GE 217 STS Course Pack

GE 217 Science, Technology and , Society
SCIENCE, TECHNOLOGY, AND SOCIETY
Marilou P. Suazo
John Paullette M. Viernes
Khmer Griffin S. Alonzo
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WELCOME MESSAGE
Welcome to the Science, Technology, and Society course. It is our wish that
you will discover and learn a lot as you go through all the lessons presented here. As a
learner, we would like to emphasize discipline and self- motivation. You are wholly
responsible for the study of this course. You will stumble upon difficulties or
challenges so we ask that you expect for them as you go through this course by online
interaction as opposed to a face-to-face interaction. If you need assistance, do not
hesitate to seek it from your instructors/facilitators. It is our duty to maintain the same
standards of excellence in this modular interaction as needed in a face-to-face
interaction.
Faculty Information:
Name:Khmer Griffin S. Alonzo Email:
Office:NatSci Dept., CAS USeP, Obrero, Davao City
Contact Number (Office): 0947-570-2924 / 227-8192 Local 244 or 230
Name:Restituta D. Macarayo Email:

Office:NatSci Dept., CAS USeP, Obrero, Davao City Contact Number (Office): 227-8192 Local 244 or 230
Name:Marilou P. Suazo
Email: Contact number : 09338170195
Office:NatSci Dept., CAS USeP, Obrero, Davao City Contact Number (Office): 227-8192 Local 244
Name:John Paullette M. Viernes Email: Contact number : 09422500069

Office:NatSci Dept., CAS USeP, Obrero, Davao City Contact Number (Office): 227-8192 Local 244
GETTING HELP
For Academic and Administrative Concerns
Email: Phone: (82) 227-8192 local 230
For UVE concerns

Health Services
Email: Phone:(82) 227-8192 local 212
Guidance Services
Office of Students Affairs & Services

Email: (82) 227-8192 local 207
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TABLE OF CONTENTS
Page
Cover page............................................................................................................................................1
Welcome Message................................................................................................................................2
Table of Contents.................................................................................................................................3
USeP Vision, Mission and Goals.........................................................................................................4
USeP Graduate Attributes....................................................................................................................5
USeP Core Values................................................................................................................................5
Course Overview..................................................................................................................................6
Course Assessment...............................................................................................................................7
Course Map...........................................................................................................................................8
Module 1 General Concepts & Historical Events in STS
Overview..............................................................................................................................................9
Lesson 1 Intellectual Revolutions That Defined Society...............................................................10
Lesson 2 Science, Technology, and Nation Building.....................................................................17
Lesson 3 Indigenous Science and Technology in the Philippines..................................................25
Module Summary.................................................................................................................................27
Module 2 STS and the Human Condition
Overview...............................................................................................................................................28
Lesson 1 The Human Flourishing..................................................................................................29
Lesson 2 Technology As A Way Of Revealing Human Flourishing.............................................32
Lesson 3 The Good Life.................................................................................................................36
Lesson 4 When Technology and Humanity Cross.........................................................................39
Module Summary.................................................................................................................................48
Module 3 Specific Issues in Science, Technology, & Society
Overview...............................................................................................................................................50
Lesson 1 The Information Age.......................................................................................................50
Lesson 2 Biodiversity and the Healthy Society..............................................................................56
Lesson 3 Genetically Modified Organisms: Science, Health, & Politics.......................................62
Lesson 4 The Nano World..............................................................................................................68
Lesson 5 The Aspects of Gene Therapy.........................................................................................74
Lesson 6 Climate Change...............................................................................................................78
Module Summary.................................................................................................................................83
Course Summary..................................................................................................................................84
References.............................................................................................................................................85
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UNIVERSITY OF SOUTHEASTERN PHILIPPINES
VISION
Premier Research University in the ASEAN.
MISSIO
USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.
GOALS
At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:
1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation
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INSTITUTIONAL GRADUATE ATTRIBUTES
LEADERSHIP SKILLS
Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s
profession or vocation.
CRITICAL AND ANALYTICAL THINKING SKILLS
Demonstrates creativity, innovativeness, and intellectual curiosity in

optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.
SERVICE ORIENTED
Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-
cultural, environmental concern, and sustainability.
LIFELONG LEARNING
Demonstrates enthusiasm and passion for continuous personal and professional

development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and in conveying

information in accordance with global standards.
CORE VALUES OF THE UNIVERSITY
UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM
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THE COURSE OVERVIEW
COURSE TITLE: GE 217 SCIENCE, TECHNOLOGY, AND SOCIETY

CREDIT: 3 units
SEMESTER: Second Semester
TIME FRAME: 54 hours
COURSE DESCRIPTION: The course deals with the interaction between science and
technology and social, cultural, political, and economic contexts that shape and are shaped by
them. (CMO No. 20, series of 2013). This interdisciplinary course engages students to
confront the realities brought about by science and technology in society. Such realities
pervade the personal, the public, and the global aspects of our living and are integral to
human development. Scientific knowledge and technological development happen in the
context of society with all its socio-political, cultural, economic, and philosophical
underpinnings at play. This course seeks to instill reflective knowledge in the students that
they are able to live the good life and display ethical decision making in the face of scientific
and technological advancement.
COURSE OUTCOMES: At the completion of the course, learners are expected to

do the following:
 Explain how science and technology affect society and the environment and
its role in nation-building.
 Illustrate the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part of
society.
 Investigate the impact of social media on the students’ life and Philippine
society in general.
 Appreciate the complexity of the human condition.
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COURSE ASSESSMENT:
Learning Evidence and Measurement Rubrics
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Learning Evidence: LE1: Reflective Journal
Area to Assess Beyond Expectation (100) Expected (90) Needs Improvement (80) Below Expectation (70)
Paper represents the authors’ ideas, evidence Paper represents the author’s ideas, Paper represents the author’s ideas, evidence Paper misrepresents the authors’ ideas,
or conclusions accurately, fairly and evidence and conclusions accurately and conclusions accurately but not evidence and/or conclusions. Major
Accuracy (Grasp
eloquently. Shows a firm understanding of sufficiently clear. Minor inaccuracies. inaccuracies. Or does not distinguish between
of readings)
the implications of each major ideas and less relevant
author’s argument(s) points.
Paper fully meets requirements. Paper full meets the requirements but Paper does not address some aspects of the Paper does not address the assignment
does not exceed them. assignment.
Explores implications of social science Select minor rather than key ideas, and/or
theories and pillars of education. Makes Makes good case for why selected key Makes somewhat convincing case for why does not show why the selected ideas
convincing case for why selected ideas ideas connect(or contradict) two texts, selected ideas connect (contradict) two texts, connect (or contradict) texts, and/or
connect (or contradict) two texts, and/or two and/or connect (contradict) texts and and /or connect (contradict) texts and connect (contradict) texts and lectures.
texts, and/or connect (contradict) texts and lectures lectures.
Argument (depth lectures Consistently imprecise or ambiguous
of analysis) Mostly precise and unambiguous wording, Imprecise or ambiguous. Confusing wording. Confusing sentence structure
Consistently precise and unambiguous mostly clear sentence structure Mostly sentence structure
wording, clear and lucid sentence structure. effective choice of quotation. Quotations contradict or confuse
All quotations are well chosen, effectively Mostly effective framing and explication of Poorly chosen quotations or ineffective student’s text. Quotations used to
framed in the text and explicated where quotation where necessary framing and explication o quotations replace student’s writing.
necessary
Paper is clean, correctly formatted (11- Paper is clean, correctly formatted (11- Paper is clean, correctly formatted (11- point Paper is sloppy or incorrectly formatted, not
point font Arial, double space, normal point font Arial, double space, normal font, Arial, double space, normal margins), written in full sentences. Many improperly
margins) written in full sentences. margins) written in full sentences. written in full sentences. Some improperly attributed quotations or inconsistent style of
Presentation
Quotations are all properly attributed and Quotations are all properly attributed and attributed quotations and/or inconsistent citation. Many spelling or grammatical
cited in a consistent style. Virtually no cited in a consistent style. A few minor citation style. A number of error.
spelling or grammatical errors. spelling or grammatical errors spelling or grammatical errors.
Assessment Activity AA3: Oral Presentation

Area to Assess Beyond Expectation (100) Expected (90) Needs Improvement (80) Below Expectation (70)
Presentation is somewhat lacking in substance
Presentation is not complete in parts and Presentation is incomplete and some message
Presentation is complete in substance and and clearly communicates the message but few
Presentation many details hinder the clarity of the are not clearly comprehensible.
clearly communicates the message details hinder clear understanding.
understanding of the message.
Presentation is complete with visual
Organization aids. A few items are not visually presented. Some items are not visually presented. Most items are not visually presented.
Introduction is attention-getting, lays out the Introduction is attention-getting, lays out the Introduction is attention-getting, lays out the
Introduction is attention-getting, and no
problem well, and establishes a framework problem, and establishes a framework for problem simply, and establishes a
framework for some of the areas of the
Content for the rest of the presentation. Content the rest of the presentation. Content presents framework for some of the areas of the
presentation. Content presents minor errors in
presents accurate information. minor error in the information. presentation. Content presents minor error in
the information.
the information.
Slides are most attractive and Slides are moderately attractive and Slides are least attractive and Slides are least attractive and not
Visual aids
interesting. interesting. interesting. interesting.
Grading System
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment Item Grade Source (Score or Rubric Grade) Percentage of Final Grade
AA1 Score (Examination (Midterm & Final)) 35%
AA2 Score (Quizzes) 30%
AA3 Rubric (Oral Presentation) 20%
LE1 Rubric (Reflective Journal) 15%
Total 100%
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The Course Map
Science, Technology and Society
Science, Technology,
General Concepts and Historical and Society and the Human
Events in STS Conditions
Specific Issues in Science, Technology, and Society
Intellectual Revolutions That Defined Society The Human Flourishing

The Information Age
Technology as a Way of Revealing Human Flourishing Biodiversity and

Science, the Healthy
Technology and Society
Nation Building
Genetically
Modified
Indigenous Organisms;
The Good Life
Science in the Science, Health,
Philippines
When Technology and Humanity Cross The Nano World
The Aspects of
Gene Therapy
Climate Change
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Module 1
GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE,

TECHNOLOGY, AND SOCIETY
Module Overview:
Hello dear students and welcome to Module 1 of our subject GE 217 Science,
Technology, and Society.
This module covers the general concepts and historical development of
science, technology, and society. This module also shows you how society was being
defined during these intellectual revolutions and the relationship of science,
technology, and society to nation building specifically in the Philippines.
Module Outcomes:
At the completion of this module, the learner should be able to:
1. Justify ways by which society is transformed by science and

technology
2. Analyze how scientific revolution is done in various parts of the world like
Latin America, East Asia, Middle East, and Africa.
3. Discuss the role of science and technology in the Philippine nation-
building.
4. Evaluate government policies pertaining to science and technology in terms
of their contributions to nation-building.
5. Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.
6. Discuss the concept of indigenous science; and
7. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
This module is structured into 3 parts:

• Intellectual Revolution That Defined Society
• Science, Technology, and Nation Building
• Indigenous Science and Technology in the Philippines Are
you ready? Let’s begin the lessons now!
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Lesson 1
Intellectual Revolutions That Defined Society
Introduction
Hi student! You are now in the first part of our lesson in this course. You will
be reading some ideas on the general concept and historical events in science,
technology, and society. You are also going to accomplish given tasks within an
allotted time.
Learning Outcomes:
In this lesson, you are expected to gain the different learning outcomes listed
below:
1. Justify ways by which society is transformed by science and
technology
2. Analyze how scientific revolution is done in various parts of the
world like Latin America, East Asia, Middle East, and Africa
Time Frame: Week 1
Activity (Let’s Get Started!)
You will do this activity before you read about the topic “Intellectual
Revolutions that Defined Society.”
Fill out the table below by looking for technology developed by women or members of
the LGBTQ both past and present.
Technology Past Latest
Analysis (Let’s Think About it!)

