UNIVERSITY OF LA SALETTE, INC.

Santiago City, Isabela

Philippines

MODULE 3

GEC 008- SCIENCE, TECHNOLOGY AND

SOCIETY

Prepared by:

DOLORES C. SAGUN, MaSSE, LPT.

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 MODULE 3

Specific Issues in Science, Technology, and Society

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

Activities on this module shall be accomplished and to be submitted on the

delivery of the next module.

Lesson 1
Information Age
INTRODUCTION
This lesson traces the development of the information age and discusses its impact
on society. It tackles the various ways the information age and social media have
influenced society and human lives.

LEARNING OUTCOMES
At the end of this lesson, the students should be able to:
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 ways in which the information age and social media influence human
lives.

MOTIVATION
Instructions: Answer the questions that follows. Write your answers in a short bond
paper and include them in your activities to be submitted.
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?
5. What electromechanical machine enabled the British to read all daily German
Naval Enigma traffic?

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 6. What machine can solve any problem and perform any task from a written a
program?
7. Who is the Filipino engineer who created the new silicon chip?
8. Who built a simple computer with around 8080 microprocessors that were hooked
up to a keyboard and television?
9. What did Steve Jobs call the computer describe in no. 8?
10. Who is the creator of Microsoft?

LESSON CONTENT

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 any inked surface lying on a print medium, such as
cloth or paper, to transfer ink. Gutenberg’s hand mound
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.

Figure 24. The Gutenberg Press

https://johannesgutenberg101.weebly.com/causeeffect.html

The beginnings of mass communication can be tracked back to the invention of the
printing press. The development of a fast and easy way of disseminating information in
print permanently reformed the structure of society. Political and religious authorities
who took pride in being learned were threatened by a 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.

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 As year progressed, calculations became involved in communication due to the
rapid developments in the trade sector. Back then, people who compiled actuarial tablets
and engineering calculations served as “computers.” During World War II, the Allies
(U.S., Canada, Britain, France, USSR, 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 usually took people hours. At
the same time, Britain needed 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. Figure 25: “Enigma M4”
Cypher Machine
https://www.cryptomuseum.com/crypto/enigma/m4/index.htm

Alan Turing, and English mathematicians, 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 electrochemical 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 26: Alan Turing
https://www.biography.com/scientist/alan-turing

In this paper On Computable Numbers, with an Application to the

Entscheidungsproblem, first published in 1937, 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, which can solve any problem by
performing any task from a written program (DeHaan, 2012).

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 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 introduce 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 computer
more accessible to everyone. Many members of the
club ended up being high-profile entrepreneurs,
including the founders of Apple Inc. in 1976 Steve
Wozniak, co-founder of Apple Inc., developed the
computer 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.
Figure 27: Apple I, also called Apple-1
or Apple Computer 1
https://www.mac-history.net/computer-history/2008-05-25/apple-i-and-apple-ii

From 1973 onwards, 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 hosting websites (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 websites (e.g., Pinterest, Instagram, Snapchat, Keek,
Vine);and question-and-answer platforms (e.g., Quora). To date, these social media
platforms enable information exchange as 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 immediately influenced the
lives of the people. The impact of these innovations can be advantageous or
disadvantageous depending on the use of these technologies.

EVALUATION/ASSESSMENT

Exercise 1: Questions for Reflection

Instructions: Answer the following questions. Write your answer in a short bond paper.
1. Which developments in the information age brought significant changes in the way
you live your life today?

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 2. How did the transmission of information evolve from the ancient times up to the
present?
3. How did the printing press change the course of history? What ideas were spread
using this invention?
4. Social media is a technology which facilitates the sharing of information, ideas, and
other content in different parts of the globe. If social media was deactivated for a
month in the country, what could possibly happen?
5. Social media also poses certain risks especially in the dissemination of false
information. As a student, how will you use social media to ensure that you do not
propagate inaccurate and unreliable information?

Exercise 2: Informal interview

Instructions: Based on the topic, Information Revolution and Freedom of Speech,
conduct informal interviews with the people of different backgrounds via phone call.
Write the responses and the name of the interviewees and make your own reflection about
the responses of your interviewees in a short bond paper. 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?

