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GE 217 Science, Technology and , Society
SCIENCE, TECHNOLOGY, AND SOCIETY
Marilou P. Suazo
John Paullette M. Viernes
Khmer Griffin S. Alonzo
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WELCOME MESSAGE
Welcome to the Science, Technology, and Society course. It is our
wish that you will discover and learn a lot as you go through all the lessons
presented here. As a learner, we would like to emphasize discipline and self-
motivation. You are wholly responsible for the study of this course. You will
stumble upon difficulties or challenges so we ask that you expect for them as
you go through this course by online interaction as opposed to a face-to-face
interaction. If you need assistance, do not hesitate to seek it from your
instructors/facilitators. It is our duty to maintain the same standards of
excellence in this modular interaction as needed in a face-to-face interaction.
Faculty Information:
Name: Khmer Griffin S. Alonzo
Email: kgsalonzo@usep.edu.ph
Office: NatSci Dept., CAS USeP, Obrero, Davao City
Contact Number (Office): 0947-570-2924 / 227-8192 Local 244 or 230
Name: Restituta D. Macarayo

Email: rdmacarayo@usep.edu.ph
Contact Number (Office): 227-8192 Local 244 or 230
Name: Marilou P. Suazo

Email: marilou.suazo@usep.edu.ph
Contact number : 09338170195
Contact Number (Office): 227-8192 Local 244
Name: John Paullette M. Viernes

Email: paullette.viernes@usep.edu.ph
Contact number : 09422500069
Contact Number (Office): 227-8192 Local 244
GETTING HELP
For Academic and Administrative Concerns
Email: cas@usep.edu.ph Phone: (82) 227-8192 local 230
For UVE concerns

Email: uve@usep.edu.ph Phone: (82) 227-8192 local 301
Health Services
Email: clinic@usep.edu.ph Phone: (82) 227-8192 local 212
Guidance Services
Email: uagc@uep.edu.ph Phone: (82) 227-8192 local 205
Office of Students Affairs & Services

Email: osas@usep.edu.phPhone: (82) 227-8192 local 207
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TABLE OF CONTENTS
Page
Cover page ......................................................................................................................1

Welcome Message ...........................................................................................................2
Table of Contents .............................................................................................................3
USeP Vision, Mission and Goals .......................................................................................4
USeP Graduate Attributes ................................................................................................5
USeP Core Values ............................................................................................................5
Course Overview .............................................................................................................6
Course Assessment ..........................................................................................................7
Course Map .....................................................................................................................8
Module 1 General Concepts & Historical Events in STS
Overview ......................................................................................................................9
Lesson 1 Intellectual Revolutions That Defined Society .................................................10
Lesson 2 Science, Technology, and Nation Building ......................................................17
Lesson 3 Indigenous Science and Technology in the Philippines ...................................25
Module Summary ..............................................................................................................27
Module 2 STS and the Human Condition
Overview ......................................................................................................................28
Lesson 1 The Human Flourishing ..................................................................................29
Lesson 2 Technology As A Way Of Revealing Human Flourishing .................................32
Lesson 3 The Good Life ................................................................................................36
Lesson 4 When Technology and Humanity Cross ..........................................................39
Module Summary .............................................................................................................48
Module 3 Specific Issues in Science, Technology, & Society
Overview ......................................................................................................................50
Lesson 1 The Information Age .......................................................................................50
Lesson 2 Biodiversity and the Healthy Society ...............................................................56
Lesson 3 Genetically Modified Organisms: Science, Health, & Politics ...........................62
Lesson 4 The Nano World .............................................................................................68
Lesson 5 The Aspects of Gene Therapy ........................................................................74
Lesson 6 Climate Change .............................................................................................78
Module Summary ..............................................................................................................83
Course Summary ..............................................................................................................84

References ......................................................................................................................85
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UNIVERSITY OF SOUTHEASTERN PHILIPPINES
VISION
Premier Research University in the ASEAN.
MISSION
USeP shall produce world-class graduates and relevant research and

extension through quality education and sustainable resource management.
GOALS
At the end of the plan period, the University of Southeastern Philippines

(USeP) aims to achieve five comprehensive and primary goals:
1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation
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INSTITUTIONAL GRADUATE ATTRIBUTES
LEADERSHIP SKILLS
Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s
profession or vocation.
CRITICAL AND ANALYTICAL THINKING SKILLS
Demonstrates creativity, innovativeness, and intellectual curiosity in

optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.
SERVICE ORIENTED
Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.
LIFELONG LEARNING
Demonstrates enthusiasm and passion for continuous personal and

professional development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.
CORE VALUES OF THE UNIVERSITY
UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM
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THE COURSE OVERVIEW
COURSE TITLE: GE 217 SCIENCE, TECHNOLOGY, AND SOCIETY

CREDIT: 3 units
SEMESTER: Second Semester
TIME FRAME: 54 hours
COURSE DESCRIPTION: The course deals with the interaction between science
and technology and social, cultural, political, and economic contexts that shape and
are shaped by them. (CMO No. 20, series of 2013). This interdisciplinary course
engages students to confront the realities brought about by science and technology
in society. Such realities pervade the personal, the public, and the global aspects of
our living and are integral to human development. Scientific knowledge and
technological development happen in the context of society with all its socio-political,
cultural, economic, and philosophical underpinnings at play. This course seeks to
instill reflective knowledge in the students that they are able to live the good life and
display ethical decision making in the face of scientific and technological
advancement.
COURSE OUTCOMES: At the completion of the course, learners are

expected to do the following:
 Explain how science and technology affect society and the
environment and its role in nation-building.
 Illustrate the human condition in order to deeply reflect and express
philosophical ramifications that are meaningful to the student as part of
society.
 Investigate the impact of social media on the students’ life and
Philippine society in general.
 Appreciate the complexity of the human condition.
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COURSE ASSESSMENT:
Learning Evidence and Measurement Rubrics
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Learning Evidence: LE1: Reflective Journal
Area to Assess Beyond Expectation (100) Expected (90) Needs Improvement (80) Below Expectation (70)
Paper represents the authors’ ideas, Paper represents the author’s ideas, Paper represents the author’s ideas, Paper misrepresents the authors’ ideas,
evidence or conclusions accurately, fairly evidence and conclusions accurately evidence and conclusions accurately but evidence and/or conclusions. Major
Accuracy (Grasp
and eloquently. Shows a firm not sufficiently clear. Minor inaccuracies. inaccuracies. Or does not distinguish
of readings)
understanding of the implications of each between major ideas and less relevant
author’s argument(s) points.
Paper fully meets requirements. Paper full meets the requirements but Paper does not address some aspects of Paper does not address the assignment
does not exceed them. the assignment.
Explores implications of social science Select minor rather than key ideas,
theories and pillars of education. Makes Makes good case for why selected key Makes somewhat convincing case for and/or does not show why the selected
convincing case for why selected ideas ideas connect(or contradict) two texts, why selected ideas connect (contradict) ideas connect (or contradict) texts,
connect (or contradict) two texts, and/or and/or connect (contradict) texts and two texts, and /or connect (contradict) and/or connect (contradict) texts and
two texts, and/or connect (contradict) lectures texts and lectures. lectures.
Argument (depth texts and lectures
of analysis) Mostly precise and unambiguous Imprecise or ambiguous. Confusing Consistently imprecise or ambiguous
Consistently precise and unambiguous wording, mostly clear sentence structure sentence structure wording. Confusing sentence structure
wording, clear and lucid sentence Mostly effective choice of quotation.
structure. All quotations are well chosen, Mostly effective framing and explication Poorly chosen quotations or ineffective Quotations contradict or confuse
effectively framed in the text and of quotation where necessary framing and explication o quotations student’s text. Quotations used to
explicated where necessary replace student’s writing.
Paper is clean, correctly formatted (11- Paper is clean, correctly formatted (11- Paper is clean, correctly formatted (11- Paper is sloppy or incorrectly formatted,
point font Arial, double space, normal point font Arial, double space, normal point font, Arial, double space, normal not written in full sentences. Many
margins) written in full sentences. margins) written in full sentences. margins), written in full sentences. Some improperly attributed quotations or
Presentation
Quotations are all properly attributed and Quotations are all properly attributed and improperly attributed quotations and/or inconsistent style of citation. Many
cited in a consistent style. Virtually no cited in a consistent style. A few minor inconsistent citation style. A number of spelling or grammatical error.
spelling or grammatical errors. spelling or grammatical errors spelling or grammatical errors.
Assessment Activity AA3: Oral Presentation

Area to Assess Beyond Expectation (100) Expected (90) Needs Improvement (80) Below Expectation (70)
Presentation is somewhat lacking in
Presentation is not complete in parts and Presentation is incomplete and some
Presentation is complete in substance substance and clearly communicates the
Presentation many details hinder the clarity of the message are not clearly
and clearly communicates the message message but few details hinder clear
understanding of the message. comprehensible.
understanding.
Presentation is complete with visual
Organization A few items are not visually presented. Some items are not visually presented. Most items are not visually presented.
aids.
Introduction is attention-getting, lays out Introduction is attention-getting, lays out Introduction is attention-getting, lays out
Introduction is attention-getting, and no
the problem well, and establishes a the problem, and establishes a the problem simply, and establishes a
framework for some of the areas of the
Content framework for the rest of the framework for the rest of the framework for some of the areas of the
presentation. Content presents minor
presentation. Content presents accurate presentation. Content presents minor presentation. Content presents minor
errors in the information.
information. error in the information. error in the information.
Slides are most attractive and Slides are moderately attractive and Slides are least attractive and Slides are least attractive and not
Visual aids
interesting. interesting. interesting. interesting.
Grading System
The final grade in this course will be composed of the following items and their weights in the final grade
computation:
Assessment Item Grade Source (Score or Rubric Grade) Percentage of Final Grade
AA1 Score (Examination (Midterm & Final)) 35%
AA2 Score (Quizzes) 30%
AA3 Rubric (Oral Presentation) 20%
LE1 Rubric (Reflective Journal) 15%
Total 100%
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The Course Map
Science,
Technology
and Society
General Concepts Science, Technology, Specific Issues in

and Historical and Society and the Science, Technology,
Events in STS Human Conditions and Society
Intellectual The Human The Information

Revolutions That Flourishing Age
Defined Society
Technology as a Biodiversity and

Science, Way of Revealing the Healthy
Technology and Human Society
Nation Building Flourishing
Genetically
Indigenous Modified
Science in the The Good Life Organisms;
Philippines Science, Health,
and Politics
When Technology
and Humanity The Nano World
Cross
The Aspects of
Gene Therapy
Climate Change
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Module 1
GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE,

TECHNOLOGY, AND SOCIETY
Module Overview:
Hello dear students and welcome to Module 1 of our subject GE 217

Science, Technology, and Society.
This module covers the general concepts and historical development of
science, technology, and society. This module also shows you how society
was being defined during these intellectual revolutions and the relationship of
science, technology, and society to nation building specifically in the
Philippines.
Module Outcomes:
At the completion of this module, the learner should be able to:
1. Justify ways by which society is transformed by science and

technology
2. Analyze how scientific revolution is done in various parts of the world
like Latin America, East Asia, Middle East, and Africa.
3. Discuss the role of science and technology in the Philippine nation-
building.
4. Evaluate government policies pertaining to science and technology in
terms of their contributions to nation-building.
5. Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.
6. Discuss the concept of indigenous science; and
7. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
This module is structured into 3 parts:

• Intellectual Revolution That Defined Society
• Science, Technology, and Nation Building
• Indigenous Science and Technology in the Philippines
Are you ready? Let’s begin the lessons now!
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Lesson 1
Intellectual Revolutions That Defined Society
Introduction
Hi student! You are now in the first part of our lesson in this course.
You will be reading some ideas on the general concept and historical events
in science, technology, and society. You are also going to accomplish given
tasks within an allotted time.
Learning Outcomes:
In this lesson, you are expected to gain the different learning outcomes
listed below:
1. Justify ways by which society is transformed by science and
technology
2. Analyze how scientific revolution is done in various parts of the
world like Latin America, East Asia, Middle East, and Africa
Time Frame: Week 1
Activity (Let’s Get Started!)
You will do this activity before you read about the topic “Intellectual
Revolutions that Defined Society.”
Fill out the table below by looking for technology developed by women or
members of the LGBTQ both past and present.
Technology Past Latest
Analysis (Let’s Think About it!)