1. What do you think are the differences between these past and
present technologies?
__ _ _ _ _ _
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Abstraction (Let’s Explore!)

Science and technology play an important role in our everyday lives.
In fact, science and technology have a growing impact in our society and
even in our environment. Through science, the human race has given the opportunity
to make life easier by developing its own technology.
In this lesson, we will review the history and major developments of science
and technology that have emerged in different societies at different times.
Some Intellectuals and their Revolutionary Ideas
Nicolaus Copernicus
His idea and model of the universe has placed the Sun to be the centerpiece of
the universe. He outlined two kinds of planetary motion: (1) the orbits of Venus and
Mercury lay in orbit on the Earth, thus, closer to the Sun; and (2) the orbits of Mars,
Saturn, and Jupiter lay outside the Earth’s orbit, thus, farther from the Sun. From this
model, he would work on the length of time it will take for each planet to orbit once
around the Sun.
Charles Darwin
He is famous for his Theory of Evolution. He published his book The Origin
of Species in 1589. His book presented evidence on how species evolved over time
and presented traits and adaptation that differentiate species. In his book The
Descent of Man, he introduced the idea of all organic life, including human beings,
under the realm of evolutionary thinking. His unorthodox way of pursuing science
gave more value to evidence-based science. It is a science marked by observation and
experiment.
Sigmund Freud
He is a famous figure in the field of psychology. He made a significant

contribution through the development of an important observational method known as
the method of psychoanalysis. His method was unorthodox, focusing on human
sexuality and the evil nature of man.
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According to Weiner (2016), his method of psychoanalysis was proven to be effective

in understanding some neurological conditions that were not understood by medicine
at that time.
Science and Technology in Ancient Times
Development of Science in Mesoamerica
Mesoamerica is defined by a mosaic of cultural traits developed and shared by its

indigenous cultures. Mayan, Aztec and Incas are one of the inhabitants in this land.
Intellectually, these three inhabitants have many different similarities and differences.
There are noticeable differences in their architecture, technology, art and
infrastructure. But each group shows an effective way of running an empire.
Development Mayans Incas Aztecs

in Science
- used Vigesimal - used Quipus to - used geometry for
Number System record data taxes
- solar and - had 2 calendars
Mathematics religious calendar
- accurate
calculations
about the sun and
moon using
only sticks
- Invented rubber - Farmers used - Invented canoes
Technology - Used Jadeite for terraces to - Many medical
many tools maximize crops advances
- Built large stone - Invented the
buildings without wheel
mortar
Ball Court Hillside terracing Aztec temple
Architecture
Sculptures and - utilized stone - told stories

Arts paintings depict masonry and through sculpture,
religious figures, textiles pottery, weaving
scenes of battles and poetry
and sacrifices
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- Writing system The Incas never They spoke a

consisting of 800 developed a language called
symbols called writing system, Nahuatl
glyphs standing instead memorized
for words and important
letters. information. They
Literature -They wrote an spoke in a
important book language called
called Popol Vuh. Quechua.
The Mayans and Aztecs recorded events in a book made out of

bark. The book is called Codex.
- Advanced water - Biggest - Had aqueducts
systems infrastructural (like Mayans)
- Controlled floods development is - Mandatory
and survived road system education
Infrastructure droughts - 14,000 miles of Telpochalli
- Sustained large roads and canals Unique educated
populations in spanning the empire society
environment with for efficient
minimal resources movement of troops
and information,
and easier control
over
huge Inca Empire
Development of Science in Asia
Asia is the biggest continent in the world. India and China stood out in the
field of science and technology and also in mathematics.
INDIA CHINA
° Known for manufacturing iron ° Known for traditional medicines, a
especially iron steel product of centuries of experiences and
discovery of the Chinese people
° famous in medicine, such as ° Discovered various medical properties and
Ayurmeda a traditional uses of different plants and animals to cure
medicine and is practiced as human illness;
alternative medicine
° discovered some medicinal ° famous discoveries and inventions were
properties of plants compass, papermaking, gunpowder, and
printing tools.
° discovered different surgical °also invented tools like iron plough,
and other different procedures wheelbarrow, and propeller, among
(Susruta Samhita) others.
° developed theories on the ° developed a design of different models of
configuration of the universe, bridges(Zhongguo ke xue yuan, 1983),
the spherical self-supporting invented the first seismological detector,
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Earth, and the year of 360 and developed a dry dock facility
days (Needham et al., 1971).
with 12 equal parts of 30 days
each.
° tried to standardize ° Made significant records on supernovas,
measurement of length to a high lunar and solar eclipses, and comets, which
degree of accuracy and designed were carefully recorded and preserved to
a ruler, understand better the heavenly bodies and
the Mohenjodaro ruler their effects to our
according to Bisht (1982) world (Mayall, 1939)
° introduced a number of ° They observed the heavenly bodies to
trigonometric understand weather changes and seasons
functions, tables, and that may affect their daily activities. They
techniques, as well as used lunar calendars.
algorithms of Algebra
according
to Indian astronomer and
mathematician Aryabhata
(476–
550),
° Brahmagupta, also suggested
That gravity was a force of
attraction, and lucidly
explained
the use of zero as both a
placeholder and a decimal digit.
° Madhava of Sangamagrama is
also considered as the founder
of mathematical analysis
(Joseph, 1991).
Development of Science in the Middle East
With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship,
or what is called the Golden Age of Islam lasted until the 13th century.
 Muslim scientists placed greater value on science experiments rather than
plain thought experiments.
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 Muslim scientist named Ibn al-Haytham is also regarded as the Father of

Optics, especially for his empirical proof of the intromission theory of light.
 Mathematician Muhammad ibn Musa al-Khwarizmi gave his name to the
concept of the algorithm while the term algebra is derived from al- jabr
 Muslim mathematicians did make several refinements to the number system,
such as the Introduction of decimal point notation.
 Some scholars considered Jābir ibn Hayyān to be the “Father of Chemistry”
(Derewenda, 2007; Warren, 2005).
 Ibn Sina pioneered the science of experimental medicine and was the first
physician to conduct clinical trials (Jacquart, 2008).I
 Ibn Sina’s two most notable works in medicine, the Book of Healing and
The Canon of Medicine, were used as standard medicinal texts in both the
Muslim world and in Europe during the 17th century.
Development of Science in Africa
Africa is blessed with natural and mineral resources. Science also emerged in
this part of the planet long before the Europeans colonized it. Astronomy was also
famous in the African region. Documents show that Africans used three types of
calendars: lunar, solar, and stellar, or a combination of the three. North Africa and the
Nile Valley imported iron technology from the Near East region that enabled them to
benefit from the developments during the Bronze Age until the Iron Age.
Mathematics was also known to be prominent in the life of early people in the African
continent.
The Lebombo Bone, which may have been a tool for multiplication, division,
and simple mathematical calculation or a six-month lunar calendar, is considered to be
the oldest known mathematical artifact dated from 35,000 BCE.
The Islamic regions in Africa during the medieval period was also benefiting
from mathematical learning, which is considered advanced during those times, such
as algebra, geometry, and trigonometry.
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The ancient Egyptian civilization has contributed immensely and made

significant advances in the fields of astronomy, mathematics, and medicine.
For example:
 They are good in the four fundamental mathematical operations and other
mathematical skills. They have knowledge of the basic concepts of algebra and
geometry.
 The rules of geometry were developed and used to build rectilinear structures,
the post of lintel architecture of Egypt.
 The great structures of the Egyptian pyramids and the early dams built to
divert water from the Nile River are some proofs of their advanced
civilization.
 Egypt was known to be a centre of alchemy, which is known as the medieval
forerunner of chemistry.
 They tried to study human anatomy and pharmacology, and applied important
components such as examination, diagnosis, treatment, and prognosis for the
treatment of diseases.
Application (Let’s Do It!)
1. How did society shape science and how did science shape
society?
2. Considering the current state of our society, do you think science literacy among
people has contributed to the growth of our economy?
Closure
Congratulations! You have finished the first lesson. You learned each that
civilization was transformed by science and technology
and how they develop using their own skills to shape their technology. Now you
are ready for Lesson 2 - Science, Technology, and Nation Building.
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Lesson 2
SCIENCE, TECHNOLOGY, AND NATION BUILDING
Introduction:
Hello there! You are now on the second lesson of this module. This lesson will
discuss the role and the influence of science and technology in the development of the
Philippine society. Government programs, projects, and policies are identified to help
improve the ability and potential of Philippine science and technology. As to how our
science and technology started, we will discuss first the brief history of science and
technology in our country.
Learning Outcomes:
In this lesson, you are expected to gain the different learning outcomes listed below:
1. Discuss the role of science and technology in the Philippine nation-
building.
2. Evaluate government policies pertaining to science and technology in terms
of their contributions to nation-building; and
3. Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.
Time Frame: Week 2
Activity
1. Recall our history in terms of science and technology. What do you think
were the roots/causes of early Philippine scientific development?
2. Are you a recipient of one of the government programs?
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Analysis:
1. What are the significant contributions of women in our history to the

development of science and technology in our country?
2. Which programs or projects of the government helps and are important to

you?
Abstraction:
Base on the brief historical background of science and technology of our country,
during Pre-Spanish Philippines:
 The early inhabitants of the archipelago had their own belief system and
indigenous knowledge system.
 Science was observed in the way they interpreted the movements of
heavenly bodies to predict seasons and climates, and in organizing days into
months and years.
 Scientific knowledge was observed in the way they planted their crops, in
taking care of animals, and for food production.
 They used science in preparing the soil for agricultural purposes and like any
other ancient cultures. They also discovered the medicinal uses of plants.
 They developed tools for planting, hunting, cooking, and fishing; for
fighting their enemies during war or tribal conflicts.
 They also developed technologies in creating musical instruments.
 The Metal Age had a significant influence on the lives of early Filipinos.
 Sophisticated designs of gold and silver jewelry, ceramics, and metal tools
proved that their technological ideas helped in the development of different
tools.
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During Spanish Era:

 The Spaniards brought with them their own culture and practices.
 They established schools for boys and girls and introduced the concept of
subjects and disciplines.
 It was the beginning of formal science and technology in the early inhabitants
of the archipelago had their own belief system and indigenous knowledge
system.
 Science was observed in the way they interpreted the movements of heavenly
bodies to predict seasons and climates, and in organizing days into months and
years.
 The country, known now as school of science and technology.
 The country, known now as school of science and technology.
 The Filipinos developed ways to replicate the technology brought by the
Spaniards using indigenous materials.
 Medicine and advanced science were introduced in formal colleges and
universities established by the Catholic orders.
 The galleon trade had brought additional technology and development in the
Philippines.
 Filipino students who were able to study in Europe also contributed to the
advancement of medicine, engineering, arts, music, and literature in the
country.
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American Era:
 The Americans established the public education system and improved the
engineering works and the health conditions of the people.
 They reorganized the learning of science and introduced it in public and
private schools.
 They established a modern research university, the University of the
Philippines.
 They created more public hospitals than the former colonial master.
 The mineral resources of the country were also explored and exploited during
the American time.
 Transportation and communication systems were improved, though not
accessible throughout the country.
 The Protestant church missions in different places in the country also brought
hospitals and schools to far-flung areas.
 However, World War II had destabilized the development of the country in
many ways. Institutions and public facilities were turned into ashes, houses
were burned, and many lives were destroyed.
 Since the establishment of the new republic, the whole nation had been
focusing on using its limited resources in improving its science and
technological capability.
The development of science and technology in the Philippines, based on its
brief history, is shaped by several factors and influences. Like in the history of
science in other countries, it is always shaped by human and social activities, both
internal and external.
Government Policies on Science and Technology
Science and Technology plays an important role to the betterment and

development of any country. Technology has a fundamental role in wealth
creation, improvement of the quality of life and real economic growth and
transformation in any society.
In order to achieve positive used of science and technology, the Philippine
government introduced and implemented several programs, projects, and policies to
boost the area of science and technology.
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Science and technology policy is one of the public policies that promote
appropriate funding to advance scientific and technological research and
education, studies the impact of science and technology upon its citizenry, and
prescribes regulation, if necessary.
Goals of Philippine Government Policies on Science and Technology

