LESSON #1

SCIENCE deals with learning new facts (discoveries) and solving problems (scientific method) while
TECHNOLOGY deals with creating or inventing things that fulfill our needs and desires or perform certain functions.
Technology is the application of understanding of natural laws to the solution of practical problems.
**Science contributes to technology in many ways, which includes the following:
 New knowledge which serves as a direct source of ideas for new technological possibilities.
 Source of tools and techniques for more efficient engineering design and a knowledge base for evaluation of
feasibility of designs.
**Technology contributes to science in at least two (2) ways:
 Providing a fertile source of novel scientific questions and thereby also helping to justify the allocation of
resources needed to address these questions in an efficient and timely manner, extending the agenda of
science.
 Source of otherwise unavailable instrumentation and techniques needed to address novel and more difficult
scientific questions more efficiently.
The emphasis on the realm of Science, Technology and Society (STS) may have the same degree of relevance that
the "historical turn” had in the past. It is a “social turn" which affects philosophy of science as well as
philosophy of technology.

Science, Technology and Society

 Ancient times
 Middle Age
 Modern Age

Science and Technology in the ANCIENT TIMES (through 599 BCE) is divided into 3 periods:
1. Stone Age (Paleolithic, Mesolithic, & Neolithic)
2. Bronze Age
3. Iron Age

How Stone Age Humans Made Hand Axes

1. Paleolithic (or Old Stone Age), Mesolithic (or Middle Stone Age), and Neolithic (or New
Stone Age), this era is marked by the use of tools by our early human ancestors (who evolved around 300,000 B.C.)

 In the Paleolithic period (roughly 2.5 million years ago to 10,000 B.C.), early humans lived in caves or
simple huts or tepees and were hunters and gatherers. They used basic stone and bone tools, as well as
crude stone axes, for hunting birds and wild animals. They cooked their prey, including woolly mammoths,
deer and bison, using controlled fire. They also fished and collected berries, fruit and nuts.
 During the Mesolithic period (about 10,000 B.C. to 8,000 B.C.), humans used small stone tools, now also
polished and sometimes crafted with points and attached to antlers, bone or wood to serve as spears and
arrows.
 Finally, during the Neolithic period (roughly 8.000 B.C. to 3,000 B.C.), ancient humans switched from
hunter/gatherer mode to agriculture and food production. They domesticated animals and cultivated
cereal grains. They used polished hand axes, adzes for ploughing and tilling the land and started to settle in
the plains.

2. During the Bronze Age (about 3,000 B.C. to 1,300 B.C.), metalworking advances were made, as bronze, a
copper and tin alloy, was discovered. Now used for weapons and tools for animal Domestication, the harder metal
replaced its stone predecessors, and helped spark innovations including the ox-drawn plow and the wheel.
This time period also brought advances in architecture and art, including the invention of the potter's wheel,
and textiles-clothing consisted mostly wool items such as skirts, kilts, tunics and cloaks.
Organized government, law and warfare, as well as beginnings of religion, also came into play during the
Bronze Age, perhaps most notably relating to the ancient Egyptians who built the pyramids during this time.
3. The discovery of ways to heat and forge iron kicked off the Iron Age (roughly 1,300 B.C. to 900 B.C.). At the
time, the metal was seen as more precious than gold, and wrought iron (which would be replaced by steel with the
advent of smelting iron) was easier to manufacture than bronze.
Along with mass production of steel tools and weapons, the age saw even further advances in architecture,
with four-room homes, some complete with stables for animals, joining more rudimentary hill forts, as well as royal
palaces, temples and other religious structures.

 Science and Technology in "Antiquity" (600 through 529 BCE) - started with the rise of Greek civilization
- developed institutions such as the Academy, Lyceum, and Museum
- were the first to believe that humans could understand the universe using reason alone rather than
through mythology or religion (philosophers)
 Characterized by war between religion and science (Dark ages)

 In the Middle Ages (530 through 1452), there was a decline of science in Europe
- Use of currency replaced by barter
- Poverty was endemic and people suffered from wars, piracy, famine, and epidemics
 Chinese philosophy developed theories on matter and living beings
 Revival of Western science started during the last centuries of the first millennium
 Technological revolution took place
 Vast improvements in communication and transportation

 In the Modern Age. The twentieth century witnessed the greatest changes in technology and science that
humans have ever witnessed. These occurred rapidly and affected such a broad range of people. Scientists,
inventors, and engineers built upon the great inventions of the 19th century to expand the reach of modern
technology - for a citizen in 1900, communication, transportation, and agricultural was still primarily local
activities; by 2000, an American citizen was part of an interconnected global community. These
developments in science and technology were also important in the social and cultural changes of the period.
The Great Depression, the World Wars and Cold War, the civil rights and women's rights movements - all
were greatly impacted by the rapid scientific and technological advancements in the universities and
industry.