SUMMARY

With the ease of sharing information at present, its reliability become

compromised. Anyone with a connection to other people can produce contents which are
showing half-truths or even lies, giving rise to disinformation. Social media also
encourages building a community of likeminded people. The creation of these groups
often reinforces biases and beliefs based only on the content that they allow within the
community, forgoing the variation and clash of ideas provided in real life. Worse, these
communities can be tapped by people in power who may take advantage of these
mechanism—controlling public opinion and harassing those who present opposing
views—for their own advantage. Meanwhile, the easy access to personal information
makes one susceptible to online predation, identity theft, and scamming, among others.
Thus it pays to be vigilant in utilizing these modern devices at all times. Considering the
many benefits we get from these technologies, we must also be responsible in utilizing
them to avoid harming others and ourselves.

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 Lesson 2
Biodiversity and a Healthy Society
INTRODUCTION
This lesson focuses on the interconnections among society, environment, and
health. It tackles the value of biodiversity as a source of food, medicine, and other
biological resources in relation to the consumption of goods. The lesson specifically covers
the relationship of biodiversity with (a) health and medicine; (b) food; (c) energy; (d)
water storage and food control; and (e) air and water treatment.

LEARNING OUTCOMES
At the end of this lesson, the students should be able to:
1. Identify the importance of biodiversity as a source of different biological resources;
and
2. Discuss the adverse effects of resource depletion on society and the measures to
mitigate them.

MOTIVATION

Instructions: Visit your house garden or the nearest one outside your home. Observe
the components of biodiversity that you can find in the garden and identify some of their
benefits. Use the table below. Copy the table in a short bond paper and fill in your findings.
Include this in your activities to be submitted.

Components of Biodiversity Benefits (e.g., food, health and medicine, energy)

LESSON CONTENT
Biodiversity is defined as the variety of life present in an ecosystem. Biodiversity
is important in how society benefits from it. There are three different types of

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 biodiversity: genetic, species, and ecological diversity. Genetic biodiversity refers to
the variations among organisms of the same species. These variations are usually
passed down from parents to offspring. Species
diversity refers to the variety of species within a
particular region. Species diversity is influenced by
the environmental conditions in the region. Species
are the normal measure of biodiversity for these are
the basic units of biological classification. Species
are grouped together in families based on shared
characteristics. Lastly, ecological diversity
refers to the network of different species in an
ecosystem and the interaction of these species. The
variations of climatic and altitudinal conditions along with varied ecological habitats are
the reasons for the richness in biodiversity of a particular region.
Figure 28: Marine Biodiversity
https://www.c2st.org/event/the-heart-of-marine-biodiversity-saving-the-verde-island-passage/

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

Health and Medicine

Since 2600 BC, people have been using plants to treat illnesses, hence the practice
of herbal medicine. Cupressus sempervirens (Cypress) and Commiphora myrrha
(myrrh), for instance, have been used to treat coughs, colds, and inflammation since the
ancient times. Herbal medicines were also used in healing rituals and in the treatment of
injuries resulting from wars or accidents. Various plant-based drugs such as gargles, pills,
infusions, and ointments were used in Ancient Egypt as well as in Ancient China.
Beginning 100 BC to 300 BC, the Greeks recorded
the collection, storage, and use of medicinal herbs.
During the Dark and Middle Ages, monasteries in
England, Ireland, France, and Germany preserved
the Western knowledge of treating illness using
herbal medicine. As such, the use of herbal
medicine in ancient civilizations was dependent
on the biodiversity present in their respective
environment.
Figure 29: Salvia apiana or California Sage
https://plantright.org/better-plants/salvia-apiana/

