STS-Module (1) PDF

**Bachelor of Elementary Education (BEED)** **LEARNING MODULE** Module Number 1 Subject Code: GEC-8 Subject Description: Science and Technology And Society Term: First Semester Academic Year 2022-2023 I. Learning Objectives Upon completion of this module, the students will be able to: 1. Di...

**Bachelor of Elementary Education (BEED)** **LEARNING MODULE** Module Number 1 Subject Code: GEC-8 Subject Description: Science and Technology And Society Term: First Semester Academic Year 2022-2023 I. Learning Objectives Upon completion of this module, the students will be able to: 1. Discuss the interactions between science and technology society throughout history. 2. Discuss how scientific and technological developments affect society and the environment. 3. Identify the paradigm shifts in history. 4. Articulate ways by which society is transformed by science and technology. 5. Discuss the role of science and technology in Philippine nation. 6. Evaluate government policies pertaining to science and technology in terms of their contributions to nation building 7. Identify actual science and technology policies of the government and appraise their impact on the development of the Filipino nation. 8. Analyze the human condition in order to deeply reflect and express philosophical ramifications that are meaningful to the student as a part of society. 9. Examine shared concerns that make up the good life in order to come up with innovative creative solutions to contemporary issues guided by ethical standards. II\. Learning Outcomes: 1. Articulate the impacts of science and technology on society, specifically Philippine society. 2. Analyze human condition in order to deeply reflect and express philosophical ramifications that are meaningful to the student as a part of society. 3. Organize the importance of science and technology in the preservation of the environment and the development of the Filipino nation. 4. Foster the value of healthy lifestyle toward the holistic and sustainable development of society and the environment. 5. Creatively present the importance and contributions the science and technology to society. 6. Illustrate how the social media and information age impact their lives and their understanding of climate change. III\. Learning Resources: Modules, Textbooks and YouTube videos IV\. Tasks to Complete Activities Quizzes Examination V. Content Items **UNIT 1: General Concepts and Historical Events in Science, Technology, and Society** **Lesson 1: Historical Antecedents in the Course of Science and Technology** People were concerned with transportation and mobility in ancient times. Navigation, communication, and record keeping, mass production, security and protection, as well as health, aesthetics, and architecture are all examples of engineering. Science and technology continue to advance in order to address the increasing requirements of people in these areas. Our society responds by evolving as a result of the ongoing innovation offered by Science and Technology, with the final goal of enhancing lives and making work easier, faster, and more efficient. These developments are visible as each ancient culture continues to develop technology that has been changed and is now employed. **Sumerians** are famous for developing the first writing system known as *cuneiform*. To meet the challenge of mass producing food, they created plowing, irrigation, dikes, and wheels for farming. All through the existence of this civilization, their primary form of movement was via waterways such as rivers and oceans. They are also credited with creating the first road. The **Babylonian** **Civilization**, on the other hand, which evolved around the Tigris and Euphrates Rivers, was known for its brilliant builders, engineers, and architects. The hanging garden of Babylon, one of the world\'s seven wonders, is one of the significant contributions. The **Egyptian Civilization** is well-known for its iconic archeological artifacts such as the death mask of Tutankhamen and the Pyramid of Giza. Furthermore, the ancient Egyptians are noted for their earlier contributions such as the water clock or clypsedra, paper or papyrus, ink, and a writing system known as *hieroglyphics*. They also developed cosmetics for aesthetic purposes. Meanwhile, rich Egyptians wore wigs to cover their shaved heads from the sun\'s harmful rays during this time period. Aside from being the origin of western philosophy, some of the **Greek Civilization** greatest achievements include in-depth works on philosophy and Mathematics. They are also honored for their contributions to the world, such as the coliseum, the Olympics, the alarm clock, and the water mill. The **Roman Empire** was seen as the strongest political and social institution in the western world, and it was regarded as the cradle of politics and governance. In terms of written laws and legislation, other civilizations looked to it as a model. They are also credited with the invention of the newspaper, bound books, and the codex. Romans are famed for their grandiose cathedrals, basilicas, aqueducts, coliseums, amphitheaters, and residential houses in terms of architectural and engineering. They also created their own number system, the Roman Numeral System. **China**, the oldest civilization in Asia, is famous for its silk, Trade, tea manufacturing, gun powder, and China\'s Great Wall. **Science and Technology in Middle Ages** Massive invasions and migrations impaired the beginning of the Middle Ages. Wars are common at this time. As a result, considerable technological advances were required in the realms of weaponry, navigation, food and farm production, and health care. Population reduction has resulted from the wars. However, there was a large growth in population in the latter part of this time. Boosted international trade and business increased need for transportation technology. This period produced some of the most creative brains. Because the Middle Ages were also known as the Age of Exploration, there was a great demand for maritime inventions. The invention of the telescope, an optical tool used to observe distant objects, was a huge assistance to navigators at the time. This age also saw significant advancements in armament technology. Crossbows and longbows are examples of this. Furthermore, in close-range hand-to-hand combat, soldiers should wear something to defend themselves, which is a must. This was addressed by the development of iron body armors However, body armors were heavy and restricted warriors\' movements; chainmail was designed to remedy this problem. **Science and Technology in Modern Times** The growing global population from the nineteenth century onwards asked that more things be manufactured at a faster rate People required efficient modes of transportation in order to sell more commodities and travel a greater distance. Machines that rely on animals must thus be improved. To establish linkages between and among nations, faster and easier ways of communication and computation should be developed. All of these requirements led to the formation of industries. **Science and Technology in the Philippines** Science and technology in the Philippines had experienced periods of intense growth as well as long periods of stagnation. The main managing agency responsible for science and technology is the Department of Science and Technology. Numerous national scientists have contributed in different fields of science including *Fe del Mundo* in the field of Pediatrics, *Eduardo Quisumbing* in the field of Plant taxonomy, *Gavino Trono* in the field of tropical marine Phycology, *Maria Orosa* in the field of Food technology and many more **PRE-SPANISH ERA** Even before the colonization by the Spaniards in the Philippine islands, the natives of the archipelago already had practices linked to science and technology. Filipinos were already aware of the medicinal and therapeutic properties of plants and the methods of extracting medicine from herbs. They already had an alphabet, number system, a weighing and measuring system and a calendar. Filipinos were already engaged in farming, shipbuilding, mining and weaving. The Banaue Rice Terraces are among the sophisticated products of engineering by pre- Spanish era Filipinos. **SPANISH COLONIAL ERA** The colonization of the Philippines contributed to growth of science and technology in the archipelago. The Spanish introduced formal education and founded scientific institutions. During the early years of Spanish rule in the Philippines. Parish schools were established where religion, reading, writing, arithmetic and music was taught. Sanitation and more advanced methods of agriculture were taught to the natives. Later the Spanish established colleges and universities in the archipelago including the oldest existing university in Asia, the University of Santo Tomas. The Galleon Trade has an account in the Philippine colonial economy. Trade