Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

SCIENCE,
TECHNOLOGY,
AND SOCIETY
First Semester AY 2020-2021

Buitre, Evelyn
Carbonell, Michelle
Ella, Ma. Angelica
Lanuza, Stephanie Grace
Paraiso, Zenyfe
Pobre, Ma. Kathrina
Tindoy, Kathileen
Vedad, Analyn
Villar, Abner Jose
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

MIDTERM
(Remaining Topics)
 LESSON 3. THE GOOD LIFE

OBJECTIVES

At the end of this lesson, the students should be able to:

1. Explore the idea of good life;

2. Relate to how human seek to reach what is believed to be a good life;
3. Identify the opportunities accessible to human being in order to achieved
the good life.

CONCEPTUAL BACKGROUND

What is the good life? Each school of thoughts have different principle or
golden rules to be followed example are,

• Confucianism believes “what you don’t want done to yourself, don’t do to

other” analects 15:23

• Buddhism believes that “Do not offend others, as you would not want to be
offended”. Udanavarga 5:18

• Christianity believes that “In everything, then, do to other as you would have
them do to you” Mathew 7:12

• Hinduism believes that “Do nothing to others, that would hurt you if it were
done to you”. Mahabharata 5:1517

There are different ideas or belief in order to have a peaceful and happy
life. Other says being happy is having a good life. So, in our idea, what is a good
life? How can we live a good life? What does it mean to live well? In this chapter
we will study how can we achieve the good life. What are the things that we have
to do to achieve this? Let us examine ourselves if we are living the Good Life.

What is a GOOD LIFE?

Good life is having a high standard of living, but with conformity to ethical
and moral laws. Living the good life can be either expressed thorough an
abundant/luxurious life style of material belongings or the attempt to live life in
accordance with the ethical, moral, legal and religious laws of one’s country or
culture. It can be understood as the quest for wealth, material possession or luxuries
and the quest to create a worthwhile, honest and meaningful existence.

According to Aristotle, there are three important aspects of the good life.

45
 Self - Mastery

Learning/ Civic
Contemplation Engagement

Figure 9. Three Important Aspects of the Good Life

1. Self – mastery

A person has self-mastery if he knows how to control his emotion and

actions, no matter what is the situation around him. He lives with a purpose and is
self-disciplined enough to work toward his goal with focus, determination and
honor.
The first step to self-mastery is his personal goal, he has a vision of how he
wants in his life. In setting his goal it will give the purpose and directions of his life,
which he can use to make his thought align to his action, he always thinks positively
and he does not blame others or himself for his misfortune that he commits
everyday. Remember self-pity can never solve anything. It is just hinder in reaching
your true potential. Always strengthen will power by staying focused on your goal
and have discipline to follow. Self-mastery like skills need time, conscious effect
and constant practice but once you achieved this life will become easier – better.

According to Aristotle based on his Nicomachean ethics 2:1. The Activity of

the soul is in accordance with virtue. There are two kinds of virtue:

A. Intellectual Virtue – are qualities of mind and character that prop\motes

intelligence (e.g. Ability to understand, reason and judge well. And there
are two kinds of intellectual virtue:
1. Theoretical intelligence (nous) is the human faculty that apprehends
fundamental principles such as the law of thinking and other
fundamental truth. Intelligence apprehend these truths directly and
without demonstration or inherence; it cannot be learned and it is
unique to human.
2. Practical wisdom is the ability to make right judgement on practical
issues; it can be learned.
Example of intellectual virtues are perseverance, open-mindedness,
empathy, integrity, curiosity, imaginativeness and fair-mindedness.

B. Moral Values – comes about as a result of habit (learned by repetition)

(e.g. practicing honesty we become honest). To be virtuous it requires
knowledge, practice and consistent effect at character building. It can
be learned.

According to Aristotle, moral behavior is the mean between two extremes.

One end is excess and the other is deficiency. At the center between two
extremes is the moral virtue.

46
 Deficiency (Vice) Mean (Virtue) Excess (Vice)
Sloth Ambition Greed
Cowardice Courage Rashness
Apathy Composure Irritability
Insensitivity Temperance Self-indulgence
Stinginess Generosity Extravagance
Negligence Prudence Inconsistency
Envy Righteousness Malicious

2. Learning and Contemplation

The second aspect of the good life is learning and contemplation, it is the
essential qualities of good life. It is through this process that intellectual virtues are
steadily acquired through the acquisition of knowledge about the fundamental
principle of nature. It is through the right action that knowledge can be put into its
proper use. The development of a strong and virtuous character is necessary to
perform right action. Aristotle concludes that the highest good consists of the
acquisition of both intellectual and personal virtues and by living in accordance
to the highest good happiness or (eudaimonia) can be attained. A person
achieves happiness by contemplation- learning and the mental strength to
perform right action by combining the 3 important aspect of the good life, it
creates happiness fulfillment and gives a sense of purpose and meaning in life,
can be attained. It only means that ideal of the good life does not set you on the
pursuit of wealth, status, pleasure but it creates happiness fulfillment and joy
through understanding to the world you live in, mastering yourself and helping your
community to flourish.

3. Civic Engagement

This involves “working to make a difference in the civic life of one’s

community and developing the combination of knowledge, skills, values and
motivation to make that difference. It means promoting the quality of life in a
community, through both political and non-political processes.

