OVERVIEW

This module tackles specific issues in science and technology in the context of the
information age, biodiversity and health, GMOs and gene therapy, nanotechnology and
climate change. By critiquing specific issues in the context of how these affect human
lives, this module aims to empower students toward a renewed understanding and
appreciation of science and technology in the present context of society.

This module is composed of five lessons:

Lesson 1: The Information Age

Lesson 2: Biodiversity and a Healthy Society

Lesson 3: Genetically Modified Organisms and Gene Therapy

Lesson 4: Nanotechnology

LESSON 1 : THE INFORMATION AGE

LEARNING OBJECTIVES

At the end of the lesson, the students are expected to:

1. Trace the development of the information age from the introduction of printing press
up to the era of social media;
2. Determine the impacts of the information age to the society; and
3. Analyze the ways which the information age and social media influence human lives.

PRELIMENARY ACTIVITY

INSTRUCTION: By using the following logos as clues, identify the online application for
each number.

1. 2. 3. 4.

__________________ _________________ _________________ __________________

5. 6. 7. 8.
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9. 10.

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DISCUSSION

THE INFORMATION AGE

 The Information Age began around the 1970s and is

still going on today.

 It is also known as the Computer Age, Digital Age, or

New Media Age.

 This era brought about a time period in which people

could access information and knowledge easily.

Figure 1. The World of

Internet

HOW DOES THE INFORMATION AGE STARTED?

 Around 1440, a German goldsmith Johannes Gutenberg

invented the printing press.

 This invention paved way to improve the manual, tedious

and slow printing methods.

 This makes the printing methods easier and faster and

reduced the costs of printing documents.

Figure 2. Johannes
Gutenberg
 A printing press is a device that applies pressure to
an inked surface lying on a print medium, such as
cloth or paper, to transfer ink.

 The development of a fast and easy way of disseminating

information in print permanently reformed the structure of
society.

 This enables printing methods faster and they drastically

Reduced the costs of printing documents.

Figure 3. The Printing

Press

 Political and religious authorities who took pride in being learned were
threatened by the sudden rise of literacy among people.

 The printing press made the mass production of books, newspapers and
journals possible which makes them available not only for the upper class.

THE CYPHER MACHINES

 As years progressed, calculations became involved in

communication due to the rapid developments in the
trade sector.

 Back then, people who did engineering calculations

served as “computers”.

 During the World War II, countries were challenged by

shortage of human computers for military calculations.

 The US addressed the problem on shortage of human

computers by creating the Harvard Mark I, a
general purpose electromechanical computer that
was 50 feet long and capable of doing calculations in Figure 4. Harvard Mark I
seconds that usually took for hours.

 At the same time, Britain needed mathematicians to

crack the German Navy’s Enigma code.

*The Enigma Code was an enciphering machine that

the German armed forces used to securely send
messages.
Figure 5. The Enigma Code
Alan Turing (1912-1954)

 Alan Turing is an English mathematician, was hired in 1936

by the British top-secret Government Code and Cipher School
to break the Enigma Code.

- His code-breaking methods became an industrial process

having 12,000 people working in 24/7.

 To counteract this, the Nazis made the Enigma more

complicated by having approximately 10114 possible
permutations every encrypted message.
Figure 6. Alan Turing
 Turing, working on the side of the Allies, invented Bombe,
an electromechanical machine that enabled deciphering
the encrypted message of the improved Enigma of the Germans.

 This contribution of Turing shortened the war by two years (Munro, 2012).

THE DAWN OF THE COMPUTER AGE

 In 1970s, the generation who witnessed the dawn of the

computer age was described as the generation with
“electronic brains”.

- The people of this generation were the first to be introduced

to personal computers (PCs).

 The Homebrew Computer Club, an early computer hobbyist

group, gathered regularly to trade parts of computer hardware.
They think of ways on how to make computers more accessible
to everyone.

 In 1976, Steve Wozniak, co-founder of Apple Inc., developed

the computer that made him famous: the Apple I. Figure 7. Apple
I

- Wozniak designed the operating system, hardware and

circuit board of the computer all by himself.

 Steve Jobs, Wozniak’s friend suggested to sell Apple I as a fully

assembled printed circuit board. This jumpstarted their careers
as founders of Apple Inc.

