LSPU Self-paced Learning Module (SLM) PDF

**LSPU Self-paced Learning Module (SLM)** +-----------------------------------+-----------------------------------+ | **Course** | BS MECHANICAL ENGINEERING AND | | | ELECTRICAL ENGINEERING | +==================================...

**LSPU Self-paced Learning Module (SLM)** +-----------------------------------+-----------------------------------+ | **Course** | BS MECHANICAL ENGINEERING AND | | | ELECTRICAL ENGINEERING | +===================================+===================================+ | **Sem/AY** | 1st Semester/2024-2025 | +-----------------------------------+-----------------------------------+ | **Module No.** | 7 | +-----------------------------------+-----------------------------------+ | **Lesson Title** | **SPECIFIC ISSUES IN STS** | +-----------------------------------+-----------------------------------+ | **Week Duration** | **13-18** | +-----------------------------------+-----------------------------------+ | **Date** | | +-----------------------------------+-----------------------------------+ | **Description of the Lesson** | Science, Technology, and Society | | | (sts) is an interdisciplinary | | | program of study which integrates | | | knowledge in the natural sciences | | | and in technology as well as in | | | history, philosophy, sociology, | | | | | | economics, political science, | | | geography, and anthropology. sts | | | examines the goals and practices | | | of science and technology, | | | including how such goals and | | | practices are affected by | | | economic, | | | | | | cultural, and political events, | | | and conversely, how these events | | | are in turn affected by | | | developments in science and | | | technology. | +-----------------------------------+-----------------------------------+ **Learning Outcomes** +-----------------------------------+-----------------------------------+ | **Intended Learning Outcomes** | Acquired skills and knowledge | | | about technology coming 21^st^ | | | century. | +===================================+===================================+ | **Targets/ Objectives** | At the end of this lesson, the | | | students should be able to: | | | | | | Discuss the interactions between | | | Science and Technology and | | | society throughout history. | | | | | | Understand how scientific and | | | technological developments affect | | | society and environment. | | | | | | Describe the concept, theories | | | and ideological shifts in | | | history. | +-----------------------------------+-----------------------------------+  **Student Learning Strategies** +-----------------------------------+-----------------------------------+ | **Face to Face Activities | A. Face to face Discussion | | (Synchronous/** | | | | You will be directed to attend in | | **Asynchronous)** | f2f class discussion on the | | | topic. | | | | | | Historical antecedents in which | | | social considerations | | | | | | Intellectual revolutions that | | | defined society | | | | | | Science and Technology and Nation | | | Building | | | | | | STS and the Human Condition | | | | | | ***Note:** The insight that you | | | will post on online discussion | | | forum using Learning Management | | | System (LMS) will receive | | | additional scores in class | | | participation.* | +===================================+===================================+ | **Offline Activities** | **Module 12** | | | | | **(e-Learning/Self-Paced)** | **IMPACT and EFFECTS on the | | | SOCIETY of The INFORMATION AGE** | | | | | | **Definition of Information Age** | | | | | | The Information Age (also known | | | as the Computer Age, Digital Age, | | | or New Media Age), is a 21^st^ | | | century period in human history | | | characterized by the rapid shift | | | from traditional industry that | | | the Industrial revolution brought | | | through industrialization, to an | | | economy based on information | | | technology. | | | | | | The Information Age is the idea | | | that access to and the | | | availability of information is | | | the defining characteristic of | | | this current era in human | | | civilization. | | | | | | It is coupled tightly with the | | | advent of personal computers, but | | | many computer historians trace | | | its beginnings to the work of the | | | American mathematician ***Claude | | | E. Shannon***. At age 32, as a | | | researcher at Bell Laboratories, | | | Shannon published a [landmark | | | paper proposing that information | | | can be quantitatively encoded as | | | a series of ones and | | | zeroe]s. Known as the | | | "Father of Information Theory," | | | Shannon showed how all | | | information media, from telephone | | | signals to radio waves, to | | | television, could be transmitted | | | without error using this single | | | framework. | | | | | | By the ***1970s***, with the | | | development of the Internet by | | | the [United States Department of | | | Defense], and the | | | subsequent adoption of personal | | | computers