Several Points to achieve the Good life:

1. Examine life and acquire knowledge. Study the concept and principle and
acquire new things each day. Always be open to new ideas, make sure
that the learning that you acquire is base on the right principle.
2. Slow down and enjoy simplicity. Simplicity and the ability to draw happiness
from what you already have can be integral aspects of a good life.
3. Seek to attain self- mastery. We are not contented of what we have instead
we seek for more wealth, material possession, status or fulfillment of desired.
We waste our time and energy on the things that might never be fulfilled.
We become egotistical, self-centered and disrespectful. It is through self-
master that we can replace our boundless appetite for pleasure with noble
and more reasonable thinking.
4. Draw joy and happiness from life’s simple pleasure. People are not
contented of what they have, they still require more wealth, status and
other things that they want. They can not live the good life, because there

47
 will always be something missing. They do not have material possession to
satisfy their desire. Happiness is living in a simple way so that they can
understand that simplest is worthwhile living.
5. Be grateful for what you have. Always be thankful for what you have. Being
thankful can also overcome the never-ending pursuit of boundless desires.
6. Don’t worry about the thing you cannot control. Life present us with two
different aspects.
a. Those aspect of our life that can be influences or change.
b. Aspect on event that are beyond our ability to influence or alter.
The principal key to withstanding life hardship, lies in the way we allow these
happening to influence us. We therefore have the choice to allow this
happening to break us and to incite fear within us or to get back from the
ground and to recover from it.
7. Value and nurture relationship. You’re living the good life but no one is
around you that you can share you joy with. Good life includes the
relationship dimension as well. Without it could not fully contribute to your
happiness and fulfillment. Living the good life also consists of spending a
significant amount of your time with those that you love and enjoy being
around.
8. Living the good life is about discovering your true passion and having the
courage to pursue the activities by doing what you love is a lifetime
fulfillment.
9. Live in the moment. Being haunted by the past and having fear of the future
will become a hindrance in enjoying the present.

SUMMARY

Living a good life means to strive for self-mastery, exploration and

improvement of the world around you. It is a worthwhile life that sets you free. A
life that is in balance and fully satisfies and fulfills you. But the good life is not just a
life that adds happiness, joy and pleasure, but it also desires to attain mastery over
the self. The good life therefore is not a life spend by the never-ending pursuit of
personal desires. Instead, it seeks to reign in your passions by attaining self-control.
The one who is living the good life also contributes to the betterment of this world
and adds value to it.

Good life is inspired by love and guided by knowledge. – Bertrand Russell

The Holistic approach:

The whole is more than the sum of its part
Good people + Good community + World peace = Good Life

ACTIVITY

Instruction: Answer the following questions,

Questions:

1. Does technology always lead us to having a good life? Which one and why?

48
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________

2. What is the relationship between good life and science?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________

3. Is technology making your life better or worse? How?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________

REFERENCES

Prieto, N. et. al. (2019). Science, Technology and Society. Lorimor Publishing

www.planetofscience.com/blog.2016/what-is-the-good-life

Thoughtco.com/what-is-the-good-life-4038226

www.forbed.com>panomourdorkontasy/2012/01/14/the-ten-golden-rules-on-
living-the-good-life#6e2d045133fc

Slideserve.com/Jimmy/Aristotle-and-the-good-life

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 LESSON 4. WHEN TECHNOLOGY AND HUMANITY CROSS

OBJECTIVES

At the end of this lesson, the students should be able to:

1. Explain a human rights-based approach to science, technology, and

development;
2. Identify key documents and their principles that ensure the well-being
of humans in the midst of scientific progress and technological
development; and
3. Discuss the importance of upholding human rights in science,
technology, and development.

CONCEPTUAL BACKGROUND

This lesson discusses quintessential documents that protect human rights

and ensure the well-being of the human person in the face of scientific and
technological developments. Indeed, if humans are to journey toward living the
good life, they have to make informed choices in dealing with science and
technology. Thus, the section draws from S. Romi Mukherjee’s proposals for human
rights-based approaches to science, technology, and development. It reviews key
principles from the Universal Declaration of Human Rights, UNESCO
Recommendation on the Status of Scientific Researchers, and UNESCO
Declaration on the Use of Scientific Knowledge and how these international
documents position human rights in the intersection of technology and humanity.

Human rights in the face of scientific and technological advancement are

critical factors in one’s journey toward eudaimonia or the good life. Exercising the
right to accept or reject, minimize or maximize, and evaluate and decide on the
scope and function of science and technology indicates human flourishing in
science and technology. Protecting the well-being and upholding the dignity of
the human person must be at the core of continued scientific and technological
progress and development. Such is the focus of a human rights-based approach
to science, technology, and development.

S. Romi Mukherjee, a senior lecturer in Political Theory and the History of

Religions at the Paris Institute of Political Studies, explained a human rights-based
approach to science, technology, and development as follows:

“[It] seeks to place a concern for human rights at the heart of how the
international community engages with urgent global challenges. The UN
Development Programme characterizes this approach as one that ‘leads
to better and more sustainable outcomes by analyzing and addressing the
inequalities, discriminatory practices and unjust power relations which are
often at the heart of development problems. It puts the international human
rights entitlements and claims of the people (the ‘right-holders’) and the
corresponding obligations of the state (the ‘duty-bearer’) in the center of

50
 the national development debate, and it clarifies the purpose of capacity
development.’”

Mukherjee (2012) furthered that this approach identifies science as “a

socially organized human activity which is value-laden and shaped by
organizational structures and procedures.” Moreover, it requires an answer to
whether governments and other stakeholders can craft and implement science
and technology policies that “ensure safety, health and livelihoods; include
people’s needs and priorities in development and environmental strategies; and
ensure they participate in decision-making that affects their lives and resources.”