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 For example, Salvia apiana (California Sage), was an herbal plant used by India
tribes of Southern California to aid in childbirth and was believed to protect the immune
system from respiratory ailments. Another example, Alhagi maurorum (camel thorn),
secretes a sweet and gummy substance from its stems and leaves called manna during
hot days. Manna from the camel thorn contains melezitose, and sucrose, an inverted
sugar. It is believed to have diuretic, diaphoretic, laxative, expectorant, gastroprotective,
antiseptic, and anti-diarrheal properties. Israelis were known to use the roots of the plant
to treat diarrhea. The Konkani people smoked the plant to treat asthma, and Romans used
the plant to treat nasal polyps. The plant Ligusticum scoticum (Scottish lovage) is
believed to treat hysterical and uterine disorders. Its seeds are used to relieve flatulence
and to stimulate the senses.
Many medicinal products available in the market today are derived from natural
substances from plants. Salicylic acid, the active ingredient of the anti-inflammatory
drug, aspirin, for example, is derived from the bark of a willow tree. Morphine, one of
the most widely known painkillers which was first marketed and used in the 1800s, is
derived from Papaver somniferum commonly known as opium poppy. Digoxin,
used in the management of congestive heart failure, is derived from Digitalis purpurea
(foxglove) which has already been used to treat heart conditions since the 1700s.
The transmission of disease due to the movement of organisms amplified the need
to study the environment in relation to human health. As time went by, information
regarding different diseases and how to treat them has been extensively documented to
come up with more effective ways of treating them. After penicillin underwent its
clinical trials in 1938 and the first indication of antibiotic resistance to penicillin was
reported in 1941, new antibiotics from microorganisms and bioactive natural products
continued to be discovered. In the 1970s, the
production of bacterial strains supersensitive to
β-lactams, tests for the inhibition of β-lactamases,
and specificity for sulfur-containing metabolites
led to the discovery of novel antibiotic structural
classes (i.e., norcardicins, carbepenems, and
monobactam). Fungi and microorganisms found
in trees, grasses, algae, and herbaceous plants,
and living in the intracellular spaces of plant
stems, petioles, root, and leaves have been widely
used in the production of many important
medicinal products today. Figure 30. Ascomycota
https://www.shutterstock.com/search/ascomycota

In 1994, an oral formulation of pilocarpine was use and approved for the
treatment of dry mouth (xerostamia). In 1998, another drug was approved to manage an
autoimmune disease that damages the salivary and lacrimal glands called Sjogren’s
syndrome. In 2004, the drug quinine was isolated from the bark of Cinchona
succirubra Pav. ex Klotzsch and was approved to treat malaria (Dias et al., 2012). At

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 present, more and more developments are being introduced in the pharmaceutical
industry to produce new drugs to the treatment of diseases.

Food
Food is a basic need for human survival. During the Stone Age, humans relied only
on hunting and foraging to get food. They depended on what the ecosystem could readily
provide them. As the Earth’s population grew, the demand for food increased. Crops that
can be grown were discovered and cultivated and animals were domesticated. Throughout
history, agriculture and cultivation evolved from
picking desirable crops and breeding animals to
maintaining stable supply of food to last for a long
periods of time as preparation for the changing
seasons and the possibility of natural disasters. Ways
to cultivate desired species of crops and animals
suitable for consumption also evolved throughout
time. The increasing demand for food as the world
population grew also resulted in the development of
more lands for agriculture. Figure 31: Vegetable crops
https://www.homeperch.com/types-of-root-vegetables/

Farmers and fishermen rely on healthy ecosystems for their livelihood. The
benefits of biodiversity are necessary for the growth of many important crops. About 39
of the leading 57 global crops need birds and insects as pollinators. Agrobiodiveristy
is the result of a careful selection and innovative developments by farmers, fishers, and
herders throughout the years. Harvested crop varieties and non-harvested species in the
environment that support the ecosystems for food production fall under agrobiodiversity.

Energy
Humans rely on energy provided by ecosystems to do the necessary activities in
order to survive. In the Stone Age, heat energy from fire was used mainly for survival
against harsh cold environments, for cooking, and for communication with nearby tribes
in the form of smoke. In 1000 BC, coal as a source of energy was used by people in
northeast China for heating and cooking. It eventually became popular in other
civilizations, such as the Romans and Northern Native Americans. In 400 BC, water
energy or hydro power was used by the
Ancient Greeks and Romans and for irrigation. In
347 AD, the earliest known oil wells were
developed in China. They made use of extensive
bamboo pipelines with depths of 800 feet for
lighting and heating. In 500 to 900 AD, the
Persians started to use wind-powered grain mills
and water pumps. By 1300, windmills, taking the
modern pinwheel shape, were developed in

