SCI-NGEC

0913

Learning Module
 
Science Technology
and Society

This is a property of
Bataan Peninsula State University
NOT FOR SALE
Knowledge Area Code : SCI
Course Code : SCI-NGEC0913
Learning Module Code :
Science Technology and Society

Learning Module 01
Introduction to Purposive Communication
First Edition, 2020
 
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties. “
 
Borrowed materials included in this module are owned by their respective copyright holders. Every
effort has been exerted to reach and seek permission to use these materials from their respective
copyright owners. The University and authors do not claim ownership over them.
 
Published by the Bataan Peninsula State University
President: Gregorio J. Rodis, PhD

Learning Module Development Team

 
Writers:
 
Writer 01 Ma. Katrina Sabel A. Corpuz,
Writer 02 Arlene A. Zabala ,
Writer 03 Sunshine Talavera
 
Evaluators:
 
Evaluator 01 Yolanda B. Simbul Ed.,Campus Director
Evaluator 02 Gertrudes C. Padilla , Associate Prof
Evaluator 03 Emelie Matito, Position
 
Quality Management Team:
 
Arlene I. Pascual
Focal Person, University Gender and Development
 
Cristina G. Rivera
Chair, Oversight Committee on Curriculum Development
 
Arlene D. Ibañez
Chair, Oversight Committee on Textbook and Instructional Materials
 
Jesselyn C. Mortejo, EdD
Director, Quality Assurance Office
 
Emmanuel C. Macaraeg, PhD, CESE
Vice President for Academic Affairs
 

Learning Module: Science Technology and Society

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Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and certain behaviors are
expected when you communicate with both your peers and your instructors. These guidelines for
online behavior and interaction are known as netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more serious harm.
 Don't share your password with anyone.
 Change your password if you think someone else might know it.
 Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
 Treat your instructor and classmates with respect in email or any other communication.
 Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
 Unless specifically invited, don’t refer to your instructor by first name.
 Use clear and concise language.
 Remember that all college level communication should have correct spelling and grammar (this
includes discussion boards).
 Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of “you.”
 Use the prescribed font Palatino Linotype and use a size 10-point font.
 Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.
 Limit and possibly avoid the use of emoticons like :) or J.
 Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post
and your message might be taken seriously or sound offensive.
 Be careful with personal information (both yours and other’s).
 Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
 Use a descriptive subject line.
 Be brief.
 Avoid attachments unless you are sure your recipients can open them.
 Avoid HTML in favor of plain text.
 Sign your message with your name and return e-mail address.
 Think before you send the e-mail to more than one person. Does everyone really need to see your
message?
 Be sure you REALLY want everyone to receive your response when you click, “reply all.”
 Be sure that the message author intended for the information to be passed along before you click
the “forward” button.
Netiquette Guide for Online Courses
 

Learning Module: Science Technology and Society

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Message Board Netiquette and Guidelines
When posting on the Discussion Board in your online class, you should:
 Make posts that are on topic and within the scope of the course material.
 Take your posts seriously and review and edit your posts before sending.
 Be as brief as possible while still making a thorough comment.
 Always give proper credit when referencing or quoting another source.
 Be sure to read all messages in a thread before replying.
 Don’t repeat someone else’s post without adding something of your own to it.
 Avoid short, generic replies such as, “I agree.” You should include why you agree or add to the
previous point.
 Always be respectful of others’ opinions even when they differ from your own.
 When you disagree with someone, you should express your differing opinion in a respectful, non-
critical way.
 Do not make personal or insulting remarks.
 Be open-minded.
 

(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)
 

Learning Module: Science Technology and Society

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About the Faculty

The faculty are advised to introduce themselves to the learners to establish a social presence by
providing a brief background about themselves—their educational background, line of specialization
and other major accomplishments.
 

MA.KATRINA SABEL A. CORPUZ finished her bachelor degree at Bataan Peninsula State University.
Is an instructor I and been teaching General Education subjects under Science Cluster for sixteen years
at Bataan Peninsula State University Orani Campus . She is an instructor of chemistry, physics, general
science like Science Technology and Society and Big history. She is the present residing Laboratory
Technician at Bataan Peninsula State University, Orani Campus

ARLENE A. ZABALA is an assistant professor II who has been teaching Chemistry, Physics, and
General Sciences (Science, Technology and Society) at the Bataan Peninsula State University, Balanga
Campus since 1997. She obtained her bachelor’s degree in Chemical Engineering in Mapua Institute of
Technology and finished her master’s degree in Education major in Chemistry at Bulacan State
University. She has coauthored several books in for college students such as Chemistry and
Biochemistry Manual.

Dr. Sunshine Magaway Salenga-Talavera, also known as Doc H, Hinez, Ma’am Shine is a Ph.D.
graduate on Educational Management at the Philippine Normal University Taft Avenue Manila
Philippines, gotten her Masters and BSED major in General Science Degree at Bataan Peninsula State
University Dinalupihan Campus.

Diana A. Buensuceso-Sibug is a graduate of BS in Physics for Teachers at Philippine Normal University,

taking up Master in Physics De La Salle Univ, (ongoing) and been to the following institution Bataan
State College Abucay Campus Teacher I (2004-05) Bataan State College Main Campus (Dinalupihan)
Teacher I (2005-08) Balanga Integrated School Teacher I (2008-09)BPSU Abucay Campus Instructor I
(2012-present)

Learning Module: Science Technology and Society

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Learning Module: Science Technology and Society
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Table of Contents

 Cover
 Copyright Page
 Statement on Copyright
o Learning Module Development Team
 Writers
 Reviewers
o Quality Management Team
 Netiquette Guide for Online Courses
 Preliminaries
o Course Overview
 Introduction
 Key Learning Competencies
 Course Details
 Course Code
 Course Title
 No. of Units
 Classification
 Pre-requisite / Co-requisite
 Semester and Academic Year
 Schedule
 Name of Faculty
 Contact Details
 Consultation Schedule
 Assessment with Rubrics
 Final Requirement with Rubrics
 Grading System
 Course Policy

 Packet 1
o Introduction
o Learning Outcomes
o Minimum Technical Skills Requirement
o Learning Management System
o Duration
o Delivery Mode
o Module Requirement with Rubrics

 Pre-Assessment
 Content
o Topic 1 (Course Packet 1)
 Readings
 Lesson Proper
 Review
 Activity
 Processing of the Activity
 Brief Lesson
 Enhancement Activity
 Generalization
 Application
o Topic 2 (Course Packet 2)

Learning Module: Science Technology and Society

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  Readings
 Lesson Proper
 Review
 Activity
 Processing of the Activity
 Brief Lesson
 Enhancement Activity
 Generalization
 Application
o Topic 3 (Course Packet 3)
 Readings
 Lesson Proper
 Review
 Activity
 Processing of the Activity
 Brief Lesson
 Enhancement Activity
 Generalization
 Application
 Course Packet Discussion Forum
 Post-Assessment
 Additional Activities (can include self-testing, discussion questions and group activities)
 Annexes
o Answer Key
o References
o Feedback Form
 Brief Introduction of the Succeeding Learning Module

Learning Module: Science Technology and Society

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Course Overview

Introduction

Science, Technology and Society (STS) is an interdisciplinary field which studies the conditions under which
scientific knowledge and technological systems are created, distributed and utilized; the consequences of these
activities on different groups of people. STS draws on science and technology history and theory, sociology and
anthropology, policy research, and cultural and literary research; all of which form the methods of study deployed
in the field.

Key Learning Competencies

1. Appreciate and identify the interaction between Science, Technology and Society throughout History.

2. Articulate ways by which society is transformed by science and technology.

3. Examine shared concerns that make up the good life in order to come up with innovation, creative
solutions to contemporary issues guided by ethical standards.

4. Asses the issue’s potential benefits and detriments to global health.

5. Apply STS concepts to the issue of climate change.

Course Details:
 Course Code: NGEC 0913
 Course Title: Science Technology and Society
 No. of Units: 3 units
 Classification: Lecture
 Pre-requisite / Co-Requisite: None
 Semester and Academic Year: 2020-2021
 Schedule
 Name of Faculty
 Contact Details

Email:

Mobile Number:

Viber:

Messenger:
 Consultation

Day:

Learning Module: Science Technology and Society

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 Time:

Learning Management System

Google Classroom

Assessment with Rubrics

Online requirements

Level Description

Very Good Well written and very organized. Excellent grammar mechanics.

9-10 Clear and concise statements.

Excellent effort and presentation with detail.

Demonstrates a thorough understanding of the topic.

Good Writes fairly clear. Good grammar mechanics.

7-8 Good presentation and organization.

Sufficient effort and detail.

Fair Minimal effort. Good grammar mechanics.

6 Fair presentation.

Few supporting details.

Poor Somewhat unclear. Shows little effort. Poor grammar mechanics.

4-5 Confusing and choppy, incomplete sentences.

Learning Module: Science Technology and Society

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 No organization of thoughts.

Very poor Lacking effort. Very poor grammar mechanics.

1-3 Very unclear.

Does not address topic.

Limited attempt.

Evaluation Rubric for Video Production

Levels of Performance

Subject

• is interesting

• is educational

• is relevant to audience

• provides insight into topic

• is discussed thoroughly

• is entertaining

Concept Score ______ out of 30

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Content

• Presents interesting information

• Language is used properly and effectively

• Images and/ or graphics relate well to content

• Student(s) behave professionally on camera

• Student(s) demonstrate thoughtful approach to subject

Content Score ______ out of 25

Technical Aspects

• Camera is stable, smooth movements and pans

• Subject is framed well, images are well composed

• Subject is lit and clearly visible

• Sound is clear and understandable

• Video is edited effectively, flows well

• Titles are used effectively

• Transitions are used effectively

• Project was completed in a timely manner

Content Score ______ out of 40

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 http://www.nuuanu.k12.hi.us/chun/course/vidrubric.htm

Below Standard Satisfactory Accomplished Excellent

Dimensions of
Performance
Score: 1 Score: 2 Score: 3 Score: 4
Students need
Students need help to
help to research Students research
research and write a Students research
and write a script. independently and
script. The storyboard and write a
There is a write a compelling
does not match the compelling and
storyboard that is and creative script.
final production. creative script. The
adhered to during The storyboard is
Planning Some group members storyboard is drawn
production. Most drawn carefully with
have roles and some carefully with shot
group members set design and shot
Research, perform very few compositions
have roles and use compositions
Storyboarding, tasks. Some video included. All group
some video included. All group
and Rehearsal vocabulary and floor members have their
vocabulary and members define their
language is used and use video
floor language roles and use video
during rehearsals. vocabulary and floor
during rehearsals. vocabulary and floor
Students need to be language during
Students need to language during
reminded to stay on rehearsals.
be reminded to rehearsals.
task
stay on task.
There is focus that
The project has a The project has a
is maintained The project has a
focus but may stray clear focus related to
throughout the clear focus related to
from it at times. There the chosen topic and
project. The the chosen topic and
is an organizational one or more of the
project presents one or more of the
structure, though it following elements;
information in a following elements;
may not be carried reflects broad
accurate and reflects broad
through in a research and
organized manner research and
consistent manner. application of critical
that can be application of critical
Content There may be factual thinking skills;
understood by the thinking skills; shows
errors or shows notable
intended notable insight or
inconsistencies, but insight or
audience. understanding of the
they are relatively understanding of the
Adequate topic. Excellent
minor. Less than topic. Excellent
evidenced of evidence of student
adequate evidence of evidence of student
student learning learning and efforts
student learning and learning and efforts
and efforts are are reflected in
efforts are reflected in are reflected in
reflected in student's project.
student's project. student's project.
student's project.
Adequate Sequence of project
Either lack of Organization of
preparation and components is clear
preparation or presentation is
sequence is and evident.
Layout/ illogical sequence. excellent. Transitions
shown. Transitions provide
Transitions are add to the viewer's
Transitions are easy movement from
choppy or distract the understanding of the
Design adequate. Titles one scene to another.
viewer. Titles are not topic. Titles are
are present. If Titles are used and
present or distract added to enhance
  storyboard is add to the video's
from the overall understanding.
present, it shows flow. Storyboard
video. Does not have Storyboard shows
the project in a shows general
a storyboard. progression.
broad outline. outline.