was given more focus by the Spaniard colonial authorities due to the prospects of big profits. Agriculture and industrial development on the other hand were relatively neglected. The opening of the Suez Canal saw the influx of European visitors to the Spanish colony and some. Filipinos were able to study in Europe who was probably influenced by the rapid development of scientific ideals brought by the Age of Enlightenment. **Lesson 2: Intellectual revolutions that defined society** **Nicolaus Copernicus** **- The Man who moved the Sun** The way people think about Solar System has changed many times throughout history. Before the development of telescope astronomy beliefs were based on what can be seen by the naked eye. One of the earliest ideas on how Solar System was structured was introduced by Claudius Ptolemy. He posited that planets as well as the sun and the moon, moved in a circular motion around the Earth, a concept which is known as geo-centrism. This geocentric model, considered to be one of the greatest discoveries of all time, was widely accepted by the people and became the astronomical dogma in Western civilization for 1,400 years. In the 16th century, Nicolaus Copernicus challenged the geocentric model by putting sun at the center of the solar system and known as the concept of heliocentrism. This idea was rejected at first by the public. It appalled many since their religious belief had taught them that the Earth was created first before all other things. Copernicus was even persecuted as a heretic. **Charles Darwin and the Theory of Evolution by Natural Selection** Charles Darwin was an English naturalist who studied variation in plants, animals and fossils during a five-year voyage around the world in the 19^th^ century. Darwin\'s theory of evolution challenged the idea that God made all the animals and plants that live on Earth in a single day, which contradicted the commonly held Christian views of his era. He did not publish his scientific work and ideas until 28 years after his voyage. Finally, as a result of Darwin\'s world expedition and observations, which were enhanced by many years of experimentation, his discussions with like-minded scientists and his developing knowledge of geology and fossils, he proposed the theory of evolution by natural selection. Darwin proposed that: individual organisms within a particular species show a wide range of variation for a characteristic, individuals with characteristics most suited to the environment are more likely to survive to breed successfully; and the characteristics that have enabled these individuals to survive are then passed on to the next generation. This is called Theory of Evolution by Natural Selection. **Sigmund Freud - the Father of Psychoanalysis** In the past, the field of Psychology was always classified under philosophy. Psychology was considered more of an art rather than a science. In the late 19th century, Sigmund Freud was able to change people's perception of psychology with his revolutionary theory of psychoanalysis. Psychoanalysis is the study of human behavior. In his theory, Freud explained that there are many conscious and unconscious factors that can influence behavior and emotions. He also argued that personality is a product of three conflicting elements: id, ego and superego. Despite criticisms, Freud still continued to work on refining his theory and in fact tried to explain how psychoanalysis can be a clinical method in treating some mental disorders. Soon enough, people were able to understand the concepts of psychoanalysis, which eventually resulted in classifying psychology as a science**.** **Lesson 3: Science and Technology and nation building** **Science and Technology in the Philippines** Even in Philippines during precolonial times up to modern times, the advancement of Science and Technology has been equated to socio-economic progress and political sovereignty and security. **Brief Historical Background of Science and Technology in the Philippines Pre -- Colonial Period** Even before the Spain colonized the country, some indigenous science and technology has already existed with regards to agriculture like farming, animal -- raising, and the utilization of plants and herbs as medicines. The use of technology is evident in the in handicrafts, pottery, weaving, and tools used by ancient Filipinos in their everyday life. Innovation and ingenuity were unmistakable by the way native Filipinos built the rice terraces by hand. They also developed tools for planting, hunting, cooking, fishing, and also for fighting enemies during tribal conflicts. They used indigenous technology in building houses, irrigations and transportation, both on land and on waterways. The ancient practices in science and technology by our ancestors are now considered as indigenous science or folk science. **Colonial Period** Spanish colonization paved way to modern means of construction. Roads, bridges, churches, and other large infrastructures were built with more sophistication using some engineering skills and tools brought by the Spaniards. In addition, Spanish colonizers developed health and education system in the country. The American colonial rule modernized almost all aspects of life in the country. They established the Bureau of Science to initiate the development in the field of science and technology. **Post -- Colonial Period** After achieving independence from the colonial masters, the Philippines, under different administrations, continued to pursue programs in science and technology. Each leadership had its own S&T agenda. However, it is important to note that some Philippine presidents introduced more developments in the field than others, which you will find out soon as you course through this topic. **Filipino Presidents and their Contributions in the Development of Science and Technology in the Philippines** Philippine Presidents and the Status of S&T during their administration Pres. Carlos P. Garcia (1957 - 1961) - lack of support of experimental work -marginal budget for scientific research - low salaries of scientists employed by the government - established the National Science Development Board. Pres. Ferdinand Marcos (1965 - 1986) - directed the Department of Education to revitalize the science courses in public high schools - channelled additional funds to support projects in applied sciences and science education - he proclaimed 35 hectares in Bicutan, Taguig, Rizal as the site of the Philippine Science Community - scholarships for graduate and undergraduate science scholars, and workshops on fisheries and oceanography - added the Philippine Coconut Research Institute to the NSDB to modernize the coconut industry. - support for the promotion of scientific research and invention with Presidential Decree No. 49, s. 1972 - he enacted a law under Presidential Decree No. 1003-A, s. 1976 to establish the National Academy of Science and Technology - He enacted a law on the completion of the National Agriculture and Life Sciences Research Complex at the University of the Philippines at Los Baños (Executive Order No. 840, s. 1982) - he established the Mindanao and Visayas campuses of the Philippine Science High School to encourage careers in science and technology - established other research institutes like PAGASA, National Grains Authority, Philippine Council for Agricultural Research, Philippine National Oil Company among others Pres. Corazon Aquino (1986 - 1992) - National Science and Technology Authority was replaced by the Department of Science and Technology - science and technology\'s role in economic recovery and sustained economic growth was highlighted - created the Presidential Task Force for Science and Technology which came up with the first Science and Technology Master Plan or STMP - Executive Order No.128 abolished R.A. No. 3859, also known as the "Philippine Inventors Incentive Act." - gave assistance to Filipino inventors through giving financial aid, patent application assistance, legal assistance, and to help inventors market their products domestically and abroad - R.A. 6655 or the Free Public Secondary Education Act of 1988 opened doors to free education up to the secondary level - "Science for the Masses Program" which aimed at scientific and technological literacy among Filipinos Pres. Fidel V. Ramos (1992 - 1998) - significant increase in personnel specializing in the science and technology field -addition of Philippine Science High Schools in Visayas and Mindanao - government provided 3,500 scholarships for students who were taking up professions related to S&T - Schools were becoming more modernized and updated with the addition of hightech equipment for student - Priority for S&T personnel increased when Magna Carta for Science and Technology Personnel (Republic Act No. 8439) was established - award was published in order to give incentives and rewards for people who have been influential in the field of S&T (Inventors