• Prepare the whole country and its people to meet the demands of a
technologically driven world and;
• Capacitate the people to live in a world driven by Science and Technology
• DOST - Department of Science and Technology
• Sought expertise to the National Research Council of the Philippines
(NCRP)
• Meet ASEAN 2015 Goals
The National Research Council of the Philippines (NCRP) clustered

these policies into four, namely:
1. Social Sciences, Humanities, Education, International Policies and
Governance
 Integrating ASEAN awareness in basic education without adding to the
curriculum
 Emphasizing teaching in the mother tongue
 Developing school infrastructure and providing for ICT broadband
 Local food security
2. Physics, Engineering and Industrial Research, Earth and Space Sciences,
and Mathematics
 Emphasizing degrees, licenses, and employment opportunities
 Outright grants for peer monitoring
 Review of RA. 9184 (Government Procurement Reform Act)
 Harnessing science and technology as an independent move of
development
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3. Medical, Chemical, and Pharmaceutical Sciences

 Research areas
 Ensuring compliance of drug-manufacturing firms with ASEAN-
harmonized standards by full implementation of the Food and Drug
Administration
 Creating an education council desiccated to standardization of
pharmaceutical services and care
 Empowering food and drug agencies to conduct evidence-based research
as pool of information
 Allocating two percent of the GDP to research
 Legislating a law supporting human genome projects
4. Biological Sciences, Agriculture, and Forestry

 Protecting and conserving biodiversity by full implementation of existing
laws
 Use of biosafety and standard model by ASEAN countries
 Promoting indigenous knowledge system and indigenous people's
conservation
 Formulation of common food and safety standards
Existing Programs by Government through DOST

Some of these projects are the following:
 Providing funds for basic research and patents related to science and
technology
 Providing scholarships for undergraduate and graduate studies of
students in the field of science and technology
 Establishing more branches of the Philippine Science High School
System
 Balik Scientist Program to encourage Filipino scientists abroad to come
home and work in the Philippines
 Developing science and technology parks in academic campuses to
encourage academe and industry partnerships
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 The establishment of the National Science Complex and National

Engineering Complex within the University of the Philippines campus in
Diliman.
Capacity Building Programs

 Establishment of National centers of excellence and development
 Strengthen Science education at the early stage through PSHS or Phil.
Sci Schools
 STEM implementation in K to 12 curricula
 Manpower and institutional development programs
 Science and technology business center (Technopreneurship)
The Philippine Congress has also created various laws related to science and
technology. These laws vary according to different themes such as: conservation,
health-related, technology-building, and supporting basic research, among others.
Some laws and policies are in line with international treaties such as:
 The United Nations (UN);
 United Nations Educational, Scientific and Cultural Organization
(UNESCO); and
 Association of Southeast Asian Nations (ASEAN).
Fields /Areas for Research and Development

1. Use alternative and safety energy
2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warning
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development
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The development of Science and Technology Policies, Programs, and Projects in the
Philippines are embedded on the national goals, internationally treaty, legal
frameworks, and social needs, issues, and problems.
Application
Fill out the table below:
1. Write down the significant contributions of the Spaniards and

Americans to the development of science and technology in the Philippines?
Spaniards Americans
Significant
Contributions
2. Make a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis on

Philippine programs in terms of science and technology by filling the provided table
below.
Science and
Technology Strength Weakness Opportunity Threat
Programs
Closure
Well done! You have just finished Lesson 2 of this module. In this lesson, you
learned about the role of Philippine government policies,
programs, and projects in terms of science and technology as well as the brief history
of science and technology of our country. In Lesson 3, you will learn about the
Science Education in the Philippines.
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Lesson 3
Indigenous Science and Technology in the Philippines
Introduction
In this lesson, we will discuss on indigenous science and technology in the
Philippines and its contribution in the development of Philippines science and
technology. During the early times, Filipinos had their own ways and means in
solving their problems and needs with the use of their own indigenous knowledge
systems and practices.
Learning Outcomes
1. Discuss the concept of indigenous science; and

2. Discuss the contribution of indigenous science in the development of science
and technology in the Philippines.
Time Frame: Week 3
Activity
Give one or two examples of indigenous beliefs from an ethnic group that deals
about the weather, nature conservation, and medicine.
ANALYSIS
From your personal perspective, are the beliefs that you gathered from the activity
section were scientifically sound or just purely superstitious?
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ABSTRACTION
Indigenous science is part of the indigenous knowledge system practiced by

different groups of people and early civilizations. It includes complex
arrays of knowledge, expertise, practices, and representations that guide human societies in
their enumerable interactions with the natural milieu: agriculture, medicine, naming and
explaining natural phenomena, and strategies for coping with changing environments.
Indigenous science helps the people in understanding the natural

environment and in coping with everyday life.
1. Indigenous science uses science process skills such as observing, comparing,

measuring, problem solving, inferring, communicating, and predicting.
2. Indigenous science is guided by culture and community values such as the following:
 The land is a source of life. It is a precious gift from the creator;
 The Earth is revered as “Mother Earth.” It is the origin of their identity as
people
 All living and non-living things are interconnected and interdependent with each
other;
 Human beings are stewards or trustee of the land and other natural resources.
They have a responsibility to preserve it; and
 Nature is a friend to human beings—it needs respect and proper care.
3. Indigenous science is composed of traditional knowledge practiced and valued by people
and communities such as ethno-biology, ethno-medicine, indigenous farming method and
folk astronomy.
APPLICATION
1. Ask your folks on different indigenous technology they used before and
at present in:
a) treating common ailment such as cough, and fever
____________________________________________________________
____________________________________________________________
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b) preserving food
____________________________________________________________
____________________________________________________________
2. Research on the connection of indigenous knowledge to science and technology.
Closure
Congratulations! You are done with Module 1. You just learned that indigenous
knowledge existed and were applied because it was
proven through experience even before man knew the study of true science. And now,
you are ready for the next module. Module 2 deals with science, technology, and
society and the human condition.
Module Summary
Module 1 discusses the historical events of science and technology, how science and
technology help build and bring development to nation and the use of indigenous
science and technology in our country can be the bridge to continue on educating
oneself the importance of good science and technology.
Module Assessment
1. How did society accept the idea of Copernicus, Darwin, and Freud during their
time?
2. State the major developments that are still of use today by the following:
a. Mayans e. China
b. Incas f. African
c. Aztecs g. Egyptians
d. India h. Middle East
3. Does technology precede science in the history of civilization?
4. Under what colony did Filipino enjoy a better life?
5. What do you think are the factors that influenced the development of
science and technology in the Philippines?
6. State the policies on medical, chemical, and pharmaceutical sciences.
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Module 2
Science, Technology, and Society and the Human Condition
Introduction
In this module, different conceptions of human flourishing, which connotes the “well-being”
and “happiness” of men and suggests positive emotional experiences? This will also describe
the human condition before and after the existence of science and technology. And, the
meaning of good life and the ways of the possibilities in attaining its happiness as man’s
ultimate end.
Module Outcomes
In this module, you are expected to be able to:
 Analyze the human condition in order to deeply reflect and express

philosophical ramifications that are meaningful to the student as a part of
society.
 Critique human flourishing vis-à-vis the progress of science and technology so
that the student can define for himself/herself the meaning of the good life.
 Explain the concept of human condition before science and technology.
 Identify the change that happened in human condition after science
 Name ways on how technology aided in revealing the truth about human
beings.
 Examine what is meant by a good life.
 Identify how humans attempt to attain what is deemed to be a good life.
 Recognize possibilities available to human beings to attain the good life.
This module is structured into 4 lessons:
 The Human Flourishing
 Technology As A Way Of Revealing
 The Good Life
 When Technology And Humanity Cross
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Lesson 1
The Human Flourishing
Introduction
Conceptions on how humans flourished depend upon their desire to find ways in order to
achieve their goal. It is human nature. Finding means to a problem is important in order to
survive and live.
Learning Outcomes
1. Identify different conceptions of human flourishing.
2. Determine the development of the scientific method and validity of science.
3. Critic human flourishing vis-à-vis progress of science and technology to define for
themselves the meaning of good life.
Timeframe: Week 4
Activity (Let’s get started)
You are asked to rearrange the given jumbled procedures below about
heating a liquid in a test tube safely by placing the letter only on
the appropriate number on the right side.
A. do not point the tube to anyone 1.

B. and heat it by moving back and forth 2. _
C. Half-fill a test tube with water 3.
D. across the flame of the burner 4.
E. hold the test tube with a holder, tilt it for 45 degrees. 5.
F. nor look into the tube while it is being heated 6.
ANALYSIS
How does science aid in solving certain scientific endeavor?
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ABSTRACTION
The journey of man’s gradual progress throughout history defines the

development of science and technology. In pursuit of man’s ultimate goal
and needs, man tends to find ways to attain them. This lesson will give you an idea on
different conceptions of human flourishing through science and technology.
Science, Technology, and Human Flourishing
Aristotle describe the pinnacle of happiness that is attainable by man as Eudaimonia, literally
coined the term as “good spirited. Eudaimonia has often translated into “human flourishing.
Flourishing is the highest good of human endeavors and that toward which all actions aim. It
is success as a human being. The best life is one of excellent human activity.
Every civilization has its own focus in order to flourish.

 The Western civilization tends to be more focused on individuals; based on their
values rather than their beliefs that the state is greater than them.
 The east are more community-centric; community takes the highest regard that
individuals should sacrifice themselves for the sake of the society.
Every discovery, innovation, and success contributes to our pool of human knowledge;
human’s perpetual need to locate himself in the world by finding proofs to trace evolution.
The end goals of both science and technology and human flourishing are related; in that the
good is inherently related to the truth, are two concepts about science which ventures its
claim on truth.
Science and Results
People who do not understand science are won over when the discipline is able to produce
results.
 In this particular argument, however, science is not the only discipline which is able
to produce results—religion, luck, and human randomness are some of its
contemporaries in the field.
 For some communities without access to science, they can turn to divination and
superstition and still get the same results.
 Science is not entirely foolproof, such that it is correct 100% of the time.
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Science as Education
In the Philippines, a large distribution of science high schools can be found, forging
competition for aspiring students to undergo rigorous science and mathematics training based
on specialized curricula.
 As students are preconditioned that the field would later land them high-paying
jobs and a lucrative career after graduation.
 Simply mastering science and technology would be inadequate if we are to, say,
socialize with people or ruminate on our inner self.
 A true eudaimonia recognizes that flourishing requires one to excel in various
dimensions, such as linguistic, kinetic, artistic, and socio-civic.
Science as a Social Endeavor
 new school of thought on the proper demarcation criterion of science emerged.
 Explores the social dimension of science and effectively, technology
 The new view perpetuates a dimension which generally benefits the society. Sciences
cease to belong solely to gown wearing, bespectacled scientists at laboratories.
Science as Method and Results
The Scientific Method:

1. Observe
2. Determine the problem
3. formulate hypothesis; reject the null hypothesis
4. Conduct experiment
5. Gather and analyze results
6. Formulate conclusion and provide recommendation
Verification Theory
 The earliest criterion that distinguishes philosophy and science
 The idea proposes that a discipline is science if it can be confirmed or interpreted in
the event of an alternative hypothesis being accepted.
 Several budding theories that lack empirical results might be shot down prematurely,
causing slower innovation and punishing ingenuity of newer, novel thoughts.
 This theory completely fails to weed out bogus arguments that explain things
coincidentally.
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Falsification Theory
 Karl Popper is the known proponent of this view.
 Asserts that as long as an ideology is not proven to be false and can best explain a
phenomenon over alternative theories, we should accept the said ideology.
 Allowed emergence of theories otherwise rejected by verification theory
 Encourages research in order to determine which among the theories can stand the
test of falsification
APPLICATION
1. What do you think constitutes human flourishing?
____________________________________________________________
____________________________________________________________
2. Were we successful so far in trying to tie down technology with what we conceive as
human flourishing?
____________________________________________________________
____________________________________________________________
Closure
Well done! You have learned from this lesson how human flourished and shaped
their own technology. You are ready for the next lesson in naming
ways on how technology aided in revealing the truth about human being.
Lesson 2
Technology As A Way Of Revealing Human Flourishing
Introduction
Development through science and technology is indeed uncontrollable. This may

reveal the condition of man as to accept it or not. It is true that one needs to be
acquainted with one’s environment in the context of science and technology.
Learning Outcomes
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1. Explain the concept of human condition before science and technology.