Learning Module: Science Technology and Society

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 The camera work is
The camera work
choppy and the scenes The camera work is The camera work is
may be choppy or
are blurry or panning generally smooth smooth and the focus
panning is too
is too fast. Sound and and the focus is is crisp. Sound and
fast. Sound and
visual files contain usually crisp. Sound visual files are
visual files may
significant distortion. and visual files are distortion free.
have some
Technical Transitions are mostly distortion Transitions are timed
distortion but it
awkward between free. Transitions for smooth
doesn't distract
Elements scenes. Titles are provide a smooth movement between
the viewer. There
illegible. Technical movement between scenes. Titles are
are some technical
difficulties seriously scenes. Titles are legible. There are few
problems, but the
interfere with the mostly legible. There technical problems,
viewer is able to
viewer's ability to see, are few technical and none of a serious
follow the
hear, or understand problems. nature.
presentation.
content.
Effective teamwork.
The final product
Presentation a Students worked represents something
result of a group together and were that would have been
effort, but only assigned different impossible to
Obvious that the
some members roles accomplish working
presentation was
contributed alone.
created by one person 
Students select
Students select group members Students select group
Students make poor
Collaboration group members based on good members based on
choices for group
according to social working good working
members. The group
desires. Some relationships. All relationships. All
is unable to complete
students in the students in the students in the group
the video in a timely
group participate group participate participate actively
fashion
actively. Few actively 100% of the 100% of the time.
students excel in time. Most students Each student excels in
the activities excel in the activities every activity

Course Policy

Homework and exercises / writing assignments/special projects

1. All homework and projects must be submitted on time. Late submission will get corresponding
deductions.

2. Written reports should follow a prescribed format.

Learning Module: Science Technology and Society

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 3. Projects are assigned at least 2 weeks in advance.

Learning Module: Science Technology and Society

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 SCI-NGEC

Module Overview

Introduction

This module 1 of Science Technology and society will be having 5 packets from the history of the revolution of
science and also the present condition which society applied Science to enhance human life. Every part of the
module is consider substantial that every student should religiously comprehend. The course module is not only
intended fulfill the course subject but to equipped students for being scientific and rational regarding life.
 Topic 01: Historical Events in Science, Technology and Society.
 Topic 02: STS and the Human Condition and the Human Condition.
 Topic 03: The Information Age ( Gutenberg to Social Media)
 Topic 04: Biodiversity and the healthy Society
 Topic 05: Genetically modified Organism: Science, Health, and Politics

Learning Outcomes
1. Appreciate and identify the interaction between Science, Technology and Society throughout History.

2. Articulate ways by which society is transformed by science and technology

3. Examine shared concerns that make up the good life in order to come up with innovation, creative
solutions to contemporary issues guided by ethical standards.

4. Asses the issue’s potential benefits and detriments to global health

5. Apply STS concepts to the issue of climate change

Learning Module: Science Technology and Society

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Minimum Technical Skills Requirement

Computer manipulation skills. Browsing and uploading skills.

Learning Management System

Duration

The module will be expected to be finished after 13 weeks upon start of the semester all activities,
assessments and online requirement must be submitted on or before the 13th week of the semester.

 
 Topic 01: Historical Events in Science, Technology and Society. = 12 hours
 Topic 02: STS and the Human Condition and the Human Condition. = 12 hours
 Topic 03: The Information Age ( Gutenberg to Social Media) = 5 hours
 Topic 04: Biodiversity and the healthy Society = 5 hours
 Topic 05: Genetically modified Organism: Science, Health, and Politics= 5 hours

Delivery Mode

The teacher will utilize both synchronous and asynchronous ways of teaching and learning activities to carry out
support and enable learning. This delivery mode of teaching and learning will occur at the same time, but not in
the same place. And there will also be a time that it will require a form of computer control timing protocol in
which a specific instruction begins upon receipt of an indication or signal until the learners will complete the
preceding direction. 

Module Requirement with Rubrics

Online Requirements

Learning Module: Science Technology and Society

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 Course
Packet
SCI -NGEC

Learning Module
 
SCIENCE
TECHNOLOGY AND
SOCIETY
 
Course Packet 01
 
Historical Events in Science,
Technology and Society. 
 
 
 
This is a property of
Bataan Peninsula State University
Knowledge Area Code : SCI NOT FOR SALE
Course Code : NGEC0913
Learning Module Code : SCI-NGEC0913
Course Packet Code : SCI-NGEC0913-01

Learning Module: Science Technology and Society 3

 Course
Packet
SCI-NGEC

01 0913

Course Packet 01

Historical Events in Science, Technology and Society. 

Introduction

“TO KNOW THAT WE KNOW WHAT WE KNOW, AND TO KNOW WHAT WE DO NOT KNOW,
THAT IS THE TRUE KNOWLEDGE” Nicolaus Copernicus

From the time on when all things started from dust all we want is to know what, why and how
things happen. The process is very crucial, events are phenomenon occurs in its proper place and
time.

Packet 1 will deal about the Historical Events in Science Technology and society. The packet 1 aim to
trace back revolution in Science which give a remarkable benefit to humans. Locating back and
acknowledging the work of Science and Technology for the future innovation leading to better life.

Don’t stop searching, don’t stop processing evidence for the answers to question will be definitely
appears right in front your very eyes.

Objectives

At the very end of the packet the students should be able to:
1. Explain the historical timeline of science and technology.
2. Analyze the difference between the different periods involved in the development of Science
and Technology.
3. Appreciate and identify the interaction between Science, Technology and Society throughout
History.

Learning Management System

Duration
(Specify the number of hours allotted for this course packet.)
 
 Topic 01: Title of Topic 01 = 12 hours
(10 hours self-directed learning with practical exercises
and 2 hours assessment)
 
Delivery Mode
The teacher will utilize both synchronous and asynchronous ways of teaching and learning activities to carry out
support and enable learning. This delivery mode of teaching and learning will occur at the same time, but not in
the same place. And there will also be a time that it will require a form of computer control timing protocol in
which a specific instruction begins upon receipt of an indication or signal until the learners will complete the
preceding direction. 
Assessment with Rubrics

Learning Module: Science Technology and Society 1

 Course
Packet
SCI-NGEC

01 0913

Online requirements

 
Level Description
Very Good Well written and very organized. Excellent grammar mechanics.
9-10 Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Good Writes fairly clear. Good grammar mechanics.
7-8 Good presentation and organization.
Sufficient effort and detail.
Fair Minimal effort. Good grammar mechanics.
6 Fair presentation.
Few supporting details.
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics.
4-5 Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very poor Lacking effort. Very poor grammar mechanics.
1-3 Very unclear.
Does not address topic.
Limited attempt.

 
Learning outcome
At the end of this module the student should be able to;
1. Recognize the importance of studying science, technology and society.
2. Identify how the ideas postulated by Copernicus, Darwin, and Freud contribute to the spark of
scientific revolution 
3. Trace the revolution of science and technology in other countries and most specially
Philippines
 

Major Components of the Learning Module

Module one of the course focuses on to general concepts and historical

development, science technology and society: Philippines History, and
Science Technology and Society and the Human Condition.

 
Introduction
Leucippus once said “NOTHING OCCCURS AT RANDOM; BUT
EVERYTHING FOR A REASON AND BY NECESSITY” human should
recognize and fully understand that everything here on earth are on its proper
places and all of this even if it a natural process govern a natural law that
should be handle properly and given some due respect to avoid chaos and loss
of life. The earth is the influencer of human life because it is human’s habitat
Human is the essential part of the earth thru science and technology human
life will continue for its betterment. Systematic Exploration will unlock the
mystery and give human the fruit of curiosity which lead to innovation,
technology is the application science tangible or process.

Learning Module: Science Technology and Society 2

 Course
Packet
SCI-NGEC

01 0913

in this packet we will trace back trace global and local historical antecedents
and the beginning of modern science the paradigmatic shift in mode of
thinking which lead to intellectual revolution in other part of the world and
specially herein the Philippines.

 
Lesson Proper
 
 Review. What is Science Technology and Society?

Science, Technology and Society (STS) is an interdisciplinary field that

studies the conditions under which the production, distribution and
utilization of scientific knowledge and technological systems occur; the
consequences of these activities upon different groups of people.

STS builds on the history and philosophy of science and technology, sociology
and anthropology, policy studies, and cultural and literary studies;
program brings together courses taught in a variety of departments, and
is divided into all of which shape the modes of analysis deployed in the
field.

The intercollegiate three principal areas:

1. History of science and technology.
2. Philosophy of science and technology.
3. Social science approaches to technology and science.
What will you expect to encounter which will develop enthusiasm to the said
course?

Courses explore the following

• Effects of science and technology on society and culture;
• The politics of socio-technical systems;
• Science policy in national and international contexts;
• The social and environmental risks vs. benefits of technological and
scientific advancement.
• Political economy of pollution.
• The culture of the scientific laboratory
• Theories of race and genetic engineering and
• Social networking and the Internet, the body and politics of health.
( www.pitzer.edu>academics>field-groups>science-tech)

 Activity.

What is the nature of science? Here is a power point presentation

https://drive.google.

com/file/d/1cAiCKHVaNxA3A5Y_urbDeGfnzP_1EIdX/view?usp=sharing

 Brief Lesson.

Learning Module: Science Technology and Society 3

 Course
Packet
SCI-NGEC

01 0913

Let us trace back the scientific revolution. Complete the table from the activity sheet given.

The Renaissance and the Scientific Revolution: The Age of Growth

The Renaissance and the Scientific Revolution are probably the most critical period of science exploratio
n and development in history. Preceding the Enlightenment this time. The duty of the Renaissance and 
Scientific Revolution was to incorporate concepts such as a heliocentric solar system and planetary moti
on laws.Many cite this era as the period during which modern science really came to fruition, noting Ga
lileo Galilei as "the father of modern science." This post will cover the contributions of three very import
ant Renaissance and Scientific Revolution scientists: Nicolaus Copernicus, Galileo Galilei and Johannes 
Kepler.

NicolausCopernicus (1473-1543) 

was a Renaissance polymath responsible for what others called the "Copernican Revolution." One of Co
pernicus' most notable contributions to the field of astronomy was his. Copernicus placed the sun at the 
center of the cosmos, not of the earth. The previous system, the Ptolemaic system (with the Earth at the c
ore of the universe) was geocentric.Altough he still had the planets rotating in circle shapes rather than 
ellipses, he postulated that those circles had no center at all. He said that the Earth's core is not the cente
r of the world, but the center of gravity and the lunar domain. He claimed that Earth is one of seven pla

Learning Module: Science Technology and Society 4

 Course
Packet
SCI-NGEC

01 0913

nets around the Sun, which is stationary in the solar system. He said the motions on Earth include.They 
agreed with the scientists before him that the distance between the Moon and the Sun is insignificant co
mpared with the distance between the planets and the Moon. Tycho Brahe was one of the predecessors t
o Copernicus; however, he established the Tychonic System, an essentially geocentric model that includ
ed some heliocentric mathematical foundations.

Galileo On the foundations of 

Copernicus' work Galilei (1564-1642) founded. Also a strong believer in the heliocentric model, after sta
nding trial in Rome, 

Galileo was put under house arrest for most of his life for his convictions. He was considered a heretic f
or claiming the Sun was the motionless center of the universe, not the Earth.

The Church has admitted in recent years thather treatment of the Galileo affair was regrettable.

 In 1610, Galileo published The Starry Messenger, which announced his observations of
four of the moons of Jupiter, the ruggedness of the surface of the Earth, stars invisible to the naked eye, 
and variations between celestial appearances and fixed stars.He also reported observations on the entire 
range of Venus phases, and wrote about the tides. Galileo’s hypothesis was that tides were caused by w

Learning Module: Science Technology and Society 5

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ater flowing back and forth in the seas at a point on Earth's surface that was rising at certain times of the 
day due to the rotation of the Earth. It is wrong however (as the moon triggers the tides).