1. What do you think are the differences between these past and
present technologies?
_________________________________________________________________________________
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Abstraction (Let’s Explore!)

Science and technology play an important role in our everyday lives.
In fact, science and technology have a growing impact in our society
and even in our environment. Through science, the human race has given
the opportunity to make life easier by developing its own technology.
In this lesson, we will review the history and major developments of
science and technology that have emerged in different societies at different
times.
Some Intellectuals and their Revolutionary Ideas
Nicolaus Copernicus
His idea and model of the universe has placed the Sun to be the
centerpiece of the universe. He outlined two kinds of planetary motion: (1) the
orbits of Venus and Mercury lay in orbit on the Earth, thus, closer to the Sun;
and (2) the orbits of Mars, Saturn, and Jupiter lay outside the Earth’s orbit,
thus, farther from the Sun. From this model, he would work on the length of
time it will take for each planet to orbit once around the Sun.
Charles Darwin
He is famous for his Theory of Evolution. He published his book The

Origin of Species in 1589. His book presented evidence on how species
evolved over time and presented traits and adaptation that differentiate
species. In his book The Descent of Man, he introduced the idea of all
organic life, including human beings, under the realm of evolutionary thinking.
His unorthodox way of pursuing science gave more value to evidence-based
science. It is a science marked by observation and experiment.
Sigmund Freud
He is a famous figure in the field of psychology. He made a significant

contribution through the development of an important observational method
known as the method of psychoanalysis. His method was unorthodox,
focusing on human sexuality and the evil nature of man.
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According to Weiner (2016), his method of psychoanalysis was proven to be

effective in understanding some neurological conditions that were not
understood by medicine at that time.
Science and Technology in Ancient Times
Development of Science in Mesoamerica
Mesoamerica is defined by a mosaic of cultural traits developed and shared

by its indigenous cultures. Mayan, Aztec and Incas are one of the inhabitants
in this land. Intellectually, these three inhabitants have many different
similarities and differences. There are noticeable differences in their
architecture, technology, art and infrastructure. But each group shows an
effective way of running an empire.
Development Mayans Incas Aztecs

in Science
- used Vigesimal - used Quipus to - used geometry for
Number System record data taxes
- solar and - had 2 calendars
Mathematics religious calendar
- accurate
calculations
about the sun
and moon using
only sticks
- Invented rubber - Farmers used - Invented canoes
Technology - Used Jadeite for terraces to - Many medical
many tools maximize crops advances
- Built large stone● - Invented the
buildings without wheel
mortar
Ball Court Hillside terracing Aztec temple
Architecture
Sculptures and - utilized stone - told stories

Arts paintings depict masonry and through sculpture,
religious figures, textiles pottery, weaving
scenes of battles and poetry
and sacrifices
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- Writing system The Incas never They spoke a

consisting of 800 developed a language called
symbols called writing system, Nahuatl
glyphs standing instead
for words and memorized
letters. important
Literature -They wrote an information. They
important book spoke in a
called Popol Vuh. language called
Quechua.
The Mayans and Aztecs recorded events in a book made

out of bark. The book is called Codex.
- Advanced water - Biggest - Had aqueducts
systems infrastructural (like Mayans)
- Controlled development is - Mandatory
floods and road system education
Infrastructure survived droughts - 14,000 miles of ○ Telpochalli
- Sustained large roads and canals Unique educated
populations in spanning the society
environment with empire for efficient
minimal movement of
resources troops and
information, and
easier control over
huge Inca Empire
Development of Science in Asia
Asia is the biggest continent in the world. India and China stood out in
the field of science and technology and also in mathematics.
INDIA CHINA
° Known for manufacturing iron ° Known for traditional medicines, a
especially iron steel product of centuries of experiences and
discovery of the Chinese people
° famous in medicine, such as ° Discovered various medical properties
Ayurmeda a traditional and uses of different plants and animals
medicine and is practiced as to cure human illness;
alternative medicine
° discovered some medicinal ° famous discoveries and inventions were
properties of plants compass, papermaking, gunpowder, and
printing tools.
° discovered different surgical °also invented tools like iron plough,
and other different procedures wheelbarrow, and propeller, among
(Susruta Samhita) others.
° developed theories on the ° developed a design of different models of
configuration of the universe, bridges(Zhongguo ke xue yuan, 1983),
the spherical self-supporting invented the first seismological detector,
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Earth, and the year of 360 and developed a dry dock facility
days (Needham et al., 1971).
with 12 equal parts of 30 days
each.
° tried to standardize ° Made significant records on supernovas,
measurement of length to a lunar and solar eclipses, and comets,
high degree of accuracy and which were carefully recorded and
designed a ruler, preserved to understand better the
the Mohenjodaro ruler heavenly bodies and their effects to our
according to Bisht (1982) world (Mayall, 1939)
- ° introduced a number of ° They observed the heavenly bodies to
- trigonometric understand weather changes and
- functions, tables, and seasons that may affect their daily
- techniques, as well as activities. They used lunar calendars.
- algorithms of Algebra
according
- to Indian astronomer and
- mathematician Aryabhata
(476–
- 550),
° Brahmagupta, also suggested
That gravity was a force of
attraction, and lucidly
explained
the use of zero as both a
placeholder and a decimal
digit.
° Madhava of Sangamagrama is
also considered as the founder
of mathematical analysis
(Joseph, 1991).
Development of Science in the Middle East
With the spread of Islam in the 7th and 8th centuries, a period of Muslim
scholarship, or what is called the Golden Age of Islam lasted until the 13th
century.
 Muslim scientists placed greater value on science experiments rather
than plain thought experiments.
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 Muslim scientist named Ibn al-Haytham is also regarded as the Father

of Optics, especially for his empirical proof of the intromission theory of
light.
 Mathematician Muhammad ibn Musa al-Khwarizmi gave his name to
the concept of the algorithm while the term algebra is derived from al-
jabr
 Muslim mathematicians did make several refinements to the number
system, such as the Introduction of decimal point notation.
 Some scholars considered Jābir ibn Hayyān to be the “Father of
Chemistry” (Derewenda, 2007; Warren, 2005).
 Ibn Sina pioneered the science of experimental medicine and was the
first physician to conduct clinical trials (Jacquart, 2008).I
 Ibn Sina’s two most notable works in medicine, the Book of Healing
and The Canon of Medicine, were used as standard medicinal texts in
both the Muslim world and in Europe during the 17 th century.
Development of Science in Africa
Africa is blessed with natural and mineral resources. Science also

emerged in this part of the planet long before the Europeans colonized it.
Astronomy was also famous in the African region. Documents show that
Africans used three types of calendars: lunar, solar, and stellar, or a
combination of the three. North Africa and the Nile Valley imported iron
technology from the Near East region that enabled them to benefit from the
developments during the Bronze Age until the Iron Age. Mathematics was
also known to be prominent in the life of early people in the African continent.
The Lebombo Bone, which may have been a tool for multiplication,
division, and simple mathematical calculation or a six-month lunar calendar, is
considered to be the oldest known mathematical artifact dated from 35,000
BCE.
The Islamic regions in Africa during the medieval period was also
benefiting from mathematical learning, which is considered advanced during
those times, such as algebra, geometry, and trigonometry.
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The ancient Egyptian civilization has contributed immensely and made

significant advances in the fields of astronomy, mathematics, and medicine.
For example:
 They are good in the four fundamental mathematical operations and
other mathematical skills. They have knowledge of the basic concepts
of algebra and geometry.
 The rules of geometry were developed and used to build rectilinear
structures, the post of lintel architecture of Egypt.
 The great structures of the Egyptian pyramids and the early dams built
to divert water from the Nile River are some proofs of their advanced
civilization.
 Egypt was known to be a centre of alchemy, which is known as the
medieval forerunner of chemistry.
 They tried to study human anatomy and pharmacology, and applied
important components such as examination, diagnosis, treatment, and
prognosis for the treatment of diseases.
Application (Let’s Do It!)
1. How did society shape science and how did science shape
society?
_______________________________________________________
_______________________________________________________
2. Considering the current state of our society, do you think science literacy
among people has contributed to the growth of our economy?
_______________________________________________________
_______________________________________________________
Closure
Congratulations! You have finished the first lesson. You learned
each that civilization was transformed by science and technology
and how they develop using their own skills to shape their technology. Now
you are ready for Lesson 2 - Science, Technology, and Nation Building.
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Lesson 2
SCIENCE, TECHNOLOGY, AND NATION BUILDING
Introduction:
Hello there! You are now on the second lesson of this module. This lesson
will discuss the role and the influence of science and technology in the
development of the Philippine society. Government programs, projects, and
policies are identified to help improve the ability and potential of Philippine
science and technology. As to how our science and technology started, we
will discuss first the brief history of science and technology in our country.
Learning Outcomes:
In this lesson, you are expected to gain the different learning outcomes listed
below:
1. Discuss the role of science and technology in the Philippine
nation-building.
2. Evaluate government policies pertaining to science and technology in
terms of their contributions to nation-building; and
3. Identify actual science and technology policies of the government and
appraise their impact on the development of the Filipino nation.
Time Frame: Week 2
Activity
1. Recall our history in terms of science and technology. What do you

think were the roots/causes of early Philippine scientific development?
_______________________________________________________
_______________________________________________________
2. Are you a recipient of one of the government programs?

