are also notable controversies on GMOs and one specific example is on rice
production. With this, determine the controversies on the production of GMO golden rice and
how these controversies impacted the community. Submit your output at ____________.

Scientists and medical practitioners were definitely continue to search for

means of preserving lives and genetic engineering is one of the considered key in
this venture. Gene alteration and gene therapy are perceived to have many more
promising ways to improve health and human lives. However, genetic engineering
has been opposed by many due to possible risks that may encounter including
mainly on its ethical concerns. Should the law allow GM foods to be grown and
marketed? The answer to this, and every, public policy question rests ultimately
with us—citizens who will in the voting booth and shopping market decide the
answer. To make up our minds, we will use feelings, intuition, conscience, and
reason. However, as we citizens are, by and large, not scientists, we must, to one
degree or other, rest our factual understanding of the matter on the opinions of
scientific experts. Therefore, ethical responsibility in the decision devolves heavily
upon scientists engaged in the new GM technology. Science is a communal
process devoted to the discovery of knowledge and to open and honest
communication of knowledge. Its success, therefore, should be guided by ethics.

 REFERENCES

 ―Biotechnology Consultations on Food from GE Plant Varieties.‖

Biotechnology Consultations on Food from GE Plant Varieties. FDA, 30 June
2015.
 ―Genetic Engineering.‖ BBC. BBC, 2015. Web.
http://www.bbc.co.uk/education/guides/zg2bkqt/revision/2
 ―Questions & Answers on Food from Genetically Engineered Plants.‖ U.S.
Food and Drug Administration. U.S. Food and Drug Administration, 22 June
2015.
http://www.fda.gov/Food/FoodScienceResearch/Biotechnology/ucm346030.ht
m
 Barrel, A. (2019). Genetically Modified Organisms. Accessed July 24, 2020 at
 Boyle, Rebecca. ―How To Genetically Modify a Seed, Step By Step.‖ Popular
Science. Popular Science, 24 Jan. 2011.
http://www.popsci.com/science/article/2011-01/life-cycle-genetically-modified-
seed
 Cossins, Daniel. ―Will We Ever Eat Genetically Modified Meat?‖ BBC. BBC, 9
Mar. 2015. http://www.bbc.com/future/story/20150309-will-we-ever-eat-gm-
meat

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 Gottlieb, S. Mtthew, MD and Wheeler, B. (2011). Genetically Engineered

Animals and Public Health: Compelling Benefits for Health Care, Nutrition, the
Environment and Animal Welfare. Accessed Julu 20, 2020 at
https://www.medicalnewstoday.com/articles/324576
 Hsu, Patrick D., Eric S. Lander, and Feng Zhang. ―Development and
Applications of CRISPR-Cas9 for Genome Engineering.‖ Cell 157.6 (2014):
1262-278.
http://www.sciencedirect.com/science/article/pii/S0092867414006047
https://www.slideshare.net/tanvisuhani/genetically-modified-organisms-
26196710?from_action=save
 Paine, Jacqueline A., Catherine A. Shipton, Sunandha Chaggar, Rhian M.
Howells, Mike J. Kennedy, Gareth Vernon, Susan Y. Wright, Edward
Hinchliffe, Jessica L. Adams, Aron L. Silverstone, and Rachel Drake.
―Improving the Nutritional Value of Golden Rice through Increased Pro-vitamin
A Content.‖ Nature Biotechnology 23.4 (2005): 482-87.
http://www.ncbi.nlm.nih.gov/pubmed/15793573
 Skwarecki, B. (2018). Genetics 101 2018 pp. 215-234 (ebook)
 Tortora, G., Funke, B. and Case, C. (2010). Microbiology an Introduction 10th
Edition, 2010 pp. 246-268 (ebook)
 Wallace, R., King, J. and Sanders, P. (2010). Biology the Science of Life, pp.
356-357
 http://www.accessdata.fda.gov/scripts/fdcc/index.cfm?set=Biocon
 http://www.cropscience.bayer.com/en/Products-and-Innovation/Research-
and-Innovation.aspx
 http://www.dowagro.com/innovation/
 http://www.dupont.com/industries/agriculture.html
 http://www.syngenta.com/global/corporate/en/products-and-
innovation/research-development/rdapproach/Pages/research-areas.aspx
 https://medium.com/the-science-scholar/science-crispr-cas9-change-for-the-
better-one-gene-at-a-time-cd11f78dcae6
 https://www.basf.com/en/company/research/our-focus/plant-
biotechnology.html
 https://www.bio.org/sites/default/files/legacy/bioorg/docs/2011_ge%20animal_
benefits_report.pdf
 https://www/nongmoproject.org/gmo-facts/

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MODULE 12 158

The Nano World

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

Scientific researchers made some innovations that lead to the advancement of

technology that can be used in different aspects. Nanotechnology deals with the
dimensions and tolerances of less than 100 nm, especially in the manipulation of
individual atoms and molecules. Nano science and nanotechnology employs the study
and application of exceptionally small things in other areas of science including
materials science, engineering, physics, biology and chemistry (NNI, 2017). In addition,
research studies shows the increasing potential impacts of the use of nanomaterials in
heath, medicine, environment, agriculture, energy production and other areas in the
community.

This module focuses on defining nanotechnology, its applications to the various

areas of society, the risks it imposes and any activities to widen our understanding to
the nano world. After completing the module, you should be able to answer the
following:
 What are the major concerns related to nanotechnology in the community?
 What is the status of the use of nanotechnology in the Philippines?

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Discuss the benefits and risks of nanotechnology in the society;

o Discuss the major impacts (both potential and realized) of nanotechnology
on society;
o Analyze the issue through the conceptual STS lenses; and
o Critique the issue on its costs and benefits to society

LEARNING CONTENT
What is Nanotechnology?
The idea of nanotechnology and Nano science
started on December 29, 1959 when American Theoretical
Physicist Richard Feynman introduce a method in which
scientists can direct and control individual atoms and
molecules in his talk “ There’s Plenty of Room at the Bottom”
at an annual meeting of the American Physical Society at
Caltech (NNI, 2017)

Professor Norio Taniguchi used the term

NANOTECHNOLOGY to describe semi-conductor
processes such as thin film deposition and ion beam milling
exhibiting characteristic control on the order of nanometer.
Moreover, the invention of Scanning Tunnelling Microscope Fig. 12.1 Richard Feynman
and Atomic Force microscopy marked the beginning of
Nanotechnology. These instruments enable scientists to see and manipulate atoms.

Therefore, nanotechnology is the study of phenomena and fine-tuning of

materials at atomic, molecular and macromolecular scale, where properties differ
significantly from those at a large scale. (European Commission). Nanotechnology is an
advanced interdisciplinary field that encompasses science and technology that
manufactures materials of great help to the improvement of various areas of society
especially health care, environment, energy, food, water and agriculture.

LESSON 1. Nanomaterials and Nano Scale

Nanomaterials are chemical substances or materials that are manufactured and

used at a very small scale. Nanomaterials are developed to exhibit novel characteristics
compared to the same material without nanoscale features, such as increased strength,
chemical reactivity or conductivity.

