ISABELA COLLEGE OF ARTS &

Tagaran, Cauayan City, Isabela

TECHNOLOGY, INC.
Telefax: (078) 652-1038
Email: icat_97@[Link]

I. NAME OF
PROGRAM Bachelor of Science in Criminology 1 A/B/C/D

II. COURSE COURSE

DESCRIPTIVE Science, Technology and Society CODE
TITLE / CODE
STS
III. PRE-REQUISITE / COURSE
CO- None CREDIT UNIT
REQUISITE
3
IV. COURSE The course deals with interaction between science,
DESCRIPTION technology and social, cultural, political, and
economic contexts that shape and are shaped by
them. This interdisciplinary course engages students
to confront the realities brought by science and
technology and society. Such realities pervade the
personal, the public, and the global aspects of our
living and are integral to human development.
Scientific knowledge and technological development
happen in the context of society with all its socio-
political, cultural, economic, and philosophical
underpinnings and play. This course seeks to instill
reflective knowledge in the students that they are
able to live the good of life and display ethical
decision making in the face of scientific and
technological advancement. This course includes
mandatory topics on climate change and
environmental awareness.
V. MODULE TITLE / MODULE
NUMBER INFORMATION AGE NUMBER
12
VI. INCLUSIVE WEEK Week – 12
VII. COURSE At the end of the course, the students should be able
OUTCOME to articulate the impacts of science and technology
on society, specifically Philippine society.
A. Learning Outcome: At the end of the module, the students should be
able to:
1. Discuss the history of Information Age
2. Determine the human and social impacts of developments in the
Information Age
VIII. MODULE RESOURCES
 Patria, J., Serafica, J., et al (2018). Science, Technology and
Society. Manila, Philippines

—1—
Introduction:

Highly modernized, automated, data-driven, and technologically advanced-these best

describe our society nowadays, as evidenced by how information could be transferred or
shared quickly. The different areas of society have been influenced tremendously such as
communication, economics, industry, health, and the environment. Despite our gains due
to the growing development of information technology, the rapid upgrade of information
also has disadvantages. This lesson will discuss the history and impact of technological
advancements to society.
Life is accompanied by endless transmission of information that takes place within and
outside the human body. According to Webster's Encyclopedic Unabridged Dictionary,
information is "knowledge communicated or obtained concerning a specific fact or
circumstance." Hence, information is a very important tool for survival.

MODULE 12
INFORMATION AGE

The Information Age is defined as a period starting in the last quarter of the 20th
century when information became effortlessly accessible through publications and through
the management of information by computers and computer networks". The means of
conveying symbolic information (e.g., writing, math, other codes) among humans has
evolved with increasing speed.
 The Information Age is also called the Digital Age and the New Media Age because it
was associated with the development of computers.
 According to James R. Messenger who proposed the Theory of Information Age in
1982, "the Information Age is a true new age based upon the interconnection of
computers via telecommunications, with these information systems operating on
both a real-time and as-needed basis. Furthermore, the primary factors driving this
new age forward are convenience and user-friendliness which, in turn, will create
user dependence."
As man evolved, information and its dissemination has also evolved in many ways.
Eventually, we no longer kept them to ourselves; instead, we share them and manage
them in different means. Information got ahead of us.
 It started to grow at a rate we were unprepared to handle. Because of the
abundance of information, it was difficult to collect and manage them starting in the
1960s and 1970s.
 During the 1980s, real angst set in. Richard Wurman called it "Information Anxiety."
 In the 1990s, information became the currency in the business world. Information
was the preferred medium of exchange and the information managers served as
information officers.
 In the present generation, there is no doubt that information has turned out to
commodity, an overdeveloped product, mass-produced, and unspecialized. Soon,
we become overloaded with it.
Different authors have diverse, contrasting ideas on the evolution of the Information Age.
In spite of this, we can still say that information is a a very important tool that helps
improve our way of life. One thing is for sure, the Information Age will continue to move
forward and tar greater than our minds could imagine.
In his article "Truths of the Information Age" (n.d.), Kobert Harris detailed some facts on
the Information Age.

1. Information must complete.

—2—
 2. Newer is equated to truer.
3. Selection is a viewpoint.
4. The media sells what the culture buys.
5. The early word gets the perm.
6. You are what you eat and so is your brain.
7. Anything in great demand will be counterfeited.
8. Ideas are seen as controversial.
9. Undead information walks ever on.
10. Media presence creates the story.
11. The medium selects the message.
12. The whole truth is a pursuit.