a decade later, the | | | Information or Digital Revolution | | | was underway. More technological | | | changes, such as the development | | | of [fiber optic cables and | | | microprocessors], | | | accelerated the transmission and | | | processing of information. The | | | [Worldwide Web,] used | | | initially by companies as an | | | electronic billboard for their | | | products and services, morphed | | | into an interactive consumer | | | exchange for goods and | | | information. | | | | | | ***Electronic mail | | | (email)***,which permitted near | | | instant exchange of information, | | | was widely adopted as the primary | | | platform for workplace and | | | personal communications. | | | | | | The ***digitization*** of | | | information has had a profound | | | impact on traditional media | | | businesses, such as book | | | publishing, the music industry, | | | and more recently, the major | | | television and cable networks. As | | | information is increasingly | | | described in digital form, | | | business across many industries | | | has sharpened their focus on how | | | to capitalize on the Information | | | Age. | | | | | | Companies whose businesses are | | | built on digitized information | | | have become valuable and powerful | | | in a relatively short period of | | | time. ***[Author Larry | | | Acler]*** of Real | | | Media Group stated that "the | | | companies which define the | | | Information Age are the ones that | | | know consumers the best." He | | | points out that just | | | ***[landowners held the wealth | | | and yielded power in the Agrarian | | | Age]***, and the | | | manufacturers such as Henry Ford | | | and Cyrus McCormick accumulated | | | fortunes in the Industrial Age, | | | the Digital Age spawned its own | | | breed of wealthy, influential | | | brokers, from ***[Microsoft's | | | Bill Gates, to Apple's Steve | | | Jobs, to Facebook's Mark | | | Zuckerberg.]*** | | | | | | **History of Information | | | Technology** | | | | | | Information technology has been | | | around for a long time, as long | | | as people have been around, | | | because there were always ways of | | | communicating through technology | | | available at that point in time. | | | There are four main ages that | | | divide the history of information | | | technology. | | | | | | 1\. *Pre-mechanical Age* | | | | | | The Pre-mechanical Age is the | | | earliest age of information | | | technology. It can be defined as | | | the time between 3000 BC and 1450 | | | AD. Early alphabets were | | | developed, such as the | | | ***Phoenician alphabet***. | | | | | | As alphabets became more popular, | | | and more people were writing | | | information down, pens and paper | | | began to be developed. Egyptian | | | scrolls were popular way s of | | | writing down information. Around | | | 100 AD, the first numbering | | | system was created by the people | | | from India. The calculator that | | | was developed as the very first | | | information processor, was the | | | *abacus*. | | | | | | 2\. *Mechanical Age* | | | | | | The Mechanical Age can be defined | | | as the time between 1450 and | | | 1840. A lot of technologies were | | | developed in this era, as there | | | is a large explosion of interest. | | | The *slide rule* (an analog | | | computer used for multiplying and | | | dividing) was invented. Blaise | | | Pascal invented the *Pascaline*, | | | which was a very popular | | | mechanical computer. Charles | | | Babbage developed the different | | | engines which tabulated | | | polynomial equations using the | | | method of finite differences. | | | | | | 3\. *Electromechanical Age* | | | | | | The Electromechanical Age can be | | | defined as the time between 1840 | | | and 1940. This saw the beginnings | | | of telecommunication. The | | | telegraph was used in the 1800s. | | | The Morse code was created by | | | Samuel Morse in 1835. The | | | telephone was created by | | | Alexander Graham Bell in 1876. | | | The first radio was developed by | | | Guglielmo Marconi in 1894. | | | | | | The first large-scale automatic | | | digital computer in the United | | | States was the Mark I, created by | | | Harvard University around 1940. | | | It was 8 feet high, 50 feet long, | | | 2 feet wide, and weighed 5 tons | | | -- huge! It was programmed using | | | punch cards. It was from this | | | huge machine that people began to | | | look at downsizing all the parts | | | to first make them usableby | | | businesses and eventually in | | | homes.Mark I Computer.jpg | | | | | | 4\. *Electronic Age* | | | | | | The Electronic Age is what we are | | | currently in. It can be defined | | | as the time between 1940 and now. | | | The ENIAC was the first | | | high-speed digital computer | | | capable of being reprogrammed to | | | solve a full range of computer | | | problems. This computer was | | | designed to be used by the US | | | Army for artillery firing tables. | | | Also during this time, high-level | | | programming languages were | | | created such as FORTRAN for | | | scientific research, and COBOL | | | for businesses. | | | | | | There are four main sections of | | | digital computing: | | | | | | 4.1 The era of vacuum tube punch | | | cards, like the ENIAC and MARK I. | | | | | | 4.2 The second generation | | | replaced the vacuum tubes with | | | transistors. | | | | | | 4.3 The third generation replaced | | | transistors with integrated | | | circuits. | | | | | | 4.4 The fourth and latest | | | generation brought in central | | | processing units (CPUs). It was | | | in this generation that the | | | personal computer (Apple II), and | | | the graphical user interface | | | (GUI) were developed. | | | | | | **Impact of Information | | | Technology on Society** | | | | | | Information technology is a | | | comprehensive tem that includes | | | all types of technology used for | | | exchanging, storing, using or | | | creating information. Commonly | | | used information technology | | | equipment includes computers, | | | servers, peripheral devices, | | | Internet connectivity and phone | | | systems. | | | | | | Information technology benefits | | | the business world. It allows | | | organizations to work more | | | efficiently to maximize | | | productivity. The advantages that | | | IT offers on enterprises are | | | faster communication, electronic | | | storage, and the protection of | | | records. Rapid communication can | | | help increase productivity in the | | | business. Likewise, email | | | servers, routers, internal | | | company billboards and chat | | | services can serve as the | | | backbone of company | | | communications. | | | | | | IT equipment are used to send | | | business status reports to | | | executives, to update employees | | | on critical business projects, | | | and to connect with business | | | partners and customers, etc. IT | | | has become a way of life, it is | | | all about communicating in real | | | time. | | | | | | Redundant tasks can be | | | centralized in one location using | | | IT. A large company could | | | centralize their payroll function | | | to lower employee cost. Economic | | | efficiencies can be realized by | | | migrating high-cost functions | | | into an online environment. | | | Companies can offer email support | | | for customers that may have a | | | lower cost, than a live customer | | | support call. | | | | | | Cost savings could also be found | | | through outsourcing | | | opportunities, through remote | | | work options and lower cost | | | communication options. IT systems | | | give us remote access to our | | | company's electronic work, so | | | that we can work at home or while | | | on the road, increasing | | | productivity. | | | | | | IT greatly changed our private | | | lives due to increase in the use | | | of computers, which has resulted | | | to high dependency on IT. This | | | new way of communicating has | | | removed pro-activeness and | | | thinking ability, though it makes | | | socializing easier. | | | | | | Information technology has | | | improved our transportation | | | system as it aids travel from one | | | country to another easier through | | | control of air traffic, online | | | reservations and bookings. | | | | | | There is also a negative effect | | | on our health from too much use | | | of computers. It causes injuries | | | on our hands, eyes and wrists: | | | carpal syndrome, eye irritation | | | and dryness. | | | | | | Another negative effect is | | | obesity, coming from too much | | | watching of TV shows online | | | through the internet. | | | | | | The use of IT has raised privacy | | | issues as information is easily | | | shared among people, and this | | | affects both the private and | | | public sectors. | | | | | | **Impact of Information | | | Technology on the Labor Market** | | | | | | In the labor market, there is | | | high demand for technological | | | know-how in most industries. All | | | activities are carried out using | | | technology, the use of telephones | | | or the internet to communicate. | | | Technology bridges the gap and | | | reduces jobs requiring humans in | | | this area. Firms move their | | | businesses and jobs to countries | | | where they can benefit from low | | | production costs like cheap labor | | | and raw materials. | | | | | | **Impact of Information | | | Technology on Education** | | | | | | Information technology eases | | | studying through easy access to | | | research materials and | | | complementing the traditional | | | lecture method in conducting | | | classes. Information is easily | | | passed from lectures to students | | | through the internet via email, | | | which simplifies the interaction | | | between student during | | | coursework. Distance learning | | | through the internet is highly | | | supported with tutorial videos, | | | and is used by some prestigious | | | universities to enable people | | | from different geographical | | | locations obtain a degree, | | | thereby creating a room for | | | expansion in e-commerce. | | | | | | **Impact of Information | | | Technology on Business and Market | | | Structure** | | | | | | Information technology reduces | | | the geographical distance between | | | the workplace and home. Many | | | industries, like the software | | | industry, make use of this to | | | overcome local market competition | | | for engineers in software, by | | | targeting countries that pay | | | lower wages like in India. Firms | | | can outsource for investment from | | | other countries with better | | | infrastructures and use | | | information technology through | | | telecommunications in their | | | marketing processes. IT brings | | | about product awareness, choice | | | and a more interactive and | | | professional way of marketing | | | products tailored to consumers' | | | needs and services, both in the | | | own country of production and | | | other countries as a marketing | | | strategy. | | | | | | **Advantages of Information | | | Technology in Business** | | | | | | - - - - - - - - - | | | | | | | | | **Disadvantages of Information | | | Technology in Business** | | | | | | - - - - - - | | | | | | **Advantages of Information | | | Technology in Society** | | | | | | - - - - - | | | | | | **Disadvantages of Information | | | Technology in Society** | | | | | | - | | | | | | **Advantages of Information | | | Technology in Education** | | | | | | - - | | | | | | **Disadvantages of Information | | | Technology in Society** | | | | | | - - | | | | | | **Advantages of Information | | | Technology in Banking** | | | | | | - - | | | | | | **Disadvantages of Information | | | Technology in Banking** | | | | | | - - | | | | | | **The Positive Effects of | | | Information Technology on | | | Society** | | | | | | - - - | | | | | | **The Negative Effects of | | | Information Technology on | | | Society** | | | | | | - - - - - - - - | | | | | | **Module 13** | | | | | | **IMPACT and EFFECTS on the | | | SOCIETY of BIODIVERSITY** | | | | | | Biodiversity, refers to the | | | biological diversity that | | | describes the variety of life | | | forms at all levels, from | | | microorganisms to wild flora and | | | fauna, aside from the human | | | species. However, the variety of | | | living beings should not be | | | viewed individually, but as a | | | structural and functional whole, | | | from the ecological standpoint of | | | the natural system. | | | | | | Biodiversity is essential for | | | supporting human life on earth. | | | The health of the natural | | | environment depends on continuing | | | diversity, for instance, if one | | | species is lost from an | | | ecosystem, then all the other | | | species in the ecosystem are | | | affected. Biodiversity also is | | | important for ensuring | | | agricultural productivity and for | | | the ongoing sustainable use of | | | natural resources. Biodiversity | | | ensures clean air and water, and | | | fertile soil. | | | | | | In general, human activity has | | | three major impacts on the | | | natural environment: | | | | | | \(1) Loss and change of habitats | | | and biodiversity; | | | | | | \(2) Predatory exploitation of | | | resources, and | | | | | | \(3) The introduction of alien | | | species in ecosystems. | | | | | | There are also three big impacts | | | being currently perceived: | | | | | | \(4) Increase in pathogens; | | | | | | \(5) Increase in environmental | | | toxicants, and | | | | | | \(6) Climate change. | | | | | | Today, there is no doubt that the | | | impact of the human population on | | | nature is big, leading to a | | | drastic loss of biodiversity. | | | | | | **History of Biodiversity** | | | | | | The history of biodiversity | | | during the Phanerozoic (the last | | | 540 million years), starts with | | | rapid growth during the Cambrian | | | explosion. A period during which | | | nearly every phylum of | | | multicellular organisms first | | | appeared. The Cambrian Period | | | marks an important point in the | | | history of life on earth, it is | | | the time when most of the major | | | groups of animals first appear in | | | the fossil records. This event is | | | sometimes called the "Cambrian | | | Explosion," because of the | | | relatively short time over which | | | this diversity of forms appears. | | | | | | The worst was the | | | Permian-Triassic extinction | | | event, 250 million years ago. | | | Pinpointing the exact cause or | | | causes of the Permian-Triassic | | | extinction event was difficult, | | | mostly because the catastrophe | | | occurred over 250 million years | | | ago, and since then much of the | | | evidence that would have pointed | | | to the cause have been destroyed | | | or is concealed deep within the | | | earth under more layers of rock. | | | | | |  Charles | | | Darwin identified the first | | | principle of the origin of modern | | | diversity, namely that all | | | species were linked