The National Institute of Environmental Health Science discussed that nano-

sized particles exist in nature and can be created from a variety of products, such as

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carbon or minerals like silver, but nanomaterials by definition must have at least one
dimension that is less than approximately 100 nanometers. Most nanoscale materials
are too small to be seen with the naked eye and even with conventional laboratory
microscopes.
Materials engineered to such a small scale are often referred to as engineered
nanomaterials (ENMs), which can take on unique optical, magnetic, electrical, and other
properties. These emergent properties have the potential for great impacts in
electronics, medicine, and other fields. For example:

1. Nanotechnology can be used to design pharmaceuticals that can target specific

organs or cells in the body such as cancer cells, and enhance the effectiveness
of therapy.
2. Nanomaterials can also be added to cement, cloth and other materials to make
them stronger and yet lighter.
3. Their size makes them extremely useful in electronics, and they can also be used
in environmental remediation or clean-up to bind with and neutralize toxins.

A nanometer is a billionth of a meter (109). The illustration below shows how small
Nano scale is compared to other particles or materials.

Fig. 12.2 The Nanoscopic Scale

Source: https://study.com/academy/lesson/nanometers-definition-symbol-quiz.html

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APPLICATIONS OF NANOTECHNOLOGY

Nanotechnology is being used in several applications that may leads to the

advancement of our environment and improve quality of life. The following are:

MEDICINE Researchers developed customized nanoparticles the size of molecules that

can deliver drugs directly to diseased cells in your body. This method could
greatly eradicate the damage treatment such as chemotherapy.
ELECTRONICS Nanotechnology holds some answers for how we might increase the
capabilities of electronic devices while we reduce their weight and power
consumption.
FOOD Nanotechnology is having an impact on several aspects of food science,
from how food is grown to how it is package.
FUEL CELLS Nanotechnology is being used to reduce the cost of catalysts, used in fuel
cells to produce hydrogen ions from fuels such as methanols to improve the
efficiency of membranes used in fuel cells to separate hydrogen ions from
other gases such as oxygen.
SOLAR CELLS Companies have developed nanotech solar cells that can be manufactured
at significantly lower costs done conventional solar cells.
Companies are currently developing a batteries using nanomaterials. One
BATTERIES such a battery will be a good as new after sitting in the shelf for decades’.
Another battery can be recharged significantly faster than conventional
batteries.
SPACE Nanotechnology may hold the key to making space-flight more practical.
Advancements in nanomaterial makes lightweight spacecraft and cables for
the space elevator possible. By significantly reducing the amount of rocket
fuel required, these advances could lower the cost of reaching orbit and
traveling in space.
FUEL Nanotechnology can address the shortage of fossil fuels such as diesels

BETTER AIR Nano technology can improve the performance of catalysts used to
QUALITY transform vapours escaping from cars and industrial plants into harmless
gases.
CLEANER Nanotechnology is being used to develop solutions to solve different
WATER problems in water quality. Nanoparticles can be used to convert the
contaminating chemicals through chemical reaction to make it harmless.
CHEMICAL Nanotechnology can enable sensors to detect the very small amounts of
SENSORS chemical vapors. Various types of detecting elements such as carbon
nanotubes, zinc oxide nanowires or palladium nanoparticles can be used in
nanotechnology-based sensors. Since these materials are small. It allows to
detect a very low concentration of chemical vapors.
FABRICS Making composite fabrics with nano-sized particles or fibers allows
improvement of fabric properties without a significant increase in weight,
thickness, or stiffness as might have been the case with previously-used
techniques.

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Nanomanufacturing

Manufacturing at the nanoscale is known as nanomanufacturing. It involves

scaled-up, reliable, and cost-effective manufacturing of nanoscale materials, structures,
devices, and systems. It also includes research, development, and integration of top-
down processes and increasingly complex bottom-up or self-assembly processes. In
more simple terms, nanomanufacturing leads to the production of improved materials
and new products (https://www.nano.gov/nanotech-101/what/manufacturing).
There are two basic approaches to nanomanufacturing:
1. Top-down fabrication reduces large pieces of materials all the way down to
the nanoscale, like someone carving a model airplane out of a block of wood.
This approach requires larger amounts of materials and can lead to waste if
excess material is discarded.
2. The bottom-up approach to nanomanufacturing creates products by building
them up from atomic- and molecular-scale components, which can be time-
consuming. Scientists are exploring the concept of placing certain molecular-
scale components together that will spontaneously “self-assemble,” from the
bottom up into ordered structures.
There are also a growing number of new processes that enable nano
manufacturing:

 Chemical vapor deposition is a process in which chemicals react to produce

very pure, high-performance film
 Molecular beam epitaxy is one method for depositing highly controlled thin
films
 Atomic layer epitaxy is a process for depositing one-atom-thick layers on a
surface
 Dip pen lithography is a process in which the tip of an atomic force
microscope is "dipped" into a chemical fluid and then used to "write" on a
surface, like an old fashioned ink pen onto paper
 Nanoimprint lithography is a process for creating nanoscale features by
"stamping" or "printing" them onto a surface
 Roll-to-roll processing is a high-volume process to produce nanoscale
devices on a roll of ultrathin plastic or metal
 Self-assembly describes the process in which a group of components come
together to form an ordered structure without outside direction

Structures and properties of materials can be improved through these

nanomanufacturing processes. Such nanomaterials can be stronger, lighter, more
durable, water-repellent, anti-reflective, self-cleaning, ultraviolet- or infrared-resistant,
anti-fog, antimicrobial, scratch-resistant, or electrically conductive, among other traits.

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Fig. 12.3 & 12.4 A product of nanomanufacturing: A 16 gauge wire (left), approximately 1.3 millimeters in
diameter, made from carbon nanotubes that were spun into thread. And the same wire on a 150 ply spool (right.)
Courtesy of Nanocomp. Source: https://www.nano.gov/nanotech-101/what/manufacturing

Please click/ visit the link below:

Read more about
nanotechnology on consumer https://www.understandingnano.
products using the link
provided. com/nanotechnology-consumer-
products.html
READ

LEARNING ACTIVITY 1. More on Products of Nanotechnology.

(Lesson Check – Up)

Give atleast four (4) specific products of Nanotechnology, its uses and
impact to the society. Refer to the table below and submit your output via _________.

Products Uses Impact to the Society

On a clean sheet of paper, write your reflection on the question:

1. What are the factors that need to be considered before
manufacturing materials through nanotechnology?

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LESSON 2. Risks Involved in the Use of Nanotechnology

Nanoparticles are likely to be dangerous for three main reasons:

(https://www.ohsrep.org.au/nanotechnology_-_a_new_hazard)

1. Nanoparticles may damage the lungs. We know that 'ultra fine' particles from
diesel machines, power plants and incinerators can cause considerable damage
to human lungs. This is both because of their size (as they can get deep into the
lungs) and also because they carry other chemicals including metals and
hydrocarbons in with them.
2. Nanoparticles can get into the body through the skin, lungs and digestive system.
This may help create 'free radicals' which can cause cell damage and damage to
the DNA. There is also concern that once nanoparticles are in the bloodstream
they will be able to cross the blood-brain barrier.
3. The human body has developed a tolerance to most naturally occurring elements
and molecules that it has contact with. It has no natural immunity to new
substances and is more likely to find them toxic.

The danger of contact with nanoparticles is not just speculation. As more

research is undertaken, concerns increase. Here are some of the recent findings:
 Some nanoparticles cause lung damage in rats. Several studies have shown that
carbon nanotubes, which are similar in shape to asbestos fibres, cause
mesothelioma in the lungs of rats. Other nanoparticles have been shown to lead
to brain damage in fish and dogs
 A German study found clear evidence that if discrete nanometer diameter
particles were deposited in the nasal region (in rodents in this case), they
completely circumvented the blood/brain barrier, and travelled up the olfactory
nerves straight into the brain.
 Inhaled carbon nanotubes can suppress the immune system by affecting the
function of T cells, a type of white blood cell that organizes the immune system to
fight infections.

