STS-100-MODULE-Readings-1-GENERAL-CONCEPTS-HISTORICAL-DEV-OF-STS-1.pdf

STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap...

STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P MODULE 1 GENERAL CONCEPTS AND HISTORICAL DEVELOPMENTS OF STS Brief Introduction or Description This module introduces the evolution of science and technology through historical contexts, intellectual revolutions, and significant inventions. Lesson 1 explores the concept of science, defining it through various perspectives and tracing its development from ancient times through the Scientific Revolution. Lesson 2 provides the historical antecedents in science and technology, including advancements from ancient civilizations, the Middle Ages, to modern times, focusing on key inventions and their impacts. Lesson 3 examines the intellectual revolutions that have transformed societal beliefs and scientific understanding, highlighting influential figures and transformative ideas that have defined various eras. Learning Outcomes: By the end of the module, you should be able to: 1. Define the concept of science and explain its evolution from early definitions to modern understandings. 2. Analyze the impact of the Scientific Revolution on the development of scientific methods and practices. 3. Identify and describe key technological advancements and inventions from ancient to modern times and their societal implications. 4. Compare the contributions of different ancient civilizations to the development of science and technology. 5. Evaluate the significance of specific inventions and their impact on various aspects of human life and progress. 6. Examine the role of intellectual revolutions in shaping modern scientific thought and societal beliefs. Pre-Activity - Motivational activity Activity Title: "Time Travelers' Technology Quest" Objective: To engage students and spark interest in the evolution of science and technology. Instructions:  Divide the class into small groups (3-4 students each).  Provide each group with a scenario where they are time travelers who have just landed in different historical periods (e.g., Ancient Time, Medieval Time, Modern Time).  Assign each group a period and give them a set of materials (e.g., images of historical artifacts, short descriptions of technologies from that era, and a list of important figures).  Ask each group to discuss and create a short presentation on the following: 1. What key technological advancements or inventions from their assigned period stand out? 2. How do they think these advancements influenced society at that time?  Have each group present their findings to the class. Page 1 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P S.T.S. DEFINITIONS  Science comes from the Latin word scientia, meaning ‘knowledge’. It refers to a systematic and methodical activity of building and organizing knowledge about how the universe behaves through observation, experimentation or both.  Technology, for its part, is the application of scientific knowledge, laws, and principles to produce services, materials, tools, and machines aimed at solving real-world problems. It comes from the Greek root word techne, meaning ‘art, skill, or cunning of hand.’  Society is a complex web of relationships, cultures, institutions, and systems in which individuals and groups coexist and interact. It encompasses the collective behavior, norms, and values that bind people together, influencing their interactions and shaping their collective identity. LESSON 1: UNDERSTANDING SCIENCE AND THE SCIENTIFIC REVOLUTION 1. THE CONCEPT OF SCIENCE There is no individual that can exactly identify when and where science began. From the genesis of time, science coexisted with human and nature. It started when humans began to ask questions about the environment and observe everything about nature and its activities. Literatures defined science in various ways. From the old notion that suggests science as an organized body of knowledge, wisdom, and experiences concerning the natural and physical world, this conception has evolved to include attitudes, processes, and skills through which science as a body of knowledge is formed (Pawilen 2006). Other definitions of science:  The American Heritage Dictionary of the English Language (2004): "The observation, identification, description, experimental investigation, and theoretical explanation of natural phenomena."  Snir, et al. (2003): "An ongoing theoretical dialogue with nature, in which scientists have developed successively more powerful models to account for a wider range of phenomena."  Cobern (1993): Science, in a broader cultural sense, is also a way of understanding the world and human interactions with it.  Watters and Diezmann (2003): "A human endeavor within which people try to make sense of the environment and a worldview that is built around practices that purport to guide the individual towards a personal understanding."  Gribbin (2003): From a historical perspective, science is "an intellectual as well as a social activity carried out by humans in their pursuit to have a better understanding of the natural world."  Cajete (1999): Science is defined as a cultural as well as individual process of thoughts.  Bybee (1997), and Thier and Daviss (2002): Science relates to scientific literacy that includes processes, skills, concepts, and the ability to communicate ideas based on reasons. It is a process of finding out and a system for organizing and reporting discoveries (Lind 1997).  Scott, Asoko, and Leach (2007): Science is a form of social language developed by the scientific community. So, how can science be defined? 1. It is an idea. It comprises ideas, beliefs, theories, and all systematic reasons aOn5 and observations on the natural and physical world. 