STS MODULES 1 To 7 9 To 16 DrRHManalastas

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UNIT I-Historical Antecedents of Science and Technology
Module 1
SCIENCE AND TECHNOLOGY IN THE WORLD

Compiled by: Richard H. Manalastas, LPT, PhD
OBJECTIVES
1. Analyze how scientific revolution is done in various parts of the world like
Latin America, East Asia, Middle East and Africa
2. Describe the development of Science and Society during ancient times.
3. Describe the Development of Science and Technology that occurred
in Greece, Persia and Rome.
4. Describe the development of Science and Technology that occurred in
Arabia, China and India
INTRODUCTION
This module will give light to the development of science and scientific ideas in
the heart of society.
CONTENT Double click the PowerPoint presentation.
INTRODUCTION TO
SCIENCE AND
TECHNOLOGY AND
SOCIETY
URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

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A cradle of civilization is a location where civilization is understood to have

emerged. Current thinking is that there was no single "cradle", but several civilizations
that developed independently, with the Fertile Crescent (Ancient
Egypt, Mesopotamia), Ancient India, and Ancient China understood to be the earliest.
The extent to which there was significant influence between the early civilizations of the
Near East and those of East Asia (Far East) is disputed. Scholars accept that the
civilizations of Mesoamerica, mainly in modern Mexico, and from Pacific Ocean coast in
South America, emerged independently from those in Eurasia.
Scholars have defined civilization using various criteria such as the use of writing, cities,
a class-based society, agriculture, animal husbandry, public buildings, metallurgy, and
monumental architecture. The term cradle of civilization has frequently been applied to
a variety of cultures and areas, in particular the Ancient Near Eastern Chalcolithic
(Ubaid period) and Fertile Crescent, Ancient India and Ancient China. It has also been
applied to ancient Anatolia, the Levant and Iranian plateau, and used to refer to culture
predecessors—such as Ancient Greece as the predecessor of Western civilization
Mesopotamia
Major Sumerian cities during the Ubaid

period
Around 10,200 BC the first fully

developed Neolithic cultures belonging
to the phases Pre-Pottery
Neolithic A (PPNA) and Pre-Pottery
Neolithic B (7600 to 6000 BC)
appeared in the Fertile Crescent and
from there spread eastwards and
westwards. One of the most notable
PPNA settlements is Jericho in the
Levant region, thought to be the world's
first town (settled around 9600 BC and
fortified around 6800
BC).
In Mesopotamia, the convergence of the Tigris and Euphrates rivers produced

rich fertile soil and a supply of water for irrigation. The civilizations that emerged around
these rivers are among the earliest known non-nomadic agrarian societies. It is because
of this that the Fertile Crescent region, and Mesopotamia in particular, are often referred
to as the cradle of civilization. The period known as the Ubaid period (c. 6500 to 3800
BC) is the earliest known period on the alluvial plain, although it is likely earlier periods
exist obscured under the alluvium. It was during the Ubaid period that the movement
towards urbanization began. Agriculture and animal husbandry were widely practiced in
sedentary communities, particularly in Northern Mesopotamia, and intensive irrigated
hydraulic

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agriculture began to be practiced in the south. Around 6000 BC, Neolithic settlements
appear all over Egypt. Studies based on morphological, genetic, and
archaeological data. Have attributed these settlements to migrants from the Fertile
Crescent in the Near East returning during the Egyptian and North African Neolithic
Revolution and bringing agriculture to the region.
Ancient Egypt
Map of ancient Egypt, showing major

cities and sites of the Dynastic period (c.
3150 BC to 30 BC)
The developed Neolithic cultures
belonging to the phases Pre-Pottery Neolithic
A (10,200 BC) and Pre-Pottery Neolithic
B (7600 to 6000 BC) appeared in the fertile
crescent and from there spread eastwards and
westwards. Contemporaneously, a grain-
grinding culture using the earliest type of sickle
blades had replaced the culture of hunters,
fishers, and gathering people using stone tools
along the Nile. Geological evidence and
computer climate modeling studies also
suggest that natural climate changes around
8000 BC began to desiccate the extensive
pastoral lands of northern Africa,
eventually forming the Sahara. Continued
desiccation forced the early ancestors of the
Egyptians to settle around the Nile more
permanently and to adopt a more sedentary
lifestyle. The oldest fully developed Neolithic
culture in Egypt is Fayum A culture which
began around 5500 B.C. By about 5500 BC,
small tribes living in the Nile valley had
developed into a series of inter-related cultures
as far south as Sudan, demonstrating firm
control of agriculture and animal husbandry,
and identifiable by their pottery and personal
items, such as combs, bracelets, and beads.
The largest of these early cultures in upper Southern Egypt was the Badari,
which probably originated in the Western Desert; it was known for its high quality
ceramics, stone tools, and use of copper. The oldest known domesticated bovine in
Africa are from Fayum dating to around 4400 BC. The Badari cultures was followed by
the Naqada culture, which brought a number of technological improvements. As early as
the first Naqada Period, Amratia, Egyptians imported obsidian from Ethiopia, used to
shape blades

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and other objects from flakes. By 3300 BC, just before the first Egyptian dynasty, Egypt
was divided into two kingdoms, known as Upper Egypt to the south, and Lower Egypt to
the north.
Egyptian civilization begins during the second phase of the Naqda culture, known
as the Gerzeh period, around 3500 BC and coalesces with the unification of Upper and
Lower Egypt around 3150 BC. Farming produced the vast majority of food; with
increased food supplies, the populace adopted a much more sedentary lifestyle, and the
larger settlements grew to cities of about 5,000 residents. It was in this time that the city
dwellers started using mud brick to build their cities, and the use of the arch and
recessed walls for decorative effect became popular. Copper instead of stone was
increasingly used to make tools and weaponry. Symbols on Gerzean pottery also
resemble nascent Egyptian hieroglyphs. Early evidence also exists of contact with
the Near East, particularly Canaan and the Byblos coast, during this time. Concurrent
with these cultural advances, a process of unification of the societies and towns of the
upper Nile River, or Upper Egypt, occurred. At the same time the societies of the Nile
Delta, or Lower Egypt, also underwent a unification process. During his reign
in Upper Egypt, King Narmer defeated his enemies on the Delta and merged both
the Kingdom of Upper and Lower Egypt under his single rule.
The Early Dynastic Period of Egypt immediately followed the unification of Upper
and Lower Egypt. It is generally taken to include the First and Second Dynasties, lasting
from the Naqada III archaeological period until about the beginning of the Old Kingdom,
c. 2686 BC. With the First Dynasty, the capital moved from Thinis to Memphis with a
unified Egypt ruled by a god-king. The hallmarks of ancient Egyptian civilization, such
as art, architecture and many aspects of religion, took shape during the Early Dynastic
period. The strong institution of kingship developed by the pharaohs served to legitimize
state control over the land, labour, and resources that were essential to the survival and
growth of ancient Egyptian civilization.
Ancient India
The Indus Valley Civilization at

its greatest extent.

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One of the earliest Neolithic sites in the Indian subcontinent is Bhirrana along the
ancient Ghaggar-Hakra (Saraswati) riverine system in the present day state of Haryana
in India, dating to around 7600 BC. Other early sites include Lahuradewa in the middle
Ganges region and Jhusi near the confluence of Ganges and Yamuna rivers, both
dating to around 7000 BC. The aceramic Neolithicat Mehrgarh lasts from 7000 to 5500
BC, with the ceramic Neolithic at Mehrgarh lasting up to 3300 BC; blending into the
Early Bronze Age. Mehrgarh is one of the earliest sites with evidence of farming and
herding in the Indian subcontinent. It is likely that the culture centered around Mehrgarh
migrated into the Indus Valley and became the Indus Valley Civilisation. The earliest
fortified town in the region is found at Rehman Dheri, dated 4000 BC in Khyber
Pakhtunkhwa close to River Zhob Valley. Other fortified towns found to date are at
Amri (3600–3300 BC), Kot Diji in Sindh, and at Kalibangan (3000 BC) at the Hakra
River.
The Indus Valley Civilisation starts around 3300 BC with what is referred to as
the Early Harappan Phase (3300 to 2600 BC). The earliest examples of the Indus Script
date to this period, as well as the emergence of citadels representing centralised
authority and an increasingly urban quality of life. Trade networks linked this culture with
related regional cultures and distant sources of raw materials, including lapis lazuli and
other materials for bead-making. By this time, villagers had domesticated numerous
crops, including peas, sesame seeds, dates, and cotton, as well as animals, including
the water buffalo.
Ancient China
Traditional Xia sites (black) and Erlitou sites (red) near the Yellow River (Huang
He) Drawing on archaeology, geology and anthropology, modern scholars do not see
the origins of the Chinese civilization or history as a linear story but rather the history of
the
Interactions of different and distinct cultures
and ethnic groups that influenced each other's
development. The specific cultural regions that
developed Chinese civilization were the Yellow
River civilization, the Yangtze civilization, and
and Liao civilization. Early evidence for
Chinese millet agriculture is dated to around 7000
BC, with the earliest evidence of cultivated rice
found at Chengtoushan near the Yangtze River,
dated to 6500 BC. Chengtoushan may also be
the site of the first walled city in China. By the
beginning of the Neolithic Revolution, the Yellow
River valley began to establish itself as a center of the Peiligang culture which flourished
from 7000 to 5000 BC, with evidence of agriculture, constructed buildings, pottery, and
burial of the dead. With agriculture came increased population, the ability to store and
redistribute crops, and the potential to support specialist craftsmen and administrators.
Its most prominent site is Jiahu. Some scholars have suggested that the Jiahu
symbols (6600 BC) are the earliest form of proto-writing in China. However, it is likely
that

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they should not be understood as writing itself, but as features of a lengthy period of
sign- use which led eventually to a fully-fledged system of writing. Archaeologists
believe that the Peiligang culture was egalitarian, with little political organization.
Mesoamerica
The Coxcatlan caves in the Valley of Tehuacán provide evidence for agriculture
in components dated between 5000 and 3400 BC. Similarly, sites such as Sipacate in
Guatemala provide maize pollen samples dating to 3500 BC. It is estimated that fully
domesticated maize developed in Mesoamerica around 2700 BC. Mesoamericans
during this period likely divided their time between small hunting encampments and
large temporary villages. Around 1900 BC, the Mokaya domesticated one of the dozen
species of cacao. A Mokaya archaeological site provides evidence of cacao beverages
dating to
this time. The Mokaya are also

thought to have been among the first
cultures in Mesoamerica to develop a
hierarchical society. What would
become the Olmec civilization had its
roots in early farming cultures of
Tabasco, which began around 5100 to 4600
BC.
The emergence of the Olmec civilization has traditionally been dated to around
1600 to 1500 BC. Olmec features first emerged in the city of San Lorenzo Tenochtitlán,
fully coalescing around 1400 BC. The rise of civilization was assisted by the local
ecology of well-watered alluvial soil, as well as by the transportation network
provided by the Coatzacoalcos River basin. This environment encouraged a densely
concentrated population, which in turn triggered the rise of an elite class and an
associated demand for the production of the symbolic and sophisticated luxury artifacts
that define Olmec culture. Many of these luxury artifacts were made from materials such
as jade, obsidian, and magnetite, which came from distant locations and suggest that
early Olmec elites had access to an extensive trading network in Mesoamerica. The
aspect of Olmec culture perhaps most familiar today is their artwork, particularly the
Olmec colossal heads. San Lorenzo was situated in the midst of a large agricultural
area. San Lorenzo seems to have been largely a ceremonial site, a town without city
walls, centered in the midst of a widespread medium-to-large agricultural population.
The ceremonial center and attendant buildings could have housed 5,500 while the
entire area, including hinterlands, could have reached 13,000. It is thought that while
San Lorenzo controlled much or all of

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the Coatzacoalcos basin, areas to the east (such as the area where La Venta would rise
to prominence) and north-northwest (such as the Tuxtla Mountains) were home to
independent polities. San Lorenzo was all but abandoned around 900 BC at about the
same time that La Venta rose to prominence. A wholesale destruction of many San
Lorenzo monuments also occurred circa 950 BC, which may indicate an internal
uprising or, less likely, an invasion. The latest thinking, however, is that environmental
changes may have been responsible for this shift in Olmec centers, with certain
important rivers changing course.
Self-Assessment Questions (SAQ)
A. Fill in the blanks with the correct answer.
1. Called the "cradle of civilization" because it is where people first abandoned their
nomadic way of life to build permanent homes. Birthplace of writing, astronomy,
a written legal code, places of worship, and inventions like the wheel. Name
means "land between 2 rivers". Originally south= Sumer, north=Akkad but unifies
under Babylonians. Modern day Iraq.
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2. Root of civilization
3. Builder of the cities/first flood + Ark, king of Uruk, first and best of heroes.
4. Written language of Mesopotamia developed by the Sumerians. Means "wedge

shaped" because wedge shaped stylus pressed into slab of soft clay to write.
Other materials included stone and chisel, metal and chisel, and paint on glazed
terracotta. Developed from pictograms and spread to Persia and Egypt - only
international script for centuries.
5. God who gave Gilgamesh his power.

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B. Matching Type: Match the statements on the upper part with the statements
below. . Write the letter of your answer on the blank before each number.
1. Four (4) ethno cultural groups of Mesopotamia
2. Environmental mistake of Sumerians
3. Timeline of people
4. Human emotion indicated by Sumerian art
5. Importance of river valleys

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A. Did not find a balance between cultivation to support population, and

protection of the environment. Civilization ultimately destroyed their land.
B. Steady source of water, fertile land, transportation (communication, trade)
C. Sumerians, Semitic people (Akkadians, Amorites), Indo-Europeans (Luvians,
Hittites), Hurrians
D. Sumerians, Akkadians, Babylonians, Assyrians
E. Surprise - Wide eyes --> in the presence of god
C. Multiple Choice. Choose the letter of the correct answer that matches the given
statement. Write the letter of your choice on the space provided for.
1. Semitic chieftain Sargon conquers Sumerians and establishes capital at

Akkad - uniting lower Mesopotamia.
a. Ziggurats c. Fertile Crescent
b. Akkadians d. Assyrians
2. One of most famous Ziggurats; destroyed and built several times with
final restoration by Nebuchadnezzar. Once completed, called one of
the great wonders of the ancient world.
a. Garden of Eden c. Fertile Crescent
b. Tower of Babel d. Epic of Gilgamesh
3. Cross between checkers and dominoes

a. Garden of Eden c. Temple at Eridu
b. Game of Ur d. Timeline of people
4. Oldest religion for which written records exist. Polytheistic religion

compromising of about 3600 gods and demigods. Story of creation=
by people for people - gods planned and created main components of
universe then delegated these components to 4 gods to rule. (God of
heaven, air god, water god, earth goddess)
a. Akkadians c. Ziggurats
b. Assyrians d. Beliefs
5. Uruk, Sumer, Akkad, Babylon, Assyrian empire, Ancient Iran,

Achaemenid Persia
a. Sumerian society c. Sumerian empire and Kings
b. Uruk d. Timeline of places/empires

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Answer to Self-Assessment Questions (ASAQ)
A. B. C.
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
ASSIGNMENT:
1. Choose one remarkable development from Arabs, Chinese and Hindu science
and technology and make a flyer or poster interpreting their contributions.
2. Watch the short film below then write down your reflections after having watched the
film.
My Reflections:

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Module 2
SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

OBJECTIVES
1. Discuss the concept of science education

2. Identify some schools established to promote science education in
the Philippines
INTRODUCTION
This module will discuss the concept of science education and will identify
some strategies to promote science education in the country.
CONTENT
A. CONCEPT OF SCIENCE EDUCATION IN THE PHILIPPINES
Science education focuses on teaching, learning and understanding

science. This means exploring pedagogical theories and models in helping teachers
teach scientific concepts and processes effectively.
Science education is the teaching and learning of science to non-scientists,
such as school children, college students, or adults within the general public. The field
of science education includes work in science content, science process (the
scientific method), some social science, and some teaching pedagogy.
The Philippines’ Grades 1 to 10 Science Curriculum envisions the

development of scientifically, technologically, and environmentally literate and
productive members of society. They must possess effective communication and
interpersonal and lifelong learning skills as well as scientific values and attitudes.

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.
B. Identify science schools established to promote science education in
the Philippines
1. Philippine Science High School System

Central Visayan Institute Foundation (CVIF) Jagna (Bohol), Philippines
The institution
CVIF is a leader for Philippine educational development,

having created a teaching system called the Dynamic
Learning Program, now implemented in approximately 250
schools nationwide. The president and directress of CVIF,
Dr. Christopher Bernido and Dr. Maria Victoria Carpio-
Bernido, respectively, are deeply involved in educational institutions both within
and outside the government. CVIF and the Bernidos have received numerous
accolades for their ground-breaking work. These include the prestigious Ramon
Magsaysay Award in 2010. Similarly, their innovative methods have caught the
attention of the national press, including coverage in the prestigious Manila
Standard, its location is at Jagna is a port town of approximately 34,000 people on
the island of Bohol, one of over 7,000 islands that comprise the Philippines.
2. Rizal National Science High School - Mataas na Paaralang Nasyonal

na Pang-Agham ng Rizal
The Rizal National Science High School (Mataas na Paaralang Nasyonal na

Pang-Agham ng Rizal), commonly known as RNSHS, RiSci, or Rizal Science is a public
science high school on Jose P. Rizal St., Batingan, Binangonan, Rizal, Philippines. It
was founded in 1998.