Figure 8. Steve Jobs and

Steve Wozniak

THE RISE OF THE SOCIAL MEDIA

 From 1973 onwards, social media platforms were introduced:

 Multi-User Chatrooms and Instant Messaging Applications:
- AOL
- Yahoo! Messenger
- Messenger (FB)
- Hangout

 Game-based social networking sites:

- Friendster
- MySpace
- Facebook

 Business-oriented social networking sites : Figure 9. The Social

Media
- Xing - LinkedIn

 Messaging, Video and Voice Calling:

- Viber - Skype

 Photo-Video sharing sites:

- Instagram - Snap Chat
- Pinterest

 Live-streaming
- Twitch

 Question and Answer social media platform:

-Quora

 Dating-oriented platforms:
-Tagged - Tinder
- Omegle - Bumble

 These social media platforms enable information exchange at its most efficient level.
The information age, which progressed from the printing press to the development of
numerous social media platforms, has immensely influenced the lives of the people.
The impact of these innovations can be advantageous and disadvantageous
depending on the use of these technologies.

ACTIVITY 1 DOCUMENTARY FILM VIEWING

INSTRUCTION: Watch the 2018 documentary film “The Internet Revolution and
Digital Future Technology” on YouTube. Then write a short essay of 300-500 words
on the topic, “What is the impact of the information revolution on my learning in school?”

Link: https://www.youtube.com/watch?v=V9xZFZ07UbA

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LESSON 2 : BIODIVERSITY AND A HEALTHY SOCIETY

LEARNING OBJECTIVES
At the end of the lesson, the students are expected to:

1. identify the importance of biodiversity as a source of different biological resources;

2. discuss the adverse effects of resource depletion on society and the measures to
mitigate them;
3. manifest the value of awareness on the importance of biodiversity by citing the
different protocols and environmental laws implemented worldwide to protect our
biodiversity.

PRELIMENARY ACTIVITY

INSTRUCTION: By using the chart below, share your insights about what biodiversity
is all about.

BIODIVERSITY

BIODIVERSITY

 It is defined as the variety of life present in an ecosystem.

 Biodiversity is the sum of all the different species of animals, plants, fungi and
microbial organisms living on Earth and the variety of habitats in which they live.
Scientists estimate that more than 10 million different species inhabit Earth.

 The society, particularly humans, utilize the different resources in the biodiversity to
be able to survive.
DISCUSSION

TYPES OF BIODIVERSITY

1. GENETIC BIODIVERSITY – it refers to the variations among

organisms of the same species.
Ex: There are different breeds / variations of dogs such as
beagle, pitbull, german shepherd etc.

- Though they have different genetic compositions, they belong

to the same species (dogs).

Figure 10. Different

Variations /
Breeds of
Dogs
2. SPECIES BIODIVERSITY – is the variety of species within a
habitat or a region. Some habitats, such as rainforests and coral
reefs, have species that adapt and can survive in that specific
habitat.

Ex: Rainforest regions have different species of woody trees

and wild animals while desert regions have species of organisms
that can withstand extreme temperatures.

Figure 11. Different

species of
animals

3. ECOLOGICAL BIODIVERSITY- is the variety of ecosystems in

a given place. An ecosystem is a community of organisms
and their physical environment interacting together.

An ecosystem can cover a large area, such as a whole forest,

or a small area, such as a pond.

Figure 12. Different

types of
ecosystem

 Society benefits greatly from the richness of biodiversity since humans can use
nature’s biological resources such as food, medicine, energy and more. Biodiversity in
natural ecosystem can also regulate climate, flood, pollution, water and air quality,
water storage, decomposition of wastes, among others. However, these numerous
benefits of biodiversity is vulnerable to exploitation. Humans need to be responsible
in optimizing the benefits of biodiversity through the proper utilization of science and
technology.

BIODIVERSITY AND HEALTH AND MEDICINE

 Since 2600 BC, people have been using plants to

treat illness, hence the practice of herbal medicine.
 Herbal medicines were also used in healing rituals and
in the treatment of injuries resulting from wars or accidents.

 The use of herbal medicine was prominent in the different Figure 13. Herbal
Medicines
parts of the world from the ancient period such as China,
Egypt, during the Middle Age in England, France and
Germany.

 The use of herbal medicine in ancient civilization was

dependent on the biodiversity present in their respective
environments.