_______________________________________________________
_______________________________________________________
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Analysis:
1. What are the significant contributions of women in our history to

the development of science and technology in our country?
_______________________________________________________
_______________________________________________________
2. Which programs or projects of the government helps and are important

to you?
_______________________________________________________
_______________________________________________________
Abstraction:
Base on the brief historical background of science and technology of our

country, during Pre-Spanish Philippines:
 The early inhabitants of the archipelago had their own belief system
and indigenous knowledge system.
 Science was observed in the way they interpreted the movements of
heavenly bodies to predict seasons and climates, and in organizing
days into months and years.
 Scientific knowledge was observed in the way they planted their
crops, in taking care of animals, and for food production.
 They used science in preparing the soil for agricultural purposes and
like any other ancient cultures. They also discovered the medicinal
uses of plants.
 They developed tools for planting, hunting, cooking, and fishing; for
fighting their enemies during war or tribal conflicts.
 They also developed technologies in creating musical instruments.
 The Metal Age had a significant influence on the lives of early
Filipinos.
 Sophisticated designs of gold and silver jewelry, ceramics, and metal
tools proved that their technological ideas helped in the development
of different tools.
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During Spanish Era:

 The Spaniards brought with them their own culture and practices.
 They established schools for boys and girls and introduced the concept
of subjects and disciplines.
 It was the beginning of formal science and technology in the early
inhabitants of the archipelago had their own belief system and
indigenous knowledge system.
 Science was observed in the way they interpreted the movements of
heavenly bodies to predict seasons and climates, and in organizing
days into months and years.
 Scientific knowledge was observed in the way they planted their crops,
in taking care of animals, and for food production.
uses of plants.
 The country, known now as school of science and technology.
 Scientific knowledge was observed in the way they planted their crops,
in taking care of animals, and for food production.
uses of plants.
 The country, known now as school of science and technology.
 The Filipinos developed ways to replicate the technology brought by
the Spaniards using indigenous materials.
 Medicine and advanced science were introduced in formal colleges
and universities established by the Catholic orders.
 The galleon trade had brought additional technology and development
in the Philippines.
 Filipino students who were able to study in Europe also contributed to
the advancement of medicine, engineering, arts, music, and literature
in the country.
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American Era:
 The Americans established the public education system and improved
the engineering works and the health conditions of the people.
 They reorganized the learning of science and introduced it in public
and private schools.
 They established a modern research university, the University of the
Philippines.
 They created more public hospitals than the former colonial master.
 The mineral resources of the country were also explored and exploited
during the American time.
 Transportation and communication systems were improved, though not
accessible throughout the country.
 The Protestant church missions in different places in the country also
brought hospitals and schools to far-flung areas.
 However, World War II had destabilized the development of the
country in many ways. Institutions and public facilities were turned into
ashes, houses were burned, and many lives were destroyed.
 Since the establishment of the new republic, the whole nation had
been focusing on using its limited resources in improving its science
and technological capability.
The development of science and technology in the Philippines, based
on its brief history, is shaped by several factors and influences. Like in the
history of science in other countries, it is always shaped by human and social
activities, both internal and external.
Government Policies on Science and Technology
Science and Technology plays an important role to the betterment and

development of any country. Technology has a fundamental role in wealth
creation, improvement of the quality of life and real economic growth and
transformation in any society.
In order to achieve positive used of science and technology, the
Philippine government introduced and implemented several programs,
projects, and policies to boost the area of science and technology.
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Science and technology policy is one of the public policies that promote
appropriate funding to advance scientific and technological research
and education, studies the impact of science and technology upon its
citizenry, and prescribes regulation, if necessary.
Goals of Philippine Government Policies on Science and Technology

• Prepare the whole country and its people to meet the demands of a
technologically driven world and;
• Capacitate the people to live in a world driven by Science and
Technology
• DOST - Department of Science and Technology
• Sought expertise to the National Research Council of the Philippines
(NCRP)
• Meet ASEAN 2015 Goals
The National Research Council of the Philippines (NCRP) clustered

these policies into four, namely:
1. Social Sciences, Humanities, Education, International Policies and
Governance
 Integrating ASEAN awareness in basic education without adding to
the curriculum
 Emphasizing teaching in the mother tongue
 Developing school infrastructure and providing for ICT broadband
 Local food security
2. Physics, Engineering and Industrial Research, Earth and Space
Sciences, and Mathematics
 Emphasizing degrees, licenses, and employment opportunities
 Outright grants for peer monitoring
 Review of RA. 9184 (Government Procurement Reform Act)
 Harnessing science and technology as an independent move of
development
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3. Medical, Chemical, and Pharmaceutical Sciences

 Research areas
 Ensuring compliance of drug-manufacturing firms with ASEAN-
harmonized standards by full implementation of the Food and Drug
Administration
 Creating an education council desiccated to standardization of
pharmaceutical services and care
 Empowering food and drug agencies to conduct evidence-based
research as pool of information
 Allocating two percent of the GDP to research
 Legislating a law supporting human genome projects
4. Biological Sciences, Agriculture, and Forestry

 Protecting and conserving biodiversity by full implementation of
existing laws
 Use of biosafety and standard model by ASEAN countries
 Promoting indigenous knowledge system and indigenous people's
conservation
 Formulation of common food and safety standards
Existing Programs by Government through DOST

Some of these projects are the following:
 Providing funds for basic research and patents related to science
and technology
 Providing scholarships for undergraduate and graduate studies of
students in the field of science and technology
 Establishing more branches of the Philippine Science High School
System
 Balik Scientist Program to encourage Filipino scientists abroad to
come home and work in the Philippines
 Developing science and technology parks in academic campuses to
encourage academe and industry partnerships
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 The establishment of the National Science Complex and National

Engineering Complex within the University of the Philippines
campus in Diliman.
Capacity Building Programs

 Establishment of National centers of excellence and
development
 Strengthen Science education at the early stage through PSHS or
Phil. Sci Schools
 STEM implementation in K to 12 curricula
 Manpower and institutional development programs
 Science and technology business center (Technopreneurship)
The Philippine Congress has also created various laws related to science and
technology. These laws vary according to different themes such as:
conservation, health-related, technology-building, and supporting basic
research, among others.
Some laws and policies are in line with international treaties such as:
 The United Nations (UN);
 United Nations Educational, Scientific and Cultural Organization
(UNESCO); and
 Association of Southeast Asian Nations (ASEAN).
Fields /Areas for Research and Development

1. Use alternative and safety energy
2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warning
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development
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The development of Science and Technology Policies, Programs, and

Projects in the Philippines are embedded on the national goals, internationally
treaty, legal frameworks, and social needs, issues, and problems.
Application
Fill out the table below:
1. Write down the significant contributions of the Spaniards and

Americans to the development of science and technology in the Philippines?
Spaniards Americans
Significant
Contributions
2. Make a SWOT (Strengths, Weaknesses, Opportunities, and Threats)

analysis on Philippine programs in terms of science and technology by filling
the provided table below.
Science and
Technology Strength Weakness Opportunity Threat
Programs
Closure
Well done! You have just finished Lesson 2 of this module. In this
lesson, you learned about the role of Philippine government policies,
programs, and projects in terms of science and technology as well as the brief
history of science and technology of our country. In Lesson 3, you will learn
about the Science Education in the Philippines.
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Lesson 3
Indigenous Science and Technology in the Philippines
Introduction
In this lesson, we will discuss on indigenous science and technology in the
Philippines and its contribution in the development of Philippines science and
technology. During the early times, Filipinos had their own ways and means in
solving their problems and needs with the use of their own indigenous
knowledge systems and practices.
Learning Outcomes
below:
1. Discuss the concept of indigenous science; and

2. Discuss the contribution of indigenous science in the development of
science and technology in the Philippines.
Time Frame: Week 3
Activity
Give one or two examples of indigenous beliefs from an ethnic group that
deals about the weather, nature conservation, and medicine.
_______________________________________________________
_______________________________________________________
ANALYSIS
From your personal perspective, are the beliefs that you gathered from the
activity section were scientifically sound or just purely superstitious?
_______________________________________________________
_______________________________________________________
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ABSTRACTION
Indigenous science is part of the indigenous knowledge system practiced

by different groups of people and early civilizations. It includes complex
arrays of knowledge, expertise, practices, and representations that guide human
societies in their enumerable interactions with the natural milieu: agriculture,
medicine, naming and explaining natural phenomena, and strategies for coping with
changing environments.
Indigenous science helps the people in understanding the natural

environment and in coping with everyday life.
1. Indigenous science uses science process skills such as observing, comparing,

measuring, problem solving, inferring, communicating, and predicting.
2. Indigenous science is guided by culture and community values such as the
following:
 The land is a source of life. It is a precious gift from the creator;
 The Earth is revered as “Mother Earth.” It is the origin of their identity as
people
 All living and non-living things are interconnected and interdependent with
each other;
 Human beings are stewards or trustee of the land and other natural
resources. They have a responsibility to preserve it; and
 Nature is a friend to human beings—it needs respect and proper care.
3. Indigenous science is composed of traditional knowledge practiced and valued
by people and communities such as ethno-biology, ethno-medicine, indigenous
farming method and folk astronomy.
APPLICATION
1. Ask your folks on different indigenous technology they used before

and at present in:
a) treating common ailment such as cough, and fever
____________________________________________________________
____________________________________________________________
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b) preserving food
____________________________________________________________
____________________________________________________________
2. Research on the connection of indigenous knowledge to science and

technology.
Closure
Congratulations! You are done with Module 1. You just learned that
indigenous knowledge existed and were applied because it was
proven through experience even before man knew the study of true science.
And now, you are ready for the next module. Module 2 deals with science,
technology, and society and the human condition.
Module Summary
Module 1 discusses the historical events of science and technology, how
science and technology help build and bring development to nation and the
use of indigenous science and technology in our country can be the bridge to
continue on educating oneself the importance of good science and
technology.
Module Assessment
1. How did society accept the idea of Copernicus, Darwin, and Freud during
their time?
2. State the major developments that are still of use today by the following:
a. Mayans e. China
b. Incas f. African
c. Aztecs g. Egyptians
d. India h. Middle East
3. Does technology precede science in the history of civilization?
4. Under what colony did Filipino enjoy a better life?
5. What do you think are the factors that influenced the development of
science and technology in the Philippines?
6. State the policies on medical, chemical, and pharmaceutical sciences.
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Module 2
Science, Technology, and Society and the Human Condition
Introduction
In this module, different conceptions of human flourishing, which connotes the
“well-being” and “happiness” of men and suggests positive emotional experiences?
This will also describe the human condition before and after the existence of science
and technology. And, the meaning of good life and the ways of the possibilities in
attaining its happiness as man’s ultimate end.
Module Outcomes
In this module, you are expected to be able to:
 Analyze the human condition in order to deeply reflect and express

philosophical ramifications that are meaningful to the student as a part
of society.
 Critique human flourishing vis-à-vis the progress of science and
technology so that the student can define for himself/herself the
meaning of the good life.
 Explain the concept of human condition before science and technology.
 Identify the change that happened in human condition after science
 Name ways on how technology aided in revealing the truth about
human beings.
 Examine what is meant by a good life.
 Identify how humans attempt to attain what is deemed to be a good life.
 Recognize possibilities available to human beings to attain the good
life.
This module is structured into 4 lessons:
 The Human Flourishing
 Technology As A Way Of Revealing
 The Good Life
 When Technology And Humanity Cross
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Lesson 1
The Human Flourishing
Introduction
Conceptions on how humans flourished depend upon their desire to find ways in
order to achieve their goal. It is human nature. Finding means to a problem is
important in order to survive and live.
Learning Outcomes
In this lesson, you are expected to gain the different learning outcomes listed below:
1. Identify different conceptions of human flourishing.
2. Determine the development of the scientific method and validity of science.
3. Critic human flourishing vis-à-vis progress of science and technology to define for
themselves the meaning of good life.
Timeframe: Week 4
Activity (Let’s get started)
You are asked to rearrange the given jumbled procedures below

about heating a liquid in a test tube safely by placing the letter only on
the appropriate number on the right side.
A. do not point the tube to anyone 1. ________