2. Identify the change that happened in human condition after science and
technology; and
3. Name ways on how technology aided in revealing the truth about the
human being.
Time Frame: Week 5
ACTIVITY
You will watch Akira Kurosawa’s Dreams “Village of the Watermills.”
ANALYSIS
1. Compare the lifestyle of the “Village of the Watermills” with your

lifestyle.
____________________________________________________________
____________________________________________________________
2. Is the short film critical about the scientist? If so, in what way? Based on the film, is
S & T really necessary to attain “the good life”?
____________________________________________________________
____________________________________________________________
ABSTRACTION
Comparing the lives of the people before and now will make anyone
realize the changes that happened in society not just in terms of culture,
language, or rights but more importantly, changes in people’s way
of life due to the existence of science and technology.
• The term “generation gap” is attributed mainly to the changes brought about
technology.
• It cannot be denied that until today, not everyone is comfortable in using the
different kinds of technologies that are too complicated to operate.
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• It is a challenge for people in the field of science and technology to make these
technological advancements more accessible and less confusing for people
who are not as young anymore.
The Human Conditions before Common Era and During Common Era
Our early ancestors’ primal need to survive paved the way for the invention of several
developments. Gifted with brains more advanced than other creatures, humans are
able to utilize abundant materials for their own ease and comfort. Below are some
notable conditions of humans
a) before common era
• Homo erectus has been using fire to cook, all the while without realizing
the laws of friction and heat.
• Tools from stone and flints marked the era of the Stone Age, during the advent
of our very own Homo sapiens.
• People discovered minerals and began forging metalwork.
• Fur clothing and animal skin are primarily used for comfort against harsh
winds. They begin to cover themselves up out of necessity.
• People of the time had also painstakingly wrought and hewed said figures in
honor of some deity; initial roster of primitive gods includes objects they
encounter through their day-to-day lives.
b) some notable conditions during common era
 Driven by their primal need to survive, humans were quick to find ways to
drive off other megafaunas threatening a prospective hunting spot.
 The ongoing extinction of several species—both flora and fauna—due to
human activity
 They began to hunt, farm, and produce things with prospect of profit.
 When they could not sell products, they used their skills and got compensated
for it—bringing forth a specialized group of artisans.
 Physical strength was valued at most, although there appeared to be as
many intellectually gifted figures just the same.
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The Essence of Technology
 Modern humans are reliant on technology in their search for the good life.
Humans are reduced into the amount of productivity they are able to render
during their lifetime.
 By too much reliance on technology, humans lose track of things that matter,
reducing their surroundings to their economic value.
 Martin Heidegger argued that its essence, or purpose, and being are different
from each other.
 Technology can either be perceived as first, a means to achieve man’s end and
second, that which constitutes human activity.
 The second perspective paints technology in such a way that each period
reveals a particular character regarding man’s being.
Backtracking Human Conditions
 Technology’s initial promises proved to be true, regardless of its

ramifications.
 Different machineries aid in prolonging lives- assisting those with disabilities,
honing efficiency in industrial workplaces, and many more.
 Some places in the world are still battling for their daily survival- diseases,
tribe wars, lack of habitable territories, and competitions on resources.
 A lot of people still subscribe to religion in explaining things that they do not
know. For those who have ceased to do so, they have turned their worships to
reverence of science.
 They are still trying to discover and rediscover things as to how their existence
of the world make sense, and technology does little to aid them in the pursuit
of life’s meaning.
 Technological advancements are seemingly occurring in a rapid pace that our
morality cannot quite keep up; no such consideration was given in this
approach in achieving good life.
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APPLICATION
1. What would have happened to humankind if technology did not

exist?
2. Do you agree with Martin Heidegger in his idea that technology should only be
seen as one of the approaches in perceiving truth? What are the other possible
approaches we should consider?
Closure
Well done! You have learned the conditions of humans before and during
the Common Era. Advancements in the field expose us to previously
unknown predicaments, effectively helping us to reveal our own natures and
enforcing one perspective in finding the truth. In the next lesson,
you will be dealing with man’s notion on having the good life.
Lesson 3
The Good Life

Introduction
Every human being has its own purpose to live. It cannot be denied that man
always pursue to live a good life. Thus, living a good life brings happiness to man.
But, as to how a person pursues happiness in order to live a good life depends on
one’s desire.
Learning Outcomes
1. Examine what is meant by the good life
2. Identify how humans attempt to attain what is deemed to be a good life
3. Recognize possibilities available to human being to attain the good life
Timeframe: Week 6
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ACTIVITY
Write the name(s) of women or members of the LGBTQ+ community that

serve(s) as your “idol”.
a. b.
ANALYSIS
1. Why do you admire these persons?

a. b.
2. What can you imitate from these persons in your life?
ABSTRACTION
Attaining a good life is the ultimate end for humans and having a good
life would mean happiness. As to how we achieve it depends
on our ability to work on it and live with it.
Aristotle and How We All Aspire for a Good Life
Plato and Aristotle embarked on a different approach in figuring out reality.

Plato thought that things in this world are not real and are only copies of the real in
the world of forms. Change is so perplexing that it can only make sense if there are
two realities: the world of forms and the world of matter:
 In the world of matter, things are changing and impermanent;
 In the world of forms, the entities are only copies of the ideal and the models,
and the forms are the only real entities.
Aristotle forwarded the idea that there is no reality over and above what the
senses can perceive, claiming that this world is all there is to it and that this world is
the only reality we can all access.
 Declares that even human beings are potentialities who aspire for their
actuality
 Every action that emanates from a human person is a function of the purpose
(telos) that the person has.
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 Every human person, according to Aristotle, aspires for an end. This end is
happiness or human flourishing.
 Claims that happiness is the be all and end all of everything that we do
 Human flourishing, a kind of contentment in knowing that one is getting the
best out of life
Happiness as the Goal of a Good Life
• Materialism
- The first materialists were the atomists in Ancient Greece.
- Democritus and Leucippus belief is that the world is made up of and is
controlled by the tiny indivisible units in the world called atomos or
seeds.
- For Democritus and his disciples, the world, including human beings,
is made up of matter.
- Only material entities matter. In terms of human flourishing, matter is
what makes us attain happiness.
• Hedonism
- The hedonists, for their part, see the end goal of life in acquiring
pleasure.
- Life is about obtaining and indulging in pleasure because life is
limited.
- The mantra of this school of thought is the famous, “Eat, drink, and
be merry for tomorrow we die.”
• Stoicism
- The idea that to generate happiness, one must learn to distance oneself
and be apathetic.
- For the stoics, happiness can only be attained by a careful
practice of apathy.
• Theism
- The ultimate basis of happiness for theists is the communion with God.
- The world where we are in is only just a temporary reality where we
have to maneuver around while waiting for the ultimate return to the
hands of God.
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• Humanism
- The freedom of humans to carve their own destiny and to legislate
their own laws, free from the shackles of a God that monitors and
controls.
- Humanists see themselves not merely as stewards of the creation but as
individuals who are in control of themselves and the world outside
them.
APPLICATION
1. What is the good life?
2. What is the relationship between the good life and science?
3. Does technology always lead us to the good life? How and why?
Closure
Well done! Now you know that man always seek happiness for his life and
attaining it depends on the desired way of man. You are now
ready for the next lesson as to what happens when technology and humanity cross.
Lesson 4
When Technology and Humanity Cross
Introduction
Technology keeps on progressing due to the changing times and environment

and also to the ever –progressing mind of mankind. It would not be possible for all
these technological advancements to exist if it were not for the brilliance, creativeness
and power of the mind.
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However it is also important to note that anything too much, is bad. The same
problem is faced by technology. Although it has been very helpful to people, it is still
not immune to criticisms and backlash. Various ethical dilemmas’ have been
identified throughout time involving the use of different technological devices and the
effects to humanity.
Usually different problems arise when either the technological device
available is misused or if it was invented to produce bad results. People who are
aware of the possible dangers of the use and misuse of technology are not keeping
still. They lay these dilemmas’ to the public to see and realized what they are in for.
In this lesson, several technological devices will be properly introduced, the
roles they play in society and their effects, particularly on the lives of the people.
Learning Outcomes
At the end of this lesson, the learner should be able to:
1. Identify the different technological advancement in society;
2. Describe the development of science and Technology in the Philippines; and
3. Discuss the effects of the interplay between technology and humanity
through the dilemmas they face.
Timeframe: Week 7 and Week 8
ACTIVITY
Write down two or three technological devices that were invented by

women, indigenous individuals, or members of the LGBT+ community.
1.
2.
3.
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ANALYSIS
Explain how the devices have helped the society.
1.
2.
3.
ABSTRACTION
When technology and humanity cross, it is a slam bang. There is a

clash between the two. Then ask yourself: Which side are you on. Am I
ready to face the future or am I not ready for the future. Technology cutting across the
path of humanity is a last minute wake up call for us to take part in the most important
conversation humanity may ever have.
Are we going to benefit due to the clash technology or are we going to suffer
the consequences of patronizing it or are we going to be enslaved by technology?
Now is the time to dissect the effects of human crossing technology.
Gerd Leonhard provides the prologue for this great debate. He even
investigated how humans preserve their world that is slowly beginning to resemble a
science-fiction movie. We might as well start discussing the moral framework
required to steer the evolution of digital life and to finally articulate the difference
between our unique humanity and the rapidly evolving robotic versions. George
Orwell, author of Nineteen Eighty–Four, warned us of a world dominated by
technology and those who own and control it.
How will humanity prevail if it clashes with technology? Humanity will
change the world in the next two decades than 30 decades ago. Technology has
changed all aspects of our lives, even ancient fields of study of mankind.
But what is humanity? Humanity is defined as the quality or condition of
being human, the human nature. Human nature is the concept that there is a set of
inherent distinguishing characteristics, including ways of thinking, feeling and acting,
which all humans have.
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This is who we are then we ask again this question: Is humanity influencing
technology or is technology influencing humanity? The question of what finally
influences human behavior and how the causations work, and whether technology is
the influence or is humanity the influence over technology are important questions for
all of the society. Is it good or bad?
We are now in a world controlled by social technology. Social technology
passes through everything in our lives.
Television Sets, Mobile Phones, Computers and

Humanity
A number of technological devices can be easily

found inside the home, the most accessible place for
anyone. It can easily be inferred that these
technological devices are some of the most popular and commonly used types of
devices across all age groups.
Almost all households, if not all, own these types of devices across all age
groups. To be more specific, these celebrities in the field of technology are television
sets, mobile phones, and computers. People all over the world use these technologies
every day to accomplish different purposes.
First, according to Kantar Media, one of the most trusted television audience
measurement providers in the Philippines, 92% of the urban homes and 70% of rural
homes own at least one television set. It is for this reason why television remains to be
the ultimate medium for advertisement placements (Manila times 2014). This survey
simply shows that almost all Filipinos use this particular type of device. In fact,
Filipinos are believed to have this big fascination for television. Most of the time, they
watch television during their free time or any time of the day when they have nothing
important to do.
In addition to this, Kantar media also reported that in the Philippines, the
current count of households with television sets already reached 15,135 million
(NODA 2012). This signifies something, that is, television plays a great role in the
lives of the people or in this case, Filipinos.
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The television is a product of different experiments by various people. Paul