and Inventions Incentives Act or Republic Act No. 7459) - programs such as National Program for Gifted Filipino Children in Science and Technology - enactment of a law creating a nationwide system of high schools specializing in the field of science and engineering (Science and Technology Scholarship Law of 1994) - enacted the Intellectual Property Code of the Philippines (Republic Act No. 8293) Pres. Joseph Estrada (1998 - 2001) - launched a full-scale program based on cost-effective irrigation technologies - establishment of one science high school in every province - advancement of industries and schools into the Internet age, - passage of the e-Commerce Act Pres. Gloria Macapagal Arroyo (2001 - 2010) - the science and technology sector of the Philippines was dubbed as the \"golden age" during her term - Numerous laws and projects that concerns both the environment and science to push technology as a tool to increase the country\'s economic level - the term \"Filipinnovation\" was the coined term used in helping the Philippines to be an innovation hub in Asia - Science Technology and Innovations (STI) was developed further by strengthening the schools and education system such as the Philippine Science High School (PSHS), which focuses in science, technology and mathematics in their curriculum - imposes Republic Act 10601 which improves the Agriculture and Fisheries Sector through Mechanization (AFMech) President Benigno S. Aquino III (2010 -- 2016) - Educational reform by shifting to K -- 12 educational system - Project NOAH (Nationwide Operational Assessment of Hazards) is created in response to the call of President Noynoy Aquino for a more accurate, integrated, and responsive disaster prevention and mitigation system, especially in high-risk areas throughout the Philippines. - Signed the E.O 2016 on May 20, 2016: Adopting the policy on ensuring sustainable renewable energy resource management and mandating the Department of Energy (DOE) to lead in its implementation President Rodrigo R. Duterte (2016 -- present) - Tax Reform for Acceleration and Inclusion or TRAIN law was signed in December 2017. It's primarily a revenue-generating measure to fund the administration's infrastructure program, health, education, and social services programs. - Signed the Balik Scientist Law (R.A. 11035) on 15 June 2018 that would give more incentives to returning Filipino experts, scientists, inventors, and engineers who would share their expertise in the country. - Increased the budget of DOST yearly strengthening the S&T capability of the country - Signed the Philippine Space Act in August 8, 2019 creating the Philippine Space Agency (PhilSA) - The current administration supports the Philippine Space Program, which launched space satellites Diwata -- 1 and Diwata -- 2 in 2016 and 2018, respectively - Moves 'Science and Technology Week' to November to ensure maximum participation of schools, stakeholders and the public considering the change in the academic calendar of most educational institutions - Republic Act (RA) No. 11293 otherwise known as the "Philippine Innovation Act" was signed by President Duterte on April 17, 2019 in order to foster innovation in the country as a vital component of national development and sustainable economic growth. **Filipino Scientists and their Inventions** Here is a list of some Filipino scientists and inventors, together with their contributions in shaping the science and technology of the Filipino nation. **Dr. Arturo Alcaraz** Dr. Arturo Alcaraz is a volcanologist specializing in geothermal energy development. In 1967, Arturo Alcaraz and team powered an electric light bulb using steam-powered electricity. This was the first geothermal power generated in the Philippines. **Julian Banzon (1908 - 1988)** Filipino chemist, Julian Banzon researched methods of producing alternative fuels. Julian Banzon experimented with the production of ethyl esters fuels from sugarcane and coconut. **Pedro Escuro (1923 - )** Filipino scientist, Pedro Escuro is best known for his isolation of nine rice varieties, thus was renowned by developing rice breeding in the country. The Pedro Escuro rice varieties are: Milpal 4, HBD-2, Azmil 26 and C-22 and C-18, C4-63, C4-137, C-168 and C-12. **Dr. Francisco Fronda (1896 - 1986)** Dr. Francisco Fronda is known as the Father of poultry science in the Philippines. Francisco Fronda has improved methods of production for the poultry and livestock industry. **Felix Maramba** Felix Maramba built a coconut oil-fueled power generator. He also is the developer of one of the world\'s most profitable biogas systems. **Luz Oliveros Belardo (1906 - 1999)** Filipino chemist, Luz Oliveros Belardo researched the phytochemical properties of plants in the Philippines for natural products, essential oils, and the medicinal qualities. **Emerita De Guzman** Filipino scientist Emerita De Guzman researched the propagation of pure macapuno trees. Her research led to the faster propagation of pure macapuno trees and increased macapuno nut production from 3-5 macapuno nuts to 14-19 nuts (1980). She also invented tissue culture techniques for the rapid propagation of abaca and banana plants. **Dr. Fe Del Mundo (1911 - 2011)** Filipino doctor, Fe Del Mundo is credited with studies that lead to the invention of an improved incubator and a jaundice relieving device **Gregorio Zara (1902 - 1978)** Famous Filipino Scientist, Gregorio Zara invented, made improvements to, or discovered the following: invented the twoway television telephone or videophone (1955) patented as a \"photo phone signal separator network\"; discovered the physical law of electrical kinetic resistance called the Zara effect (around 1930); invented an airplane engine that ran on plain alcohol as fuel (1952). **UNIT 2: Science, Technology, Society and the Human Condition** **Lesson 1: Human Flourishing in terms of Science and Technology** **Human Flourishing** According to Aristotle, there is an end of all of the actions that we perform which we desire for itself. This is what is known as Eudaimonia, flourishing, or happiness, which is desired for its own sake with all other things being desired on its account. Eudaimonia, is a term that combines the Greek words for "good" and "spirit" to describe the ideology. Eudaimonia defines happiness as the pursuit of becoming a better person. Eudaimonia is a property of one\'s life when considered as a whole. Flourishing is the highest good of human endeavors and that toward which all actions aim. It is success as a human being. The best life is one of excellent human activity. Eudaemonists do this by challenging themselves intellectually or by engaging in activities that make them spiritually richer people. For Aristotle, the good is what is good for purposeful, goal-directed entities. He defines the good proper to human beings as the activities in which the life functions specific to human beings are most fully realized. For Aristotle, person\'s nature as a human being provides him with guidance with respect to how he should live his life. A fundamental fact of human nature is the existence of individual human beings each with his own rational mind and free will. **Principles of Human Flourishing** 1. Dignity of Human Person -- innate personal values or rights which demands respects for all people, regardless of race, social class and wealth. 2. Common Good -- sacrificing self-interest to provide for the basic human needs of everyone makes the whole community flourish. 3. Preferential Option for the Poor -- when decisions are made by first considering the poor. 4. Subsidarity -- when all those affected by a decision are involved in making it. 5. Universal Purpose of Goods -- the Earth's resources serve every persons' needs, regardless of who "owns" them. 6. Stewardship of Creation -- duty to care for the Earth as a (God-given) gift is a personal responsibility for the common good. 7. Promotion of Peace -- everyone has the duty to respect and collaborate in personal relationship and at national and global levels. 8. Participation -- everyone has the right and the duty to take part in the life of a society (economic, political, cultural, religious) 9. Global Solidarity -- recognition that we are all interconnected, part of one human family. **Lesson 2: Technology as a Way of Revealing** The Greek concept of the essence of technology was investigated by Martin Heidegger. The meaning of technology for the Greeks was assumed to be part of our everyday life. To clarify further, the term technology was defined into two categories. 1. *Technology is a means to an end.* - Technology as an instrument to achieve a purpose or end. For example, student A bought a laptop and smartphone to be used for online learning since students were not allowed to attend a face to face learning. The laptops and smartphones are instruments for the student to achieve his/her purpose which is to participate in online learning. 2. *Technology is a human activity.