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The Rizal National Science High School first opened for the school year 1998–
99. It was established to provide for more intensive and advanced secondary education
program with special reference to science and technology.
The establishment of the Rizal National Science High School was conceived and
proposed by then Cong. Gilberto M. Duavit of the First District of Rizal who envisioned
Rizal to be "the knowledge center in Asia" in coordination with Department of Education,
Culture, and Sports (DECS) Division of Rizal under the leadership of the
superintendent, Dr. Edith A. Doblada. Congressman Duavit then introduced House Bill
No. 3910, for "the purpose of establishing a National Science School in Taytay, Rizal to
be known as Rizal National Science High School and appropriating funds therefore."
Later, Board Members Virgilio Esguerra and Felipe Vital filed Resolution No. 97 – 140
requesting Congressman Duavit to transfer the site from Antipolo to Binangonan.
On January 19, 1998, Republic Act No. 8724, "AN ACT ESTABLISHING A
NATIONAL SCIENCE HIGH SCHOOL IN THE MUNICIPALITY OF BINANGONAN,
PROVINCE OF RIZAL, TO BE KNOWN AS THE RIZAL NATIONAL SCIENCE HIGH
SCHOOL, and AND APPROPRIATING FUNDS THEREFORE"[2] was approved.
The establishment of RNSHS was in response to DECS Order No. 69, s 1993 where
the Department of Education, Culture and Sports encourages the establishment of
science high schools, initially among the public high schools in coordination with the
Department of Science and Technology starting school year 1994−95.
.
3. THE SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSES) PROJECT

OF THE DEPARTMENT OF EDUCATION (DEPED)
The Department of Education through the Bureau of Elementary Education is

implementing the Special Science Education (SSES) Project in pursuance to DepEd
Order No. 73, s. 2008, DepEd Order No. 51, s.2010 and the latest is DepEd Letter
Unnumbered from the Director III, OIC, Office of the Director IV dated August 2, 2011.
The Project started in SY 2007-2008 with fifty seven (57) identified schools for
Batch 1 as pilot schools throughout the country. Of the 57 , four (4) schools in Region V
were identified – Naga Central 2, Naga City Division; Iriga Central , Iriga City; Ligao
East Central School, Ligao City; and JMAMES SPED Center, Catanduanes.
The Program was later expanded and for Batch 2, another three (3)schools in
Region V were included – GoaCentral School, Camarines Sur; Gubat North Central
School, Sorsogon Province; and Sorsogon East Central School, Sorsogon City Division.
This SY 2011-2012, the program was again expanded and for Batch 3, five (5)
schools in Region V were identified and these schools are: Albay Central School,
Legazpi CityDivision; Tabaco Northwest Central School, Tabaco City; Guinobatan East
CentralSchool, Albay Division; Jose Zurbito Sr. Elementary School SPED Center
ofMasbate City Division; and the existing Division Pilot Special Science & Math Class
of the Virac Pilot Elementary School, Division of Catanduanes.
The SSES Project envisions developing Filipino children who are equipped with
scientific and technological knowledge, skills and attitudes; creative and have positive
values; and lifelong learning skills to become productive partners in the development of

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the community and society. Its mission is to provide a learning environment to science
inclined children through a special curriculum which recognizes multiple intelligences
and is geared towards the development of God-loving, nationalistic, creative,
ecologically aware, scientifically and technologically oriented and skilled individuals who
are empowered through lifelong learning skills.
The SSES utilizes Science curriculum that will provide for the development of
lifelong learning skills and foster the holistic development of the child. The
subject Science& Health is taught starting in Grade1and provides longer instruction time
in Science. In Grades I-III, 70 minutes and for Grades IV-VI, 80 minutes. The
Curriculum also utilizes varied teaching approaches/strategies to address the multiple
intelligences, learning styles and needs of the learners.
To enhance the operation of the project, financial subsidy is provided to the
implementing schools to be utilized for the enhancement of teachers and school heads
capability and participation to conferences, trainings, seminars and immersion training
in science oriented schools, development of pupil activities such as investigatory
projects, leadership training, workshops, payment of internet subscription, procurement
of instructional devices/facilities like science models, apparatuses, video materials and
software in Science, Mathematics and English including maintenance and repair of said
facilities.
.
4. Manila Science High School
Manila Science High School
(Filipino: Mataas na Paaralang Pang-
Agham ng Maynila) is the first science
high school in the Philippines. It is
located at Taft Avenue, corner Padre
Faura Street in Ermita, Manila, and
was established on October 1, 1963.
Former President of the Philippines Ramon Magsaysay was the first to envision a
Science High School in the Philippines in his 1956 State of the Nation Address where
he underscored "the great need of stepping up the development of fundamental and
applied research in science and technology which has long been neglected."
Taking action, the Philippine Congress passed Republic Act 1606] creating the
National Science Development Board to work with the Science Foundation of the
Philippines in advancing scientific and technological research. This was closely followed
by Republic Act 2067, known as the Science Act of 1958 which proposed to integrate,
coordinate, and intensify scientific and technological research and development to
foster invention.
In conjunction, the Department of Education implemented RA 1606 by issuing
Department Orders 1 and 5, series of 1958, for the launching of Science Talent
Research.
Manila Science has been under the leadership of Flora A. Valdez for less than a
year until her retirement on January 21, 2010. Before the retirement, a government
project has started: the construction of the Amadome by Manila 5th District
Congressman Amado Bagatsing, which is now completed in time for the new school
year and has been formally inaugurated and turned over by Cong. Bagatsing on
September 8, 2010.
Media in category "Images of official logos of Science High Schools in the Philippines

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5. Quezon City High School
Quezon City Science High School (also referred as

QueSci or Kisay) is the Regional Science High School for
the National Capital Region. It is the premier science high
school of Quezon City, and is regarded as one of the
prestigious sciences triumvirate of the Republic of the
Philippines along with and Manila Science High School. It is
located at Bago-
Bantay, Quezon City, Philippines. Founded in 1967, it was
appointed as the Regional Science High School for the National Capital Region since
1998.
It holds the distinction as one of the national leaders in the field of Mathematics
competitions, being among the country's most consistent schools in terms of its
performance in the DepEd-sponsored MTAP contests the past decades. In 2004, it shot
to international acclaim when a group of its student-researchers received the fourth
Grand Award in the Intel International Science and Engineering fair held in Portland,
Oregon.[2] The school continues to excel in producing quality research papers. It's the
home of two of the best secondary papers in the Philippines. It's also renowned as a
center of excellence for its Spanish elective. [3]
B. Soriano, the Chief of Special Services, conceived the establishment of a
science high school in Quezon City. This idea was announced by Alfredo J. Andal, the
City Schools Superintendent in 1967.
At first, the school shared a campus with Judge Juan Luna High School at San
Francisco Del Monte; in 1969, the school moved to the present site of the Quezon City
General Hospital, formerly the San Jose Seminary.
In 1969, the Quezon City Council through the leadership of the then Vice Mayor
Ismael A. Mathay, Jr. donated the present school site, measuring 2.4 hectares under
Quezon City Government with TCT# 265553 in Barangay Sto. Cristo, Bago Bantay,
Quezon City in 1969.
In June 1999, Quezon City Science High School was declared as the Regional
Science High School for the National Capital Region by virtue of DECS Order No. 58,
series 1999 in consonance with R.A. 8496 (An Act to Establish the Philippine Science
High School System and Providing Funds Therefore).
ACTIVITY 1
1. Discuss the science related issues and problems in the country.

_

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2. Identify science and technology policies that could be adapted or implemented

in the Philippines
ACTIVITY 2
1. Try to evaluate the different science schools in the country. Which do you think has
the best offerings for science subjects? Support your answer with an article written by
their alumnaes.
ASSIGNMENT:
1. Among the different science schools presented to you, compare and contrast
the way science subject is presented in their curriculum.

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2. Tell something about the programs on teaching science of the schools represented
by the given logos below. (You can use extra paper if needed).
References:
https://en.wikipedia.org/wiki/Category:Images_of_official_logos_of_Science_High_Scho
ols_in_the_Philippines https://en.wikipedia.org/w/index.php?
cirrusUserTesting=control&search=picture+of+Riz
al+National+science+high+school&title=Special%3ASearch&go=Go&ns0=1
https://www.wikiwand.com/en/Quezon_City_Science_High_School

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Module 3
INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY

(Source: https://www.google.com/search?q=science+and+technology+in+the+philippine..)
OBJECTIVES
1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud

contributed to the spark of scientific revolution.
2. Describe the development of Science and Technology during the scientific
revolution
3. Explain and recognize the significance of the technology invented during the
scientific revolution.
4. Recognize and appreciate the works of the different proponents
5. Articulate ways by which society is transformed by science and technology.
INTRODUCTION
This lesson will give light to the development of science and scientific ideas in the
heart of the society. For the introduction to the topic, watch the video given below.

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CONTENTS
Below are well-known personalities who made significant contributions to

science.
Nicolaus Copernicus was a Polish astronomer

known as the Father of Modern astronomy. He was the
first modern European scientist to propose that the earth
and other planets revolve around the sun or known as
heliocentric theory.
This caused the paradigm shift of how the earth and sun
were placed in the heavens or universe. It is the idea
that rejected Ptolemaic model which states that the
earth is the center of the solar system. The heliocentric
model proved that the sun is the center of the universe
and that the planets revolve around it.
This has brought a great impact on how people

approach Biology forever. This revolution provided a
different theory than the theory of creation. The
Darwinian revolution started when Charles Darwin
published his book, “The Origin of Species” that
emphasizes that humans are a result of evolution.
Freud is a famous figure in psychology. He also

made a significant contribution to the scientific world
through the development of an important observational
method to gather reliable data to study human’s inner
life. This method is popularly known as psychoanalysis.
The scientific hypothesis he formulated formed the
essential fundamental version of this method. For Freud,
this method of psychoanalysis is a scientific way to study
the human mind and neurotic illness. It is no doubt that
amidst all questions on his works that led to some sort of
academic controversy, his method of psychoanalysis
had great impact on the scientific way of understanding
human nature.

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ACTIVITY 1 Self-Assessment Questions (SAQ)
A. TRUE OR FALSE. On the blank, write TRUE if the statement is correct; FALSE if
otherwise.
1. Nicholaus Copernicus (1473-1543) is an astronomer who proposed that

planets revolve around the sun.
2. Dadaism liberates the sub consciousness from the bonds of
consciousness.
3. Literature, Visual Arts and Music are the three aspects on the effects
of Freudian revolution.
4. Freud’s method is unorthodox.
5. Darwin joined a five-year voyage through the HMS Beagle ship on the
Island of Galapagos.
B. MATCHING TYPE Match the items found in Column A with that of Column B. Write
letter on the blank provided before each number.
1. Darwinian Revolution A. Evolution by means of natural

selection
2. Sigmund Freud (1856 - 1939) B. Austrian neurologist who founded
psychoanalysis
3. Copernican Revolution C. Developed an observational method
to study human's inner life; focuses
on human sexuality and evil nature
of man
4. Freudian Revolution D. English natural scientist who
formulated a theory of evolution by
natural selection (1809-1882)
5. Charles Darwin E. Heliocentric model with the Sun at
the center of the Solar System.
.
ACTIVITY 2 Expound your answers on the different questions.
1. Discuss the contribution of Copernicus in the philosophy of science.

20
2. Discuss how Darwin’s evolutionary theory influenced the following fields: economy,
agriculture, political science and religion.
3. Describe Freud’s ideas as a scientist.
RUBRICS for Activity 2:
4 3 2 1
FEATURES EXPERT ACCOMPLISHED CAPABLE BEGINNER
The student The student

Ideas presented Ideas were
1. Clarity of expressed somewhat
were not clear vague and
ideas himself very expressed his ideas
enough incorrect.
clearly. clearly
Additional and
Just enough Gives some Gives no new
2. Included relevant
additional new information information and
additional information was
information was but poorly poorly
information. given based on
given organized organized
research
Answers were Answers were Answers had no

3.Conciseness Answers were
somewhat direct to not direct to the relevance to the
of answers direct to the point
the point point. question given.

21
A. B.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
ASSIGNMENT:
1. Create a timeline highlighting the major discoveries and developments in science.

2. Give a short description of each of the scientists below and describe
their contributions to science and technology.
a. William Gilbert h. Alexandre Koyre

b. Tycho Brahe i. John Locke
c. Johannes Kepler j. Robert Boyle
d. Sir Francis Bacon k. Evangelista Torricelli
e. Galileo Galilei l. Isaac Newton
f. Rene Descartes .
g. Antoine Van Leeuwenhoek

22
Unit II – Science and Technology and Nation Building
Module 4
THE PHILIPPINE GOVERNMENT SCIENCE AND TECHNOLOGY AGENDA

(Source: https://www.google.com/search?q=philippine+science+and+technology+agenda...)
OBJECTIVES
1. Identify the priority programs, projects and policies of the

Philippine government when it comes to Science and Technology.
2. Discuss how these programs, projects and policies will contribute to

national development.
INTRODUCTION
Philippines is one of the developing countries that is continuously addressing the

persistent problems of inequality and poverty. How the Philippines respond to these
challenges will determine whether a country will experience rapid, inclusive, and
sustained growth and development.
As early as the 1980s, the Philippine government has prioritize the initiatives on
promoting the role of science and technology in the national development. The 1987
Philippine Constitution acknowledges the significant role of science and technology for
national development and progress.
Consequently, development can be unfavorable by becoming the potential
contributor of dehumanization of man and to the degradation of the environment. Being
aware of the opposing influences of science and technology in the development of a
country, effective plans, policies and programs should be formulated as a major effort in
promoting harmony among these opposing aspects to balance the effects to the state.

23
These efforts will boost advancements while maintaining conservational and socio-
cultural cohesion in the Philippines.
It is the goal of this module for you to identify the efforts of the government to
transform our country into becoming a developed country by considering and aiming to
answer the following questions.
Reflective Questions:
1. How do the Filipinos envision the country in the next 25 years?

2. How relevant are the pillars of development to the aim of the
development plan of the government?
3. What are the priority areas included in the science and technology
agenda 2017-2022?
LEARNING ACTIVITIES
ACTIVITY 1 The National Development Agenda
a. Input: The Philippine Development Plan (PDP) serves as the blueprint of programs
and administration’s plans for progress. NEDA launched the PDP 2017-2022 which
is a part of the four medium-term plans anchored on the Ambisyon Natin 2040.
Link to NEDA search Vision –Ambisyon Natin 2040 (2040.neda.gov.ph)
b. Answer the following questions:
1. What are the major goals of PDP 2017- 2020?

2. What are the plans in Ambisyon Natin 2040 to meet the goals for
a. Vision for self
b. Vision for the country
Scoring Rubrics for Activity 1:
Topics/Question Enumerated Enumerated Enumerated used Total highest

only with short own words to explain attainable
explanation or give example points
1. PDP 2017- 10 pts 20 pts 25 pts 25 pts
2020
2. a. self 10 pts 15 pts 30 pts 30 pts
b. country 15 pts 30 pts 45 pts 45 pts
100 pts
ACTIVITY 2: PILLARS OF DEVELOPMENT
a. Input: Layco (2018) shared the three main pillars from which the PDP 2017-2020 is
founded:

24
1. Malasakit:
2. Kaunlaran
3. Pagbabago
b. Using the link 2040.neda.gov.ph, explain how the pillars discussed by the three
presenters affect the country’s socio economic progress.
a. Malasakit by Senator Loren Legarda

b. Pagbabago by Guillermo M Luz
c. Patuloy sa Pagunlad
d. Presentation of Vice President Ma Leonor G Robredo on Ambisyon Natin 2040
Scoring Rubrics for Activity 2
Topics Copied from Copied with Copied used own Total highest
the short words to explain or attainable
presentation explanation give example points
Each presentation 10 15 25 25
Total 100 pts
Activity 3: The HNRDA FRAMEWORK
a. Input: The Department of Science and Technology ensures that policies, efforts and
plans include in the science and technology agend is linked to the national
development plan. Thus, DOST prepared the Harmonized National R&D Agenda
(HNRDA) 2017-2022 to ensure that results of science and technology endeavors
are geared towards and utilized in areas of maximum economic and social
benefit for the people. What are the priority areas included in the S&T agenda
2017-2022?
b. Connect to: dost.gov.ph and take a look at the HNRDA framework.

Be sure you have a copy of the framework for your reference.
Self -Assessment Questions (SAQ)
Identify the subject described by the following statements.
1. Target goal of the SAPAT Program

2. R&D Priority area of Climate change adaptation
3. Meaning of AANR
4. R&D Priority area of ATIN Program
5. Scope of ATIN Program

25
6. Meaning of NIBRA
7. Pillar where National Security and Sovereignty
belongs 8-12. R&D Priority Areas and Programs in the
HNRDA
13. Author of Ambisyon Natin 2040
14. Director of NEDA
15. Secretary of DOST
1. Food security
2. Health
3. Agriculture, Aquatic and Natural Resources
4. NIBRA
5. Inclusive Nation-Building
6. National Integrated Basic Research Agenda
7. Pagbabago
8-12. NIBRA, Health, AANR, Industry Energy and Emerging Technology, DRR CCA
13. NEDA
14. Karl Kendrick Chua, Ernesto Pernia
15. Fortunato T De la Peña
REFERENCES:
Department of Science and Technology. Approved Harmonized National R&D
Agenda.2017-2022 from http://www.dost.gov.ph/knowledge resources/downloads/files
Nationa Economic Development Authority. Ambisyon Natin 2040. 2040.neda.gov.ph
National Economic Development Authority. Vision 2040 The Filipino. Public
Consultations: Discussions with the Filipino Youth. Research published by NEDA.
www.neda.gov.ph

26
Module 5
MAJOR DEVELOPMENT PROGRAMS AND PERSONALITIES IN

SCIENCE AND TECHNOLOGY IN THE PHILIPPINES
(Source: https://www.google.com/search?q=philippine+science+and+technology...)
OBJECTIVES
1. Provide the learners knowledge on the significant contributions of young and

brilliant Filipino scientists and experts whose exposure to foreign studies contributed to
the field of science and technology.
2. Appreciate the scientific skills possessed by these scientists and apply these
in every life.
INTRODUCTION
This module discusses the major development programs in science and

technology as well as the prominent and famous personalities which contribute to the
development of science and technology in the country. Further, the readings about their
profile will hopefully inspire the students to strive hard especially in the field of science.
Whatever information they will get from this module may be used to uplift oneself
especially in raising their socioeconomic status.
CONTENTS
A. Major Development Programs in ST in the Philippines

B. Prominent/major Personalities in ST in the Philippines
Major Development Programs in Science and Technology in the Philippines

According to Ariola (2018), there are several major development programs in
terms of Science and Technology in the country which were instituted by USAID in
partnership with the Department of Science and Technology (DOST). The US-
Philippines Science

27
and Technology Agreement was signed by former US Secretary Hillary Clinton and
Philippine Secretary of Foreign Affairs Albert del Rosario. These development programs
are:
 Storm Surge modeling, training, and study visits to National Oceanic and
Atmospheric Administrations (NOAA) scientific centers.
 Registered 1.3 million fisherfolk to give them access to Government of the

Philippines (GPH) basic services and help in fisheries conservation.
 Use of renewable energy and environment-friendly alternative energy to realize

the guiding vision which is “Energy Access for More”.
 Addressed increasing levels of emission due to rapid urbanization.
 Assisted Batangas City in more effective and sustainable local planning.
 Helped the Philippines to improve its ability to respond to natural disasters and
adapt to the negative impacts of climate change by setting up EWS in flood and
landslide prone communities.
 Introduced mobile and web-based applications of technology.

 Promoted digital literacy.
 Helped create an electronic medical record system, which facilitated access to

300,000 patients and generated 700,000 patient consultations which improve
delivery health services.
 Initiated support for researching utilization of oxytocin in Uniject, a free-filled,

exact dose of oxytocin that provides an efficient alternative to prevent post-
partum hemorrhage.
 Supported research in tuberculosis (TB) in children and the relationship of

tobacco and TB to children.
On the other hand, Bautista, et.al (2018) also presented major development
programs in ST in the country. This is known as the DOST’s “8-point action agenda”
which was initially launched by the agency in 2006 to promote and support science,
technology, and innovation. These agenda include:
 Science-based know-how and tools that enable the agriculture sector to
raise productivity to world class standards.
 Innovative, cost-effective and appropriate technologies that enable micro, small

and medium enterprises (MSMEs) to develop and produce competitive
products that meet the world-class standards.