Multiple international statutes, declarations, and decrees have been

produced to ensure well-being and human dignity. Mukherjee listed some of the
most important documents that center on a human rights-based approach to
science, development, and technology, and their key principles:

Table 1. Useful documents for a human-rights based approach to science,

technology, and development

Document Key Principles

Universal Declaration of Human
Rights (Article 27)
UNESCO Recommendation on the
Status of Scientific Researchers –
1974 (Article 4)
UNESCO Declaration on the Use of
Scientific Knowledge – 1999
(Article 33)
This document affirms everyone’s
right to participate in and benefit from
scientific advances, and be protected
from scientific misuses. The right to the
benefits of science comes under the
domain of ‘culture,’ so it is usually
examined from a cultural rights
perspective.
This document affirms that all
advances in scientific and technological
knowledge should solely be geared
towards the welfare of the global citizens,
and calls upon member states to
develop necessary protocol and policies
to monitor and secure this objective.
Countries are asked to show that science
and technology are integrated into
policies that aim to ensure a more
humane and just society.
This document states, “Today, more
than ever, science and its applications
are indispensable for development. All
levels of government and the private
sector should provide enhanced support
for building up an adequate and evenly
distributed scientific and technological
capacity through appropriate education

51
 and research programmes as an
indispensable foundation for economic,
social, cultural and environmentally
sound development. This is particularly
urgent for developing countries.” This
Declaration encompasses issues such as
pollution-free production, efficient
resource use, biodiversity protection, and
brain drains.

SUMMARY

A human rights-based approach to science, technology, and

development sets the parameters for the appraisal of how science, technology,
and development promote human well-being. Thus, the discussion of human rights
in the face of changing scientific and technological contexts must not serve as
merely decorative moral dimension of scientific and technological policies. As
Mukherjee (2012) posited, this approach “can form the very heart of sustainable
futures.”

Human rights should be integral to the journey toward the ultimate good.
They should guide humans not only to flourish as individual members of society, but
also to assist each other in flourishing collectively as a society. Human rights are
rights to sustainability, as Mukherjee put it. They may function as the ‘golden
mean’, particularly by protecting the weak, poor, and vulnerable from the
deficiencies and excesses of science and technology. By imposing upon science
and technology the moral and ethical duty to protect and uphold human rights,
there can be a more effective and sustainable approach to bridging the gap
between poor and rich countries on both tangible (e.g., services and natural
resources) and intangible (e.g., wellbeing and human dignity) aspects. Ultimately,
all these will lead humans to flourish together through science and technology.

ACTIVITY 1 Reading Comprehension Task

Instructions: Answer the following questions in your own words based on your
understanding of Mukherjee’s human rights-based approach to science,
technology, and development. Limit your responses to three or four sentences
only.

1. What is a human rights-based approach to science, technology, and

development?
______________________________________________________________________________
______________________________________________________________________________
__________________________________

52
2. How do the documents and their key principles presented in Table 1 position
human rights in the intersection of technology and humanity?
______________________________________________________________________________
______________________________________________________________________________
__________________________________

3. Why should human rights be at the core of scientific and technological

advancement?
______________________________________________________________________________
______________________________________________________________________________
__________________________________

4. What is the danger of using human rights as merely decorative moral dimension
of scientific and technological policies?
______________________________________________________________________________
______________________________________________________________________________
__________________________________

5. Do you agree with Mukherjee’s assertion that a human rights-based approach

to science, technology, and development can form the very heart of
sustainable futures? Explain.
______________________________________________________________________________
______________________________________________________________________________
__________________________________

ACTIVITY 2. Reading Enrichment Task

Instructions: Choose and read one of the two reading materials and answer the
enrichment questions that follow:

1. Evans, D. (2007, March 9). The ethical dilemmas of robotics. BBC News.
Retrieved from http://news.bbc.co.uk/2/hi/technology/6432307.stm

a. What are the ethical dilemmas posed by robotics?

___________________________________________________________________________
___________________________________________________________________________
__________________________

b. Which among the instruments for a human rights-based approach to

science, technology, and development discussed in this section may be
useful in contending with the ethical dilemmas of robotics?
___________________________________________________________________________
___________________________________________________________________________
_______________________

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 c. How can the instrument inform lawyers and ethicists and engineers and
scientists in answering the moral and legal questions raised by the
developments in robotics?
___________________________________________________________________________
___________________________________________________________________________
_______________________

2. Carr, N. (2008, July.) Is Google making us stupid? What the internet is doing to
our brains. The Atlantic. Retrieved from
https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-
us-stupid/306868/

a. Do you agree that Google is making humans stupid? Why or why not?
________________________________________________________________________
________________________________________________________________________
_____________________________

b. What moral and ethical duty must be imposed upon the ‘duty-bearer’, in
this case Google, in protecting the well-being and dignity of humans?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________

c. What responsibilities do the ‘right-holders’, in this case Google users, carry

in ensuring a human rights-based approach to the use of the internet?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________

REFERENCES

Carr, N. (2008, July). Is Google making us stupid? What the internet is doing to our
brains. The Atlantic. Retrieved from
https://www.theatlantic.com/magazine/archive/2008/07/is-google-
making-us-stupid/306868/

Evans, D. (2007, March 9). The ethical dilemmas of robotics. BBC News. Retrieved
from http://news.bbc.co.uk/2/hi/technology/6432307.stm

Mukherjee, S.R. (2012). Linking science and human rights: Facts and figures.
SciDevnet. Retrieved from https://www.scidev.net/global/human-
rights/feature/linking-science-and-human-rights-facts-and-figures.html

Serafica, J. P. et. A. Science, Technology and Society (1st ed). Rex Book Store,
Sampaloc, Manila

54
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FINALS
 LESSON 1. INFORMATION AGE

OBJECTIVES

At the end of this lesson, the students should be able to:

1. Trace the historical timeline of information age from Gutenberg’s press to
the rise of social media platforms;
2. Identify the impacts of information age to the society; and
3. Evaluate the influence of social media to human lives

CONCEPTUAL BACKGROUND

This section tackles the historical timeline of how information age came to
be. It also encompasses how this transition and development influence the society
as it approaches the current times. Its main learning intended outcome is to link
learned concepts to the development of the information age and its impact on
society.

The onset of gradual restructuring of society began when mass

communication was strengthened through the rise of technological advances.
Literacy among individuals in the community began to prevail that revolutionized
the society through efficient dissemination of information. The following timeline
shows how information prevails and changes over time.