How long our ancestors have been using stones as their tools? 992,000 years
Our ancestors have been experiencing Bronze Age for 4,500 years.
Radar was discovered before the computer.

LESSON #2
Scientific revolution was the period of enlightenment when the developments in the fields of
mathematics, physics, astronomy, biology and chemistry transformed the views of society about nature. It is very
significant in the development of human beings, transformation of the society, and in the formulation of scientific
ideas. It explained the emergence or birth of modern science as a result of these developments from the disciplines
mentioned. The ideas generated during this period enabled the people to reflect, rethink and re-examine their
beliefs and their way of life. There is no doubt that it ignited vast human interests to rethink how they do science
and view scientific processes.

Scientific revolution was the golden age for people committed to scholarly life in science but it was also a
deeply trying moment to some scientific individuals that led to their painful death or condemnation from the
religious institutions who tried to preserve their faith, religion and theological views. Some rulers and religious
leaders did not accept many of the early works of scientists. But these did not stop people especially scientists to
satisfy their curiosity of the natural and physical world.

One of the Renaissance men, particularly in the field of science, is Nicolaus Copernicus, knowledge about
the nature of the universe had been essentially unchanged since the great days of Ancient Greece, and some 1,500
years before Copernicus came on the scene (Gribbin, 2003). This continued up to Renaissance period. In one
important way, Copernicus resembled the Greek ancient philosophers or thinkers - HE DID NOT DO ANYTHING
EXTENSIVE SUCH AS OBSERVING HEAVENLY BODIES OR INVITING PEOPLE TO TEST HIS IDEAS. His ideas were
an example of what is presently called as a THOUGHT EXPERIMENT.

Charles Darwin changed our concept of the world's creation and its evolution. Johnson (2012) described
Darwin as a genius who came from a line of intellectually gifted and wealthy family. He developed his interest in
natural history during his time as a student at Shrewsbury School. He would also spend time taking long walks to
observe his surroundings while collecting specimens.

INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY

Copernican Revolution Darwinian Revolution
COPERNICAN HELIOCENTRISM ORIGIN OF SPECIES
(Nicolaus Copernicus) (Charles Darwin)
 Nicolaus Copernicus
1473-1543

Nicolaus Copernicus was a Polish astronomer known as the father of modern astronomy. He was the
first modern European scientist to propose that Earth and other planets revolve around the sun, of the
Heliocentric Theory of the universe. Copernicus argued that Earth turned daily on its axis and that gradual shifts of
this axis accounted for the changing seasons.

Nicolaus Copernicus: Against The Ptolemaic System

The cosmology of early 16th-century Europe held that Earth sat stationary and motionless at the center of
the universe, Ptolemy placed the Earth at the center of his geocentric model.

In the second century A.D., the Alexandrian geographer and astronomer Ptolemy sought to resolve this
problem by arguing that the sun, planets, and moon move in small circles around much larger circles that revolve
around Earth. The Ptolemaic system remained Europe's accepted cosmology for more than 1.000 years, but by
Copernicus' day accumulated astronomical evidence had thrown some of his theories into confusion. Astronomers
disagreed on the order of the planets from Earth, and it was this problem that Copernicus addressed at the
beginning of the 16th century.

Nicolaus Copernicus Death and Legacy

Nicolaus Copernicus died on May 24, 1543 in what is now Frombork, Poland. He died the year his major
work was published, saving him from the outrage of some religious leaders who later condemned his heliocentric
view of the universe as heresy. It was not until the early 17th century that Galileo and Johannes Kepler
developed and popularized the Copernican theory, which for Galileo resulted in a trial and conviction for heresy.
Following Isaac Newton's work in celestial mechanics in the late 17th century, acceptance of the Copernican theory
spread rapidly in non-Catholic countries, and by the late 18th century the Copernican view of the solar system it
was almost universally accepted.
Charles Darwin
(1809-1882)

Charles Robert Darwin was a British naturalist and biologist known for his theory of evolution and his
understanding of the process of natural selection. In 1831, he embarked on a five-year voyage around the world
on the HMS Beagle, during which time his studies of various plants and a led him to formulate his theories,
Darwin collected a variety of natural specimens, including birds, plants and fossils. In 1859, he published his
landmark book, On the Origin of Species. Through hands-on research and experimentation, he had the unique
opportunity to closely observe principles of botany, geology and zoology. The Pacific Islands and Galapagos
Archipelago were of particular interest to Darwin, as was South America.