COMPUTER
Computers are among the most important contributions of advances in the Information
Age to society. A computer is an electronic device that stores and processes data
(information). It runs on a program that contains the exact, step-by-step directions to
solve a problem.
Types of Computer
Computers are associated with numerous terms and descriptions. Most people suggest the
dimensions, intended use, or the computer's power. While the term "computer can apply
to virtually any device that has a microprocessor in it, most people think of a computer as
a device that receives input from the user through a mouse (hand-guided directions tool)
or keyboard, processes it in some fashion, and presents the result on a screen.
1. Personal Computer (PC) - It is a single-user instrument. PCs were first known
as microcomputers since they were a complete computer but built an a smaller
scale than the enormous systems operated by most businesses.
2. Desktop Computer - It is described as a PC that is not designed for portability.
The assumption with a desktop is that it will be set up in a permanent spot. A
workstation is simply a desktop computer that has a more powerful processor,
additional memory, and enhanced capabilities for performing special group of
tasks, Such as 3D graphics or game development. Most desktops offer more
storage, power, and versatility than their portable versions.
3. Laptops - These are portable computers that integrate the essentials of a
desktop computer in a battery-powered package, which are somewhat larger than
a typical hardcover book. They are commonly called notebooks.
4. Personal Digital Assistants (PDAs) - These are tightly integrated computers
that usually have no keyboards but rely on a touch screen for user input. PDAs are
typically smaller than a paperback, lightweight, and battery- powered.
5. Server - It refers to a computer that has been improved to provide network
services to other computers. Servers usually boast powerful processors, tons of
memory, and large hard drives.
6. Mainframes - These are huge computer systems that can fill an entire room.
They are used especially by large firms to describe the large, expensive machines
that process millions of transactions every day. The term mainframe has been
replaced by enterprise server, Although some Supercomputers are single
computer systems, most comprise multiple, high-performance. Parallel computers
working as a single system.
7. Wearable Computers - They involve materials that are usually integrated into
cell phones, watches, and other small objects or places. They perform common
computer applications such as databases, email, multimedia, and schedulers.

THE WORLD WIDE WEB (INTERNET)

—3—
Claude Shannon - an American Mathematician who was considered as the "Father of
Information Theory”, several historians trace the origin of the Internet to him. He worked
at Bell Laboratories and at age 52, he published a paper proposing that information can be
quantitatively encoded as a sequence of ones and zeroes.
The Internet is a worldwide system of interconnected networks that facilitate data
transmission among innumerable computers. lt was developed during the 1970s by the
Department of Defense. In case of an attack, military advisers suggested the advantage of
being able to operate on one computer from another terminal. In the early days, the
Internet was used mainly by scientists to communicate with other scientists. The Internet
remained under government control until 1984 (Rouse, 2014).
Google is now the world's most popular search engine, accepting more than 200 million
queries daily.
Consequently, companies whose businesses are built on digitized information have
become valuable and powerful in a relatively short period of time; the current Information
Age has spawned its own breed of Wealthy influential brokers.
 Bill Gates - an American business magnate, software developer, and
philanthropist. He is best known as the co-founder of Microsoft Corporation.
 Steve Jobs - an American business magnate, industrial designer, investor,
and media proprietor. He was the chairman, chief executive officer (CEO), and
co-founder of Apple Inc.
 Mark Zuckerberg - an American media magnate, internet entrepreneur, and
philanthropist. He is known for co-founding Facebook, Inc. and serves as its
chairman, chief executive officer, and controlling shareholder.

—4—
 ISABELA COLLEGE OF ARTS &
Tagaran, Cauayan City, Isabela
TECHNOLOGY, INC.
Telefax: (078) 652-1038
Email: icat_97@[Link]

I. NAME OF
PROGRAM Bachelor of Science in Criminology 1 A/B/C/D

II. COURSE COURSE

DESCRIPTIVE Science, Technology and Society CODE
TITLE / CODE
STS
III. PRE-REQUISITE / COURSE
CO- None CREDIT UNIT
REQUISITE
3
IV. COURSE The course deals with interaction between science,
DESCRIPTION technology and social, cultural, political, and
economic contexts that shape and are shaped by
them. This interdisciplinary course engages students
to confront the realities brought by science and
technology and society. Such realities pervade the
personal, the public, and the global aspects of our
living and are integral to human development.
Scientific knowledge and technological development
happen in the context of society with all its socio-
political, cultural, economic, and philosophical
underpinnings and play. This course seeks to instill
reflective knowledge in the students that they are
able to live the good of life and display ethical
decision making in the face of scientific and
technological advancement. This course includes
mandatory topics on climate change and
environmental awareness.
V. MODULE TITLE / MODULE
NUMBER GENETICALLY MODIFIED NUMBER
ORGANISMS
13
VI. INCLUSIVE WEEK Week – 13
VII. COURSE At the end of the course, the students should be able
OUTCOME to articulate the impacts of science and technology
on society, specifically Philippine society.
A. Learning Outcome: At the end of the module, the students should be
able to:
1. Identity issues on genetically modified organisms (GMOS),
2. Discuss different implications and impact of GMOS;
VIII. MODULE RESOURCES
 Patria, J., Serafica, J., et al (2018). Science, Technology and Society.
Manila, Philippines

