Nature of Science Reviewer (Philippines) PDF

Nature of science Science - comes with the latin word scientia, the origin of which is scire (meaning to know); Systematized body of knowledge about nature. Science work in 4 specific ways: Principles, Process, Characteristics, and through a Cultural Context Principles * Expla...

Nature of science Science - comes with the latin word scientia, the origin of which is scire (meaning to know); Systematized body of knowledge about nature. Science work in 4 specific ways: Principles, Process, Characteristics, and through a Cultural Context Principles * Explain the natural world * Explanations tested with evidences from the natural world * We can learn about the world by gathering Process * Scientific claims are based on reasoning, testing, and replication; “falsifiable” * Parsimony * “The” scientific method? * Theories are central to scientific thinking Characteristics of science * Conclusions are reliable, through tentative * Science is not democratic * Science is not non-dogmatic * Science cannot make moral or aesthetic decisions Science exist in a cultural context * Science is not always direct ascent toward the truth * Science correct itself * Science is a human endeavor History of science and technology in the philippines * Pre - Colonial * Knowledge of astronomy * Terrace farming on the steep slopes * Skilled at building boats, bridges, and houses using locally available materials such as bamboo, rattan, and coconut fibers * Tradition of using herbal remedies to treat a variety of illnesses * Spanish regime * Introduction of western medicine * New agricultural practices * Use of stone and brick as building materials * Established several schools and universities * American period * Educational reforms * Establishment of research institutions * Infrastructure development * Health initiatives * Agricultural development How did colonization influence our educational system * Pre-Colonial * Important genealogical claims were the fulcrum around which the ancient regime of the family was oriented and found its being. * This emphasis on the present had an impact on how social and political bonds emerged at the local levels, where social relations, not private property, were most highly valued. * In this context customary interactions between local readers and family heads and their immediate and adopted kin, including those who were in and out of debt, or enslaved, were ordinarily mutually respectful. * Spanish rule * Spain initially had three central aims in colonizing the philippines: the christianization of the masses, the hispanization of an elite class to aid colonial administration, and the creation of obedient, loyal subjects of spain. * Education would indoctrinate the natives to christianity, spread the spanish language, and foster the inculcation of spanish culture. * American period * The majority of our educational leaders, however, still continue to trace their direct lineal descent to the first soldier-teachers of the American invasion army. They seem oblivious to the fact that the educational system and philosophy of which they are proud inheritors were valid only within the framework of American colonialism. The educational system introduced by the Americans had to correspond and was designed to correspond to the economic and political reality of American conquest. * Japanese period * The most effective means of subjugating a people is to capture their minds. Military victory does not necessarily signify conquest. As long as feelings of resistance remain in the hearts of the vanquished, no conqueror is secure. This is best illustrated by the occupation of the Philippines by the Japanese militarists during the Second World War. * The molding of men's minds is the best means of conquest. Education, therefore, serves as a weapon in wars of colonial conquest. * Education is a vital weapon of a people striving for economic emancipation, political independence and cultural renaissance. We are such people. Philippine education therefore must produce Filipinos who are aware of their country's problems, who understand the basic solution to these problems, and who care enough to have courage to work and sacrifice for their country's salvation. Beginnings of colonial education * Thus, from its inception, the educational system of the Philippines was a means of pacifying a people who were defending their newly-won freedom from an invader who had posed as an ally. The education of the Filipino under American sovereignty was an instrument of colonial policy. The Filipino has to be educated as a good colonial. Young minds had to be shaped to conform to American ideas. Indigenous Filipino ideals were slowly eroded in order to remove the last vestiges of resistance. * Education served to attract the people to the new masters and at the same time to dilute their nationalism which had just succeeded in overthrowing a foreign power. The introduction of the American educational system was a means of defeating a triumphant nationalism. * This in a nutshell was (and to a great extent still is) the happy result of early educational policy because, within the framework of American colonialism, whenever there was a conflict between American and Filipino goals and interests, the schools guided us toward thought and action which could forward American interests. * The educational