28
 State-of-the-art facilities and capabilities that enable local industries to move

up the value chain and attain global competitiveness.
 Idea of the Philippines as a global leader in Information Technology- Business
Process Management Services generating direct employment of 1.3
million(520,000 of which in the countryside)
 ICT-Based transformation of governance broadening access to

government services (i.e. health and education) for those in the countryside
(to bring the Philippines in the top 50 global ranking of e-government by
2016).
 Improved quality healthcare and quality of life thru science, technology,

and innovation.
 Highly skilled and globally competitive S&T human resources in support of

the national S&T programs.
 Science-based weather information and climate change scenarios with

associated mitigation strategies for a disaster and climate change
resilient Philippines.
Prominent and Major Personalities in Science and Technology in the Philippines
Though the Philippines is still classified as a Third world country, we cannot deny
there are Filipinos who excel in other areas like boxing as in the case of Senator Manny
Paquiao and in the field of beauty contest where several Filipinas won as Miss
Universe. In the field of Science there are also great ideas shown by young and brilliant
scientists and experts. Their achievements are not limited to local setting only but they
became famous in other countries as well. They have excelled in different fields of
sciences such as astrophysics, geophysics, meteorology, archaeology, and
anthropology as well as in biology.
Regine Cabato of CNN Philippines Life documented 7 Filipino scientists who

are changing the world as quoted by Ariola (2018). See Table 1 for the list.
Table 1 List of Major Filipino Scientists in ST in the Philippines
Filipino Scientists Profession

1. Reina Reyes Astrophysicist
2. Irene Crisologo Radar Meteorologist
3. Julius Sempio Geoinformatics and Remote Sensing Specialist
4.Andreia Carillo Astrophysicist
5.Kamela Ng Molecular Epidemiologist
6.Migs Canilao Anthropologist and Archaeologist
7.Sarah Jaye Oliva Geophysicist

29
In 2014, four Filipino scientists (Table 2 below) were recognized in the field of
biology. Some of their contributions earn recognition not only in the Philippines but also
abroad. Some serve as basis for policy formulation. In the field of biology, there are
other prominent Filipino scientists (see Science, Technology and Society by Ariola,
2018, pp.42-44).
Table 2 List of National Scientists (Bautista, et. al, 2018)

National Scientists Significant Contributions
Angel C. Alcala, PhD  Research on ecology and diversity of Philippine
amphibians and reptiles, as well as marine
biodiversity and conservation of marine-protected
areas.
 His research led to the national policy on marine no-
take zones
Ramon C. Barba, PhD  Achieved in the field of plant physiology, especially

the induction of flowering of mango and micro
propagation or the rapid multiplying of stock plant of
important crop species.
Edgardo D. Gomez, PhD  Research and conservation efforts in invertebrate

biology and ecology.
 Pivotal in the world’s first national –scale assessment
of damage to coral reefs, resulting in international
conservation initiatives such as Global Reefs and
Risks Analysis, Global Coral Reef monitoring
Network and the International Cora Reef Action.
Gavino C. Trono Jr.,PhD  With outstanding contributions in the

marine phycology, focusing on marine
biodiversity.
 Published extensive studies on the culture of seaweed
species that benefited the livelihood of coastal
populations.
 First to report on the “ice-ice” disease that affected
Many seaweed farms.
See https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/ for the complete
list of Filipino scientists.

30
ACTIVITY 1
A. Below is a sample template to accomplish Activity 1A. Insert pictures in the box of
the 7 Filipino scientists. On the right, write their significant contributions to S&T.
Insert picture here

_
Regina Reyes
Insert picture here
Irene Crisologo
SCORE DESCRIPTION
2.0 Answers are more than sufficient and are very much relevant.
1.5 Answers are sufficient and relevant.
1.0 Answers are less sufficient and less relevant.
0.5 Answers are insufficient and not relevant at all.
B. Choose at least three (3) major development programs discussed above. Then look
for an example such as picture or article published in any reliable material to support

31
these programs. Then write your personal reflection on these programs. Use the
sample template on the next page.
Sample Template
1. MDP (Write the program)
My Personal Reflection:
Insert picture or article here
SCORE DESCRIPTION
5.0 All elements are present with corresponding source for the attached document.
Self-reflection conveys meaningful and relevant idea.
4.0 All elements are present with source for the supporting document. Self- reflection
does not fully convey meaningful and relevant idea.
3.0 All elements are present. Source of data is not indicated and Self- reflection is
not clear.
2.0 Only 2 elements are present. Source of data nor self-reflection is not available.
1.0 Only 1 element is present.

32
Self Assessment Questions (SAQ)
Identify the word or group of words described by the following statements.
1. A radar meteorologist based in Postdam, Germany who works on

open source methods for processing weather radar data.
2. He works for the conservation of tropical marine resources

and invented the coral reefs that are used in Southeast Asia.
3. A geophysicist from Naga City but now is based in Tulane, New

Orleans who has background in physics and material science.
4. A hormone that acts o organs in the body which helps reduce

maternal deaths.
5. The Department of Science and Techology established partnership

with USAID. What is the purpose of their partnership?
6-7. From the 8-point agenda of DOST, choose at least 2 pts which
you think were already realized. Support your answer.
8-9. How did rapid urbanization in the country contribute to the

increase in the level of emissions?
10. What concrete strategy must be adopted to solve the problem on
energy crisis?

33
Answer to Self-Assessment Questions(ASAQ):
1. Irene Crisologo
2. Angel C. Alcala
3. Sarah Jaye Oliva
4. Oxytocin
5. To institute major developments in ST in the
Philippines 6-10 Answers are relative
References:
Ariola, Mariano M. (2018). Science, Technology, and Society. Manila: Unlimited Books
Library Services and Publishing Inc.
Bautista, DH.,Burce, NS., Marasigan-Dungo, J., Garcia, CS., Imson, JB., Labog, RA.,
Salazar, FJ and Santos, JL. (2018). Science, Technology and Society. Quezon City: Maxcor
Publishing House, Inc.
Tegon-Geron, AG., Guaves, GR., Maaihan, EM., Maauan, NE., and Rocina, JAR (2018).
Science, Technology and Society. Malabon City: Mutya Publishing House, Inc.
https://www.usaid.gov/philippines/cross-cutting/science-technology-and-innovation
https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/

34
Module 6
SCIENCE EDUCATION IN THE PHILIPPINES

(Source: https://pixabay.com)
OBJECTIVES
1. To give the students a background of the status of Science Education in the

country.
2. To identify what are the factors contributory to low performance in science
among Filipino students.
3. To initiate measures on how to address the existing problems deterrent to
science development.
4. To instill awareness and consciousness among young minds to help achieve
the national goals in relation to science development.
INTRODUCTION
This module discusses the status of science education in our country.

Specifically, it will describe the science performance of students in local and
international assessments, science curriculum, and various science teaching-learning
processes as well as the teaching materials.
CONTENTS
1. Performance of Students in Local and International Science Assessment Tests

2. Science Curriculum
3. Factors Affecting the Performance in Science

35
Performance of Students in Local and International Science Assessment Tests
The performance of Filipino students in math and in science shows that there is a
need to instate changes and development and adopt measures to improve their
performance not only in Mathematics but also in science.
1999-2000 NATIONAL ACHIEVEMENT TEST

According to Rabino (2014) as cited by Ariola (2018), “Science is the most
difficult subject in basic education in the Philippines. The National Elementary
Achievement Test (NEAT) result shows that Filipino pupils answered 48.61% of the
questions in science correctly which is less than 50%.This means that the students
have difficulty to answer at least 50% correctly.
2003 TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS)

The third Trends in International Mathematics and Science Study (TIMSS) in
2003 shows that for high school, out of 45 countries that participated the Philippines
ranked 41st in HS II Math, and 42nd HS II Science. For elementary, fourth grade
participants ranked 23rd out of the 25 countries in both math and science. Our country
stopped participating in the survey in 2008 and so on. The obtained scores of our high
school second year students is 200 points lower and the pupils’ score is more than 200
points lower than that of Singapore which ranked first both in high school and
elementary categories (Ariola, 2018).
According to the report aired by ABS-CBN on June 15, 2011, the “Philippines
ranks 7th among nine Southeast Asian nations in the area of education and innovation”.
This result was mentioned by Guillermo M. Luz, co-chair of the National
Competitiveness Council (NCC). At a forum on Innovation and Entrepreneurship for
Globally Competitive Philippines, Luz presented that the Philippines was falling behind
Singapore, Brunei, Malaysia, Indonesia, Thailand, and Vietnam. The country is second
to the last which is Cambodia when it comes to education, science and technology and
innovation (Rabino, 2014) as cited by Ariola (2018).
2014 NATIONAL ACHIEVEMENT TEST

Ambag (2018) wrote that science education in the country cannot be considered
as strength”. Based on 2014 statistics, the passing rate for the National Achievement
Test (NAT) for grade six pupils is only 69.21% and the passing rate for high school is
only 46.38% from 2010 statistics.
2018 PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)
The country also participated in the 2018 Program for International Student
Assessment (PISA). Conducted by the Organization for Economic Cooperation and
Development (OECD), the study ranked 79 participating economies based on their
students’ performance in reading, science and math. Filipino students had the lowest
mean score in reading comprehension (340 points, below the 487-point survey
average). They also ranked second to the last in science (357) and math (353), below
the 489-point average in both subjects.
The results of the different examinations taken by sample students from our

36
country show that there is a problem in relation to administration of both mathematics and
science programs.
Science Curriculum
The science curriculum in the Philippines is much different from other Southeast
Asian countries. Since the beginning, the Philippine Science Curriculum has lapses
which need evaluation and corresponding action. The Education Curriculum, in
general, is found to be too congested with so many subjects that are not relevant to
development Below is an excerpt extracted from SCIENCE FRAMEWORK FOR
PHILIPPINE BASIC EDUCATION published by DOST-SEI and UP NISMED in 2011. It
describes the basic science curriculum as follows:
The Philippines’ Grades 1-10 Science Curriculum envisions the development of scientifically,
technologically, and environmentally literate and productive members of society. They must
possess effective communication and interpersonal and lifelong learning skills as well as
scientific values and attitudes. These skills will be acquired through a curriculum that focuses on
knowledge relevant to real world and encompasses methods of inquiry. These will be
implemented in a learning environment that promotes the construction of ideas and instills
respect for others.
The above curriculum includes inquiry skills, scientific attitudes and content and
connections. These things are helpful in developing better science learners.
With the implementation of K-12 Curriculum, the discussion of the topics in
science subjects uses spiral approach to achieve continuity of the topics from one grade
level to the next thus eliminating congestion of so many topics per grade level.
A study initiated by a team from UP Dilima, in partnership with University of
Melbourne and funded by Australian government aimed to investigate the progress of
students’ skills for each unit of Chemistry over the four years of the junior secondary
curriculum. Identification of progress will be achieved by assessing students as they
progress from Grade 7 to Grade 10. The team is headed by Dr. Marlene Ferido from UP
Diliman.
Having the above goals for science education, only few schools can achieve
such goals due to some factors which hinder the 100% implementation of the
curriculum.
Factors Affecting the Performance in Science

The main factors that affect the low performance in science of Filipino include the
following: (1) lack of support for scientific culture reflected in the deficiencies regarding
the school curriculum, (2) inadequate teaching-learning process, (3) insufficient
instructional materials and (4) lack of training among science teachers.
The factors mentioned above boil down to the low allocation of budget to the
implementation of science program by the government. Whatever program or project
that the agency or department would like to execute if financial allocation is limited then
success of the said program/project may not be achieved. Ariola (2018) wrote that the
allocated budget by Philippine government for public educational institutions for all
levels of education is only 3.3% of the Gross Domestic Product (GDP) which is lower
than 7.4% of Malaysia; 4.0% of Thailand; 4.0% average for all World Education
Indicators (WEI) countries and 5.2% for Organization of Economic Cooperation and
Development (OECD) countries. At all levels of education, the Philippines spend only
7.2% which is still below

37
the 40% of Thailand and 28% of Malaysia but slightly higher than the 16.9% average for
WEI countries and higher than the 13.3% average of the OECD countries, respectively.
The budgeting allotted for a school correlate positively to the students’ academic
achievement as confirmed by Burckbuchler (2009) in his article “School Budgeting and
Student Academic Achievement.
The teaching-learning process is another issue. Iurea, et.al (2011), found out
that the learning styles used by the students and strategies employed by the teachers
have great impact on the students’ academic performance. This means that when
teaching strategy and learning style match there is a tendency to increase the students’
academic performance. Further, Muvla (2020) emphasized that the teacher-student
interaction matters a lot in the academic performance of students. On the contrary, the
cross-country study of Cordero, JM., et.al (2015) stressed that modern teaching
strategies give little significance on the academic performance of students.
On the other hand, the insufficiency of instructional materials in school
especially in science laboratories is an issue that needs to be addressed. Instructional
materials help the students understand the lesson more easily than without IM. Their
academic performance is significantly correlated to the use of instructional materials
used (Adalikwu, 2013). If insufficiency of IM is an issue what is more alarming is the
absence of it especially during the conduct of science laboratories or experiments.
Next problem is the lack of training among science teachers. Commonly,
science teaching is focused much on lectures and the laboratory part of the subject is
being sacrificed. The reason is that some science teachers themselves are not exposed
in manipulating science equipment or if they are knowledgeable there is lack of
laboratory equipment thus the laboratory skills among students are not developed.
ACTIVITY 1-Reading of Selected Articles
Article 1: “Teaching Science in the Philippines: Why and How We Can Do

Better” by Rafael Ambag (August 3, 2020).
Set A Questions
1. What were the experiences of Mr. Ambag when he was a student in a public school?
2. What are the factors that can be attributed to the low performance of Filipino students
in reading comprehension, science, and mathematics during the 2018 Program for
International Student Assessment (PISA)?
3. What makes science interesting to Mr. Ambag?
Article 2.Science Education in the Philippines: Challenges and Prospects.

Framework for Philippine Science Teacher Education. (2011), DOST-SEI & P-NISMED,
Manila
Set B Questions
1. What are the realities between science teachers and students?

38
2. What are the challenges faced by science education in the Philippines?

3. Cite significant key points pertaining to BEED Curriculum with emphasis on
science subjects.
Answer the following questions:

1. If you are a science administrator what major concern about science education
do you like to address first? Why?
2. Do you think there is still a chance for the performance of the Philippines in Math
and Science will increase both locally and internationally? Support your answer.
3. What are the best practices of other WEI and OECD countries that are effective in
terms of science achievement? Do you think they will be effective also once applied
in our country?

39
Scoring Rubrics
Score Description
5.0 The answer is very much substantial and it is direct to the point with error-free grammar.
Ideas are arranged chronologically. Examples are very relevant.
4.0 The answer is much substantial and it is direct to the point with error-free grammar.
Ideas are arranged chronologically. Examples are relevant.
3.0 The answer is fairly substantial and it is direct to the point with some errors in grammar.
Ideas are arranged chronologically. Examples are relevant.
2.0 The answer is less substantial and it is not so clear with some errors in grammar. Ideas
are less chronological.
1.0 The answer is not substantial and it is not so clear with some errors in grammar. Ideas
are vague which recommends the particular part of the answer.
References
Adalikwu, S. (2013). The Influence of Instructional Materials on Academic
Performance of Senior Secondary School Students in Chemistry in Cross River State.
Global Journal of Educational Research
Ariola, Mariano M. (2018). Science, Technology, and Society. Manila: Unlimited
Books Library Services and Publishing Inc.
Burckhbuchler, SA (2009). School District Budgeting and Student Achievement.
School Business Affairs.
Cordero, JM., Cristobal, V. and Gil, M. (2015). Teaching strategies and their
effect on student achievement: A cross-country study using data from PISA 2015
Iurea, C., Neacsu, L., Safta, CG., and Suditu, M. (2011). The Study of the
Relation between the Teaching Methods and the Learning Styles – The Impact upon the
Students’ Academic Conduct. Procedia-Social and Behavioral Sciences, Vol 11
Mvula, AK (2019). Teaching Methods and Students’ Academic Performance in
Kinematical Motion: Graphical Interpretation and Conceptual Understanding. American
Journal of Social Sciences and Humanities, Vol. 5, No. 1
https://www.flipscience.ph/news/features-news/features/teaching-science-philippines/
http://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasic.pdf
http://uis.unesco.org/sites/default/files/documents/education-counts-benchmarking-
progress-in-19-wei-countries-2006-en_0.pdf
https://files.eric.ed.gov/fulltext/EJ918613.pdf
https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/

40
OBJECTIVES
1. Compare indigenous science to indigenous technologies.
2. Analyze the importance of some indigenous science and

indigenous technologies in our lives.
CONTENTS
INDIGENOUS SCIENCE
Indigenous science is a product of indigenous knowledge perfected by people

through life experiences. Indigenous knowledge may connote traditional and non-
scientific knowledge because it includes superstitious beliefs and practices which
maybe the products of fic human imagination
However this products may become the foundations of people’s creativity,
originality, and inventiveness in defining the world where we live in. Indigenous science
covers a wide scope of areas including metaphysics, philosophy, and practical

41
technologies usually accomplished by people then and now ( Snively and Corsiglia, 2000;
Pawilen, 2013).
INDIGENOUS TECHNOLOGY
Indigenous technologies are processes or products which are the results of

studying indigenous science. Following are the indigenous technologies that have
emerge out of Filipino’s creativity, originality and inventiveness. These technologies are
now parts of our lives when they come to medicines, food products, industry, and other
aspects of human existence.
Indigenous Science
Knowledge in observing animal behavior to predict weather conditions.
Activity 1
Observing, analysing, and

comparing the croaking of
frogs during and after the
rain.
Traditional health habit practices
Activity 2
Examining the role of

albularyo, mangtatawas to
diagnose the cause of illness
associated by prayers and
incantations.

42
The use of herbal medicines
Activity 3
Implementing the use of garlic

(Allium sativum) as herbal medicine
to treat infection with antibacterial,
anti-inflammatory, anti-cancer, anti-
hypertensive properties, and it is
widely used to reduce cholesterol
level in blood.
Knowledge in preserving food
Activity 4
Executing the traditional

techniques for food
preservation

43
Building irrigation system
Activity 5
Identifying
traditional
techniques
Indigenous Technologies
Medical Incubator
An apparatus
used to maintain
environmental
conditions suitable
for a new-born
baby. It is used in
pre-term birth or
for some ill full
term babies.
Dedicated her life
to the cause of
pediatrics in the
Philippines,
Doctor Fe Del
Mundo – credited with studies that led to the invention of an improved incubator and a
device to treat jaundice. Her invention has saved countless premature infants around
the world.
Activity 1
Determine the function of medical incubator invented by Dr Fe Del Mundo.