—5—
Introduction:

Genetic engineering is an emerging field of science. Its quests are to preserve

and prolong life. In more than four decades since the first genetically modified
bacteria was produced, thousands of genetically modified organisms have been
created and propagated. Some are approved by experts and government
authorities for human use and consumption while others are kept in institutional
research laboratories subject for more experiments.
There are advantages and disadvantages in using genetic engineering in both
fields of medicine and food and agriculture, there are controversies that are still
debatable up to the present. The major concern of the opponents is the long-term
effect of GMOs to humans while the proponents' flagship is the success stories of
the GMO recipients. There is still a long way to go or GMs to prove itself, as
humans seek answers to life s predicaments or as humans play like God.

MODULE 13
GENETICALLY MODIFIED ORGANISMS: SCIENCE, HEALTH, AND POLITICS

Jack Williamson - author of the science fiction novel Dragon 's lsland, it was in 1951 that
the term genetic engineering was coined by him.

GENETICALLY MODIFIED ORGANISM

Genetically modified organism (GMO) is the term used for an organism created through
genetic engineering.

The World Health Organization (WHO, 2014) defines GMO as an "organism, either plant,
animal, or microorganism, in which the genetic material (DNA) has been altered in a way
that does not occur naturally by mating or natural recombination." The development of
GMOs was perceived to help in the advancement of technology for the benefit of humans
in different industries like agriculture and medicine.

GMOS IN FOOD AND AGRICULTURAL INDUSTRIES

The Center for Ecogenetics and Environmental Health (CEEH, 2013) 1dentified the
following roles of GMOSs in the food and agricultural industries:
1. Pest resistance - genetically modified plants to resist certain pests.
An example is Bt Corn. The DNA (genome) of the Bt Corn has been modified with the gene
of Bacillus thuringiensis, a soil bacterium that produces proteins which is toxic to corn
borers (worms).
2. Virus resistance - genetically modified plants to resist certain viruses.
An example is GM papaya or rainbow papaya. The papaya ringspot virus (PRSV) is known
to be detrimental to papaya plants. The protein of PRSV was introduced to the papaya
plant through plant tissue which turned out to be resistant to the virus itself. The effect
was like the vaccines humans have against measles or influenza virus.
3. Cosmetic preservation - genetically modified plants resist natural discoloration.
An example is Arctic Apple. The apple variety was genetically modified to suppress the
browning of apple due to superficial damage.

—6—
BENEFITS OF GMOS
Studies show some of the potential benefits of GMOs:
 Higher efficiency in farming with the use of pesticide
 Increase in harvest
 Control in fertility
 Increase in food processing
 Improvement of desirable characteristics
 Nutritional and pharmaceutical enhancement
 Reduce the use of fertilizer and pesticides.

There are over 400 million acres of GMO farmlands all over the world. The top five
countries that operate GMO farmland are the United States, Brazil, Argentina, India, and
Canada. Some of the GMO agricultural crops that have been approved for public
consumption and are already in the market include: alfalfa, corn, papaya, soya bean,
sugar, beets, and squash. Most of these GMO crops were made to be resistant to pests.
Some examples of common food with GMOs are Kellogg's Corn Flakes, Quaker Chewy
Granola Bars, Ultra Slim Fast, Quaker Yellow Corn Meal, and Alpo Dry Pet Food.
In the animal industries, there are ongoing researches like studies on Pacific salmon
that grows twice faster than the native salmon and chicken resistant to HSNI bird flu
viruses. However, these GMO animals are all in research laboratory and not yet approved
for public consumption.
POTENTIAL RISKS OF GMOS
Opponents of GMOs have the following major concerns:
1. Since genetic engineering is still a young branch of science, there are inadequate
studies on the effects of GMOs to humans and the environment.
2. Genetic engineering promotes mutation in organisms which is the long term effect is
still unknown.
3. Human consumption of GMOs might have the following effects:
 More allergic reactions - GMO food may trigger more allergic reactions,
more so create new ones, as side effects of the gene alteration.
 Gene mutation - GMO food may develop abnormalities and mutation, more
than the desired product of the gene alteration.
 Antibiotic resistance GMO food contains antibi otic-resistant genes; this may
cause disease-causing bacteria Iikely to be more antibiotic-resistant too,
increasing the possibility of widespread of the disease.
 Nutritional value - GMO food may have change in their nutritional value.