LEARNING ACTIVITY 2. Let’s dig deeper!

(Lesson Check – Up)
List down the benefits and risks of nanotechnology in the society. Use the
given links below to guide you. Submit your output in word or PDF format
through ______________.
https://www.microscopemaster.com/nanotechnology.html
https://www.ijser.org/researchpaper/Recent-Advances-in-Nanotechnology.pdf

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 ASSESSMENT TASK

Nanotechnology in the Philippines

Due to its potential impacts, nanotechnology has been gaining popularity
worldwide. The Philippines with its vast naturally-occurring nanomaterials such as clay,
limestone, etc., has large potential in the field of nanotechnology. With this, determine
the possible applications of nanotechnology in the Philippines search on the
government’s strategic planning and projects related to nanotechnology.
Put your output in word or pdf format and be sure to submit it on ___________at
_______________ or email it at _______________________________.

Nanotechnology is an advanced interdisciplinary field that

encompasses science and technology that manufactures materials of great
help to the improvement of various areas of society especially health care,
environment, energy, food, water and agriculture. Moreover, exploring and
engaging to nanotechnology needs to take into account the social, ethical and
environmental concerns of using such nanomaterials.

 REFERENCES:
 Covid-19 and Nanotechnology. Accessed 5 July 2020 at
http://www.understandingnano.com
 Jacob, James Kennard et. al. 2018 Science Technology and Society.
Malabon City, Mutya Publishing House, Inc.
 Manufacturing at the Nanoscale. National Nanotechnology Initiative, 2017.
Accessed 5 July 2020 at https://www.nano.gov/nanotech-
101/what/manufacturing
 Nanomaterials (N.D). National Institute of Environmental Health and
Sciences. Accessed 15 June 2020 at
https://www.niehs.nih.gov/health/topics/agents/sya-nano/index.cfm
 Serafica, J. P. J., Pawilen, G. T., Caslib, B. N. B., & Alata, E. J. P,.
Science, Technology and Society, First Edition 2018, Rex Book Store, Inc.
Manila

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Climate Change and the Energy Crisis

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activity after each lesson to determine how well you understood the
topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

The rapid industrialization of the modern society led to increased emissions of

greenhouse gases to the atmosphere, consequently leading to enhanced
greenhouse effect. As greenhouse effect maintains the average temperature of the
Earth, higher amount of greenhouse gases in the atmosphere means higher
temperature at the Earth‟s surface and trigger global warming. Global warming
disrupts the normal cycles of the planet: thawing of ice caps, desertification of
forests, intense hydrometeorological phenomena and damage to ecosystems among
others. This series of cause and effect events lead us to look at a bigger picture, the
Earth‟s climate is changing.
According to a 2017 report of the United States Agency on International
Development (USAID), the Philippines is highly vulnerable to the impacts of climate
change, including sea level rise, increased frequency of extreme weather events,
rising temperatures and extreme rainfall. The country relies on climate-sensitive
natural resources and the vast majority of the population resides in major cities along
coastlines. In addition, the country lies in the world‟s most cyclone-prone region and
sea level rises faster than the global average. Climate change could affect the
country‟s energy supply, as well as increase demand. Hydropower contributes 20%
of the energy supply in the Philippines. Factors such as drought and increased
rainfall may affect production and devastate critical energy infrastructures such as
Malampaya Offshore field.
In this module, we will view climate change in the national and global
perspective, the prominent beginning of the issue and its effects to human life.

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LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Identify the causes of climate change in the local context;
o Connect the various impacts of climate change to environment and humans;
and
o Create a sample contingency plan for a local energy crisis.

LEARNING CONTENT
To understand the concept of climate change, we must look first on how the
Earth maintains its temperature. The Earth‟s atmosphere is a huge blanket, keeping
the planet warm. Greenhouse gases (GHGs) such as carbon dioxide (CO 2) and
methane (CH4) retains the radiant energy from the Sun and reflects it back to the
Earth‟s surface. This mechanism is called Greenhouse Effect (GHE) as it mimics the
concept of a greenhouse as nursery for plants. GHE made the normal average
temperature of Earth to 15°C, while without GHE, the Earth‟s temperature would be -
18°C on average, where most life cannot thrive. However, due to human activities,
the level of GHG emissions increased, leading to enhanced greenhouse effect which
cause of global warming.

LESSON 1: Humans, Enhanced Greenhouse Effect, and Climate Change

Statistics show that there is a change in the trend on average temperature
from the earliest record in 1880s to present. Earth‟s surface temperature has risen
by 0.18°C during the last century and projected to rise between 1.1°C to 6.4°C as
per Intergovernmental Panel on Climate Change (IPCC) in 2007. In the period
ranging 1750-2001, there were astronomical increase in GHGs in the atmosphere:
31% for carbon dioxide, 150% for methane, and 16% for nitrous oxide
(Sivaramanan, 2015).

Fig. 14.1 and14.2. Surface

temperature of Earth in 1888
(above). Surface temperature
of Earth in 2012 (below).

Retrieved from
https://www.nasa.gov/topics
/earth/features/2012-
temps.html

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Fig. 14.3 Annual global average temperature (1880-2010).

Data from United States National Oceanic and Atmospheric Administration (NOAA)

The Philippine Atmospheric, Geophysical and Astronomical Services

Administration (PAGASA) observes climate variability in the Philippines and
identified that the country is warming at an average rate of 0.1°C/decade. In
addendum, there is an increasing trend in annual and seasonal rainfall in many parts
of the country while sea level is expected to rise by approximately 20 cm by the end
of the century (PAGASA, 2018).
With the statements above, climate change can be defined as a constant
change in the variability or trend on the current climatic conditions. Trends must be
observed for 30 years before climate change may be assumed. Climate change can
be caused by nature or human (anthropogenic). Natural causes of climate change
include ocean currents, changes in the orbit of the Earth, variations in solar energy
output, ocean oscillations (such as El Nino and La Nina cycle) and volcanic
eruptions. In fact, the eruption of Mount Pinatubo in Zambales Province, 1991,
caused a 0.5°C drop in global temperature. Although volcanic eruptions spew out
carbon dioxide and other greenhouse gases (GHGs), volcanic emissions are less
than 1% of emissions from current human activities.
On the other hand, anthropogenic climate change is caused by all human
interactions with the environment. Anthropogenic greenhouse gas emissions have
increased since the pre-industrial era, driven largely by economic and population
growth, and are now higher than ever. This has led to atmospheric concentrations of
carbon dioxide, methane and nitrous oxide that are unprecedented in at least the last
800,000 years. Their effects, together with those of other anthropogenic drivers,
have been detected throughout the climate system and are extremely likely to have

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been the dominant cause of the observed warming since the mid-20th century.
(IPCC Fifth Assessment Report, 2014).
Some of the culprits of the current climate change include the following:
 Transportation: Petrol- and diesel-powered cars, public vehicles including
train and aircrafts account for a large proportion of carbon dioxide emissions;
 Industry: Most of the energy used to supply industry primarily comes from
burning fossil fuels. This process generates vast quantities for carbon dioxide
and other greenhouse gases;
 Wastes: Decomposition of garbage and agricultural waste materials, leaks in
coal mining and natural gas production are methane sources and account for
additional global warming effects;
 Deforestation: Cutting down trees means less carbon dioxide is stored in
woods and in soil. Burning of forest to clear land creates even more carbon
dioxide; and
 Population: As the population increases, so the demand for housing,
transport, heat, light, and goods rises. More energy consumption means more
emissions.