44
Erythromycin
Abelardo Aguilar, a Filipino

Scientist who discovered the
Erythromycin in 1949. Dr.
Abelardo was testing samples
of soils from his backyard and
isolated micro-organisms – a
bacteria that lead to the
development of the Antibiotic
called Erythromycin.
Activity 2
Searching the effect of erythromycin discovered by Dr Abelardo Aguilar.
Aerogas Catalytic Combustor ( ACC )
It was invented by Engr. Marinto C.

Martinez, a chemical engineer. The
gadget has been rigidly tested with
machines and on the road by
government agencies like DENR-EMB,
DOST – PICIERD, ITDI, LTO and private
users at the onset of legislation of the
Philippine Clean Air Act of 1999.Jun 16,
2017
Activity 3
Measuring the effectiveness of ACC invented by Engr Marinto C Martines.
Sustainable Alternative Lighting (SALT)
It all started with vision- a vision

that no one in the Philippines
should live in the dark.
Sustainable Alternative Lighting
or better known as SALT was
founded by Engr. Aisa Mijeno in
2014 (SALT Philippines)
.

45
Sustainable Alternative Lighting (SALT)

develops LED lamp fuelled by salt
water. The company named SALT has
developed a truly sustainable LED lamp
powered by salt water. August 6, 2015
Activity 4
Examining the Sustainable Alternative Lighting (SALT) as environment-friendly lamp.
Salamander Amophibious Tricycle
Made by Atoy Llave

If you're into car customization,
the name Atoy Llave will
certainly ring a bell. The man
behind A-Toy Body kits and the
company's aftermarket exterior
designs is quite popular among
Filipino car lovers. The
Salaman der amphibious trike--
is Llave's latest creation. He
made this in partnership with a
new company called H2O
Technologies, developing it in
the firm's technical head, Lamberto Armada. particular with
Because it is amphibious, the
Salamander can travel both on land and in
water. It stemmed from Llave's desire to do
something really useful for the benefit of his
country-men. That and his wish to put the
Philippines on the global automotive map. "I
want to show the world that the Filipino can,"
Llave told TopGear.com.ph. As you read this,
Llave and his partners are launching the thing
somewhere in Mandaluyong (near our office,
actually). It's a big night for the group. They have been toiling day and night in order to
seamlessly roll out the Salamander before the critical eyes of the motoring press.

46
Activity 5
Adapting and preparing the salamander as an alternative vehicle during rainy season.
Self - Assessment Questions (SAQ)
I Identify whether the following are indigenous science (IS) or indigenous technologies
(IT). Write IS or IT before each letter.
a. Use of herbal medicines

b. Medical incubator
c. Build irrigation system
d. Salamander Amphibious tricycle
e. Aerogas catalytic combustor
II Differentiate indigenous science from indigenous technologies by giving

specific examples.
lll. Research on other Philippine indigenous science and briefly describe the history
behind their development.
IV Research on other Philippine indigenous technologies and briefly describe the history
behind their development.
Unit II Science and Technology and Nation Building
Module 7 Selected Indigenous Science and Technology

47

48
References:
Science Technology and Society – Yolanda A Ilagan et al

https://youtu.be/fPCwL7tr72A-frog
https://coldteacollective.com/indigenous-filipino-healing-practices
https://www.youtube.com/watch?v=_CunKEUUfxs&list=PLyaPIPs0ZjkurU1369Nc-
UHzSAR3vjUHH&index=65-Salamat Dok: Bawang | Cure mula sa nature
https://www.youtube.com/watch?v=gRi6e-xm6Pw-video-preservation
https://www.youtube.com/watch?v=eEm7vh19IbE-video Spanish sardines bangus-
preservation
https://youtu.be/YrAHCL5mJcs-gravity type irrigation
https://www.youtube.com/watch?v=r-S16x-iTvI-incubator
https://www.youtube.com/watch?v=Wr9I9Zt5Dds-erythromycin
https://www.youtube.com/watch?v=Fo3DXobVAzY-aerogas catalytic combustor

https://www.youtube.com/watch?v=WmeY-Q2MDyY-SALT
https://www.youtube.com/watch?v=fqDZPUO92mQ- atoy llave

49
UNIT III-Science, Technology and the Human Persons
Module 8
THE HUMAN PERSONS FLOURISHING IN SCIENCE AND TECHNOLOGY

OBJECTIVES
INTRODUCTION
CONTENTS

50
Module 9
INFORMATION AGE
Compiled By: Dr. Richard H. Manalastas
Information Technology
OBJECTIVES
1. Trace the development of the information age from the introduction of

Gutenberg’s press up to the era of social media;
2. Determine the impacts of the information age to society; and
3. Analyze the way in which the information age and social media influence human
lives.
INTRODUCTION
This section traces the development of the information age and discusses its
impact on society. Tackles the various ways the information age and social media have
influenced society and human lives.
Diagnostic Test
Instructions: Answer the following questions:

1. Who invented the printing press?
2. When was the printing press invented?
3. What device first compiled actuarial tables, did engineering calculations, and
served as computers?
4. Who is the Father of the Computer Age?

51
5. What electromechanical machine enabled the British to read all daily

German Naval Enigma traffic?
6. What machine can solve any problem and perform any task from a written
program?
7. Who is the Filipino engineer who created the new silicon chip?
8. Who built a simple compute with around 8080 microprocessors that were
hooked up to a keyboard and television?
9. What did Steve Jobs call the compute described in no. 8?
10. Who is the creator of Microsoft?
CONTENTS
The Gutenberg Press
German goldsmith, Johannes Gutenberg,

invented the printing press around 1440. This
invention was a result of finding a way to improve the
manual, tedious, and slow printing methods. A
printing press is a device that applies pressure to an
inked surface lying on a print medium, such as cloth
or paper, to transfer ink. Gutenberg’s hand mould
printing press led to the creation of metal movable
type. Later, the two inventions were combined to
make printing methods faster and they drastically
reduced the costs of printing documents.
The beginnings of mass communication can
be traced back to the invention of the printing press.
The development of a fast and easy way of
disseminating information in print permanently reformed Figure 1. The Gutenberg Press
the structure of society. Political and religious
authorities
who took pride in being learned were threatened by the sudden rise of literacy among
people. With the rise of the printing press, the printing revolution occurred which
illustrated the tremendous social change brought by the wide circulation of information.
The printing press made the mass production of books possible which made books
accessible not only to the upper class.

52
As years progressed, calculations became involved

in communication due to the rapid developments in the
trade sector. Back then, people who compiled actuarial
tables and did engineering calculations served as
“computers.” During World War II, the Allies (U.S.,
Australia, etc.), countries that opposed the Axis powers
(Germany, Japan, Italy, Hungary, Romania, and Bulgaria),
were challenged with a serious shortage of human
computers for military calculations. When soldiers left for
war, the shortage got worse, so the United States
addressed the problem by creating the Harvard Mark 1, a
general purpose electromechanical computer that was 50
feet long and capable of doing calculations in seconds that Figure 2. “Enigma M4”
usually took people hours. At the same time, Britain needed Cypher Machine
mathematicians to crack the German Navy’s Enigma code. The Enigma was an
enciphering machine that the German armed forces used to securely send messages.
Turing Machine (Enigma M4 Cypher Machine)
Alan Turing, an English mathematician, was hired in 1936 by the British top-
secret Government Code and Cipher School at Bletchley Park to break the Enigma
code. His
code-breaking methods became an industrial process
having 12,000 people working 24/7.
To counteract this, the Nazis made the Enigma
more complicated having approximately 10114 possible
permutations of every encrypted message. Turing,
working on the side of the Allies, invented Bombe, an
electromechanical machine that enabled the British to
decipher encrypted messages of the German Enigma
machine. This contribution of Turing along with other
cryptologists shortened the war by two years (Munro,
2012).
Figure 3. Alan In his paper On Computable Numbers, with an
Turing Application to the Entscheidungsproblem, first published
in1937, Turing presented a theoretical machine called the Turing machine that can
solve any problem from simple instructions encoded on a paper tape. He also
demonstrated the simulation of the Turing machine to construct a single Universal
Machine. This became the foundation of computer science and the invention of a
machine later called a computer, that can solve any problem by performing any task
from a written program (DeHaan, 2012).
In the 1970s, the generation who witnessed the dawn of the computer age was
described as the generation with “electronic brains.” The people of this generation were
the first to be introduced to personal computers (PCs). Back then, the Homebrew
Computer Club, an early computer hobbyist group, gathered regularly to trade parts of
computer hardware and talked about how to make computers more accessible to

53
everyone. Many members of the club ended up being high-profile entrepreneurs,

including the founders of Apple Inc.
Apple I Computer
In 1976 Steve Wozniak, co-founder of Apple Inc., developed the computer that
made him famous: the Apple I. Wozniak designed the operating system, hardware, and
circuit board of the computer all by himself. Steve Jobs, Wozniak’s friend suggested to
sell the Apple I as a fully assembled printed circuit board. This jumpstarted their career
as founders of Apple Inc.
From 1973 onward, social media platforms were introduced from variations of
multi-user chat rooms; instant-messaging
applications (e.g., AOL, Yahoo messenger, MSN
messenger, Windows messenger); bulletin board
forum systems, game-based social networking
sites (e.g., Facebook, Friendster, Myspace) and
business-oriented social networking websites
(e.g., Xing); messaging, video and voice calling
services (e.g., Viber, Skype); blogging platform,
image and video and voice calling services (e.g.,
Flicker); discovery and dating-oriented websites
(e.g., Tagged, Tinder); video sharing services
(e.g., YouTube); real-time social media feed
aggregator (e.g., FriendFeed); live-streaming
(e.g., Justin.tv, Twitch.tv); photo-video sharing Figure 4. Apple I, also called Apple-1
websites (e.g., Pinterest, Instagram, Snapchat, or Apple Computer 1
Keek, Vine); and question-and-answer platforms
(e.g., Quora). To date, these social media platforms enable information exchange at its
most efficient level.
The information age, which progressed from the invention of the printing press to
the development of numerous social media platforms, has immensely influenced the
lives of the people. The impact of these innovations can be advantageous or
disadvantageous depending on the use of these technologies.
ACTIVITY 1. Documentary Film Viewing and Reflection
Instructions: Watch the 2018 documentary The Internet Revolution and Digital Future
Technology on YouTube (https://www.youtube.com/watch?v=V9xZFZO7USA). Then,
write a short essay of 300-500 words on the topic, “What is the impact of the information
revolution on my learning in school?” Use the template below.

54
Title
Scoring Rubric
Features 4 Expert 3 Accomplished 2 Capable 1 Beginner
Quality of Piece was written Piece was written Piece had little Piece had no style
Writing in an in an interesting style or voice or voice
extraordinary style and voice Gives some new Gives no new
style and voice Somewhat information but information and
Very informative informative and poorly organized very poorly
and well- organized organized
organized
Grammar, Virtually no Few spelling and A number of So many spelling,
Usage & spelling, punctuation spelling, punctuation and
Mechanics punctuation or errors, minor punctuation or grammatical
grammatical grammatical grammatical errors that it
errors errors errors interferes with the
meaning
Exercise 2. Debate
Instructions: Form groups with five members each. Research on the topic that will be
assigned to your group and write your arguments about it. The topics are:
1. People use social media to their advantage.
2. The information revolution has made the world a better place.
3. Facebook should be held accountable for the spread of ‘fake news.’
4. Using social media platforms is a requisite to a person’s meaningful engagement
with the world.

55
Scoring Rubric
Category 5 3 1
Information All information Most information Information had several
presented in the presented in the debate inaccuracies OR was
debate was clear, was clear, accurate and usually not clear. Poor
accurate and thorough. Adequate sentence structure
thorough. Good sentence structure
sentence structure.
The team clearly The team seemed to The team did not show
Understanding understood the topic understand the main an adequate
of Topic in- points of the topic and understanding of the
depth and presented presented those with topic
their information force- ease.
fully and convincingly
All arguments were All arguments were Arguments were not
Organization clearly tied to an idea clearly tied to an idea clearly tied to an idea
(premise) and (premise) but the (premise)
organized organization was
in a tight, logical sometimes not clear or
fashion logical.
Team consistently Team sometimes used One or more members

Presentation used gestures, eye gestures, eye contact, of the team had a
Style contact, tone of voice tone of voice and a level presentation style that
and a level of of enthusiasm in a way did not keep the
enthusiasm in a way that kept the attention of attention of the
that kept the attention the audience. audience.
of the audience.
Speaks at length Usually maintains flow Has a limited ability to
Fluency without noticeable of speech but uses link simple sentences
and effort repetition, self-correction gives only simple
Pronunciation or loss of fluidity. and/or slow speech to response and is
Pronunciation is clear. keep going. Punctuation frequently unable to
Student is easily sometimes affects convey a basic
understood. comprehensibility. message.
Pronunciation inhibits
understanding.
Exercise 3. Pair Essay
Instructions: Watch the full documentary Science Technology, and Information on the
Modern Battlefield on YouTube (https://www.youtube.com/watch?v=hUtfXuKQ7us).
Then, choose a partner and write a 300-to-500-word essay based on the question “How
does the Information Revolution affect local and global peace and security?” Cite
specific examples to support your answer.

56
Title
Scoring Rubric:
Features 4 Expert 3 Accomplished 2 Capable 1 Beginner

Quality of Piece was written Piece was written Piece had little Piece had no style.
Writing in an extraordinary in an interesting style. Gives some Gives no new
style. Very style. Somewhat new information but information and
informative and informative and poorly organized very poorly
well-organized organized organized
Grammar, Virtually no Few spelling and A number of So many spelling,

Usage and spelling, punctuation errors, spelling,punctuation punctuation and
Mechanics punctuation or minor grammatical or grammatical grammatical errors
grammatical errors errors errors that it interferes
with the meaning
Exercise 4. Group Work

Instructions: Form groups with five members each. Based on the topic, Information
and Freedom of Speech, conduct informal interviews with people of different
backgrounds. Use the following guide questions in conducting the informal interviews:
1. Do you think that people should use social media in exercising their freedom of
speech?
2. What should be the limits of freedom of speech in social media?
3. Should we hold people accountable for misuse or abuse of social media in
exercising their freedom of speech? Why or why not?
Prepare a five-minute video compilation of your interviews.

57
Scoring Rubric
Category 5 3 1
Information All information Most information Information had
presented in the presented in the several inaccuracies
debate was clear, debate was clear, OR was usually not
accurate and thorough. accurate and thorough. clear. Poor sentence
Good sentence Adequate structure
structure. sentence structure
Understanding The team clearly The team seemed to The team did not
of Topic understood the topic in- understand the main show an adequate
depth and presented points of the topic and understanding of the
their information force- presented those with topic
fully and convincingly ease.
Organization All arguments were All arguments were Arguments were not
clearly tied to an idea clearly tied to an idea clearly tied to an idea
(premise) and (premise) but the (premise)
organized organization was
in a tight, logical sometimes not clear or
fashion logical.
Presentation Team consistently Team sometimes used One or more
Style used gestures, eye gestures, eye contact, members of the team
contact, tone of voice tone of voice and a level had a presentation
and a level of of enthusiasm in a way style that did not
enthusiasm in a way that kept the attention of keep the attention of
that kept the attention the audience. the audience.
of the audience.
Fluency and Speaks at length Usually maintains flow of Has a limited ability
Pronunciation without noticeable speech but uses to link simple
effort repetition, self- sentences gives only
or loss of fluidity. correction and/or slow simple response and
Pronunciation is clear. speech to keep going is frequently unable
Student is easily Punctuation sometimes to convey a basic
understood. affectscomprehensibility. message
Pronunciation inhibits
understanding
Answer to Pre-Test:
1. Johannes Gutenberg
2. 1440
3. Harvard Mark 1
4. Alan Turing
5. Government Code and Cipher School
6. Bombe
7. Dado Banatao
8. Federico Faggin

58
9. Apple 1
10. Bill Gates
Assignment. Metacognitive Reading Report
Instructions: Watch the TED talk Why the World Needs WikiLeaks on YouTube
(https://www.youtube.com/watch?v=HNOnvp5t7Do) Then, complete the metacognitive
reading report format below:
1. Difficult Concepts
a.
b.
c.
2. Learning Insights
a. Before watching the video I thought that
However, after watching the video, I now think/learned that
b. Before watching the video I thought that
c. Before watching the video I thought that
3. Discussion Questions
a.

59
b.
c.
References
Aldea, KI. K., Caronan, HP. A.Caronan, & Candido, MB. O.(2018). Science, Technology
and Society (OBE Ready).
McNamara, DJ. SJ., Valverde, V. M., & Beleno, R. III (2018). Science, Technology and
Society. C&E Publishing Inc.
Quinto, EJ. M., & Nieva, A. D. (2019). Science, Technology, and Society, Outcome
Based Module. C&E Publishing Inc.
Bueno,DC.,(2019). Science,Technology and SocietyBooks Atbp., Publishing Corp.,
https://www.itnonline.com/channel/information-technology
https://www.slideshare.net/USERAAPKA/it-revolution
http://4remedy.com/education_details.php?id=Information%20Technology%20Revolutio
n
https://www.britannica.com/biography/Johannes-Gutenberg
https://www.cryptomuseum.com/crypto/enigma/m4/index.htm
https://en.wikipedia.org/wiki/Apple_I
http://www.nanodic.com/nanofabrication/Nanofacture.htm
http://www.yalescientific.org/2013/02/microbots-using-nanotechnology-in-medicine/
https://www.avensonline.org/blog/application-of-nanotechnology-in-agriculture.html
https://www.alamy.com/stock-photo-graphene-buckyballs-nanotechnology-
83132345.html
http://sustainable-nano.com/2014/05/13/nano-contaminants-how-nanoparticles-get-into-
the-environment/
https://www.youtube.com/watch?v=HNOnvp5t7Do https://www.youtube.com/watch?
v=hUtfXuKQ7us

60
MODULE 10
OBJECTIVES
At the end of this section, the students should be able to:

1. Discuss the antecedents of nanotechnology and its importance to society;
2. Enumerate the positive and negative impacts of nanotechnology on the
environment and society; and
3. Identify the moral and ethical questions and concerns surrounding
nanotechnology.
INTRODUCTION
This section discusses nanotechnology and how the manipulation of matter on a

nanoscale impacts the society. It focuses on both the advantages of nanotechnology.
In the pursuit of science and technology, humans are now dealing more with a
world not seen by naked eye. This is no surprise as the study of science keeps leading
us beyond the world everyday. The information we search for is always available in
nature but we need tools to harvest it. The nano world, like the other scientific
principles, provide both knowledge and instrument to control nature
Diagnostic Test
Instructions: What are the potential advantages and disadvantages of the ability to
manipulate the building blocks of the world (i.e., individual atoms and molecules) at
dimensions and tolerances of less than one-billionth of a meter? List down your ideas.