POTENTIAL HUMAN HEALTH RISKS CAUSED BY GMOS

A major concern in the use and consumption of GMOs is its effect human beings,
primarily on human health. Some potential human health risks are identified
(Akhter, 2001), such as:
 consumption of GMOs may have adverse effects since it is not
naturally or organically produced,
 consumption of GMOs may alter the balance of existing
microorganisms in the human digestive system,
 production of toxins may he detrimental to human health; and
 production of allergens may have adverse effects on humans

Other potential risks that raise major concern are:

1. Human Genome Project (HGP) - Mapping of human genes to provide
framework for research and studies in the field of medicine.
2. Mutation of genetically engineered microorganisms - Genetically modified
bacteria and viruses may mutate to become more resistant or virulent that
may cause more dreadful diseases for human beings.

—7—
3. Cloning -The asexual reproduction of an organism using parent cell
through genetic engineering. In February 24, 1997, the first mammal, Dolly,
a sheep from Scotland, was born through cloning. With its celebrated
success came the fear of human cloning. It emerged the ethical issue of
man "playing God."

—8—
 ISABELA COLLEGE OF ARTS &
Tagaran, Cauayan City, Isabela
TECHNOLOGY, INC.
Telefax: (078) 652-1038
Email: icat_97@[Link]

I. NAME OF
PROGRAM Bachelor of Science in Criminology 1 A/B/C/D

II. COURSE COURSE

DESCRIPTIVE Science, Technology and Society CODE
TITLE / CODE
STS
III. PRE-REQUISITE / COURSE
CO- None CREDIT UNIT
REQUISITE
3
IV. COURSE The course deals with interaction between science,
DESCRIPTION technology and social, cultural, political, and
economic contexts that shape and are shaped by
them. This interdisciplinary course engages
students to confront the realities brought by science
and technology and society. Such realities pervade
the personal, the public, and the global aspects of
our living and are integral to human development.
Scientific knowledge and technological
development happen in the context of society with
all its socio-political, cultural, economic, and
philosophical underpinnings and play. This course
seeks to instill reflective knowledge in the students
that they are able to live the good of life and
display ethical decision making in the face of
scientific and technological advancement. This
course includes mandatory topics on climate
change and environmental awareness.
V. MODULE TITLE / MODULE
NUMBER THE NANO WORLD NUMBER
14
VI. INCLUSIVE WEEK Week – 14
VII. COURSE At the end of the course, the students should be
OUTCOME able to articulate the impacts of science and
technology on society, specifically Philippine
society.
A. Learning Outcome: At the end of the module, the students should be
able to:
1. Define nanotechnology; characterize nanoscale;
2. Describe the various uses of nanotechnology
3. Discuss concerns on the use of nanotechnology
VIII. MODULE RESOURCES
 Patria, J., Serafica, J., et al (2018). Science, Technology and
Society. Manila, Philippines

—9—
Introduction:

Nanotechnology is an advanced interdisciplinary field that encompasses science and

technology that manufactures materials of great help to the improvement o various areas
of society especially health care, environment, energy, food, water, and agriculture. It is a
field that needs to be explored, not only by known experts but a and more order to
advance Our knowledge of science and technology, importantly, to help improve our
quality of life. But, before we engage in nanotechnology, we need to take into account the
social, ethical, environmental concerns of using such nanomaterials.

MODULE 14
THE NANO WORLD

Nanotechnology refers to the Science, engineering, and technology conducted at the

nanoscale, which is about I to 100 nanometers.
 Nanoscience and nanotechnology employs the study and application of
exceptionally small things in other areas ot science including materials science,
engineering, physics, biology, and chemistry.
 Richard Feynman - a Physicist who introduced the concepts of nanotechnology and
nanoscience , in December 29, 1959 when he discussed a method in which
scientists can direct and control individual atoms and molecules in his talk "There
's Plenty of Room at the Bottom" during the American Physical Society meeting at
the California Institute of Technology.
 The term "nanotechnology" was coined by Professor Norio Taniguchi a decad after
the dawn of the use of ultraprecision machining.

HOW SMALL IS A NANOSCALE?

A nanometer is a billionth of a meter, or 10-9 of a meter. The illustration below shows how
small nanoscale is compared to other particles or materials.

Manipulation of nanomaterials needs

an adept understanding of their types
and dimensions. The various types of
nanomaterials are classified according
to their individual shapes and sizes.
They may be particles, tubeş, wires,
films, flakes, or shells that have one or
more nanometer-sized dimensions.
One should be able to view and
manipulate them so that we can take
advantage of their exceptional
characteristics.
HOW TO VIEW NANOMATERIALS

Scientists use special types of microscopes to view minute nanomaterials. During the early
1930s, scientists used electron microscopes and field microscopes to look at the
nanoscale. The scanning tunneling microscope and atomic force microscope are just
among the modern and remarkable advancements in microscopy.