* - Technology is part of our daily activities of the human person which is to invent technology such as gadgets for online learning, protective equipment to fight COVID-19, agricultural machines to produce foods and etc. - The two definitions of technology are interconnected with each other in such a way that the outcomes of human activities are meant to serve its purpose. **The Problems on Modern Technology** The Greek definition of technology as human activity and designed for a specific purpose was restructured in modern times. Technology in the modern era was reduced into calculative thinking that controls nature. For instance, the invention of the telescope, the steam machine, and other devices was used to master nature. In the mastery of nature, we used technology to manipulate things around us. To see a clear picture, Heidegger provided three revelations on modern technology as *challenging forth, enframing and dangerous;* ***Modern Technology as Challenging Forth*** Heidegger claimed that ancient and modern technology are revealing. However, modern technology is revealing not in the sense of bringing forth but rather challenging nature. Modern technology challenging nature through extracting, transforming, storing, and distributing it. Challenging forth reduced nature as standing \'reserve\' or something to be disposed of by the people. For examples, people exploited the natural resources without minding the negative effects to the ecology, modernization of extracting gold, coal, and petroleum from the ground compromised the bodies of waters, using of synthetic dyes and artificial flavoring jeopardize human health, and the use of chemicals in the agriculture poses threat to food safety and health security. ***Modern Technology as Enframing*** According to Martin Heidegger, modern technology is *enframing*. The term *\'enframing\'* derives from the word \'frame\' which means putting something into a box. This metaphorical term of Heidegger connotes that modern technology put nature into a box through scientific knowledge. Enframing, according to Heidegger, is akin to two ways of looking at the world; calculative thinking and meditative thinking. Humans put an order to nature and control it through calculative thinking. ***The Dangers of Technology*** Heidegger at this point is critical to the dangers of modern technology by pointing out its defects as enframing nature, challenging forth, treat nature as a standing reserve. In this case, modern technology deviated from the essential notion of technology and revealing or poiesis. Heidegger sees this as a danger to humanity. Recognizing its dangers of technology requires critical and reflective thinking on its use. For example, social media has indeed connected people in the most efficient and convenient way but it is prone to abuse such as the invasion of privacy, online disinhibition, and proliferation of fake news. The real threat of technology comes from its essence, not its activities or products. The correct response to the danger of technology is not simply dismissing technology altogether. Heidegger explained that people are delivered over to technology in the worst possible way when they regard it as something neutral (Heidegger, 1997). **Lesson 3: The Good Life** What is Good Life as Perceived by different schools of thought? **Aristotle and Good Life** It is interesting to note that the first philosopher who approached the problem of reality from scientific lens is Aristotle who is also the first thinker who dabbled into the complex problematization of the end goal of life: happiness. Compared to his predecessor and teacher, Plato, Aristotle embarked on different approach in figuring out reality. Plato thought that things in this world are not real and are only copies of the real in the world of forms. While Aristotle puts everything back to the ground in claiming that this world is all there and that this world is the only reality, we can all access. Aristotle also forwarded the idea that there is no reality over and above what the senses can perceive. As such, it is only by observation of the external world that one can truly understand what reality is all about. Change is a process that is inherent in things. We, along with all other entities in the world start as potentialities and move towards actualities. The movement, of course, entails change. **Materialism** Materialism is a form of philosophical monism that holds that matter is the fundamental substance in nature, and that all things, including mental states and consciousness are results of material interactions. In this school of thought, happiness is measured by the amount and kind of material things one possess. In terms of human flourishing, material things are what make us attain happiness. The material things we possess give us ultimate happiness and satisfaction. We see this at work with most people who are clinging on to material wealth as the primary source of meaning of their existence. **Hedonism** The word hedonism comes from the ancient greek for "*pleasure*" It claims that only pleasure or pain motivates us. Ethical or evaluative hedonism claims that only pleasure has worth or value and only pain or displeasure has disvalue or the opposite of worth. Happiness and satisfaction for hedonists comes from pleasure attained in doing some activities. The mantra of this school of thought is the famous, "Eat, drink and merry for tomorrow we will die. **Stoicism** Another school of thought led by Epicurus, the stoics, exposed the idea that to generate happiness, one must learn to distance oneself and be apathetic. It is a philosophy designed to make us more resilient, happier, and more virtuous and more wise\_ as a result, better people, better parents and better professionals. Stoicism has been a common thread through some of history's great leaders. It has been practiced by Kings, presidents, artists, writers, and entrepreneurs. The original term apatheia, precisely means to be indifferent. These groups believe that they can do things at their own and believe that happiness can only be attained by a careful practice of apathy. **Theism** This school of thought means "belief in one or more Gods. It covers a huge range or religious beliefs, notably the Abeahamic monotheism, Judaism, Christianity and Islam. It refers to any kind of belief in any god or gods, so it is difficult to make any other generalizations about it. If you sat that you believe in God, what you mean with "God" may be different. It is a matter of belief one person carry and belief in Gods is normally attached to other beliefs. **Humanism** Humanism as another school of thought is a perspective that emphasizes looking at the whole individual and stresses concepts such as free will, self-efficacy and self-actualization. It strives to help people fulfill their potential and maximize their wellbeing. It gives the freedom of man to carve his own destiny and to legislate his own laws, free from the shackles of a God that monitors and controls. For humanists, man is literally the captain of his own ship. They see themselves not merely as stewards of the creation but as individuals who are in control of themselves and the world outside them. It focusses on the importance of growth and self-actualization. **Lesson 4: When Technology and humanity Cross** **Television sets, Mobile phones, Computers, and Humanity** Television is used mainly as a platform for advertisements and information dissemination. It remains to be the most used avenue by different advertisement companies not only in the Philippines but also all over the world. Various advertising companies trust that television is still one of the most used technological devices up until today. It also serves as a recreational activity and good stress reliever to most families, specifically to Filipino families. Television also is a good platform for different propagandas and advocacies. Lastly, it can also be a good way to bond with one's family members. Mobile phone is used primarily for communication. It offers services like texting and calling. In the past, these were the only functions of the mobile phone but as technology progressed, there have been many additional features included on mobile phones. In the present, people use their mobile phones to surf the Internet and to take pictures more than text or to call people. This is the reason why more and more people all over the world prefer to buy smartphones over the old models where such features are not available. These make this particular technological device very appealing to the masses. Additionally, it is very portable and convenient because it can fit into any space, may it be inside the pocket or bag. Computers and laptops, on the other hand, can be used to surf the Internet and communicate. For a lot of people, they prefer to do their job using either a personal computer or a laptop than a mobile phone. Personal computer