Please click/ visit the link below:

Read the article on Global htttps://www.epa.gov/ghgemi

Greenhouse Gas Emissions ssions/global-greenhouse-
gas-emissions-data
using the link provided.
READ

LEARNING ACTIVITY 1. Let‟s Dig Deeper!

(Lesson Check – Up)
Identify three (3) existing situations in your community, town/city,
or province which can be possible sources of increased emissions of
greenhouse gases or other factors contributing to climate change.
Explain your answer and submit your output through word or pdf format
at _________________.

LESSON 2. Impacts of Climate Change

The effects of climate change are very diverse, with global warming as its
driving factors. Impacts of climate change vary from one region to another but can be
felt around the world. The bigger picture on the effects of global warmings shows
that the “effects” itself have their own consequences. For example, due to global
warming, glaciers and icebergs in the Polar Regions defrost and it will lead to the

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rise of sea level; countries such as Maldives and Tuvalu are expected to sink in the
ocean soon.
The following are the potential effects of climate change:
1. On water resources: In areas/regions where rainfall is projected to
decrease, there will be water stress (both in quantity and quality), which
will most likely cascade into more adverse impacts, particularly on forestry,
agriculture and livelihood, health, and human settlement. Hydropower
production from dams and other related infrastructure will be limited due to
heavier rainfall or longer droughts, therefore largely affect energy
sufficiency of the country. Additionally, flooding events could severely
impact public infrastructure, such as roads and bridges, including
classrooms, evacuation centers, and hospitals.
2. On coastal resources: coastal and low-lying areas and islands will face
permanent inundation in the future due to sea level rise. The combined
effects of increased temperature, changes in rainfall, and accelerated sea
level rise may result to stronger and more devastating tropical cyclones,
storm surges and expose the population to related hazards. Minute
changes in the ocean temperature and acidity can also lead to death of
coral reefs which are breeding ground of marine animals, therefore limiting
the seafood supply of people.
3. On ecosystems. Changes in rainfall and temperature patterns can lead to
death of species due to their sensitivity to weather conditions. Longer dry
seasons during the warm phase of El Nino could cause forest fires and
communities that largely depend on the ecological services provided by
forests may be largely affected.
4. On health. Increase in temperature and rainfall could trigger health
emergencies such as outbreaks and spread of water-based and vector-
borne diseases leading to higher morbidity and mortality. Pulmonary and
cardiovascular diseases will be more prominent in young and elderly
populations.

Fig. 14.4 Climate change

adaptation, mitigation and
products.

Retrieved from
https://ccap.org/what-does-
climate-resilience-look-like/

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The concept of Climate Change Adaptation and Mitigation rose in lieu of

the onslaught of devastation to humans due to climate change. Climate change
adaptation is an adjustment to response to climate change impacts while
mitigation is the intervention of people to reduce the sources, enhance the
sinking of greenhouse gases and lessen the further damage of climate change to
humans.
Note: Download the power point presentation attached in our Google
classroom to better understand the impacts of climate change as much as the
mitigation and adaptation strategies that will in turn guide you in finishing
your Activity 2. You can also expand your ideas by watching the link given:

Please click/ visit the link below:

To know more about

Climate Change, watch https://www.youtube.com/
watch?v=ipVxxxqwBQw&t
the link provided.
=175s
READ

LEARNING ACTIVITY 2. Cause and Effect!

(Lesson Check – Up)

The cause and effects of the impacts of climate change is interrelated.

Create a concept map showing the interconnectedness of the impacts of
climate change/global warming to humans, environment, and the planet. Write
as many ideas as possible and briefly explain your answers. Moreover, write
atleast five (5) adaptation and five (5) mitigation strategies for climate change.
Write your output in a clean sheet of paper and submit at________________.

LESSON 3. Energy

Energy resources can be classified into non-renewable and renewable

sources. Fossil fuels such as gas and coal are widely used since the start of the
industrial revolution in the 18th century. Oil, on the other hand, powered industry in
the latter part of the 19th century, which also marked minute changes in the Earth‟s
climate. Since then, hydrocarbons became the staple of world‟s energy and even
lifted the economies of hydrocarbon-rich countries such as USA, Russia, Saudi
Arabia, UAE, Qatar, and Venezuela.
Oil was called the „black gold‟ and controlled by the oil-rich countries
collectively formed the Organization of the Petroleum Exporting Countries which

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controlled the supply and price of oil globally. In 1975, the term global warming was
coined by Wallace Smith Broecker, in an article which correctly predicted that rising
carbon dioxide levels in the atmosphere would lead to pronounced warming. Since
then, a shift in the world‟s energy sources changed the game in industrialization and
climate change.

Fig. 14.5 World’s energy consumption by source. The data shows that the world still
relies heavily on fossil fuels (oil, coal, and gas). Source: BP Statistical Review of
World Energy (2018)
Due to the awareness of climate change, world governments vow to cut GHG
emissions, signing the 2015 Paris Agreement and shift to renewable energy sources
increased. With higher population and increased urbanization and industrialization,
the demand for energy increases. With the publication of the Intergovernmental
Panel on Climate Change report in 2007, anthropogenic global warming was
identified as the most likely cause of climate change, since the intensive use of fossil
fuels produces large-scale emissions of greenhouse gases.
Although promising, renewable energy faces several problems. These include:
 Capital costs: Equipment for renewable energy is expensive as compared to
non-renewable energy resources. In order to build plants such as wind and
solar farms, hydroelectric power plant, huge money must be allocated.
 Siting and Transmission: Nonrenewable energy sources are centralized,
meaning they rely on relatively few high-output power plants. On the other
hand, renewable energy sources offer a decentralized model with smaller
generating station which must be spread across a large area to provide

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power. The problem with decentralization is the location where farms must be
built and the power lines and infrastructures needed to transport electricity.
 Efficiency: Unlike non-renewable energy power plant, the output of
renewable energy farms is uncertain due to several factors. For example,
solar farms may provide lower output during rainy or cloudy days.

Classification of Energy Resources and Its Advantage and Disadvantages:

1. Renewable Energy
This are form of energy derived from a natural process that are
replenished constantly. This includes:
a. Solar energy. This comes directly from the sun, which is the
primary source of energy. it is a sustainable resources, it
does not run out but it can be maintained because the sun
shines almost every day.

Advantage: It is relatively predictable and reliable. It does

not create any emission that would create pollution when
generating energy from it.
Disadvantage: The time of its, only being in the sky 50% of
the time of the day and the type of weather may also affect
its presence.

b. Wind energy. The natural movement of air across the land

and sea is the wind. It can be used to turn blades of a wind
mill and then turns the shaft to which they are attached. Their
movement will then produces energy.

Advantage: It does not generate any emission like the sun.

Disadvantage: Energy produced can only be used by the
people near the shorelines or in rural areas, it cannot supply
energy to urban areas which there is a great demand of
energy.

c. Hydroelectric energy. It uses the power of moving water to

generate electricity. It is the second largest source of
renewable source of energy.