1. Electron microscope
German engineers Ernst Ruska and Max Knoll built the first electron microscope during the
1930s. This type of microscope utilizes a particle beam of electrons to light up a specimen
and develop a well-magnified image.
2. Atomic force microscope (AFM)
It was first developed by Gerd Binig, Calvin Quate, and Christoph Gerber in 1986. It makes
use of a mechanical probe that gathers information from the surface of a material.
3. Scanning tunneling microscope

— 10 —
This special type of microscope enables scientists to view and manipulate nanoscale
particles, atoms and small molecules. In 1986, Gerd Binig and Heinrich Rohrer won the
Nobel Prize in Physics because of this invention.

NANOMANUFACTURING
It refers to scaled-up, reliable. and cost-effective manufacturing of nanoscale materials,
structures, devices, and systems. It also involves research, improvement, and
incorporation of processes for the construction of materials. Therefore,
nanomanufacturing leads to the development of new products and improved materials.

There are two fundamental approaches to nanomanufacturing, either bottom-up or top-

down:

1. Bottom-up fabrication
lt manufactures products by building them up from atomic- and molecular-scale
components. However, this method can be time-consuming. Scientists and engineers are
still in search for effective ways of putting up together molecular components that self-
assemble and from the bottom-up to organized structures.

2. Top-down fabrication
It trims down large pieces of materials into nanoscale. This process needs larger amounts
of materials and discards excess raw materials. There are new approaches to the
assembly of nanomaterials based from the application of principles in top-down and
bottom-up fabrication.
These include:

BENEFITS AND CONCERNS OF USING NANOTECHNOLOGY

Nanotechnology has various applications in different sectors of the society and
environment. Salamanca-Buentello et al. (2005) proposed an initiative called "Addressing
Global Challenges using Nanotechnology “ to address critical sustainable development
challenges.
They suggested a model that could help out the possible contributions of the
community in overcoming challenges that pose risk on health and other aspects of
peoples' lives.
However, there are concerns that need to be addressed before using and promoting
materials derived from nanotechnology (Dayrit, 2005).
1. Nanotechnology is not a single technology; it may become pervasive.
2. Nanotechnology seeks to develop new materials with specific properties.
3. Nanotechnology may introduce new efficiencies and paradigms which may
make some natural resources and current practices uncompetitive or obsolete.
4. It may be complicated to detect its presence unless one has the specialist tools
of nanotechnology.

— 11 —
 ISABELA COLLEGE OF ARTS &
Tagaran, Cauayan City, Isabela
TECHNOLOGY, INC.
Telefax: (078) 652-1038
Email: icat_97@[Link]

I. NAME OF
Bachelor of Science in Criminology 1 A/B/C/D
PROGRAM
II. COURSE COURSE
DESCRIPTIVE Science, Technology and Society CODE
TITLE / CODE STS
III. PRE-REQUISITE / COURSE
CO- None CREDIT UNIT
REQUISITE 3
IV. COURSE The course deals with interaction between science,
DESCRIPTION technology and social, cultural, political, and economic
contexts that shape and are shaped by them. This
interdisciplinary course engages students to confront
the realities brought by science and technology and
society. Such realities pervade the personal, the public,
and the global aspects of our living and are integral to
human development. Scientific knowledge and
technological development happen in the context of
society with all its socio-political, cultural, economic,
and philosophical underpinnings and play. This course
seeks to instill reflective knowledge in the students
that they are able to live the good of life and display
ethical decision making in the face of scientific and
technological advancement. This course includes
mandatory topics on climate change and
environmental awareness.
V. MODULE TITLE / MODULE
NUMBER THE ASPECTS OF GENE THERAPY NUMBER
15
VI. INCLUSIVE WEEK Week – 15
VII. COURSE OUTCOME At the end of the course, the students should be able
to articulate the impacts of science and technology on
society, specifically Philippine society.
A. Learning Outcome: At the end of the module, the students should be
able to:
1. Describe gene therapy and its various forms; and
2. Assess the issue's potential benefits and detriments to global health.
VIII. MODULE RESOURCES
 Patria, J., Serafica, J., et al (2018). Science, Technology and Society.
Manila, Philippines

— 12 —
Introduction:

Gene therapy is a method that may treat or cure genetic-related human illnesses.
There are two forms of gene therapy. One 1S Somatic gene therapy which involves
the manipulation of genes in cells that will be helpful to the patient but not
inherited to the next generation. The other is germline gene therapy which
involves the genetic modification of germ cells or the origin cells that will pass the
change to the next generation.
There are many ethical issues on gene therapy. Some of these issues are about
questions on whose authority or power to decide which human traits should be
altered; other concerns are on the discriminatory effects of those who may not or
cannot avail gene therapy.

MODULE 15
THE ASPECTS OF GENE THERAPY

Medical science has detected many human diseases related to defective genes. These
types of diseases are not curable by traditional methods like taking readily available
medicines. Gene therapy is a potential method to either treat or cure genetic-related
human illnesses.