or a laptop has wide keyboard, wide screens and separate keyboards than mobile phones. Another reason is that the availability of a mouse or a touchpad made these two technological devices easier to maneuver than mobile phones. Lastly, for the youth and those who love to play different computer games, personal computers or laptops are really the better choice because these allow them play with comfort and convenience. **Robotics and Humanity** Robot is another great product of the innovative minds of the people which is now widely used. For example, there are so --called service robots that do specific tasks but focus mainly in assisting their masters in their everyday tasks. Germany was one of the first countries to develop service robots. As part of the German Federal Ministry of Education and Research's "Service Robotics Innovation Lead Initiative," it sponsored a collaborative project called DESIRE (Deutsche Servicerobotik Initiative-Germany Service Robotics Initiative) which was launched on October 1, 2005. Some of the expected works to be performed by DESIRE are the following: \(1) "Clear up the kitchen table" -- all objects on top of the kitchen table will be moved to where they belong; \(2) "Fill the dishwasher" -- the dirty dishes will be sorted correctly into the dishwasher; and \(3) "Clear up this room" -- all objects that are not in their proper places will be moved to where they belong. **Roles played by Robotics** Robots play different roles not only in the lives of the people but also in the society as a whole. They are primarily used to ease the workload of mankind. They were invented to make life more efficient and less stressful. They perform complicated activities which human beings are incapable of doing. On the other hand, they perform the simplest tasks at home so that their masters can perform the complex ones without stressing themselves over the simple tasks. There are also robots which are made for pleasure. To be more specific, these types of robots perform activities to entertain people. They can usually be found in amusement parks or exhibits. In addition, there are also some robots which were made to serve as toys. They also perform different activities but they are usually child-friendly. **UNIT 3: Specific Issues in Science, Technology and Society** **Lesson 1: Information Age** Information plays an important role in understanding the truth and reality. If there are information available, our lives might be enigmatic and chaotic. The development of our system of acquiring, storing and retrieving information had spurt with the advent of science and technology and now we are in the century which is considered by many as the Information Age. Information Age is the period starting in the last quarter of the 20th century when information became effortlessly accessible through publication and through the management of information by computers and computer networks. It is a true new age based upon the interconnection of computers via telecommunications, with these systems operating on both real-time and as needed basis- Theory of Information Age (Messenger, 1982). Before it has reached its current state, constant change has taken place in the form of information revolution. By 1960's to 1970's, rapid growth of information resulted to difficulty in collecting and managing them1980's there was Information Anxiety (Richard Wurman). In 1990's, information became the currency of the business world. At present, information turned out to be a commodity, an over developed product, mass produced and unspecialized. Robert Harris has outlined the truths about Information Age. He described it as follows 1. Information must complete 2. Newer is equated to truer 3. Selection is a viewpoint 4. The media sells what the culture buys 5. The early word gets the perm 6. You are what you eat and so is your brain 7. Anything in great demand will be counterfeited 8. Ideas are seen as controversial 9. Undead information walks ever on 10. Media presence creates the story 11. The medium selects the message 12. The whole truth is a pursuit Accessibility of information was made faster and easier with the aid of computer. One of the significant applications of computers for science and research is evident in the field of bioinformatics. Bioinformatics is the application of information technology to store, organize and analyze vast amount of biological data which is available in the form sequences and structures of proteins -- the building blocks of organisms and nucleic acids- the information carrier (Madan, n.d.) Such was established because of the need to create databases of biological sequences. Application includes the Human Genome Project, Pharmacogenomics Drug Discovery, Gene Finder and Annotator. **Lesson 2: Biodiversity and the healthy society** **What is Biodiversity?** Biodiversity is defined as the vast variety of life forms I the entire earth which includes the simplest unicellular organism to the most complex multicellular organism. (Serafico, 2018) Biodiversity is the variability of organisms including species thriving in different ecosystems like marine, freshwater or any aquatic and terrestrial and the ecological complexes of which they are part; this includes diversity between, within and of ecosystems. ( Villago Globale, 2009) The Philippines is considered a mega-diversity country rivaled only by a few countries in the world when it comes to variety of ecosystems, species and genetic resources. Many of the islands comprising the archipelago are believed to have a very high degree of land and animal endemism. The country hosts more than 52,177 described species of which more than half is found nowhere else in the world (Philippine Biodiversity Conservation Priorities: A second Iteration of the National Biodiversity Strategy and Action Plan, 2002). On a per unit area basis, the Philippines probably harbors more diversity of life than any other country on the planet. The country is also considered a biodiversity hotspot. This is because the Philippines continues to experience an alarming rate of destruction of these important resources brought about by overexploitation, deforestation, land degradation, climate change, and pollution (including biological pollution), among others. Several threats to biodiversity as identified by the United Nations' Environmental Programme (WHO, n.d) include the following: 1. Habitat loss and destruction due to inhabitation of human beings and the use of land for economic gains. 2. Alterations in the ecosystem composition like sudden decrease or increase of population density can contribute to species loss. 3. Over-exploitation like over hunting, overfishing, over collecting of species can lead to species density fluctuations. This is due to changing consumption of individuals that causes unsustainable exploitation of natural resources. 4. Pollution and contamination of the biological systems that can damage the health of species. 5. Global climate change can also lead to diversity loss. Species and populations may be lost permanently if they are not provided with enough time to adopt to changing environments. According to WHO, biodiversity is a vital element of human's nutrition because it entails food production. We all know that food comes from our environment and threats as mentioned above can alter the density of species that can lead to species loss and decrease in biodiversity. Almost all organisms depend on the environment and lack of basic necessities can cause mortality. Increase prevalence of cancer, heart diseases, asthma and many other illnesses has arisen due to habitat alteration. Environmental hazards can be physical like pollution, toxic chemicals, and food contaminants; social such as work, poor housing conditions, urban sprawl and poverty. Increase diseases like amoebiasis, diarrhea, cholera, gastritis and meningitis are related to unsafe food and drinks. Most of the population also lacked basic access to basic sanitation. Researchers have been discovering new ways to improve crop production, address health illness and decrease biodiversity loss. The Biodiversity International has released a module titled "Law and policy of relevance to the management of plant genetic resources" which aims to help professionals in managing, conserving, and using plant genetic resources for food and agriculture. In fact, it elaborates the possible use of genetic engineering in the production of living modified organisms (LMOs) or genetically modified organisms (GMOs). (Bragdon, et.al. ) Law makers also consider vulnerable populations when drafting and implementing environmental health regulations in relation to biodiversity. Various public health strategies and human rights issues in research were also considered in the quest for a better environment and stable biodiversity. **Lesson 3: Genetically Modified Organisms; Science, Health and Politics** **Genetically modified organisms (GMOs)** Are organisms