B. and heat it by moving back and forth 2. ________
C. Half-fill a test tube with water 3. ________
D. across the flame of the burner 4. ________
E. hold the test tube with a holder, tilt it for 45 degrees. 5. ________
F. nor look into the tube while it is being heated 6. ________
ANALYSIS
How does science aid in solving certain scientific endeavor?
_______________________________________________________
_______________________________________________________
_______________________________________________________
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ABSTRACTION
The journey of man’s gradual progress throughout history defines the

development of science and technology. In pursuit of man’s ultimate goal
and needs, man tends to find ways to attain them. This lesson will give you an idea
on different conceptions of human flourishing through science and technology.
Science, Technology, and Human Flourishing
Aristotle describe the pinnacle of happiness that is attainable by man as Eudaimonia,

literally coined the term as “good spirited. Eudaimonia has often translated into
“human flourishing. 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.
Every civilization has its own focus in order to flourish.

 The Western civilization tends to be more focused on individuals; based on
their values rather than their beliefs that the state is greater than them.
 The east are more community-centric; community takes the highest regard
that individuals should sacrifice themselves for the sake of the society.
Every discovery, innovation, and success contributes to our pool of human

knowledge; human’s perpetual need to locate himself in the world by finding proofs to
trace evolution. The end goals of both science and technology and human
flourishing are related; in that the good is inherently related to the truth, are two
concepts about science which ventures its claim on truth.
Science and Results
People who do not understand science are won over when the discipline is able to
produce results.
 In this particular argument, however, science is not the only discipline which
is able to produce results—religion, luck, and human randomness are some
of its contemporaries in the field.
 For some communities without access to science, they can turn to divination
and superstition and still get the same results.
 Science is not entirely foolproof, such that it is correct 100% of the time.
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Science as Education
In the Philippines, a large distribution of science high schools can be found, forging
competition for aspiring students to undergo rigorous science and mathematics
training based on specialized curricula.
 As students are preconditioned that the field would later land them
high-paying jobs and a lucrative career after graduation.
 Simply mastering science and technology would be inadequate if we are to,
say, socialize with people or ruminate on our inner self.
 A true eudaimonia recognizes that flourishing requires one to excel in various
dimensions, such as linguistic, kinetic, artistic, and socio-civic.
Science as a Social Endeavor
 new school of thought on the proper demarcation criterion of science
emerged.
 Explores the social dimension of science and effectively, technology
 The new view perpetuates a dimension which generally benefits the society.
Sciences cease to belong solely to gown wearing, bespectacled scientists at
laboratories.
Science as Method and Results
The Scientific Method:

1. Observe
2. Determine the problem
3. formulate hypothesis; reject the null hypothesis
4. Conduct experiment
5. Gather and analyze results
6. Formulate conclusion and provide recommendation
Verification Theory
 The earliest criterion that distinguishes philosophy and science
 The idea proposes that a discipline is science if it can be confirmed or
interpreted in the event of an alternative hypothesis being accepted.
 Several budding theories that lack empirical results might be shot down
prematurely, causing slower innovation and punishing ingenuity of newer,
novel thoughts.
 This theory completely fails to weed out bogus arguments that explain things
coincidentally.
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Falsification Theory
 Karl Popper is the known proponent of this view.
 Asserts that as long as an ideology is not proven to be false and can best
explain a phenomenon over alternative theories, we should accept the said
ideology.
 Allowed emergence of theories otherwise rejected by verification theory
 Encourages research in order to determine which among the theories can
stand the test of falsification
APPLICATION
1. What do you think constitutes human flourishing?
____________________________________________________________
____________________________________________________________
2. Were we successful so far in trying to tie down technology with what we conceive
as human flourishing?
____________________________________________________________
____________________________________________________________
Closure
Well done! You have learned from this lesson how human flourished and
shaped their own technology. You are ready for the next lesson in naming
ways on how technology aided in revealing the truth about human being.
Lesson 2
Technology As A Way Of Revealing Human Flourishing
Introduction
Development through science and technology is indeed uncontrollable. This

may reveal the condition of man as to accept it or not. It is true that one needs
to be acquainted with one’s environment in the context of science and
technology.
Learning Outcomes
below:
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1. Explain the concept of human condition before science and technology.

2. Identify the change that happened in human condition after science and
technology; and
3. Name ways on how technology aided in revealing the truth about the
human being.
Time Frame: Week 5
ACTIVITY
You will watch Akira Kurosawa’s Dreams “Village of the Watermills.”
ANALYSIS
1. Compare the lifestyle of the “Village of the Watermills” with your

lifestyle.
____________________________________________________________
____________________________________________________________
2. Is the short film critical about the scientist? If so, in what way? Based on the
film, is S & T really necessary to attain “the good life”?
____________________________________________________________
____________________________________________________________
ABSTRACTION
Comparing the lives of the people before and now will make anyone
realize the changes that happened in society not just in terms of
culture, language, or rights but more importantly, changes in people’s way
of life due to the existence of science and technology.
• The term “generation gap” is attributed mainly to the changes brought
about technology.
• It cannot be denied that until today, not everyone is comfortable in
using the different kinds of technologies that are too complicated to
operate.
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• It is a challenge for people in the field of science and technology to

make these technological advancements more accessible and less
confusing for people who are not as young anymore.
The Human Conditions before Common Era and During Common Era
Our early ancestors’ primal need to survive paved the way for the invention of
several developments. Gifted with brains more advanced than other
creatures, humans are able to utilize abundant materials for their own ease
and comfort. Below are some notable conditions of humans
a) before common era
• Homo erectus has been using fire to cook, all the while without
realizing the laws of friction and heat.
• Tools from stone and flints marked the era of the Stone Age, during the
advent of our very own Homo sapiens.
• People discovered minerals and began forging metalwork.
• Fur clothing and animal skin are primarily used for comfort against
harsh winds. They begin to cover themselves up out of necessity.
• People of the time had also painstakingly wrought and hewed said
figures in honor of some deity; initial roster of primitive gods includes
objects they encounter through their day-to-day lives.
b) some notable conditions during common era
 Driven by their primal need to survive, humans were quick to find ways
to drive off other megafaunas threatening a prospective hunting spot.
 The ongoing extinction of several species—both flora and fauna—due
to human activity
 They began to hunt, farm, and produce things with prospect of profit.
 When they could not sell products, they used their skills and got
compensated for it—bringing forth a specialized group of artisans.
 Physical strength was valued at most, although there appeared to be
as many intellectually gifted figures just the same.
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The Essence of Technology
 Modern humans are reliant on technology in their search for the good
life. Humans are reduced into the amount of productivity they are able
to render during their lifetime.
 By too much reliance on technology, humans lose track of things that
matter, reducing their surroundings to their economic value.
 Martin Heidegger argued that its essence, or purpose, and being are
different from each other.
 Technology can either be perceived as first, a means to achieve man’s
end and second, that which constitutes human activity.
 The second perspective paints technology in such a way that each
period reveals a particular character regarding man’s being.
Backtracking Human Conditions
 Technology’s initial promises proved to be true, regardless of its

ramifications.
 Different machineries aid in prolonging lives- assisting those with
disabilities, honing efficiency in industrial workplaces, and many more.
 Some places in the world are still battling for their daily survival-
diseases, tribe wars, lack of habitable territories, and competitions on
resources.
 A lot of people still subscribe to religion in explaining things that they do
not know. For those who have ceased to do so, they have turned their
worships to reverence of science.
 They are still trying to discover and rediscover things as to how their
existence of the world make sense, and technology does little to aid
them in the pursuit of life’s meaning.
 Technological advancements are seemingly occurring in a rapid pace
that our morality cannot quite keep up; no such consideration was
given in this approach in achieving good life.
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APPLICATION
1. 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 are the
other possible approaches we should consider?
_______________________________________________________
_______________________________________________________
Closure
Well done! You have learned the conditions of humans before and
during the Common Era. Advancements in the field expose us to
previously unknown predicaments, effectively helping us to reveal our own
natures and enforcing one perspective in finding the truth. In the next lesson,
you will be dealing with man’s notion on having the good life.
Lesson 3
The Good Life

Introduction
Every human being has its own purpose to live. It cannot be denied
that man always pursue to live a good life. Thus, living a good life brings
happiness to man. But, as to how a person pursues happiness in order to live
a good life depends on one’s desire.
Learning Outcomes
In this lesson, you are expected to gain the different learning outcomes listed below:
1. Examine what is meant by the good life
2. Identify how humans attempt to attain what is deemed to be a good life
3. Recognize possibilities available to human being to attain the good life
Timeframe: Week 6
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ACTIVITY
Write the name(s) of women or members of the LGBTQ+ community

that serve(s) as your “idol”.
a. ____________________ b. ______________________
ANALYSIS
1. Why do you admire these persons?