system established by the Americans could not have been for the sole purpose of saving the Filipinos from illiteracy and ignorance. Given the economic and political purposes of American occupation, education had to be consistent with these broad purposes of American colonial policy. The Filipinos had to be trained as citizens of an American colony. * English introduced the Filipinos to a strange, new world. With American textbooks, Filipinos started learning not only a new language but also a new way of life, alien to their traditions and yet a caricature of their model. This was the beginning of their education. At the same time, it was the beginning of their mis-education, for they learned no longer as Filipinos but as colonials. * The first and perhaps the master stroke in the plan to use education as an instrument of colonial policy was the decision to use English as the medium of instruction. English became the wedge that separated the Filipinos from their past and later to separate educated Filipinos from the masses of their countrymen. English introduced the Filipinos to a strange, new world. * The lives of Philippine heroes were taught but their nationalist teachings were glossed over. Spain was the villain, America was the savior. * To this day, our histories still gloss over the atrocities committed by American occupation troops such as the "water cure" and the "reconcentration camps." Truly, a genuinely Filipino education could not have been devised within the new framework, for to draw from the wellsprings of the Filipino ethos would only have led to a distinct Philippine identity with interests at variance with that of the ruling power. * Thus, the Filipino past which had already been quite obliterated by three centuries of Spanish tyranny did not enjoy a revival under American colonialism. On the contrary, the history of our ancestors was taken up as if they were strange and foreign peoples who settled in these shores, with whom we had the most tenuous of ties. We read about them as if we were tourists in a foreign land Nationalism in education * Although most of our educators are engaged in the lively debate on techniques and tools for the improved instructions, not one major educational leader has come out for a truly nationalist education. * Of course, some pedagogical experts have written on some aspects of nationalism in education. * However, no comprehensive educational programme has been advanced as a corollary to the programme for political and economic emancipation * This is a tragic situation because the nationalist movement is crippled at the outset by a citizenry that is ignorant of our basic ills and is apathetic to our national welfare Nanotechnology in the philippines: development of framework technology adaptation Disruptive technology - an innovation that significantly alters the way consumers, industries, or businesses operate. Characteristics of disruptive technology : * A disruptive technology supersedes an older process, product, or habit * Its usually has superior attributes that are immediately obvious, at least to early adopters * Upstarts rather than established companies are the usual source of disruptive technologies Examples of disruptive technologies 1. artificial intelligence and machine learning 2. Blockchain 3. Internet of things (Iot) 4. Renewable energy technologies 5. Quantum computing 6. Nanotechnology A focused lens on nanotechnology * The fourth industrial revolution (FIRe) has introduced disruptive technologies that have transformed industry productivity and operational efficiency. * Nanotechnology, recognized as a major research initiative of the 21st century, focuses on the development and application of materials and devices at the nanoscale (1 to 100 nm) Nanotechnology in the philippines * The nanoscale is crucial for exploring fundamental properties, where small changes in composition can result in novel applications across multiple industries * The philippines has acknowledged the potential of nanotechnology and developed a technological roadmap focusing on four priority areas: energy, food and agriculture, environment, and nanocomposite materials * The covid-19 pandemic has disrupted these plans, affecting the country’s economic performance and industrial capacity Local trends in nanotechnology (DOST supported research) 1. Solar energy devices 2. Nanosensors ( utilizing nanoparticles) - used for environmental assessment and damage control. 3. Mesoporous silicate nanoparticles (MSNs) - used for gene transformation in plan and animal cells Factors to consider in nanotechnology adaptation ( philippine context) 1. The potential growth of nanotechnology as a field and industry relies on the expansion of the electronics and opto- electronics industry 2. Environmental hazards 3. Support for the field of nanotechnology Challenges of nanotechnology 1. Technology transfer( process of technology dissemination) * It takes at least 3 years of thorough research before a nanotechnology product is ready for commercialization. * Investors are presented with multiple financial risks. 2. Rapid progression of nanotechnology * When several advances are being made, most of the equipment and devices become outdated. 3. Access to equipment * In terms of the business sector, small businesses do not have the capacity to be able to access necessary equipment to adopt nanotechnology in their operations. 