 Many medicinal products available in the market today are derived from natural
substances from plants such as:

- Salicylic acid, the active ingredient of the anti-inflammatory drug.

- Aspirin, which is derived from the bark of a willow tree.
- Morphine, a widely-known painkiller is derived from Opium poppy.
- Digitoxin, used in management of heart failure is derived from Digitalis
purpurea.

BIODIVERSITY AND FOOD

 Food is a basic need for human survival. During the

Stone Age, humans relied only on hunting and foraging
to get food depending on what the ecosystem can
provide them.

 As the Earth’s population grew, the demand for food

Increased.

 Crops can now be grown were cultivated and animals

were domesticated.
Figure14. Crops from
Biodiversity
 Ways to cultivate desired species of crops and animals
suitable for consumption also evolved throughout time.

BIODIVERSITY AND ENERGY

 Humans rely on energy provided by ecosystems to

 do the necessary activities in order to survive.

 In the Stone Age, heat energy from fire was used mainly
for survival against harsh cold environments, for cooking
and for communication in the form or smoke.

 In 1000 BC, coal was used by the people in China for

heating and cooking. Figure 15. Wind
Energy

 In 400 BC, water and hydro power was used by the Ancient
Greeks for irrigation.

 Wind energy was also used to navigate through bodies of water.

 During the 1700s and 1800s, biomass as a primary source of energy was replaced
with coal and the British discovered that by burning, coal is transformed into a hot-
burning coke, a fuel with high carbon content and few impurities. With this, the use of
coal became widespread all over the world.

 In 1830s, the electric generator was developed based on Michael Faraday’s discovery
on electromagnetism.

 In 1860s, Augustine Mouchot developed the first solar powered system for industrial
machinery.

 In 1892, the geothermal energy was first used.

 In 1942, The first nuclear fission reactor was designed and built.

 In th 19th and 20th century, the utilization of coal energy shaped the industrialization
of the US, UK and other European countries.

 From the development of the use of energy sources throughout history, it can be seen
that there was no direct exhaustion of biodiversity in the utilization of energy
resources. However, as early as 1973, the effects on the environment and the risk of
potential accidents when using energy alarmed many environmental organizations.
Some of them are:

- 1979 – a nuclear reactor accident at Three Mile Island, Pennsylvania happened.

- 1980 – the biggest oil spill in US waters, the Exxon Valdez oil spill in Alaska
occurred.
- 2000 – a number of catastrophic events happened; coal ash spill in Tennessee, oil
spill in Gulf of Mexico and Fukushima nuclear crisis in Japan.

The demands for energy created a positive impact on unconventional ways of producing
energy but in return, have resulted to adverse effects on biodiversity in terms of wildlife
mortality, habitat loss, fragmentation, noise and light pollution, invasive species, and
changes in the carbon stock and water resources.

BIODIVERSITY AND WATER STORAGE AND FLOOD CONTROL

 The earliest recorded civilizations were situated

near rivers or lakes which makes their livelihoods
dependent on water.

 Water from rivers and lakes was also used for irrigation.

 To cope with the adverse effects of the changing tides,

floodways were utilized to prevent flooding in nearby
communities that usually result in damaged crops.
Figure 16. Aqueducts
 Aqueducts were invented and built by Romans and the
Greeks, to maintain stable water supplies to communities
that were far from bodies of water.

 In the 19th century, dams were built to maintain water supply in communities.

 Biodiversity in forests play a crucial role in water resources such as the following:

a. Forests provide natural filtration and storage systems to provide freshwater.

b. Forests play a major role in the water cycle.
c. Forests prevent flooding, but flooding also has its benefits such as it helps in the
distribution of nutrients that particular patches of soil lacked.

 Though flooding has its benefits, they are not achieved most of the time, flooding
causes long term damages.

BIODIVERSITY AND AIR AND WATER TREATMENT

 Biodiversity also plays a role in the treatment of water and air.

 Excessive nitrogen in the air stimulates nitrogen-loving plants but affects plants that
do cannot adapt to environment with high amount of nitrogen.

 The effects of excessive nitrogen in the air may not be felt at once. It takes decades
but it definitely weakens the resilience of soil and plants.

 Aside from nitrogen, ozone is also a pollutant that can be good or bad, depending on
where it is found.

 Ozone found at the ground level is considered as bad ozone that has adverse effects
on plants.