Galileo also stresses the fundamental concept of relativity (in any device that travels at a constant speed 
in a straight line, the laws of physics are equal). Galileo was among the first to detect a sunspot and not 
erroneously attribute it to a Mercury transit.Galileo also revealed that falling bodies with identical mater
ial have identical periods with descent but different masses do.

Galileo also proved that there are as many perfect squares as whole numbers while most numbers are n
ot perfect squares; as there are squares and nonsquares, and not all numbers are squares, there must be f
ewer squares than nonsquare numbers.Nonetheless, there is a square for every number. So the ratio of n
onsquares to squares is simply 1:1.

Johannes Kepler (1571-1630) is responsible for creating Kepler’s laws of planetary motion.
These laws include that a planet's orbit is an ellipse with the Sun at one of the two focal points, 

That a line connecting a planet and the Sun sweeps out equal areas at equal periods of time, and 

That the square of a planet's orbital length is directly proportional to the cube of a semi-major orbit axis.

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Kepler was among the first to combine the study of astronomy and the science of physics. That some co
ntroversy but after his death his ideas became more widely read and accepted. They became part of the 
intellectual tradition of the Scientific Revolution until Newton derived Kepler’s laws from a theory of un
iversal gravitation. 

The Isaac Newton contributions will be considered in the next and final article. During the late 

Renaissance and Scientific Revolution, Newton, arguably one of the greatest physicists of all time. Newt
on was one of the Enlightenment precursors who sparked the subsequent era of unprecedented intellect
ual development.

The Darwinian Revolution

Charles Darwin's 1859 publication of The Origin of Species launched a new period in the scientific devel
opment of mankind. Darwin is worthy of credit for the theory of biological evolution: he has collected d
ata demonstrating that species evolve and have discovered the mechanism, natural selection, through w
hich they evolve.

But the important thing about Darwin 's achievement is that it completed the Copernic revolution that 
began three centuries earlier, and thus radically changed our conception of the universe and humanity's 
place within it.The discoveries of Copernicus, Kepler, Galileo, and Newton in the sixteenth and
seventeenth centuries, had gradually ushered in the notion that the workings of the universe could be
explained by human reason. It was shown that the earth is not the center of the universe, but a small
planet rotating around an average star; that the universe is immense in space and in time; and that the
motions of the planets around the sun can be explained by the same simple laws that account for the
motion of physical objects on our planet.
Such and other developments significantly increased human understanding but more important was th
e scientific revolution brought on by these scientists: a dedication to the postulate that the cosmos obeys 
immanent rules that account for natural phenomena.The universe's workings were put into the field of s
cience: interpretation by natural laws. If the causes were properly understood, physical effects may be a
ccounted for. 

Darwin completed the Copernican revolution by pointing out the notion of Nature as a licit network for 
biology of in motion matter. The controlled cycle of change regulated by natural laws could now describ

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e the evolution and complexity of humans, the origin of novel and highly structured structures, even the 
very existence of humanity itself.Nevertheless, the nature of the species and their marvelous adaptation
s were either left unexplained or credited to an omniscient Creator 's concept. God had produced man, t
he birds and bees, the fish and corals, the forest trees, and best of all.God had given us eyes so we could 
see, and He had made gills for fish to breathe in water. Philosophers and theologians believed the existe
nce of an allwise Creator is reflected by the practical nature of species. Wherever it is, there's a designer; 
a watch’s life evinces a watchmaker’s existence.

FREUDIAN REVOLUTION

Sigmund Freud’s psychoanalytic theory of personality argues that human behavior is the result of the
interactions among three component parts of the mind:  the id, ego,  and superego. This theory, known as
Freud’s structural theory of personality, places great emphasis on the role of unconscious psychological
conflicts in shaping behavior and personality. Dynamic interactions among these fundamental parts of
the mind are thought to progress through five distinct psychosexual stages of development. Over the
last century, however, Freud’s ideas have since been met with criticism, in part because of his singular
focus on sexuality as the main driver of human personality development.

Freud’s Structure of the Human Mind

According to Freud, our personality develops from the interactions among what he proposed as the
three fundamental structures of the human mind: the id, ego, and superego. Conflicts among these three
structures, and our efforts to find balance among what each of them “desires,” determines how we
behave and approach the world. What balance we strike in any given situation determines how we will
resolve the conflict between two overarching behavioral tendencies: our biological aggressive and
pleasure-seeking drives vs. our socialized internal control over those drives.

The Id

The id, the most primitive of the three structures, is concerned with instant gratification of basic physical
needs and urges. It operates entirely unconsciously (outside of conscious thought). For example, if your
id walked past a stranger eating ice cream, it would most likely take the ice cream for itself. It doesn’t
know, or care, that it is rude to take something belonging to someone else; it would care only that you
wanted the ice cream.

The Superego

The superego  is concerned with social rules and morals—similar to what many people call their
”conscience ” or their “moral compass.” It develops as a child learns what their culture considers right
and wrong. If your superego walked past the same stranger, it would not take their ice cream because it
would know that that would be rude. However, if both your id and your superego were involved,

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and your id was strong enough to override your superego’s concern, you would still take the ice cream,
but afterward you would most likely feel guilt and shame over your actions.

The Ego

In contrast to the instinctual id and the moral superego, the ego  is the rational, pragmatic part of our
personality. It is less primitive than the id and is partly conscious and partly unconscious. It’s what
Freud considered to be the “self,” and its job is to balance the demands of the id and superego in the
practical context of reality. So, if you walked past the stranger with ice cream one more time, your ego
would mediate the conflict between your id (“I want that ice cream right now”) and superego (“It’s
wrong to take someone else’s ice cream”) and decide to go buy your own ice cream. While this may
mean you have to wait 10 more minutes, which would frustrate your id, your ego decides to make that
sacrifice as part of the compromise– satisfying your desire for ice cream while also avoiding an
unpleasant social situation and potential feelings of shame.

Freud believed that the id, ego, and superego are in constant conflict and that adult personality and
behavior are rooted in the results of these internal struggles throughout childhood. He believed that a
person who has a strong ego has a healthy personality and that imbalances in this system can lead to
neurosis (what we now think of as anxiety and depression) and unhealthy behaviours.

Conflict within the mind: According to Freud, the job of the ego is to balance the aggressive/pleasure-
seeking drives of the id with the moral control of the superego.

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Trace back the revolution of science and technology is thru early human civilization.
Where all science inquiry started.

Mesoamerican civilization, the complex of indigenous cultures that developed in parts

of Mexico and Central America prior to Spanish exploration and conquest in the 16th century. In the
organization of its kingdoms and empires, the sophistication of its monuments and cities, and the extent
and refinement of its intellectual accomplishments, the Mesoamerican civilization, along with the
comparable Andean civilization farther south, constitutes a New World counterpart to those of ancient
Egypt, Mesopotamia, and China.

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statues: Tula Grande archaeological site Four statues carved as human figures, each 4.6 metres tall; from
the Tula Grande archaeological site.© piginka/iStock.com archaeologists have dated human presence in
Mesoamerica to possibly as early as 21,000 BCE (though the dating of the Valsequillo finds on which
that early date is based remains controversial). By 11,000 BCE, hunting-and-gathering peoples occupied
most of the New World south of the glacial ice cap covering northern North America. The cooler climate
of this period as compared with that of the present day supported a grassland vegetation, especially in
the highland valleys, that was ideal for large herds of grazing animals. The shift toward
sedentary agriculture apparently began after about 7000 BCE, when a dramatic global warming caused
the glaciers to retreat and tropical forests to overtake the Mesoamerican grasslands.

The gradual domestication of successful food plants—most notably a mutant corn (maize) with husks,
dating to c. 5300 BCE—over succeeding millennia gave rise to more or less permanent village farming
life by about 1500 BCE. In addition to corn, crops included beans, squashes, chili peppers, and cotton.
As agricultural productivity improved, the rudiments of civilization emerged during the period
designated by archaeologists as the Early Formative (1500–900 BCE). Pottery, which had appeared in
some areas of the region as early as 2300 BCE, perhaps introduced from Andean cultures to the south,
took on varied and sophisticated forms. The idea of the temple-pyramid seems to have taken root
during this period.

El Castillo, a Toltec-style pyramid, Chichén Itzá, Yucatán state, MexicoEl Castillo (“The Castle”), a
Toltec-style pyramid, rising above the plaza at Chichén Itzá in Yucatán state, Mexico.

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Corn cultivation in one area—the humid and fertile lowlands of southern Veracruz and Tabasco, in

Mexico—was sufficiently productive to permit a major diversion of human energy into other activities,
such as the arts and commerce. Struggles for control of this rich but limited farmland resulted in a
dominant landowning class that shaped the first great Mesoamerican civilization, the Olmec.

San Lorenzo, the oldest known Olmec centre, dates to about 1150 BCE, a time when the rest of
Mesoamerica was at best on a Neolithic level. The site is most noted for its extraordinary stone
monuments, especially the “colossal heads” measuring up to 9 feet (nearly 3 metres) in height and
possibly representing players in a ritual ball game

Olmec “colossal head”Olmec “colossal head” at La Venta Park-Museum in Villahermosa, Tabasco,

Mexico.Adalberto Rios Szalay—Sexto Sol/Getty Images

The period known as the Middle Formative (900–300 BCE), during which the La Venta urban complex
rose and flourished, was one of increased cultural regionalism. The Zapotec people, for example,
attained a high level of development at Monte Albán, producing the first writing and
written calendar in Mesoamerica. However, at this site, as well as in the Valley of Mexico, the Olmec
presence can be widely detected.

In the subsequent Late Formative and Classic periods, lasting until about 700–900 CE, the well-
known Maya, Zapotec, Totonac, and Teotihuacán civilizations developed distinctive variations on their

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shared Olmec heritage. The Maya, for example, brought astronomy, mathematics, calendar making,
and hieroglyphic writing, as well as monumental architecture, to their highest expression in the New
World. At the same time, Teotihuacán, in the Valley of Mexico, became the capital of a political and
commercial empire encompassing much of Mesoamerica.

Teotihuacán power diminished after about 600, and for the next several centuries numerous states vied
for supremacy. The Toltecs of Tula, in central Mexico, prevailed from about 900 to 1200 (the Early
Postclassic Period). Following Toltec decline, a further period of unrest in the Late Postclassic Period
lasted until 1428, when the Aztec defeated the rival city of Azcapotzalco and became the dominant force
in central Mexico. This last native Mesoamerican empire fell to the Spaniards, led by Hernán Cortés, in
1521.

DEVELOPMENT OF SCIENCE IN ASIA

Here are some remarkable Science revolution in different Asian country.

Development of Science in Asia

INDIA

“We owe a lot to the ancient Indians, teaching us how to count. Without which most modern scientific
discoveries would have been impossible.” – Albert Einstein

The Indian civilization, one of the world's oldest civilizations, has a deep science and technology
tradition. Ancient India was a land of wise men and seers, and a land of scientists and scholars.
Research has shown that India was actively contributing to the field of science and technology for
centuries long before modern laboratories were developed, from producing the best steel in the world to
teaching the world how to count. The foundations of modern science and technology have been
generated and improved by several ideas and techniques found by the ancient Indians. Although some
of these pioneering efforts were noted, others are still largely unknown.

Here is a list of 16 contributions, made by ancient Indians to the world of science and
technology, that will make you feel proud to be an Indian.

1. The ideal of zero

There is no need to talk about the 'zero' mathematical digit, one of the most significant developments
ever. Mathematician Aryabhata was the first person to create a symbol for zero and mathematical
operations such as addition and subtraction started using the digit, zero, through his efforts. The
definition of zero and its integration into the place-value scheme also allowed one to write numbers by
using only ten symbols, no matter how large they were.