in a single | | | great phylogeny, or a tree of | | | life, and that all could be | | | traced back to a presumed single | | | original species at some distant | | | time in the geological past. The | | | origin of life is now dated at | | | 3.5 to 4 billion years ago deep | | | in the Pre-Cambrian Period. | | | | | | **The Importance of biodiversity | | | to Human Health** | | | | | | For most people, it does not just | | | mean freedom from illness, but a | | | state of overall social, | | | emotional, physical, spiritual | | | and cultural welfare. At the same | | | time, the wider social and public | | | health importance of biodiversity | | | is not always understood by those | | | concerned with biodiversity | | | conservation. | | | | | | - **Biodiversity and its | | | Importance** | | | | | | Biodiversity boost ecosystem | | | productivity where each specie, | | | no matter how small, has an | | | important role to play. For | | | example, a large number of plant | | | species means greater variety of | | | crops. Greater species diversity | | | ensures natural sustainability | | | for all life forms. | | | | | | - **The Impact of Humans on | | | Biodiversity** | | | | | | Climate changes are not the only | | | pressure on our environments. | | | Habitat loss and degradation, | | | pollution, overexploitation and | | | invasive species also play | | | significant roles in biodiversity | | | decline. Note that these | | | pressures also come from human | | | activities. | | | | | | - **How do humans benefit from | | | biodiversity?** | | | | | | Biodiversity loss can have | | | significant direct human health | | | impacts if ecosystem services are | | | no longer adequate to meet social | | | needs. Additionally, biophysical | | | diversity of microorganisms, | | | flora and fauna provides | | | extensive knowledge which carry | | | important benefits to biological, | | | health, and pharmacological | | | sciences. | | | | | | - **How do humans negatively | | | affect biodiversity?** | | | | | | The effect of global carbon | | | dioxide levels, loss of | | | biodiversity and marine pollution | | | do not respect political | | | boundaries and ultimately affect | | | everyone in the world. Habitat | | | fragmentation is the loss and | | | subdivision of a habitat and the | | | corresponding increase in other | | | habitats in the landscape. | | | | | | - **How does the loss of | | | biodiversity affect the | | | environment?** | | | | | | Loss of biodiversity appears to | | | impact ecosystems as much as | | | climate change, pollution and | | | other major forms of | | | environmental stress, according | | | to a study from an international | | | research team in Ann Arbor, | | | Michigan (May 2, 2010). | | | | | | - **What is an example of a | | | biodiversity?** | | | | | | The definition of biodiversity is | | | the amount of diversity among | | | different plants, animals and | | | other species in a given habitat | | | at a particular time. The | | | different varieties and types of | | | animals and plants that live in | | | the ocean, is an example of | | | biodiversity. | | | | | | - **What will happen if there | | | is no biodiversity?** | | | | | | Every ecosystem on earth needs | | | biodiversity and without it, the | | | whole web of life that includes | | | us humans will collapse. Species | | | provide important resources so | | | that we can survive. This is | | | biodiversity in action. | | | | | | - **The loss of biodiversity | | | can be a serious problem.** | | | | | | The loss of biodiversity has two | | | significant impacts on human | | | health and the spread of disease. | | | First, it increases the number of | | | disease-carrying animals in local | | | populations. At the same time, | | | habitat fragmentation brings | | | humans closer and more frequent | | | with these disease-carrying | | | species. | | | | | | - **What can we to reduce human | | | impact on biodiversity?** | | | | | | We can: | | | | | | 1. 2. 3. 4. 5. | | | | | | **Biodiversity, Food Production | | | and Nutrition** | | | | | | Biodiversity is the basis of | | | crops, livestock, farmed fish and | | | other parts of agricultural | | | production and aquaculture. | | | Genetic diversity within these | | | ensure continuing improvements in | | | food production allows adaptation | | | to current needs and ensures | | | adaptability to future ones, | | | including climate changes. | | | | | | The loss of biodiversity in | | | agro-ecosystems is increasing the | | | vulnerability and reducing the | | | sustainability of many production | | | systems, negative effects on | | | human health. The diversity of | | | species, varieties and breeds as | | | well as wild food and medicinal | | | sources, undermines dietary | | | diversity, good nutrition and | | | health. | | | | | | For this reason, reduced access | | | to and global declines in | | | terrestrial, marine and | | | freshwater systems will present | | | major public