 Negative impacts on vegetation reduce the capacity for carbon dioxide and ozone,
enhancing their atmosphere concentrations and affecting the global water cycle.
 Soils store air pollutants temporarily that affect water purification and these stored
pollutants have adverse effects on soil functioning and create problems when the
retention capacity of soil is reached or disturbed.

 Worldwide efforts are being made to decrease nitrogen deposition to the biosphere to
enhance plant species biodiversity and relative species.

PROTOCOLS IN BIODIVERSITY

Several protocols were implemented worldwide to ensure the protection of our

biodiversity and here are some of them:

- Montreal Protocol - an international treaty designed to protect the ozone layer

by phasing out the production of numerous substances that are responsible for
ozone depletion.

- Kyoto Protocol - operates the United Nations Framework Convention on Climate

Change by committing industrialized countries to limit and reduce greenhouse
gases (GHG) emissions in accordance with agreed individual targets.

- Cartagena Protocol - international agreement which aims to ensure the safe

handling, transport and use of living modified organisms (LMOs) resulting from
modern biotechnology that may have adverse effects on biological diversity.

 Locally, strict implementation of environmental laws among industries and

communities alike must be ensured to prevent further damage of biodiversity. There
should also be efforts to ensure that whatever treatment is employed, it should not
promote mass pollution transfer from one environment to another.

ACTIVITY 2 METACOGNITIVE READING REPORT

INSTRUCTION: You are going to read T.C.H. Sunderlands’ article entitled “Food security:
Why is biodiversity important?”. Answer the Metacognitive Reading Report that
follows.

Link: http://www.cifor.org/knowledge/publication/3577/
Note: Download the article first

1. Difficult Concepts (3)

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2. Learning Insights (2)

a. Before reading the article, I thought that

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However, after reading the article, I now think/learn that

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b. Before reading the article, I thought that

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However, after reading the article, I now think/learn that

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LESSON 3 : GENETICALLY MODIFIED ORGANISMS AND GENE THERAPY

LEARNING OBJECTIVES
At the end of the lesson, the students are expected to:

1. identify the uses and effects of GMOs and gene therapy on society, particularly in the
context of health and economy;

2. make a timeline of events showing the development of GMOs across time; and

3. reflect deeply on the pros and cons of using and consuming GMOs in relation to one’s
own health.

PRELIMENARY ACTIVITY

INSTRUCTION: Do a research about the top 10 genetically modified foods. Choose 1

from them and research about the particular GMO you have chosen.

TOP 10 GENETICALLY MODIFIED CROPS AND FOOD

1 2 3 4 5

6 7 8 9 10

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DISCUSSION

GENETICALLY MODIFIED ORGANISMS (GMO)

 GENETICALLY MODIFIED ORGANISMS (GMOs) are

products of artificial manipulation and alteration
of a species’ genetic material in a laboratory using
genetic engineering.
 Plants, animals, bacteria and virus genes may
be combined or may be crossbred to produce
another kind of species that do not naturally occur Figure 17: Non-GMO
vs. GMO
in the environment.

 Genetic engineering is the process of using recombinant

DNA (rDNA) technology to alter the genetic makeup of an
organism.

 Agricultural plants are one of the most frequently cited examples of genetically
modified organisms (GMOs).

 Some of its benefits are:

- Increased crop yields

- Reduced cost for food production
- Reduced need for pesticides
- Enhanced nutrient composition and quality
- Resistance to insects, pests and diseases

 A number of animals were also genetically modified to increase yield and decrease
susceptibility to diseases. (Ex. Salmon)

Figure 18. Genetically Modified Salmon, The First GMO Animal Sold for Human
Consumption

DEVELOPMENT OF GMOs

Here is the timeline of events in relation into how GMOs developed across different
years:

1953 - James Watson and Francis Crick discovered DNA.

This opened the gates for countless possibilities of genetic
engineering.
1973 - Herbert Boyer and Stanley Cohen genetically
modified E.Coli by combining two different genes of it.

1982 – US supreme court ruled to allow the patenting of GMOs.

This ruling allowed the Exxon Oil company to start using a Figure 19. James Watsons
and
microorganism that can consume oil. Francis Crick

1982 – the Food and Drug Administration approved the first

GMO – Humulin, a type of insulin produced using genetically
engineered E.Coli bacteria to be available in the market.