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2. The Decimal System

India provided the clever way of expressing all numbers by ten symbols-the decimal method. Each
symbol in this scheme received a place value as well as an absolute value. Because of the simplicity of
the decimal notation, which encouraged calculation, this method made arithmetic uses much quicker
and simpler in practical inventions.

3. Numeral Notations

Indians had conceptualized a scheme of different symbols for each number, from one to nine, as early as
500 BCE. The Arabs adopted this system of notation and called it the hind numerals. Centuries later, the
Western world adopted this notation system and called them the Arabic numerals as it reached through
the Arab traders.

4. Fibbonacci Numbers

In Indian mathematics the Fibonacci numbers and their sequence first appear as mātrāmeru, described
by Pingala in connection with the prosody Sanskrit tradition. Mathematicians Virahanka, Gopala and
Hemacandra provided the methods for the development of such numbers long before the Italian
mathematician Fibonacci published the fascinating sequence of Western European mathematics.

5. Binary Numbers

Binary numbers is the basic language used to write computer programs in. Binary simply refers to a set
of two numbers, 1 and 0, whose combinations are called bits and bytes. The binary number system was
first defined in his book Chandahśāstra by the Vedic scholar Pingala, the earliest known Sanskrit
treatise on prosody (study of poetic meters and verse).

6. Chakravala method of Algorithms

The chakravala approach is a cyclic algorithm for the resolution of indeterminate quadratic equations,
including the equation of the Pell. Brahmagupta, one of the well-known mathematicians of the 7th
century CE, invented this method for obtaining Integer solutions. Another mathematician, Jayadeva
later extended this approach for a broader variety of equations, which Bhāskara II further developed in
his treatise on Bijaganita.

7. Ruler Measurements

Excavations at Harappans sites have yielded ivory and shell rulers, or linear scales. Marked out in
minute subdivisions with unprecedented precision, the calibrations closely match the measurements of
up to 1 3/8 inches, traditionally used in ancient South India architecture. The measurements of ancient
bricks found at the excavation sites correspond to the units on these rulers.

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8. A Theory of Atom

One of ancient India 's notable scientists was Kanad who is said to have invented centuries of atomic
theory before John Dalton was born. He hypothesized that anu or a small, indestructible particle
existed, just like an atom. He also claimed that anu can have two states — utter rest and a movement
state. He further held that atoms of the same substance joined together to create dvyanuka(diatomic
molecules) and tryanuka (triatomic molecules) in a precise and synchronized manner.

9. The Heliocentric Theory

Ancient Indian mathematicians also applied their knowledge of mathematics to make accurate
astronomical predictions. The most notable among them was Aryabhatta whose book at the time,
Aryabhatiya, was the pinnacle of astronomical knowledge. He correctly argued that the World is round,
rotates on its own axis, and revolves around the Sun i.e. the principle of heliocentricity. He also
predicted the solar and lunar eclipses, the length of the day and the distance between the earth and the
moon.

10. Wootz Steel

A revolutionary steel alloy matrix produced in India, Wootz steel is a crucible steel distinguished by a
pattern of bands known to many different names in the ancient world, such as Ukku, Hindwani and
Seric Irons. This steel was used to make yore 's famous Damascus swords that could cleave with the
same ease a free-falling silk scarf, or a block of wood. Produced by the Chera Dynasty Tamils, the finest
steel in the ancient world was produced by heating black magnetite ore in a sealed clay crucible held
within a charcoal furnace, in the presence of oil.

11. Smelting of Zinc

India was the first to smelter zinc by the method of distillation, an sophisticated technique resulting
from a long history of ancient alchemy. The ancient Persians, too, had attempted to reduce zinc oxide in
an open furnace, but failed. Zawar in Rajasthan's Tiri Valley is the first known antiquated zinc smelting
site in the country. The zinc output distillation technique dates back to the 12th Century AD and is an
important contribution of India to the science world.

12. Seamless Metal Globe

Considered one of the most impressive feats in metallurgy, Ali Kashmiri ibn Luqman in the reign of
Emperor Akbar created the first seamless celestial globe in india. Mughal metallurgists pioneered the
lost-wax casting process to render twenty other globe masterpieces during the rule of the Mughal
Empire in a big feat in metallurgy. Until these globes were rediscovered in the 1980s, contemporary

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metallurgists claimed that development of metal globes without any cracks, even with new technology,
was theoretically impossible.

13. Plastic Surgery

Sushruta Samhita, written by Sushruta in 6th Century BC, is considered one of the most detailed
textbooks on ancient surgery. The text discusses numerous illnesses, herbs, treatments, and remedies
along with advanced plastic surgery techniques. The most prominent contribution to plastic surgery by
Sushruta Samhita is the reconstruction of the nose, also known as rhinoplasty.

14. Cataract Surgery

It is said that the first cataract surgery was done by the ancient Indian doctor Sushruta, back in the 6th
century BCE. He used a curved needle, Jabamukhi Salaka, to loosen the lens and force the cataract out
of the field of vision to clear the cataract from the eyes. The eye will then be bandaged for a couple of
days before it fully healed. Later on, Sushruta 's surgical works were translated into Arabic, and his
works were brought to the West through the Arabs.

15. Ayuverda

Years before Hippocrates was born, Charaka wrote a seminal text on the ancient Ayurvedic philosophy,
Charakasamhita. Charaka was the first physician to introduce the idea of digestion, metabolism, and
immunity in his book, referred to as the Father of Indian Medicine. For two centuries, the ancient
manual of Charaka on preventive medicine remained a regular work on the subject and was translated
into many foreign languages, including Arabic and Latin.

16. Iron-Cased Rockets

The first iron-cased rockets were produced in the 1780s by Mysore's Tipu Sultan who successfully used
those rockets during the Anglo-Mysore Wars against the bigger powers of the British East India
Company. He designed long iron tubes, filled them with gunpowder, and fastened them to bamboo
poles to build the modern rocket's ancestor. These rockets were the best in the world at that time with a
range of about 2 km, and caused as much fear and uncertainty as damage. The British suffered one of
their worst ever losses at the hands of Tipu in India owing to them.

China

China's science and technology history is both long and rich in contribution to science and technology.
Ancient Chinese thinkers made major strides in science , technology, mathematics, and astronomy in
antiquity, independent of Greek philosophers and other civilisations. The first recorded observations
were made in China of comets, solar eclipses, and supernovae. Traditional Chinese medicine,
acupuncture, and herbal medicine were also practiced.

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Among the first developments were the abacus, the "ghost clock," and the first flying devices such as
kites and Kongming lanterns. The four Great Developments of ancient China: compass, gunpowder,
paper-making and printing were among the most important technical advancements found only in
Europe by the end of the Middle Ages. In particular, the Tang dynasty (618-906 C.E.) was a period of
great innovation. Much trade took place between Western and Chinese discoveries up to the Qing
dynasty.

The Jesuit China missions of the sixteenth and seventeenth centuries introduced Western science and
astronomy, then undergoing its own revolution, to China, and knowledge of Chinese technology was
brought to Europe. Much of the early Western work in the history of science in China was done by
Joseph Needham.

Early scientific and technological achievements

Some of the ancient Chinese's most long-standing innovations is derived from Daoist philosophy of
traditional Chinese medicine, including acupuncture and herbal medicine. The first writings on
medicine appeared between the eleventh and third centuries B.C.E., as the Wu Shi Er Bing Fang,
prescriptions for fifty-two diseases found in a tomb excavated near Mawangdui in 1973, according to
archaeological findings. Throughout the third century B.C.E., the Canon of Medicine was compiled,
summarizing diagnostic knowledge such as the experience of Bian Que, a great physician who invented
medical examination and pulse analysis.

The practice of acupuncture can be traced back as far as the first millennium B.C.E. and some scientists
claim there is evidence that acupuncture-like techniques were used in Eurasia during the early Bronze
Age. According to the History of the Later Han Dynasty (25-220 C.E.), this seismograph was an urn-like
tool, which would drop one of eight balls to show when and in whicken. On June 13, 2005, Chinese
seismologists announced a replica of the instrument had been produced.

Another remarkable figure from ancient China was the mechanical engineer Ma Jun (c. 200-265 C.E.);
Ma Jun improved the design of the silk loom[8], designed mechanical chain pumps for the irrigation of
palatial gardens, and built a massive and intricate mechanical puppet theater for Emperor Ming of Wei,
powered by a massive secret waterwheel. Ma Jun's most impressive invention, however, was the South
Pointing Chariot, a complex mechanical tool that served as a mechanical compass. It incorporated the
use of a differential gear to apply equal torque to wheels which rotate at different speeds, a device
found in all modern automobiles.

The ancient Chinese also invented counting and time-keeping devices, which facilitated mathematical
and astronomical observations. Shadow clocks, the forerunners of the sundial, first appeared in China
about 4,000 years ago, while the abacus was invented in China sometime between 1000 B.C.E. and
500 B.C.E.

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The Four Great Inventions of Ancient China

The "Four Great Inventions of Ancient China" (Traditional Chinese: ibid; Simplified Chinese: ibid;
pinyin: sì dà fā míng) is the compass, gunpowder, paper and printing. Firstly paper and printing have
been developed. Printing was documented in China during the Tang Dynasty, although the earliest
extant examples of printed fabric patterns date back to 220. It may be difficult to ascertain the origin of
the compass: the magnetic attraction of a needle is attested to by the Louen-heng, written between 20
and 100 C.E. while the first undisputed magnetized needles appear in Chinese literature in 1086.

Science and technology in the People's Republic of China

Science and technology is increasing rapidly within the People's Republic of China. As China's People's
Republic has become more closely linked to the global economy, the government has placed more
emphasis on science and technology. That has contributed to increased investment, improved science
framework and more research capital. Such factors have resulted in advances in food, medicine,
genetics and global change.

MESOPOTAMIA

Mesopotamian science and technology evolved in the Sumerian culture of southern Mesopotamia
during the Uruk Period (4100-2900 BCE) and Early Dynastic Period (2900-1750 BCE). The foundations of
future Mesopotamian developments in scientific / technical development were laid by the Sumerians,
who first studied the practice of the scientific method, engaged in technological invention, produced the
written word, invented mathematics , astronomy and astrology, and even fashioned the idea of time
itself. Many of the Sumerians' most important developments had been:

1. The Wheel
2. The Sail
3. Writing
4. The Corbeled Arch/True Arch
5. Irrigation and Farming Implements
6. Cities
7. Maps
8. Mathematics
9. Time and Clocks
10. Astronomy and Astrology
11. Medicinal Drugs and Surgery

Such ideas were developed by the Sumerians in an attempt to better their life but they must have
arrived at the need for them by discovering an actual problem and suggesting a solution that was then
checked. Many scholars object to the use of the word 'technology' or 'scientific method' to refer to

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Sumerian/Mesopotamian discoveries and developments, since religion played such an important role in
people's lives and the will of the gods was considered the supreme and only factor in how the cosmos
and life on earth worked.

Even so, 'scientific method' is the most precise term for how the people proceeded because the
Mesopotamians, while keeping to a theistic concept of life, allowed themselves to imagine a world
which operated according to certain natural laws, and in attempting to find out how, they laid the
foundation for scientific inquiry which would later be developedA by Egyptian and the nGreek thinkers
and would carry on to the present day.

BRIEF HISTORICAL BACKGROUND OF SCIENCE AND TECHNOLOGY IN THE

PHILIPPINES:

Let us see scientific revolution here in Philippines just click and enjoy…

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwin29zL577qAhU9L6YKHe-
tB2k4ChC3AjAAegQIBRAB&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3D_XOAWhHgPas&usg=AOvVaw0wufHTxUbWW2SqEtW0CbF6

CONCEPTS OF SCIENCE EDUCATION IN THE PHILIPPINES:

How is science education in the Philippines?

Submit your reaction regarding the clip below.