a. b.
2. What can you imitate from these persons in your life?
_______________________________________________________
ABSTRACTION
Attaining a good life is the ultimate end for humans and having a
good life would mean happiness. As to how we achieve it depends
on our ability to work on it and live with it.
Aristotle and How We All Aspire for a Good Life
Plato and Aristotle embarked on a 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. Change is so perplexing that it can only make
sense if there are two realities: the world of forms and the world of matter:
 In the world of matter, things are changing and impermanent;
 In the world of forms, the entities are only copies of the ideal and the
models, and the forms are the only real entities.
Aristotle forwarded the idea that there is no reality over and above what
the senses can perceive, claiming that this world is all there is to it and that
this world is the only reality we can all access.
 Declares that even human beings are potentialities who aspire for their
actuality
 Every action that emanates from a human person is a function of the
purpose (telos) that the person has.
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 Every human person, according to Aristotle, aspires for an end. This

end is happiness or human flourishing.
 Claims that happiness is the be all and end all of everything that we do
 Human flourishing, a kind of contentment in knowing that one is getting
the best out of life
Happiness as the Goal of a Good Life
• Materialism
- The first materialists were the atomists in Ancient Greece.
- Democritus and Leucippus belief is that the world is made up of
and is controlled by the tiny indivisible units in the world called
atomos or seeds.
- For Democritus and his disciples, the world, including human
beings, is made up of matter.
- Only material entities matter. In terms of human flourishing,
matter is what makes us attain happiness.
• Hedonism
- The hedonists, for their part, see the end goal of life in acquiring
pleasure.
- Life is about obtaining and indulging in pleasure because life is
limited.
- The mantra of this school of thought is the famous, “Eat, drink,
and be merry for tomorrow we die.”
• Stoicism
- The idea that to generate happiness, one must learn to distance
oneself and be apathetic.
- For the stoics, happiness can only be attained by a careful
practice of apathy.
• Theism
- The ultimate basis of happiness for theists is the communion
with God.
- The world where we are in is only just a temporary reality where
we have to maneuver around while waiting for the ultimate
return to the hands of God.
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• Humanism
- The freedom of humans to carve their own destiny and to
legislate their own laws, free from the shackles of a God that
monitors and controls.
- Humanists see themselves not merely as stewards of the
creation but as individuals who are in control of themselves and
the world outside them.
APPLICATION
1. What is the good life?
_______________________________________________________
_______________________________________________________
2. What is the relationship between the good life and science?
_______________________________________________________
_______________________________________________________
3. Does technology always lead us to the good life? How and why?
_______________________________________________________
_______________________________________________________
Closure
Well done! Now you know that man always seek happiness for his life
and attaining it depends on the desired way of man. You are now
ready for the next lesson as to what happens when technology and humanity
cross.
Lesson 4
When Technology and Humanity Cross
Introduction
Technology keeps on progressing due to the changing times and

environment and also to the ever –progressing mind of mankind. It would not
be possible for all these technological advancements to exist if it were not for
the brilliance, creativeness and power of the mind.
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However it is also important to note that anything too much, is bad. The same
problem is faced by technology. Although it has been very helpful to people, it
is still not immune to criticisms and backlash. Various ethical dilemmas’ have
been identified throughout time involving the use of different technological
devices and the effects to humanity.
Usually different problems arise when either the technological device
available is misused or if it was invented to produce bad results. People who
are aware of the possible dangers of the use and misuse of technology are
not keeping still. They lay these dilemmas’ to the public to see and realized
what they are in for.
In this lesson, several technological devices will be properly introduced,
the roles they play in society and their effects, particularly on the lives of the
people.
Learning Outcomes
At the end of this lesson, the learner should be able to:
1. Identify the different technological advancement in society;
2. Describe the development of science and Technology in the Philippines;
and
3. Discuss the effects of the interplay between technology and humanity
through the dilemmas they face.
Timeframe: Week 7 and Week 8
ACTIVITY
Write down two or three technological devices that were invented by

women, indigenous individuals, or members of the LGBT+ community.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
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ANALYSIS
Explain how the devices have helped the society.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
ABSTRACTION
When technology and humanity cross, it is a slam bang. There is a

clash between the two. Then ask yourself: Which side are you on. Am I
ready to face the future or am I not ready for the future. Technology cutting
across the path of humanity is a last minute wake up call for us to take part in
the most important conversation humanity may ever have.
Are we going to benefit due to the clash technology or are we going to
suffer the consequences of patronizing it or are we going to be enslaved by
technology? Now is the time to dissect the effects of human crossing
technology.
Gerd Leonhard provides the prologue for this great debate. He even
investigated how humans preserve their world that is slowly beginning to
resemble a science-fiction movie. We might as well start discussing the moral
framework required to steer the evolution of digital life and to finally articulate
the difference between our unique humanity and the rapidly evolving robotic
versions. George Orwell, author of Nineteen Eighty–Four, warned us of a
world dominated by technology and those who own and control it.
How will humanity prevail if it clashes with technology? Humanity will
change the world in the next two decades than 30 decades ago. Technology
has changed all aspects of our lives, even ancient fields of study of mankind.
But what is humanity? Humanity is defined as the quality or condition
of being human, the human nature. Human nature is the concept that there is
a set of inherent distinguishing characteristics, including ways of thinking,
feeling and acting, which all humans have.
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This is who we are then we ask again this question: Is humanity influencing
technology or is technology influencing humanity? The question of what
finally influences human behavior and how the causations work, and whether
technology is the influence or is humanity the influence over technology are
important questions for all of the society. Is it good or bad?
We are now in a world controlled by social technology. Social
technology passes through everything in our lives.
Television Sets, Mobile Phones, Computers and

Humanity
A number of technological devices can be

easily found inside the home, the most accessible
place for anyone. It can easily be inferred that these
technological devices are some of the most popular and commonly used
types of devices across all age groups.
Almost all households, if not all, own these types of devices across all
age groups. To be more specific, these celebrities in the field of technology
are television sets, mobile phones, and computers. People all over the world
use these technologies every day to accomplish different purposes.
First, according to Kantar Media, one of the most trusted television
audience measurement providers in the Philippines, 92% of the urban homes
and 70% of rural homes own at least one television set. It is for this reason
why television remains to be the ultimate medium for advertisement
placements (Manila times 2014). This survey simply shows that almost all
Filipinos use this particular type of device. In fact, Filipinos are believed to
have this big fascination for television. Most of the time, they watch television
during their free time or any time of the day when they have nothing important
to do.
In addition to this, Kantar media also reported that in the Philippines,
the current count of households with television sets already reached 15,135
million (NODA 2012). This signifies something, that is, television plays a
great role in the lives of the people or in this case, Filipinos.
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The television is a product of different experiments by various people.

Paul Gottlieb Nipkow, a German student in the late 1800s, was successful in
his attempt to send images through wires with the aid of a rotating metal disk.
This invention was to send the electric telescope that had 18 lines of
resolution. After sometime in 1907, two inventors, Alan Archibald Campbell-
Swinton, who was an English scientist, and Boris Rosing, who was a Russian
scientist, had their experiment that gave rise to two types of television
systems, namely, mechanical and electronic television.
Second, Filipinos love to use their mobile phones anywhere, anytime.
They use it for different purposes other than for communication. More than
half of the Filipinos own at least one mobile phone regardless of type. In
2010, global research agency Synovate conducted a survey and declared 67
percent product ownership in the country. In fact, it was also claimed that
mobile phones are considered a must-have among young Filipinos (ABS CBN
News 2010).
To prove that Filipinos really love to use their mobile phones, the IPos
Media Atlas Philippines Nationwide Urban 2011-2012 survey results showed
that one in every Filipinos cannot live without a mobile phone. Not only this,
there are some Filipinos who even own more than one mobile phone.
Mobile phones have a very interesting background story. On April 3
1973, Martin Cooper, a senior engineer at Motorola, made the world’s first
mobile phone call. He called their rival telecommunications company and
properly informed them that he was making a call from a mobile phone. The
mobile phone used by Cooper weighed 1.1 kilograms and measured 228.6X
127X 44.4 mm. This kind of device was capable of a 30-minute talk time.
However, it took 10 hours to charge. In 1983, Motorola made their first
commercial mobile phone available to the public. It was known as Motorola
Dyna Tac (Goodwin 2016).
Lastly, computers and laptops have become part of many Filipino
households. There are some Filipino families who own more than one
computer or laptop while some own at least one computer or laptop.
However, the number of computers or laptop sold per year may not be as high
as the number of mobile phones and television sets.
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This is because of the relatively higher cost of computers and laptops.

While it is true that almost all Filipino families own at least one television set
and mobile phone, it is not possible for all Filipino families to own at least one
computer or lap top. In fact, most of the profits gained by the computer and
laptop manufacturers come from offices, businesses, or schools where such
devices have become part of their necessities.
Just like television sets and mobile phones, computers and laptops
also have a long background history of trial and error. It was Charles
Babbage, a 19th century English Mathematician professor, who designed the
analytical engine which was used as the basic framework of the computers
even until the present time. Generally, computers can be classified into three
generations. Each generation of the computer was used for certain period of
time and each gave people a new and improved version of the previous one
(Steitz).
Laptops have been available to the public for even less time than
personal computers. Before, the first design of computer was so big that it
could occupy whole floors of the buildings. It was not long before people
started dreaming that they could bring their devices to any place they wished.
They hoped that someday it would be possible for these devices to be
portable. It was believed that the transition from a personal computer to a
laptop was only a matter of design and improvement and a little deviation from
the standard design of a personal computer. The first true portable was
released in April 1981. It was called the Osborne 1 (Orfano 2011). From that
moment on, the evolution of laptops continued until the present time where
various designs and models are already available.
A typical household owns at least four of the following devices: a
mobile phone (89%), smart phone (53%), tablet (14%), desktop (39%), laptop
or net books (37%) and a smart TV (4%) (PhilStar 2013). These data proved
the deep-seated fascination of Filipinos to different technological devices.
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Roles Played by These Technological Advancements

Televisions sets, mobile phones and computers or laptops all have
different functions and roles played in the lives of the people, although some
may have a little similarity. These roles have become so essential that
people, more specifically Filipinos, have developed a strong inclination toward
technology and its products. For instance, television is mainly used as a
platform for advertisements and information dissemination. In fact, television
remains to be the most used venue by different advertising 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. However, it is important to
note that these are just some of the roles played by television. Aside from the
ones mentioned above, 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 one’s family members.
Mobile phones, on the other hand, also have their own roles in the lives
of the people. They are primarily used for communication. Mobile phones
offer services like texting and calling. In the past, these were the only
functions of the mobile phones but as technology progressed, there have
been many additional features included on mobile phones. For example, in
the present, people used their mobile phones to surf the internet and to take
pictures more than to text or call people. This is the reason why more and
more people all over the world prefer to buy smart phones over the old
models where such features are not available. Other applications include
music player, calendar, radio, and television and photo editor, among others.
These are just some of the additional features for mobile phones in the
present. These make the particular technological devices very appealing to
the masses. It is like an all-in-one device. In addition, it is very portable and
convenient because it can fit in any space, maybe inside the pocket or bag.
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Robotics and Humanity

Another great product of the innovative
minds of the people is robot. Robots are now
widely used. The international Federation of
Robotics (IFR) and the UNITED NATIONS Economic Commission for Europe
(UNECE) made it their task to formulate working definitions for service robots.
A preliminary extract of the relevant definition is (IFR, 2012).
a) A robot is an actuated mechanism programmable in two or more
axes with a degree of autonomy, moving within its environment, to
perform intended tasks. Autonomy in this context means the ability
to perform intended tasks based on the current state and sensing
human intervention.
b) A service robot is a robot that performs useful tasks for humans or
equipment excluding industrial automation application.
c) A personal service robot or a service robot for personal use is a
service robot used for noncommercial task, usually by laypersons.
Examples are domestic servant robots, automated wheel chair,
personal mobility assist robot and pet exercising robot.
d) A professional service robot or a service robot for professional use
is a service robot used for a commercial task, usually operated by a
properly trained operator.
Roles Played by Robots

Just like people living in society, robots also have
their own set of rules and characteristics that define what
a good a robot is. These laws were formulated by Isaac
Asimov in the 1940s, when he was thinking of the ethical
consequences of robots. These are the following laws:
Law One: A robot may not injure a human being or, through inaction, allow a
human being to come to harm.
Law Two: A robot must obey the orders given by human beings except
where such orders would conflict with the First Law.
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Law Three: A robot must protect its own existence as long as such protection
does not conflict with the First or Second Law.
Ethical Dilemma(s) Faced by Robotics
One of the ethical dilemmas faced by the

robots is safety. Who would be held
accountable if someone’s safety is compromised
by a robot? Who should be blamed, the robot,
the agent using the robot or the maker/inventor of the robot? Another ethical
dilemma faced by robots is the emotional component. This may be a little
absurd as of the moment but looking at how fast technology progresses
nowadays, it is not completely impossible for robots to develop emotions
(Evans 2007).
If the problems arise when the robot deviates from the laws specified,
then the maker or the inventor of the machine should be blameworthy.
It just means that the robot was not programmed very well because it
violated the laws. Other problems may arise when the machine develops the
ability to think for itself. In this case, the one that should be blamed can be
the maker or the inventor and the robot itself. This is because, in the first
place, the maker gave the robot the capacity to think for itself. This is so he
should be very much aware of its possible consequences. In addition, since
the robot thinks for itself, whatever the decision it makes and whether
consequences it may bring, the robot itself should be held responsible.
APPLICATION
Answer the following questions.
1. Do people really need technology in their lives? Is it really a
necessity?
________________________________________________________
________________________________________________________
2. Should there be an ethics of technology? Justify your answer.
________________________________________________________
________________________________________________________
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3. How can social media be used to benefit students like you?

