Science 11: Introduction to Living Systems

Introduction to Living Systems

• Science 11, Living Systems: Concepts and Dynamics offers a glimpse into the concept of life
• The course covers how energy and matter become cells, cell organization, organism relations, human impact, and mindful living

Course Objectives

• Explore biocultural expressions of knowledge on living systems
• Gain appreciation of the changing paradigms from antiquity to the Renaissance
• Acquire a substantive introduction to Science 11

Activity Planner

• Lecture Discussion on Oral Traditions: 60 minutes
• Performance Tasks or Assessments: 120 minutes, 20 points
• Total time: 180 minutes, 20 points

Living Systems in Oral Traditions

• Biology concepts studied in high school operate within the physical and material aspects of living systems
• Biology answers questions about humanity's origins and relationship with the world
• An intimate and systematic knowledge of the environment was critical for survival
• Knowledge was orally transmitted through stories, chanting, music, visual arts, and experiential teaching
• Myths, legends, folklore, and art communicate a tribe's holistic appreciation of their place in the living system

Indigenous Knowledge, Systems, and Practices (IKSP)

• IKSP knowledge passed down traditionally through generations are based on observations of the natural world that have been tested rigorously
• This knowledge affects art, literature, geography, climate interpretation, prediction of environmental conditions, inventions, and technologies
• Knowledge Keepers include:
  • Elders: Esteemed for their knowledge and perform special roles
  • Storytellers: Teach through memorable stories, myths, and legends
  • Hunters: Teach environmental knowledge through wildlife expertise
  • Gatherers: Identify fruits, animals, herbs
  • Farmers: Knowledge of seasons and weather signs

Biocultural Knowledge

• Intimate knowledge of local living systems leads to applications validated by indigenous and scientific methods
• This knowledge is rooted in the natural environment and culture
• Examples include:

Medicinal Plants

• The Department of Health (DOH) approved ten medicinal plants used in Philippine Traditional Medicine after clinical studies
• Uses for scientifically validated medicinal plants include:
  • Lagundi (Vitex negundo): Cough and asthma
  • Sambong (Blumea balsamifera L.): Anti-urolithiasis (kidney stones)
  • Ampalaya (Momordica charantia L.): Lowering blood sugar and anti-diabetes
  • Garlic (Allium sativum): Anti-cholesterol
  • Guava (Psidium guajava): Oral/skin antiseptic
  • Tsaang-gubat (Carmona cetusa): Mouth wash
  • Yerba-Buena (Mentha arvensis): Analgesic or anti-pyretic
  • Niyug-niyogan (Quisaualis indica): Anti-helminthic
  • Acapulco (Cassia alata): Antifungal
  • Ulasimang-bato (Peperomia pellucida): Anti-hyperurisemia

Traditional Health Practices

• Suob: A Philippine traditional health practice for pregnancy and postnatal care, similar to steaming and mother-roasting in other Southeast Asian cultures

Biodiversity Management

• Traditional rice cultivation protects biodiversity in the B'laan, T'boli, and Subanen communities
• The B'laan ethnic group has over 100 varieties of rice
• The T'boli group has 160 known rice varieties

Living Systems from Antiquity to Renaissance

• The holistic worldview subscribed not only to indigenous cultural communities
• Early civilizations tracked livestock, grains, made bread, wine, cheese, and recorded astronomical data
• Myths and legends were still needed to attribute heavenly bodies to gods

Sumerians (Mesopotamia and Modern Day Iraq) and their Knowledge of Biology (4500 – 1750 BCE)

• Their belief system encompassed both empirical and magical aspects
• Medical lore use of herbs, and animal material was used as materia medica
• Knowledge was recorded on clay tablets in cuneiform

Greek Philosophers and their Theories (800 – 300 BCE)

• Their philosophical inquiries explored human existence
• They explained observations, hypotheses, and conclusions about the world
• They used experience, meditation, and intuition to understand nature

Medieval Europe and the Golden Age of the Islamic Civilization

• Most people focused on producing food and goods
• Seeking and using knowledge was limited to a select few
• Knowledge interpretation was done by the ruling class and the Church
• Monastic schools were important for education, governance, astronomy, and medicine
• The Church interpreted Holy Texts and censored knowledge

The European Enlightenment

• Zeitgeist: Era of change and progress, leading to divergent theories
• Evolution was considered with tolerance for questioning dogma
• Openness to test theories through experimentation
• New ideas were discussed and hypotheses were tested through experimentation

Cartesian Worldview

• The authoritative guarantor of truth shifted from God to humanity = anthropocentrism
• Living systems are seen as particles interacting; all phenomena may be explained through mechanisms
• "Nature" is a system of moving particles that can be explained by mathematics
• The hypothetico-deductive method ("Scientific Method") allows to formulate hypotheses

Living Systems in the 19th and 20th Century

• Biology branched into anatomy, microbiology, genetics, taxonomy, cell biology, embryology, biochemistry, physiology, and molecular biology
• The chemical composition of cells became an object of study due to analytical power of the X-ray crystallography
• The unit of analysis narrowed from organism to molecules
• Interest increased in collecting, cataloging, and studying organisms

Ecology, Environmental Science, and Living Systems Today

• Ecology established ecosystems' fusing matter and energy flows
• Environmental Science encompasses biology, ecology, geology, and chemistry
• Environmental Science also combines environmental ethics and social issues
• The study of living systems seeks to predict and mitigate environmental crises