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjplt7J7L7qAhUDHaYKHREZAicQFjANegQIA
RAB&url=https%3A%2F%2Fwww.slideshare.net%2FiPagador%2Fscience-education-in-the-
philippines&usg=AOvVaw3U4_f-kz2Zry1Xa4TzPxr2

INDIGENEOUS SCIENCE AND TECHNOLOGY IN THE PHILIPPINES:

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How do Filipino people survive their life? Just Click

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjBsbH1q8DqAhWjzIsBHUHKDoIQFjAAegQI
AhAB&url=https%3A%2F%2Fprezi.com%2Fdejrmc4xbvhd%2Findigenous-science-and-technology-in-
the-ph%2F&usg=AOvVaw2BrJI70thIVM9PoQvlP1W9

ENHANCEMENT ACTIVITY: students will make a web review about the history of Science and
make a timeline highlighting the major discoveries and developments in Science.

ADDITIONAL ACTIVITY:

1. Make a collage that will highlight the impact of Science and Technology to society.
2. Compose a jingle that will focus on the advantages and disadvantages of technology to man.
3. Reflection Paper- Students will write down their learning insights about how indigenous
knowledge affects the evolution of Science and how it is connected to Science and Technology.

GENERALIZATION:

Answer the question and do the following.

1. How did society shape science and how did science shape society?
2. Considering the current state of our society, do you think science literacy among people
contribute the growth of economy?
3. Review the history of science and make timeline highlighting the major discoveries and
developments in science

APPLICATION:

ACTIVITY:

Ask students to take out a blank sheet of paper, pose the questions (either specific or open-ended), and
give them one minute to respond. The students may choose the following questions:

1. What is Science Education?

2. How does Science Education progress in our country?
3. What was the major impact of science education in the Philippines?

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Philosophical Debate- Students will have a philosophical debate according to which school have better
science education implementation, in private school or in public school? Why?

COURSE PACKET DISCUSSION: Answer: “What were the impacts of Science and Technology
in building a nation?” Write your ideas on post it notes (one idea per note) and placing them in no
particular arrangement on a paper. Once lots of ideas have been generated, have students begin
grouping them into similar categories and discuss why the ideas fit within them, how the categories
relate to one another, and so on.

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Activity Sheet

Science Revolution

https://drive.google.com/file/d/1PPnB554oyBo5_eB9E1Lb31uhvH3MWcLm/view?usp=sharing

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Assessment

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Assignment

ASSIGNMENT: Answer the following:

1. What is indigenous Science?

2. Give examples of indigenous Science practice

Discuss the beliefs of people in indigenous Science.

1. What are the importance of indigenous Science in the development of Science and Technology?

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Learner’s Feedback Form

 
Name of Student: __________________________________________________________
Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________
 
Course Packet : Code : _________ Title : __________________________________
 
 
How do you feel about the topic or concept presented?
 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.
 
In what particular portion of this course packet, you feel that you are struggling or lost?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________
 
Did you raise your concern to you instructor?  Yes  No
 
If Yes, what did he/she do to help you?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________

If No, state your reason?

______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________
 
To further improve this course packet, what part do you think should be enhanced?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________
 
How do you want it to be enhanced?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________
 

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Learning Module
 
Science, Technology
and Society
 
Course Packet 02
 
STS and the Human
Condition
 
 
 
 
This is a property of
Bataan Peninsula State University
Knowledge Area Code : SCI NOT FOR SALE
Course Code : NGEC0913
Learning Module Code : LMSCI-NGEC0913
Course Packet Code : LM-NGEC0913-02

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Course Packet 02

STS and the Human Condition and the Human Condition.

Introduction
Objectives
At the end of the lesson the students should able to:
1. Define and explain the essence of technology.
2. Understand the human condition and analyze the effects of science and technology to this
condition.
3. Perceive the danger of the controlling power technology has over human.

Learning Management System

Duration

 
 Topic 02: STS and the Human Condition and the Human Condition. = 12 hours (10 hours
self-directed learning with practical exercises and 2 hours assessment)
 
Delivery Mode
The teacher will utilize both synchronous and asynchronous ways of teaching and learning activities to carry out
support and enable learning. This delivery mode of teaching and learning will occur at the same time, but not in
the same place. And there will also be a time that it will require a form of computer control timing protocol in
which a specific instruction begins upon receipt of an indication or signal until the learners will complete the
preceding direction.
 
Assessment with Rubrics
Long exam
Requirement with Rubrics
online requirement
Evaluation Rubric for Video Production
Levels of Performance
  Subject
• is interesting
• is educational
• is relevant to audience
• provides insight into topic
• is discussed thoroughly
• is entertaining
Concept Score ______ out of 30

Content
• Presents interesting information
• Language is used properly and effectively
• Images and/ or graphics relate well to content
• Student(s) behave professionally on camera
• Student(s) demonstrate thoughtful approach to subject

Content Score ______ out of 25

Technical Aspects

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• Camera is stable, smooth movements and pans

• Subject is framed well, images are well composed
• Subject is lit and clearly visible
• Sound is clear and understandable
• Video is edited effectively, flows well
• Titles are used effectively
• Transitions are used effectively
• Project was completed in a timely manner
Content Score ______ out of 40

Below Standard Satisfactory Accomplished Excellent

Dimensions of
Performance
Score: 1 Score: 2 Score: 3 Score: 4
Students need
Students need help to
help to research Students research
research and write a Students research
and write a script. independently and
script. The storyboard and write a
There is a write a compelling
does not match the compelling and
storyboard that is and creative script.
final production. creative script. The
adhered to during The storyboard is
Planning Some group members storyboard is drawn
production. Most drawn carefully with
have roles and some carefully with shot
group members set design and shot
Research, perform very few compositions
have roles and use compositions
Storyboarding, tasks. Some video included. All group
some video included. All group
and Rehearsal vocabulary and floor members have their
vocabulary and members define their
language is used and use video
floor language roles and use video
during rehearsals. vocabulary and floor
during rehearsals. vocabulary and floor
Students need to be language during
Students need to language during
reminded to stay on rehearsals.
be reminded to rehearsals.
task
stay on task.
There is focus that
The project has a The project has a
is maintained The project has a
focus but may stray clear focus related to
throughout the clear focus related to
from it at times. There the chosen topic and
project. The the chosen topic and
is an organizational one or more of the
project presents one or more of the
structure, though it following elements;
information in a following elements;
may not be carried reflects broad
accurate and reflects broad
through in a research and
organized manner research and
consistent manner. application of critical
that can be application of critical
Content There may be factual thinking skills;
understood by the thinking skills; shows
errors or shows notable
intended notable insight or
inconsistencies, but insight or
audience. understanding of the
they are relatively understanding of the
Adequate topic. Excellent
minor. Less than topic. Excellent
evidenced of evidence of student
adequate evidence of evidence of student
student learning learning and efforts
student learning and learning and efforts
and efforts are are reflected in
efforts are reflected in are reflected in
reflected in student's project.
student's project. student's project.
student's project.
Layout/ Either lack of Adequate Sequence of project Organization of
preparation or preparation and components is clear presentation is
Design illogical sequence. sequence is and evident. excellent. Transitions
Transitions are shown. Transitions provide add to the viewer's
choppy or distract the Transitions are easy movement from understanding of the

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adequate. Titles one scene to another.

viewer. Titles are not topic. Titles are
are present. If Titles are used and
present or distract added to enhance
storyboard is add to the video's
from the overall understanding.
  present, it shows flow. Storyboard
video. Does not have Storyboard shows
the project in a shows general
a storyboard. progression.
broad outline. outline.
The camera work is
The camera work
choppy and the scenes The camera work is The camera work is
may be choppy or
are blurry or panning generally smooth smooth and the focus
panning is too
is too fast. Sound and and the focus is is crisp. Sound and
fast. Sound and
visual files contain usually crisp. Sound visual files are
visual files may
significant distortion. and visual files are distortion free.
have some
Technical Transitions are mostly distortion Transitions are timed
distortion but it
awkward between free. Transitions for smooth
doesn't distract
Elements scenes. Titles are provide a smooth movement between
the viewer. There
illegible. Technical movement between scenes. Titles are
are some technical
difficulties seriously scenes. Titles are legible. There are few
problems, but the
interfere with the mostly legible. There technical problems,
viewer is able to
viewer's ability to see, are few technical and none of a serious
follow the
hear, or understand problems. nature.
presentation.
content.
Effective teamwork.
The final product
Presentation a Students worked represents something
result of a group together and were that would have been
effort, but only assigned different impossible to
Obvious that the
some members roles accomplish working
presentation was
contributed alone.
created by one person 
Students select
Students select group members Students select group
Students make poor
Collaboration group members based on good members based on
choices for group
according to social working good working
members. The group
desires. Some relationships. All relationships. All
is unable to complete
students in the students in the students in the group
the video in a timely
group participate group participate participate actively
fashion
actively. Few actively 100% of the 100% of the time.
students excel in time. Most students Each student excels in
the activities excel in the activities every activity

http://www.nuuanu.k12.hi.us/chun/course/vidrubric.html

Readings
 Advancement of science and technology today is unstoppable due to Human
contentment. Human life is the bases of the advancement of science and technology
which come across to the definition of HAPINESS.
 What is Happiness?
 How that influences human life?
 Oxford English Dictionary’s definition of “happiness” is a simple one: “The state of being
happy.”

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 Oxford English Dictionary’s definition of “happy” is a little more helpful: “Feeling or

showing pleasure or contentment.”
Read !!!! The journal of sociology and human welfare. Scientific Technology and the Human Condition
by Vernon R. Wiehe University of Kentucky

From the journal make your reaction paper.

 Lesson Proper
   Review.

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The Technological view of the world of Martin Heidegger

Why is technology not neutral?

Heidegger strongly opposes the view that technology is “a means to an end” or “a human activity.”
These two approaches, which Heidegger calls, respectively, the “instrumental” and “anthropological
“definitions, are indeed “correct”, but do not go deep enough; as he says, they are not yet “true.”
Unquestionably, Heidegger points out, technological objects are means for ends, and are built and
operated by human beings, but the essence of technology is something else entirely. Just as the essence
of a tree is not itself a tree, Heidegger points out, so the essence of technology is not anything
technological. What, then, is technology, if it is neither a means to an end nor a human activity?
Technology, according to Heidegger must be understood as “a way of revealing” (Heidegger 1977, 12).
“Revealing” is one of the terms Heidegger developed himself in order to make it possible to think what,
according to him, is not thought anymore. It is his translation of the Greek word  alètheuein, which
means ‘to discover’ – to uncover what was covered over. Related to this verb is the independent
noun alètheia, which is usually translated as “truth,” though Heidegger insists that a more adequate
translation would be“un-concealment.”

How can technology be ‘a way of revealing’?

What does this have to do with technology? And what does Heidegger mean when he says that
technology is “a way of revealing”? Answering these questions requires a short but important detour.
What we call “reality”, according to Heidegger, is not given the same

way in all times and all cultures (Seubold 1986, 35-6). “Reality” is not something absolute that human
beings can ever know once and for all; it is relative in the most literal sense of the word – it exists only in
relations. Reality ‘in itself’, therefore, is inaccessible for human beings. As soon as we perceive or try to
understand it, it is not ‘in itself’ anymore, but ‘reality for us.’ This means that everything we perceive or
think of or interact with “emerges out of concealment into concealment,” in Heidegger’s words. By
entering into a particular relation with reality, reality is ‘revealed’ in a specific way. And this is where
technology comes in, since technology is the way of revealing that characterises our time. Technology
embodies a specific way of revealing the world, a revealing in which humans take power over reality.
While the ancient Greeks experienced the ‘making’ of something as ‘helping something to come into
being’ – as Heidegger explains by analysing classical texts and words – modern technology is rather a
‘forcing into being’. Technology reveals the world as raw material, available for production and
manipulation..

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Why is technology not a human activity?