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 Western Europe, and in 1390, the Dutch built larger windmills for draining lakes and
marshes in the Shrine River Delta.
Figure 32: Windmills of Pililla, Rizal
https://www.thepoortraveler.net/2016/07/windmills-rizal-wind-farm-pililla-manila/
Wind energy was also used to navigate through bodies of water. During the
1700s to 1800s, at the time of the Industrial Revolution, biomass as a primary source of
energy was replaced with coal and the British discovered that by burning, coal is
transformed into hot-burning coke, a fuel with a high carbon content and few impurities.
With this, the use of coal became widespread all over the world.
In 1820s, natural gas was used as a source of light although the lack of pipeline
infrastructure made its distribution challenging. In 1830s, the electric generator was
developed based on Michael Faraday’s discovery of electromagnetism. In 1850s,
commercial oil was drilled which led to the distillation of kerosene from petroleum.
1860s, Augustine Mouchot developed the first solar powered system for industrial
machinery. In 1892, geothermal energy was first used. In 1942, the first nuclear fission
reactor was designed and built. In the 19th century and 20th century, the utilization of coal
energy shaped the industrialization of the United States, United Kingdom, and other
European countries.
From the development of the use of energy sources throughout history, it can be
seen that there was no direct nor indirect exhaustion of biodiversity in the utilization of
energy resources. However, as early as 1973, the effects on the environment and the risk
of potential accidents when using energy alarmed many environmental organizations. In
1979, a nuclear reactor accident at Three Mile Island near Middletown, Pennsylvania
happened. At the end of 1980, the biggest oil spill in the US waters, the Exxon Valdez oil
spill in Alaska occurred. In the 2000s, a number of catastrophic events transpired, e.g.,
the coil ash spill in Tennessee, oil spill in the Gulf of Mexico, and the Fukushima nuclear
crisis in Japan (Battaglia, 2013).
A study conducted by Jones, Pejchar, and Kiesecker (2015) reported the
repercussions of society’s demand for clean and abundant energy on biodiversity and
human well-being. The demands for energy created a positive impact on unconventional
ways of producing energy but, in turn, have resulted in adverse effects on biodiversity in
terms of wildlife mortality, habitat loss, fragmentation, noise and light pollution, invasive
species, and changes in carbon stock and water resources.
Water Storage and Flood Control

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 The earliest recorded civilization were situated
near rivers or lakes which made their livelihoods
dependent on water. With increasing demand for
potable and drinkable water along with the discovery
of ground water 2,000 years ago, wells began to be
used in the Middle East. Water from rivers and lakes
was also used for irrigation. To cope with the adverse
effects of the changing tides, floodways were utilize to
prevent flooding in nearby communities that usually
result in damaged crops. Aqueducts were invented
and built by Romans and the Greeks, to maintain Figure 33. Aqueduct
https://www.nationalgeographic.org/encyclopedia/roman-aqueducts/

stable water supplies to communities that were far from bodies of water. Then, in the late
19th century, with the increasing demand for potable water and irrigation of crops, dams
were built to maintain water supply in communities.
Biodiversity in forest plays an unquestionably crucial role in water resources.
Forests provide natural filtration and storage systems to provide freshwater. The roots
and leaves of trees create conditions that promote the filtration of rainwater into the soil
to fill up the aquifer systems with groundwater, while percolation occurs allowing the
movement of surface water into rivers and lakes. Forests also play a major role in the
water cycle by affecting rates of transpiration and evaporation of water storage in
watersheds. There seems to be a synchrony between indigenous forests and biodiversity
so that, in various ways, they contribute and regulate the quantity and quality of
freshwater (Blumenfeld, Lu, Christophersen, & Coates, 2009).
Flooding is mostly known for its adverse effects but it also has some benefits. In
the context of agriculture, flooding can help farmers for it distributes nutrients that
particular patches of soil lacked. This can make the soil healthier, and more fertile for the
cultivation of crops. Further, floods can also add nutrients to rivers and lakes thus
improving the ecosystem. However, these benefits are not always achieved because most
of the time, flooding causes long term damages. It is also observed that recent flooding’s
caused by typhoons have been extremely damaging which may be one of the effects of
climate change. In the Philippines, for instance, flooding causes extreme damage in both
urban and rural areas. In urban areas, floods damage homes, roads, and other
infrastructures because of the lack of proper drainage systems and waste management
systems. In rural areas, on the other hand, floods easily destroy crops and farmlands and
may even be deadly for low-lying areas near rivers and lakes.