2. It is a personal and social activity. It includes activities of human beings to acquire better understanding of the world Page 2 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P 3. It is a course or field of study. It is a subject in basic education, a discipline or a field of study in higher education that deals with the process of teaching and learning about the natural and physical world. This is what we call as school science. 4. It is an intellectual activity. It incorporates a methodical and applied study of the natural and physical world that involves observation and experimentation. The different characterizations and definitions of science mentioned in this lesson suggest that public understanding of science and scientific ideas is influenced by their experiences and observations. Their desire to survive, coexist with nature, and their curiosity to study the activities of nature inspire them to develop science ideas that soon evolved into the different branches and fields of science. 2. SCIENTIFIC REVOLUTION Scientific revolution is asserted to have commenced in early 16th century up to the 18th century in Europe. This is triggered by the invention of the printing machines that allowed printing of books and other reading materials, and the flourishing intellectual undertakings done by scholars in different places. Scholars in Europe pursued different questions and issues that are interesting and relevant to all people. This allowed critical thinking and creativity among the people emerged. However, this does not mean that science is a European invention brought to other continents. The histories of science, technology, medicine, mathematics, and other disciplines confirm that all civilizations of the ancient world had their own unique and sophisticated traditions, beliefs, and practices related to these disciplines. Scientific revolution is an era of enlightenment and intellectualization that nurtured the developments in the fields of mathematics, physics, astronomy, biology, and chemistry that changed the observations of society about the environment. It modernizes the understanding and practices of science and gave birth to the scientific processes and experimentations. The science knowledge and practices produced during this period empowered the people to reflect deeper, assess and reexamine their beliefs and their way of life. Scientific revolution is a golden age for the people committed to principles of science. It is also a difficult moment to some scientists who experienced persecution or judgment from religious institutions that preserved their religious faith and theological ideas. These opposing views between religion and science, however, did not hamper the spirit of scientists to pursue their scientific studies. The Scientific Revolution SCIENCE IDEAS The scientific revolution is so meaningful in the development of human beings, growth of knowledge, transformation of the society, and in the invention of scientific ideas. It significantly perfected the conduct of scientific studies, experiments, and observations. It led to the creation of new research fields in science and inspired SCIENTIFIC REVOLUTIONS the formation of strong institutions for modern science. HUMANS SOCIETY The study of science and the scientific method were introduced in learning institutions. It is a time in the history of humankind where many scientific ideas, inventions, innovations, and discoveries that were considered useful were established: Some of these ideas are also controversial in the scientific community and in the political arena. Inspired by human creativity and critical thinking, the scientific revolution drastically reformed how people study and do science. It pushed people to move away from thought experiments to data-driven and experiment- based ideas. Page 3 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P LESSON 2: HISTORICAL ANTECEDENTS IN THE COURSE OF SCIENCE AND TECHNOLOGY 1. ANCIENT TIMES In the Ancient Times people were concerned with: a. Transportation and Navigation  Transportation was significant during ancient times because people were trying to go to places and discover new horizons. They travelled to search for food and find better locations for their settlements. They also travelled to trade their goods in exchange for things that they lacked.  Navigation assisted them in their journeys that allowed them to return home after they discovered new places or completed an important trade with another group of people. b. Communication and Record-keeping  Communication was essential in order to communicate with the natives of the areas they visited so as to facilitate trade and prevent possible conflicts.  Record-keeping was also important since they needed to recall where they had travelled and document the trades they had made with one another. It was vital to keep records of their history and culture in order for them to establish their identities. c. Mass production  Mass production was essential in supporting the needs of the people. As the size and number of nations grew, the demand for food and other basic necessities also increased. This condition also implied that individuals must be able to produce food in a limited time and space, since resources became limited as more people struggled to share basic necessities. As a result, the people need a form of technology that would enable them to increase food supplies and other survival needs without having to travel further or work harder. d. Weapons and Armors / Security and Protection  Weapons and armors were also vital in the discovery of new places or the formation of new alliances with other tribes. At the time, there was always the risk of war