Pre- Gutenberg World

• Drawing in Caves

As early as 38, 000 BCE cave paintings and drawings had

been used to communicate their culture and way of living in the
ancient times. Studying the lives of man thousands of years before
relied on cave remains which pictured the numerous animal and
plant drawings in walls of various caves. These are the common
factors that had been observed in ancient civilizations which gave
anthropologist and other experts to conclude that these things were
their ancient way of communication.

• Clay tablets

A simple flat tool used for

writing made of clay. Clay
tablets were utilized as medium
for writing which is composed of
imprints characters; especially
cuneiform which was a system
of writing used for thousands of
years.

Image from:
https://image.sciencenordic.com/1453715.jpg?imageId=145
3715&width=353&height=265
Gutenberg Revolution

• Gutenberg’s printing press

The invention of Johannes Gutenberg of printing press in 1440

revolutionized mass communication. The printing press made it
possible to reproduce books at a large number of copies which
made it information accessible to everyone. This had been widely
used in 242 cities in Western Europe. The invention of press
institutionalized every possible way of efficient interaction between
people thus enabling the society to grow and prosper in much
literate community with all information at hand to be shared and
transmitted from one to another. Technological advances and
distribution channels were emerging one after another since then.

Gutenberg’s Press
Image from: https://www.clipartkey.com/mpngs/m/133-
1334499_johannes-gutenberg-printing-press-ink.png

Post- Gutenberg World

• Telegraph and Morse code

In 1770, telegraph was widely used in transmitting long distance
verbal or audio messages. This revolutionized long-distance
communication through transmitting electrical signal from one
station to another via series of wires laid in between stations. In
addition, the invention of morse code by Samuel Morse during 1800
further strengthened transmission of messages over vast distances.
This laid foundation for a more complex communication as years
pass by.
Image from: https://images.app.goo.gl/zvND1UM7TGnMEhFJ8

• Typewriter

Typewriter started to flourish in 1860 which is considered one

of the meaningful developments in the field of communication. This
is a device used for writing characters which typically used ribbon
key to imprint letters on papers using ink or carbon. Due to this
invention, sharing of information became efficient that paved way
to restructuring of society. This device had huge impact primarily on
government and businesses. A standard management system was
established between agencies within the society.

Image from:
http://blogs.ubc.ca/etec540sept12/files/2012/10/typewriter.jpg

• Transistor radio
The invention of transistor radio in 1949 set foundation to the
modern electronics. This development initiated the widespread use
of integrated circuits which later on an essential part of modern
computers.
• Apple 1
This is a desktop computer from Apple
company. This was hand-built by Steve
job’s friend, Steve Wozniak, who ought to
sell the computer afterwards. This
computer did not take long as
advancement in technology had
become actively growing every year.

Image from:
https://images.app.goo.gl/ceLE8DTENdcETS
mj6

• Laptop
As the technology advances one from another, the invention
of personal portable computer known as “laptop” made it possible
for a convenient portable device to be carried anywhere. It was
design as “clamshell” factor form to be shut close for transportation
and travelling.

• World Wide Web

A British scientist, Tim Berners- Lee, invented the World Wide
Web in 1989. This made it possible to share information with efficiency
through automated information sharing between agencies. This is
the invention that connects one part of the globe to the rest of the
world. The modern world gets access to information through the use
of World Wide Web, which particularly enable the individual in a
community to get access to the information needed. Efficiency of
communication was enhanced and generally improved thus
revolutionizing the processes of the society as it undergoes numerous
transactions and activities that need efficient transfer of data or
information.

• Social media

Social media refers to technologies that allow individuals to

communicate, share, create or exchange information (Ali-Hassan &
Nevo, 2016). Social media facilitate social interaction and promote
collective actions from a diverse community. It collectively enables
collaboration from group of people, organization or enterprises. The
invention of numerous social media platforms dramatically changes
the world into technologically advance environment where people
utilize portable gadgets and technologies to access information. This
 drives the society to move towards technologically coordinated
environment.

SUMMARY

Key Concepts
Accessibility of information before had been a great struggle of the
community. This situation hindered the society from becoming literate
concerning various events and happenings in the place where they live.
The rise of information age started from the invention of printing press by
Johannes Gutenberg and extended its way up to the surge of social media
in the modern day. This development marked the onset of revolution that
gave light in the development of mass communication. The restructuring of
community started to be realized. Collective collaboration was
strengthened due to efficient information dissemination which little by little
transforms society to what the world is having now.

ACTIVITY

Instruction: This activity is an extended response essay. Follow the statement below.

1. Answer the question below in not less than 200 words.

“How did revolution in information shape the mode of learning we

are at during the COVID 19 pandemic?”

REFERENCES

Ali-Hassan, H., & Nevo, D. (2016). How Social Media Can Enhance Access to
Information through Transactive Memory Development. AIS
Transactions on Human-Computer Interaction, 8 (4), 185-212. Retrieved
from https://aisel.aisnet.org/thci/vol8/iss4/4

Gutenberg and the social media revolution: an investigation of the world where
it costs nothing to distribute information.
http://richardstacy.com/2008/11/20/gutenberg-and-the-social-media-
revolution-an-investigation-of-the-world-where-it-costs-nothing-to-
distribute-information/

Morse code and the telegraph. 2019.

https://www.history.com/topics/inventions/telegraph

Ten milestone in human communication. https://m.martianherald.com/10-

milestones-human-communication/page/7

The Historical Timeline of Traditional to New Media. 2017.

https://stnicholascom.wordpress.com/2017/11/22/the-historical-
timeline-of-traditional-to-new-media/
 LESSON 2. CLIMATE CHANGE AND ENVIRONMENTAL AWARENESS

OBJECTIVES

At the end of this lesson, the students should be able to:

1. Identify the causes of climate change

2. Assess the various impacts of climate change including economic,
geopolitical, biological, meteorological, etc.
3. Apply STS concepts to the issue of climate change

CONCEPTUAL BACKGROUND

This portion focuses on concepts of climate change and its various impacts
on biological and ecological diversity and how these phenomena influence
societal well-being. This section also put emphasis on the measures established by
various local, national and international agencies and institution to address the
rapid proliferation of this. This is to spread and strengthen environmental awareness
among citizens specially the young generation, the students.