61
Manipulation of Atoms and Molecules
Advantages Disadvantages
Nanotechnology is the branch of technology that deals with the manipulation and
study of matter at the nanoscale. It covers all types of research and technologies that
deal with the special properties of matter on an atomic molecular and supramolecular
scale.
Scientists in the field of chemistry, biology, physics, materials science, and
engineering are all involved in studying matter on the nanoscale. Nanotechnology is
“convergent” because it brings together various fields of science through its innovations,
e.g., DNA silicon chips, converging between semiconductor science (inorganic
chemistry) and biology, with applications in the medical industry. It also involves design,
characterization, production, and application of structures, devices, and systems by
controlling shapes and sizes at the nanometer scale. This technology is “enabling” in
the sense that it provides the platform and the tools to produce innovations.

62
To decipher how nanotechnology works,

three dimensions must be considered. The
dimension involves tangible objects which
include materials, devices, and systems. The
second dimension deals with the passive and
static objects i.e., nanoparticles that have
properties different bulk objects, even if they
have the same composition; the active
devices, i.e., those that can store information,
induce energy, or change their state; and the
nanofacture, which refers to atomically precise
manufacturing (APM), i.e., collection of
instruments and procedures. The third
dimension is direct nanotechnology which
refers to materials structured at nanoscale
components. This also extends to indirect Figure 1. Nanofacture®
nanotechnology, which starts with
nanoparticles
but can be used in huge applications i.e., hugely powerful information processors with
individual nanoscale components (Ramsden, 2009).
Applications of Nanotechnology
With scientist and engineers continuously finding ways to make materials at the
nanoscale, more uses of nanotechnology arise.
In medicine, nanotechnology has numerous
applications in the development of more effective drugs.
Assisted by the view of molecules afforded by X-ray
lasers, biological mechanisms can be simulated to
destroy a cancer cell while it is treated by drug-bearing
nanoparticles. Nanobots, or molecular-scale workers
can employ molecular processes within cells, which can
deliver drugs to specific molecular sites or even carry
out surgery (Biercuk, 2011). It is now possible to
diagnose prevalent contagious diseases like HIV/AIDS,
malaria, tuberculosis, among others, with screening
devices using nanotechnology (Maclurcan, 2005).
Water purification systems containing nanoma-
terials and utilizing new membrane technologies
containing variable pore-sized filters (i.e., the forward-
osmosis membrane technology of Hydration Techno- Figure 2. Nanotechnology
logies) are now available (Jadhawar, 2004). on red blood cells
Nanoparticles are also used to prepare heat-
resistant and self-cleaning surfaces, such as floors and benchtops. Nanoparticles of
silicon dioxide or titanium dioxide can also make a surface repel water, thus preventing
stains. Detergent molecules self-assemble into a sphere to form a micelle that allows
the detergent to trap oils and fats within the cavity of the sphere that aids in washing

63
surfaces. Zeolites are silicon oxides and aluminum oxides that have specific nano-
porous cage-like structures that are used as molecular sieves.
In agriculture, novel techniques of nanotechnology applications are applied to
breed crops with higher levels of micronutrients to detect pets and to control food
processing (Heckman, 2005). Ultrasmall probes on earth surfaces for agricultural
applications and control of soil, air, and water contamination are also developed using
nanotechnology (Zhang et al., 2011).
A simple, cheap, and effective

way of removing arsenic in soil and
water is through the use of TiO2
nanoparticles. (Pena et al., 2005). A
nanotechnology- inspired detector from
Washington, which can sense the
smallest amount of radiation, located a
nuclear leak faster and more accurately
at the Fukushima Daiichi Nuclear Power
Plant (Zhang et al., 2011). Chlorinated
compounds (i.e., chlorinated solvents
and pesticides, polychlorinated Figure 3. Nanotechnology application
biphenyls (PCBs), and brominated in agriculture
compounds) are major environmental
contaminants that can be
reduced using nanoscale metal particles, such as FeO and Fe-Ni in conjunction with
iron filings [Fe(0)] (Dayrit et al., 2008). Silver (Ag) has long been enhanced with the
discovery that the bactericidal properties of Ag nanoparticles (1-100nm) are dependent
on both their size and shape.
Bionanotechnology can support cleaner

production methods and provide alternative and
renewable energy sources to enhance the
sustainability of factories (Colvin, 2003).
Nanotechnology helps in energy consumption like in
the use of grapheme into a coating material
resulting in the need for only one layer, which does
not require a multifunctional film coating. Nanoscale
chemical reagents or catalysts are smaller yet they
increase the rate of chemical reactions, thus
lessening the input of raw materials (Zhang et al.,
2011).
In the Philippines, nanotechnology can be
Figure 4. Graphene Buckyballs applied in making sources of renewable energy
accessible to many, developing medicine that would
address serious diseases, improving the state of
agriculture, and more. There are also existing and ongoing research studies funded by
the Department of Science and Technology (DOST) on the possible application of
technology, as well as on Nano-Metrology and Education and Public Awareness.

64
Challenges of Nanotechnology
The advantages brought by innovations in nanotechnology come with a price.

With rapid developments in nanotechnology, its adverse effects become more visible.
The environmental effect of mineral-based nanoparticles found in cosmetics,
paints, clothing, and other products are questioned as they go through sewerage
treatment plants untreated due to their undetectable size. They can be carried down by
fine silts or microplastics with inorganic and organic pollutants. Thus, these may affect
water source (Biercuk, 2011). For instance, in the 1980’s a semiconductor palnt
contaminated the ground water Silicon Valley, California (Zhang et al., 2011).
Figure 5 Nano contaminants
Carbon nanotubes in manufacture of memory storage, electronics, batteries, etc.

were found to have unknown harmful impacts to the human body by inhalation into
lungs comparable to asbestos fiber 11. A pulmonary toxicological evaluation of single-
wall carbon nanotubes indicated that it is more toxic than carbon black and quartz.
Due to its size, a nanoparticle is not easy to analyze. Lack of information and
methods of characterizing nanomaterials makes it a challenge to detect its
concentration

65
in air or in any matrix of the environment. Predicting the toxicity of a nanomaterial relies
heavily on information about its chemical structure since minor changes in its chemical
function group could drastically change its properties. Point-to-point risk assessment at
all stages of nanotechnology should then be conducted to ensure the safety to human
health and environment. Risk assessment should include the exposure risk and its
probability of exposure, toxicological analysis, transport risk, persistence risk,
transformation risk, and ability to recycle (Zhang et al., 2011). This is which is quite
expensive due to the difficulty of detecting nanoparticles.
Ethical Dilemmas of Nanotechnology

With the identified potential hazards that nanoparticles can bring to human health
and the environment, should people disregard the benefits that nanotechnology provide
them?
Issues raised regarding nanotechnology should be further studied, and nanotechnology
methods should be modified. For example, altering the compositions of graphene, known
to be one of the most advanced materials for structural improvement, replacing silicon in
electronic devices, and thermal transferring nanomaterials can be done to diminish
environmental hazards of nanotechnology. Some studies also found microorganisms that
can decompose grapheme to make it less toxic for the environment (Zhang et al., 2011).
It is imperative, therefore, that experts and governments support themselves with
enough knowledge on how nanomaterials work for the benefit of the society.
ACTIVITY 1. Flash Card Making

Instructions: Research on a nano product available in the market today. Draw or paste
a picture of the product on a 15 x20-inch illustration board. At the back, write a 50-words
description about the product, particularly explaining how it was produced using
nanotechnology. Prepare for a two-minute discussion of your flash card in front of the
class.
Scoring Rubric:

66
ACTIVITY 2. Our Share to a Nano Safe World

Instructions: Work with a partner. Review the potential hazards of nanotechnology that
you learned in this section. Then, propose a policy that addresses the potential hazards
you identified. Use the template below for your policy proposal.
1. Name of the Policy Proposal:
2. Proponents
i. Names:
ii. Email:
iii. Telephone:
iv. Organization:
3. Date:
4. Problem statement (100-200 words):
5. Policy statement (200-300 words):
6. Additional Information
i. Timetable of implementation::
Scoring Rubric

67
Assignment. Metacognitive Reading Report
Instructions: Read Colvin’s (2003) article, The potential environmental impact of

engineered nanomaterials (citeseerx.ist.psu.edu/viewdoc.download?doi=
10.1.1423.7263&rep1=rep1&type=pdf). Then, accomplish the
metacognitive reading report below.
1. Difficult Concepts
a.
b.
c.
2. Learning Insights
a. Before watching the video I thought that
b. Before watching the video I thought that
c. Before watching the video I thought that
3. Discussion Questions
a.
b.
c.

68
References
Aldea, KI. K., Caronan, HP. A.Caronan, & Candido, MB. O.(2018). Science, Technology
and Society (OBE Ready).
McNamara, DJ. SJ., Valverde, V. M., & Beleno, R. III (2018). Science, Technology and
Society. C&E Publishing Inc.
Quinto, EJ. M., & Nieva, A. D. (2019). Science, Technology, and Society, Outcome
Based Module. C&E Publishing Inc.
Bueno,DC.,(2019). Science,Technology and SocietyBooks Atbp., Publishing Corp.,
https://www.itnonline.com/channel/information-technology
https://www.slideshare.net/USERAAPKA/it-revolution
http://4remedy.com/education_details.php?id=Information%20Technology%20Revolutio
n
https://www.britannica.com/biography/Johannes-Gutenberg
https://www.cryptomuseum.com/crypto/enigma/m4/index.htm
https://en.wikipedia.org/wiki/Apple_I
http://www.nanodic.com/nanofabrication/Nanofacture.htm
http://www.yalescientific.org/2013/02/microbots-using-nanotechnology-in-medicine/
https://www.avensonline.org/blog/application-of-nanotechnology-in-agriculture.html
https://www.alamy.com/stock-photo-graphene-buckyballs-nanotechnology-
83132345.html
http://sustainable-nano.com/2014/05/13/nano-contaminants-how-nanoparticles-get-into-
the-environment/
https://www.youtube.com/watch?v=HNOnvp5t7Do https://www.youtube.com/watch?
v=hUtfXuKQ7us
https://wall-street.com/how-nanotechnology-could-change-the-world/

69
UNIT IV - Issues Arising from the Application of

Science and Technology in the Modern
Age
Module 11
GENETICALLY MODIFIED ORGANISMS ( GMOs )

OBJECTIVES
1. Explain how Genetically Modified organisms produced and its benefits.

2. Determine the interrelatedness of society, environment and health.
3. Discuss the ethics and implications of GMOs and potential future impacts.
INTRODUCTION
People have been altering the genomes of plants and animals for many years
using traditional breeding techniques. Artificial selection for specific, desired traits has
resulted in a variety of different organisms. But this artificial selection, in which
organisms that exhibit specific traits are chosen to breed subsequent generations, has
been limited to naturally occurring variations. In recent decades, however, advances
in the field of genetic engineering have allowed for precise control over the genetic
changes introduced into an organism. Today, we can incorporate new genes from one
species into a completely unrelated species through genetic engineering, optimizing
agricultural performance or facilitating the production of valuable pharmaceutical
substances. Crop plants, farm animals, and soil bacteria are some of the more
prominent examples of organisms that have been subject to genetic engineering.
CONTENTS
Genetically Modified Organisms (GMOs)

Genetically modified organism (GMO), organism whose genome has been
engineered in the laboratory in order to favour the expression of desired physiological
traits or the generation of desired biological products.
- May be a microorganisms, plants or animals.

70
- In conventional livestock production, crop farming, and even pet breeding, it

has long been the practice to breed select individuals of a species in order to produce
offspring that have desirable traits.
-In genetic modification, however, recombinant genetic technologies are
employed to produce organisms whose genomes have been precisely altered at the
molecular level, usually by the inclusion of genes from unrelated species of
organisms that code for traits that would not be obtained easily through conventional
selective breeding.
Genetically modified barley
GMOs are produced using scientific methods that include recombinant DNA
technology and reproductive cloning. In reproductive cloning, a nucleus is extracted
from a cell of the individual to be cloned and is inserted into the enucleated cytoplasm
of a host egg (an enucleated egg is an egg cell that has had its own nucleus removed).
The process results in the generation of an offspring that is genetically identical to the
donor individual.
The first animal produced by means of this cloning technique with a nucleus from
an adult donor cell (as opposed to a donor embryo) was a sheep named Dolly, born in
1996. Since then a number of other animals, including pigs, horses, and dogs, have
been generated by reproductive cloning technology. Recombinant DNA technology, on
the other hand, involves the insertion of one or more individual genes from an organism
of one species into the DNA (deoxyribonucleic acid) of another. Whole-genome
replacement, involving the transplantation of one bacterial genome into the “cell body,”
or cytoplasm, of another microorganism, has been reported, although this technology is
still limited to basic scientific applications.

71
Genetically modified organisms
GMOs produced through genetic

technologies have become a part of everyday
life, entering into society through
agriculture, medicine, research, and
environmental management. However, while
GMOs have benefited human society in many
ways, some disadvantages exist; therefore, the
production of GMOs remains a highly
controversial topic in many parts of the world.
GMOs In Agriculture
Genetically modified (GM) foods were
first approved for human consumption in the
United States in 1994, and by 2014–2015
about
90 percent of the corn, cotton,
and soybeans planted in the United States
were GM. Papaya is native to Central America
and was the first genetically modified fruit to
be grown in commercial production.
The genetically modified varieties, known as
Rainbow and SunUp or Sunrise, were developed in Hawaii to resist the papaya
ringspot virus By the end of 2014, GM crops covered nearly 1.8 million square
kilometres (695,000 square miles) of land in more than two dozen countries worldwide.
The majority of GM crops were grown in the Americas.
Genetically modified corn

https://www.google.com/search?q=Genetically+modified+maize

72
Cotton BT GMO-Biotech A GMO Soybean

https://www.google.com/search?q=images+of+GMO+cotton https://www.google.com/search?q=genetically+modified+gmo+soybeans
https://www.google.com/search?q=gmo+papaya
Not GM Papaya GM Papaya
Engineered crops can dramatically increase per area crop yields and, in some
cases, reduce the use of chemical insecticides.
For example, the application of wide-spectrum insecticides declined in many
areas growing plants, such as potatoes, cotton, and corn, that were endowed with a
gene from the bacterium Bacillus thuringiensis, which produces a natural insecticide
called Bt toxin.
Field studies conducted in India in which Bt cotton was compared with non-Bt
cotton demonstrated a 30–80 percent increase in yield from the GM crop. This increase
was attributed to marked improvement in the GM plants’ ability to overcome bollworm
infestation, which was otherwise common. Studies of Bt cotton production in Arizona,
U.S., demonstrated only small gains in yield—about 5 percent—with an estimated cost
reduction of $25–$65 (USD) per acre owing to decreased pesticide applications. In
China, where farmers first gained access to Bt cotton in 1997, the GM crop was initially
successful. Farmers who had planted Bt cotton reduced their pesticide use by 50–80
percent and increased their earnings by as much as 36 percent. By 2004, however,
farmers who had been growing Bt cotton for several years found that the benefits of the
crop eroded as populations of secondary insect pests, such as mirids, increased.
Farmers once again were forced to spray broad-spectrum pesticides throughout the
growing season, such that the average revenue for Bt growers was 8 percent lower
than that of

73
farmers who grew conventional cotton. Meanwhile, Bt resistance had also evolved in
field populations of major cotton pests, including both the cotton bollworm
(Helicoverpa armigera) and the pink bollworm (Pectinophora gossypiella).
Other GM plants were engineered for resistance to a specific chemical
herbicide, rather than resistance to a natural predator or pest. Herbicide-resistant
crops (HRC) have been available since the mid-1980s; these crops enable effective
chemical control of weeds, since only the HRC plants can survive in fields treated with
the corresponding herbicide.
Many HRCs are resistant to glyphosate (Roundup), enabling liberal application
of the chemical, which is highly effective against weeds. Such crops have been
especially valuable for no-till farming, which helps prevent soil erosion. However,
because HRCs encourage increased application of chemicals to the soil, rather than
decreased application, they remain controversial with regard to their environmental
impact. In addition, in order to reduce the risk of selecting for herbicide-resistant weeds,
farmers must use multiple diverse weed-management strategies.
Another example of a GM crop is “golden” rice, which originally was intended
for Asia and was genetically modified to produce almost 20 times the beta-carotene of
previous varieties. Golden rice was created by modifying the rice genome to include a
gene from the daffodil Narcissus pseudonarcissus that produces an enzyme known as
phyotene synthase and a gene from the bacterium Erwinia uredovora that produces an
enzyme called phyotene desaturase. The introduction of these genes enabled beta-
carotene, which is converted to vitamin A in the human liver, to accumulate in the
rice endosperm—the edible part of the rice plant—thereby increasing the amount of
beta-carotene available for vitamin A synthesis in the body. In 2004 the same
researchers who developed the original golden rice plant improved upon the model,
generating golden rice 2, which showed a 23-fold increase in carotenoid production.
https://en.wikipedia.org/wiki/Golden_rice
Golden rice (right)compared to white rice (left)
Another form of modified rice was generated to help combat iron deficiency,
which impacts close to 30 percent of the world population. This GM crop was
engineered by introducing into the rice genome a ferritin gene from the common bean,
Phaseolus vulgaris, which produces a protein capable of binding iron, as well as a
gene from the

74
fungus Aspergillus fumigatus that produces an enzyme capable of digesting

compounds that increase iron bioavailability via digestion of phytate (an inhibitor of iron
absorption). The iron-fortified GM rice was engineered to overexpress an existing rice
gene that produces a cysteine-rich metallothione is like (metal-binding) protein that
enhances iron absorption. Variety of other crops modified to endure the weather
extremes common in other parts of the globe are also in production.
Some benefits of genetic engineering in agriculture are:

1. Increased crop yields,
2. Reduced costs for food or drug production,
3. Reduced need for pesticides,
4. Enhanced nutrient composition and food quality,
5. Resistance to pests and disease,
6. Greater food security, and
7. Medical benefits to the world's growing population.
Advances have also been made in developing crops that mature faster and
tolerate aluminum, boron, salt, drought, frost, and other environmental stressors,
allowing plants to grow in conditions where they might not otherwise flourish Other
applications include the production of nonprotein (bioplastic) or nonindustrial
(ornamental plant) products. A number of animals have also been genetically
engineered to increase yield and decrease susceptibility to disease. For example,
salmon have been engineered to grow larger and mature faster and cattle have been
enhanced to exhibit resistance to mad cow disease (United States Department of
Energy, 2007).
GMOs in Medicine and Research