1993 – FDA approved bovine somatotropin, a metabolic

protein hormone used to increase milk production in dairy
cows for commercial use.

1994 – FDA approved the Flavr Savr tomato for sale on

grocery stores. This kind of tomato has a delayed-ripening
effect that gives a longer shelf life compared with natural
tomatoes.

1995 – Bt Potatoes and Corn and Roundup Ready Soybeans

were approved safe by the Environmental Protection Agency.

1996 – weeds resistant to glyphosate, the herbicide used for

many GMO crops, were detected in Australia. In the same
year, Dolly, the first cloned animal was born. Figure 20. Dolly

1997 – the European Union ruled in favor of mandatory labeling of all GMO food
products, including animal feed.

1998 – a genetically modified papaya in Hawaii was found to be resistant to Ring spot
virus and produced the Bacillus thuringiensis toxin, an insecticide that is not harmful to
humans.

1999 – Over 100 acres of land worldwide are planted with genetically engineered seeds.

2000 - golden rice was developed in the Philippines to address vitamin A deficiency.

2003 –Helicoverpa zea, a bt-toxin resistant caterpillar was found feasting on cotton
crops GMO in the southern United States.

2006 – Yorkshire pigs were genetically modified to produce offspring that produce
phytase in their saliva, an enzyme that digests phosphorus on plants.

2011– a research in Quebec found Bt toxins in the blood of pregnant women and showed
evidence that the toxin could be passed on to the babies.
2012 – French farmer Paul Francois sued Monsanto company for chemical poisoning that
he claimed caused by pesticide Lasso, and he won the case.

2013 – corn and poplars were genetically modified and used to produce biofuel, a
substitute for petroleum products.

ARE GMOs SAFE?

 The production and consumption of GMOs are being argued upon due to their safety
to human.

 New organisms created using genetic engineering can pose ecological issues because
the long-term effects of genetic engineering to the environment is uncertain.

 GMOs may cause imbalance in the ecology of a region just as what exotic species do.

 An accident in genetically engineering a virus or bacteria, for example, could result in

super bacteria that can display antimicrobial resistance, which may cause a serious
epidemic when released.

ACTIVITY 3 BIOETHICAL DILEMMA USING GMO

INSTRUCTION: Read the article “SC reverses ruling on Bt ‘talong’ tests” below. Answer
the guide questions that follows.

SC Reverses Ruling on Bt ‘Talong’ Tests

By: Estrella Torres and Ronnel W. Domingo

The Supreme Court on Tuesday reversed its decision rendered in December last year
that stopped the field testing of the controversial genetically modified eggplants and
issuance of new permits on genetically modified organisms (GMOs).

The high court, in an en banc ruling, granted the petitions for nine motions for
reconsideration filed by Bt (Bacillus thuringiensis) “talong” (eggplant) proponents that
earlier asked the high court to set aside its ruling on the ground of mootness [situation in
which there is no longer any actual controversy.]

The petitions were filed by International Service for the Acquisition of Agri-Biotech
Applications Inc., Environmental Management Bureau, Crop Life Philippines, University of
the Philippines Los Baños Foundation and University of the Philippines.

The Supreme Court spokesperson, Theodore Te, explained in a media briefer that “these
cases, which stemmed from respondents’ petition for writ of kalikasan, were mooted by
the expiration of the Biosafety Permits issued by the Bureau of Plant Industry and the
termination of Bt talong field trials subject of the permits.”

A writ of kalikasan is a legal remedy under Philippine law which provides for the
protection of one’s right to “a balanced and healthful ecology in accord with the rhythm
and harmony of nature,” as provided for in the Constitution. It may be sought to deal
with environmental damage of such magnitude that it threatens life, health, or property
of inhabitants in two or more cities or provinces.

The high court agreed that the case should have been dismissed “for mootness” in view
of the completion and termination of the Bt talong field trials and expiration of the
biosafety permits.

Associate Justice Estela M. Perlas-Bernabe penned the new decision, which replaced the
one written by now-retired Associate Justice Martin S. Villarama Jr.

In the new decision, the high court said Bt talong proponents neither went beyond the
field-testing phase nor distributed the product commercially.

The lack of commercial propagation meant there was no guaranteed aftereffect that
needed to be adjudicated.

“Any future threat to the right of herein respondents or the public in general to a
healthful and balanced ecology is therefore more imagined than real,” said a portion of
the new high court ruling.