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Fig. 14.6 Magat Dam, Isabela, Philippines

Image from alchetron.com

Advantage: Just like the sun and the wind, hydroelectric

energy does not generate emissions and a consistent and
reliable source of energy.
Disadvantages: It is expensive to build and its construction
of its plants may have a detrimental effect on the flow of river
and water supply. It can also alter the life and habitat of
animals and plants that live on and near the hydroelectric
power plants.

d. Geothermal energy. This is can be used for thousands of

years because it is simply derived from the earth‟s internal
heat. It is contained in the rock and fluids beneath the earth‟s
crust. Thus, it can be found in the shallow ground to several
miles below the surface and even farther down the magma,
an extremely hot molten rock.

Advantages: It is the most efficient energy from all the other

renewable energy sources. It can remain stable throughout
the different seasons of the year. It also generates a very
little wasted, thus, causes less environmental impact.
Disadvantages: It is has a high initial cost on the process of
generating electricity from the ground. It is unviable in large
cities. It can deteriorate landscape since the exploitation of
this type of energy need to drill the earth surface of the
geothermal deposits and if accidents or leak happens,
hydrogen sulphide can be released to the atmosphere.

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e. Biomass. It is an organic source of energy which means that

it is made up of materials that come from plants and animals.
This is the oldest energy source used by humans.

Fig. 14.7 A biomass (woodchip) power plant in Germany.

Image from Wikimedia Public Domain.

Advantages: It is renewable if produced in a sustainable

manner. It produces lesser pollution compared to the other
types of energy sources. It helps cleanliness as it recycles
waste thus reduces pollution and spreading of diseases.
Disadvantages: The cost of its construction is high.
Transportation of biogas through pipe over long distance is
difficult. Crops which are used to produce biomass energy
are seasonal.

2. Non-renewable Energy

This comes from the sources which will eventually run out
and it will take thousands and millions of years to form again.
Fossil fuels are the most common example of non-renewable
energy resources. In general, fossil fuel is an energy sources
with high hydrocarbon content. These are formed from living
organisms, such as prehistoric plants and animals that lived
million years ago. This includes:

a. Coal

This is formed by carbon, hydrogen, oxygen, nitrogen and

varying amounts of sulphur.in some areas, they are formed from

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swamps covered by sea water. When the sea water dried up,
the sulphur that it contains will be left behind in the coal. At
present, scientists are working on how to remove the sulphur out
of the coal because when they burn the coal to produce energy
it releases the sulphur in the atmosphere as an air pollutant.
There are three types of coal: 1) Lignite, a brown coal that has
the lowest carbon content of 25-35% only; 2)Bituminous, a soft
coal that has slight carbon content of 45-86%, and 3) Anthracite,
a hard coal that contains the highest carbon content (86-97%).

Fig. 14.8 The process of coal formation. Source: U.S. Energy

Information Administration

Fig. 14.9 Three types of coal. Images obtained from

Wikimedia Commons.

Advantage: It is inexpensive and its production is does not

depend on whether unlike the renewable resources, it can be
produced 24/7. It can also provide economic stability for
millions of people in the whole world.
Disadvantage: When depleted, it took millions of years to
form again. Even it is consistent and reliable source of
energy nowadays, it will not be available forever.

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b. Natural gas. This can be found near oil deposits, mainly

composed of methane. It is used in many ways for industrial,
commercial, residential and transportation purposes. In other
country, most especially in the US Department of Energy
estimates that natural gas can be up to 68% less expensive
than electricity.

Advantages: It produces less pollution like the other fossil

fuels. It is abundant and readily available and can lighter and
easier to transport via ships, tankers and pipes.
Disadvantages: It is a highly flammable and it releases
carbon dioxide, carbon monoxide and other carbon
compound-products in the atmosphere which can contribute
to the greenhouse effect.

c. Oil. This type of energy source is currently the most widely

used fossil fuels which account about 1/3 of the global energy
consumption. It is made up from hydrocarbons and is
extracted from the ground. It also take a million of years to
form. According to Colgate University (2016) 70% of the oil
deposits that exists nowadays were formed in the Mesozoic
era, 20% of it was also formed in the Cenozoic era and only
10% were formed in the Paleozoic era.

Advantages: Widely and easily distributed worldwide. It can

be easily stored and transported. It is also cleaner and easier
to burn than coal.
Disadvantages: It is non-renewable and fast depleting.
Burning oils as a source of energy produces carbon
monoxide, sulphur dioxide, nitrogen oxides and other
particulate materials which can pollute the air and are major
cause of global warming. If offshore oil producers will not
take some precautions oil spills may occur thus polluting the
water.

d. Nuclear energy: This are the energy that came from the
nucleus of an atom, the smallest unit that makes up a matter,
this can be used to create electricity but it must first released
by an atom through the process of nuclear fission which the
atoms are split to release the energy.

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Fig.14.10 A schematic diagram of a pressurized water

reactor (PWR), the most common type of nuclear reactor.
Diagram from Tennessee Valley Authority. www.tva.com

Advantage: It is relatively low cost, generating electricity

from the nuclear reactors is cheaper than electricity
generated from oil, gas, and coals. The Uranium used for the
nuclear energy generates far more power per unit weight or
volume than any other fossil fuels. In terms of its impact on
the environment, it is relatively light compared to the other
non-renewable energy resources.
Disadvantages: When accident happen in the power plant,
the radioactive waste can possess a threat to the
environment and to the human as well. This is dangerous to
human health for thousands of years.

Please click/ visit the link below:

https://www.youtube.com/wat
Watch “The Energy Crisis”
ch?v=4jtgO9MZ8Zg
by Zak Schneider using
the given link.
READ

LEARNING ACTIVITY 3. Let‟s Get More Excited!

(Lesson Check – Up)

Let‟s put the concept of the energy crisis to our locality. Below is the map of
Isabela taken from Google. Assume that the Magat Dam Hydro Electric Power Plant
cannot fulfill the energy needs of the province; create a sample contingency plan for
local energy crisis.

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Province of Isabela. Screenshot from maps.google.com

Submit your output though word or pdf format at _________________.

On a clean sheet of paper, write your reflection on the following questions:

1. What are the effects of climate change in our country and
community?
2. Where are we in fighting climate change?
3. How do I see myself living in the year 2050 with or without
climate change?

 ASSESSMENT TASK
Alternative Sources of Energy
With the current issue on energy crisis, propose an alternative source/s of
energy. Kindly just make a 1 page paper on your proposal explaining its feasibility
and probability as alternative source of energy. Below is the criteria for checking:

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Criteria for checking

 Content: 20 points
 Organization of thought: 20 points
 Grammar and Sentence Structure: 10 points
Total 50 points
Submit your output through word or pdf format at ______________.

Climate change is a long-term change in the average weather patterns

that have come to define Earth‟s local, regional and global climates. There are
natural causes of climate change including volcanic eruption, ocean current,
earth orbital changes and current global warming but the vast of the reason
why climate change is hastening because of anthropogenic reasons including
burning of fossil fuels, deforestation and the birth of industrial revolution. There
are various identified effects of climate change including rising of temperature,
changing of precipitation level, melting of ice caps, more drought and heat
waves, stronger hurricanes, and sea level rise.
Mitigation measures are those actions that are taken to reduce and curb
greenhouse gas emissions and is in nature general and true to all, while
adaptation measures are based on reducing vulnerability to the effects of
climate change based on local settings. The following are examples of
mitigation strategies: Practice Energy efficiency, Greater use of renewable
energy, Electrification of industrial processes, Efficient means of transport
implementation: electric public transport, bicycle, shared cars and Carbon tax
and emissions markets. The following are examples of adaptation strategies;
More secure facility locations and infrastructures, Landscape restoration
(natural landscape) and reforestation, Flexible and diverse cultivation to be
prepared for natural catastrophes, Research and development on possible
catastrophes, temperature behaviour and Preventive and precautionary
measures like evacuation plans and health issues.