GMOs have emerged as one of the mainstays of biomedical research since the
1980s. For example, GM animal models of human genetic diseases enabled
researchers to test novel therapies and to explore the roles of candidate risk factors and
modifiers of disease outcome.
GM microbes, plants, and animals also revolutionized the production of
complex pharmaceuticals by enabling the generation of safer and
cheaper vaccines and therapeutics.
- Hepatitis B vaccine produced by GM baker’s yeast
- Injectable insulin (for diabetics) produced in GM Escherichia coli bacteria
- Factor VIII (for blood clotting - for hemophiliacs) and
-Tissue plasminogen activator (tPA, for heart attack or stroke patients).
Both of which are produced in GM mammalian cells grown in laboratory

culture. Furthermore, GM plants that produce “edible vaccines” are under development.
An edible vaccine is an antigenic protein that is produced in the consumable parts of a
plant (e.g., fruit) and absorbed into the bloodstream when the parts are eaten. Once
absorbed into the body, the protein stimulates the immune system to produce
antibodies against the pathogen from which the antigen was derived. Such vaccines
could offer a safe, inexpensive, and painless way to provide vaccines, particularly in
less-developed regions of the world, where the limited availability of refrigeration and
sterile needles has been problematic for some traditional vaccines. Novel DNA
vaccines may be useful in the

75
struggle to prevent diseases that have proved resistant to traditional vaccination

approaches, including HIV/AIDS, tuberculosis, and cancer.
Genetic modification of insects has become an important area of research,
especially in the struggle to prevent parasitic diseases. For example, GM mosquitoes
have been developed that express a small protein called SM1, which blocks entry of the
malaria parasite, Plasmodium, into the mosquito’s gut. This results in the disruption of
the parasite’s life cycle and renders the mosquito malaria-resistant. Introduction of these
GM mosquitoes into the wild could help reduce transmission of the malaria parasite. In
another example, male Aedes aegypti mosquitoes engineered with a method known as
the sterile insect technique transmit a gene to their offspring that causes the offspring to
die before becoming sexually mature. In field trials in a Brazil suburb, A. aegypti.
populationsdeclined by 95 percent following the sustained release of sterile GM males.
Finally, genetic modification of humans via gene therapy is becoming a
treatment option for diseases ranging from rare metabolic disorders to cancer.
Coupling stem cell technology with recombinant DNA methods allows stem cells
derived from a patient to be modified in the laboratory to introduce a desired gene.
For example, a normal beta-globin gene may be introduced into the DNA of
bone marrow-derived hematopoietic stem cells from a patient with sickle cell anemia;
introduction of these GM cells into the patient could cure the disease without the need
for a matched donor. ( PLEASE WATCH A VIDEO,https://www.britannica.com/video/215351/Top-questions-
answers-genetically-modified-organisms)
Role Of GMOs In Environmental Management

Another application of GMOs is in the management of environmental issues.
For example, some bacteria can produce biodegradable plastics, and the transfer of
that ability to microbes that can be easily grown in the laboratory may enable the wide-
scale “greening” of the plastics industry.
In the early 1990s, Zeneca, a British company, developed a microbially
produced biodegradable plastic called Biopol (polyhydroxyalkanoate, or PHA). The
plastic was made with the use of a GM bacterium, Ralstonia eutropha, to convert
glucose and a variety of organic acids into a flexible polymer. GMOs endowed with the
bacterially encoded ability to metabolize oil and heavy metals may provide efficient
bioremediation strategies.
Sociopolitical Relevance Of GMOs

While GMOs offer many potential benefits to society, the potential risks
associated with them have fueled controversy, especially in the food industry. Many
skeptics warn about the dangers that GM crops may pose to human health. For
example, genetic manipulation may potentially alter the allergenic properties of crops.
Whether some GM crops, such as golden rice, deliver on the promise of improved
health benefits is also unclear. The release of GM mosquitoes and other GMOs into
the environment also raised concerns. More-established risks were associated with the
potential spread of engineered crop genes to native flora and the possible evolution of
insecticide-resistant “superbugs.”
From the late 1990s, the European Union (EU) addressed such concerns by
implementing strict GMO labeling laws. In the early 2000s, all GM foods and GM
animal

76
feeds in the EU were required to be labeled if they consisted of or contained GM

products in a proportion greater than 0.9 percent. By contrast, in the United States,
foods containing GM ingredients did not require special labeling, though the issue was
hotly debated at national and state levels. Many opponents of GM products focused
their arguments on unknown risks to food safety. However, despite the concerns of
some consumer and health groups, especially in Europe, numerous scientific panels,
including the U.S. Food and Drug Administration, concluded that consumption of
GM foods was safe, even in cases involving GM foods with genetic material from very
distantly related organisms.
The strict regulations on GM products in the EU have been a source of tension
in agricultural trade. In the late 1990s, the EU declared a moratorium on the import
and use of GM crops. However, the ban—which led to trade disputes with other
countries, particularly the United States, where GM foods had been accepted openly—
was considered unjustified by the World Trade Organization. In consequence, the EU
implemented regulatory changes that allowed for the import of certain GM crops. Within
Europe, however, only one GM crop, a type of insect-resistant corn (maize), was
cultivated. Some countries, including certain African states, had likewise rejected GM
products. Still other countries, such as Canada, China, Argentina, and Australia, had
open policies on GM foods.
The use of GMOs in medicine and research has produced a debate that is
more philosophical in nature. For example, while genetic researchers believe they are
working to cure disease and ameliorate suffering, many people worry that current gene
therapy approaches may one day be applied to produce “designer” children or to
lengthen the natural human life span. Similar to many other technologies, gene therapy
and the production and application of GMOs can be used to address and resolve
complicated scientific, medical, and environmental issues, but they must be used
wisely.
Current Use of Genetically Modified Organisms
Agricultural plants are one of the most frequently cited examples of genetically
modified organisms (GMOs).
Risks and Controversies Surrounding the Use of GMOs
Despite the fact that the genes being transferred occur naturally in other species
there are unknown consequences to altering the natural state of an organism through
foreign gene expression. After all, such alterations can change the (1) organism's
metabolism, (2) growth rate and (3) response to external environmental factors.
These consequences influence not only the GMO itself, but also the natural environ-
ment in which that organism is allowed to proliferate. Potential health risks to humans
include the possibility of exposure to new allergens in genetically modified foods, as
well as the transfer of antibiotic-resistant genes to gut flora.
Horizontal gene transfer of pesticide, herbicide, or antibiotic resistance to
other organisms would not only put humans at risk, but it would also cause ecological
imbalances, allowing previously innocuous plants to grow uncontrolled, thus promoting
the spread of disease among both plants and animals. Although the possibility
of horizontal gene transfer between GMOs and other organisms cannot be denied, in

77
reality, this risk is considered to be quite low. Horizontal gene transfer occurs naturally
at a very low rate and, in most cases, cannot be simulated in an optimized
laboratory environment without active modification of the target genome to increase
susceptibility (Ma et al., 2003).
In contrast, the alarming consequences of vertical gene transfer between GMOs
and their wild-type counterparts have been highlighted by studying transgenic fish
released into wild populations of the same species (Muir & Howard, 1999). The
enhanced mating advantages of the genetically modified fish led to a reduction in the
viability of their offspring. Thus, when a new transgene is introduced into a wild fish
population, it propagates and may eventually threaten the viability of both the wild-type
and the genetically modified organisms.
Summary
A GMO, or genetically modified organism, is a plant, animal, microorganism or

other organism whose genetic makeup has been modified in a laboratory using genetic
engineering or transgenic technology. This creates combinations of plant, animal,
bacterial and virus genes that do not occur in nature or through traditional
crossbreeding methods. Genetic modification affects many of the products we consume
on a daily basis. As the number of GMOs available for commercial use grows every
year, the Non-GMO Project works diligently to provide the most accurate, up-to-date
standards for non-GMO verification. There are also potential benefits to society but the
potential risks associated with them have fueled controversy, especially in the food
industry.
ACTIVITY
A. Briefly answer or discuss the following questions:
1. Why are genetically modified organisms important? Justify your answer and
mention also other products of GMOs that are useful to man.
2. Are genetically modified organisms safe for the environment? Prove your answer.

78
.
3. Should We be afraid of food products that contains GMOs?
B. Read and choose the correct answer by encircling the letter.
1. In what year where GMOs food products first approved for human consumption
in United States?
a. 1994
b. 2004
c. 2014
2. What kind of technique where the first animal named Dolly produced in 1996?
a. Tissue Culture
b. Gene therapy
c. Cloning
3. What do you call a species of bacteria that lives in soil, it makes proteins that are
toxic to some insects when eaten, but not others. ?
a. Ring spot Virus
b. Leaf curl virus
c. Bacillus thuringiensis
4. A GM crop which originally was intended for Asia and genetically modified to
produce almost 20 times the Beta -Carotene is called?
a. BT corn
b. Cotton
c. Golden rice
5. In what country where labeling of food containing GM ingredients are not required?
a. EU
b. Philippines
c. U.S.

79
References:
https://www.britannica.com/science/genetically-modified-organism/GMOs-in-medicine-and-research
https://www.nature.com/scitable/topicpage/genetically-modified-organisms-gmos-transgenic-crops-
and-732/
https://www.nongmoproject.org/gmo-facts/what-is-gmo/
Note: Watch video for more information.

https://www.britannica.com/video/215351/Top-questions-answers-genetically-modified-organisms
https://www.youtube.com/watch?time_continue=477&v=8z_CqyB1dQo&feature=emb_logo
https://dpsnc.instructure.com/courses/20402/pages/ethical-issues-genetically-modified-organisms
Answer to Self- Assessment Questions :

1. a - 1994
2. c – cloning
3. c - Bacillus thuringiensis
4. c – Golden rice
5. c - US

80
Module 12
BIODIVERSITY and HEALTHY SOCIETY

OBJECTIVES
At the end of the topic, the learners are expected to:
1. Define biodiversity.
2. Explain the importance of biodiversity.
3. Explain and give some examples of the components of biodiversity.
4. Distinguish habitat from niche.
5. Enumerate some activities which threaten biodiversity.
6. Assess the status of Philippine biodiversity.
CONTENTS
What is biodiversity?
Biodiversity or biological diversity is a vast concept that means a lot of things.

First, that living organisms are numerous, from the minute to the largest creatures and
are composed of several species or groups; these organisms interact with one another
and with nonliving things. Second, living organisms are abundant in habitats supplying
all the foods and requirements that they need. Third, organisms have different growth
and metabolic characteristics unique to a particular group and variable reproductive
patterns; some have more species while others have less. And fourth, that biodiversity
is essential to human survival. The latter is the most important because without
diversity, life can be dull and boring; with scarce resources, there would not be enough
food and medicines, and the like.

81
Biodiversity is the variety of life in the simplest term. It is the contraction of two
words - biological diversity, which refers to the number, variety and variability of living
organisms. It includes not just species but ecosystems-the multitude of living organisms
across all levels and how they interact with each other and with their surrounding
environment-as well. Thus, this includes the interdependence/interrelationships of all
living things in the areas where they live called habitats, whether artificial or natural.
Living organisms adapt to the physical characteristics of these areas and develop their
niche, the ecological role they play in the environment.
Biodiversity serves as sources of food and energy in addition to water and clean
air. Through biodiversity, we have an access to natural services like water purification,
soil fertility, waste disposal, pest control and aesthetic pleasure (e.g., Hibiscus rosa-
sinensis, Jasminum sambac, Rosa sp., etc.). Biodiversity also enables the discovery
and use of plants as medicines, microorganisms as sources of antibiotics, and marine
animals for various compounds of industrial use.
The three components of biodiversity include: diversity of genes or genetic
diversity, diversity of number of species or species diversity and variety of
ecosystems or community or ecological diversity (Braun & Amman, 2002).
Genetic Diversity
Genetic diversity refers to variation or differences in the genes of a species of

individuals. Genes are segments of DNA which dictate the traits or characteristics of an
organism. Considered as a variation in small scale, its impact however, is on a large
scale. Gene differences contribute remarkably in the adaptive potential of the species
that can more importantly lead to microevolution. This variation enables one species to
adapt to changing environment, and the likelihood of perpetuation of a new population.
Hogs, for example, are of the same species but of different breeds. Gumamela
(Hibiscus rosasinesis) are composed of different varieties. Insects belong to different
orders. Saccharomyces cerevisiae is a specific group of yeasts but may exhibit different
metabolic characteristics. A fungal pathogen may either infect a specific single crop or
different varieties of it at varying degrees. The virulence genes vary from one organism
to another or from one species to another. A crop may be grouped, differentially based
on gene a marker which is now a trend in studying genetic diversity. Why are these so?
These boil down to differences in DNA sequence and the percentage of nucleotides
present.
Species Diversity
The second component of biodiversity is the diversity of number of species or

species diversity. This involves a combination of species number (i.e., Species
richness) and their relative abundance in a particular area (i.e., species evenness). The
latter is measure of whether a particular ecosystem is dominated by a single species or
if similar number of individuals is present. Evenness may either be high (i.e., all species
are represented by the same number of individuals) or low (i.e., some species are
represented by many individuals while others are not).

82
Species is a group of interbreeding organisms with similar structures. Around the

world, about 1.5 million species are known but according to scientists and taxonomists,
this is just a fraction of what is currently existing (Convention on Biological Diversity),
New species are added every day. It is believed that insects are the most diverse. A
gram of soil is composed of different species of microbes. A drop of sea water may hold
a number of planktonic species. Birds, rabbits, alligators, fishes, dragonflies and cats
are all different species.
Community or Ecological Diversity
Community diversity or ecological diversity refers to a variety of ecosystems in a

given region.
Ecosystem is a biological community including all of the abiotic factors that affect
them (Molles, Jr., 2008). Aquatic ecosystems may be freshwater, marine, estuary and
coastal. Terrestrial ecosystem may be grassland, forest, desert and the like. These
ecosystems cater a wide range of species population that interacts with one another
forming a community. Their survival and interactions are mediated and influenced by a
variety of nonliving or abiotic factors such as air, water, temperature, humidity, pH, light
intensity, current and many more.
Ecosystem diversity is of huge importance from the point of interesting species
and complexity of niches. An ecosystem also interacts with another ecosystem in a
specific overlapping region known as ecotone, and thus, may affect each other's
sustainability.
Importance of Biodiversity
Biodiversity affects humans on various aspects: economy, health and culture

aesthetic and environmental issues.
The fundamental importance of biodiversity is that it is our source of foods,
clothing, shelter and medicines. Biodiversity is also a source of raw materials for
industry activities. Humans enjoy different products and goods, clean air and water, soil
and water resources due to biodiversity. Life would be so boring if there is no variation
around us.
Two fundamental sciences, taxonomy and ecology generate knowledge and
information to fully understand the importance of biodiversity for human survival.
However, there are some limitations like:
1. Biodiversity conservation strategies focused on research and policy on global
scale without
too much effect on local diversity.
2. Lack of site-specific data on species composition of communities.
3. Biodiversity studies lacking in taxonomic precision.
4. Few taxonomists.
5. Insufficient biodiversity inventory and assessment.
Nevertheless, the benefits of biodiversity still share in the pie of the economy.
Tourists come and go to enjoy diverse Philippine flora and fauna; natural products and
medicines from plants and actinomycetes abound; soil and water resources are
conserved; and water flow is regulated in various communities.

83
Status of Philippine Biodiversity
The Philippines being a tropical and archipelagic country has very rich and
diverse flora and fauna (National Biodiversity Strategy and Action Plan, 2002).
Considered as a biodiversity hotspot, the country attracts tourists and scientists to
come over and examine its natural resources. Though this poses an advantage to our
national economy, on the other side of the fence, this is critically threatening our local
environment. Allowing the public to observe and investigate our treasures can lead to
the eventual disturbance and, worse, exploitation of these natural resources especially
1f they are not given protection.
The 2014 data show that there are 211 wild fauna/animals and 526 wild flora/
plants which are threatened.
Wild Fauna/Animals
No. of No. of Threatened Species

Taxonomic No. of
Endemic (DAO 2004-15) as of 2014
Group Species
Species CR EN VU OTS Total No.
Mammals 231 130 8 12 17 5 42
Birds 616 195 14 59 53 0 126
Reptiles 302 198 5 16 4 4 29
Amphibians 116 95 0 4 10 0 14
TOTAL 1265 618 27 91 84 9 211
Data from Framework for Philippine Plant Conservation Strategy and Action Plan
Wild Flora/Plants
No. of Threatened Species

No. of
Taxonomic No. of (DAO 2007-01) as of 2014
Endemic
Group Species Total
Species CR EN VU OTS
No.
Angiosperms 8,120 5800 89 141 123 56 409
Gymnosperm 33 6 0 9 2 0 11
Pteridophytes 1,100 285 10 35 51 8 104
Bryophytes 1,271 195 0 2 0 0 2
Algae 1,355 Undetermined 0 0 0 0 0
Fungi and
slime and 3,555 Undetermined 0 0 0 0 0
water molds
Lichens 789 Undetermined 0 0 0 0 0
TOTAL 16223 0 99 187 176 64 526
Data from Framework for Philippine Plant Conservation Strategy and Action Plan

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Summary of Threatened Wildlife Species
2012-
2004
2005
2006
2007
2008
2009
2010
2011
2013
2014
Taxonomic
Group
Fauna*
Land Mammals 43 43 43 43 43 42 42 42 42 43
Birds 131 131 131 132 132 127 127 127 127 126
Reptiles 27 27 27 27 27 24 24 24 24 30
Amphibians 14 14 14 14 14 14 14 14 14 14
Flora* 526 526 526 526 526 526 526
*Based on DENR Administrative Order No. 2004-15 re National List of Threatened Fauna and
2011 CITES listed species
**Based on DENR Administrative Order No. 2007-01 re National List of Threatened Philippine
Plants
Threats to Biodiversity
A number of factors negatively affect biodiversity. Their effects may be at
organism level or if in a larger scale, at an ecosystem level. These include (Millenium
Ecosystem Assessment, 2005; Amman, 2005; Braun & Amman, 2002):
1. Habitat destruction
Loss of biodiversity can be the worst end result of numerous anthropogenic
activities. These activities include urbanization, construction, agricultural land
development, logging, river damming and use of pesticides, herbicides and fertilizers.
Each of these destroys habitats in one way or another.
2. Pollution
Pollution is a condition in which there is an unnatural increase in the
concentrations of naturally-occurring environmental compounds such as heavy metals,
radionuclide, nitrates, phosphates, cyanides, agricultural wastes, sewage, pathogens,
gases, particulates and many more. Their high concentrations can make an
environment unfavorable for the survival of a particular organism. Even too much light
can become a pollutant and thus can affect biodiversity. For instance, the occurrence of
city lights at night may affect the behavior and activities of nocturnal animals.
3. Introduction of non-native species and new varieties

Non-native species or Invasive Alien Species (IAS) includes exotic micro- and
macro- species introduced accidentally or deliberately, to a place that is not part of their
natural habitat or distributional range (De Silva, 1989). Their introduction to the local
community could become a threat to other organisms as they become invasive
especially if they have an ecological niche similar with the native ones. The introduced
species may outcompete the native species for nutrients and food leading to the
latter's population

85
decline and extinction at worst. In addition, this may also result to its rapid proliferation if
it does not have any natural predator in the receiving area.
Some invasive species affecting the aquaculture industry include Janitor fish,
Clown knife fish, giant snakehead, Black-chin tilapia and Jaguar guapote (Agasen,
2005; Guerrero, 2002; Juliano et al., 1989).
The worst invasive plant species found in the Philippines include Chromolaena
odorata, Mikania micrantha, Leucaena leucocephala, Lantana camara, Imperata
cylindrical, Hiptage benghalesis and Eichhornia crassipes (Joshi nd:.1SSG2006a;
Uriarte et al, 2007).
4. Global climate change
The gradual increase in the world's temperature also threatens biodiversity.