The court decision added that it should not have ruled that the Department of
Agriculture’s Administrative Order No. 08-2002 was invalid.

Te explained that the question of the order’s constitutionality should not have been
acted upon because “this matter was only collaterally raised” by Greenpeace in its bid to
halt the Bt talong trials.

Farmers and processors of corn in the country “welcome[d] with great relief” the new
Supreme Court decision.

Philippine Maize Federation Inc. (PhilMaize) said the December decision had threatened
corn farmers’ welfare and disrupted the domestic supply chain.

“Kudos to [the high court] for upholding the tangible benefits that biotechnology brings
to the Filipino people and our country’s economy,” said PhilMaize president Roger
Navarro.

Following the December ruling, the Department of Agriculture, along with the
Department of Science and Technology, Department of Health, Department of
Environment and Natural Resources, and the Department of the Interior and Local
Government issued a joint department circular to replace the DAO No. 8 issued in 2002.

In the Philippines, corn is the only GM crop that is so far allowed for commercial
production. Filipino farmers grow two GM corn varieties—one that is resistant to the
Asian corn borer and another pest that is tolerant of herbicides.

The bulk of the country’s corn output is intended for animal feed production. About 70
percent of locally produced corn for feeds are genetically modified, according to the
agriculture department.
Citing data from the Philippine Statistics Authority, PhilMaize said around 70 percent of
the country’s corn output—pegged at 7.5 million tons in 2015—was genetically modified.

Source:https://newsinfo.inquirer.net/800262/sc-reverses-ruling-on-bt-talong-
tests#ixzz6WqEQ7bM5

GUIDE QUESTIONS:

1. What are the relevant facts of this case?

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2. What are some ethical questions or concerns raised in this case?

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3. Who are the stakeholders in this situation? Who are affected by the
decisions made?
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4. What are some of the possible actions and their consequence?

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5. What do you consider to be the best action and why?

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 LESSON 4 : NANOTECHNOLOGY

LEARNING OBJECTIVES

At the end of this lesson, you are expected to:

1. discuss the antecedents of nanotechnology and its importance to society;

2. enumerate the positive and negative impacts of nanotechnology on the environment
and society;
3. identify the moral and ethical questions and concerns surrounding nanotechnology.

PRELIMENARY ACTIVITY

INSTRUCTION: Do a quick research about what nanotechnology is all about. Gather

pictures related to it and make a simple collage out of them.

DISCUSSION

NANOTECHNOLOGY

 Nanotechnology is a branch of science that deals with the manipulation and study of
matter at the nanoscale. It covers all types of research and technologies that deal
with the special properties of matter on an atomic, molecular and supermolecular
scale

 Nanotechnology is considered as “convergent” because it brings together various

field of science through innovations. One of the example is DNA silicon chips,
converging chemistry and biology, with the applications in the medicine industry.

 To decipher how nanotechnology works, three dimensions must be considered:

 1. The first dimension involves tangible objects which include materials, devices and
systems.

2. The second dimension deals with the passive and static objects. Examples are
nanoparticles that have properties different bulk objects. Active devices that can
store information, induce energy, or change their state. And the nanofracture, which
refers to atomically precise manufacturing (APM).

3. The third dimension is direct nanotechnology which refers to materials structured

at nanoscale components.

APPLICATIONS OF NANOTECHNOLOGY

 With the continuous studies by scientists and engineers on finding ways to make
materials at the nanoscale, more and more uses and applications of nanotechnology
arise.

MEDICINE

- Nanotechnology has numerous applications in the development of more effective

drugs. The view of molecules shown by X-ray lasers, biological mechanisms can be
simulated to destroy a cancer cell.

- Nanobots, or molecular scale workers can employ molecular processes within

cells, which can deliver drugs to specific molecular sites or even carry out surgery.
(Biercuk, 2011)

-
It is now possible to diagnose prevalent contagious diseases like HIV/AIDS, malaria,
tuberculosis with screening devices using nanotechnology.
HEALTH AND SAFETY

- Water purification systems containing nanomaterials and utilizing new

technologies containing variable pore-sized filters.

- Nanoparticles of silicon dioxide or titanium dioxide can also make a surface repel
water, thus preventing stains.

- Detergent molecules self-assemble into a sphere to form a micelle that allows the
detergent to trap oils and fats within the cavity of the sphere that aids in washing
surfaces.