 REFERENCES:

 DOST-PAGASA. 2018. Observed Climate Trends and Projected Climate

Change in the Philippines
 IPCC. 2007. Fourth Assessment Report on Climate Change
 IPCC. 2014. Fifth Assessment Report on Climate Change
 Sivaramanan, S. 2015. Global Warming and Climate change, causes,
impacts and mitigation. Central Environmental Authority (Sri Lanka)
 USAID. 2017. Climate Change Risk in Philippines: Country Fact Sheet

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Environmental Awareness

HOW TO LEARN FROM THIS MODULE

Here’s a simple guide for you in going about the module:
1. Read and follow the instructions carefully.
2. Read each lesson and do all the activities provided for you.
3. Perform all the activities diligently to help and guide you in understanding the topic.
4. Take the Learning Activities after each lesson to determine how well you understood
the topic.
5. Answer the Assessment Task at the end of the module to measure how much you have
gained from the lessons. You may answer it via the online link provided or write your
answers on a sheet of paper that you can physically submit, or you may take a picture
of your answers and send it via messaging platforms with which you agreed with your
instructor during the class orientation.

INTRODUCTION

This module will help you gain knowledge and understanding about
environmental education, information and awareness. The environment means
everything for us. Despite of our many scientific and technological advances that we
have now a days, it provides us all our basic needs for living that makes us so much
dependent on the environment like the fresh air, clean water, food, shelter, energy,
and everything else. And with this, we can’t deny that we are part of, and not apart
from the rest of the nature. This complex web of relationships that connect us with
one another and with the world we live in. Moreover, in this module you will learn and
understand on how we can make the society more environmentally sustainable
through economic development dedicated to improving the quality of life for
everyone without degrading the earth’s life support systems.
After completing the module, you should be able to answer, what is the
current environmental situation of your community and what are your means and
ways in helping solve these environmental problems.

LEARNING OBJECTIVES

At the end of this module, the learner should be able to:

o Discuss the principle of environmental awareness;
o Explain the concept of ecological footprints;
o Evaluate the scientific principles of sustainability;

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o Identify the different environmental problems and ways how to reduce it;
o Cite the existing environmental laws and policies, and
o Propose a plan on how to attain environmental sustainability.

LEARNING CONTENT

The environment is one of the hottest issues across the whole world
and our environmentalist keep on promoting policies and ways to protect our
environment. If the issues on the climate change will continue, there are lot of
living organisms here on earth will suffer. It may lead to water shortage for all
the people across the world, reduce agricultural yields which may further lead
to malnutrition related diseases and may lead to extinction of a large part of
animal species. All these future problems that the environment may face will
be prevented when we are all environmentally educated and aware.

LESSON 1. Introduction on the Principles of Environmental Awareness

Environmental awareness is the process of being aware of our natural

environment and making choices that an individual can do that benefit the
earth rather than to harm it. This determines a lot aspects such as the
complex inter-relationship of human and his total human impact on the
environment; achievement of knowledge and skills related in solving
environmental problems and sensitivity towards the environmental problems
and the willingness of human to get involved in the national and international
policies to solve these problems.
Why is this so important? This is because most of the environmental
issues are the outcomes of an individuals’ way of living such as improper
waste management that leads to pollution, population explosion that can lead
to industrialization and urbanization.
Through the advancement of our science and technology it has a great
effect on the culture and society, its effect on the environment can be either
positive or negative. Since the beginning of the Industrial Revolution and the
the rapid growth of population in the whole world, the impact on the
environment has also grown.
However, there are lot of ways to practice environmental awareness for
a sustainable living and the most common is practicing the 3Rs which is
reduce, reuse and recycle. The most critical part for the waste management is
the first R which means reduce. We should practice using our natural
resources wisely in order for us to reduce the generation of waste. The
second R stands for re-use which can be defined as using again a waste
product for the same purpose most especially to our solid wastes such as
bottles, plastic bags, old clothes and other things that it can be used again.

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Reusing these products can produced less solid waste. The third R also
means recycle, this is very common to all of us. Remember when you were in
your elementary and high school days you were asked to make Christmas
decors made up of plastics or any indigenous materials? That is recycling,
reprocessing used materials to make a new product. Recycling our solid
waste products have a great impact not only on the people’s health but also to
our environment.
Practicing this 3Rs in waste management will save the lives of all living
organisms here on earth. Through this we can prevent air, land and water
pollution and most especially the deterioration of the natural environment
which includes global loss of biodiversity, depletion of natural resources,
natural disasters and many others.

The Ecological Footprints

Many people in developing or poor countries struggle to survive and

most of them are from Africa, Asia, and Latin America. Their individual use of
resources and the resulting environmental impact is low and is devoted mostly
to meeting their basic needs (see Figure 1). In contrast, many individuals in
more wealthy/ rich nations consume large amounts of resources way beyond
their basic needs because of their so many possessions in life and may be
because of the influence of this modern world (see Figure 2).

Fig. 15.1 A family from Sitio Linyama, Bongabong, Oriental Mindoro, Philippines arrive to the
place where they dump all the bananas they have collected from the mountains. They sell
these and use the money to buy rice to feed their stomachs for the day. Photo credits:
Unsplash( retrieve from: https://unsplash.com/photos/9xp0AWvlGC4)

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Fig. 15.2. A typical family of four living in Japan, with their possessions .
Photo credits by: Maria Popova Retrieved from: http://www.dailygood.org/story/621/material-
world-a-portrait-of-the-world-s-possessions/

From the very beginning human society is dependent on nature in

order to live and survive. With every breath we take we depend on the quality
of the air, the purity of the water and the richness of the biodiversity around
us. Nature and its resources are an integral part of our social and economic
systems, and many research increasingly shows nature’s vital importance to
our health, well-being, food and security. The welfare of human society is
highly dependent on these resources. And in order for us to quantify the size
of our dependence in nature we tend to compute/accounts our ecological
footprints. The Ecological Footprint tells us how much nature we use; the bio-
capacity indicates how much nature we have both are measured in terms of
biologically productive areas and expressed in global hectares (gha), i.e.,
world average biologically productive hectares.

In addition, bio-capacity is the ability of ecosystems to renew

themselves; biologically productive areas of Earth provide this service. While
the Ecological Footprint measures the amount of biologically productive land
and sea area required to produce all the resources that a population
consumes and to absorb its waste, taking every year’s technological
advances into account. Competing demands for nature include food, fibre,
timber, accommodation of roads and d buildings, and sequestration of carbon
dioxide from fossil fuel burning.

In this modern world, many people deals with over consumption of

resources to deal with their personal possessions and not only to attain their
basic needs in life. This results waste and pollution that follows a larger
environmental impact. We can think of it as an ecological footprint; the
amount of biologically productive land and water needed to supply the people
in a particular country or area with resources and to absorb and recycle the
wastes and pollution produced by such resource use. The per capita
ecological footprint is the average ecological footprint of an individual in a
given country or area.

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If a country’s, or the world’s, total ecological footprint is larger than its

biological capacity to replenish its renewable resources and absorb the
resulting waste products and pollution, it is said to have an ecological deficit.
This is unsustainable we are depleting natural ecosystems at a faster rate
than what can be renewed.