4. Public perception * The public perception towards nanotechnology is that it is unsafe. * The involvement of the citizens and public approval play an important role towards adaptation of nanotechnology in the country The recent industrial revolutions through information technology, artificial intelligence, robotics, biotechnology, gene therapy, and population The fourth industrial revolution (IR 4.0) * Definition: the merging of digital biological, and physical worlds. Key technologies: * - artificial intelligence * - internet of things * - big data * - robotics Impact: transforming industries, economies, and societies Information technology in IR 4.0 Role of IT: * core enabler for digital transformation * Cloud computing * Cybersecurity advancements Key developments: * 5g network Impact: enhanced communication, data processing, and automation Artificial intelligence (AI) * Its simulation of human intelligence in machines Key applications: * machine learning * natural language processing (NLP) * Computer vision Impact: * AI-driven innovation in healthcare, education, finance, and more. Robotics and automation * Automated machine capable of performing task Applications: * Manufacturing: assembly lines, precision tasks. * Healthcare : surgery assisting robots, prosthetics * Agriculture: automated farming tools Impacts * Increased efficiency, safety, and productivity Biotechnology and IR 4.0 * What is biotechnology?: use of living organisms or systems to develop products. Advancements: * Generic engineering * CRISPR technology * Synthetic biology Impact: * Innovations in medicine, agriculture, and environmental sustainability Gene therapy * What is gene therapy?: technique that modifies genes to treat or prevent diseases. Applications: * Cancer treatment * Genetic disorders ( e.g., hemophilia, cystic fibrosis) * Immune system enhancement Impact: * Revolutionizing healthcare, offering potential cures for previously untreatable diseases. Population and biotechnology * Population impact: increasing world population drives demand for food, healthcare, and sustainable resources. Biotechnology’s role: * Enhancing agricultural yields ( GMO crops) * Improving healthcare (personalized medicine) * Sustainable energy production (biofuels) Ethical considerations * Ai and robotics: * Job displacements concerns * Data privacy and surveillance issues. * Biotechnology * Genetic modification ethics * Accessibility of advanced medical treatments * Gene therapy: * Ethical debates on altering human DNA * Long term impacts on human evolution Future trends * Ai and robotics: continued automation in diverse sectors. * Biotechnology: further developments in gene editing, synthetic biology. * Population dynamics: challenges in food security, health equity, and sustainable living. Genetically modified organisms: environmental impacts and social ethical considerations * Organisms whose genetic material has been altered using biotechnology to express desired traits * Brief history of genetic modification * From the first recombinant DNA techniques in the 1970 to commercial cultivation in the 1990, highlighting key milestones. * Purpose of genetic modification in agriculture * Increasing yield, pest resistance, and nutritional value while addressing food security challenges Types of GMOs * Crops * Bt corn: engineered to produce bacterial toxin that deters pests. * Roundup ready soybeans: resistant to glyphosate herbicide, allowing for easier weed management * Animals: * Genetically modified salmon: engineered for faster growth, providing a more sustainable protein source. * Genetically engineered bacteria: used for insulin production and bioremediation, showcasing the broad application of genetic modification Environmental impacts of GMOs * Biodiversity concerns * Impact on non target species: studies show certain GMOs can affect pollinators like bees and butterflies * Loss of traditional varieties: the dominance of GM crops may lead to decreased genetic diversity, making ecosystems more vulnerable to diseases * Pesticide use: * Reduction in chemical pesticide use: Bt crops have reduced the need for insecticides, benefiting the environment. * Development of resistant pest: overtime, pests can evolve resistance, leading to increased pesticide applications in some cases * Soil health * Effects on soil microbial communities: GM crops can alter microbial biodiversity, affecting nutrient cycling and soil fertility Long term ecological effects * Ecosystem dynamics * Potential for gene flow: genes from GMOs can transfer to wild relatives, potentially creating a hybrid species with unforeseen ecological consequences * Invasive species risk * GMOs might outcompete native species if they have advantageous traits, leading to ecological imbalances * Sustainability issues * The reliance on a few GM crops may threaten agricultural resilience, necessitating a broader approach to crop diversity. Social considerations * Public perceptions of GMOs * Surveys indicate varying levels of acceptance; some communities embrace GMOs for their benefits, while others express skepticism due to perceived risk.