According to Heidegger, there is something wrong with the modern, technological culture we live in
today. In our ‘age of technology’ reality can only be present as a raw material (as a ‘standing reserve’).
This state of affairs has not been brought about by humans; the technological way of revealing was not
chosen by humans. Rather, our understanding of the world - our understanding of ‘being’, of what it
means ‘to be’ - develops through the ages. In our time ‘being’ has the character of a technological
‘framework’, from which humans approach the world in a controlling and dominating way.

This technological understanding of ‘being’, according to Heidegger, is to be seen as the ultimate

danger. First of all, there is the danger that humans will also interpret themselves as raw materials. Note
that we are already speaking about “human resources”! But most importantly, the technological will to
power leaves no escape. If we want to move towards a new interpretation of being, this would itself be a
technological intervention: we would manipulate our manipulation, exerting power over our way of
exerting power. And this would only reconfirm the technological interpretation of being. Every attempt
to climb out of technology throws us back in. The only way out for Heidegger is “the will not to will”.
We need to open up the possibility of relying on technologies while not becoming enslaved to them and
seeing them as manifestations of an understanding of being

ACTIVITY:

1. Video presentation: What would happen if the world is without technology? How do you think your
life would be? Make a video presentation wherein the following technological innovation does not exist.

a. watch

b. phone

c. light bulb

d. vehicles

e. computers

f. electricity

g. drugs/medicine

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2. Philosophical Debate- Discuss whether technology is a means to an end or and end in itself. The class
will be divided into two groups. The first group supports the notion that technology is an instrument to
achieve human goals, and the second group supports the notion that technology is what humanity does.
List down pertinent points and construct an individual position paper regarding your stance.

 Brief Lesson.
The Human Person flourishing in terms of Science and Technology

HAPPINESS

What is happiness?

 In psychology, happiness is a mental or emotional state of well-being which can be defined

by, among others, positive or pleasant emotions ranging from contentment to intense joy.

•To behaviourists, happiness is a cocktail of emotions we experience when we do something good or

‘positive.

•`To neurologists, happiness is the experience of a flood of hormones released in the brain as ‘a reward
for behavior that prolongs survival. ‘Is happiness is a destination or a journey? ‘The hedonistic view of
well-being is that happiness is the polar opposite of suffering; the presence of happiness indicates the
absence of pain. Because of this, hedonists believe that the purpose of life is to maximize happiness,
which minimizes misery.

• Eudaimonia, a term that combines the Greek words for & quot; good " and " & quot; to
describe the ideology. Eudaimonia defines happiness as the pursuit of becoming a better person.
Eudaimonists do this by challenging themselves intellectually or by engaging in activities that make
them spiritually richer people.

EUDAIMONIA

• “good spirited”
• Coined by Aristotle
• Describes the pinnacle of happiness that is attainable by humans.
• “human flourishing”

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. In ancient Greek society, they believe that acquiring these will surely bring the seekers happiness,
which in effect allows them to partake in the greater notion of what we call the Good.

As time changes, elements that comprise human flourishing changed.

• People found means to live more comfortably, explore more places, develop more products,
and make more money.
• Humans of today are expected to become “man of the world”
• Supposed to situate himself in a global neighbourhood, working side by side among
institutions and the government to be able to reach a common goal.
• Competition as a means of survival has become passé.
• Coordination is the new trend.

Eastern vs Western conception regarding society and human flourishing

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Science, Technology and Human Flourishing

Science, Technology and Human Flourishing

• Every discovery, innovation, and success contributes to our pool of human

knowledge.
• Human’s perpetual need to locate himself in the world by finding proofs to trace
evolution.
• Elicits our idea of self-importance
• Technology is a human activity we excel in as a result of achieving science.
(Heidegger)
• Good is inherently related to the truth

Science as Methods and Results

• Science stems from objectivity brought upon by a rigid method

• Claim to reason and empiricism

Steps in Scientific Method

Science’s reputation stems from the objectivity brought upon by an artistry, rigid methodology
whose very character absolves it from any accusation of prejudice.
1. Observation - a process where determining conditions and situation using senses.
2. Determine the Problem- thru observation the problem can be identify, problem is any
phenomenon which cause uncomfortable incident.
3. Formulate hypothesis -if the problem is already identify. Identifying probable answers to
problem this is called hypotenuse.
4. Conduct experiment – to identify which among the hypotenuse is rejected and accepted
experimentation must be done carefully by setting dependent and independent variables and
see how independent ones affect dependent variables.
5. Gather and analyze examination and interpretation of data’s is an indispensable tool to
formulate conclusion.
6. Formulate conclusion and provide recommendation

Verification Theory

• A discipline is science if it can be confirmed or interpreted in the event of an alternative

hypothesis being accepted.
• Premium on empiricism
• Takes into account those results which are measurable and experiments which are
repeatable.

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Suppose, for instance, this girl, Lea has a theory that her classmate Ian likes her.
Good, she thought, I like him too. But how do I know that he likes me? She began by observing
him and his interactions with her. Several gestures she noted include his always exchanging
pleasantries with her whenever they bump into each other, his big smile when he sees her, and
him going out of his way to greet her even when riding a jeepney. Through these observations,
she was then able to conclude that Ian does like her because, she thought, why would anyone
do something like that for a person he does not like? As it turns out, however, Ian is just
generally happy to meet people he knew. He had known Lea since they were in first year and
regards her as a generally okay person. It is no surprise then that upon learning that Ian
basically does this to everyone, Lea was crushed. She vowed to herself that she would never
assume again.

Falsification Theory

• As long as an ideology is not proven to be false and can best explain a phenomenon over alternative
theories, we should accept the said ideology.

• Allowed emergence of theories otherwise rejected by the verification theory.

• Encourages research in order to determine which among the theories can stand the test of falsification.

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For example;

Ian is generally everybody’s friend. He likes to be around people and generally aspires to become
everybody’s friend. However, there is this one girl, Lea, who seemed to not like him when he is around.
Every time he waves at her, she turns away, and when they are in the same room, she avoids his
glances.

Through this he concluded that Lea does not like him and does his best to show her that he is not a
threat.

He began greeting her whenever they pass by each other at the corridor, even going so far as calling her
attention when he was in the jeepney and saw her walking past.

When they were able to talk to each other, he found out that Lea is just really shy and is not accustomed
to people greeting her. He then was able to conclude that his initial impression of her not liking him is
wrong and thus said proposition is rejected.

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• There is no known rule as to the number of instance that a theory is rejected or falsified in order for it
to be set aside.

• There is no assurance that observable event or “evidences” are indeed manifestations of a certain
concept or “theories”.

ACTIVITY:

1. Public Events/Campaign/Roleplay: Ask students to organize a public event/campaign, such as panel

discussion, a round table or a talk by a prominent person, can really help on the discussion about
“Human Flourishing”. Students can portray local academics and other experts, politicians, community
leaders, and celebrities to talk on the topic.

2. Group Presentation: For each group, state a brief history or discovery that brought about the
invention or discovery of the things stated below. State their contributions in our scientific
development.

a. cellphones

b. television

c. internet

d. processed foods

e. microscope

f. telescope

g. radio

h. gravity

i. transportation

j. medicine

GENERALIZATION: THE GOOD LIFE

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ARISTOTLE

 ancient Greek philosopher

 known for his natural philosophy, logic and political theory
  one of the greatest thinkers in the history of western science and philosophy, making
contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics,
politics, agriculture, medicine, dance and theatre.
 first to classify areas of human knowledge into distinct disciplines such as
mathematics, biology, and ethics.
 founder of the Lyceum, the first scientific institute, based in Athens, Greece.
 one of the strongest advocates of a liberal arts education, which stresses the education
of the whole person, including one's moral character, rather than merely learning a set
of skills.

Nicomachean Ethics 2:2

 All human activities aim at some good. Every art and human inquiry, and similarly
every action and pursuit , is thought to aim at some good; and for this reason the
good has been rightly declared as that at which all things aim.

What is meant by good life?

 Living in comfort and luxury with few problems or worries.

 Characterized by happiness from living and doing well
 Content

What is eudimonia?

 Came from the Greek word eu meaning “good” and daimon meaning “spirit”
 Refers to the good life marked by happiness and excellence.
 Flourishing life filled with meaningful endeavors that empower the human person to
be the best version of himself/herself.

Aristotle’s view of good life

 the activity of the soul in accordance with virtue.

 believed that good for humans is the maximum realization of what was unique to
humans.
 the good for humans was to reason well.
 The task of reason was to teach humans how to act virtuously, and the exercise
faculties in accordance with virtue.

Virtue/s

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 behavior showing high moral standards.

 "paragons of virtue"
 synonyms: goodness, virtuousness, righteousness, morality, ethicalness, uprightness,
upstandingness, integrity, dignity, rectitude, honesty, honorableness, honorability,
honor, incorruptibility, probity, propriety, decency, respectability, nobility, nobility
of soul/spirit, nobleness, worthiness, worth, good, trustworthiness, meritoriousness,
irreproachableness, blamelessness, purity, pureness, lack of corruption, merit;
principles, high principles, ethics “the simple virtue and integrity of peasant life”

Nicomachean Ethics 2:1

 Virtue, then, being of two kinds, intellectual and moral, intellectual virtue in the main
owes its birth and growth in teaching ( for its reason it requires experience and time).
While moral virtue comes about as a result of habit

Happiness as the Ultimate Purpose of Human Existence

• happiness is a final end or goal that encompasses the totality of one's life.
• It is not something that can be gained or lost in a few hours, like pleasurable
sensations.
• It is more like the ultimate value of your life as lived up to this moment,
measuring how well you have lived up to your full potential as a human being.

Science and Technology and Good Life

• S&T is also the movement towards good life.

• S&T are one of the highest expressions of human faculties.
• S&T allow us to thrive and flourish if we desire it.
• S&T may corrupt a person
• S&T with virtue can help an individual to be out of danger.

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Why is it that everyone is in the pursuit of the good life?

• “Life is good! It is only our thoughts, choices and actions towards the situations
we meet in life each moment of time that makes life look bad! The same bad
situation in life that makes one person think badly inspires another to do a noble
thing! The same good situation in life that makes one person feel so good to get
into a bad situation inspires another person to create another good situation
because of the good situation. It is all about thoughts, choices and actions! Life is
good! Live it well!” ― Ernest Agyemang Yeboah
• One must find the truth about what the good is before one can even try to locate
that which is good.

Reflection

• In your own opinion, what constitutes a good life?

• What does Aristotle say about the good life? Does it still stand in the contemporary world?
• How is the progress in science and technology a movement towards the good life?
APPLICATION:

1. Make a collage of good life. Cut out pictures in magazines or newspapers that shows how
technology has made the man’s desire for a happy life attainable. Explain how these
technological advancements have made the campaign for the attainment of good life easier.
Present each group in the class.
2. Research work. Find and examine local government policies that protect the well-being of the
person in the face of new technologies.

COURSE PACKET DISCUSSION:

1. Do technology really a necessity to people? Is it really a need?

2. How do you reconcile the need for technology and the dilemma/s it faces?

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3. Should there be an ethics of technology?

References

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwidtbSrssDqAhXayosBHWz-
AS8QFjAAegQIBRAB&url=https%3A%2F%2Fscholarworks.wmich.edu%2Fcgi%2Fviewcontent.cgi
%3Farticle%3D1737%26context%3Djssw&usg=AOvVaw1F-hrmt7JikZoP9HnUkRxd

References
Heidegger, Martin. “The question concerning technology (W. Lovitt, Trans.) The question concerning
technology: and other essays (pp. 3-35).” (1977).

Seubold, Günter. Heideggers Analyse der neuzeitlichen Technik. Freiburg-München: Alber, 1986.