________________________________________________________
________________________________________________________
4. What are some netiquettes or computer ethics that need to be observed
by students in using technology? How do you promote these to other
people or your fellow students?
________________________________________________________
________________________________________________________
Closure
Congratulations! You have finished the last lesson in Module 2. You

learned that technology has become a part of humanity. Now, you are ready
for Module 3 which deals with “Specific Issues in Science, Technology, and
Society.”
Module Summary
Module 2 discusses the different conceptions of human flourishing, the

development of the scientific method and validity of science, the progress of
human civilization. It discusses the human condition before and after science
and technology and as a way of revealing the truth about the human being. It
discusses the meaning of good life and the possibilities of attaining such
quality of life. Lastly, it discusses the technological advancements in society,
the development of science and technology in the Philippines and the
interplay of technology with humanity through the dilemmas they face.
Module Assessment
1. Who discovered the following?

a. Microscope ____________________
b. Benzene Ring ____________________
c. Telescope ____________________
d. Light bulb ____________________
e. Electricity ____________________
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2. What does it mean by “the good life”?

__________________________________________________
__________________________________________________
__________________________________________________
3. Give three examples of technological advancements that have made the
campaign for the attainment of good life easier.
__________________________________________________
__________________________________________________
__________________________________________________
3. A _____ is a robot that performs useful tasks for humans or equipment
excluding industrial automation application.
4. A _____ is a service robot used for a commercial task, usually operated by
a properly trained operator.
5. What are the three (3) laws that govern robots?
Law 1 __________________________________________
Law 2 __________________________________________
Law 3 __________________________________________
6. What are the ethical dilemmas faced by robotics?
a. __________________________
b. __________________________
7. What is your stand (positive and/or negative) about these technological
dilemmas and advancements in the lives of people today?
a. Food Panda
b. COVID-19 RT-PCR Test
c. Filipinos’ addiction to different technologies
d. Google and stupidity
e. Mobile apps and games
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Module 3
SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY, AND SOCIETY
Module Overview
Great job! You have finally arrived to this module, the last module in this
course. The topics in this part are as important as the topics in the previous
modules because you are going to critically analyze some specific issues here
in terms of the interactions of science, technology, and society. This module
focuses on six (6) specific topics, discussing different issues.
Module Outcomes
At the end of this module, the students are expected to be able to:
 Identify the issues arising from the advancement of science and

technology.
 Criticize specific issues in science, technology, and society.
 Evaluate ways to mitigate the hazards caused by climate change.
Lesson 1
THE INFORMATION AGE
Introduction
The act of transmitting information from one place, person, or group to

another is fundamental to the existence of human survival as well as to the
organization. Technological advancement brought dramatic development in
the sharing of information between individuals throughout history.
In this lesson, the students will be able to:
Learning Outcomes
 Discuss the history of information age.

 Link learned concepts to the development of the information age and
its impact on society.
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 Illustrate how the social media and the information age have impacted
our lives
Timeframe: Week 10
ACTIVITY (Let’s get started)
Conduct an interview in your household with your grandmother or

female relatives in the same age range regarding their experiences
on the development of information technology.
ANALYSIS
1. From the above activity, arrange in chronological order the experiences

you gathered on the development of information technology.
________________________________________________________
________________________________________________________
________________________________________________________
2. From the same activity, describe how they responded to the development
of information technology.
________________________________________________________
________________________________________________________
________________________________________________________
ABSTRACTION
Are you fond of listening to music, or watching your favorite TV
shows, or learning the latest up-to-date events? The source that
you are using to access the news or information is considered mass
media. Mass media is a technology intended for the transfer of information
and ideas to the general audience. It comprises a wide array of media
platforms from television to radios, newspapers, magazines, computers,
internet, social media sites, and so forth.
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Its primary function in the society is to provide news and information to the
vast majority of the general public, hence, the period from the last quarter of
the 20th century when information became effortlessly accessible and widely
available through the use of computer technology known as Information Age.
This period is also called Digital Age and the New Media Age because digital
information is the key driver across various sectors. It started from the
invention of personal computer and amplified by the arrival of the Internet. In
the last few decades, information technology has grown exponentially to keep
abreast on our fast-changing environment.
The table below shows how information technology evolved through time.
History
Timeline of the Information Age
Year Event
3000 BC Sumerian writing system used pictographs to represent words
2900 BC Beginnings of Egyptian hieroglyphic writing
1300 BC Tortoise shell and oracle bone writing were used
500 BC Papyrus roll was used.
220 BC Chinese small seal writing was developed
Book ( parchment codex)

100 AD
105 AD Woodblock printing and paper was invented by the Chinese

Johannes Gutenberg invented the printing press using movable
1455
metal type
1755 Samuel Johnson's dictionary standardized English spelling
1802
The Library of Congress was established
Invention of the carbon arc lamp

1824 Research on persistence of vison published
The invention of the first television.

1927
1830s
First viable design for a digital computer
Augusta Lady Byron writes the world's first computer program

1837 Invention of the telegraph in Great Britain and the United States
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1846 Typewriter was widely used.
1861 Motion pictures were projected onto a screen
1876 Dewey Decimal system was introduced
1877 Eadweard Muybridge demonstrated high-speed photography
1899 First magnetic recordings were released
1902 Motion picture special effects were used
1906 Lee DeForest invented the electronic amplifying tube (triode)
1923 Television camera tube was invented by Zvorkyn
1926 First practical sound movie
1939 Regularly scheduled television broadcasting began in the US
1940s Beginnings of information science as a discipline
1945 Vannevar Bush foresaw the invention of hypertext
1946 ENIAC computer was developed
1948 Birth of field-of-information theory proposed by Claude E. Shannon
1957 Planar transistor was developed by Jean Hoerni
1958 First integrated circuit

Library of Congress developed LC MARC (machine-readable
1960s
code)
UNIX operating system was developed, which could handle
1969
multitasking
1971 Intel introduced the first microprocessor chip
1972 Optical laserdisc was developed by Philips and MCA
1974 MCA and Philips agreed on a standard videodisc ecoding format

Altair Microcomputer Kit was released: first personal computer for
1975
the public
1977 RadioShack introduced the first complete personal computer
Osborne 1 was created. The first true mobile computer
1981 according to historians.
1983 The first “laptop” computer was made.
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1984 Apple Macintosh computer was introduced

Mid 1980s Artificial intelligence was separated from information science
1987 Hypercard was developed by Bill Atkinson recipe box metaphor
Four hundred fifty complete works of literature on one CDROM was
1991
released
1995 Internet Explorer (formerly Microsoft Internet Explorer and Windows
Internet explorer) was included in the Microsoft Windows operating systems.
The company Amazon went online as Amazon.com
RSA (encryption and network security software) Internet security code
Jan-97
cracked for a 48-bit number.
The domain name for Google was registered.
Friendster was founded by a Canadian computer programmer Jonathan
2002
Abrams.
2003 The first release of Skype.
2004 Facebook was launched as a social networking service.
2005 YouTube was activated as a video-sharing website.
2006 Twitter was created and launched on the same year.
2010 Instagram, a free mobile app for iOS operating system, was launched.
2011 Creation of Snapchat
2013 Vine, a short-form video hosting service was launched.
Computer
 An electronic device that can store, retrieve and process data.
Types of Computer
1. Personal Computer (PC)

2. Desktop Computer
3. Laptop
4. Personal Digital Assistant (PDA)
5. Server
6. Mainframe
7. Wearable Computer
Applications of Computers in Science and Research
- Human brain cannot store all the genetic sequences of organisms and
this huge amount of data can only be stored, analyzed, and be used
efficiently with the use of computers.
- Bioinformatics is the application of information technology to store,
organize, and analyze vast amount of biological data.
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The World Wide Web (Internet)

 Internet is a worldwide system of interconnected networks that facilitate
data transmission among innumerable computers.
 Internet was used mainly by scientists to communicate with other
scientists; it remained under government control until 1984.
 One early problem faced by Internet users was speed. The development
of fiber-optic cables allowed for billions of bits of information to be received
every minute.
 Electronic mail, or email, was a suitable way to send a message.
In the present era, connection with the world using information

technology becomes the basic commodity. The mainstream population
becomes dependent on information and communication to stay connected
and continually does daily activities like education, work, entertainment,
businesses, research, socialization, and more. Because of these, various
issues of information ethics arise such as privacy, accuracy, property, and
accessibility.
APPLICATION
1. Aside from communication, what other aspect of society is/are

being influenced in the Information Age?
_____________________________________________________
_____________________________________________________
2. Is the advancement of information technology essential to our survival?
Why or why not?
________________________________________________________
________________________________________________________
3. Has information technology altered human condition? Explain your

answer.
________________________________________________________
________________________________________________________
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Closure
Congratulations! You have finally reached the end of this lesson. To

sum this lesson up:
 Nowadays, information could be shared or transferred quickly.
 Various aspects of our society are also being influenced by the
Information Age especially communication, economics, industry,
health, and the environment.
 The rapid upgrade of information poses both positive and negative
impacts to our society.
Now, you are ready to move to the next lesson which is about Biodiversity and
Healthy Society!
Lesson 2
BIODIVERSITY AND THE HEALTHY SOCIETY
Introduction
Philippines has been identified as one of the 17 mega-diverse
countries in the world, a home of not less than 70% of the world’s terrestrial
biological diversity. It has also one of the highest rates of endemism of
species in the world. Approximately 33% of its plants, 35% of its birds, 61%
of its mammals, 68% of its reptiles, 85% of its amphibians, 23% of its
freshwater fishes, and 70% of its insects are native to the Philippines.
At the end of this lesson, the students should be able to:
Learning Outcomes
• Determine the interrelatedness of society, environment, and health;

• Create a diagram that would show the relatedness of species in
forming up a diverse and healthy society without compromising one
another; and
• Identify everyday tasks and evaluate whether they contribute to the
wellness and health of biodiversity and society or not.
Timeframe: Week 11
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Go to your garden and list down the organisms that you can find in
your garden. Complete the table below.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ANALYSIS
From the above activity, what do you think are the threats to the
existence and survival of the organisms in your garden? Complete
the table below.
Organism Possible Threat/s

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ABSTRACTION
Biodiversity is defined as the vast variety of life forms in the entire

Earth. Its definition is in the structural and functional perspective
and not as individual species.
A collection of moths and butterflies held at the Natural History

Museum. From https://www.nhm.ac.uk/discover/what-is-
biodiversity.html
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Bubble coral reef in Sogod bay, Cebu is thriving for biodiversity.