\ * Influence of media * Sensationalized reports can skew public understanding, leading to fear or misinformation * Food security and access * GMOs can enhance food production in regions facing agricultural challenges, like drought-resistant varieties for arid climates. * Controversies over patenting * The control of GM technology by a few corporations raises concerns about farmer independence and market access Ethical considerations * Food safety and regulation * Regulatory bodies assess GMOs for safety, but public debates persist regarding long-term health effects and transparency in testing * Animal welfare * Concerns arise about the living conditions of genetically modified animals, prompting discussions about ethical treatment in production systems. * Consumer rights * Movements advocating for labeling emphasize consumers’ right to make informed choices, reflecting broader ethical considerations in food systems Case studies * Positive case study: Golden rice * Developed to combat vitamin deficiency in developing countries, illustration how GMOs can address public health issues. * Negative case study: Bt crops and pest resistance: * Initial success led to the rapid evolution of resistant pest, highlighting the need for integrated pest management strategies Future perspectives * Biotechnology Innovations: * Advances like CRISPR allow for precise gene editing, offering potential for sustainable agriculture without traditional GMO concerns * Policy recommendations * Encourage balanced regulations that promote innovation while ensuring environmental and public health protection, emphasizing the importance of inclusive policy development Garrett hardin - Economist * Authored essay in 1968 titled “ tragedy of the commons” * Explored following issues: * Environmental degradation * Population growth * Limited natural resources * Privatization of land and public resources * Pollution What does ‘commons’ mean? “Held in common” means the resource is owned by: = all who have access to the resource holds it in common Commons: common land available to all for grazing animals, gathering wood, etc. Imagine.. * Hardin’s parable involves a pasture “ open to all.” * He ask us to imagine the grazing of animals on a common ground * Individuals are motivated to add to their herds to increase personal wealth out of their own self -interest and short term gain Tragedy of the commons * Every animal added to the total degrades the commons a small amount * Although the degradation for each additional animal is small, the gain in wealth for the owner is greater * Each owner gets the benefits of adding to his herd ( more milk, meat to sell). Each owner shares the cost of the depletion of the pasture ( less grass, more soil erosion and GHG). Adding more animals makes sense to the farmer. * As selfish stewards, each owner adds another to their herd and the pasture. If all owners follow this pattern the commons will ultimately be destroyed * The use of the commons give the farmer all benefits but none of the responsibility or cost for the degradation, called an external cost or externality * As a result the pastures were overgrazed, polluted and degraded to the point that they were no longer able to support any cattle. * This failure to preserve the natural resource for short term gain and self interest is known as “ the tragedy of the commons.” What is the tragedy * “We can avoid tragedy only by altering our values.” Hardin,1968 this means we can change the way we live by sustainably managing our resources overpopulation * Hardin’s main concern “ freedom to breed is intolerable” overpopulation harms the world as a whole. The more people there the fewer resources there are available to each person. New developments in world population * China’s one-child policy * Nearly one hundred countries now have a fertility rate below replacement level, including the United Kingdom, France, Italy, Germany, Vietnam, Brazil,, Cuba, Kazakhstan, Brunei, Russia, Japan, China, Thailand, Macao and Hong Kong. hong kong is the lowest at.98 children per woman The demographic economic paradox * Countries with the highest fertility rates: Mali, Niger, Uganda, Somalia, Afghanistan, Yemen, Burundi, Burkina Faso, the Congo, Angola, Sierra Leone (all over 6 children per woman) Solution Hardin: appeals to individual conscience are bad because: 1) It discriminates against people of good conscience, and tends to eliminate them from the population. 2) It won’t work in the long run. Nature’s revenge. People without conscience will outbreed the others, and the population will increase again eventually. 3) It is not psychologically healthy to force people to act against their own interests on the basis of conscience. So the only choice is “mutual coercion mutually agreed upon” Freedom must be limited. Mutual Coercion Mutually Agreed Upon Mutual coercion to solve population problem (government regulation on number of offspring allowed) and other problems of the commons: Enclose the commons as private property, Or limit usage of the commons (e.g. limits on people’s right to pollute, to fish on the high seas, to increase public noise levels, etc.) Quotes Hegel (Engels): “Freedom is the recognition of necessity” Rights and freedoms must be restricted for the good of everyone. The right to breed in excess is like the right to steal from banks – it must be controlled. Examples of current tragedy of the commons * Over pumping (mining) of groundwater * diverting of fresh water from rivers for agriculture, cities and industry that very little reaches the sea * Overfishing of seafood in the Atlantic and