Climate change has been a global concern for it widely affects variety of
environmental and sociological aspects across the globe. The consequences of
human activities put nature into pressure and verge of deterioration.

CLIMATE

Climate is defined as the average weather pattern characterized by the

mean precipitation, temperature and wind for a long period of time. A climate
system is established through a complex interaction of bodies of water, land
surface and atmosphere.

FACTORS AFFECTING CLIMATE

1. Winds
Wind is the movement of air from area of high pressure to an area of low
pressure. During this movement, moisture is carried by the winds to the land
masses. Directions of winds differ from one location to another with respect
to the equator. As the Earth rotates around its axis, winds are deflected
differently both in Northern hemisphere and southern hemisphere. These
global wind patterns are caused by the uneven heating of the earth’s
surface thus affected highly by the temperature across particular areas.
 A phenomenon known
as, coriolis effect,
resulted from these
discrepancies of
temperature which
causes the curving of
the winds in northern
and southern part of
the globe. Heat of the
sun is directly focused
on the area around the
equator throughout
the year. Warm air in
these areas tend to rise
above the equator
and moves toward the
pole. The air in the
poles is cooler which
tend to move down
lis.htm towards the equator.
The movement wind
does not happen in a straight direction but rather in a curved way because
of the rotation of the earth around its axis. Thus, winds in northern
hemisphere appear to curve in the right while that of southern hemisphere
appear to curve in right.
The interaction of the warm and cold air in the tropics produces
humidity, thunderstorm and monsoons.

2. Mountains
Mountains block winds and force it to rise up into the atmosphere. As
the air moves up, it gets cooler due to increase in altitude; as a result, the
air condenses and causes precipitation. This part of the mountain where
rain is prominent is called windward side. On the other hand, the other side
of the mountain referred as leeward side, the climate is arid and dry.
 3. Oceans
Ocean is a great reservoir for heat, moisture and carbon dioxide
which are continuously exchange in the environment and atmosphere. The
water has high heat capacity that enables it to absorb solar radiation from
the sun, and slowly release heat for several months or years. The large
amount of heat and carbon dioxide stored in the ocean drive weather
patterns and influence changes in the climate of a particular area.

CLIMATE CHANGE

As the years go by, climate system

evolves and gradually changes depending on
the influencing factors that initiate alteration of
the usual mechanisms of climate. Several
external factors affect the climate system such
as “external forcings” which include natural
phenomena such as volcanic eruptions and
changes in solar power radiations. Human
abusive activities also contribute to these
processes thus lead to the so called “climate
change”.

Climate change is the result of the change in

From: https://images.app.goo.gl/mMzjMqrrXT8kJNYR9
the earth’s energy balance. Heat from the sun
enters the earth surface and should normally be
reflected out of the atmosphere. However, due to several factors that deteriorate
the atmospheric condition of the earth, heat cannot be reflected back to space,
thus heat accumulates and causes warming of the environment, this scenario
usually referred to as Global warming.
The warming of the environment is the result of the accumulation of
greenhouse gases in the atmosphere such as Carbon Dioxide (CO2), methane
(CH4) and nitrous oxide (N2O). These natural greenhouse gases maintain the warm
temperature of the planet by preventing warm air from escaping to the space.
The heat absorbed by any greenhouse gases in the atmosphere is reflected
to its global warming potential (GWP). The GWP of natural greenhouse gases are
relatively smaller compared to the man-made gases like chlorofluorocarbons
(CFCs), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur
hexafluoride (SF6). These gases are produced from transportations vehicles,
agriculture and industrial processes and other anthropogenic activities which
considerably increase the amount of natural greenhouse gases in the atmosphere
that leads to global warming.

Image from: http://www.change-climate.com/Greenhouse_Gases.htm

CAUSES OF CLIMATE CHANGE

Natural Causes:
1. Volcanic Eruptions
Volcanic activities such as major
eruptions naturally contribute to climate
change. During eruption, numerous gases
and aerosols are ejected and released out
of the volcano. Volcanic carbon dioxide
adds up to the CO2 concentration in the
atmosphere while sulfate aerosols has the
ability to deplete the ozone layer which
protects the planet from UV radiation from The June 12, 1991 eruption column from Mount Pinatubo
the sun. Sulfate aerosols are produced from taken from the east side of Clark Air Base.

the condensation of sulfuric acid in the Image from: https://www.usgs.gov/media/images/june-

12-1991-eruption-column-mount-pinatubo
atmosphere which comes from the sulfur
dioxide emitted during volcanic eruptions.

2. Solar Variation
Variations in the energy generated by the sun affect the earth’s
climate and cause changes throughout time. The relationship of the
earth’s orbit around the sun is a major factor that can alter the
distribution of energy to the earth’s surface. This is one of the reasons
 why the geographical location of countries has direct relationship to
climate. Thus, due to energy distribution, it changes the rate of solar
heating of the earth as well as cloud formation process is affected.