Aquatic organisms such as coral, algae, fish and crustaceans dwell
the reef. Photographed by Michael Keller from
nationalgeographic.org
The toco toucan – the largest species in the toucan family and
inhabits man regions of South America. Photo by Olaf Oliviero
Riemer from
https://ssir.org/articles/entry/the_business_of_biodiversity
 Biodiversity is the source of the essential goods and ecological services.

 Significant decline in biodiversity has direct human impact when
ecosystem in its insufficiency can no longer provide the physical as well as
social needs of human beings.
 We, as human inhabitants of the ecosystem, must preserve and conserve
the biodiversity of all creatures.
TYPES OF BIODIVERSITY
1. Ecosystem Diversity
2. Species Diversity
3. Genetic Diversity
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From https://courses.lumenlearning.com/wm-biology1/chapter/reading-the-diversity-of-life/
When the ecosystem is not well taken care of, biodiversity encounters
changes that could have erratic effects not only in wildlife or marine life but
also in human beings.
THREATS TO BIODIVERSITY
1. Habitat Loss and Destruction
2. Alteration in ecosystem composition
3. Over-exploitation
4. Pollution and Contamination
5. Global Climate Change
Hawksbill Turtles in coral reef, Maldives. 33% of reef forming corals, sharks
and shark relatives are faced with extinction. (Shutterstock.com)
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A major biodiversity report published by Ipbes in May last year warned

ecosystems were deteriorating at rates unprecedented in human history.
(Photo: Aulia Erlangga/CIFOR/Flickr)
From https://www.climatechangenews.com/2020/01/13/un-outlines-2030-goals-
save-planets-biodiversity/
In warm climates bats are important pollinators and seed dispersers of many
plants that are important to humans. The ongoing over-exploitation of pollinating
insects and animals threatens global crop production.
(Photo: Carms, Creative Commons via Flickr) Published from
https://www.iied.org/development-organisations-beware-biodiversity-loss-not-
just-environmental-issue
Health, Biology, and Biodiversity

 Basic needs of living organisms such as air, water, food, and habitat
are provided by its environment.
 Lack of basic necessities is a significant cause of human mortality.
 Environmental hazards increase the risk of cancer, heart disease,
asthma, and many other illnesses.
 The interrelation between human health and biological diversity is
considerable and complex.
Environment-Related Illnesses
• Some human illnesses that are found to be related with its environment
include Parkinson’s disease, heart disease, cancer, chronic obstructive
pulmonary disease, asthma, diabetes, obesity, occupational injuries,
dysentery, arthritis, malaria, and depression.
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• Many of the issues at the intersection of health and the environment

have to do with managing benefits and risks:
- Pesticides play an important role in increasing crop yields, but
they can also pose hazards to human health and the
environment.
- Energy production and use helps sustain human life, but it can
also pose hazards to human health and the environment.
- Increasing taxes on fossil fuels would encourage greater fuel
efficiency and lower carbon dioxide emissions, but it would also
increase the price of transportation.
• Managing benefits and risks also raises social justice concerns:
- People with lower socio-economic status have greater exposure
to certain harmful environmental conditions.
From World Health Organization (WHO). Nearly 1 in 4 deaths across the globe are due to environmental-related deaths.
Noncommunicable diseases cause 65% of environmental-related deaths. Children under 5 years of age and older adults are most
affected by the environment. Low-and-middle-income countries bear the greatest share of environment.
APPLICATION
1. Do you think that Earth can exist without human beings taking
care of it? Or biodiversity also needs human beings for it to be in a
continuous growing process?
_____________________________________________________
_____________________________________________________
2. What are small ways that you think would promote safekeeping our
biodiversity? What do you think are the common human activities that can
harm biodiversity? What would be the results if these human activities are
stopped and prohibited?
_____________________________________________________
_____________________________________________________
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Closure
Congratulations! You’ve reached the end of lesson 2. To sum this

lesson up:
• We have to consider the entire Earth as a single unit, a loss of single-
celled species or a family of wild grass can have adverse effects in the
entire biosphere.
• Biodiversity loss will have a great negative effect especially to us
humans.
• We must recognize the value of the organisms with which we share the
planet.
• A mitigating plan and a workable plan of action should be studied in
order to not compromise biodiversity, while at the same time, promote
good health among the society.
Now, you are ready to tackle the next lesson which is about GMOs.
Lesson 3
GENETICALLY MODIFIED ORGANISMS:

Science, Health, and Politics
Introduction
Farmers are always facing three major factors that could affect the
yield of their crops: insects, weeds, and weather. To address these problems,
scientists have developed a technology that modifies the organisms
genetically. As genetically-engineered crops become increasingly present at
the grocery store and in farmers’ fields, understanding the issues related to
this practice takes on a greater importance.
Learning Outcomes
• Identify issues on genetically modified organisms (GMOs);
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• Discuss different implications and impact of GMOs; and

• Review a research paper on the impact of GMOs in the
Philippine context.
Read the article “The Politics of Golden Rice” by Dubock, Adrian, GM

Crops & Food. Jul-Sep2014, Vol5 Issue 3 p 210-222.
ANALYSIS
From the above activity, make a review about the article.
ABSTRACTION
Genetically Modified
Organism (GMO)
 It is the term used for
an organism created through
genetic engineering.
 “…which the genetic material
(DNA) has been altered in a way
Source: https://brightside.me/inspiration-tips-and-
that does not occur naturally by tricks/3-simple-ways-to-tell-gmo-from-organic-
foods-357860/
mating or natural recombination”
 The development of GMOs was perceived to help in the advancement of
technology for the benefit of humans in different industries.
GMOs in Food and Agricultural Industries

1. Pest resistance – genetically modified plants to resist certain pests
2. Virus resistance – genetically modified plants to resist certain viruses
3. Herbicide tolerance – genetically modified plants to tolerate herbicide
4. Fortification – genetically modified plants fortified with certain minerals
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5. Cosmetic preservation – genetically modified plants resist natural

discoloration
6. Increase growth rate – a genetically modified organism that has
higher yield in growth than normal species
GMOs in Non-Food Crops and Microorganisms

1. Flower production – GMOs in flower production are seen in modified
color and extended vase life of flowers.
2. Paper production – modified characteristics of trees for higher yield of
paper production
3. Pharmaceutical productions – modified plants to produce
pharmaceutical products
4. Bioremediation – use of modified plants that can assist in the
bioremediation of polluted sites
5. Enzyme and drug production – use of modified microorganisms that
can produce enzymes for food processing and medicines
6. GMOs in the medical field – It helps in the production of drugs, gene
therapy, and laboratory researches.
Benefits of GMOs
• Higher efficiency in farming
There will be less use for herbicides/pesticides, and lower cost for labor
and cultivation.
• Increase in harvest
GMO crops resistant to pests and diseases mean increase in potential
growth and harvest.
• Control in fertility
Controlling the purity of the hybrid seeds (GMO seeds) ensures higher
yields.
• Increase in food processing
Altered characteristics of GMO crops help ease food processing.
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• Improvement of desirable characteristics

GMOs offer longer shelf life, enhanced color and taste, enhanced
production or reduction of enzymes, and other modified characteristics
of plants, animals, and microorganisms.
• Nutritional and pharmaceutical enhancement
GMO crops like maize are fortified with lysine and Golden Rice fortified
with vitamin A and iron. There are now edible vaccines for viral and
diarrheal diseases.
• Reduce the use of fertilizer and pesticides
Potential Risks of GMOs

• Opponents of GMOs have the following major concerns:
1. Since genetic engineering is still a young branch of science,
there are inadequate studies on the effects of GMOs to humans
and the environment.
2. Genetic engineering promotes mutation in organisms which the
long term effect is still unknown.
3. Human consumption of GMOs might have the following effects:
- More allergic reactions
- Gene mutation
- Antibiotic resistance
- Nutritional value
• Potential Human Health Risks caused by GMOs
1. Consumption of GMOs may have adverse effects since it is not
naturally or organically produced.
2. Consumption of GMOs may alter the balance of existing
microorganisms in the human digestive system.
3. Production of toxins may be detrimental to human health.
4. Production of allergens may have adverse effects on humans.
• Other potential risks that raise major concern are:
1. Human Genome Project (HGP);
2. Mutation of genetically engineered microorganisms; and
3. Cloning.
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Biosafety on GMOs
International organizations developed principles and treaties that somehow
ensure biosafety on GMOs. Some of these initiatives are as follows:
• The Codex Alimentarius Commission (Codex)
• Cartagena Protocol on Biosafety
• International Trade Agreement on labeling of GM food and food products
GMOs in the Philippine Context

• In 1998, National Committee on Biosafety of the Philippines developed
the guidelines on the planned release of GMOs and potentially harmful
exotic species.
• In 2002, the Department of Agriculture released the guideline for the
importation and release into the environment of GM plants and plant
products.
• In 2004, the Philippines was classified by International Service for
acquisition of agri-biotech applications as one of the 14 biotech mega
countries.
• In 2006, the Philippines became part of the Cartagena Protocol on
Biosafety.
• In 2010, the Organic Agriculture Act was issued, encouraging organic
agriculture than GMO-related agriculture.
• In 2012, Representative Teddy Casiño, together with other
congressmen, filed a bill pushing for the mandatory labeling of GM food
and food products.
• In December 2015, the Supreme Court ordered to put an end to the
field testing of GMO Bt eggplant.
• On March 7, 2016, five government agencies passed a Joint
Department Circular No. 1, series of 2016 on rules and regulations for
the research and development, handling and use, transboundary
movement, release in the environment, and management of the
genetically modified plant and plant products derived from the use of
modern biotechnology.
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APPLICATION
1. How would you reconcile the advantages and disadvantages

that GMOs bring to humans?
_____________________________________________________
_____________________________________________________
2. When do you think should the pursuit of GMOs research stop?
_____________________________________________________
_____________________________________________________
3. Is genetic engineering a pure scientific process or it is indeed an act of
humans playing like God?
_____________________________________________________
_____________________________________________________
Closure
Congratulations! You have reached the end of this lesson. To

summarize everything:
• Genetic engineering is an emerging field of science. Its quests are to
preserve and prolong life.
• Some are approved by experts and government authorities for human
use and consumption while others are kept in institutional research
laboratories subject for more experiments.
• There are advantages and disadvantages in using genetic engineering
in both fields of medicine and food and agriculture.
• The major concern of the opponents is the long-term effect of GMOs to
humans while the proponents’ flagship is the success stories of the
GMO recipients.
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Lesson 4
THE NANO WORLD
Introduction
Welcome to the world of extremely minute objects – the nano world! Matters
exhibit special properties in nanoscale differing in important ways than
materials at larger scale. Some nanostructured materials are stronger, more
durable, have different magnetic properties, become better conductor of heat
or electricity, more chemically reactive or reflect light better compared to other
forms or sizes of the same material.
Learning Outcomes
 Distinguish nanotechnology from nanoscience;

 Characterize nanoscale;
 Discuss the major impacts (both potential and realized) of
nanotechnology on society
 Analyze the issue through the conceptual STS lenses
 Critique the issue on its costs and benefits to society
Timeframe: Week 14
Illustrate or design a product or technology that can be used in your

society. Draw your final output. Explain the specifications, the
features and the specific use of your product.
ANALYSIS
1. From the above activity, what is the significance of your

output to the society?
_____________________________________________________
_____________________________________________________
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2. What do you think are the threats of your output to the society?
_____________________________________________________
_____________________________________________________
ABSTRACTION
Nanoscience is a discipline of understanding extremely small things,

using commonly accepted experimental and theoretical techniques.
Nanotechnology refers to the manipulation of matter on an atomic or
subatomic scale.
How small is nanometer?