Global warming entails the following: meltdown of icebergs in polar regions leading to
sea level rise, increase in amount of rainfalls, too hot summers and too cold winters,
frequent grass and forest fires, changes in sea temperature, etc. Each of these brings
about a negative impact to world’s biodiversity. This remains true especially to species
that are incapable of adapting to this changing environment.
5. Exploitation
Any form of abuse to flora and fauna threatens biological diversity. Collecting
them in huge amounts may threaten their proliferation. Gathering these organisms,
especially the endangered ones, for trading is an act punishable by law.
6. Overpopulation
Human overpopulation poses the greatest threat to biodiversity population
increases, the demand for all human needs and wants also increase. As this demand
increases, the need for our natural resources also increases. Human beings are at that
point that they get too much from the environment but do not contribute to their
replacement.
Conserving Biodiversity
Strategies to conserve biodiversity need realistic solution and will need to involve
a multidisciplinary strategies y, including political, socioeconomic and scientific input, in
which all major stakeholders (government, non-government, national and international
organizations) must participate Researches can be done. Proper investigations on
environmental problems can be used for policy making leading to giving information to
local communities and to sustainable use of biodiversity.
How can biodiversity loss be prevented? Diversity can be prevented through
appropriate research, government legislation, education and awareness and
sustainable use of biodiversity.

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Researches focusing on the biodiversity of various organisms are still few. Many
species have yet to be discovered. Their needs and characteristics specially their
perpetuation deserve attention.
Education and awareness activities have started and are being done
continuously. This, however, should be emphasized to everyone while they are still
young or in their pre-school age. More often than not, only the adults are the focus of
these activities. In addition, sustainable use of biodiversity should be given emphasis.
Community based programs are also initiated to help conserve biodiversity.
People involved themselves in the conservation projects like in the rehabilitation of the
Apo Island in Dumaguete City.
Government legislation. There are laws and orders to save biodiversity in the
Philippines. These laws never forget preserving the wellness and the betterment of the
Philippine nature, these laws are made by various people and many of them
implemented but others are not that implemented. Examples of these laws are as
follows:
Laws Description
Executive Prescribing guidelines and establishing a regulatory framework for
Order No. 247 the prospecting of biological and genetic resources, their by-
products and derivatives, for scientific and commercial purposes;
and other purposes.
Act No. 2590 An act for the protection of game and fish.
RA 7308 An act to promote and develop the seed industry in the Philippines
and create a National Seed Industry Council and for other purposes
RA 7586 National Integrated Protected Areas System Act of 1992
RA 7611 Strategic Environmental Plan for Palawan Act
RA 7900 High-value Crops Developmental Act of 1995
RA 7942 Philippine Mining Code
RA 8371 Recognizing the Rights of Indigenous Cultural Communities
Indigenous People
RA 9147 Wildlife Protection Act
RA 8485 Promote Animal Welfare in the Philippines
PD 1433 Plant Quarantine Decree of 1978
PD 1586 Environmental Impact Statement System Law
EO 192 Reorganization of the DENR
Proc. No. 926 Establishing Subic Watershed Forest Reserve
DAO 02 Establishing protection for ancestral homelands

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Techniques in Conserving Biodiversity
Several technologies are now available to conserve and /or maintain biodiversity.
These are as follows:
1. Cell and tissue culture allow the propagation/multiplication of organisms at

a rapid pace. Definitely, this is one way of conserving our resources and
rescues the endangered species.
2. Cryopreservation technology. Cryopreservation is a non-lethal storage of
organelles, cells, tissues of bone biological constructs at ultra low
temperature. This technology enables the conservation of germplasm. In
the Philippines, this is currently used by the Philippine Carabao Center.
3. Advances in molecular biology and genetics have taken a stronghold in
analyzing individual strains of an organism, identify species and predict
future phenotypes. This is a very important technique in maintaining
biodiversity.
The Role of Evolution in Biodiversity
Evolution is how the genetic composition of species changes over time (Grant et
al., 2010). It is the underlying mechanism of biodiversity. Evolution may be
microevolution or macroevolution. Microevolution is the evolution below the species
level while macroevolution is the type that gives rise to new species or larger groups
such as new genera, family, class or phyla.
Evolution may happen through artificial selection or by natural selection.
Inartificial selection, humans determine which individuals breed as exemplified by the
specific crops that are bred and varieties come out. The environment may also
determine which organisms or individuals survive and perpetuate. This is what we call
natural selection.
By natural selection, there are several points to remember. First, that individual
varies and variations could be inherited for several generations. The variations may
confer advantages to the next generations so that the individuals have better capacity to
adapt and survive. Adaptations afford the organism a better chance to survive in its
surrounding. These special features have evolved over long periods of time. The
combination of bright orange and black on a monarch butterfly is an adaptation to warn
potential predators that the butterfly is poisonous and prevent it from being eaten
(https://defenders.org/monarchbuttertly/basic-facts). Some organisms may also exhibit
camouflage - the ability to blend with surroundings and a common example of an
adaptation.
Evolution may also be slow or rapid depending on the rate of environmental
change, amount of genetic variation in the species, population size involved and
generation time of particular species.
In the course of evolution, speciation and extinction may happen and dictate
biodiversity. Speciation may be allopatric, if new species are created by geographic
reproductive isolation, or sympatric, one species evolves into two species without being
geographically isolated.

88
Extinction is the dying out or termination of a species. This occurs due to

environmental forces like global change, habitat fragmentation, and overexploitation of
species or because of evolutionary changes in their members like inbreeding poor
reproduction, superior competition and decline in the number of population.
ACTIVITY 1-TEST YOUR KNOWLEDGE
Name: Date:
Year and Section: Score:
1. Why is a list of species not biodiversity?
2. What is the difference between species richness and species evenness?
3. Distinguish macroevolution from microevolution. What is the result of each process?
4. What are genes? What is meant by “genotype”?
5. Differentiate niche from habitat.
6. Examine the two figures below, which is more biodiverse? Why? Write your
explanations. Be sure to discuss the answer in class.
7. As a student, propose strategies to help save biodiversity in your locality.

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Module 13
Genetically Modified Organisms: SCIENCE, HEALTH AND POLITICS

OBJECTIVES
At the end of the topic, the readers are expected to:

1. Define Genetically Modified Organism (GMO).
2. Explain the principles behind cloning and genetic engineering.
3. Answer frequently asked question about GMO.
4. Give examples of GM plants and animals.
5. Discuss the advantages and disadvantages of GMOs.
CONTENTS
What are GMOs?

Genetically modified organisms (GMOs) are organisms with foreign genes
incorporated into their genome such that they exhibit different but desirable properties
that do not occur naturally by mating and/or natural recombination (Key, 2008). The
foreign genes may come from bacteria, viruses, insects, animals or even humans.
These genes are carefully studied and selected to achieve the goal of improving a
particular organism or make this organism a vehicle for faster and efficient
manufacturing and delivery of a product. The modification can be transgenic, whereby
the organism contains DNA from another species, or cisgenic, whereby it contains DNA
from a member of the same species but doesn't occur naturally (Sutherland, 2014). The
latter form is generally viewed as a safer practice, although there are concerns for all
types of genetic modification. GMOs can include plants, animals, and microorganisms.
GMOs have been approved by regulatory agencies for commercial production and
consumption, while others are currently undergoing regulatory evaluation (Center for
Ecogenetics and Environmental Health). Still other GMOs are in experimental stages
and confined to scientific laboratory research.
The Making of GMOs, Steps in Cloning

90
Cloning requires a source of DNA or a donor organism. The DNA is cut with
restriction enzyme and is ligated to a vector, usually a plasmid, previously cut with
another restriction enzyme compatible with the first enzyme used. After ligation, the
chimeric molecules are transformed in competent cells (usually Escherichia coli) and
then source screened for the presence of genes of interest.
Several organisms have been genetically modified since the introduction of
technologies and discovery of the DNA (deoxyribonucleic acid) double helix structure.
GM crops were first commercialized in 1996 and only from counties that planted
transgenic crops to about 11 million hectares (Brankow& Lovre, 2015). In 2011, the
area had expanded to 160 million hectares in 29 countries. Soybeans, maize, cotton,
and canola remain to be the leading GM crops. Other crops include eggplant, Jatropha,
rice sugar beets, cassava, papaya, banana, tomatoes, potatoes, squash, peas and
alfalfa. GM animals, on the other hand, include fishes, cows, chickens, pigs, etc.
The GM crops are listed below (Phillips, 2008; Fridovich-Keil et al., n.d,;
Johnson & O’Connor, 2015; Center for Ecogenetics and Environmental Health).
1. Corn
Corn was first genetically modified with the insertion of toxin gene from the
bacterium, Bacillus thuringiensis. With the commercialization of Bt corn, an increase in
corn production was realized because of its resistance to the attack of corn borer.
2. Cotton
Almost half of cottons grown in the world have been genetically modified to resist
pests and pesticides. However, it was reported to have had devastating results in Indian
agriculture. In the Philippines, experiments to develop local Bt corn variety are being
performed to prevent bollworm damage.
3. Jatropha
Jatropha seeds are similar to palm oil. It can be used as biofuel and a high
source of protein for livestock. However, planting Jatropha, has caused destruction of
the native plants.
4. Rice
Golden rice is the genetically modified rice containing beta carotene a precursor
of vitamin A. The golden rice is still in the research stage but once it becomes a
developed variety and commercialized many Filipinos will benefit from it. In relation,
studies are being done to address the pervasive and persistent Vitamin A deficiency
problem and at the same time make Golden Rice more profitable to farmers by adding
tungro and bacterial leaf blight (BLB) resistance to this GM crop.
5. Soy
More than 90 percent of soybeans grown in the United States are genetically
modified to be herbicide resistant.
6. Sugar Beets
Sugar beets were engineered to grow faster and to be more resistant to weeds.
However a federal judge put a halt on processing GMO sugar beets due to failure of

91
USDA to present an Environmental Impact Statement (EIS). Many environmentalists

and researchers are concerned that GMO sugar beets could have serious impact on the
environment other crops.
7. Cassava
Cassava is a starchy plant like potato that is consumed by many people across
the globe like Africa. The first GMO cassava plant was engineered in 1955. Cassava
was supposed to be virus and pest resistant but farmers reported that in few years the
GMO cassava lose their anti-virus resistant quality.
8. Papaya
Papaya, also known as Carica papaya L., has Caribbean coast of Central
America as the point of origin. It was first genetically modified in Hawaii and introduced
to the market in 1999. The GM papaya lines were developed to resist infection by
papaya ringspot virus (PRSV).
9. Banana
Majority of bananas in the US are genetically modified.
10. Eggplant
The first GM eggplant (Bt eggplant) in South and Southeast Asia, the new pest-
resistant eggplant, was developed by the Maharashtra Hybrid Seeds Company
(Mahyco) based in Jaina, India. In the Philippines, Bt eggplant was developed to
address eggplant fruit and shoot borer (EFSB). Leucinodes orboralis, using modern
biotechnological techniques.
11. Tomatoes
Many tomatoes have been genetically modified in US but GM tomatoes are
banned in Europe.
Flavr Savr is the first commercially grown GM tomato granted with a license for
human consumption. Produced by Calgene, a Californian company, it was first sold in
1994 after the US Food and Drug Administration (FDA) completed its evaluation.
12. Apple
Scientists are now able to deactivate the gene for polyphenol oxidase (PPO), an
enzyme which cause the browning of apples.
13. Peas
GM peas were created by inserting kidney beans genes into the peas DNA
resulting to the production of protein with pesticidal ability.
14. Yellow crookneck squash or zucchini

GM zucchini are resistant to viruses.
15. Alfalfa

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GM alfalfa was developed to produce a crop that will survive exposure to

glyphosate herbicide.
Impacts of GMOs
Defined and known useful genes when inserted into an organism will definitely
affect the growth pattern, behavior and products of the said organism in a short span of
time saving a lot of pesos in conducting research when compared to traditional
breeding. GMOs have been around for several years and their impacts are already felt.
Through the GM technologies, “designer crops" can be produced. These are
crops with more nutrients, pesticide resistant, insect resistant, require less input to grow
and produce more yield (Vaesa, 2013; Huesing & English, 2018).
Some agricultural soils are saline. This condition hampers the growth of crops
because they cannot grow well or sometimes the crops are unable to grow. Thus, there
is a need to research to come up with salt tolerant organisms.
The commercialization of Bt corn is very useful to farmers as they were able to
have increased income (Huesing & English, 2018).
Growing GM plants allows the farmers to spend less time and money in
pesticides and herbicides.
Papaya resistant to Papaya Ringspot Virus and with delayed ripening command
a good place in export market.
GMO foods are also now available in the market. In other parts of the world,
GMOs are considered to have health threats (Bawa & Anilakumar, 2012).
The downsides of farming with GMOs include "creating super weeds" that have
evolved a resistance to glyphosate, a common herbicide in GMO food production.
Frequently Asked Questions about GMOs

Though GMOs are commercially available for several years now, there are still
several questions asked by the consumers or need to be addresses. Some of them are
as follows:
1. Are GMOs safe?

2. How are GMOs produced?
3. What are the major issues that need to be addressed in the regulations
of GMOs?
4. Which types /varieties of GMOs are already applied in ASEAN Member
countries?

93
ACTIVITY 1 TEST YOUR KNOWLEDGE
Name: Date:
Year and Section: Score:
1. Encircle as many words as possible that relate to Genetically Modified

Organisms from the box of letters. Words may be in horizontal, vertical, diagonal
or reversed positions.
C C H G F Y S O B S G N D M
I L I G A T E G T A E M N Y
L O W W X R Z Q C P N R A E
B N A C E V D S O Z E V X Q
Q I W E R N T Y R U I O P F
A N S D F G Z H N J D K K L
L G M O Z X C Y V B N M M A
Q W E R T Y U I M O P A S V
D F A G H J K S V E C T O R
L L Z X C V A B N M Q W E S
P R T G O L D E N R I C E A
Y U I O P P A S D F G H J V
T R A N S G E N I C K L Z R
Z X C V B N G M O M A L W E
2. Indicate the genes inserted in the genetically modified crops listed in the table.
GM Crop Inserted Gene

a. banana
b. corn
c. cotton
d. rice
e. soybeans
f. papaya
g. apple
h. eggplant
i. sugar beets
j. alfalfa
3. List down five examples of GM plants and their improved characteristics.

4. Do you agree that eating GM foods is safe? Justify your answer.
5. Outline the basic steps in gene cloning.

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Module 14
GENE THERAPY
OBJECTIVES
1. Explain the principle behind gene therapy and its various forms
2. Assess the issue’s potential benefits and detriments to global health.
INTRODUCTION
This module is about Gene therapy, a product of modern biotechnology

which serves as avenue for man to understand better the molecular basis of health and
disease. These include the genetic diseases, types of gene therapy, approaches or how
gene therapy delivered. The death from gene therapy and success of gene therapy.
Ethical issues will also be a concern.
CONTENTS
Gene therapy is an experimental technique that uses genes to treat or prevent

disease. In the future, this technique may allow doctors to treat a disorder by inserting a
gene into a patient’s cells instead of using drugs or surgery. Researchers are testing
several approaches to gene therapy, including:
 Replacing a mutated gene that causes disease with a healthy copy of the gene.
 Inactivating, or “knocking out,” a mutated gene that is functioning improperly.
 Introducing a new gene into the body to help fight a disease.
Although gene therapy is a promising treatment option for a number of diseases
(including inherited disorders, some types of cancer, and certain viral infections), the
technique remains risky and is still under study to make sure that it will be safe and

95
effective. Gene therapy is currently being tested only for diseases that have no other
cures)
Genetic diseases may be classified into four (4) categories:
1. Single - genes changes
- Single locus (gene) is defective and responsible for the disease; is 100%
heritable. Examples include sickle cell anemia, hypercholesterolemia, and cystic
fibrosis.
2. Multigene disorders
- Two or more genes are defective and responsible for the disease and; is
less than 100% heritable. This disease may be dependent on environmental
factors and lifestyle. Examples include heart disease, cancer and diabetes.
3. Mitochondrial disorders
- Mutation in the mitochondrial DNA cause diseases that affect many organ
system.
4. Chromosomes abnormalities
-Sometimes complete chromosomes or parts of the chromosomes are
missing, duplicated, or modified in some way. Example include Down syndrome.
Types of Gene Therapy
Virtually all cells in the human body contain genes, making them potential targets
for gene therapy. However, these cells can be divided into two major categories:
 somatic cells - most cells of the body or
 germline - eggs or sperm cells In theory it is possible to transform either
somatic cells or germ cells.
Somatic cells are nonreproductive. Somatic cell therapy is viewed as a more
conservative, safer approach because it affects only the targeted cells in the patient,
and is not passed on to future generations. In other words, the therapeutic effect ends
with the individual who receives the therapy. However, this type of therapy presents
unique problems of its own. Often the effects of somatic cell therapy are short-lived.
Because the cells of most tissues ultimately die and are replaced by new cells, repeated
treatments over the course of the individual's life span are required to maintain the
therapeutic effect. Transporting the gene to the target cells or tissue is also problematic.
Regardless of these difficulties, however, somatic cell gene therapy is appropriate and
acceptable for many disorders, including cystic fibrosis, muscular dystrophy, cancer,
and certain infectious diseases. Clinicians can even perform this therapy in utero,
potentially correcting or treating a life-threatening disorder that may significantly impair a
baby's health or development if not treated before birth.
Gene therapy using germ line cells results in permanent changes that are passed
down to subsequent generations. If done early in embryologic development, such as
during preimplantation diagnosis and in vitro fertilization, the gene transfer could also
occur in all cells of the developing embryo. The appeal of germ line gene therapy is its
potential for offering a permanent therapeutic effect for all who inherit the target gene.
Successful germ line therapies introduce the possibility of eliminating some diseases
from a particular family, and ultimately from the population, forever. However, this also
raises controversy. Some people view this type of therapy as unnatural , and liken it to
"playing

96
God." Others have concerns about the technical aspects. They worry that the genetic
change propagated by germ line gene therapy may actually be deleterious and harmful,
with the potential for unforeseen negative effects on future generations.
In summary, the distinction is that the results of any somatic gene therapy are
restricted to the actual patient and are not passed on to his or her children. All gene
therapy to date on humans has been directed at somatic cells, whereas germline
engineering in humans remains controversial and prohibited in for instance the
European Union.( Please watch ) https://www.youtube.com/watch?v=5ChXI6cSQs0
Gene therapy approaches:

The use of vectors in gene therapy.
There are multiple approaches to gene therapy research, including inserting a
healthy copy of the mutated gene, inactivating a mutated gene that is functioning
improperly, or introducing a new gene into a target tissue, such as the retina, in the
body. Somatic gene therapy can be broadly split into two categories:
1. Ex vivo - which means exterior (where cells are modified outside the body and then
transplanted back in again). In some gene therapy clinical trials, cells from the patient’s
blood or bone marrow are removed and grown in the laboratory. The cells are exposed
to the virus that is carrying the desired gene. The virus enters the cells and inserts the
desired gene into the cells’ DNA. The cells grow in the laboratory and are then returned
to the patient by injection into a vein. This type of gene therapy is called ex vivo
because the cells are treated outside the body.
2. In vivo - which means interior (where genes are changed in cells still in the body).
This form of gene therapy is called in vivo, because the gene is transferred to cells
inside the patient’s body
An ideal vector.
As extensively evaluated in clinical trials, the outcome of gene therapy relies heavily on
both the vector and the efficient delivery of the gene to the target cell.