In 2019, the EU Overshoot Day falls on May 10, based on the latest
data produced by Global Footprint Network. The date of the EU (Europian
Union; is a group of 28 countries that operates as a cohesive economic and
political block).The EU’s impact on the planet’s resources is inequitable: the
EU uses almost 20% of the Earth’s bio-capacity although it comprises only
7% of the world population. In other words, 2.8 planets would be needed if
everyone consumed at the rate of the average EU resident. This is well above
the world average which is approximately 1.7 planets. Whether at the regional
or global level, human demand on nature is way beyond what is sustainable
for our planet. (Retrive from:
https://www.footprintnetwork.org/content/uploads/2019/05/WWF-GFN-EU-Overshoot-
Day-report.pdf).

Please click/ visit the link below:

Try to compute your own
ecological footprints using www.footprintcalculator.org.
the given link.
READ

LEARNING ACTIVITY 1. Let’s Delve Deeper!

(Lesson Check – Up)

If we are living beyond the earth’s biological capacity, why do you think
the human population and per capita resource consumption are still growing
exponentially? Also, indicate your computed ecological footprints. Submit your
response at __________.
Rubric for Short Answer Question
5 points 4 points 3 points
The response indicates that the The response indicates that the The response indicates
student has a complete student has a partial understanding of that the student does not
understanding of the concept. the concept. The student has demonstrate an
The student has provided a provided a response that includes understanding of concept.
response that answers the information that is essentially correct, The student has provided
question accurately and but the information is too general or a response that is
completely. Necessary support too simplistic. Some of the support inaccurate and
and/or examples are included. and/or examples may be incomplete incomplete.
or omitted.

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LESSON 2. Scientific Principles of Sustainability

How can we attain environmental sustainability? According to

environmental researchers/ scientists, we should study how life on the earth
has survived and adapted to major changes in environmental conditions for
billions of years. We could make the transition to more sustainable societies
by applying these lessons from nature to our lifestyles and economies (see
figure below).

Fig.15.3 Four scientific principles of sustainability.These four interconnected principles of

sustainability are derived from learning how nature has sustained a variety of life forms on the
earth for about 3.56 billion years with these four important components. (Retrieve from :
https://sites.google.com/site/enviroprojectbestpictures/home/picture-1)

Reliance on Solar Energy. The sun (solar capital) warms the planet and
supports photosynthesis used by plants to provide food for themselves and for
us and most other animals.

Biodiversity/ Biological diversity. The astounding variety of different

organisms, the genes they contain, the ecosystems in which they exist, and
the natural services they provide have yielded countless ways for life to adapt
to changing environmental conditions throughout the earth’s history.

Population Control. Competition for limited resources among different

species places a limit on how much their populations can grow.

Nutrient Cycling. Natural processes recycle chemicals that plants and

animals need to stay alive and reproduce. There is little or no waste in natural
systems.

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Using the four scientific principles of sustainability to guide our

lifestyles and economies could somehow help us bring about an
environmental or sustainability revolution during your lifetime and to improve it
more for the future generation.

On the other hand, figure 4 lists some of the shifts involved in bringing
about this new cultural change by learning how to live more sustainable.
Choose three of these shifts that do you think the most important and explain
why.

Fig.15.4 Solutions: some shifts involved in bringing about the environmental

or sustainability revolution.
How much is enough in order for us to take some actions in attaining
environmental sustainability? Or there is no such thing as enough as long as
we live and still survive for this time maybe because of what culture/ believes
that we have. For most of the scientific evidence indicates that we have
perhaps 50 years and no more than 100 years to make such crucial cultural
changes. If this is correct, during this century we could come to a critical fork
in the road, at which point we will choose a path toward sustainability or
continue on our current unsustainable course. Everything you do, or do not
do, will play a role in our collective choice of which path we will take. One of
the goals of that we want to attain is a realistic environmental vision of the
future that, instead of immobilizing you with fear, gloom, and doom, will
energize you by inspiring realistic hope that everything is possible in attaining
environmentally sustainable society as our one ultimate goal.

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LEARNING ACTIVITY 2 . Agree or Disagree?

To reflect on about environmental sustainability, explain why you

Agree or Disagree with the following propositions given below:
1. Stabilizing or stopping the growth of population is not desirable because, without
more consumers, economic growth would stop.
2. In our digital age, the world will never run out of resources because we can use
technology to find substitutes and to help us reduce resource waste
Submit your response trough word or pdf format at __________________.

Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates that the The response indicates that the The response indicates
student has a complete student has a partial understanding of that the student does not
understanding of the concept. the concept. The student has demonstrate an
The student has provided a provided a response that includes understanding of concept.
response that answers the information that is essentially correct, The student has provided
question accurately and but the information is too general or a response that is
completely. Necessary support too simplistic. Some of the support inaccurate and
and/or examples are included. and/or examples may be incomplete incomplete.
or omitted.

LESSON 3. Environmental Problems

An environment comprises both living and non-living components.

Human actions and industrial revolution or globalization are the major
lawbreaker of the continued change in our global environment nowadays.
Various processes and human activities are said to contribute to the global
environmental problems which includes the following:

a. Environmental pollution
This is the introduction of any harmful substances or any form
of energy into the environment which is called pollutants. Pollutants
can be natural or caused by human activities. They can damage the
quality of air, land and water.

Three major types of pollution:

1. Air pollution
2. Land pollution
3. Water pollution

Effects of Air Pollution on Human health

The World Health Organization considers air pollution as
the major threat to human health. Scientific studies also shows

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that air pollution linked to variety of human health problems such

as respiratory and cardiovascular diseases; decrease lung
function; increased susceptibility to respiratory infections and
there are also effects on the nervous system; it may also cause
cancer and premature death.

Table 1. Sources and health effects of criteria pollutants

Pollutant Sources Health Effects
Ground-level Ozone (O3) Secondary pollutant Decreases lung function
typically formed by and causes respiratory
chemical reaction of volatile symptoms, such as
organic compounds and coughing and shortness of
NOx in the presence of breath.
sunlight
Particulate matter Emitted through chemical Short-term exposures can
reactions; fuel combustion; aggravate heart and lung
industrial processes; diseases leading to
agricultural activities and respiratory symptoms,
unpaved roads increased medication use,
hospital admissions, ED
visits, and premature
mortality; long-term
exposures can lead to the
development of heart or
lung disease
and premature mortality.
Lead Smelter and other metal Damages the developing
industries; combustion of nervous system, resulting
leaded gasoline in piston in IQ loss and impacts on
engine aircraft; waste learning, memory and
incinerators; and battery behaviour in children. In
manufacturing. adults, cardiovascular and
renal effects related to
anemia.
Oxides of Nitrogen Fuel combustion and wood Aggravate lung diseases to
burning. respiratory symptoms.
Carbon monoxide Fuel combustion, industrial Reduces the amount of
processes, fires, waste oxygen reaching the body’s
combustion, and residential organs and tissues,
wood burning. aggravates heart disease
resulting to chest pain and
other symptoms leading to

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hospital admissions and

ED visits.
Sulphur dioxide Fuel combustion, electric Aggravates asthma and
utilities and industrial increased respiratory
processes and natural symptoms. Contributes to
sources such as volcanoes. particle formation with
associated health effects.
Source: www.epa.gov and Introduction to Environmental Science: 2 nd Edition

b. Acid rain

Pure rainfall is usually slightly acidic because the water

reacts with the atmospheric carbon dioxide. When the water reacts
with a higher than the normal amounts of nitric and sulphuric acid in
the atmosphere, its pH level will become lower than the normal
which is referred to as acid raid. This can be formed from both
natural sources, such as volcanoes and decaying vegetation and
man-made sources, emissions of sulphur dioxide and nitrogen
oxides.