health challenges | | | for resource-dependent human | | | populations, particularly in low | | | and middle income countries. | | | | | | **The importance of biodiversity | | | to human health** | | | | | | Biodiversity plays an important | | | role in human wellbeing and | | | health, providing basic products | | | and ecosystem services. The | | | products or goods from natural | | | ecosystems include pharmaceutical | | | materials, food stock such as | | | fish, timber and many others. | | | Natural ecosystems also provide | | | essential life-supporting | | | services such as purification of | | | air and water, climate | | | regulation, reproductive and | | | feeding habitats for extraction, | | | as well as maintenance of | | | organisms responsible for cycling | | | soil nutrients, making them | | | available for plant absorption. | | | | | | **10 Ways Biodiversity Affects | | | your Life** | | | | | | 1. 2. 3. 4. 5. 6. 7. 8. 9 | | |. 10. | | | | | | **10 Ways Humans Impact the | | | Environment** | | | | | | 1. 2. 3. 4. 5. 6. 7. 8. 9 | | |. 10. | | | | | | **Module 14** | | | | | | **IMPACT and EFFECTS on the | | | SOCIETY of GENETICALLY MODIFIED | | | ORGANISMS (GMO)** | | | | | | A genetically modified organism | | | (GMO) is an organism whose | | | genetic material has been altered | | | using genetic engineering. GMOs | | | are used to produce medications | | | and GMO foods, and are widely | | | used in scientific research and | | | the production of other goods. | | | GMO is very close to the | | | technical legal term, "living | | | modified organism," defined in | | | the Cartagena Protocol on | | | Biosafety, which regulates | | | international trade in living | | | GMO. Specifically it stated,"any | | | living organism that possesses a | | | novel recombination of genetic | | | material obtained through the use | | | of modern biotechnology." | | | | | | A more specifically defined type | | | of GMO is a "transgenic | | | organism." This is an organism | | | made up by the *addition* of | | | genetic material from an | | | unrelated organism. This should | | | not be confused with the more | | | general way in which "GMO" is | | | used, as GMOs have been altered | | | without the addition of any | | | genetic material. | | | | | | The first genetically modified | | | mouse was created in 1974, and | | | the first plant was produced in | | | 1983. | | | | | | **The GMO Age Begins** | | | | | | The history of genetically | | | modified organisms, GMOs in | | | agriculture actually began before | | | recorded history. Prehistoric | | | farmers have been selecting the | | | most productive plants and seeds | | | from their domesticated crops for | | | up to 10,000 years. | | | | | | In the last quarter of the 20^th^ | | | century, scientists began | | | selecting productive traits at | | | the individual gene level and | | | controlling the placement of | | | genes in new crops. | | | | | | The genetic study began in the | | | 1860s when Austrian monk Gregor | | | Mendel systematically crossed | | | varieties of garden beans. He | | | introduced the concept of a | | | "gene," as a unit of heredity. | | | | | | In 1868, German chemist Friedrich | | | Meisher discovered the substance | | | we now know as deoxyribonucleic | | | acid, DNA. In 1944, Oswald Avery | | | tentatively identified DNA as the | | | carrier of molecular information, | | | and the findings were confirmed | | | in 1952. | | | | | | In 1953, James Watson and Francis | | | Crick described DNA's molecular | | | shape as a double helix. That | | | opened the door to genetic | | | engineering. | | | | | | Stanley Cohen and Herbert Boyer | | | developed techniques that made it | | | possible to chemically cut and | | | splice strands of DNA at specific | | | places in the sequence. Cohen | | | introduced the DNA sequence into | | | bacteria and yeast cells. These | | | two scientists turned these | | | microbes into hormone factories. | | | | | | In 1976, they founded the company | | | Genetech, and introduced human | | | genes that produce insulin into | | | strains of bacteria. Next, they | | | manufactured the human growth | | | hormone (HGH). HGH was used to | | | enable children with dwarfism to | | | grow to normal size. Before | | | genetic modification techniques, | | | the only source of the drug had | | | been human cadavers. | | | | | | In 2009, Genetech was brought by | | | the Swiss drug maker Roche for 47 | | | billion dollars. | | | | | | In 1990, FDA approved the safety | | | of a new strain of GMO rennet. | | | Rennet is used to curdle mild to | | | form curds and whey, the raw | | | material of cheese and other | | | dairy products. | | | | | | By 1995, fully 67% of the cheese | | | produced in the US was made using | | | rennet from GMOs. | | | | | | In 1994, Monsanto introduced a | | | form of bovine growth hormone | | | (BGH) that was manufactured from | | | genetically modified bacteria. | | | Farmers could inject the hormone | | | directly into dairy cattle to | | | increase their milk production. | | | For the most part, the public and | | | the farmers accepted BGH. | | | Monsanto became a seed giant. | | | Genetically modified corn was | | | planted in 80% of the field in | | | the US by 2008. | | | | | | Listed below are the benefits | | | humans obtain from transgenic | | | animals: | | | | | | 1. | | | | | | | | | | | | 2. | | | | | | | | | | | | 3. | | | | | | In 2001, two scientist at Nexia | | | Biotechnologies in Canada spliced | | | spider genes into the cells of | | | lactating goats. | | | | | | Toxicity -- sensitive transgenic | | | animals have been produced for | | | chemical safety testing. | | | | | | **Advantages of Genetically | | | Modified Crops** | | | | | | - Create plants that are better | | | resistant to weeds, pests and | | | other diseases. | | | | | | - Bigger yields to create more | | | efficient use of land, less | | | use of herbicides and other | | | pesticides. | | | | | | - Foods | | | with better texture, flavour | | | and nutritional value. | | | | | | **Countries which produce the | | | most genetically modified foods** | | | | | | - USA | | | | | | - Brazil | | | | | | - Argentina | | | | | | - India | | | | | | **How can we avoid GMO foods?** | | | | | | - Start looking at labels. | | | | | | - Look for products that are | | | USDA certified organic or | | | non-GMO project verified. | | | | | | - Avoid all corn, soy, and | | | canola that are not labelled | | | as non-GMO. | | | | | | - Familiarize yourself with the | | | abundant aliases for corn and | | | soy. | | | | | | **Ways GMOs may unfavourably | | | affect health** | | | | | | 1. 2. 3. 4. 5. 6. 7. | | | | | | GM plants such as soybean, corn, | | | cottonseed and canola, have had | | | foreign genes into their DNA. The | | | inserted genes come from species | | | such as bacteria and viruses, | | | which have never been in human | | | bodies. | | | | | | **Top GMO foods and Ingredients | | | to Avoid** | | | | | | - Corn | | | | | | - Sugar beets | | | | | | - High fructose corn syrup | | | | | | - Soy (lecithin) | | | | | | - Cornstarch | | | | | | - Tomatoes | | | | | | - sausages | | | | | | **Module 15** | | | | | | **IMPACT and EFFECTS on the | | | SOCIETY of: THE NANO WORLD** | | | | | | **(Nanotechnology)** | | | | | | ***To the Instructor: You have | | | the option to do this on the | | | board, as a class.*** | | | | | | ***Instruction for the student: | | | Fill the spaces under the 1^st^ | | | and 2^nd^ columns, as honestly as | | | you can.*** | | | | | | **EXERCISE 15: KWL Organizer: | | | Nanotechnology** | | | | | | **Name:\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_ | | | Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_** | | | | | | **Section:\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_ | | | Score:\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_** | | | | | | **WHAT I KNOW ABOUT NANOTECHNOL | | | OGY** **WHAT I WANT TO KNOW ABO | | | UT NANOTECHNOLOGY** **WHAT I HA | | | VE LEARNED ABOUT NANOTECHNOLOGY** | | | ------------------------------- | | | ------- ------------------------- | | | --------------------- ----------- | | | --------------------------------- | | | -- | | | | | | | | | | | | | | | **Nanotechnology is an emerging | | | technology that utilizes | | | materials constructed from | | | elements whose molecules were | | | broken down to the size of 1 x 10 | | | ^--\ 9^ meters, a thousand times | | | smaller than a millimeter. By | | | downsizing, the properties of the | | | materials were observed to have | | | become stronger yet lighter, have | | | become better insulators, | | | moisture-absorbent yet | | | waterproof, self-cleaning, or | | | more reactive, among other | | | properties.** | | | | | | **Consider these examples. | | | *Aluminum* is a metal very | | | commonly used in the manufacture | | | of tin cans. When aluminium is | | | made into a finely ground powder, | | | its increased surface area make | | | it explosive upon exposure to | | | air.** | | | | | | **We already know that the | | | "lead," of pencils is made up of | | | *carbon*, in its amorphous form | | | as *graphite*, yet carbon in its | | | crystalline form, are diamonds. | | | At nanoscale, carbon is | | | transformed into one of the | | | strongest materials currently | | | used in Japan and the United | | | States: *carbon nanotubes*. | | | Carbon nanotubes have been proven | | | to be 100 times stronger than | | | steel at 1/6 times the weight, | | | useful for construction works. | | | Hence it has been added to cement | | | and steel for added strength and | | | crack prevention.** | | | | | | **Zhang, Asmatulu, et. al (2011) | | | pointed out these improved | | | properties why some countries | | | spend for nanotechnology | | | research:** | | | | | | - ***Nanoscaled particles have | | | larger surface area per unit | | | mass, which increases their | | | mechanical modulus, physical | | | and chemical properties.