- A nanotechnology-inspired detector from Washington, which can sense the

smallest amount of radiation, located a nuclear leak faster and more accurately at
Fukushima Daiichi Nuclear Power Plant. (Zhang, 2011)
AGRICULTURE

 Novel techniques of nanotechnology applications are applied to breed crops with

higher levels of micronutrients to detect pests and control food processing.
(Heckman, 2005)

 Ultra-small probes on earth surfaces for agricultural applications and control of soil,
air, and water contamination are also developed using nanotechnology.

 A simple, cheap and effective way of removing arsenic in soil and water through
the use of titanium oxide nanoparticles.

NANOTECHNOLOGY IN THE PHILIPPINES

Nanotechnology can be applied in making sources of renewable energy accessible to

many, developing medicine that would address serious diseases, improving the state of
agriculture, and more. There are also existing and ongoing research studies funded by
DOST on the possible application of nanotechnology.

CHALLENGES OF NANOTECHNOLOGY

The advantages brought by innovations in nanotechnology also carried adverse effects.

 The environmental effect of mineral-based nanoparticles found in cosmetics, paints,

clothing and other products are questioned as they go through sewage treatment
plants untreated due to their undetectable size which can be carried down by fine silts
or microplastics with both organic and inorganic pollutants that can affect water
sources

 Carbon nanotubes used in manufacture or memory storage, electronics and batteries

were found to have unknown harmful effects to human body when inhaled or taken in.

 Due to its size, nanoparticle is not easy to analyze. Lack of information and methods
of characterizing them makes it a challenge to detect its concentration in air and in
the environment.
 Predicting the toxicity of a nanomaterial relies heavily on information about its
chemical structure since minor changes in its chemical compositions could drastically
change its properties.

 Point-to-point risk assessment at all stages of nanotechnology should be conducted to

ensure safety to human health and environment.

ACTIVITY 4 METACOGNITIVE READING REPORT

INSTRUCTION: Read Colvin’s (2003) article, “The Potential Environmental Impact of

Engineered Nanomaterials”. Then, accomplish the metacognitive reading report below.

Link:https://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.423.7263&rep=rep1&type=pdf

1. Difficult Concepts (3)

a._______________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_

b._______________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_

c.________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Learning Insights (2)

a. Before reading the article, I thought that

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

However, after reading the article, I now think/learn that

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

b. Before reading the article, I thought that

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
However, after reading the article, I now think/learn that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Discussion Question (any question related to the article for discussion) (1)

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

EVALUATION

I. MULTIPLE CHOICE

INSTRUCTION: Read the following numbers carefully and choose the best answer. Write
the letter your answer on the space provided before each number.

______1. An electromechanical computer the United States created that is capable of

doing calculations in seconds.

A. Harvard James I B. Harvard Mark II

C. Harvard Mark I D. Harvard James II

______2. All of the following are social media platforms for instant messaging except
__________________.

A. Yahoo Messenger B. Tinder

C. AOL D. Messenger

______3. He developed the Apple I and made him famous in the field of computers.

A. Wozniak B. Lewis
C. Steve Jobs D. Bill Gates

______4. The name of the enciphering machine used by the Nazis to securely send
messages.

A. Bombe B. Enigma
C. Harvard Mark II D. Apocalypse

______5. All of the following are game-based social networking sites except
________________

A. Instagram B. My Space
C. Facebook D. Friendster

______6. Aqueduct is one of the benefits of the society in biodiversity in relation to

_________________.
A. Food B. Energy
C. Health and Medicine D. Water and Flood Control

______7. Waterfalls and any bodies of water in motion can provide what kind of energy?

A. Hydroelectric B. Geothermal
C. Biomass D. Solar

______8. This type of biodiversity refers to the variety of species within a particular
region.

A. Species Biodiversity B. Biological Biodiversity

C. Genetic Biodiversity D. Ecological Biodiversity

______9. All of the following are considered as “clean energy” except __________________.

A. Fossil Fuels B. Hydroelectric

C. Wind D. Solar

______10. It is the energy from the sun that can be converted into thermal or electrical
energy.

A. Hydroelectric B. Geothermal
C. Biomass D. Solar

______11. One of the scientists who discovered DNA.

A. Herbert Boyer B. Stanley Cohen

C. C. S. Lewis D. James Watson

______12. It is the first commercial gene therapy product approved in China to treat
certain cancers.

A. Gendicine B. Genocide
C. Humulin D. Phytase

______13. In what country does the golden rice (rice with vitamin A) developed?

A. Philippines B. Quebec
C. China D. United States

______14. What is the first country ruled for patenting of GMO’s?

A. Australia B. Japan
C. US D. China

______15. The Flavr Savr is the name of this fruit that has longer shelf-life compared to
the organic ones.
A. Potato B. Corn
C. Soybean D. Tomato