Theory of Evolution
Darwin's theory of evolution declared that species survived through a process called "natural selection," where
those that successfully adapted or evolved to meet the changing requirements of their natural habitat thrived and
reproduced, while those species that failed to evolve and reproduce died off. Through his observations and studies
of birds, plants and fossils, Darwin noticed similarities among species all over the globe, along with variations based
on specific locations, leading him to believe that the species we know today had gradually evolved from common
ancestors.

Origin of Species
On November 24, 1859, he published a detailed explanation of his theory in his best-known work, On the Origin of
Species by Means of Natural Selection. In the next century, DNA studies provided scientific evidence for Darwin's
theory of evolution. However, controversy surrounding its conflict with Creationism - the religious view that
all of nature was born of God - is still found among some people today.

The Copernican Revolution is named for (1) Nicolaus Copernicus who's Commentariolus, written before
1514, was the first explicit presentation of the (2) heliocentric model in Renaissance scholarship. The Copernican
Revolution changed the way the world viewed its place in the universe. It introduced the concept of the heliocentric
model of the solar system that predicted the Earth revolved around the (3) sun Previous models stated that the (4)
Earth was the center of the universe.

The Darwinian Revolution is generally taken to be one of the key events in the history of Western science.
No new idea has ever been launched with more thorough preparation, or with greater immediate impact, than
Darwin's theory of (5) Evolution. Darwin had arrived at the hypothesis of (6) Natural selection long before the
works of other scientists, but his slowness in publishing his conclusions must be explained by an awareness of the
dramatic effect that would likely to be produced by a serious presentation of "transmutation" implying a scientific
endorsement of man's animal descent.
LESSON #4
Sigmund Freud (1856-1939)
Sigmund Freud was an Austrian neurologist who developed psychoanalysis, a method through which an
analyst unpacks unconscious conflicts based on the free associations, dreams and fantasies of the patient.
His theories on child sexuality, libido and the ego, among other topics, were some of the most influential academic
concepts of the 20th century.

Theories
Freud's psychoanalytic theory, inspired by his colleague Josef Breuer, posited that neuroses had their
origins in deeply traumatic experiences that had occurred in the patient's past. He believed that the original
occurrences had been forgotten and hidden from consciousness. His treatment was to empower his patients to
recall the experience and bring it to consciousness, and in doing so, confront it both intellectually and emotionally.
He believed one could then discharge it and rid oneself of the neurotic symptoms. Some of Freud's most discussed
theories included: Id, ego and superego: These are the three essential parts of the human personality. The id is the
primitive, impulsive and irrational unconscious that operates solely on the outcome of pleasure or pain and is
responsible for instincts to sex and aggression. The ego is the "I" people perceive that evaluates the outside physical
and social world and makes plans accordingly. And the superego is the moral voice and conscience that guides the
ego; violating it results in feelings of guilt and anxiety.

Id: Instincts Ego: Reality Superego: Morality

Id: “I want to do that now!” Superego: “It's not right to do Ego: “Maybe we can
that." compromise.”
 Psychic energy: Freud postulated that the id was the basic source of psychic energy or the force that drives
all mental processes. In particular, he believed that libido, or sexual urges, was a psychic energy that
drives all human actions.
 Oedipus complex: Between the ages of three and five, Freud suggested that as a normal part of the
development process all kids are sexually attracted to the parent of the opposite sex and in competition with
the parent of the same sex. The theory is named after the Greek legend of Oedipus, who killed his father so
he could marry his mother.
 Dream analysis: In his book The Interpretation of Dreams, Freud believed that people dreamed for a
reason: to cope with problems the mind is struggling with subconsciously and can't deal with consciously.
Dreams were fueled by a person's wishes. Freud believed that by analyzing our dreams and memories, we
can understand them.
Development of Science in Mesoamerica
Mesoamerica includes the entire area of Central America from Southern Mexico up to the border
of South America. There is no doubt that the Mesoamerican region is rich in culture and knowledge prior to
the arrival of its European colonizers. The Maya civilization is one of the famous civilizations that lasted
for approximately 2,000 years. The Mayans developed the technology for growing different crops and
building elaborate cities using ordinary machineries and tools. They built hydraulics system with
sophisticated waterways to supply water to different communities.

INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY

Freudian Revolution: PSYCHOANALYSIS (Sigmund Freud)
Meso-American Revolution: AGRICULTURAL REVOLUTION (Olmec, Maya, Toltec, Aztec) 2)

Sigmund Freud: born on May 6. 1856, Austrian neurologist and the founder of psychoanalysis, most famous
theories was that of psychosexual development, postulated that as children move through a series of stages
centered on erogenous zones. Successful completion of these stages led to the development of a healthy
personality, but fixation at any stage prevents completion and therefore the development of an unhealthy,
fixated personality as an adult.

1. Oral Stage (Birth to 18 Months): Child becomes focused on oral pleasures such as sucking. Difficulties at
this stage could lead to an oral personality in adulthood cantered around smoking, drinking alcohol, biting
nails and they can be pessimistic, gullible and overly dependent on others.
2. Anal Stage (18 months to 3 Years): Focus of pleasure here is on eliminating and retaining feces and
learning to control this due to societal norms. Fixation here can lead to perfectionism, a need to control or
alternatively the opposite; messy and disorganized
3. Phallic Stage (Ages 3 to 6 Years): During the phallic stage the child's pleasure move to the genitals and
Freud argued that during this stage, boys develop an unconscious sexual desire for their mothers and fear
that because of this their fathers will punish them by castration. This became known as the Oedipus Complex
after the Sophocles tragedy. A fixation at the stage could lead to confusion over sexual identity or engaging in
sexual deviances.
4. Latency Stage (Ages 6 to puberty): Sexual urges remain largely repressed at this stage.
5. 5. Genital Stage (Puberty Onwards): This final stage leads to the individual switching their interest to
members of the opposite sex.
 The mouth (0-1): The child enjoys feeding, sucking, swallowing, putting things in mouth, etc.
The anus (1-3): The child derives pleasure from expelling or with holding faeces.
Phallic (3-5): The genitals.
Latency (5-Puberty): Sexual drives are repressed.
Genital (Puberty-Death): The genitals. The adult derives pleasure from masturbation and sexual
intercourse.
 These are the other terms used for the Mesoamerican Revolution: Agricultural Revolution and Neolithic
Revolution
 It is the most important era in the human history: Mesoamerican Revolution
 Two bodies of water that have a close proximity to the Mesoamerican region: Gulf of Mexico and Pacific
Ocean
 Staple foods that originated in the Mesoamerican region: Potatoes and Corn

 Sigmund Freud – a famous figure in the field of psychology.

 Freud’s method is unorthodox (focusing on human sexuality & the evil nature of man.)
 Some people found Freud’s ideas not easy especially in this explanation of human sexuality.
 Psychoanalysis – scientific way to study the human mind & neurotic illness.
 Freudian ideas and theories are still considered nowadays as a great inspiration to examine human mind
and behavior in a more scientifically accepted way.
 Fixation at the anal stage would lead to perfectionism, a need to control or alternatively the opposite: messy
and disorganized.

LESSON #5
There has long been a connection between art and science, one that can be traced back to the Egyptian
pyramids. History proves that the two disciplines cannot exist without each other, enduring in constantly changing
and evolving relationships.
Traditionally, art and science have been treated as two separate disciplines, but when they are studied
together it's clear to see the impact one has on the other. A great deal of creativity is required to make scientific
breakthroughs, and art is just as often an expression of (or a product of) scientific knowledge. Consider the science
behind mixing paint in the correct proportions, or creating perspective in a drawing, or even imagining the dance of
a quark.
Visual art has been used to document the natural world for thousands of years, from cave drawings of
animals that help today's researchers figure out yesterday's fauna, paintings of centuries-old experiments that show
us how they were conducted. One of the most famous examples of the interconnection between art and science is
the work of Renaissance master Leonardo da Vinci.
While his Mona Lisa is probably the most famous portrait ever painted, da Vinci's scientific drawings,
recently on exhibit at the Boston Museum of Science, are smaller in scale and intricately detailed and annotated;
and they demonstrate that he was no less skilled as an inventor and researcher. In fact, da Vinci's talent as a bridge
engineer was proven in 2001, when artist Vebjorn Sand built the da Vinci-Broen bridge in Norway using the
artist's never-realized plans for a bridge meant to stretch across the Golden Horn in Istanbul. Rejected as an
architectural impossibility by the Ottoman Sultan who commissioned it, the bridge was built 499 years after da
Vinci designed it, proving the Sultan wrong.