Anthropogenic Activities

1. Deforestation
One of the primary contributors to
climate change is deforestation.
According to World bank, the lost 502,000
square miles (1.3 million square kilometers)
of forest from 1990 to 2016. The forests
serve as carbon sink which lessens the
effect of climate change.
Logging operations which are
used for paper manufacturing and other
wood products across the globe highly
contribute to deforestation. Loggers who
are acting illegally are also considered in
this detrimental scenario. Apart from
intentional deforestation, there are
variety of natural phenomenon that adds
to deforestation such as wildfires that
prevents the sprout of young plants and
trees at the same time displaces habitats An aerial view of logs illegally cut from the Amazon
of animals in a particular place. rainforest seen in sawmills near Humaita, Brazil.
Photograph: Ueslei Marcelino/Reuters

2. Industrial Processes
Large percentage of
CO2 emitted in the
atmosphere came from
industrial activities. Burning of
fossil fuels which are utilized for
wide array of machineries for
industrial production of goods
and products have
contributed greatly in the
emission of greenhouse gases
in the atmosphere.
Aside from burning fossil
fuels, there are numerous
anthropogenic activities that
trigger the rapid emissions of
these harmful gases such as
mining of coal, burning of fuels
for transportation, cooking, heating, electricity and oil refining. Other
than these emissions, pollutants in water, soil and air are also getting
worse than ever before.
 Increased burning of fossil fuels contributes to climate change.
(Photo: Chris Conway/Getty Images)

IMPACTS OF CLIMATE CHANGE

1. Ocean Acidification
Ocean is a house to many organisms. The increase of CO 2 emitted
in the atmosphere; large amount of this compound is as well dissolved into
the ocean. Once CO2 is dissolved in water it forms carbonic acid that
potentially lowers the pH of the body of water. Ocean water has a pH of
8.2, however, as time goes by it is continuously dropping.
The changes in the pH of the ocean highly affect the functioning of
living organisms that thrive in there. One example is the high rate of
dissolution of shells and skeletons of crustaceans which are mainly made up
of calcium carbonate.
Most processes in living organisms depend on protein functioning
however, this process could highly be affected by the continuous changes
in the pH of the water.

2. Rise of Sea levels

Global temperature is continuously increasing as a result glaciers
and ice caps from polar regions are melting at a rapid rate increasing the
sea level. In addition, warm temperature makes the volume of water to
expand. In early 20th century, an increase of 0.12 inches per year has been
recorded in the sea level.

3. Water supply and demands

Extremes climates are beginning to commence due to adverse
changes in the climate systems, where dry places could become extremely
drier than before and damp or wet climate could experience wetter
seasons. As a result of this phenomenon, water supply is altered as seasonal
rhythms of precipitation are already changing into an unknown time scale.
4. Ecological impacts

a. Shifts in species ranges

This pertains on the location from which certain species are
able to survive and reproduce. As the temperature increases in
various part of the world, organisms especially animals, are seeking
for a more conducive place to live in, with tolerable environmental
condition. Many species are migrating or relocating themselves as a
response to changing condition of the ecosystem some of these
factors are precipitation and temperature.

b. Shifts in phenology
This one focuses more on the changes in the timing of
biological activities which is prominent at a certain time of the
season. Temperature highly affects the phenological shifts of
organisms thus, the changes in temperature due to climate change
disrupts the natural phonological patterns. Biological functioning of
organisms responds to these changes affecting their population
dynamics and species interaction.

c. Extinction
Variety of species of plants and animals live across the globe.
They survive through adaptation to the environment. In this case, as
the world’s climate is shifting and adversely changing through
human activities, accumulation of greenhouse gases and
contributing to the warming of the planet, each ecosystem found in
different parts of the globe are severely affected. Small scale
extinctions are already commencing and continuously getting worse
day by day. Harvard biologist E. O. Wilson estimates that 30,000
species per year (or three species per hour) are being driven to
extinction. With such figures, numerous species are at risk of being
extinct for the next 100 years.

5. Shrinking productivity of Harvest

Global agriculture is being affected by the continuous elevation of
temperature. Cultivated crops in both temperate and tropical regions grow
in a specific temperature, precipitation and heat exposure. The significant
change in climate patterns, especially the surge of heat waves and
extreme environmental phenomena put agricultural crops into pressure
that highly affects the harvest and agricultural productivity of countries.

6. Extreme meteorological phenomena will cause poverty

Climate change brings challenges on society by compromising their
livelihoods. Natural phenomena on the advent of extreme weather brought
by global warming have already been commencing in different parts of
the world. The increased frequency and intensity of wildfires, typhoons and
hurricanes, tornadoes, heat waves, droughts and floods impend food
supply of the society. Relocate people, destroys agriculture and livelihood
that leave community in poverty and famine.
 7. Spread of diseases
Various researches show the link between climate change and
spread of infectious diseases. One of the key points scientists are looking is
the climate variability that consequently shows relationship to transmission
of diseases. For instance, the malaria epidemic in India has been
connected to the excessive monsoon rainfall which enhances mosquito
breeding and reproduction.

ENVIRONMENTAL AWARENESS

As ecological steward, human beings have the responsibility to take good

care of the environment, protect the sustainability of earth and promote
development without compromising the planet. But as civilizations prosper and
developments continuously evolve, the environment has been put into huge
pressure as never before.
To remind countries of its responsibility in saving earth from its rapid downfall
on climate change and global warming, united nations promote environmental
awareness through laws and protocols joined by several countries across the
globe.

United Nations legal instruments

• United Nations Framework Convention on Climate Change
As a front liner in promoting environmental awareness, United
Nation (UN) initiated the conduct of “Earth summit” in 1992. As part
of this, United Nation Framework Convention on climate Change
(UNFCCC) was promulgated as the initial step to address the climate
change around the world. To inhibit dangerous human interference
with the climate system is the main goal of the convention.
• Kyoto Protocol
This protocol was established in the year 1997, which primarily
aim to bind member countries to help in reduction of emission of
greenhouse gases and pollutants to the environment. To
• Paris Agreement
In 2015, Paris agreement was established upon UNFCCC. This
is to allegedly fight off climate change and strengthen the
implementation of actions and activities concerning reduction of
CO2 emission in the environment to achieve a low carbon future.
• 2019 climate action summit
This climate summit aimed to bind world government leaders,
private sectors along with the society as a whole, to reinforce and
toughen the various processes with high effectivity and efficiency
rate.