Air and Water Treatment

Some of the gases considered as criteria pollutants like NOx and O3, in moderate
amounts, contribute to a healthy ecosystem and balanced biodiversity. However, due to
excessive concentrations of these gases, the capacity of the environment to clean itself and
to be resilient is diminished.

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 Excessive nitrogen stimulates the growth of nitrogen-loving plant species but
reduces the occurrence of plant species adapted to low-nitrogen environment. Nitrogen
reduces the resilience of forests to other environmental stresses such as drought, frost,
pets, and diseases. The concentration limit of nitrate in drinking water is too high to
protect natural ecosystems particularly the plant species. Widespread exceedance of
nitrogen critical concentrations will adversely affect the structure and function of
ecosystem.
The effects of excessive nitrogen in the environment may not be fell at once. It may
take decades but this will definitely weaken the resilience of soil and plants. From 1990
to 2006, there was an extensive vegetation damage around the world due to ozone. Ozone
can be good or bad, depending on where it is found---the earth’s upper atmosphere or at
ground level. Ozone found at ground level is known as the bad ozone. It is created by
chemical reactions between oxides of nitrogen (NOx) and volatile organic compounds
(VOC) under the presence of sunlight. High levels of ground level ozone promote early
flowering, affecting the synchronization of pollinators and flowers. Ground level ozone
can also damages the leaves of salad crops, consequently reducing their market value. In
2000, ozone pollution reduced wheat yield by 14 percent and the tomato yield by 9
percent which created a domino effect in the overall production and consumption of
goods.
Negative impacts on vegetation reduce the sink capacity of carbon dioxide and
ozone, enhancing their atmospheric concentrations and affecting the global water cycle.
The effects of global warming are harmful to the environment and its inhabitants. Soils
store air pollutants temporarily that affect water purification. Stored pollutants have
adverse effect on soil functioning (e.g., microbes and invertebrates) and create problems
when the retention capacity of soil is reached or disturbed. Worldwide efforts are being
made to decrease nitrogen deposition to the biosphere to enhance plant species diversity
and relative species richness in grasslands.

Protocols on Biodiversity
There is a need to enhance the implementation of regulations and worldwide
protocols, such as the Montreal Protocol and Kyoto Protocol. The Cartagena
Protocol among ten Pacific countries, namely Fiji, Kiribati, the Marshall Islands,
Nauru, Niue, Palau, Papua New Guinea, Samoa, the Solomon Islands, and Tonga, aims
to ensure the safe transport, handling, and use of living modified organisms (LMOs)
resulting from modern biotechnology that may have adverse effects on biodiversity. It was
adopted in January 29, 2000 and was enforced in September 11, 2003. It is linked to the
Convention on Biological Diversity, which helps to protect Pacific communities
and biodiversity from the consequences of living modified organisms. It requires having
facilities in place through proper legislative frameworks, laboratory facilities, technology,
and technical capabilities to enable countries to detect, measure and monitor LMOs that
come into the country (Secretariat of the Pacific regional Environmental Programme,
2016).

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 Locally, strict implementation of environmental laws among industries and
communities alike must be ensured to prevent further damage of biodiversity from air
pollution and water pollution. There should also be efforts to ensure that whatever
treatment is employed it should not promote mass pollution transfer from one matrix of
the environment to another

EVALUATION/ASSESSMENT

Exercise 1: Film Analysis

Instructions: Watch the movie Medicine Man (1992). Answer the following
questions briefly focused on questions below. Cite some scenes and instances in the
movie to support your answer. Write your answer in a short bond paper.
1. How does biodiversity provide for people’s medical needs?
2. How do researches that utilize biodiversity affect the community?
3. Why are the cultural traditions of the community important in consuming or using
the goods sourced from biodiversity?
4. How business and development affect biodiversity?
5. What is your take on the value of biodiversity for health and medicine? What are
the parameters to distinguish the good and bad ways of utilizing biodiversity in this
context?