*** | | | | | | - ***The dominance of quantum | | | physics changes basic | | | properties of materials when | | | downsized into nanoscale | | | particles*.** | | | | | | **Below are some of the current | | | uses of nanotechnology:** | | | | | | - **Steel embedded with | | | nanoscaled copper can | | | withstand temperatures until | | | 1000^0^F, have ultra-high | | | strength, corrosion | | | resistance and good surface | | | finish.** | | | | | | - **Paints with titanium | | | dioxide (TiO~2~) | | | nanoparticles become | | | water-repellent, scratch | | | resistant and crack | | | resistant. Glass coated with | | | TiO~2~ nanoparticles become | | | self-cleaning; as it becomes | | | waterproof and dirtproof.** | | | | | | - **Stain-proof, waterproof and | | | anti-bacterial textiles were | | | already made using carbon | | | nanoparticles.** | | | | | | ***Future predicted uses of | | | nanotechnology*** | | | | | | **Alhoff and Lin (2007) predicted | | | that nanotechnology would:** | | | | | | - **Enable the manufacture of | | | smaller, faster, microchips | | | that may be embedded in | | | clothing;** | | | | | | - **Do less invasive surgery | | | and better drug delivery | | | through the use of "nanobots" | | | in medicine;** | | | | | | - **Enable us to travel faster | | | and farther because of | | | lighter, more efficient | | | materials for | | | transportation;** | | | | | | - **Increase lifespan through | | | cellular repair and reversal | | | of the aging process.** | | | | | | ***Benefits of Nanotechnology*** | | | | | | - ***Lower energy consumption | | | due to increased weight | | | efficiency.* Lighter | | | materials consume less | | | energy, such as when wind | | | turbines or the body of a | | | plane is coated with graphene | | | (the nanoparticle name of | | | carbon), only one coating is | | | needed.** | | | | | | - ***Environmental monitoring | | | and protection.* The leak in | | | the Fukushima Daiichi Nuclear | | | Power Plant was detected | | | accurately and faster because | | | of the use of | | | nanotechnology-enabled | | | detectors.** | | | | | | - ***Biological applications.* | | | Ultra-small probes may can be | | | developed to control soil, | | | air and water | | | contamination.** | | | | | | - ***Less waste on raw | | | materials.* Sample testing is | | | done on a smaller scale, | | | nanoparticles are more | | | reactive and consume less | | | reagents.** | | | | | | **Environmental Impacts of | | | Nanotechnology** | | | | | | **Researchers and scientists | | | proposes that nanotechnology | | | would decrease the impact of | | | human activities in the | | | environment (Zhang, Asmatulu, et. | | | al.2011). Below are some of the | | | *positive effects* brought about | | | by this emerging technology:** | | | | | | - Cleaner, more efficient | | | industrial processes; | | | | | | - Improved ability to detect | | | and eliminate pollution by | | | improving air, water, and | | | soil quality; | | | | | | - High precision manufacturing | | | by reducing amount of waste; | | | | | | - Clean abundant power via more | | | efficient solar cells; | | | | | | - Removal of greenhouse gases | | | and other pollutants from the | | | atmosphere; | | | | | | - Decreased need for large | | | industrial plants; | | | | | | - Remediating environmental | | | damages. | | | | | | As an emerging technology, much | | | is yet to be researched about the | | | effects of using nanoparticles. | | | The *environmental concerns* | | | regarding their use were | | | summarized as follows: | | | | | | - - - - | | | | | | Lack of trained engineers and | | | workers causing further concerns. | | | | | | **Nanoethics: Ethical and Social | | | Implications of Nanotechnology** | | | | | | The use of products containing | | | nanoparticles has been questioned | | | by other researchers, concerned | | | groups and scientists. It is | | | because of this that Allhoff and | | | Lin (2007) proposed that an area | | | of study be focused on the ethics | | | involved with nanotechnology: | | | *nanoethics*. | | | | | | Nanoethics was challenged by | | | other science writers, such as | | | Soren Holm (2005) and Philip Ball | | | (2003). Ball stated that if | | | nanoethics should be treated as a | | | separate area of study, it should | | | be able to raise questions that | | | were not previously asked about | | | other technologies. | | | | | | Summarized below are some of the | | | **ethical and social questions** | | | that were brought up about the | | | use of nanotechnology: | | | | | | - *Invasion of Privacy*. If | | | nanotechnology aims to shrink | | | down devices, it would be | | | then possible to construct | | | surveillance devices that are | | | invisible and undetectable. | | | | | | - *The ethics of | | | human-enhancing technology*. | | | Cybernetic parts of | | | exoskeletons that give | | | superhuman strength or | | | infrared vision raises | | | further ethical problems | |