Philippines settings
• Republic Act No. 9512 on National Environmental Awareness and
Education Act, 2008.
This Act provides for the promotion of environmental
awareness through environmental education which shall
encompass environmental concepts and principles, environmental
 laws, the state of international and local environment, local
environmental best practices, the threats of environmental
degradation and its impact on human well-being, the responsibility
of the citizenry to the environment and the value of conservation,
protection and rehabilitation of natural resources and the
environment.

SUMMARY

Key Concepts
• Climate change is a wide array of global phenomena that resulted
from the disruption of the natural climate system of a particular part
of the planet.
• Climate change is caused by natural factors such as volcanic
activities and solar variations. Anthropogenic activities like
deforestation, industrial processes, burning of fossil fuels and other
human activities intensify the effect of global warming as these
factors contribute to the accumulation of greenhouse gases in the
atmosphere.
• Due to rapid changes, this phenomenon highly affects the biological
functioning of several organisms, ecological displacements of
species are also triggered, the geographical aspects are also
affected due to catastrophic and extreme phenomena even
sociological and geopolitical facets are put into pressure as these
challenges the environment where everyone depend their livelihood
and day to day bread and butter.

ACTIVITY

The following are 6 categories of impacts of climate change that can be

observed in the current times. Cite at least 3 concrete examples on each of the
categories. Limit your examples on the local setting that you observe within your
barangay, town or province. Briefly explain your answers in each item.

a. Ecological impact
b. Biological impact
c. Geographical impact
d. Sociological impact
e. Meteorological impact
f. Geopolitical impact
REFERENCES

Chigbo A. Mgbemene, Chidozie C. Nnaji and Chekwubechukwu Nwozor, 2016.

Industrialization and its Backlash: Focus on Climate Change and its
Consequences. Journal of Environmental Science and Technology, 9: 301-
316.

Climate. https://www.nationalgeographic.com/science/earth/earths-
atmosphere/climate/

Climate variability. NASA Science. https://science.nasa.gov/earth-

science/oceanography/ocean-earth-system/climate-variability

Climate change primer. https://warmheartworldwide.org/climate-

change/?gclid=EAIaIQobChMIwLX2w-
376gIVSVRgCh37aAbjEAAYAiAAEgIGpPD_BwE

Climate change. United nations. https://www.un.org/en/sections/issues-

depth/climate-change/
Climate change and human health - risks and responses. WHO.
https://www.who.int/globalchange/summary/en/index5.html

Ecological impacts of Climate Change. The National Academes.

https://www.nap.edu/resource/12491/ecological_impacts.pdf

Global Wind Patterns. Climate Science Investigation (CSI). 2.

http://www.ces.fau.edu/nasa/content/resources/global-wind-
patterns.php

How does the sun affect out climate. 2017.

https://www.ucsusa.org/resources/how-does-sun-affect-our-
climate#:~:text=The%20Sun%2Dclimate%20connection,-
The%20Sun%20is&text=Over%20many%20millennia%20the%20Earth,energ
y%20over%20the%20Earth's%20surface.&text=Over%20the%20time%2Dsc
ale%20of,(e.g.%2C%20ice%20ages).

Human population growth and extinction.

https://www.biologicaldiversity.org/programs/population_and_sustainabi
lity/extinction/ eLS

Industrial Biotechnology and Climate change.

https://www.oecd.org/sti/emerging-tech/49024032.pdf

Le Treut, H., R. Somerville, U. Cubasch, Y. Ding, C. Mauritzen, A. Mokssit, T. Peterson

and M. Prather, 2007: Historical Overview of Climate Change. In: Climate
Change 2007: The Physical Science Basis. Contribution of Working Group I
to the Fourth Assessment Report of the Intergovernmental Panel on
Climate Change [Solomon, S., D. Qin, M. Manning, Z. Chen, M. Marquis,
K.B. Averyt, M. Tignor and H.L. Miller (eds.)]. Cambridge University Press,
Cambridge, United Kingdom and New York, NY, USA.
McCarty, J. P., Wolfenbarger, L. L. & Wilson, J. A. 2017. Biological Impacts of
Climate Change. https://doi.org/10.1002/9780470015902.a0020480.pub2

McGrath, M. “Extreme weather can be the 'most important cause of poverty”.

BBC news. https://www.bbc.com/news/science-environment-24538078

OECD, “Environment at a Glance: Climate change: Environment at a Glance:

Indicators, www. oecd. Org/environment/env-at-a-glance

Republic Act No. 9512 on National Environmental Awareness and Education Act,
2008.www.chanrobles.com; www.senate.gov.ph

Scranton, K. & Amarasekare, P. 2017. Predicting phonological shifts in a changing

climate. Proceedings of the National Academy of Sciences of the United
States of America, 114 (50) 13212-13217

Volcanos can affect climate. UCGS. https://www.usgs.gov/natural-

hazards/volcano-hazards/volcanoes-can-affect
climate#:~:text=Volcanoes%20can%20impact%20climate%20change,ar
e%20injected%20into%20the%20stratosphere.&text=But%20volcanic%20g
ases%20like%20sulfur,potential%20to%20promote%20global%20warming.

Weather and Climate. Department for Environement and Rural Affairs.

https://www.lordgrey.org.uk/~f014/usefulresources/aric/Resources/Teach
ing_Packs/Key_Stage_4/Weather_Climate/03.html
 LESSON 3. GENETICALLY MODIFIED ORGANISMS (GMO)

OBJECTIVES
At the end of this lesson, the students should be able to:
1. Understand what Genetically Modified Organisms (GMOs) are;
2. Determine the uses of GMOs in the society; and
3. Discuss the controversies concerning genetic engineering.