LESSON #6
In all activities of science, including theory evolution, scientists are influenced by cultural-personal factors.
These factors include psychological motives and practical concerns (such as intellectual curiosity, and desires for
self-esteem, respect from others, financial security, and power), metaphysical worldviews (that form the
foundation for some criteria used in conceptual evaluation), ideological principles (about "the way things
should be" in society), and opinions of authorities (who are acknowledged due to expertise, personality,
and/or power).
These five factors interact with each other, and operate in a complex social context that involves individuals,
the scientific community, and society as a whole. Science and culture are mutually interactive, with each affecting
the other.
Some cultural-personal influence is due to a desire for personal consistency between ideas, between actions,
and between ideas and actions. For example, scientists are more likely to accept a scientific theory that is consistent
with their metaphysical and ideological theories.

SCIENCE AFFECTS CULTURE

The most obvious effect of science has been its medical and technological applications, with the accompanying
effects on health care, lifestyles, and social structures. But science also influences culture, in many modern societies,
by playing a major role in shaping cultural worldviews, concepts, and thinking patterns. Sometimes this occurs by
the gradual diffusion of ideas from science into the culture. At other times, however, there is a conscious effort by
scientists or nonscientists, to use “the authority of science" for rhetorical purposes, to claim that scientific theories
and evidence support a particular belief system or political program.
CULTURE AFFECTS SCIENCE
"How does culture affect science?" Some influence occurs as a result of manipulating the "science affects culture". If
society wants to obtain certain types of science-based medical or technological applications, this will influence the
types of scientific research that society supports with its resources. And if scientists have already accepted some
cultural concepts, such as metaphysical and/or ideological theories, they will tend to prefer (and support) scientific
theories that, agree with these cultural-personal theories.
 All activities of science are influenced by cultural-personal factors & thought-styles.
 The following factors influenced scientists in theory evaluation are intellectual curiosity & financial
security.
 Science and culture are mutually interactive. It means that science affects culture & culture affects
science.
 Characteristics of scientific culture are independence of thought, dissent & originality.
 Science had a strong influence on cultural values all over the world.
Five (5) Cultural-personal factors that influenced scientists:
1. Psychological motives
2. Practical concerns
3. Metaphysical worldviews
4. Ideological principles
5. Opinions of Authorities
Ways by which science affects culture: Effect on health care, lifestyle, & social structures.
LESSON #7
Science is creating wonders almost every day. What was once sheer fantasy is now almost a reality by virtue
of the recent achievements of men of science. Almost everything that makes eases our daily life are the wonders of
modern science. Science has conferred many gifts on modern life. Indeed, they are far too many to be counted.
Cooking, boiling of water, burning of candle, curdling of milk, electricity, motorized vehicles, cell phones etc. make us
realize the presence of science in everyday life: From the above examples we can sense the broadness and
importance of science in our daily lives.
Science is developed from the need of understanding the natural phenomena. It is a set of complex theories
and ideas based on observing, testing, analyzing and then presenting phenomena. Scientist has developed several
techniques to achieve this. The general process that has been formulated is known as the scientific method. The
scientific knowledge accumulated over the years has helped man to apply rationale and logic to everyday life as
well. It has proved several superstitions and blind beliefs as wrong. The most important part of application of
science is technology.
To make it clear how deeply science is interwoven with our lives, just try imagining a day without scientific
progress. Just for starters, without modern science, there would be:
 No way to use electricity. From Ben Franklin's studies of static and lightning in the 1700s, to Alessandro
Volta's first battery, to the key discovery of the relationship between electricity and magnetism, science has
steadily built up our understanding of electricity, which today carries our voices over telephone lines, brings
entertainment to our televisions, and keeps the lights on.
 No plastic. The first completely synthetic plastic was made by a chemist in the early 1900s, and since then,
chemistry has developed a wide variety of plastics suited for all sorts of jobs, from blocking bullets to making
slicker dental floss.
 No modern agriculture. Science has transformed the way we eat today. In the 1940s, biologists began
developing high-yield varieties of corn, wheat, and rice, which, when paired with new fertilizers and
pesticides developed by chemists.
 No modern medicine. In the late 1700s, Edward Jenner first convincingly showed that vaccination worked.
In the 1800s, scientists and doctors established the theory that many diseases are caused by germs. And
in the 1920s, a biologist discovered the first antibiotic.
 Scientific knowledge can improve the quality of life at many different levels - from the routine workings of
our everyday lives to global issues. Science informs public policy and personal decisions on energy,
conservation, agriculture, health, transportation, communication, defense, economics, leisure, and
exploration. It's almost impossible to overstate how many aspects of modern life are impacted by scientific
knowledge.