with foreign genes incorporated into their genome such that they exhibit different but desirable properties that do not occur naturally by mating and/or natural recombination. The foreign genes may come from bacteria, viruses, insects, animals or even humans. These genes are carefully studied and selected to achieve the goal of improving a particular organism or make this organism a vehicle for faster and efficient manufacturing and delivery of a product. The modification can be transgenic, whereby the organism contains DNA from another species, or cisgenic, whereby it contains DNA from a member of the same species but doesn\'t occur naturally. The latter form is generally viewed as a safer practice, although there are concerns for all types of genetic modification. GMOs can include plants, animals, and microorganisms. GMOs have been approved by regulatory agencies for commercial production and consumption, while others are currently undergoing regulatory evaluation (Center for Eco genetics and Environmental Health). Still other GMOs are in experimental stages and confined to scientific laboratory research. **The Making of GMOs, Steps in Cloning** Cloning requires a source of DNA or a donor organism. The DNA is cut with restriction enzyme and is ligated to a vector, usually a plasmid, previously cut with another restriction enzyme compatible with the first enzyme used. After ligation, the chimeric molecules are transformed in competent cells (usually Escherichia coli) and then screened for the presence of genes of interest. Several organisms have been genetically modified since the introduction of technologies and discovery of the DNA (deoxyribonucleic acid) double helix structure. GM crops were first commercialized in 1996 and only from countries that planted transgenic crops to about 11 million hectares. In 2011, the area had expanded to 160 million hectares in 29 countries. Soybeans, maize, cotton, and canola remain to be the leading GM crops. Other crops include eggplant, Jatropha, rice, sugar beets, cassava, papaya, banana, tomatoes, potatoes, squash, peas and alfalfa. GM animals, on the other hand, include fishes, cows, chickens, pigs, etc. The GM crops are listed below. 1. Corn Corn was first genetically modified with the insertion of toxin gene from the bacterium, Bacillus thuringiensis. With the commercialization of Bt corn, an increase in corn production was realized because of its resistance to the attack of corn borer. 2. Cotton almost half of cottons grown in the world have been genetically modified to resist pests and pesticides. However, it was reported to have had devastating results in Indian agriculture. In the Philippines, experiments to develop local Bt corn variety arebeing performed to prevent bollworm damage. 3. Jatropha Jatropha seeds are similar to palm oil. It can be used as biofuel and a high source of protein for livestock. However, planting Jatropha, has caused destruction of the nativeplants. 4. Rice Golden rice is the genetically modified rice containing beta carotene a precursor of vitamin A. The golden rice is still in the research stage but once it becomes a developed variety and commercialized many Filipinos will benefit from it. In relation, studies are being done to address the pervasive and persistent Vitamin A deficiency problem and at the same time make Golden Rice more profitable to farmers by adding tungro and bacterial leaf blight (BLB) resistance to this GM crop. 5. Soy More than 90 percent of soybeans grown in the United States are genetically modified to be herbicide resistant 6. Sugar Beets Sugar beets were engineered to grow faster and to be more resistant to weeds. However a federal judge put a halt on processing GMO sugar beets due to failure of USDA to present an Environmental Impact Statement (EIS). Many environmentalists and researchers are concerned that GMO sugar beets could have serious impact on the environment and other crops. 7. Cassava Cassava is a starchy plant like potato that is consumed by many people across the globe like Africa. The first GMO cassava plant was engineered in 1955. Cassava was supposed to be virus and pest resistant but farmers reported that in few years the GMO cassava lose their anti- virus resistant quality. 8. Papaya Papaya, also known as Carica papaya L., has Caribbean coast of Central America as the point of origin. It was first genetically modified in Hawaii and introduced to the market in 1999. The GM papaya lines were developed to resist infection by papaya ring spot virus (PRSV). 9. Banana Majority of bananas in the US are genetically modified. 10. Eggplant The first GM eggplant (Bt eggplant) in South and Southeast Asia, the new pestresistant eggplant, was developed by the Maharashtra Hybrid Seeds (Mahyco) based in Jaina, India. In the Philippines, Bt eggplant was developed to address eggplant fruit and shoot borer (EFSB), Leucinodes orboralis, using modern biotechnological techniques. 11. Tomatoes Many tomatoes have been genetically modified in US but GM tomatoes are banned in Europe. Flavr Savr is the first commercially grown GM tomato granted with a license for human consumption. Produced by Calgene, a Californian company, it was first sold in 1994 after the US Food and Drug Administration (FDA) completed its evaluation. 12. Apple Scientists are now able to deactivate the gene for polyphenol oxidase (PPO), an enzyme which causes the browning of apples. 13. Peas GM peas were created by inserting kidney beans genes into the peas DNA resulting to the production of protein with pesticidal ability. 14. Yellow crookneck squash or zucchini GM zucchini are resistant to viruses. 15. Alfalfa GM alfalfa was developed to produce a crop that will survive exposure to glyphosate herbicide. Impacts of GMOs Defined and known useful genes when inserted into an organism will definitely affect the growth pattern, behavior and products of the said organism in a short span of time saving a lot of pesos in conducting research when compared to traditional breeding. GMOs have been around for several years and their impacts are already felt. Through the GM technologies, \"designer crops" can be produced. These are crops with more nutrients, pesticide resistant, insect resistant, require less inputs to grow and produce more yield. Some agricultural soils are saline. This condition hampers the growth of crops because they cannot grow well or sometimes the crops are unable to grow. Thus, there is a need to research to come up with salt tolerant organisms. The commercialization of Bt corn is very useful to farmers as they were able to have increased income. Growing GM plants allows the farmers to spend less time and money in pesticides and herbicides. Papaya resistant to Papaya Ringspot Virus and with delayed ripening command a good place in export market. GMO foods are also now available in the market. In other parts of the world, GMOs are considered to have health threats. The downside of farming with GMOs includes \"creating super weeds" that have evolved a resistance to glyphosate, a common herbicide in GMO food production. **Lesson 4: The Nano World** Nanotechnology is defined as the study and use of structures between 1 nanometer and 100 nanometers in size. These include the design, characterization, production and application of structures, devices and controlling shape and size on a nanometer scale. (Royal Society, 2004). It is just like studying eight hundred 100 nanometer particles side by side to match the width of a human hair. Nanoscience is the study of phenomena and manipulation of materials at atomic, molecular and macromolecular scales. This includes the study of materials 100nm own to the size of atoms which is approximately 0.2nm. For comparison, a red blood cell is approximately 7, 000nm wide and a water molecule is almost 0.3 nm across. (K. Ban et.al, 2011.) Studying nanoparticles has been an interest of scientist for centuries and the field flourished with the development of microscopes capable of displaying particles called nanomaterial. A nanomaterial is an object that has at least one dimension on the nanometer scale (app. 1-100nm); material can be in one dimension (very thin surface coatings, films, layers), in two dimensions (nanowires, nanotubes and fibers) or in all three dimensions (nanoparticles, quantum dots, nanoshells, nanorings, micro). (Nanoyou, 2011) Nanomaterials are of two types. Inorganic nanomaterial which includes gold nano clusters, fullerenes and carbon nanotubes. Organic nanomaterials on the other hand are made up of carbon compounds. To build such, nanotechnologists employ selforganization using the molecules that can be assembled house in an environment suitable for physical and chemical assembly. This type of nanomaterial results in the growth of artificial layers of skin, liver tissues and other organs. (Lohith, 2014) The term "nano" is equivalent to one billionth of a meter (10-9 ) hence it expresses a very tiny amount or size. In