CONCEPTUAL BACKGROUND

As humans have continually looked for more efficient way to feed an ever-
increasing human population, plant and animal selective breeding practices
have been utilized since the olden days. Otherwise known as artificial selection,
these breeding methods are used in order to select for particular, beneficial traits
such as bigger fruits or meaty oxen. Selective breeding practice also referred to as
artificial selection because the next generations are molded by human-favored
traits instead of natural selection based on environmental conditions. Artificial
selection usually leads to organisms that are less likely to survive in the wild.
Moreover, this conventional method to modify plants and animals can take a long
time and often produce mixed results, with unwanted traits appearing alongside
desired traits. Selective breeding most of the time takes multiple generations to
achieve the desired results and can time and again have little success rates as not
all individuals of successive generations will manifest the desired traits.

Within the last few decades, however, modern advances in biotechnology

have allowed scientists to directly modify the organisms’ traits by manipulating
their DNA (deoxyribonucleic acid). The specific targeted modification of DNA
using biotechnology has allowed scientists to avoid this problem and improve the
genetic makeup of an organism without unwanted characteristics tagging along.

What are Genetically Modified Organisms?

Genetically modified organisms (GMOs) can be defined as organisms (i.e.
plants, animals or microorganisms) in which the genetic material (DNA) has been
altered in a way that does not occur naturally by mating and/or natural

1
recombination. The technology is often called “modern biotechnology” or “gene
technology”, sometimes also “recombinant DNA technology” or “genetic
engineering”. It allows selected individual genes to be transferred from one
organism into another, also between nonrelated species. Foods produced from or
using GM organisms are often referred to as GM foods.

The process of Genetic Engineering

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.

The GMO breakthrough came in 1973 when Stanley Cohen and Herbert
Boyer transplanted genes from one living organism to another. This is the first
genetically modified organism. In 1974, Rudolf Jaenisch's and

2
Beatrice Mintz showed that foreign DNA could be integrated into the DNA of early
mouse embryos. At the Asilomar Conference of 1975, scientists, lawyers, and
government officials debated the safety of genetic engineering (GE) experiments
and concluded that the GE projects should be allowed to continue. Then the US
Supreme Court allowed patenting of GMO in 1980. Two years after, FDA approves
Humulin, the first pharmaceutical manufactured using GE technology. FLAVR SAVR
tomatoes become the first GE food crop approved by US Department of
Agriculture in 1992. After three years, US EPA approves the first insecticide-
producing crop. A year ago, herbicide-resistant crops were first introduced. In
2000, Golden Rice was engineered to mitigate Vitamin A deficiency. The
pharmaceutical ATryn becomes the first biological produced by GE animal to be
approved by the US FDA.

Source: Genetic Literacy Project, 2015

3
 Most animals that are GMOs are produced for the use of laboratory
research. These animals are used as “models” to study the function of specific
genes and, typically, how the genes relate to health and disease. Some GMO
animals, however, are produced for human consumption. Salmon, for example,
has been genetically engineered to mature faster, and the U.S Food and Drug
Administration has stated that these fish are safe to eat.

Today, approximately 90 percent of the corn, soybeans, and sugar beets

on the market are GMOs. Genetically engineered crops produce higher yields,
have a longer shelf life, are resistant to diseases and pests, and even taste better.
These benefits are a plus for both farmers and consumers. For example, higher
yields and longer shelf life may leave to lower prices for consumers, and pest-
resistant crops means that farmers don’t need to buy and use as many pesticides
to grow quality crops. GMO crops can thus be kinder to the environment than
conventionally grown crops.

4
 Genetically modified foods do cause controversy, however. Genetic
engineering typically changes an organism in a way that would not occur
naturally. It is even common for scientist to insert genes into an organism from an
entirely different organism. This raises the possible risk of unexpected allergic
reactions to some GMO foods. Other concerns include the possibility of the
genetically engineered foreign DNA spreading to non-GMO plants and animals.
So far, none of the GMO approved for consumption have caused any of these
problems, and GMO food sources are subject to regulations and rigorous safety
assessments.

In the future, GMOs are likely to continue playing an important role in

biomedical research. GMO foods may provide better nutrition and perhaps even
be engineered to contain medicinal compounds to enhance human health. If
GMOs can be shown to be both safe and healthful, consumer resistance to these
products will most likely diminish.

SUMMARY
Genetic engineering refers to the direct manipulation of DNA to alter an
organism’s characteristics in a particular way. The advent of genetic engineering
has allowed for an unprecedented level of modification of plants and animals,
including microorganisms. Its pursuits are to preserve and lengthen life.
There are pros and cons in utilizing this technology. There are controversies
that are still debatable up to the present. The opponents’ major concern is the
long-term effect of GMOs to humans. On the other hand, the proponents’ flagship
is the success stories of the GMO recipients.

Additional Reading:
https://www.who.int/foodsafety/areas_work/food-
technology/Frequently_asked_questions_on_gm_foods.pdf?ua=1

5
ACTIVITY
Instruction: Conceptualize a GMO. (Adopted from Quinto and Nieva, 2019)
On the box provided, draw a possible GMO. In conceptualizing a GMO, think of
the features or traits that you imagine it possesses and its potential impacts on
society. Be ready to share your output in class. Answer the questions that follows.

Questions:
1. What is your GMO, its modified characteristics and features?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________

6
2. In what ways do you think this GMO can positively impact society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________
3. What ethical issues or concerns may arise as a result of this GMO?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________

REFERENCES

https://www.nationalgeographic.org/encyclopedia/genetically-modified-
organisms/

https://geneticliteracyproject.org/2015/08/12/gmos-from-ancient-history-to-the-
future/

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

https://gmoanswers.com/gmos-in-the-us

https://www.livescience.com/40895-gmo-facts.html

Quinto, EJM. And Nieva, AD, 2019. Science, Technology, and Society Outcome

Based Module. C&E Publishing

Serafica et al., 2017. Science, Technology and Society, First Edition. Rex Book Store