In 2015, a team of researchers at the Harvard Medical School and the Boston
Children's Hospital stated that they were able to restore basic hearing in genetically deaf
mice using gene therapy. The Boston Children's Hospital research team also reported that
they have restored a higher level of hearing-down to 25 decibels which is actually
equivalent to a whisper. They used an improved gene therapy vector developed at the
Massachusetts Eye and Ear that was identified as "Anc80" which enables the transfer of
genes to the inaccessible Outer hair cells when introduced Into the cochlea (Fliesler,
2017).

Human gene therapy was actually first realized in 1971 when the first recombinant
DNA experiments were planned. It can be simply viewed as insertion foreign DNA into a
patient's tissue that hope to successfully eradicate the targeted disease. It was actually
inspired by the recombinant DNA technology which occurred over the last 20 years.
Without a doubt, gene therapy is the most promising yet possibly unfavorable medical
field being studied.

THE BASIC PROCESS

There are several approaches to gene therapy. These are the following (Fliesler, 2017):
 Replacement of mutated gene that causes disease with a healthy copy of the
gene
 Inactivation of a mutated gene that is functioning improperly
 Introducing a new gene into the body to help fight a disease
In general, a gene cannot be directly inserted into a human gene or cell. A gene is
inserted into another gene using a carrier or vector. At present, the most common type of
vectors are viruses that have been genetically changed to carry normal human DNA.

THE TYPES OF GENE THERAPHY

 Somatic gene therapy, which involves introducing a "good" gene into targeted cells
to treat the patient — but not the patient's future children because these genes do not
get passed along to offspring.
 Germline gene therapy, involves the introduction of corrective genes into
reproductive cells (sperm and eggs) or zygotes, with the objective of creating a
beneficial genetic change that is transmitted to the offspring.

STEM CELL GENE THERAPY

— 13 —
 Stem cells are mother cells that have the potential to become of cell in the body. One
of the main characteristics of stem co type their ability to self-renew or multiply while
maintaining the potential develop into other types of cells. Stem cells can become cells of
the blood, heart, bones, skin, muscles, brain, among others. There are different sources of
stem cells but all types of stem cells have the same capacity to develop into multiple
types of cells.

Stem cells are derived from different sources. Two of which are embryonic and
somatic stem cells.
 The embryonic stem cells are derived from a four- or five-day-old human
embryo that is in the blastocyst phase of development. The embryos are
usually extras that have been created in IVF (in vitro fertilization) clinics
where several eggs are fertilized in a test tube then implanted into a
woman.
 The somatic stem cells are cells that exist throughout the body after
embryonic development and are found inside of different types of tissue.
These stem cells have been found in tissues such as the brain, bone
marrow, blood, blood vessels, skeletal muscles, skin, and the liver. They
remain in a non-dividing state for years until activated by disease or
tissue injury.

THE BIOETHICS OF GENE THERAPY

There are ethical issues involved in gene therapy. Some of the inquiries cited are
(Genetics Home Reference, 2017):
1. How can "good" and "bad uses of gene therapy be distinguished?
2. Who decides which traits are normal and which constitute a disability or
disorder?
3. Will the high costs of gene therapy make it available only to the wealthy?
4. Could the widespread use of gene therapy make society less accepting of
people who are different?
5. Should people be allowed to use gene therapy to enhance basic human traits
such as height, intelligence, or athletic ability?

Another controversy involves the germline therapy. As discussed, germline

therapy is genetic modification of germ cells that will pass the change on to the
next generation. There are a lot of questions on the effects of the gene alteration
to the unborn child and the next generation, since the alteration can be passed on.
In the United States, the government does not fund researches on human germline
gene therapy.

— 14 —
— 15 —
 ISABELA COLLEGE OF ARTS &
Tagaran, Cauayan City, Isabela
TECHNOLOGY, INC.
Telefax: (078) 652-1038
Email: icat_97@[Link]

I. NAME OF
PROGRAM Bachelor of Science in Criminology 1 A/B/C/D

II. COURSE COURSE

DESCRIPTIVE Science, Technology and Society CODE
TITLE / CODE
STS
III. PRE-REQUISITE / COURSE
CO- None CREDIT UNIT
REQUISITE
3
IV. COURSE The course deals with interaction between science,
DESCRIPTION technology and social, cultural, political, and
economic contexts that shape and are shaped by
them. This interdisciplinary course engages students
to confront the realities brought by science and
technology and society. Such realities pervade the
personal, the public, and the global aspects of our
living and are integral to human development.
Scientific knowledge and technological development
happen in the context of society with all its socio-
political, cultural, economic, and philosophical
underpinnings and play. This course seeks to instill
reflective knowledge in the students that they are
able to live the good of life and display ethical
decision making in the face of scientific and
technological advancement. This course includes
mandatory topics on climate change and
environmental awareness.
V. MODULE TITLE / MODULE
NUMBER CLIMATE CHANGE NUMBER
16
VI. INCLUSIVE WEEK Week – 16
VII. COURSE At the end of the course, the students should be
OUTCOME able to articulate the impacts of science and
technology on society, specifically Philippine society.
A. Learning Outcome: At the end of the module, the students should be
able to:
1. Identify the causes of climate change;
2. Understand the effects of climate change on the society; and
3. llustrate how the community helps in mitigating the hazards caused
by climate change.
VIII. MODULE RESOURCES
 Patria, J., Serafica, J., et al (2018). Science, Technology and
Society. Manila, Philippines