when people met others of different culture and orientations. Conflicts were common especially if different groups struggled to control vital resources. Stronger nations tended to invade weaker ones in order to take vital resources. As a result, the invention of weapons and armor for security and protection was considered a major achievement. e. Conservation of Life / Health  Survival is one of the primary challenged to ancient people. Different illnesses and diseases, both natural and man-made, hampered the full potential of a human being. Given this predicament, science and technology played a major role in the discovery of cures to, if not the prevention of, illness. f. Engineering  The field of engineering is known for improving transportation, establishing buildings to protect against human attacks and natural disasters, and constructing larger and stronger infrastructures. Human advancement in this field enabled them to construct structures that addressed their specific needs and wants. Some of the ancient structures still stand today and continue to amaze people. g. Architecture  During ancient times, architectural designs were seen as indicators of a civilization's technical growth. Architecture will be seen as a status symbol among nations in future generations, indicating how advanced their technology is. It can also assist in determining a nation's identity. Page 4 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P A. Sumerian Civilization  Location: Southern Mesopotamia, between the Tigris and Euphrates rivers, in the region that later became Babylonia.  Characteristics: Known for high cooperation and ambition, leading to significant advancements in science and technology. Contributions/ Inventions: Cuneiform: A system of writing using word pictures and triangular symbols carved on clay. This allowed the Sumerians to record history, daily life, and pass down traditions and culture. Uruk City: Recognized as the first true city in the world, built using sun- baked bricks made from mud and clay. Despite limited resources, the Sumerians successfully constructed homes and protective walls. The Great Ziggurat Of Ur: An architectural and engineering marvel built from sun-baked bricks. This ziggurat, known as the "mountain of God," served as a sacred place for their chief god, demonstrating Sumerian architectural prowess. Irrigation and Dikes: To address agricultural challenges, the Sumerians developed irrigation canals and dikes. These innovations helped manage water supply, prevent flooding, and supported mass food production. Sailboats: In the absence of wheels, sailboats became the main mode of transportation for trade and exploration. They enabled the Sumerians to expand their reach and foster cultural and technological exchange. Wheel: Initially invented for agricultural and food processing purposes, the wheel facilitated mass production and made farming more efficient. Page 5 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P Plow: Designed to dig the earth quickly, the plow revolutionized farming by enabling larger-scale cultivation with less effort, enhancing food production. Roads: The Sumerians developed the first roads using sun-baked bricks and bitumen to facilitate faster and more organized travel, improving the flow of traffic and trade. B. Babylonian Civilization  Location: Near the Tigris and Euphrates rivers.  Characteristics: Renowned for their building, engineering, and architectural skills. Contributions/ Inventions: Hanging Gardens of Babylon: Considered one of the Seven Wonders of the Ancient World, the Hanging Gardens were said to consist of terraced gardens with various plant species. However, no physical evidence has been found to confirm their existence or exact location. C. Egyptian Civilization  Location: North Africa.  Characteristics: Known for impressive engineering feats and practical contributions to daily life and governance. Contributions/ Inventions: Paper or Papyrus: Egyptians developed papyrus as a lightweight, durable writing material, making writing easier and more portable compared to clay tablets. Ink: Invented by Egyptians to be used with papyrus, ink was made from soot and chemicals. It was designed to withstand natural elements and prevent tampering. Page 6 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P Hieroglyphics: A symbolic writing system developed by Egyptians, believed to be a divine gift. Their records were preserved by carving them into the walls of pyramids and other structures. Cosmetics: Egyptians invented cosmetics, primarily for health and aesthetic purposes. They used substances like kohl around the eyes to prevent disease and for protection against evil. Wig: Wigs were worn by Egyptians to protect against the sun rather than for aesthetic reasons. They served as a means of health and wellness. Water Clock (Clepsydra): A timekeeping device that used the flow of water to measure time. The water clock influenced the development of modern clocks. D. Greek Civilization  Location: Southeastern Europe, an archipelago.  Characteristics: Known as the birthplace of Western philosophy and significant contributors to various fields. Contributions/ Inventions: Alarm Clock: The ancient Greeks invented the alarm clock using water, small stones, or sand that would drop into drums to sound an alarm. This device was used to signal time, including for Plato's lectures. Water Mill: The Greeks also contributed the water mill, which was essential for agricultural processes like grain milling. This invention enabled mass production of food and influenced modern energy conversion technologies like windmills and turbines. Page 7 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P E. Roman Civilization  Location: Western Europe, known for its extensive empire.  