Assignment: Metacognitive Reading Report

Instructions: Read T.C.H. Sunderland’s article entitled Food security: Why is
biodiversity important? (https://www.cifor.org/library13577/food-security-why-is-
biodiversity-important/). Then, accomplish the metacognitive reading report format below.

1. Difficult Concepts
a. _____________________________________________________
b. _____________________________________________________
c. _____________________________________________________

2. Learning Insights
a. Before reading the article I thought that
_____________________________________________________

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

_____________________________________________________

b. Before reading the article I thought that

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 _____________________________________________________

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

_____________________________________________________

c. Before reading the article I thought that

_____________________________________________________

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

_____________________________________________________

3. Discussion Questions
a. _____________________________________________________
b. _____________________________________________________
c. ____________________________________________________

SUMMARY

Our planet Earth share trillions of varied species.

The different species of our plants and animals and the places they live is called
biodiversity. All together they give us all our needs in our life like food, clear drinking
water, crisp air, medicine and provide us homes. Biodiversity is like a safety net!

Lesson 3
Genetically Modified Organisms (GMOs) and Gene Therapy
INTRODUCTION
This lesson discusses the moral and ethical issues concerning GMOs and their
impacts on society. It also sheds light on the various forms and applications of gene
therapy.

LEARNING OUTCOMES
At the end of this lesson, the students should be able to:
1. Identify the uses and effects of GMOs and gene therapy on society, particularly in
the context of health and economy; and
2. Discuss the moral and bioethical questions concerning genetic engineering.

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 MOTIVATION
Instructions: List down what you currently know about gene therapy and GMOs. And
think about possible problems that may arise as a result of these innovations. Copy the
table in a short bond paper and fill in your answer. Include this in the activities to be
submitted.

Description/Function Problems
GMOs
Gene Therapy

Genetically Modified Organisms

Genetically Modified Organisms (GMOs) are products of artificial manipulation
and alteration of a species’ genetic material in a laboratory using genetic engineers. Plant,
animal, bacteria, and virus genes may be combined or may be crossbred to produce
another kind of species that do not naturally occur in the environment.
One of the most controversial issues on science
and technology is the introduction of genetically
modified seeds in the agriculture sector that resulted in
increased crop yield. New technologies are used to
artificially develop traits in plants, such as resistance to
browning and pests. With the aim to improve harvest
and the agriculture sector as a whole, humans seem to

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 be disinterested in preserving genetic diversity the natural way.
Figure 34: Genetically modified tomato
https://mronline.org/2018/11/24/gmo-potato-creator-now-fears-its-impact-on-human-health/

Increased crop yield, pest resistance, and other benefits of GMOs are indeed
advantageous, yet there are also disadvantages that need to be studied comprehensively.
In addition, the growing concern with how GMOs may affect consumers’ health and the
environment needs to be addressed.
Genetic engineering, usually associated with recombinant DNA technology, is
founded on the work of many scientists over the years. In 1953, the discovery of DNA by
James Watson and Francis Crick open the gates for the countless possibilities of
genetic engineering. In 1973, Herbert Boyer and Stanley Cohen were the first
scientists to genetically modify an organism by combining genes from two different E.
coli.
In 1982, the US Supreme Court ruled to allow the patenting of GMOs. This ruling
allowed the Exxon Oil Company to start using a microorganism that can consume oil.
In 1982, the Food and Drug Administration (FDA) approved the first GMO –
Humulin, a type of insulin produced using genetically engineered E. coli bacteria to be
available in the market.
In 1993, FDA approved bovine somatotropin (bST),
a metabolic protein hormone use to increase milk
production in dairy cows for commercial use.
In 1994, FDA approved the Flavr Savr tomato for sale
on grocery stores. This kind of tomato has a delayed-
ripening effect that gives a longer shelf life compared
with natural tomatoes.
Figure 35: Flavr Savr tomato
https://sobobro.wordpress.com/2015/11/17/the-flavr-savr-sparks-controversy/