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Introduction:

Climate change is a worldwide issue that we have to face. Climate change is referred
as statistically significant climate variation persisting tor an extended period of time. The
continuous climate change could bring drastic effects to living and nonliving forms on
Earth.
Climate change is brought by several factors like natural processes and persistent
human activities. Global warming is one of the major effects of climate change. Global
warming threatens all life forms on Earth. It has drastic effects on water availability, food
source, health issues, land use, and ecosystem.

MODULE 16
CLIMATE CHANGE

Climate change refers to the statistically significant changes in climate for

continuous period of time. Factors that contribute to climate change can be natural
internal process, external forces, and persistent anthropogenic changes in the
consumption of the atmosphere or in land use. It can also be due to natural occurrence or
contribute by acts of human beings.

CAUSES OF CLIMATE CHANGE

The causes of climate change could be natural or by human activities.

Natural Causes
Volcanic Eruptions
Volcanic eruptions are one of the natural causes of climate change. When
volcanoes erupt, it emits different natural aerosols like carbon dioxide, sulfur
dioxides, salt crystals, volcanic ashes or dust, and even microorganisms like
bacteria and viruses. The volcanic eruption can cause a cooling effect to the
lithosphere because its emitted aerosol can block a certain percentage of solar
radiation.
This cooling effect can last for one to two years. What happens in violent
volcanic eruptions is the release of ash particles in the stratosphere. The volcanic
ashes which have sulfur dioxide combine with water vapor. It then forms to sulfuric
acid and sulfurous aerosols. The sulfurous aerosols then are transported by
easterly or westerly winds.
There are several recorded major volcanic eruptions that cause climate
change. Mount Tambora of Indonesia erupted in 1816. It was considered as the
largest known eruption in human history. The eruption caused snowfall in the
northeastern United States and Canada. It affected their agricultural lands, losing
crops that caused food shortage and increased human mortality. The eruptions of
Mount Krakatau of Indonesia in 1883 and Mount Pinatubo of the Philippines in 1991
contributed, too, to the cold years of planet Earth.

Orbital Changes
Earth’s orbit can also cause climate change. This was proposed by the
Milankovitch theory. The Milankovitch theory states "that as the Earth travels
through space around the Sun, cyclical variations in three elements of Earth-Sun
geometry combine to produce variations in the amount of solar energy that
reaches Earth.
The three elements that have cyclic variations are eccentricity, obliquity, and precession.
 Eccentricity - is a term used to describe the shape of Earth's orbit around the
Sun. The impact of the variation is a change in the amount of Solar energy
from perihelion (around January 3) to aphelion (around July 4). The time frame
for the cycle is approximately 98,000 years. Currently Earth's eccentricity is
0.016 and there is about a 6.4% increase in insolation from July to January.
Academic Emporia (2017) states, "The eccentricity influences seasonal

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 differences: when Earth is closest to the Sun, it gets more solar radiation. lf the
perihelion occurs during the winter, the winter is less severe. If a hemisphere
has its summer while closest to the Sun, summers are relatively warm."
 Obliquity - is the variation of the tilt of Earth's axis away from the orbital plane.
As this tilt changes, the seasons become more exaggerated. The obliquity
changes on a cycle taking approximately 40,000 years. Academic Emporia
(2017) states "the more tilt means more severe seasons-warmer summers and
colder winters; less tilt means less severe seasons-cooler summers and milder
winters."
 Precession - is the change in orientation of Earth's rotational axis. The
precession cycle takes about 19,000 to 23,000 years. Precession is caused by
two factors: a wobble of Earth's axis and a turning around of the elliptical orbit
of Earth itself. Obliquity affected the tilt of Earth's axis, precession affects the
direction of Earth's axis. The change in the axis 1Ocation changes the dates of
perihelion (closest distance from Sun) and aphelion (farthest distance from
Sun), and this increases the seasonal contrast in one hemisphere while
decreasing it in the other hemisphere.

The Carbon Dioxide Theory

Carbon dioxide (CO,) is added when power and heat are produced by burning
coal, oil, and other fossil fuels. Carbon dioxide is transparent to sunshine but not
invisible to infrared (heat) radiation leaving the ground.
Carbon dioxide absorbs part of the infrared radiation in the air and retuns it to
the Bround keeping the air near the surface warmer than it would be t the carbon
dioxide did not act like a blanket. Doubling the carbon dioxide raises the
temperature to 2°C to 3'C.