Characteristics: The Roman Empire was a major political and social force, influencing governance and law. Contributions/ Inventions: Newspaper (Acta Diurna): The Romans created the first form of a newspaper, known as Acta Diurna, which contained public announcements and was originally engraved on metal or stone tablets. It was later adapted to paper for easier distribution. Bound Books (Codex): Romans pioneered the use of bound books or codices, starting with stacked papyrus pages, eventually protected by covers made from animal skin, leading to the production of more durable books. Roman Architecture: Roman architecture, an evolution of Greek designs, was known for its strength and durability. The Romans constructed large churches, coliseums, and amphitheaters, contributing significantly to architectural history. Roman Numerals: The Romans developed their own number system, known as Roman Numerals, to meet the growing demands of trade and communication, providing a standardized counting method. F. Chinese Civilization  Location: Far East Asia, considered the oldest civilization in Asia.  Characteristics: Famous for its early technological innovations and significant contributions to global trade. Contributions/ Inventions: Silk: The Chinese developed the technology to harvest and process silk, leading to the production of clothing and paper. The silk trade opened China to cultural and economic exchanges with the rest of the world. Page 8 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P Tea Production: China is credited with the development of tea production, including the invention of a machine to shred tea leaves. Tea became one of China's major exports, alongside silk. Great Wall of China: The Great Wall of China, one of the largest and most extensive infrastructures, was built to protect against invasions and control borders. It is made of various materials, including stone, bricks, and wood. Gunpowder: Originally developed by Chinese alchemists seeking immortality, gunpowder was accidentally created and later used in weapons and fireworks, becoming a significant Chinese invention with global impact. 3. MEDIEVAL/ MIDDLE AGES The start of the middle ages was marred by massive invasions and migrations. Wars were prevalent during this time. As such, great technology was needed in the field of weaponry, navigation, mass food and farm production, and health. Most innovative minds came from this period to control the increase of trade and commerce among nations. Printing Press: Invented by Johann Gutenberg, the printing press improved upon Chinese woodblock printing with cast type, allowing for faster and more reliable production of books. This innovation facilitated widespread dissemination of information. Microscope: Developed to address diseases in increasingly populated and polluted urban areas, the microscope allowed for the magnification of microscopic organisms, aiding in the development of medicines. Antoni van Leeuwenhoek is known as the Father of the Microscope. Telescope: Created to assist with navigation during the Age of Exploration, the telescope enabled sailors to see distant objects, improving their ability to navigate and avoid dangers at sea. It played a crucial role alongside other nautical inventions like the compass and rudder. Page 9 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P War Weapons: The Middle Ages saw advancements in weaponry for both offense and defense. Key innovations included crossbows, longbows, and armor. These developments helped soldiers in combat and led to more effective protection and attack strategies. 4. MODERN TIMES The booming world population during the 19th century onwards demanded that more goods be produced at a faster rate. People needed efficient means of transportation to trade more goods and cover a larger distance. Machines that required animals to operate must thus be upgrade. Faster and easier means to communicate and compute should be developed to establish connections between and among nations. Because of these, the birth of various industries takes place. Food processing and medicine posed some of the bigger challenges since health was of great concern. Pasteurization: Invented by Louis Pasteur, pasteurization involves heating dairy products to kill harmful bacteria, extending shelf life, and ensuring food safety. This process was crucial for preserving milk and preventing foodborne illnesses. Petroleum Refinery: Samuel M. Kier’s refinement of petroleum into kerosene provided a more efficient lighting source compared to animal oils. This development established the petroleum refinery industry, which now supports a range of modern applications including transportation and power generation. Telephone: Invented by Alexander Graham Bell, the telephone revolutionized communication, allowing people to connect over long distances. Initially limited in accessibility and reliability, it has become an essential tool for modern communication. Calculator: Blaise Pascal’s invention of the calculator facilitated faster and more complex arithmetic calculations, paving the way for modern computing devices. This invention was crucial for handling more sophisticated calculations and data processing. 