97
An ideal vector should be able to protect a transgene against degradation by nucleases,

allow transport of the transgene into the nucleus of target cells, and have minimal
inflammatory effects. Viruses are used because they can efficiently gain access to
host cells to exploit the cellular machinery and facilitate their replication.
Viruses used as vectors
a. The adeno-associated virus (AAV) is a small, nonenveloped virus that

packages a linear, single-stranded DNA genome. It usually remains within the target
tissues as episomal entities, although integration into the host cell genome can rarely
occur.
b. The adenovirus (Ad) is a nonenveloped virus that contains a linear, double-

stranded DNA genome. It has one of the largest capacities for delivering transgenes, is
episomal, and offers minimal risk of insertional mutagenesis. Ad has a high
inflammatory potential.9
c. The lentivirus (LV) is an enveloped retrovirus containing a positive-sense,

single- stranded RNA genome. It integrates its genome into the chromosomes of target
cells and can provide long-term expression in dividing cells. LV has a low inflammatory
potential.
(Taken from-
https://www.asharedvision.com/hcp/gene-therapy-
approaches#:~:text=There%20are%20multiple%20approaches%20to,the%20retina%2C%20in%20the%20body. )
Non- Viral DNA Carriers
Non -viral delivery methods may be safer than viral methods . Some of these nonviral
methods include:

98
a. Cationic liposomes - are positively charged lipids that can interact with negatively
charged DNA, forming a lipid -DNA complex that can traverse cell membranes .
Advantages of cationic liposomes include : formation of a stable complex; can
carry large -sized DNA; can target specific cells, and do not induce immunological
reactions . However , it has : low transfection efficiency ; shows transient
expression only; shows inhibition by serum , and it can be toxic to certain types.
b. Naked plasmid DNA injection – A gene construct is made composed of a gene of
interest with a promoter to direct protein synthesis.
Example of gene therapy clinical trials for diseases include:
1. Severe Combined Immuno-Deficiency ( SCID)

2. Cystic Fibrosis (CF )
3. Advanced Central Nervous System Malignancy
4. Mesothelioma
5. Ornithine Transcarbamylase Deficiency
6. Hemophilia
7. Sickle cell Disease
Death from gene therapy
The first reported case of death from gene therapy was in 1999.Jesse Gelsinger ,
18 years old and was suffering from ornithine transcarbamylase deficiency(OTC) that
causes a build of ammonia , was given the gene for this enzyme in an adenovirus
vector. Four days after the infusion of the recombinant virus into his liver , he died from
complications resulting from a clotting disorder and organ failure due to the adenovirus.
Success of Gene Therapy
In 2003, the first commercial gene therapy was approved in China. The therapy
marketed under the name Gendicine , treats head and neck squamous cell carcinoma .
This is an injectable therapy that contains an adenovirus vector with p53 tumor-
suppressor gene.
What are some ethical issues surrounded by Gene Therapy

Because gene therapy involves making changes to the body’s set of basic instructions,
it raises many unique ethical concerns. The ethical questions surrounding gene therapy
include:
 How can “good” and “bad” uses of gene therapy be distinguished?
 Who decides which traits are normal and which constitute a disability
or disorder?
 Will the high costs of gene therapy make it available only to the wealthy?
 Could the widespread use of gene therapy make society less accepting of
people who are different?
 Should people be allowed to use gene therapy to enhance basic human traits
such as height, intelligence, or athletic ability?

99
Current gene therapy research has focused on treating individuals by targeting

the therapy to body cells such as bone marrow or blood cells. This type of gene therapy
cannot be passed to a person’s children. Gene therapy could be targeted to egg and
sperm cells (germ cells), however, which would allow the inserted gene to be passed to
future generations. This approach is known as germline gene therapy.
The idea of germline gene therapy is controversial. While it could spare future
generations in a family from having a particular genetic disorder, it might affect the
development of a fetus in unexpected ways or have long-term side effects that are not
yet known. Because people who would be affected by germline gene therapy are not
yet born, they can’t choose whether to have the treatment. Because of these ethical
concerns, the U.S. Government does not allow federal funds to be used for research on
germline gene therapy in people.
In summary:
Summary
 Gene therapy is the transfer of a therapeutic or working copy of a gene

into specific cells of an individual.
 The technique may be used to replace a faulty gene, or to introduce a new
gene whose function is to cure or to favourably modify the symptoms of a condition
 Gene therapy is still an experimental technique and much research remains to
be done before this approach to the treatment of conditions will realize its full potential.
Gene Therapy News

• A family is trying to raise over $2 million to give their baby a gene therapy
treatment to save her life - CNN Jul 12, 2020 | 00:45 am
• Neurogene's Gene Therapy for CLN5 Named Orphan Drug by FDA - Batten
Disease News Jul 10, 2020 | 18:00 pm
• Freeline Raises $120M for Pivotal Trial of FLT180a, a Gene Therapy... -
Hemophilia News Today Jul 10, 2020 | 14:00 pm
• ‘Incredible Progress': New Research Reports Possible Gene Therapy for ALS -
NBC10 Boston Jul 9, 2020 | 02:22 am
• Biogen boosts gene therapy strategy with Harvard pact focused on inherited eye
disease – Fierce Biotech Jul 6, 2020 | 16:55 pm
ACTIVITY 1
A. Briefly discuss the following:
1. What are the advantages and disadvantages of gene therapy?

100
2. Should this method be used to prevent disease in addition to treating a diseases?
Self-Assessment Questions:
B. Choose and encircle the letter of the correct answer.
1. The first reported case of death from gene therapy was in 1999 and was
suffering from ornithine transcarbamylase deficiency(OTC) that causes a
build of ammonia, he died from complications resulting from a clotting
disorder and organ failure due to what virus?
a. Adenovirus
b. Adeno -associated virus
c. Lentivirus
2. Which of the following disorders is less than 100% heritable and this disease
may be dependent on environmental factors and lifestyle?
a. Chromosomal abnormalities
b. Mitochondrial disorders
c. Multigene disorders
3. Is Germline gene therapy is a transfer of a section of DNA to any cell of the

body that will not be passed onto the patient’s children?
a. Yes
b. No
c. Maybe
4. The first country in the world that has approved commercial gene therapy
products like Gendicine.
a. China
b. Europe
c. U.S
5. Market registration of a gene therapy products in US requires approval by

which of the following organizations?
a. NIH
b. FDA
c. EMA

101
References:
Hedreyda, Cynthia T. A General Education Biotechnology . National Institute of

Molecular Biology and Biotechnology. College of Science, University of the
Philippines , Diliman, Q.C ,Philippines.
http://www.genetherapynet.com/13-viruses-/herpesvirus-viral-vectors/13-types-of-gene-
therapy.html
https://ghr.nlm.nih.gov/primer/therapy/ethics
https://www.slideshare.net/damarisb/gene-therapy-27039196
https://ghr.nlm.nih.gov/primer/therapy/genetherapy
https://www.genetics.edu.au/publications-and-resources/facts-sheets/fact-sheet-23-
gene-therapy
https://www.youtube.com/watch?v=5ChXI6cSQs0 https://www.youtube.com/watch?
v=BxEoX6TkitY https://www.asharedvision.com/hcp/gene-therapy-
approaches#:~:text=There%20are%20multiple%20approaches%20to,the%20retina%2
C%20in%20the%20body.
Answer to Self-Assessment Questions (ASAQ):
1. a - Adenovirus
2. c - Multigene disorders
3. b – No
4. a – China
5. b - FDA

102
Module 15
CLIMATE CHANGE AND ENERGY CRISIS

OBJECTIVES
1. Identify and explain the cause and effect of global warming.

2. List down some preventive measures to avoid global warming.
3. Appreciate the importance of saving our mother earth for the next generation.
INTRODUCTION
The Philippines is highly vulnerable to the impacts of climate change, including

sea level rise, increased frequency of extreme weather events, rising temperatures and
extreme rainfall. The Philippines lies in the world's most cyclone-prone region,
averaging 19–20 cyclones each year, of which 7–9 make landfall.
Climate change is a long-term change in the average weather patterns that have
come to define Earth's local, regional and global climates. These changes have a broad
range of observed effects that are synonymous with the term. It is the defining issue of
our time and we are at a defining moment. From shifting weather patterns that threaten
food production, to rising sea levels that increase the risk of catastrophic flooding, the
impacts of climate change are global in scope and unprecedented in scale. Without
drastic action today, adapting to these impacts in the future will be more difficult and
costly.
CONTENTS
Activity: Warm-Up: You will engage in a free write in a one sheet of paper for some
minutes in response to the term “climate change.” This practice of informal writing can

103
encourage them to activate prior knowledge and to explore questions that they have in
a nonthreatening, non-evaluative way. Write what you know, what you think you know,
what you’ve heard, what you’re confused or unsure about, or what you want to know.
After you’ve done writing, you will choose a partner to read each other’s writing. After
hearing each other’s writings, you’ll work together to write a collaborative summary in
which you’ll combine your ideas.
Visit the site for presentation:
Climate change https://www.youtube.com/watch?

v=ztWHqUFJRTs Global warming
https://www.youtube.com/watch?v=Y3gqoDUtmt4
Greenhouse effect
https://www.youtube.com/watch?v=x_sJzVe9P_8
After viewing one or more of these resources, you will work in groups to answer the
guided questions:
A. Essay
1. What is global warming?
2. What cause global warming?
3. How do you prevent global warming?
4. How can you contribute towards saving the planet?
B. Read and analyze the statements below: Write the word True if the statement is
correct and False if otherwise.
1) Greenhouse gases (GHGs) act like a blanket in the atmosphere, trapping
heat and warming the planet.
2) Human-caused emissions of carbon come from both the burning of fossil
fuels and from land-use changes such as deforestation and land-clearing.
3) The following gases are not GHGs: nitrous oxide (N2O), methane (CH4),
water vapor (H20) and chlorofluorocarbons (CFCs).
4) Climate change refers only to the increasing temperature of the earth's
surface.
5) As climate warms, we will no longer have snow storms and cold days.
6) The majority of human-caused carbon emissions come from the burning
of fossil fuels.
7) Climate change is predicted to greatly affect the natural resources (such
as water) that people depend on.
8) Individual actions, such as replacing all of your old light bulbs with
Compact Fluorescent light bulbs, will help reduce the amount of GHGs in the
atmosphere.
9) All climate scientists in the 1970s were saying that we were going into an
Ice Age or cooler Earth.

104
10) The Earth had warmer periods than contemporary times and higher
carbon dioxide levels so that proves that climate change is natural and that all of the
fuss is exaggerated.
Answers to Assessment B:
1. True 6. True
2. True 7. True
3. False 8. True
4. False 9. False
5. False 10.False
References:
https://climate.nasa.gov › resources › global-warming-vs-climate-change
https://www.un.org/en/sections/issues-depth/climate-change/
https://www.climatelinks.org › resources › climate-change-risk-profile-philip
https://www.globalsecurity.org/military/world/philippines/climate-change.htm
https://www.forbes.com/sites/marshallshepherd/2019/12/15/can-you-pass-this-9-
question-climate-change-quiz/#3591e5816e4c
https://www3.epa.gov/region1/eco/uep/ccquiz.html

105
Module 16
ENVIRONMENTAL AWARENESS
OBJECTIVES
1. Give and explain the meaning of environmental awareness.
2. List down ways on how to promote environmental awareness.
3. Realize the importance of environmental awareness in our lives.
Introduction:
The environment is a hot topic across the world and much has been said about
the need for action to protect our planet. If current trends in climate change continue,
temperatures could increase between 3 and 6 degrees Celsius by 2050. Such large
temperature increases would lead to water shortages for billions of people, reduce
agricultural yields, increase malnutrition related deaths by millions and lead to the
extinction of a large part of animal species. Thus global warming, air and water
pollution, overuse of fertilizers, the negative implication of use of plastics and polythene,
conservation of energy and fuel resources, are all topics of current concern to not just a
few, but to everyone. Before you can begin promoting environmental awareness in your
own community you must first make sure that you have a thorough understanding of
environmental issues. When learning about the environment’s declining health it is easy
to feel discouraged, but what keeps us fighting for a healthy world is the future of our
children. They should not have to inherit our environmental problems and in order to
keep their future bright, spreading awareness is imperative.

106
CONTENTS
Activity 1-“Flower pot planting”

The student will make a video demonstration on how to plant the flower of their choice
in a pot. By means of doing this, they will learn how to nurture this flower and have the
chance to lookout them grow, making them care about plants and nature.
Visit the site for presentation:
https://slideplayer.com/slide/9354780/
https://www.slideshare.net/memijecruz/environmentalism-51883586
After viewing one or more of these resources, you will work in groups to answer the
guided questions:
1. What is the meaning of environmental awareness?

2. Why do we need environmental awareness?
3. How can we promote environmental awareness?
4. What is the importance of environmental awareness?
Assessment:
Read and analyze the statement and choose the letter of the correct answer.
1. “World Environmental Day” and World Water Day” are observed on?
a) World Environment Day on 3rd June and World Water Day on 21st March
b) World Environment Day on 22nd March and World Water Day on 5th June
c) World Environment Day on 5th June and World Water Day on 23rd March
d) World Environment Day on 5th June and World Water Day on 22nd March
2. The fundamental objectives of Environmental Education are

a) World Environment Day on 3rd June and World Water Day on 21st March
b) World Environment Day on 22nd March and World Water Day on 5th June
c) World Environment Day on 5th June and World Water Day on 23rd March
d) World Environment Day on 5th June and World Water Day on 22nd March
3. The primary objective of Ecotourism is

a) Conservation of Environment
b) Promotion of Literature
c) Protection of Constitutional Rights
d) Revolution in Technology
4. It is not a major consequence of global warming

107
a) Climate changes
b) Rise of mean sea level of water
c) Submerge of coastal lowland areas
d) Formation of mountain ranges
5. If the areas in and around cities generally warmer than comparable rural areas
is known as
a) Smart city land
b) Urban heat island
c) Green city land
d) Sustainable city land
6. Almost 99% of clean air consists of two gases which are

a) Carbon dioxide and nitrogen
b) Oxygen and carbon dioxide
c) Carbon dioxide and argon
d) Nitrogen and oxygen
7. Changes in the environment observed due to lockdown

a) Improvement in air quality
b) Cleaning of the river water
c) Both a and b
d) None of these
8. Which of the following is a non-conventional source of energy does

not responsible for any kind of pollution?
a) Coal
b) Natural gas
c) Solar
d) Petroleum
9. Grassland is an example of which type of ecosystem?

a) Coal
b) Natural gas
c) Solar
d) Petroleum
10. It is comparatively perfect plastic and e-waste disposal method?

a) Landfill
b) Burning
c) Recycling
d) Dumping

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Answers to Assessment
1. A 6. D
2. D 7. C
3. A 8. C
4. D 9. B
5. B 10. C
References:
https://courses.comet.training/course/info.php?id=56
https://www.proprofs.com/quiz-school/quizshow.php?title=mjc4mtuwoqlk5v&q=1
https://slideplayer.com/slide/9354780/
https://www.slideshare.net/memijecruz/environmentalism-51883586

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1

UNIT I-Historical Antecedents of Science and Technology

SCIENCE AND TECHNOLOGY IN THE WORLD

CONTENT Double click the PowerPoint presentation.

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

A cradle of civilization is a location where civilization is understood to have

Major Sumerian cities during the Ubaid

Around 10,200 BC the first fully

In Mesopotamia, the convergence of the Tigris and Euphrates rivers produced

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

Map of ancient Egypt, showing major

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

The Indus Valley Civilization at

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

this time. The Mokaya are also

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

Self-Assessment Questions (SAQ)

A. Fill in the blanks with the correct answer.

4. Written language of Mesopotamia developed by the Sumerians. Means "wedge

5. God who gave Gilgamesh his power.

1. Four (4) ethno cultural groups of Mesopotamia

2. Environmental mistake of Sumerians

4. Human emotion indicated by Sumerian art

5. Importance of river valleys

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

A. Did not find a balance between cultivation to support population, and

1. Semitic chieftain Sargon conquers Sumerians and establishes capital at

3. Cross between checkers and dominoes

4. Oldest religion for which written records exist. Polytheistic religion

5. Uruk, Sumer, Akkad, Babylon, Assyrian empire, Ancient Iran,

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

Answer to Self-Assessment Questions (ASAQ)

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

SCIENCE AND TECHNOLOGY IN THE PHILIPPINES

1. Discuss the concept of science education

A. CONCEPT OF SCIENCE EDUCATION IN THE PHILIPPINES

Science education focuses on teaching, learning and understanding

The Philippines’ Grades 1 to 10 Science Curriculum envisions the

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

1. Philippine Science High School System

CVIF is a leader for Philippine educational development,

2. Rizal National Science High School - Mataas na Paaralang Nasyonal

The Rizal National Science High School (Mataas na Paaralang Nasyonal na

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

3. THE SPECIAL SCIENCE ELEMENTARY SCHOOLS (SSES) PROJECT

The Department of Education through the Bureau of Elementary Education is

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

5. Quezon City High School

Quezon City Science High School (also referred as

1. Discuss the science related issues and problems in the country.

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

2. Identify science and technology policies that could be adapted or implemented

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY

1. Discuss how the ideas postulated by Copernicus, Darwin, and Freud

URS-IM-AA-CI-0160 Rev 00 Effective Date: August 24, 2020

Below are well-known personalities who made significant contributions to

Nicolaus Copernicus was a Polish astronomer

This has brought a great impact on how people

Freud is a famous figure in psychology. He also