nanotechnology, you will be able to manipulate matter in atomic or subatomic scale. Some of the uses of anotechnology include the production of microprocessors and strain-resistant fabrics. The study of nanomaterial becomes interesting with the use of different equipment like electron microscope, atomic force microscope, and scanning tunneling microscope. Electron microscope was built by Ernst Ruska and Max Knoll during 1930s. There are two general types of electron microscopes namely scanning electron microscope and transmission electron microscope. The former directs a high voltage electron beam towards the specimen to illuminate it and create a magnified image of the sample while the latter directs a focused electron beam across the rectangular area of the specimen, which loses energy as it passes through. The resolution of scanning electron microscopes tends to be poorer than that achieved from the transmission electron microscope. Atomic force microscope was developed BY Gerd Binig, Calvin Quate and Chrisoph Gerber in 1986. It makes use of mechanical probe that gathers information from the surface of a material. Scanning Tunneling microscope enables scientists to view and manipulate nanoscale particles, atoms, and small molecules. This invention gave a Nobel Prize Awards in Physics to their inventors, Gerd Binigand Rohrer. (Javier.et.al, 2018) **Lesson 5: The Aspects of Gene Therapy** Gene therapy is designed to introduce genetic material into cells to compensate for abnormal genes or to make a beneficial protein. If a mutated gene causes a necessary protein to be faulty or missing, gene therapy may be able to introduce a normal copy of the gene to restore the function of the protein. A gene that is inserted directly into a cell usually does not function. Instead, a carrier called a vector is genetically engineered to deliver the gene. Certain viruses are often used as vectors because they can deliver the new gene by infecting the cell. The viruses are modified so they can\'t cause disease when used in people. Some types of virus, such as retroviruses, integrate their genetic material (including the new gene) into a chromosome in the human cell. Other viruses, such as adenoviruses, introduce their DNA into the nucleus of the cell, but the DNA is not integrated into a chromosome. The vector can be injected or given intravenously (by IV) directly into a specific tissue in the body, where it is taken up by individual cells. Alternately, a sample of the patient\'s cells can be removed and exposed to the vector in a laboratory setting. The cells containing the vector are then returned to the patient. If the treatment is successful, the new gene delivered by the vector will make a functioning protein. Researchers must overcome many technical challenges before gene therapy will be a practical approach to treating disease. For example, scientists must find better ways to deliver genes and target them to particular cells. They must also ensure that new genes are precisely controlled by the body. Two Types of Gene Therapy 1. Somatic gene therapy, which involves introducing a \"good\" gene into targeted cells to treat the patient --- but not the patient\'s future children because these genes do not get passed along to offspring. 2. Germline gene therapy, involves the introduction of corrective genes into reproductive cells (sperm and eggs) or zygotes, with the objective of creating a beneficial genetic change that is transmitted to the offspring. **Bioethical Issues of Gene Therapy** The first death associated with gene therapy occurred on September 18, 1999, at the University of Pennsylvania. Jesse Gelsinger was participating in a clinical trial, a biomedical experiment for evaluation of safety and efficiency of a therapy for a disease. Gelsinger, who was 18 years old at the time of the treatment, had a deficiency of ornithine transcarboamylase, an important enzyme in the metabolism of ammonia. Patients with this rare metabolic disorder must maintain a low-protein diet and take a series of medicines to avoid ammonia poisoning in the blood stream. The gene therapy Gelsinger took triggered a chain reaction in his immune system, resulting in hepatic and respiratory failure, and consequently, his death four days after being treated. **Effects on the Environment** Although the positive impacts of gene therapy could be enormous, there are many questions raised that needs to be answered. New organisms created by genetic engineering could present an ecological problem. One cannot predict the changes that a genetically engineered species would make on the environment. The release of a new genetically engineered species would also have the possibility of causing an imbalance in the ecology of a region just exotic species would do. An accident or an unknown result could cause several problems. An accident in engineering the genetics of a virus or bacteria for example could result in a stronger type, which could cause aserious epidemic when released. This could be fatal in human genetic engineering creating problems ranging from minor medical problems, to death. **Lesson 6: Climate Change** **Climate Change** Climate change is a change in the statistical properties of the climate system that persists for several decades or longer. Climate change may be due to natural processes, such as changes in the Sun's radiation, volcanoes or internal variability in the climate system, or due to human influences such as changes in the composition of the atmosphere or land use. Many lines of evidence demonstrate that human activities, especially emissions of heat-trapping greenhouse gases from fossil fuel combustion, deforestation, and land-use change, are primarily responsible for the climate changes observed in the industrial era, especially over the last six decades. The atmospheric concentration of carbon dioxide, the largest contributor to human-caused warming, has increased by about 40% over the industrial era. This change has intensified the natural greenhouse effect, driving an increase in global surface temperatures and other widespread changes in Earth's climate that are unprecedented in the history. **Greenhouse Effect** The *greenhouse effect* is a natural process that warms the Earth's surface. When the Sun's energy reaches the Earth's atmosphere, some of it is reflected back to space and the rest is absorbed and re-radiated by greenhouse gases. This blanket of greenhouse gases serves as the Earth's insulator, of which without it, ours will be a called dead planet. *Greenhouse gases* include water vapour, carbon dioxide, methane, nitrous oxide, ozone and some artificial chemicals such as chlorofluorocarbons (CFCs). Carbon dioxide and methane in particular, trap the heat radiated by the sun. The problem we now face is that human activities are increasing the concentrations of greenhouse gases. From the National Aeronautics and Space Administration's (NASA) observation, the increase and too much concentration of these greenhouse gases can cause Earth\'s atmosphere to trap more and more heat that warms up the planet leading to a phenomenon called *global warming*. **Global Warming** *Global warming* is the term used to describe a gradual increase in the average temperature of the Earth's atmosphere and its oceans, a change that is believed to be permanently changing the Earth's climate. The increased volumes of carbon dioxide and other greenhouse gases released by the burning of fossil fuels, land clearing, agriculture, and other human activities, are believed to be the primary sources of the global warming that has occurred over the past 50 years. Scientists from the Intergovernmental Panel on Climate carrying out global warming research have recently predicted that average global temperatures could increase between 1.4 and 5.8 °C by the year 2100. Changes resulting from global warming may include rising sea levels due to the melting of the polar ice caps, as well as an increase in occurrence and severity of storms and other severe weather events -- all of which are signs of a changing climactic patterns. **Impacts of Climate Change on Society** According to the U.S. Global Change Research Program, the aspects of climate change are having increasingly complex and important impacts on all the nations' economy and quality of life. Impacts related to climate change are evident across regions and in many sectors important to society---such as human health, agriculture and food security, water supply, transportation, energy, ecosystems, and others---and are expected to become increasingly disruptive throughout this century and beyond. Climate change affects human health and wellbeing through more extreme weather events and wildfires, decreased air quality, and diseases transmitted by insects, food, and water. Climate disruptions to agriculture have been increasing and are projected to become more severe over this century, a trend that would diminish the security