______16. It is a branch of technology that deals with the manipulation and study of
matter at the extremely small scale.

A. Biotechnology B. Nanotechnology
C. Microbiology D. Gene Therapy

_______17. These are very small robots that carry out specific tasks assigned to them
such as drug delivery to specific tissues and cells.

A. Artificial Robots B. Macrobots

C. Nanobots D. Nanochips

______18. Nano- is a prefix meaning _______________.

A. Extremely Small B. Extremely Big

C. Extremely Many D. Extremely Far

_______19. The first R in NDRRMC stands for __________________.

A. Role B. Reduction
C. Real D. Risk

_______20. It is phenomenon when there is an unusual warming of surface waters in the

Eastern tropical Pacific Ocean.

A. El Nino B. La Nina
C. Global Warming D. Tropical Cyclones

II. SHORT ESSAY

INSTRUCTION: Answer the following questions by writing a short essay. Be guided by

the rubrics provided.

EXEMPLARY QUALITY ADEQUATE NEEDS IMPROVEMENT NO ANSWER

(5 points) (4 points) (3 points) (2 points) (0 points)
CONTENT Answers are Answers are Answers are not Answers are partial or No answer
(Points x3) comprehensive, accurate and comprehensive or incomplete. Key points are
accurate and complete. Key completely stated. not clear. Question not
complete. Key ideas points are stated Key points are adequately answered.
are clearly stated, and supported. addressed, but not
explained, and well well supported.
supported.
ORGANIZATION Well organized, Organization is Inadequate Organization and structure No answer
(Points x2) coherently developed, mostly clear and organization or detract from the answer.
and easy to follow. easy to follow. development.
 Structure of the
answer is not easy
to follow.
WRITING Displays no errors in Displays one to Displays three to Displays over five errors in No answer
CONVENTIONS spelling, punctuation, three errors in five errors in spelling, punctuation,
(Spelling, grammar, and spelling, spelling, grammar, and sentence
punctuation, sentence structure. punctuation, punctuation, structure.
grammar and grammar, and grammar, and
complete sentence structure. sentence structure.
sentences.)
(Points x 1)

1. Are you in favor of the consumption of GMO products? Why?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Choose 1 among the benefits of the society to biodiversity. Discuss

comprehensively.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. Identify some of the advantages and disadvantages of nanotechnology.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 REFERENCES

Colvin V.L. (2003). The potential environment impact of engineered nanomaterials.

Nature Biotechnology, 21(10) 1166-1170.

Freiberger, P.A., Hemmendinger, D., Swain, M.R., Pottenger, W.M. (2018) Computer. In
Encycolpedia Brittanica. Retrieved from https://www.brittanica.com/technology/computer

Geddes, L. (2013, October 30). ‘The Bubble Kid’ success puts gene therapy back on
track. New Scientist. Retrieved from https://www.newscientist.com/article/mg22029413-
200-bubble-kid-success-puts-gene-therapy-back-on-track/

Heuber, R. & Michener, W. (1998). Natural. Flood Control. Issues in Science and
Technology. 15(1), 74-80. Retrieved from http://www.jstor.or/stable/43311854

Jones, N.F., Pejchar, L. 4 Keisecker, J.M. (2015). The energy footprint: how oil, natural
gas, and wind energy affect land for biodiversity and the flow of ecosystem services.
BioScience 65(3). 290-301. doi:10.1093/biosci/biu224

Maclurcan, D.C., (2005). Nanotechnology and developiong countries part 1: What

possibilities?. Journal of Nanotechnology Online. Retrieved from
https://opis.lib.uts.edu.au/bitstream/10453/9416/1/2008001901.pdf

Quinto, E.J,Nieva, A.D. (2019) Science, Technology and Society. Manila: C & E Publishing
Inc.