Gottlieb Nipkow, a German student in the late 1800s, was successful in his attempt to
send images through wires with the aid of a rotating metal disk. This invention was to
send the electric telescope that had 18 lines of resolution. After sometime in 1907,
two inventors, Alan Archibald Campbell- Swinton, who was an English scientist, and
Boris Rosing, who was a Russian scientist, had their experiment that gave rise to two
types of television systems, namely, mechanical and electronic television.
Second, Filipinos love to use their mobile phones anywhere, anytime. They
use it for different purposes other than for communication. More than half of the
Filipinos own at least one mobile phone regardless of type. In 2010, global research
agency Synovate conducted a survey and declared 67 percent product ownership in
the country. In fact, it was also claimed that mobile phones are considered a must-
have among young Filipinos (ABS CBN News 2010).
To prove that Filipinos really love to use their mobile phones, the IPos Media
Atlas Philippines Nationwide Urban 2011-2012 survey results showed that one in
every Filipinos cannot live without a mobile phone. Not only this, there are some
Filipinos who even own more than one mobile phone.
Mobile phones have a very interesting background story. On April 3 1973,
Martin Cooper, a senior engineer at Motorola, made the world’s first mobile phone
call. He called their rival telecommunications company and properly informed them
that he was making a call from a mobile phone. The mobile phone used by Cooper
weighed 1.1 kilograms and measured 228.6X 127X 44.4 mm. This kind of device was
capable of a 30-minute talk time. However, it took 10 hours to charge. In 1983,
Motorola made their first commercial mobile phone available to the public. It was
known as Motorola Dyna Tac (Goodwin 2016).
Lastly, computers and laptops have become part of many Filipino households.
There are some Filipino families who own more than one computer or laptop while
some own at least one computer or laptop. However, the number of computers or
laptop sold per year may not be as high as the number of mobile phones and
television sets.
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This is because of the relatively higher cost of computers and laptops. While it
is true that almost all Filipino families own at least one television set and mobile
phone, it is not possible for all Filipino families to own at least one computer or lap
top. In fact, most of the profits gained by the computer and laptop manufacturers
come from offices, businesses, or schools where such devices have become part of
their necessities.
Just like television sets and mobile phones, computers and laptops also
have a long background history of trial and error. It was Charles Babbage, a 19th
century English Mathematician professor, who designed the analytical engine which
was used as the basic framework of the computers even until the present time.
Generally, computers can be classified into three generations. Each generation of the
computer was used for certain period of time and each gave people a new and
improved version of the previous one (Steitz).
Laptops have been available to the public for even less time than personal
computers. Before, the first design of computer was so big that it could occupy whole
floors of the buildings. It was not long before people started dreaming that they could
bring their devices to any place they wished. They hoped that someday it would be
possible for these devices to be portable. It was believed that the transition from a
personal computer to a laptop was only a matter of design and improvement and a
little deviation from the standard design of a personal computer. The first true
portable was released in April 1981. It was called the Osborne 1 (Orfano 2011). From
that moment on, the evolution of laptops continued until the present time where
various designs and models are already available.
A typical household owns at least four of the following devices: a mobile
phone (89%), smart phone (53%), tablet (14%), desktop (39%), laptop or net books
(37%) and a smart TV (4%) (PhilStar 2013). These data proved the deep-seated
fascination of Filipinos to different technological devices.
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Roles Played by These Technological Advancements

Televisions sets, mobile phones and computers or laptops all have different
functions and roles played in the lives of the people, although some may have a little
similarity. These roles have become so essential that people, more specifically
Filipinos, have developed a strong inclination toward technology and its products. For
instance, television is mainly used as a platform for advertisements and information
dissemination. In fact, television remains to be the most used venue by different
advertising companies not only in the Philippines but also all over the world.
Various advertising companies trust that television is still one of the most used
technological devices up until today. However, it is important to note that these are
just some of the roles played by television. Aside from the ones mentioned above, it
also serves as a recreational activity and good stress reliever to most families
specifically to Filipino families. Television also is a good platform for different
propagandas and advocacies. Lastly it can also be a good way to bond one’s family
members.
Mobile phones, on the other hand, also have their own roles in the lives of the
people. They are primarily used for communication. Mobile phones offer services
like texting and calling. In the past, these were the only functions of the mobile
phones but as technology progressed, there have been many additional features
included on mobile phones. For example, in the present, people used their mobile
phones to surf the internet and to take pictures more than to text or call people. This is
the reason why more and more people all over the world prefer to buy smart phones
over the old models where such features are not available. Other applications include
music player, calendar, radio, and television and photo editor, among others. These
are just some of the additional features for mobile phones in the present. These make
the particular technological devices very appealing to the masses. It is like an all-in-
one device. In addition, it is very portable and convenient because it can fit in any
space, maybe inside the pocket or bag.
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Robotics and Humanity

Another great product of the innovative minds
of the people is robot. Robots are now widely used.
The international Federation of
Robotics (IFR) and the UNITED NATIONS Economic Commission for Europe
(UNECE) made it their task to formulate working definitions for service robots. A
preliminary extract of the relevant definition is (IFR, 2012).
a) A robot is an actuated mechanism programmable in two or more axes with
a degree of autonomy, moving within its environment, to perform intended
tasks. Autonomy in this context means the ability to perform intended
tasks based on the current state and sensing human intervention.
b) A service robot is a robot that performs useful tasks for humans or
equipment excluding industrial automation application.
c) A personal service robot or a service robot for personal use is a
service robot used for noncommercial task, usually by laypersons.
Examples are domestic servant robots, automated wheel chair, personal
mobility assist robot and pet exercising robot.
d) A professional service robot or a service robot for professional use
is a service robot used for a commercial task, usually operated by a
properly trained operator.
Roles Played by Robots

Just like people living in society, robots also have their
own set of rules and characteristics that define what a good a
robot is. These laws were formulated by Isaac Asimov in the
1940s, when he was thinking of the ethical
consequences of robots. These are the following laws:
Law One: A robot may not injure a human being or, through inaction, allow a
human being to come to harm.
Law Two: A robot must obey the orders given by human beings except where
such orders would conflict with the First Law.
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Law Three: A robot must protect its own existence as long as such protection does
not conflict with the First or Second Law.
Ethical Dilemma(s) Faced by Robotics
One of the ethical dilemmas faced by the

robots is safety. Who would be held accountable if
someone’s safety is compromised by a robot? Who
should be blamed, the robot,
the agent using the robot or the maker/inventor of the robot? Another ethical dilemma
faced by robots is the emotional component. This may be a little absurd as of the
moment but looking at how fast technology progresses nowadays, it is not completely
impossible for robots to develop emotions (Evans 2007).
If the problems arise when the robot deviates from the laws specified, then the
maker or the inventor of the machine should be blameworthy.
It just means that the robot was not programmed very well because it violated
the laws. Other problems may arise when the machine develops the ability to think
for itself. In this case, the one that should be blamed can be
the maker or the inventor and the robot itself. This is because, in the first place, the
maker gave the robot the capacity to think for itself. This is so he should be very
much aware of its possible consequences. In addition, since the robot thinks for itself,
whatever the decision it makes and whether consequences it may bring, the robot
itself should be held responsible.
APPLICATION
Answer the following questions.
1. Do people really need technology in their lives? Is it really a
necessity?
2. Should there be an ethics of technology? Justify your answer.
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3. How can social media be used to benefit students like you?
4. What are some netiquettes or computer ethics that need to be observed by

students in using technology? How do you promote these to other people or
your fellow students?
Closure
Congratulations! You have finished the last lesson in Module 2. You

learned that technology has become a part of humanity. Now, you are ready
for Module 3 which deals with “Specific Issues in Science, Technology, and
Society.”
Module Summary
Module 2 discusses the different conceptions of human flourishing, the

development of the scientific method and validity of science, the progress of human
civilization. It discusses the human condition before and after science and technology
and as a way of revealing the truth about the human being. It discusses the meaning of
good life and the possibilities of attaining such quality of life. Lastly, it discusses the
technological advancements in society, the development of science and technology in
the Philippines and the interplay of technology with humanity through the dilemmas
they face.
Module Assessment
1. Who discovered the following?

a. Microscope
b. Benzene Ring
c. Telescope
d. Light bulb
e. Electricity
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2. What does it mean by “the good life”?
3. Give three examples of technological advancements that have made the

campaign for the attainment of good life easier.
3. A is a robot that performs useful tasks for humans or equipment

excluding industrial automation application.
4. A is a service robot used for a commercial task, usually operated by a
properly trained operator.
5. What are the three (3) laws that govern robots?
Law 1
Law 2
Law 3
6. What are the ethical dilemmas faced by robotics?
a.
b.
7. What is your stand (positive and/or negative) about these technological
dilemmas and advancements in the lives of people today?
a. Food Panda
b. COVID-19 RT-PCR Test
c. Filipinos’ addiction to different technologies
d. Google and stupidity
e. Mobile apps and games
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Module 3
SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY, AND SOCIETY
Module Overview
Great job! You have finally arrived to this module, the last module in this course. The
topics in this part are as important as the topics in the previous modules because you
are going to critically analyze some specific issues here in terms of the interactions of
science, technology, and society. This module focuses on six (6) specific topics,
discussing different issues.
Module Outcomes
At the end of this module, the students are expected to be able to:
 Identify the issues arising from the advancement of science and technology.
 Criticize specific issues in science, technology, and society.
 Evaluate ways to mitigate the hazards caused by climate change.
Lesson 1
THE INFORMATION AGE
Introduction
The act of transmitting information from one place, person, or group to

another is fundamental to the existence of human survival as well as to the
organization. Technological advancement brought dramatic development in the
sharing of information between individuals throughout history.
In this lesson, the students will be able to:
Learning Outcomes
 Discuss the history of information age.

 Link learned concepts to the development of the information age and its
impact on society.
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 Illustrate how the social media and the information age have impacted our
lives
Timeframe: Week 10
ACTIVITY (Let’s get started)
Conduct an interview in your household with your grandmother or

female relatives in the same age range regarding their experiences
on the development of information technology.
ANALYSIS
1. From the above activity, arrange in chronological order the experiences you
gathered on the development of information technology.
2. From the same activity, describe how they responded to the development of
information technology.
ABSTRACTION
Are you fond of listening to music, or watching your favorite TV shows,
or learning the latest up-to-date events? The source that you are using to
access the news or information is considered mass
media. Mass media is a technology intended for the transfer of information and ideas
to the general audience. It comprises a wide array of media platforms from television
to radios, newspapers, magazines, computers, internet, social media sites, and so
forth.
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Its primary function in the society is to provide news and information to the vast
majority of the general public, hence, the period from the last quarter of the 20th
century when information became effortlessly accessible and widely available through
the use of computer technology known as Information Age. This period is also
called Digital Age and the New Media Age because digital information is the key
driver across various sectors. It started from the invention of personal computer and
amplified by the arrival of the Internet. In the last few decades, information
technology has grown exponentially to keep abreast on our fast-changing
environment.
The table below shows how information technology evolved through time.
History
Timeline of the Information Age
Year Event
3000 BC Sumerian writing system used pictographs to represent words
2900 BC Beginnings of Egyptian hieroglyphic writing
1300 BC Tortoise shell and oracle bone writing were used
500 BC Papyrus roll was used.
220 BC Chinese small seal writing was developed
Book ( parchment codex)

100 AD
105 AD Woodblock printing and paper was invented by the Chinese

Johannes Gutenberg invented the printing press using movable
1455
metal type
1755 Samuel Johnson's dictionary standardized English spelling
1802
The Library of Congress was established
Invention of the carbon arc lamp

1824 Research on persistence of vison published
The invention of the first television.

1927
1830s
First viable design for a digital computer
Augusta Lady Byron writes the world's first computer program