of the world's food supply. Surface and groundwater supplies in some regions are already stressed, and water quality is diminishing in many areas, in part due to increasing sediment and contaminant concentrations after heavy downpours. In some regions, prolonged periods of high temperatures associated with droughts contribute to conditions that lead to larger wildfires and longer fire seasons. For coastal communities, sea level rise, combined with coastal storms, has increased the risk of erosion, storm surge damage, and flooding. Extreme heat, sea level rise, and heavy downpours are affecting infrastructure like roads, rail lines, airports, and all other infrastructures. The capacity of ecosystems like forests, barrier beaches, and wetlands to buffer the impacts of extreme events like fires, floods, and severe storms is being overwhelmed. The rising temperature and changing chemistry of ocean water is combining with other stresses, such as overfishing and pollution, alter marine-based food production and harm fishing communities. Some climate changes currently have beneficial effects for specific sectors or regions. For example, current benefits of warming include longer growing seasons and longer ice -- free period for agriculture. **Climate Change Mitigation Efforts** Nations all over the world are now experiencing the impacts of climate change and are now making consensus efforts through the creation of domestic and international treaties, policies, plans and actions to mitigate the effects and adapt to the risks brought about by this world -- wide environmental concern. It is time for humans to make effort and find solution to the very problem they themselves created. VI\. Summary - Intellectual revolutions that defined society. - Science and Technology and nation building - Science Education in the Philippines - Indigenous Science and Technology in the Philippines - The Human Person Flourishing in terms of Science and Technology - Technology as a Way of Revealing - The Good Life - When Technology and Humanity cross - The Information age. - Biodiversity and the healthy society. - Genetically Modified Organisms; Science, Health and Politics - The Nano World - The Aspects of Gene Therapy - Climate Change VII\. Review Question: 1. What value of a scientist have you learned from the major revolutions? Why? 2. What could be the consequences if these major intellectual revolutions did not take place? 3. What value of a scientist have you learned from the major revolutions? Why? 4. What could be the consequences if these major intellectual revolutions did not take place? 5. Did science and technology change your way of life? Was it in a good way, otherwise, or both? Explain how. 6. What do you think will happen if human person did not flourish in terms of science and technology? 7. From among the different schools of thought presented, which among them describe you as a person or as a member of the community? Do you think it can develop you better and attain a good life? Why or why not? 8. Is information age a boon or a bane? Why? 9. How does Information Age influence our society? 10. As a part of the planet earth, what can you do in your own simple way to help in the advancement of science and technology for the improvement of the society? 11. Reflect on this "Gene therapy is still in its infancy, but it is believed that as it matures, it will become an effective treatment for the myriad of genetic diseases that affect humanity" \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ VIII\. Assessment Learning Activity in Module (GEC 8) Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Section: \_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Score: \_\_\_\_\_\_\_\_\_\_\_\_ **Unit 1: General Concepts and Historical Events in Science, Technology, and Society** **Lesson: General Concepts and Historical Events in Science, Technology, and Society** Your task is to fill in the K-W-L chart below by jotting down what you have known and what are the things that you would like to know about our historical antecedents in terms of Science and Technology. **Lesson: Intellectual revolutions that defined society.** - What makes the intellectual revolution significant in the advent of science and technology? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Lesson: Science and Technology and nation building** Take photos (maximum of 5) that depict the use of science/technology in your community. Put a brief description on each of your photo (name of technology and its purpose). Upload your work in social media, and try to elicit comments from the viewers, then have a sharing with the class next meeting. **Lesson: Science Education in the Philippines** Choose one and Make a reaction paper about - Juan's Top 5 Filipino Inventions at - Science and Technology: Moving the Philippines Forward https://youtu.be/9li8S3L5p2Q **Lesson: Indigenous Science and Technology in the Philippines** Utilizing internet resources, find photos of modern Filipino scientists and their respective inventions/ discoveries. Describe the inventions and their major contributions in the development of our nation. **Unit 2: Science, Technology, Society and the Human Condition** **Lesson: The Human Person Flourishing in terms of Science and Technology** Direction: Choose two among the eight principles of human flourishing and explain how these principles affect your everyday life as human being. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Lesson: Technology as a Way of Revealing** 1. Interview (1) BSIT student (1) BEED Student, (1) teacher, (1) Farmer and (1) parent and ask them the following questions. What would have happened to humankind if technology did not exist? 2. Do you agree with Martin Heidegger in his idea that technology should only be seen as one of the approaches in perceiving truth? What other approaches you know that can be considered? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Lesson: The Good Life** *Coloring pens/crayons, Pentel pen, Pencil, Colored old magazines, Pictures from the web, Scissors, Cartolina, Glue, Bond papers* Using the materials listed above; make a good life collage by cutting pictures in magazines or newspapers that demonstrate how technology has made the man's desire for a happy life more realizable. You may opt to print pictures using the web. **Lesson: When Technology and Humanity cross** Prepare your idea about any of the topic below. During class, we will be having a debate. For modular students, pick a side you want to defend and write your arguments about your chosen side. a. Is technology a friend or a foe? b. Automation - A Threat to Employment? c. Internet vs. Indolence and Stupidity d. Cloning and Stem cell technology **Unit 3: Specific Issues in Science, Technology and Society** **Lesson: The Information age.** Create a poster on the advantages and disadvantages of Technology. **Lesson: Biodiversity and the healthy society.** 1\. How would you reconcile the emerging needs of human beings regarding their health and the need to protect the biodiversity? 2\. Do you think scientific researches that modify the genes of organisms bring more advantages than disadvantages? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Lesson: The Nano World** Watch the video on YouTube entitled "The Next Step in Nanotechnology" by George Tule ski, TED Talks. Https://www.youtube.com/watch?v=Ds\_rzoyyfF0 Answer the following question: 1. What are the possible innovations can nanotechnology offer? 2. Why do you think few scientist works on nanotechnology? 3. Do you think nanotechnology be applicable to solve environmental problems? 4. In the world of medicine, nanotechnology can play a big role in the repair of cells, cure diseases and even delay aging, if this happens, what would this mean to our society? **Lesson: The Aspects of Gene Therapy** 1. Do you think the Food and Drug Administration should or should not approve gene therapy treatments for use in the Philippines? 2. Do you think the government should or should not fund scientific researches on changing the genes of unborn babies that aims to improve their characteristics such as intelligence or physical traits such as athletic ability or appearance. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Lesson: Climate Change** Infomercial and Vlog (Create a video campaign that shows conservation and preservation of environment or Environmental Issues and Trends) IX\. References: - - - - Science and Technology: Moving the Philippines Forward https://youtu.be/9li8S3L5p2Q - - Bencze, J.L. (2017) science and technology Education promoting wellbeing for individuals, societies and environments. - Philosophy of Science (Encyclopedia) Scientific progress, Scientific Revolutions. (2017) - Caoli, History of Science & Technology of the Philippines. (2016) - https;//explorable.com/scientific-reductionism. - https;//explorable.com/what-is-a-pradigm - Flowcharts/revival-west/the-age-enlightenment