5. PHILIPPINE INVENTIONS Despite being considered a developing country, the Philippines also contributes to the global advancement of science and technology. The Philippines is known to be one of the most vulnerable countries in terms of disaster. Many of the discoveries and inventions made by Filipinos were therefore built from indigenous materials or created to adapt to the harsh tropical environment. Page 10 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P Salamander Amphibious Tricycle: Developed by Dominic N. Chung, Lamberto Armada, and Victor “Atoy” Llave, this vehicle can navigate both flooded streets and bodies of water, addressing transportation challenges during the rainy season in the Philippines. SALt Lamp: Invented by Aisa Mijeno, the Sustainable Alternative Lighting (SALt) lamp uses saltwater as a power source, providing an eco-friendly and affordable lighting option for areas with limited electricity. Medical Incubator: Dr. Fe del Mundo created a non-electric medical incubator using a laundry basket, hot water bottles, and a makeshift hood. This invention helped address high newborn mortality rates in rural areas lacking electricity. Mosquito Ovicidal/Larvicidal Trap System (OL Trap): Developed by DOST- ITDI, this system uses natural ingredients to target mosquito larvae, offering a safe and environmentally friendly solution to control dengue- carrying mosquitoes. E-Jeepney: The electric jeepney (e-Jeepney) is an environmentally friendly version of the traditional jeepney, which is known for its pollution. The e-Jeepney reduces smoke and noise pollution, providing a sustainable alternative for public transportation. LESSON 3: INTELLECTUAL REVOLUTIONS THAT DEFINED SOCIETY Scientists are inspired by their curiosity, critical thinking, and creativity to explore the physical and natural world. Their love for science is driven by a deep passion to know and to discover. To comprehend what happened during the scientific revolution, it is advisable to examine the different scientists whose ideas have shaken and contested the dominant theories and ideas of their time. Scientists are ordinary people doing extraordinary things for humankind. Despite all the predicaments and challenges they experience, they never stop experimenting, theorizing, and discovering new knowledge and ideas. Intellectual Revolution is the period of paradigm shifts or changes in scientific beliefs that have been widely embraced and accepted by the people. Page 11 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P Some Intellectuals and their Revolutionary Ideas that transformed and molded societies and beliefs: 1. COPERNICAN REVOLUTION  In the early times, people questioned what created days and night. They wanted to understand what heavenly bodies like stars, moons, and planets are. The invention of the telescope allowed the people to take a peek at the outer space, but more importantly, it also intrigued them to know what was actually out there.  In an attempt to explain the movements of heavenly bodies and their effects on the world as they knew it, many philosophers and intellectuals agreed that planets moved around in circular motion, and that these movements created days and nights. a. Claudius Ptolemy: GEOCENTRISM  A famous philosopher and astronomer who introduced the geocentrism/geocentric model also known as Ptolemaic model - earth is the center of the universe.  He stated that the planets, as well as the sun and the moon, moved in a circular motion around the Earth. The sun and moon’s revolution explained the existence of days and nights.  This idea was widely accepted by the people and was one of the greatest discoveries of that time. b. Nicolaus Copernicus: HELIOCENTRISM  A Polish mathematician and astronomer who challenged the Ptolemaic model. He was among the first to demonstrate that the Earth was not the center of the universe, contradicting the concept of Geocentrism.  Heliocentrism/heliocentric theory - sun is the center of the universe. Hence, planets revolved around the sun.  This idea was first rejected by the public since some religious beliefs believe that the Earth was created first before all other things. But it was eventually accepted after some time, with the other astronomers' works that supported this model during the birth of modern astronomy (Scientific Revolution) which resulted in the transformation of society’s thoughts and beliefs. 2. DARWINIAN REVOLUTION  Evolution - the process of change in all forms of life over generations, and evolutionary biology is the study of how evolution occurs. In 1859, Charles Darwin, an English naturalist, biologist, and  geologist, published his book, “On the Origin of Species” Through this book he introduced the theory of evolution by natural selection, a process which organism adapt to their environment and gradually change overtime as a result of changes in heritable physical or behavioral traits that would be more competitive to survive (survival of the fittest). However, this theory became controversial as people perceived it to be contradictory to the church’s teachings that the source of life is GOD. It even sparked a massive debate between science and religion. But after some time some people understand that both can coexist. Page 12 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P 3. FREUDIAN REVOLUTION  Sigmund Freud (1856-1939), the Father of psychoanalysis (the study that explains human behavior).  Freud was a physiologist, medical doctor, psychologist and influential thinker of the early twentieth century.  In the late 19th, when the field of psychology was always classified under philosophy, considered more of an art rather than a science he was able to change people’s perception of psychology with his revolutionary theory of psychoanalysis.  Freud focused on human sexuality and evil nature of man. He explained that there are many conscious and unconscious factors that can influence behavior and emotions. FREUD’S PERSONALITY THEORY- personality is a product of three conflicting elements: id, ego, and superego. 1. Id - Pleasure principle  The Id is the most basic part of the personality, and wants instant gratification for our wants and needs. If these needs or wants are not met, a person becomes tense or anxious.  