1837 Invention of the telegraph in Great Britain and the United States
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1846 Typewriter was widely used.
1861 Motion pictures were projected onto a screen
1876 Dewey Decimal system was introduced
1877 Eadweard Muybridge demonstrated high-speed photography
1899 First magnetic recordings were released
1902 Motion picture special effects were used
1906 Lee DeForest invented the electronic amplifying tube (triode)
1923 Television camera tube was invented by Zvorkyn
1926 First practical sound movie
1939 Regularly scheduled television broadcasting began in the US
1940s Beginnings of information science as a discipline
1945 Vannevar Bush foresaw the invention of hypertext
1946 ENIAC computer was developed
1948 Birth of field-of-information theory proposed by Claude E. Shannon
1957 Planar transistor was developed by Jean Hoerni
1958 First integrated circuit

Library of Congress developed LC MARC (machine-readable
1960s
code)
UNIX operating system was developed, which could handle
1969
multitasking
1971 Intel introduced the first microprocessor chip
1972 Optical laserdisc was developed by Philips and MCA
1974 MCA and Philips agreed on a standard videodisc ecoding format

Altair Microcomputer Kit was released: first personal computer for
1975
the public
1977 RadioShack introduced the first complete personal computer
Osborne 1 was created. The first true mobile computer
1981 according to historians.
1983 The first “laptop” computer was made.
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1984 Apple Macintosh computer was introduced

Mid 1980s Artificial intelligence was separated from information science
1987 Hypercard was developed by Bill Atkinson recipe box metaphor
Four hundred fifty complete works of literature on one CDROM was
1991
released
1995 Internet Explorer (formerly Microsoft Internet Explorer and Windows
Internet explorer) was included in the Microsoft Windows operating systems.
The company Amazon went online as Amazon.com
RSA (encryption and network security software) Internet security code
Jan-97
cracked for a 48-bit number.
The domain name for Google was registered.
Friendster was founded by a Canadian computer programmer Jonathan
2002
Abrams.
2003 The first release of Skype.
2004 Facebook was launched as a social networking service.
2005 YouTube was activated as a video-sharing website.
2006 Twitter was created and launched on the same year.
2010 Instagram, a free mobile app for iOS operating system, was launched.
2011 Creation of Snapchat
2013 Vine, a short-form video hosting service was launched.
Computer
 An electronic device that can store, retrieve and process data.
Types of Computer
1. Personal Computer (PC)

2. Desktop Computer
3. Laptop
4. Personal Digital Assistant (PDA)
5. Server
6. Mainframe
7. Wearable Computer
Applications of Computers in Science and Research
- Human brain cannot store all the genetic sequences of organisms and this huge
amount of data can only be stored, analyzed, and be used efficiently with the
use of computers.
- Bioinformatics is the application of information technology to store, organize,
and analyze vast amount of biological data.
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The World Wide Web (Internet)

 Internet is a worldwide system of interconnected networks that facilitate data
transmission among innumerable computers.
 Internet was used mainly by scientists to communicate with other scientists; it
remained under government control until 1984.
 One early problem faced by Internet users was speed. The development of fiber-
optic cables allowed for billions of bits of information to be received every
minute.
 Electronic mail, or email, was a suitable way to send a message.
In the present era, connection with the world using information technology
becomes the basic commodity. The mainstream population becomes dependent on
information and communication to stay connected and continually does daily
activities like education, work, entertainment, businesses, research, socialization, and
more. Because of these, various issues of information ethics arise such as privacy,
accuracy, property, and accessibility.
APPLICATION
1. Aside from communication, what other aspect of society is/are being

influenced in the Information Age?
2. Is the advancement of information technology essential to our survival? Why

or why not?
3. Has information technology altered human condition? Explain your

answer.
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Closure
Congratulations! You have finally reached the end of this lesson. To sum
this lesson up:
 Nowadays, information could be shared or transferred quickly.
 Various aspects of our society are also being influenced by the Information
Age especially communication, economics, industry, health, and the
environment.
 The rapid upgrade of information poses both positive and negative impacts
to our society.
Now, you are ready to move to the next lesson which is about Biodiversity and
Healthy Society!
Lesson 2
BIODIVERSITY AND THE HEALTHY SOCIETY
Introduction
Philippines has been identified as one of the 17 mega-diverse countries in the
world, a home of not less than 70% of the world’s terrestrial biological diversity. It
has also one of the highest rates of endemism of species in the world. Approximately
33% of its plants, 35% of its birds, 61% of its mammals, 68% of its reptiles, 85% of
its amphibians, 23% of its freshwater fishes, and 70% of its insects are native to the
Philippines.
At the end of this lesson, the students should be able to:
Learning Outcomes
• Determine the interrelatedness of society, environment, and health;

• Create a diagram that would show the relatedness of species in forming up a
diverse and healthy society without compromising one another; and
• Identify everyday tasks and evaluate whether they contribute to the wellness
and health of biodiversity and society or not.
Timeframe: Week 11
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GE 217 Science, Technology and ,
Go to your garden and list down the organisms that you can find in your
garden. Complete the table below.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ANALYSIS
From the above activity, what do you think are the threats to the existence
and survival of the organisms in your garden? Complete the table below.
Organism Possible Threat/s

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ABSTRACTION
Biodiversity is defined as the vast variety of life forms in the entire Earth.
Its definition is in the structural and functional perspective
and not as individual species.
A collection of moths and butterflies held at the Natural History

Museum. From https://www.nhm.ac.uk/discover/what-is-
biodiversity.html
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Bubble coral reef in Sogod bay, Cebu is thriving for biodiversity.

Aquatic organisms such as coral, algae, fish and crustaceans dwell
the reef. Photographed by Michael Keller from
nationalgeographic.org
The toco toucan – the largest species in the toucan family and
inhabits man regions of South America. Photo by Olaf Oliviero
Riemer from
https://ssir.org/articles/entry/the_business_of_biodiversity
 Biodiversity is the source of the essential goods and ecological services.

 Significant decline in biodiversity has direct human impact when ecosystem in its
insufficiency can no longer provide the physical as well as social needs of human
beings.
 We, as human inhabitants of the ecosystem, must preserve and conserve the
biodiversity of all creatures.
TYPES OF BIODIVERSITY
1. Ecosystem Diversity
2. Species Diversity
3. Genetic Diversity
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From https://courses.lumenlearning.com/wm-biology1/chapter/reading-the-diversity-of-life/
When the ecosystem is not well taken care of, biodiversity encounters changes that
could have erratic effects not only in wildlife or marine life but also in human beings.
THREATS TO BIODIVERSITY
1. Habitat Loss and Destruction
2. Alteration in ecosystem composition
3. Over-exploitation
4. Pollution and Contamination
5. Global Climate Change
Hawksbill Turtles in coral reef, Maldives. 33% of reef forming corals, sharks
and shark relatives are faced with extinction. (Shutterstock.com)
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A major biodiversity report published by Ipbes in May last year warned

ecosystems were deteriorating at rates unprecedented in human history.
(Photo: Aulia Erlangga/CIFOR/Flickr)
From https://www.climatechangenews.com/2020/01/13/un-outlines-2030-goals-
save-planets-biodiversity/
In warm climates bats are important pollinators and seed dispersers of many plants that
are important to humans. The ongoing over-exploitation of pollinating insects and
animals threatens global crop production.
(Photo: Carms, Creative Commons via Flickr) Published from
https://www.iied.org/development-organisations-beware-biodiversity-loss-not- just-
environmental-issue
Health, Biology, and Biodiversity

 Basic needs of living organisms such as air, water, food, and habitat are
provided by its environment.
 Lack of basic necessities is a significant cause of human mortality.
 Environmental hazards increase the risk of cancer, heart disease, asthma, and
many other illnesses.
 The interrelation between human health and biological diversity is
considerable and complex.
Environment-Related Illnesses
• Some human illnesses that are found to be related with its environment
include Parkinson’s disease, heart disease, cancer, chronic obstructive
pulmonary disease, asthma, diabetes, obesity, occupational injuries, dysentery,
arthritis, malaria, and depression.
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• Many of the issues at the intersection of health and the environment have to do
with managing benefits and risks:
- Pesticides play an important role in increasing crop yields, but they can
also pose hazards to human health and the environment.
- Energy production and use helps sustain human life, but it can also
pose hazards to human health and the environment.
- Increasing taxes on fossil fuels would encourage greater fuel efficiency
and lower carbon dioxide emissions, but it would also increase the
price of transportation.
• Managing benefits and risks also raises social justice concerns:
- People with lower socio-economic status have greater exposure to
certain harmful environmental conditions.
From World Health Organization (WHO). Nearly 1 in 4 deaths across the globe are due to environmental-related deaths. Noncommunicable diseases cause 65%
APPLICATION
1. Do you think that Earth can exist without human beings taking care
of it? Or biodiversity also needs human beings for it to be in a
continuous growing process?
2. What are small ways that you think would promote safekeeping our biodiversity?
What do you think are the common human activities that can harm biodiversity?
What would be the results if these human activities are stopped and prohibited?
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Closure
Congratulations! You’ve reached the end of lesson 2. To sum this lesson

up:
• We have to consider the entire Earth as a single unit, a loss of single- celled
species or a family of wild grass can have adverse effects in the entire
biosphere.
• Biodiversity loss will have a great negative effect especially to us humans.
• We must recognize the value of the organisms with which we share the planet.
• A mitigating plan and a workable plan of action should be studied in order to
not compromise biodiversity, while at the same time, promote good health
among the society.
Now, you are ready to tackle the next lesson which is about GMOs.
Lesson 3
GENETICALLY MODIFIED ORGANISMS:

Science, Health, and Politics
Introduction
Farmers are always facing three major factors that could affect the yield
of their crops: insects, weeds, and weather. To address these problems, scientists have
developed a technology that modifies the organisms genetically. As genetically-
engineered crops become increasingly present at the grocery store and in farmers’
fields, understanding the issues related to this practice takes on a greater importance.
Learning Outcomes
• Identify issues on genetically modified organisms (GMOs);
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• Discuss different implications and impact of GMOs; and

• Review a research paper on the impact of GMOs in the Philippine
context.
Read the article “The Politics of Golden Rice” by Dubock, Adrian, GM

Crops & Food. Jul-Sep2014, Vol5 Issue 3 p 210-222.
ANALYSIS
From the above activity, make a review about the article.
ABSTRACTION
Genetically Modified
Organism (GMO)
 It is the term used for
an organism created through
genetic engineering.
 “…which the genetic material (DNA)
has been altered in a way that does not
Source: https://brightside.me/inspiration-tips-and-
occur naturally by mating or natural tricks/3-simple-ways-to-tell-gmo-from-organic-
foods-357860/
recombination”
 The development of GMOs was perceived to help in the advancement of
technology for the benefit of humans in different industries.
GMOs in Food and Agricultural Industries

1. Pest resistance – genetically modified plants to resist certain pests
2. Virus resistance – genetically modified plants to resist certain viruses
3. Herbicide tolerance – genetically modified plants to tolerate herbicide
4. Fortification – genetically modified plants fortified with certain minerals
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5. Cosmetic preservation – genetically modified plants resist natural

discoloration
6. Increase growth rate – a genetically modified organism that has higher
yield in growth than normal species
GMOs in Non-Food Crops and Microorganisms

1. Flower production – GMOs in flower production are seen in modified color
and extended vase life of flowers.
2. Paper production – modified characteristics of trees for higher yield of paper
production
3. Pharmaceutical productions – modified plants to produce
pharmaceutical products
4. Bioremediation – use of modified plants that can assist in the
bioremediation of polluted sites
5. Enzyme and drug production – use of modified microorganisms that can
produce enzymes for food processing and medicines
6. GMOs in the medical field – It helps in the production of drugs, gene therapy,
and laboratory researches.
Benefits of GMOs
• Higher efficiency in farming
There will be less use for herbicides/pesticides, and lower cost for labor and
cultivation.
• Increase in harvest
GMO crops resistant to pests and diseases mean increase in potential growth
and harvest.
• Control in fertility
Controlling the purity of the hybrid seeds (GMO seeds) ensures higher yields.
• Increase in food processing
Altered characteristics of GMO crops help ease food processing.
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• Improvement of desirable characteristics