In 1995, Bt Potatoes and Corn, and Roundup Ready Soybeans were

approved safe by the Environmental Protection Agency (EPA).
In 1996, weeds resistant to glyphosate, the herbicide used for many GMO crops,
were detected in Australia. Research shows that the super weeds are 7 to 11 times more
resistant to glyphosate than the standard susceptible population. In the same year, Dolly,
the first cloned animal, was born.
In 1997, European Union ruled in favor of mandatory labeling on all GMO food
products, including animal feed.
In 1998, a genetically modified papaya in Hawaii was found to be resistant to the
Ring spot virus and produced the Bacillus thuringiensis toxin, an insecticide that is
not harmful to humans.

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 Starting 1999, over 100 million acres worldwide are planted with genetically
engineered seeds.
In 2000, golden rice was developed in the Philippines to address vitamin A
deficiency, which is a public health issue in Asian countries where rice is a staple food
crop. Golden rice is a variety (Oryza sativa) genetically modified to biosynthesize beta-
carotene, a precursor of vitamin A, in the edible parts of rice. Additional three beta-
carotene synthesize genes differentiate the golden rice from its parental strain. The
introduction of golden rice was opposed by environmental and anti-globalization
advocates because GMO was thought to compromise food production, nutrition, and
financial security.
In 2003, a Bt-toxin-resistant caterpillars-cum-moth, Helicoverpa zea, was
found feasting on GMO Bt cotton crops in the southern United States.
In 2006, Yorkshire pigs were genetically modified to produce offspring that
produce the enzyme phytase in their saliva to digest plant phosphorous, unlike that of
normal pigs.
In 2011, a research in eastern Quebec found Bt toxins in the blood of pregnant
women showed evidence that the toxin could be passed on to the babies.
In 2012, French farmer Paul Francois sued Monsanto for chemical poisoning
that he claimed was caused by the pesticide Lasso, which was part of the Roundup Ready
line of products. He won the case.
As early as 2013, corn and poplars were genetically modified and used to produce
biofuel, which is regarded as an efficient substitute for petroleum products.
In 2014, the patent on the Roundup Ready line of genetically engineered seeds
ended.
Numerous GMOs are produced all over the world. Those mentioned here involve
mutation. Science agrees that the majority of mutations attempted on a species have the
probability to fail miserably, and the individual plant/animal would not survive (Mayr,
2007).
The date, the production and consumption of GMOs are being argued upon due to
their safety alongside the right of humans to modify naturally occurring organisms. New
organisms created using genetic engineering can pose ecological issues because the long-
term effects of genetic engineering to the environment is uncertain. GMOs may cause
imbalance in the ecology of a region just as what exotic species do. An accident in
genetically engineering a virus or bacteria, for example, could result in super bacteria that
display antimicrobial resistance, which may cause a serious epidemic when released.

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 Gene Therapy
Gene therapy is the method of inserting genes or nucleic acid into cells as a drug
to treat genetic diseases. In 1972, Theodore Friedman and Richard Roblin proposed that
people with genetic disorders can be treated by replacing defective DNA with good DNA.

In 1985, Dr. W. French Anderson

and Dr. Michael Blasse worked together to
show that cells of patients with Adenosine
deaminase (ADA) deficiency can be corrected
in tissue culture. In 1990, the first approved
gene therapy clinical research took place at the
National Institute of Health (NIH) under the
team of Dr. Anderson. It was conducted on a
four-year-old girl who had ADA deficiency. In
1993, the first somatic treatment that produced
a permanent genetic change was performed. Figure 36: Gene Augmentation Therapy
https://www.yourgenome.org/facts/what-is-gene-therapy