Pacific * Air pollution (adding GHG and smog to the air) * Water pollution (nitrogen, phosphorus, pesticides, heavy metals and so on) * Uncontrolled human population growth leading to overpopulation * Deforestation for agriculture * Habitat disruption and fragmentation Case study: overfishing in the Atlantic, Grand banks fisheries * Use of technology and poor management practices resulted in Overfishing. * bottom trawling (dragging nets across the seafloor, collecting bycatch, destroying underwater habitat) off the east coast of Canada and the US depleted fish stocks * Canada was forced to ban all cod fishing for years to allow the stocks time to breed and replenish the population Other unsustainable commercial fishing techniques * Long-lining uses baited hooks on lines1-30 miles long, often catching non-target fish, turtles and birds called by catch, in addition to target fish (mainly swordfish, tuna and halibut) Commercial fishing techniques * Dredging involves towing a dredge along the bottom of the sea in order to collect bottom-dwelling species such as scallops, oysters, crabs and sea cucumbers. By catch is inevitable here too * Purse seining uses a large wall of netting- closed like a drawstring bag- to herd fish into the center. * Entire schools of fish, including juveniles, and large quantities of by catch make this practice unsustainable 3 effects of overfishing in the ocean commons Environmental impacts include 1. disrupting the shelter, breeding and feeding grounds of fish species 2. killing of non-target species (by catch) which further disrupts marine food webs. Bycatch are not just fish but can be turtles, birds, dolphins and other marine life 3. Economic impacts include the lower harvest of fish in subsequent years and therefore lower profits to the fishing industry Governmental mitigation strategies for fish depletion * 1. EMBARGO (ban) on all fishing * 2. Banning certain fishing techniques: In 1990, the US banned the use of purse seines for catching yellow-fin tuna since this method killed many dolphins in the process. * 3. The US imposed a dolphin-safe label and required countries to attest to the status of their tuna shipments Mitigation for fisheries (mutual coercion, mutually agreed upon) 4. Establish a total catch quota for the area. Close the fishery when the quota is reached 5. Tax the catch 6. Issue licenses to fishermen (cap and trade catch limit) 7. Allocate fishing rights per area to each fisherman Policy to protect fish populations * In US waters, cod stocks also collapsed and in 1994 the National Marine Fisheries Service (NMFS) closed the prime fishing areas on Georges Bank, protecting the fish from being harvested in that area. Governments can establish marine sanctuaries to protect wildlife or ban unsustainable fishing practices * Areas declared sanctuaries effectively manage recreational, commercial and educational use of marine ecosystems Biodiversity Loss and the Science of Pandemics and Epidemics * Biodiversity refers to the variety of life on Earth, including different species of plants, animals, fungi, and microorganisms, as well as the ecosystems they inhabit. Biodiversity Loss: Causes and Consequences * Explore the drivers of biodiversity loss. * - Habitat destruction (deforestation, urbanization) * - Pollution (plastic waste, chemicals) * - Overexploitation (overfishing, hunting) * - Invasive species and climate change Pandemics and Epidemics: Definitions and Examples An epidemic ---a sudden outbreak of a disease that spreads rapidly within a specific geographic area or population. A pandemic-- an epidemic that spreads across multiple countries or continents, affecting a large number of people worldwide. Examples: COVID-19, Ebola, H1N1 influenza. The Link Between Biodiversity Loss and Disease Emergence How biodiversity loss increases the risk of zoonotic diseases. * Pathogen spillover from wildlife to humans. * The 'dilution effect' in diverse ecosystems. * Impact of human encroachment on wildlife habitats. Zoonotic Diseases and Pathogen Spillover * Zoonotic diseases (transmitted from animals to humans) * Common reservoir hosts (bats, rodents, birds) * Examples: SARS, Ebola, COVID-19. Climate Change, Biodiversity Loss, and Disease Vectors * The role of climate change in disease spread. * - How climate change affects disease vectors (mosquitoes, ticks). * - Shifts in the distribution of vector-borne diseases (malaria, dengue). The Science of Pandemics and Epidemics: One Health Approach * Introducing the One Health concept. * - The interconnectedness of human, animal, and environmental health. * - One Health approach to preventing pandemics by protecting ecosystems. Impact of Biodiversity Loss on Public Health * The consequences of biodiversity loss on human health. * - Increased disease transmission due to ecosystem disruption. * - Loss of medicinal resources from species extinction. * - Weakened ecosystem services (clean air, water). Case Study: COVID-19 and Biodiversity * exploring the origins of COVID-19 and its links to biodiversity. * Origins in wildlife trade and habitat disruption. * Wildlife markets as hotspots for pathogen spillover. Prevention and Mitigation: Conservation Efforts * Conservation as a solution to reducing the risk of pandemics. * - Protecting natural habitats and ecosystems. * - Regulating wildlife trade. * - Sustainable development practices.