GMOs offer longer shelf life, enhanced color and taste, enhanced production
or reduction of enzymes, and other modified characteristics of plants, animals,
and microorganisms.
• Nutritional and pharmaceutical enhancement
GMO crops like maize are fortified with lysine and Golden Rice fortified with
vitamin A and iron. There are now edible vaccines for viral and diarrheal
diseases.
• Reduce the use of fertilizer and pesticides
Potential Risks of GMOs

• Opponents of GMOs have the following major concerns:
1. Since genetic engineering is still a young branch of science, there are
inadequate studies on the effects of GMOs to humans and the
environment.
2. Genetic engineering promotes mutation in organisms which the long
term effect is still unknown.
3. Human consumption of GMOs might have the following effects:
- More allergic reactions
- Gene mutation
- Antibiotic resistance
- Nutritional value
• Potential Human Health Risks caused by GMOs
1. Consumption of GMOs may have adverse effects since it is not
naturally or organically produced.
2. Consumption of GMOs may alter the balance of existing
microorganisms in the human digestive system.
3. Production of toxins may be detrimental to human health.
4. Production of allergens may have adverse effects on humans.
• Other potential risks that raise major concern are:
1. Human Genome Project (HGP);
2. Mutation of genetically engineered microorganisms; and
3. Cloning.
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Biosafety on GMOs
International organizations developed principles and treaties that somehow ensure
biosafety on GMOs. Some of these initiatives are as follows:
• The Codex Alimentarius Commission (Codex)
• Cartagena Protocol on Biosafety
• International Trade Agreement on labeling of GM food and food products
GMOs in the Philippine Context

• In 1998, National Committee on Biosafety of the Philippines developed the
guidelines on the planned release of GMOs and potentially harmful exotic
species.
• In 2002, the Department of Agriculture released the guideline for the
importation and release into the environment of GM plants and plant products.
• In 2004, the Philippines was classified by International Service for acquisition
of agri-biotech applications as one of the 14 biotech mega countries.
• In 2006, the Philippines became part of the Cartagena Protocol on Biosafety.
• In 2010, the Organic Agriculture Act was issued, encouraging organic
agriculture than GMO-related agriculture.
• In 2012, Representative Teddy Casiño, together with other congressmen, filed
a bill pushing for the mandatory labeling of GM food and food products.
• In December 2015, the Supreme Court ordered to put an end to the field
testing of GMO Bt eggplant.
• On March 7, 2016, five government agencies passed a Joint Department
Circular No. 1, series of 2016 on rules and regulations for the research and
development, handling and use, transboundary movement, release in the
environment, and management of the genetically modified plant and plant
products derived from the use of modern biotechnology.
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APPLICATION
1. How would you reconcile the advantages and disadvantages that

GMOs bring to humans?
2. When do you think should the pursuit of GMOs research stop?
3. Is genetic engineering a pure scientific process or it is indeed an act of

humans playing like God?
Closure
Congratulations! You have reached the end of this lesson. To summarize

everything:
• Genetic engineering is an emerging field of science. Its quests are to preserve
and prolong life.
• Some are approved by experts and government authorities for human use and
consumption while others are kept in institutional research laboratories subject
for more experiments.
• There are advantages and disadvantages in using genetic engineering in both
fields of medicine and food and agriculture.
• The major concern of the opponents is the long-term effect of GMOs to
humans while the proponents’ flagship is the success stories of the GMO
recipients.
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Lesson 4
THE NANO WORLD
Introduction
Welcome to the world of extremely minute objects – the nano world! Matters exhibit
special properties in nanoscale differing in important ways than materials at larger
scale. Some nanostructured materials are stronger, more durable, have different
magnetic properties, become better conductor of heat or electricity, more chemically
reactive or reflect light better compared to other forms or sizes of the same material.
Learning Outcomes
 Distinguish nanotechnology from nanoscience;

 Characterize nanoscale;
 Discuss the major impacts (both potential and realized) of
nanotechnology on society
 Analyze the issue through the conceptual STS lenses
 Critique the issue on its costs and benefits to society
Timeframe: Week 14
Illustrate or design a product or technology that can be used in your

society. Draw your final output. Explain the specifications, the
features and the specific use of your product.
ANALYSIS
1. From the above activity, what is the significance of your output to

the society?
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2. What do you think are the threats of your output to the society?
ABSTRACTION
Nanoscience is a discipline of understanding extremely small things, using

commonly accepted experimental and theoretical techniques.
Nanotechnology refers to the manipulation of matter on an atomic or subatomic
scale.
How small is nanometer?

 One nanometer (nm) is one billionth, or 10th of a meter.
 One human hair (cross section) is about 100,000 nanometers.
If a nanoparticle is as big as the size of the soccer ball, the

soccer ball would then be as big as the earth. figure by Michael Source: https://www.science.org.au/curious/technology-
Hochella. future/how-small-nanoscale-small
Source:
https://serc.carleton.edu/msu_nanotech/what_nanotechno.html
How to View Nanomaterials

Scientists use special types of microscopes to view minute nanomaterials:
Electron microscope. Utilizes a
particle beam of electrons to light up a
specimen and develop a well- magnified
image.
Transmission Electron Microscope (JEOL Model JEM-2010)

Source: https://www.polyu.edu.hk/umf/facility/cem/79-
transmission-electron-microscope-jeol-model-jem-2010/
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Atomic force microscope. It makes use of a mechanical probe

that gathers information from the surface of a material.
WITec atomic force microscope (AFM) alpha300 A

Source: https://qd-europe.com/nl/en/products/life-
sciences/atomic-force-microscopes-for-research/
Scanning tunneling microscope. It enables scientists to view

and manipulate nanoscale particles, atoms, and small molecules.
Source:
https://www.ibm.com/ibm/history/ibm100/us/en/icons/
microscope/
Nanomanufacturing
It refers to scaled-up, reliable, and cost-effective manufacturing of nanoscale
materials, structures, devices, and systems; nanomanufacturing leads to the
development of new products and improved materials.
There are two fundamental approaches to nanomanufacturing:

1. Bottom-up fabrication. It manufactures products by building them up
from atomic- and molecular-scale components.
2. Top-down fabrication. It trims down large pieces of materials into
nanoscale.
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Schematic diagram of currently used chemical and physical methods of

nanoparticle synthesis. Source: https://nanografi.com/blog/metallic-nanoparticles-
topdown-and-bottomup-approaches/
There are new approaches to the assembly of nanomaterials:

• Dip pen lithography. The tip of an atomic force microscope is "dipped" into a
chemical fluid and then utilized to "write" on a surface.
• Self-assembly. A set of components joins together to mold an
organized structure in the absence of an outside direction.
• Chemical vapor deposition. Chemicals act in response to form very
pure, high-performance films.
• Nanoimprint lithography. Generating nanoscale attributes by
"stamping" or "printing" them onto a surface.
• Molecular beam epitaxy. Depositing extremely controlled thin films.
• Roll-to-roll processing. Constructing nanoscale devices on a roll of
ultrathin plastic or metal.
• Atomic layer epitaxy. Laying down one-atom-thick layers on a surface.
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Distinct Features of Nanoscale

Nanotechnology involves operating at a very small dimension and it allows scientists
to make use of the exceptional optical, chemical, physical, mechanical, and biological
qualities of materials of that small scale
1. Scale at which much biology occurs
2. Scale at which quantum effects dominate properties of materials
3. Nanoscale materials have far larger surface areas than similar masses of
larger-scale materials.
Benefits and Concerns of Using Nanotechnology

There are concerns that need to be addressed before using and promoting materials
derived from nanotechnology:
• Nanotechnology is not a single technology; it may become pervasive.
• Nanotechnology seeks to develop new materials with specific properties.
• Nanotechnology may introduce new efficiencies and paradigms which may
make some natural resources and current practices uncompetitive or obsolete.
• It may be complicated to detect its presence unless one has the specialist tools
of nanotechnology.
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APPLICATION
1. What are the factors that need to be considered before

manufacturing materials through nanotechnology?
2. What are the contributions of nanotechnology for the improvement and

sustainability of our environment?
Closure
Congratulations! You have reached the end of this lesson. You have just
learned how small nanotechnology is and its impacts on our
society. To summarize this lesson:
• Nanotechnology is an advanced interdisciplinary field that encompasses

science and technology that manufactures materials of great help to the
improvement of various areas of society.
• It is a field that needs to be explored, not only by known experts but also
neophytes, in order to advance our knowledge of science and technology.
• Before we engage in nanotechnology, we need to take into account the social,
ethical, and environmental concerns of using such nanomaterials.
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Lesson 5
THE ASPECTS OF GENE THERAPY
Introduction
Various research laboratories have engaged in gene therapy researches but its
application is still experimental.
At the end of this lesson, the students should be able to:
Learning Outcomes
• Describe gene therapy and its various forms; and

• Assess the issue’s potential benefits and detriments to global
health.
Timeframe: Week 15
Watch Science Friction: Stem Cell Research on YouTube.com
ANALYSIS
1. What are the possible benefits of stem cell?
2. What makes stem cell research controversial?
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ABSTRACTION
Gene Therapy is a medical

technique that uses genes in treating
or preventing diseases by
replacing defective genes with healthy ones.
The Basic Process

There are several approaches to gene therapy. Source: National Human
Genome Research Institute
These are the following (Fliesler, 2017):
• Replacement of mutated gene that causes disease with a healthy
copy of the gene
• Inactivation of a mutated gene that is functioning improperly
• Introducing a new gene into the body to help fight a disease
Source: National Institutes of Health
A gene cannot be directly inserted into a human gene or cell. It is inserted into another
gene using a carrier or vector.
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Two Types of Gene Therapy

• Somatic gene therapy involves the manipulation of genes in cells that will
be helpful to the patient but not inherited to the next generation.
• Germ-line gene therapy involves the genetic modification of germ cells
or the origin cells that will pass the change on to the next generation.
Germline Vs. Somatic Gene Therapy. Image created by Sonya Frazier.

Source: https://the-gist.org/2019/05/embryo-gene-editing-changing-life-as-we-
know-it/
Stem Cell Gene Therapy
Stem Cells
• Are mother cells that have the potential to become any type of cell in the
body
• Have the ability to self-renew or multiply while maintaining the potential to
develop into other types of cells
• Can become cells of the blood, heart, bones, skin, muscles, brain, among
others
• Are derived from different sources, two of which are:
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- The embryonic stem cells, derived from a four- or five-day-old

human embryo that is in the blastocyst phase of development
- The somatic stem cells, cells that exist throughout the body after
embryonic development and are found inside of different types of
tissue
The Bioethics of Gene Therapy

There are ethical issues involved in gene therapy. Some of the inquiries cited are
(Genetics Home Reference, 2017):
1. How can “good” and “bad” uses of gene therapy be distinguished?
2. Who decides which traits are normal and which constitute a disability or
disorder?
3. Will the high costs of gene therapy make it available only to the wealthy?
4. Could the widespread use of gene therapy make society less accepting of
people who are different?
5. Should people be allowed to use gene therapy to enhance basic human traits
such as height, intelligence, or athletic ability?
APPLICATION
1. Would you subject yourself to gene therapy without its 100%

assurance of effectiveness or future negative side effects?
2. Should gene therapy be limited to medical concerns only or could it be used

for aesthetic purposes?
Closure
Congratulations! You have now reached the end of this lesson. To summarize this
lesson:
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• Gene therapy is a method that may treat or cure genetic-related human

illnesses.
• There are two forms of gene therapy: somatic gene therapy and germline
gene therapy.
• There are many ethical issues on gene therapy. Some of these issues are
about questions on whose authority or power to decide which human traits
should be altered.
Lesson 6
CLIMATE CHANGE AND THE ENERGY CRISIS
Introduction
The earth is experiencing changes in average temperature, shifts in the seasons

and an increasing frequency of extreme weather events and other climate change
impacts.
Learning Outcomes
 Define what is Climate Change;

 Present evidences on climate change
 Identify the causes of climate change
 Assess the various impacts of climate change including economic,
geopolitical, biological, meteorological, etc.
 Apply STS concepts to the issue of climate change
Do a research on why most of the typhoons in the Philippines are

derived from women’s names.
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ANALYSIS
List 10 of the most destructive typhoons in the Philippines.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ABSTRACTION
What is Climate Change?