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi2q-m--
8HqAhVXyYsBHQndB1UQFjACegQICxAF&url=https%3A%2F%2Fwww.futurelearn.com%2Fcourses
%2Fphilosophy-of-technology%2F0%2Fsteps%2F26314&usg=AOvVaw1Jvn90yn4ls3a52EgJpPGp

https://www.quora.com/How-does- Aristotle-argue-for-his-position-on-a- meaningful-or-good-life

https://www.pursuit-of- happiness.org/history-of- happiness/aristotle/

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjszaTY2sLqAhUsyYsBHREtCfsQFjACegQI
CxAG&url=https%3A%2F%2Fwww.slideshare.net%2Fliwaycruz%2Fthe-good-life-
170252540&usg=AOvVaw0plARm9Y1_VVVN59j1ebgY

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiFqZSDiMLqAhUKCqYKHa
pPAfUQFjAQegQIBRAB&url=https%3A%2F%2Fwww.slideshare.net%2Fannaestardo%2Fbspsts-
pt4&usg=AOvVaw1JAp0fQlptyvXbSmTcdRo4

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References: https://www.quora.com/How-does- Aristotle-argue-for-his-position-on-a- meaningful-or-

good-life https://www.pursuit-of- happiness.org/history-of- happiness/aristotle/

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjszaTY2sLqAhUsyYsBHREtCfsQFjACegQI
CxAG&url=https%3A%2F%2Fwww.slideshare.net%2Fliwaycruz%2Fthe-good-life-
170252540&usg=AOvVaw0plARm9Y1_VVVN59j1ebgY

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Activity Sheet

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Assessment

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Assignment

ASSIGNMENT:

Answer the following questions:

1. What is the importance of human flourishing to Science and Technology?

2. What are the advantages and disadvantages of technology to human?

3. How is the life of mankind if technology does not exist?

4. How will technology lead us to the good life? Why?

5. What is the relationship between the good life and science?

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Learner’s Feedback Form

Name of Student: __________________________________________________________

Program : __________________________________________________________
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Faculty : __________________________________________________________
Schedule : __________________________________________________________
 
Course Packet : Code : _________ Title : __________________________________
 
 
How do you feel about the topic or concept presented?
 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.
 
In what particular portion of this course packet, you feel that you are struggling or lost?
______________________________________________________________________________________
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Did you raise your concern to you instructor?  Yes  No
 
If Yes, what did he/she do to help you?
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If No, state your reason?

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To further improve this course packet, what part do you think should be enhanced?
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Learning Module
 
Science , Technology
and Society
 
Course Packet 03
 
The Information Age  
 
 

This is a property of
Bataan Peninsula State University
Knowledge Area Code : SCI
Course Code : NGEC0913 NOT FOR SALE
Learning Module Code : SCI-NGEC0913
Course Packet Code : SCI-NGEC0913-03

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Course Packet 03

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Information Age
Introduction
“Technology is a useful servant but a dangerous master” according to Christian Lou’s Lange.

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Human interest in technology allow them to expand the range f human experience
 
Objectives
At the end of the lesson the students should be able to:
1. Rationalize the human experience in order to strengthen and enlighten the human functioning in society
2. Identify and examine what the future of humanity and the future of technology.
 
Learning Management System
Duration
(Specify the number of hours allotted for this course packet.)
 
 Topic 01: Information Age = 5 hours
( 4hours self-directed learning with practical exercises
and 1 hours assessment)
 
Delivery Mode
The teacher will utilize both synchronous and asynchronous ways of teaching and learning activities
to carry out support and enable learning. This delivery mode of teaching and learning will occur at the
same time, but not in the same place. And there will also be a time that it will require a form of
computer control timing protocol in which a specific instruction begins upon receipt of an indication
or signal until the learners will complete the preceding direction. 
 
Assessment with Rubrics
(Discuss the assessment tool to be used along with the corresponding rubrics.)
 
Requirement with Rubrics
For essay and research work.
Level Description
Very Good Well written and very organized. Excellent grammar mechanics.
9-10 Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Good Writes fairly clear. Good grammar mechanics.
7-8 Good presentation and organization.
Sufficient effort and detail.
Fair Minimal effort. Good grammar mechanics.
6 Fair presentation.
Few supporting details.
Poor Somewhat unclear. Shows little effort. Poor grammar mechanics.
4-5 Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very poor Lacking effort. Very poor grammar mechanics.
1-3 Very unclear.
Does not address topic.

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Limited attempt.

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Readings
What is INFORMATION AGE? What does INFORMATION AGE mean to human?
Click and Enjoy!!!!!

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https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi4iI3S5cfqAhW6KqYKHSZRDUM4ChC3AjA
CegQICBAB&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3DuLpK5Jz5l7Q&usg=AOvVaw2raDWnakaOrr9Mn_IjEOf4
 
 REVIEW :

A REPORT: IMPACT OFTHE ADVANCEMENT OF TECHNOLOGY.. AN EYE OPENER!!!!

Machines are challenging human supremacy in a growing number of fields. AI can now identify
cancers more accurately than trained pathologists, algorithms can detect fraudulent financial
transactions in a matter of milliseconds, and robotic systems can pick and pack goods with increasing
precision in logistics. Every month brings a new breakthrough.

This report is an important step in moving beyond fear of the potential future to concrete proposals for
how society can best prepare itself for an evolving workplace. This future will be full of opportunities to
improve work for many in the UK and could improve our overall productivity. High quality training of
the UK workforce is one way we must meet this challenge and Google is contributing to this need by
providing five hours of digital skills coaching for everyone in the UK.

Report summary

Our first conclusion is that AI and robotics are more likely to alter jobs than to eliminate them. Despite
impressive advances in machine capability, many tasks remain outside of their scope, particularly those
demanding manual dexterity and deeper forms of creativity and communication. Moreover,
automation tends to be task-based rather than job-based, allowing workers to pivot into new roles

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should machines encroach on their turf. No single device can wholly substitute for retail assistants, care
workers, hotel receptionists or building laborers.

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There are also macro effects to consider. While it is easy to overstate the dynamics of creative

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destruction, new jobs will undoubtedly be formed just as others peter out. The number of programmers
in the UK has grown by 40 percent since 2011, while the ranks of IT directors have doubled over the
same period. More subtly, rising productivity caused by new machines could lead to a lowering of
prices, thereby freeing consumers to divert their demand elsewhere in the economy.

A more important question, then, is how AI and robotics will alter the substance of the many jobs that
remain in place. On the one hand, new technology could deskill occupations, reduce worker bargaining
power and wages, and bring forth an unhealthy degree of workplace surveillance. Yet the same
technology could equally raise productivity levels, make UK businesses more competitive, open up the
door to higher wages, and phase out dull, dangerous and dirty tasks.

Much will come down to the choices we make as a society. However, as our report argues, these choices
will be largely irrelevant unless the UK accelerates its take-up of AI and robotics. An RSA/YouGov poll
of UK business leaders finds that just 14 percent are currently investing in this technology or plan to in
the near future. 20 percent want to invest but say it will take a significant amount of time to do so, while
39 percent believe the technology is too costly or not yet proven.

Some observers may breathe a sigh of relief at these low adoption rates, believing that it will save
workers unnecessary pain and disruption. But it is worth reminding ourselves that the status quo is a
largely low-skilled and low-paid labor market that offers too few people the chance to flourish at work.
Average wages are still below their pre-crisis level and productivity rates are among the lowest in the
G7.

The report concludes that AI and robotics could put the UK on the path to a better world of work, so
long as we can implement automation on our own terms. This requires interventions across the
technology lifecycle – from the point at which machines are developed to the time they are deployed in
the workplace. Among our recommendations are for employers to co-create automation strategies with
their employees, for tech companies to take a lead on drafting and signing up to ethical frameworks,
and for the government to establish personal training accounts that could aid lifelong learning.

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Most importantly, we need to begin a conversation about who owns the machines and how to

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distribute their proceeds more fairly. While for most of human history our problems have revolved
around issues of material scarcity, the new machine age promises to bring about an era of

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unprecedented abundance – more than enough to meet everyone’s needs. The question is whether we
have the political courage and conviction to share the wealth wisely.

ACTIVITY:

https://drive.google.com/file/d/1kefAx7JoJ9kvJCr7Eha5yeQXEeZ0gz-E/view?usp=sharing

Processing the activity: What other possible technological advancement be developed in the future?

LESSON:

What is an INFORMATION?

• Knowledge of a particular fact or situation transmitted or acquired; (Webster’s

Encyclopedic Unabridged Dictionary)
• Facts about something or someone given or learnt

INFORMATION AGE

• A period starting in the last quarter of the 20th century information became effortlessly
accessible through publications and through the management of information by computers and
computer networks. • (Vocabulary.com)

• DIGITAL AGE

• NEW MEDIA AGE

• The Information Age is a completely modern age, focused on the interconnection of

computers through telecommunications, with these information systems running both on a real-time
basis and as needed. In addition, the primary drivers of this new era are simplicity and user-
friendliness, which in turn would create user dependency. (James R. Messenger: Information Age
Theory, 1982)

History of Information Technology and Systems:

Four basic periods – Characterized by a principal technology used to solve the input, processing,
output and communication problems of the time:

A. Premechanical,

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B. Mechanical,
C. Electromechanical, and
D. Electronic

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E.

A. The Premechanical Age: 3000 B.C. - 1450 A.D.

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1. Writing and Alphabets--communication.

1. First humans communicated only through speaking and simple drawings known
as petroglyths (signs or simple figures carved in rock).

Many of these are pictographs -- pictures or sketches that visually resemble that which is
depicted.

E.g., cave painting from Lascaux, France, c. 15,000-10,000 BC

E.g., prehistoric petroglythic imagery from Western U.S.:

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Geometric signs (dots, squares, etc.) with no apparent depicted object = ideographs
( symbols to represent ideas or concepts.)

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2. First development of signs corresponding to spoken sounds, instead of pictures, to express words. 

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 Starting in c. 3100 B.C., the Sumerians in Mesopotamia (southern Iraq) devised cuneiform
-- the first true written language and the first real information system. 
o Pronounced "coo-nay-eh-form" 
 Cuneiform's evolution:
Early pictographic tablet (3100 B.C.).


 Pictographs were turned on their sides (2800 B.C.) and then developed into actual cuneiform
symbols (2500 B.C.) -- as this clay tablet illustrates.


 Pictographs for star (which also meant heaven or god), head, and water (on the left) were
turned on their side (in the middle), and eventually became cuneiform symbols (on right).

A cuneiform table (c. 2100 B.C.) listing expenditures of grain and animals. 

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

o From this first civilization as we know it today. 
 Around 2000 B.C., Phoenicians created symbols that expressed single syllables and consonants
(the first true alphabet). 
 The Greeks later adopted the Phoenician alphabet and added vowels; the Romans gave the
letters Latin names to create the alphabet we use today.


2. Paper and Pens--input technologies.

1. Sumerians' input technology was a stylus that could scratch marks in wet clay. 
2. About 2600 B.C., the Egyptians wrote on the papyrus plant

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3. Around 100 A.D., the Chinese made paper from rags, on which modern-day papermaking
is based, 

3. Books and Libraries--output technologies (permanent storage devices).

1. Religious leaders in Mesopotamia kept the earliest "books" 

2. The Egyptians kept scrolls. 
3. Around 600 B.C., the Greeks began to fold sheets of papyrus vertically into leaves and
bind them together. 

4. The First Numbering Systems.

1. Egyptian system: 

 The numbers 1-9 as vertical lines, the number 10 as a U or circle, the number
100 as a coiled rope, and the number 1,000 as a lotus blossom. 

2. The first numbering systems similar to those in use today were invented between 100
and 200 A.D. by Hindus in India who created a nine-digit numbering system. 

3. Around 875 A.D., the concept of zero was developed. 

5. The First Calculators: The Abacus. 

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One of the very first information processors.

B. The Mechanical Age: 1450 – 1840

1. The First Information Explosion.

1. Johann Gutenberg (Mainz, Germany; c. 1387-1468) 
 Invented the movable metal-type printing process in 1450. 
2. The development of book indexes and the widespread use of page numbers. 
2. The first general purpose "computers"

1. Actually people who held the job title "computer: one who works with numbers." 
o Slide Rules, the Pascaline and Leibniz's Machine.
1. Slide Rule.