WHAT IS THE SCIENTIFIC METHOD? The logical process adopted by scientists to develop knowledge of
nature and present it as acceptable fact. This method is based on gathering empirical data through
observation and experimentation and the formulation and testing of hypotheses. The scientific method
consists of the following four elements:

STEPS OF THE SCIENTIFIC METHOD

1 - MAKE AN OBSERVATION
You can't study what you don't know is there. This is why scientists are so curious - they're always
looking for patterns, trends, questions, and problems that we don't understand. Once a scientist finds a really
interesting pattern that they want to know more about, they move onto the next step.
For example, let's say that you notice a lot of people are drinking alkaline water because they think
it's healthier for them, but you're not sure if it actually is or not.
2- ASK A QUESTION
Once a scientist finds an interesting thing to study, they need to ask a question that hopefully they can
answer.
A question that you could ask about alkaline water might be, "Does alkaline water actually make
people healthier?"
3- DO BACKGROUND RESEARCH
To find out the answer to your question, you need to know what potential answers are. That's where
background research comes in; remembering that not everything you read online is true. Use reliable
sources, like Google Scholar...and untamedscience.com!
In our alkaline water example, you could search online for articles or published scientific papers showing how
people change when they drink alkaline water. You could look at overall health, or specific thinks like lung
function, blood pH, etc.
4 - FORM A HYPOTHESIS
A hypothesis is a statement of what you think the answer to your question is. It's different from the
question you formed because it's answering the question you developed with a specific prediction that you'll
go on to test. A good hypothesis should be falsifiable, meaning that it's possible to prove it wrong.
Let's say that your background research showed there wasn't much of an effect on overall health. A
hypothesis for this might be: "Drinking alkaline water has no effect on how well people feel."
5- CONDUCT AN EXPERIMENT
How do you find an answer to your hypothesis? You conduct an experiment to test it! Depending on what a
scientist is studying, an experiment can be very quick or take years some experiments have even been going on for
hundreds of years!
To develop an experiment for the alkaline water example, you'd need a creative way to get people to drink
normal and alkaline water, and ask them to rank how well they feel after drinking each.
6 - ANALYZE RESULTS AND DRAW A CONCLUSION
This is what we've all been waiting for –what is the answer to the question? In this step, scientists take a step
back, look at the data, and decide whether to accept or reject the hypothesis. Sometimes the conclusion is pretty
straightforward, but scientists always do statistical tests just to make sure they're reading the results correctly.
Now that you've collected your data from the alkaline water experiment, let's say that there is no real
difference in how well people feel based on what type of water they drink. In this case, you'd accept (or, fail to
reject) your original hypothesis. Alkaline water would just be a scam that didn't really affect how well people feel.
7- REPORT YOUR RESULTS
You've just tested an important piece of information. It's something that nobody else in the world knows.
What good is that knowledge if you keep it to yourself? The final step of the scientific process is to report your
results. Scientists generally report their results in scientific journals, where each report has been checked over and
verified by other scientists in a process called peer review.

If your alkaline water study were real, then you'd need to find a relevant journal and submit your article to them for
publication.

Science
Biology: eating, sweating, thinking, etc.
Chemistry: cooking, boiling photocopying, etc.
Geology: landslide, erosion, weathering, etc.
Physics: walking, running climbing stairs, etc.

OBSERVE: Make observations

QUESTION: Ask a question or identify a problem.
RESEARCH: Search for existing answers or solutions
HYPOTHESIZE: Formulate a Hypothesis
EXPERIMENT: Design & perform an experiment
TEST HYPOTHESIS: Accept or reject hypothesis
DRAW CONCLUSIONS: Make conclusions based on hypothesis
REPORT: Share your results