• a long-term shift of
Earth’s average weather patterns
• frequently and interchangeably used
with global warming – a continuing
temperature increase of Earth’s
Image courtesy of National Park Service
climate due to human activities Source:
https://www.colorado.edu/ecenter/energyclimate-
justice/general-energy-climate-info/climate-
change
Causes of Climate Change

• The causes of climate change could be natural or by human activities:
Volcanic Eruptions
 When volcanoes erupt, it emits different
natural aerosols like carbon dioxide, sulfur
dioxides, salt crystals, volcanic ashes or
dust, and
even microorganisms like Source: https://www.scientificamerican.com/article/get-
ready-for-more-volcanic-eruptions-as-the-planet-warms/
bacteria and viruses;
 Can cause a cooling effect to the lithosphere because its emitted aerosol
can block a certain percentage of solar radiation;
 Volcanoes located near the equator are more likely to cause global cooling
because of the wind pattern.
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 Volcanoes located near to north or south poles are less likely to cause cooling
Orbital Changes
 Earth’s orbit can also cause climate change,
this was proposed by the Milankovitch theory
 As the Earth travels through space around the
Sun, cyclical variations in three elements of
Earth-Sun geometry combine to produce
variations in the amount of solar energy that Source:
https://www.everythingselectric.com/orbit/
reaches Earth
 The three elements that have cyclic variations are:
• Eccentricity is a term used to describe the shape of Earth's orbit around the
Sun.
• Obliquity is the variation of the tilt of Earth's axis away from the orbital
plane.
• Precession is the change in orientation of Earth's rotational axis.
Human Activities
 The largest known contribution comes from the burning of fossil fuels,
which releases carbon dioxide gas to the atmosphere;
Source:
https://sciencing.com/human- https://education.seattlepi.com/effe http://greenspirits.in/environment/14-
activities-affect-ecosystem-9189.html ct-human-activities-environment- shocking-images-impact-on-earth/
3653.html
 Human activities result in emissions of four principal greenhouse gases:

 Deforestation releases carbon dioxide and reduces its uptake by plants;
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 High methane emission is related to agriculture, natural gas

distribution, and landfills;
 High nitrous oxide is also emitted by human activities such as fertilizer
use and fossil fuel burning;
 Halocarbons released by human activities destroy ozone in the stratosphere
and have caused the ozone hole over Antarctica.
Evidences of Climate Change

• Global temperature rise
• Warming ocean
• Shrinking ice sheets
• Glacial retreat
• Decreased snow cover
• Rise of sea level Left: Shrinking ice sheets. Right: Decreased snow
cover Source: https://climate.nasa.gov/evidence/
• Declining Arctic Sea ice
• Extreme Events
• Ocean Acidification
Residents on rooftops as typhoon Ullyses hits

Sea levels are rising and will continue to rise for
Luzon Source: https://news.abs-
centuries to come according to the IPCC's
cbn.com/news/11/12/20/residents-on-rooftops-as-
Special Report on the Ocean and Cryosphere.
typhoon-ulysses-batters-luzon
Source:
https://www.nrdc.org/experts/rob-moore/new-ipcc-
report-sea-level-rise-challenges-are-growing
Effects of Climate Change on Society

 It directly affects the basic elements of people’s lives like water, food, health,
use of land, and the environment.
 Declining crop yields due to drought, especially in Africa, are likely to leave
hundreds of millions without the ability to produce or purchase sufficient
food.
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 It will increase worldwide deaths from malnutrition and heat stress.

 Ecosystems will be particularly vulnerable to climate change.
 Ocean edification will have major effects on marine ecosystems, with
possible adverse consequences on fish stocks.
 Melting or collapse of ice sheets would raise sea levels
 It will increase flood risks during the wet season and it will strongly
reduce dry-season water supplies.
APPLICATION
1. Can climate change be prevented?
2. As a student, what significant contribution can you make in response to

climate change using the core values of USEP – Unity, Stewardship,
Excellence and Professionalism?
Closure
Congratulations! You have now reached the end of this lesson. To

summarize this lesson:
• Climate change is referred to as statistically significant climate variation
persisting for an extended period of time.
• The continuous climate change could bring drastic effects to living and
nonliving forms on Earth.
• Climate change is brought by several factors like natural processes and
persistent human activities.
• Global warming threatens all life forms on Earth. It has drastic effects on
water availability, food source, health issues, land use, and ecosystem.
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Module Summary
This module entitled “Specific Issues in Science, Technology, and Society”
covered the last part of the course pack in Science, Technology, and Society (STS).
This last module explored specific issues such as information age, biodiversity,
genetically modified organisms, nano world, gene therapy, and climate change.
Module Assessment
Answer the following questions. Cite your sources.
1. Give at least one application of computers in science and research.

2. Explain one type of biodiversity.
3. Cite three advantages and disadvantages of genetically modified
organisms.
4. Explain the two fundamental approaches to nanomanufacturing.
5. Explain the two types of gene therapy.
6. Enumerate three causes of climate change.
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COURSE SUMMARY
The course was organized to deal with the interaction between science and
technology and social, cultural, political, and economic contexts. This
interdisciplinary course was designed to engage students to confront the realities
brought about by science and technology in society.
The lessons in the module were designed for the learners to explain how
science and technology affect society and the environment and its role in nation-
building, illustrate the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part of society,
investigate the impact of social media on the students’ life and Philippine society in
general, and appreciate the complexity of the human condition.
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References
Caoli, Olivia. “A History of Science and Technology of the Philippines,” (1986) in Analysis of
Conditions for National Scientific and Technological Self-Reliance: The Philippine
Situation, Quezon City: University of the Philippines.
Dayrit, Fabian. (2011) “Sustainable Development: An Evolving Paradigm for the 21st Century,” in
Stellar Origins, Human Ways: Readings in Science, Technology, and Society, ed. Ma.
Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press.
Gripaldo, Rolando. (2009) “The Concepts of the Public Good: A View from the Filipino Philosopher”
in The Making of a Filipino Philosopher and Other Essays, pp. 82-100, National Bookstore.
Heidegger, Martin. (1982) The Question Concerning Technology and Other Essays,
HarperCollins.
Maboloc, Christopher Ryan.(2010) “Eudaimonia and Human Flourishing” in Ethics and Human
Dignity, 15-23, Rex Bookstore.
McNamara, Daniel J.(2011) in “A Return to the Beginning,” in Stellar Origins, Human Ways:
Readings in Science, Technology, and Society, ed. Ma. Assunta Cuyegkeng, Quezon City:
Ateneo de Manila University Press.
Rodriguez, Socorro M.(1996) “Philippine Science and Technology: Economic, Political and Social
Events Shaping Their Development”.
Serafica, J.J, Pawilen, G. T. Caslib, B.N. Jr., and Alata, E.P. (2018) Science, Technology, and Society.
Rex Bookstore, Manila, Philippines.
Von Baeyer, Hans Christian,(2005) Information: The New Language of Science, Harvard
University Press.
Suggested Readings
Article: “Environmental Impacts of Nanotechnology and Its Products” (Zhang et. Al Proceedings of the
2011 Midwest Section Conference of the American Society for Engineering Education, 2011)
Government Documents: 1. NEDA. National Development Agenda; Regional Agenda
http://www.dbm.gov.ph/wp-
content/uploads/GAA/GAA2015/GAA%202015%20Volume%20I/NEDA/NEDA.pdf.
http://www.dbm.gov.ph/wp-content/OPCCB/OPIF_2007/neda3.pdf Kuhn, Structure of Scientific

Revolution.
http://projektintegracija.pravo.hr/_download/repository/Kuhn_Structure_of_Scientific_Revoluti ons.pdf.
Physics of the Future: How science will shape human destiny and our daily lives by the year 2100
(MichioKaku, Doubleday, 2011).
Article: “The politics of Golden Rice” (Dubock, Adrian GM Crops & Food. Jul-Sep2014, Vol5 Issue
3 p 210-222 13p.)
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Website/Videos/Film Clips
1. Film: Akiro Kurosawa’s Dreams “Village of the Watermills”

2. http://www.history.com/topics/enlightenment/videos/mankind-the-story-of -all-of-us-
scientific-revolution
3. http://news.bbc.co.uk/2/hi/technology/6432307, stm, The ethical dilemmas of robotics
4. Movie: “A I” Isaac Asimov, “I, Robot
5. Movie Clip (youtube): The Magician’s Twin: CS Lewis and the case against Scientism
6. YouTube: or Book “An inconvenient Truth: The Planetary Emergency of Global
Warming and What we can Do About It” (Al Gore)
7. Youtube: World’s Greatest Inventions (3 minutes)
8. Youtube: Science Friction: Stem Cell Research
9. TEDTalk: Susan Lim on “Transplant Cells Not Organs”
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GE 217 Science, Technology and , Society

SCIENCE, TECHNOLOGY, AND SOCIETY

Name:Restituta D. Macarayo Email:

Name:John Paullette M. Viernes Email: Contact number : 09422500069

For UVE concerns

Office of Students Affairs & Services

Module 1 General Concepts & Historical Events in STS

Module 2 STS and the Human Condition

Module 3 Specific Issues in Science, Technology, & Society

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

1. Recognized ASEAN Research University

INSTITUTIONAL GRADUATE ATTRIBUTES

Creates and inspires positive changes in the organization; exercises

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in

Demonstrates enthusiasm and passion for continuous personal and professional

Demonstrates proficiency and flexibility in the area of specialization and in conveying

CORE VALUES OF THE UNIVERSITY

THE COURSE OVERVIEW

COURSE TITLE: GE 217 SCIENCE, TECHNOLOGY, AND SOCIETY

COURSE OUTCOMES: At the completion of the course, learners are expected to

Learning Evidence: LE1: Reflective Journal

Assessment Activity AA3: Oral Presentation

The Course Map

Science, Technology and Society

Intellectual Revolutions That Defined Society The Human Flourishing

Technology as a Way of Revealing Human Flourishing Biodiversity and

When Technology and Humanity Cross The Nano World

GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE,

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

1. Justify ways by which society is transformed by science and

This module is structured into 3 parts:

Intellectual Revolutions That Defined Society

Activity (Let’s Get Started!)

Technology Past Latest

Analysis (Let’s Think About it!)

Abstraction (Let’s Explore!)

Some Intellectuals and their Revolutionary Ideas

He is a famous figure in the field of psychology. He made a significant

According to Weiner (2016), his method of psychoanalysis was proven to be effective

Science and Technology in Ancient Times

Development of Science in Mesoamerica

Mesoamerica is defined by a mosaic of cultural traits developed and shared by its

Development Mayans Incas Aztecs

Sculptures and - utilized stone - told stories

- Writing system The Incas never They spoke a

The Mayans and Aztecs recorded events in a book made out of

Development of Science in Asia

Development of Science in the Middle East

 Muslim scientist named Ibn al-Haytham is also regarded as the Father of

Development of Science in Africa

The ancient Egyptian civilization has contributed immensely and made

Application (Let’s Do It!)

SCIENCE, TECHNOLOGY, AND NATION BUILDING

2. Are you a recipient of one of the government programs?

1. What are the significant contributions of women in our history to the

2. Which programs or projects of the government helps and are important to

During Spanish Era:

Science and Technology plays an important role to the betterment and

Goals of Philippine Government Policies on Science and Technology

The National Research Council of the Philippines (NCRP) clustered

3. Medical, Chemical, and Pharmaceutical Sciences

4. Biological Sciences, Agriculture, and Forestry