Fig.15.5 Formation of acid rain from both natural and anthropogenic

pollutants. Source: US EPA http://www.epa.gov/acidrain/images/origins.gif

Acid rain is one of the serious environmental problems that we

have. It can damage our aquatic ecosystem, such as lakes, ponds
and streams, and terrestrial ecosystem, such as our forest, and
most especially it also affects our plants and animals.

c. Population growth

Our population increases by 1.13% per year, thus, it results

in a number of issues. Due to over population, our fresh water
ecosystem or any other type of ecosystem are usually destroyed
and converted into something that they can build their houses. This

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will farther results to habitat loss for wild life animals and overuse of
our natural resources and even species extinction.

d. Deforestation

This is the permanent removal or cutting of trees in the

forest. Our forest consist of thousands of plant species and it
provides shelter to our wildlife animals. These trees also absorb
carbon dioxide, mitigating greenhouse gas emission produced
by human activities. When these trees are cut or permanently
remove it will not only affect the animals living in the forest, it
also affects humans and the community as a whole such as
flood, soil erosion, extinction of plant and animal species.

e. Loss of Biodiversity

Because of human activities and expansion of land uses

it leads to loss of biodiversity. Scientific studies show that loss of
biodiversity has an impact in climate change and pollution on
ecosystem.

f. Climate Change

This is primarily cause by burning of fossils fuels which

emits greenhouse gases into the atmosphere, most specially the
carbon dioxide. Human activities such as deforestation
agricultural activities also contribute to the increase production
of greenhouse gases that causes climate change.

How to Solve Environmental Problems?

We are currently facing a number of environmental issues. Our climate,

our lives and the future of the human civilization are all at risk if we do don’t
do something with all these issues. If we make simple steps and adjustments
in our daily routine we can still restore, help and maintain our environment.
We can still save and prepare the future of our next generation.
There are lot of things we can do within our home. We can practice the
3Rs in waste management. We can replace using disposable items with the
reusable ones. Conserving water and electricity could be a big help already.
Moreover, it is very important for us to participate or volunteer
ourselves in tree planting and clean up dry activities. Educating the people in

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the community, no matter what their age is, about the importance of making
small steps on their daily routines within their respective house and their
community as well.

Major Environmental Laws

1. Republic Act 9003 (Ecological Solid Waste Management Act of

2000)

This law ensures the proper segregation, collection, storage,

treatment and disposal of solid waste through the formulation and
adaptation of best eco-waste products.

2. Republic Act 9275 (Philippine Clean Water Act of 2004)

This law aims to protect the country’s water bodies from

pollution from industries and commercial establishments, agriculture
and community activities. It also provides comprehensive and
integrated strategy to prevent and minimize pollution through a multi-
sectoral and participatory approach involving all stakeholders.

2. Republic Act 8749 (Philippine Clean Air Act of 1999)

This law aims to achieve and maintain clean air that meets
the National Quality guideline values for criteria pollutants,
throughout the country, while minimizing the possible associated
impacts to the economy.

3. Republic Act 6969 (Toxic Substances, Hazardous and

Nuclear Waste Control Act of 1990)

This law aims to regulate or prohibit the importation,

manufacture, processing, sale, distribution, use and disposal of
chemical substances and mixtures the present unreasonable risk
to human health. It likewise prohibits the entry, even in transit, of
hazardous and nuclear wastes and their disposal into the
Philippine territorial limits for whatever purpose; and to provide
advancement and facilitate research and studies on toxic
chemicals.

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4. Presidential Decree 1586 (Environmental impact Statements

(EIS) Statement of 1978

This is a planning and management tool that helps the

government, decision makers, the proponents and the affected
community addresses the negative consequences or risks on the
environment.

LEARNING ACTIVITY 3. Environmental Laws!

(Lesson Check-Up)

Activity 3A. Did you ever made ways to solve environmental problems? If YES,
enumerate ways that you have done, If NO, cite future ways on how you can help in
environmental protection and preservation

Activity 3B. Read more about the presented environmental laws. Are you abiding
these laws in your own houses? In what ways? How about your community? What
are the policies or activities imposed by your LGUs in order to follow these laws?

Submit your response trough word or pdf format at __________________.

Rubric for Short Answer Question

5 points 4 points 3 points
The response indicates that the The response indicates that the The response indicates
student has a complete student has a partial understanding of that the student does not
understanding of the concept. the concept. The student has demonstrate an
The student has provided a provided a response that includes understanding of concept.
response that answers the information that is essentially correct, The student has provided
question accurately and but the information is too general or a response that is
completely. Necessary support too simplistic. Some of the support inaccurate and
and/or examples are included. and/or examples may be incomplete incomplete.
or omitted.

“Do you think that the COVID-19 pandemic is a way by

which mother earth is regenerating itself? Why or why not?”. Write
your reflection in a clean sheet of paper.

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 ASSESSMENT TASK
Environmental Sustainability
Propose a plan on how to attain environmental sustainability despite of all the
instances or real life events of the tragedy of commons. Include some supporting
evidences that could possibly be implemented and be done for more sustainable
environment for the future generation. Please refer to the resources below:

“Tragedy of the Commons”

Many resources (ex. clean air, biodiversity, freshwater) are available to
many people, and when resources are shared and limited (though potentially
renewable), they are often exploited. This is because the benefit to one
person of using more of the resource outweighs the cost to that individual of
the resource's overuse. Each person looks out only for his own interests, and
succumbs to the logic that, "If I don't use the resource, then someone else
will. I might as well get the benefit." Learning to overcome our natural
tendency to overuse common resources is one of the most significant
challenges we face in working to improve the environment.

To explore more watch: Tragedy of the Commons by Nicholas Amendolare of

TedEd (https://www.youtube.com/watch?v=CxC161GvMPc)

Read the following excerpts of some of real-life examples of the Tragedy of the
Commons By Alecia M. Spooner (retrieve
from:https://www.dummies.com/education/science/environmental-science/ten-
real-life-examples-of-the-tragedy-of-the-commons/) and answer the questions.

Environmental awareness is the process of being aware of our

natural environment and for an individual to make choices that can benefit
the environment rather than to cause harm on it. The need to know and
study environmental awareness is very important because most of the
environmental issues are the outcomes of an individuals’ way of living such
as improper waste management that leads to pollution, population
explosion that can lead to industrialization and urbanization. The earth’s
continuous changing of temperature, decreasing number of species to flora
and fauna, pollution and many other environmental issues has been a
world-wide problem. Governed with many environmental laws and with the
people making a simple steps and adjustments in their daily routine,
restoring, helping and maintaining the environment is not yet too late and
can still be saved for the next generation. We can still restore, help and
maintain our environment. We can still save and prepare the future of our
next generation.

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 REFERENCES

 Miller G.T. and Scott E. Spoolman. 2009. Essentials of Ecology. Fifth

Edition. Brook/ Cole. Cengage Learning. Chapter I. Pages 14-15,20-
21,2324. Retrieve from:
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Science,Technology and Society (STS-GEC 6)

Isabela State University