Human Activities
Human activities contribute to climate change.
 The largest known contribution comes from the burning of fossil fuels, which
releases carbon dioxide gas to the atmosphere.
 Greenhouse gases and aerosols affect climate by altering incoming solar
radiation and outgoing infrared (thermal) radiation that are part of Earth's
energy balance.
 Changing [Link] abundance or properties of these gases and
particles can lead to a warming or cooling of the climate system.
 Human activities result in emissions of four principal greenhouse gases: carbon
dioxide (CO,). methane (CH), nitrous oxide (N,o) and the halocarbons (a group
of gases containing fluorine, chlorine, and bromine). These gases accumulate
in the atmosphere, causing concentrations to increase with time.
 The greenhouse gases mentioned are natural gases. However, the high level of
these gases in the atmosphere contributes to the greenhouse effect. The
increasing amount of these gases is due to human activities.
 High level of carbon dioxide comes from fossil fuel use in transportation, and
the building, heating, cooling, and manufacture of cement and other goods.
 Deforestation releases carbon dioxide and reduces its uptake by plants. High
methane emission is related to agriculture, natural gas distribution, and
landfills.
 High nitrous oxide is also emitted by human activities such as fertilizer use and
fossil fuel burning. Halocarbon gas concentrations have increased primarily
due to human activities. Principal halocarbons include the chlorofluorocarbons
(e.g., CFC-11 and CFC-12) which were used extensively as refrigeration agents
and in other industrial processes before their presence in the atmosphere was
found .to cause stratospheric ozone depletion.
 The abundance of chlorofluorocarbon gases is decreasing as a result of
international regulations designed to protect the ozone layer.
 Ozone is another greenhouse gas that is continually produced and destroyed in
the atmosphere by chemical reactions. In the troposphere, human activities
have increased ozone through the release of gases such as carbon monoxide,
hydrocarbons and nitrogen oxide, which chemically react to produce ozone.
 Halocarbons released by human activities destroy ozone in the stratosphere
and have caused the ozone hole over Antarctica. While water vapor is the most
abundant and important greenhouse gas in the atmosphere, human activities
have only a small direct influence on the amount of atmospheric water vapor.
Indirectly, humans have the potential to affect water vapor substantially by
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 changing climate.
 Fossil fuel and biomass burning have increased aerosols containing sulphur
compounds, organic compounds, and black carbon (soot).
 Human activities such as surface mining and industrial processes have
increased dust in the atmosphere.

EFFECTS OF CLIMATE CHANGE ON SOCIETY

 Climate change could cause severe affects to all life forms around our planet. 1t
alrect affects the basic elements of people's lives like flash food, health, use of
land, and the environment.
 With the average global temperature which is predicted to rise by 2 to 3C within
the next fifty years, glaciers will continue to melt faster.
 Melting glaciers will increase flood risks during the wet season and strongly reduce
dry-season water supplies to one-sixth of the world's population, predominantly in
the Indian subcontinent, parts of China, and the Andes in South America.
 Declining crop yields due to drought, especially in Africa, are likely to leave
hundreds of millions without the ability to produce or purchase sufficient food. At
mid to high latitudes, crop yields may increase for moderate temperature rises (2
to 3'C), but then decline with greater amounts of warming. Ocean edification, a
direct result of rising carbon dioxide levels, will have major effects on marine
ecosystems, with possible adverse consequences on fish stocks (Stern, 2007).
 Climate change will increase worldwide deaths from malnutrition and heat stress.
Vector-borne diseases such as malaria and dengue fever could become more
widespread if effective control measures are not in place.
 Rising sea levels may result in more flooded areas each year with a warming of 3
or 4°C. There will be serious risks and increasing pressures or coastal protection
(Stern, 2007).
 Ecosystems will be particularly vulnerable to climate change, with one study
estimating that around 15-40% of species face extinction with 2°C of warming. The
consequences of Climate change will become disproportionately more damaging
with increased warming.
 Higher temperatures will increase the chance of triggering abrupt and large-scale
changes that lead to regional disruption, migration, and conflict.
 Warming may induce sudden shifts in regional weather patterns like the monsoons
or the El Niño. Such changes would nave severe consequences for water
availability and flooding in tropical regions and threaten the livelihood of billions.
Melting or collapse of ice sheets would raise sea 1evci a eventually threaten at
least 4 million km2 of land, which today is home to 5% of the world's population.

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 Prepared by: Checked & Verified by: Approved by:

ROSE ANDREA G. BATOON, LPT GLORIA P. BALIMBIN, LPT ANDY R. DOMINGO, PhD.
Instructor Dept. Head/Coordinator Dean

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