 Early 1600s, William Oughtred, an English clergyman, invented the slide rule 
o Early example of an analog computer. 
 The Pascaline. Invented by Blaise Pascal (1623-62).

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
 The Pascaline

o One of the first mechanical computing machines, around 1642. 

 Leibniz's Machine.
Gottfried Wilhelm von Leibniz (1646-1716), German mathematician and philosopher.


 The Reckoner (reconstruction)

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4. Babbage's Engines
Charles Babbage (1792-1871), eccentric English mathematician 

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The Difference Engine.

 Working model created in 1822. 

 The "method of differences".
 The Analytical Engine.

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o
 Joseph Marie Jacquard's loom.

o
o Designed during the 1830s 
o Parts remarkably similar to modern-day computers. 
 The "store" 
 The "mill" 
 Punch cards. 
o Punch card idea picked up by Babbage from Joseph Marie Jacquard's (1752-
1834) loom. 
 Introduced in 1801. 
 Binary logic
 Fixed program that would operate in real time. 
 Augusta Ada Byron (1815-52).

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o
 The first programmer

C. The Electromechanical Age: 1840 - 1940.

The discovery of ways to harness electricity was the key advance made during this period. Knowledge
and information could now be converted into electrical impulses.

1. The Beginnings of Telecommunication.

1. Voltaic Battery.
 Late 18th century.
2. Telegraph.
 Early 1800s.
3. Morse Code.
 Developed in1835 by Samuel Morse
 Dots and dashes.
4. Telephone and Radio.


 Alexander Graham Bell.
 1876
5. Followed by the discovery that electrical waves travel through space and can produce
an effect far from the point at which they originated.
6. These two events led to the invention of the radio
 Guglielmo Marconi
 1894
2. Electromechanical Computing

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1. Herman Hollerith and IBM.

Herman Hollerith (1860-1929) in 1880.

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Census Machine.

Early punch cards.

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 By 1890
 The International Business Machines Corporation (IBM).
o Its first logo


2. Mark 1. 

Paper tape stored data and program instructions.

 Howard Aiken, a Ph.D. student at Harvard University

 Built the Mark I
o Completed January 1942
o 8 feet tall, 51 feet long, 2 feet thick, weighed 5 tons, used about 750,000 parts

D. The Electronic Age: 1940 - Present.

1. First Tries.
o Early 1940s 
o Electronic vacuum tubes. 
2. Eckert and Mauchly.

o The First High-Speed, General-Purpose Computer Using Vacuum Tubes:

Electronic Numerical Integrator and Computer (ENIAC)
The ENIAC team (Feb 14, 1946). Left to right: J. Presper Eckert, Jr.; John Grist
Brainerd; Sam Feltman; Herman H. Goldstine; John W. Mauchly; Harold Pender;
Major General G. L. Barnes; Colonel Paul N. Gillon.

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o Electronic Numerical Integrator and Computer (ENIAC)

 1946. 
 Used vacuum tubes (not mechanical devices) to do its calculations. 
 Hence, first electronic computer. 
 Developers John Mauchly, a physicist, and J. Prosper Eckert, an electrical
engineer 
 The Moore School of Electrical Engineering at the University of
Pennsylvania 
 Funded by the U.S. Army. 
 But it could not store its programs (its set of instructions) 
2. The First Stored-Program Computer(s)

The Manchester University Mark I (prototype).

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o Early 1940s, Mauchly and Eckert began to design the EDVAC - the Electronic
Discreet Variable Computer. 
o John von Neumann's influential report in June 1945: 
 "The Report on the EDVAC" 
o British scientists used this report and outpaced the Americans. 
 Max Newman headed up the effort at Manchester University 
 Where the Manchester Mark I went into operation in June 1948--
becoming the first stored-program computer.
 Maurice Wilkes, a British scientist at Cambridge University, completed
the EDSAC (Electronic Delay Storage Automatic Calculator) in 1949--two
years before EDVAC was finished. 
 Thus, EDSAC became the first stored-program computer in general
use (i.e., not a prototype). 

3. The First General-Purpose Computer for Commercial Use: Universal Automatic Computer

(UNIVAC).

UNIVAC publicity photo.

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 Late 1940s, Eckert and Mauchly began the development of a computer

called UNIVAC (Universal Automatic Computer)
 Remington Rand. 
 First UNIVAC delivered to Census Bureau in 1951. 
 But, a machine called LEO (Lyons Electronic Office) went into action a few
months before UNIVAC and became the world's first commercial
computer. 

3. The Four Generations of Digital Computing.

1. The First Generation (1951-1958)

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1. Vacuum tubes as their main logic elements. 

2. Punch cards to input and externally store data. 
3. Rotating magnetic drums for internal storage of data and programs 

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o Programs written in 
 Machine language 
 Assembly language 

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 Requires a compiler.

2. The Second Generation (1959-1963).

1. Vacuum tubes replaced by transistors as main logic element. 

 AT&T's Bell Laboratories, in the 1940s 
 Crystalline mineral materials called semiconductors could be used in the
design of a device called a transistor
2. Magnetic tape and disks began to replace punched cards as external storage devices. 
3. Magnetic cores (very small donut-shaped magnets that could be polarized in one of
two directions to represent data) strung on wire within the computer became the
primary internal storage technology. 
 High-level programming languages 
 E.g., FORTRAN and COBOL 

3. The Third Generation (1964-1979).

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1. Individual transistors were replaced by integrated circuits. 
2. Magnetic tape and disks completely replace punch cards as external storage devices. 
3. Magnetic core internal memories began to give way to a new form, metal oxide
semiconductor (MOS) memory, which, like integrated circuits, used silicon-backed

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chips. 


Operating systems
Advanced programming languages like BASIC developed. 
 Which is where Bill Gates and Microsoft got their start in 1975. 
2. The Fourth Generation (1979- Present).
1. Large-scale and very large-scale integrated circuits (LSIs and VLSICs) 
2. Microprocessors that contained memory, logic, and control circuits (an entire CPU =
Central Processing Unit) on a single chip. 
 Which allowed for home-use personal computers or PCs, like the Apple (II
and Mac) and IBM PC. 
 Apple II released to public in 1977, by Stephen Wozniak and Steven
Jobs. 
 Initially sold for $1,195 (without a monitor); had 16k
RAM. 
 First Apple Mac released in 1984. 
 IBM PC introduced in 1981. 
 Debuts with MS-DOS (Microsoft Disk Operating
System)
 Fourth generation language software products 
 E.g., Visicalc, Lotus 1-2-3, dBase, Microsoft Word, and many
others. 
 Graphical User Interfaces (GUI) for PCs arrive in early 1980s 
 MS Windows debuts in 1983, but is quite a clunker. 

Windows wouldn't take off until version 3 was released in 1990

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Apple's GUI (on the first Mac) debuts in 1984,

with a one-time only Super Bowl ad.

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Information Anxiety
• The human costs of overloading information.

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• In the words of Richard Saul Wurman (author of the book 'Data Anxiety'), it is 'created by
the ever-widening distance between what we understand and what we think we should understand.

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It's the black hole between data and understanding, and what happens when data doesn't tell us what
we want or need to know.'

• More information: : http://www.businessdictionary.com/definition/information-

anxiety.html

Truths of the Information Age

1. Knowledge has to be in competition

2. Newer equates to truer

3. Selection is from a point of view

4. The newspaper markets what society purchases

5. The early word is given perm.

6. You are what you eat and your brain is that way

7. Anything that is in great demand is counterfeited

8. Ideas are the topic of controversy

9. Undead walks info about

10.Presence in the media generates narrative

11.The medium opts for the message

12. The truth is search

Computer

• An electronic device that stores and processes data (information)

• Runs on a program that contains the exact, step-by-step directions to solve a problem.
Here is a link for you. Identify and discuss at least 7 types of computer.

https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjNqP3klcrqAhUky
YsBHX04BFkQFjABegQIBRAB&url=https%3A%2F%2Fwww.slideshare.net%2Fannaestardo
%2Fbspsts-pt8&usg=AOvVaw0lRWCcV1D8JaIt1paax3jf

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The World Wide Web (Internet)

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Claude E. Shannon – “Father of Information Theory”
Internet – worldwide system of interconnected networks that facilitate data transmission
among innumerable computers.

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Applications of Computer in Science and Research
o Bioinformatics
o Application of information technology to store, organize, and analyse vast amount of
biological data.
o SWISS-PROT protein sequence database
o Rational drug discovery
o Plant biotechnology

Guide Questions to check the Reliability of Web Sources

1. Who is the author of the article/site?

2. Who published the site?
3. What is the main purpose of the site? Why did the author write it and why did the publisher
post it?
4. Who is the intended audience?
5. What is the quality of information provided on the website?
GENERALIZATION:

Upon taking a closer look at the technology-society relationship, we see a dynamic and collaborative
network taking shape, in which none of the influences controls the shaping of either. Society affects
technology almost as much as technology affects society; and the dynamic dynamics of their interaction
are not yet fully understood.

A given society’s dominant relationships and values are imprinted in technical structures and in entire
systems that that bring those values and relationships into later ages. Technology and culture co-evolve
over time, but there can be asynchronicity too. Due to the effect of technological momentum a
technological system can respond more slowly to changes in the socio-cultural context, and vice versa.
Tech-nological growth may outperform the creation of existing norms , values and the entire lifestyle.
In the latter case, by quenching social opposition, technology can either lose its momentum, or change
society.

The product of drastic changes are ICT and the knowledge society. The information and
communications technology revolution is a kind of paradigm change in technology. The era of a new
social system and a new mode of growth is the Knowledge society.

ICT means entirely new technological structures (internet , mobile phones, etc.) and new fields of daily
life that are technologically established. ICT assimilates earlier information and communication systems
(landline telephone, radio , television, consumer electronics) and pervades more and more modern
technical sys- tems (construction, logistics).

The rise of ICT is clarified by the collapse of industrial-age control systems. ICT has become the latest
technical control system and meanwhile culture (as the distribution device) has radically turned into an
information society.

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Networks became the dominant process and mode of creation of social reproduction. Social networks
enabled by ICT respond to the creation of technological systems, the process of which is most evident in
ICT as technological system.

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APPLICATION:

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VIDEO PRESENTATION: form groups consisting of three to five members each and prepare a video
presentation that focuses on the evolution of transmission of information in various time periods and
areas of the world. The members may act in the video presentation and they can use props or materials
to improve the presentation.

COURSE PACKET DISCUSSION FORUM:

What other aspects of society are being influenced in the information age aside from communication?

References

1. Kenneth C. Laudon, Carol Guercio Traver, Jane P. Laudon, Information Technology and Systems,
Cambridge, MA: Course Technology, 1996. 
2. Stan Augarten, BIT By BIT: An Illustrated History of Computers (New York: Ticknor & Fields,
1984). 
3. R. Moreau, The Computer Comes of Age: The People, the Hardware, and the Software, translated by J.
Howlett (Cambridge: MIT Press, 1984). 
4. Telephone History Web Site. http://www.cybercomm.net/~chuck/phones.html
5. Microsoft Museum. http://www.microsoft.com/mscorp/museum/home.asp
6. Philip B. Meggs, A History of Graphic Design, 2nd ed., New York: Van Nostrand Reinhold, 1992.

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https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjOluuJoMrqAhWDdXAKHS

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gIDYQQFjACegQIDRAH&url=https%3A%2F%2Fwww.timetoast.com%2Ftimelines%2Fnew-
information-age&usg=AOvVaw3vysOzajvqw3sA5pOs5GKW

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Activity Sheet

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Information Age

https://drive.google.com/file/d/1kefAx7JoJ9kvJCr7Eha5yeQXEeZ0gz-E/view?usp=sharing

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Assessment

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Assignment

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ASSIGNMENTS: Answer the following:

1. Identify the contributors of the technological advances of the information age?

2. What other possible technological advancement be developed in the future?

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Learner’s Feedback Form

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Name of Student: __________________________________________________________
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In what particular portion of this course packet, you feel that you are struggling or lost?
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