The first commercial gene therapy product Gendicine was approved in China in
2003 for the treatment of certain cancers. Due to some clinical successes since 2006, gene
therapy gained greater attention from researchers but was still considered as an
experimental technique.
In 2016, the Committee for Medicinal Products of Human Use (CHMP) of the
European Medicines Agency (EMA) endorsed the gene therapy treatment called
Strimvelis that was approved by the European Commission in June 2018.
Some studies transplanted genes to speed up the destruction of cancer cells. Gene
or cell therapies have emerged as realistic prospects for the treatment of cancer, and
involve the delivery of genetic information to a tumor to facilitate the production of
therapeutic proteins. This area of gene therapy still needs further studies before an
efficient and safe gene therapy procedure is adopted (Gene Revolution: Issues and
Impacts, n.d., Wirth et al., 2013)
Ethical Issues in Genetic Engineering
Various concerns on genetic engineering arise, making gene therapy and GMOs
very controversial innovations in science and technology. Others support that it is
unethical for humans to have a hand in genetically altering and engineering organisms.
There are instances when genetic engineering have caused severe repercussions to public
health. Until today, cloning is still unacceptable to many for it violates the belief that only
a higher being should be responsible for the existence of organisms on earth. There are
also ethical and moral issues on stem cell therapy as it makes use of stem cells sourced
from human embryos and thus destroys them. These concerns regarding genetic
engineering and gene therapy are rooted in the question of whether or not humans are
playing gods in the alteration of genes of organisms.

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 Genetic engineering also poses problems in agriculture. Hence, there is a need to
study the ecological processes applied to agricultural production systems. Agroecology
as a field of study that presents novel management approaches on farming systems that
may help address concerns regarding the effect of GMOs on biodiversity and the health
of the consumers. Further researches as well as clinical experiments to outline functional
mechanisms, predictive approaches, patient-related studies, and upcoming challenges
should be done to address existing problems in the development of and to acquire
perspectives in gene therapy.

EVALUATION/ASSESSMENT

Exercise 1: Conceptualize a GMO

Instructions: In a short bond paper, draw a possible GMO. In conceptualizing a GMO,
think of the features or characteristics that you imagine it possesses and its potential
impacts on society then answer the following questions.
Questions:
1. What is your GMO, its modified characteristics and features?
2. In what ways do you think this GMO can positively impact society?
3. What ethical issues or concerns may arise as a result of this GMO?

Exercise 2: GMOs in Food

Instructions: As a take-home enrichment task, search the internet for edible products
that make use of GMOs as ingredients. Choose a particular GMO and research on it. Paste
a photo of your chosen GMO in a short bond paper and answer the following question.
Question:
How does the use of a GMO ingredient in the product reduce the drawbacks of the same
product that use non-GMO ingredient?

Exercise 3: Bioethical Dilemma of Gene Therapy

Instructions: Read the article ‘Bubble kid’ success puts gene therapy back on track on
https://www.newscientist.com/article/mg22029413-200-bubble-kid-success-puts-
gene-therapy-back-on-track. Then, answer the following questions. Write your answer
in a short bond paper.
Questions:
1. What are the relevant facts of this case?
2. What are some ethical questions or concerns raised in this case?
3. Who are the stakeholders in this situation? Who are affected by the decisions
made?
4. What values influence the decisions of each group of stakeholders?
5. What are some possible actions and their consequences?
6. What do you consider to be the best action and why?

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 SUMMARY

A GMO is a plant, animal, microorganism, or other organism whose genetic

makeup has been modified using recombinant DNA methods (also called gene splicing),
gene modification, or transgenic technology. It is the result of a laboratory process
where genes from the DNA of one species are extracted and artificially inserted into the
genes of an unrelated plant or animal, also called genetic engineering (GE) or genetic
modification (GM). Because this process involves the transfer of genes, GMOs are also
known as “transgenic organisms.

REFERENCES

Quinto, E.J., Nieva, A., (2019). Science, Technology, and Society. C & E Publishing Inc.
839 EDSA, South Triangle, Quezon City

McNamara, D.J., Valverde, V.M., & Beleno, R.III (2018). Science, Technology, and
Society. C & E Publishing, Inc. 839 EDSA, South Triangle, Quezon City

Prieto, Nelia G. et.al, (2019). Science, Technology, and Society. LORIMAR Publishing,
Inc. 10-B Boston Street, Brgy. Kaunlaran, Cubao, Quezon City

WEBSITES

• https://iep.utm.edu/heidegge/
• https://www.youtube.com/watch?v=Br1sGrA7XTU
• https://www.theguardian.com/global-development-professionals-
network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs#img-1
• https://www.theguardian.com/global-development-professionals-
network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs

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