The id operates on the pleasure principle, which is the idea that every wishful impulse should be satisfied immediately, regardless of the consequences. The id is not affected by reality, logic or the everyday world, and is selfish and wishful in nature, as it operates within the unconscious part of the mind.  The personality of the newborn child is all id.  Scenario: Maria was at a birthday party and saw a whole tray of her favorite leche flan on the dessert table. Even though she knew it was meant for everyone and there was only a limited amount, Maria took a big portion for herself without thinking about sharing or what others might think.  Explanation: This scenario represents the Id because Maria's immediate desire for the leche flan drives her actions. She acts on her impulse for instant gratification without considering the consequences or the needs of others. The Id seeks pleasure and satisfaction right away, ignoring social norms or potential problems. 2. EGO - Dealing with Reality  The Ego deals with reality, trying to meet the desires of the id in a way that is socially acceptable in the world. This may mean delaying gratification, and helping to get rid of the tension the id feels if a desire is not met right away.  The ego recognizes that other people have needs and wants too, and that being selfish is not always good for us in the long run. It operates according to the reality principle and is the only part of the conscious personality.  It considers social realities and norms, etiquette and rules in deciding how to behave.  Scenario: John was helping his mother with grocery shopping. He saw a toy he really wanted but remembered that his mother had given him a strict budget to follow. He decided to save up for the toy instead of buying it immediately, understanding that sticking to the budget was important for managing their family expenses.  Explanation: This scenario illustrates the Ego because John balances his desire for the toy with the practical realities of his budget. The Ego operates based on the reality principle, which means it takes into account social norms and practical considerations. John’s decision reflects his ability to delay gratification in a socially acceptable way. Page 13 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P 3. SUPEREGO - Adding Morals  The superego develops last, and is based on morals and judgments about right and wrong.  Even though the superego and the ego may reach the same decision about something, the superego’s reason for that decision is more based on moral values, while the ego’s decision is based more on what others will think or what the consequences of an action could be.  Scenario: During a local community event, Elena noticed that her friend, Rosa, was mistakenly given extra raffle tickets. Although Elena was tempted to keep the extra tickets for herself, she told Rosa about the mistake, believing it was important to act honestly and fairly, even though it meant giving up a potential prize.  Explanation: This example shows the Superego at work because Elena’s decision is guided by moral principles and a sense of right and wrong. The Superego incorporates societal values and ethical considerations into decision-making. Elena’s choice to correct the mistake, despite personal gain, reflects her moral standards and commitment to fairness. Activity - Discussion Questions: 1. What were the most impactful technological advancements or inventions discussed, and why? 2. How did the technological advancements influence other periods of history or modern society? 3. In what ways did the Scientific Revolution change scientific methods and practices compared to earlier periods? Provide specific examples. 4. Compare and contrast the contributions of different ancient civilizations to science and technology. What similarities or differences did you find? 5. Reflect on the role of intellectual revolutions in shaping modern scientific thought. How do these revolutions continue to impact our understanding of science today? Learning Tasks: 1. Individual Essay Activity: Lessons from the Scientific Revolution - Students will write a 1-page essay analyzing the evolution of the concept of science and the transformative impact of the Scientific Revolution on scientific methods and societal development. 2. Group Report Activity: Standing on the Shoulder of the Giants - Students will draw or print a picture of their chosen greatest invention and discuss how their chosen inventions impacted the people and the society during the time period when they were made. 3. Group Report Activity: Exploring Intellectual Revolutions: A Timeline and Impact Analysis - Students will collaboratively research and create a timeline detailing the Copernican, Darwinian, and Freudian revolutions, analyze their impacts on science and society, and present their findings using visual aids and a group report. 4. Pen and Paper Quizzes: Quiz 1 and Quiz 2 Page 14 of 15  STS 100: SCIENCE, TECHNOLOGY, & SOCIETY College of Liberal Arts, Sciences and Education Prepared by: Prince Solmer G. Sabusap P References: Alata, E.J., et.al. (2021). A Course Module for Science, Technology, and Society. Manila: REX Book Store. Aldea, K. (2022). Science, Technology, and Society. Mandaluyong City: Books Atbp. Publishing Corp. Casas, J.M., et.al. (2020). Science, Technology, and Society. Quezon City: C&E Publishing, Inc. Magalona, Ethel. (2020). Science, Technology, and Society. Intramuros, Manila: Mindshapers Co., Inc. McNamara, DJ. (2018). Science, Technology, and Society. Quezon City: C&E Publishing, Inc. Tabotabo, C.V. , et.al. (2023). Science, Technology, and Society. Intramuros, Manila: Mindshapers Co., Inc. Page 15 of 15