 One nanometer (nm) is one billionth, or 10th of a meter.
 One human hair (cross section) is about 100,000 nanometers.
If a nanoparticle is as big as the size of the soccer ball, the Source: https://www.science.org.au/curious/technology-
soccer ball would then be as big as the earth. figure by Michael future/how-small-nanoscale-small
Hochella.
Source:
https://serc.carleton.edu/msu_nanotech/what_nanotechno.html
How to View Nanomaterials

Scientists use special types of microscopes to view minute nanomaterials:
Electron microscope. Utilizes a
particle beam of electrons to light up a
specimen and develop a well-
magnified image.
Transmission Electron Microscope (JEOL Model JEM-2010)

Source: https://www.polyu.edu.hk/umf/facility/cem/79-
transmission-electron-microscope-jeol-model-jem-2010/
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Atomic force microscope. It makes use of a mechanical

probe that gathers information from the surface of a material.
WITec atomic force microscope (AFM) alpha300 A

Source: https://qd-europe.com/nl/en/products/life-
sciences/atomic-force-microscopes-for-research/
Scanning tunneling microscope. It enables scientists to

view and manipulate nanoscale particles, atoms, and small
molecules.
Source:
https://www.ibm.com/ibm/history/ibm100/us/en/icons/
microscope/
Nanomanufacturing
It refers to scaled-up, reliable, and cost-effective manufacturing of nanoscale
materials, structures, devices, and systems; nanomanufacturing leads to the
development of new products and improved materials.
There are two fundamental approaches to nanomanufacturing:

1. Bottom-up fabrication. It manufactures products by building them up
from atomic- and molecular-scale components.
2. Top-down fabrication. It trims down large pieces of materials into
nanoscale.
70 | P a g e
Schematic diagram of currently used chemical and physical methods of

nanoparticle synthesis. Source: https://nanografi.com/blog/metallic-nanoparticles-
topdown-and-bottomup-approaches/
There are new approaches to the assembly of nanomaterials:

• Dip pen lithography. The tip of an atomic force microscope is "dipped"
into a chemical fluid and then utilized to "write" on a surface.
• Self-assembly. A set of components joins together to mold an
organized structure in the absence of an outside direction.
• Chemical vapor deposition. Chemicals act in response to form very
pure, high-performance films.
• Nanoimprint lithography. Generating nanoscale attributes by
"stamping" or "printing" them onto a surface.
• Molecular beam epitaxy. Depositing extremely controlled thin films.
• Roll-to-roll processing. Constructing nanoscale devices on a roll of
ultrathin plastic or metal.
• Atomic layer epitaxy. Laying down one-atom-thick layers on a surface.
71 | P a g e
Distinct Features of Nanoscale

Nanotechnology involves operating at a very small dimension and it allows
scientists to make use of the exceptional optical, chemical, physical,
mechanical, and biological qualities of materials of that small scale
1. Scale at which much biology occurs
2. Scale at which quantum effects dominate properties of materials
3. Nanoscale materials have far larger surface areas than similar masses
of larger-scale materials.
Benefits and Concerns of Using Nanotechnology

There are concerns that need to be addressed before using and promoting
materials derived from nanotechnology:
• Nanotechnology is not a single technology; it may become pervasive.
• Nanotechnology seeks to develop new materials with specific
properties.
• Nanotechnology may introduce new efficiencies and paradigms which
may make some natural resources and current practices uncompetitive
or obsolete.
• It may be complicated to detect its presence unless one has the
specialist tools of nanotechnology.
72 | P a g e
APPLICATION
1. What are the factors that need to be considered before

manufacturing materials through nanotechnology?
________________________________________________________
________________________________________________________
________________________________________________________
2. What are the contributions of nanotechnology for the improvement and

sustainability of our environment?
________________________________________________________
________________________________________________________
________________________________________________________
Closure
Congratulations! You have reached the end of this lesson. You have
just learned how small nanotechnology is and its impacts on our
society. To summarize this lesson:
• Nanotechnology is an advanced interdisciplinary field that

encompasses science and technology that manufactures materials of
great help to the improvement of various areas of society.
• It is a field that needs to be explored, not only by known experts but
also neophytes, in order to advance our knowledge of science and
technology.
• Before we engage in nanotechnology, we need to take into account the
social, ethical, and environmental concerns of using such
nanomaterials.
73 | P a g e
Lesson 5
THE ASPECTS OF GENE THERAPY
Introduction
Various research laboratories have engaged in gene therapy researches but

its application is still experimental.
At the end of this lesson, the students should be able to:
Learning Outcomes
• Describe gene therapy and its various forms; and

• Assess the issue’s potential benefits and detriments to global
health.
Timeframe: Week 15
Watch Science Friction: Stem Cell Research on YouTube.com
ANALYSIS
1. What are the possible benefits of stem cell?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. What makes stem cell research controversial?
_____________________________________________________
_____________________________________________________
_____________________________________________________
74 | P a g e
ABSTRACTION
Gene Therapy is a medical

technique that uses genes in
treating or preventing diseases by
replacing defective genes with healthy ones.
The Basic Process

Source: National Human Genome
There are several approaches to gene Research Institute
therapy. These are the following (Fliesler,

2017):
• Replacement of mutated gene that causes disease with a
healthy copy of the gene
• Inactivation of a mutated gene that is functioning improperly
• Introducing a new gene into the body to help fight a disease
Source: National Institutes of Health
A gene cannot be directly inserted into a human gene or cell. It is inserted into
another gene using a carrier or vector.
75 | P a g e
Two Types of Gene Therapy

• Somatic gene therapy involves the manipulation of genes in cells that
will be helpful to the patient but not inherited to the next generation.
• Germ-line gene therapy involves the genetic modification of germ
cells or the origin cells that will pass the change on to the next
generation.
Germline Vs. Somatic Gene Therapy. Image created by Sonya Frazier. Source:
https://the-gist.org/2019/05/embryo-gene-editing-changing-life-as-we-know-it/
Stem Cell Gene Therapy
Stem Cells
• Are mother cells that have the potential to become any type of cell in
the body
• Have the ability to self-renew or multiply while maintaining the potential
to develop into other types of cells
• Can become cells of the blood, heart, bones, skin, muscles, brain,
among others
• Are derived from different sources, two of which are:
76 | P a g e
- The embryonic stem cells, derived from a four- or five-day-old

human embryo that is in the blastocyst phase of development
- The somatic stem cells, cells that exist throughout the body after
embryonic development and are found inside of different types
of tissue
The Bioethics of Gene Therapy

There are ethical issues involved in gene therapy. Some of the inquiries cited
are (Genetics Home Reference, 2017):
1. How can “good” and “bad” uses of gene therapy be distinguished?
2. Who decides which traits are normal and which constitute a disability or
disorder?
3. Will the high costs of gene therapy make it available only to the
wealthy?
4. Could the widespread use of gene therapy make society less accepting
of people who are different?
5. Should people be allowed to use gene therapy to enhance basic
human traits such as height, intelligence, or athletic ability?
APPLICATION
1. Would you subject yourself to gene therapy without its 100%

assurance of effectiveness or future negative side effects?
_____________________________________________________
_____________________________________________________
2. Should gene therapy be limited to medical concerns only or could it be
used for aesthetic purposes?
_____________________________________________________
_____________________________________________________
Closure
Congratulations! You have now reached the end of this lesson. To

summarize this lesson:
77 | P a g e
• Gene therapy is a method that may treat or cure genetic-related human

illnesses.
• There are two forms of gene therapy: somatic gene therapy and
germline gene therapy.
• There are many ethical issues on gene therapy. Some of these issues
are about questions on whose authority or power to decide which
human traits should be altered.
Lesson 6
CLIMATE CHANGE AND THE ENERGY CRISIS
Introduction
The earth is experiencing changes in average temperature, shifts in the

seasons and an increasing frequency of extreme weather events and other
climate change impacts.
Learning Outcomes
 Define what is Climate Change;

 Present evidences on climate change
 Identify the causes of climate change
 Assess the various impacts of climate change including economic,
geopolitical, biological, meteorological, etc.
 Apply STS concepts to the issue of climate change
Do a research on why most of the typhoons in the Philippines are

derived from women’s names.
78 | P a g e
ANALYSIS
List 10 of the most destructive typhoons in the Philippines.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ABSTRACTION
What is Climate Change?

• a long-term shift of
Earth’s average weather
patterns
• frequently and interchangeably
used with global warming – a
Image courtesy of National Park Service
continuing temperature increase Source:
https://www.colorado.edu/ecenter/energyclimate-
of Earth’s climate due to human justice/general-energy-climate-info/climate-
change
activities
Causes of Climate Change

• The causes of climate change could be natural or by human activities:
Volcanic Eruptions
 When volcanoes erupt, it emits
different natural aerosols like carbon
dioxide, sulfur dioxides, salt crystals,
volcanic ashes or dust, and
even microorganisms like Source: https://www.scientificamerican.com/article/get-
ready-for-more-volcanic-eruptions-as-the-planet-warms/
bacteria and viruses;
 Can cause a cooling effect to the lithosphere because its emitted
aerosol can block a certain percentage of solar radiation;
 Volcanoes located near the equator are more likely to cause global
cooling because of the wind pattern.
79 | P a g e
 Volcanoes located near to north or south poles are less likely to cause
cooling
Orbital Changes
 Earth’s orbit can also cause climate
change, this was proposed by the
Milankovitch theory
 As the Earth travels through space around
the Sun, cyclical variations in three
Source:
elements of Earth-Sun geometry combine https://www.everythingselectric.com/orbit/
to produce variations in the amount of
solar energy that reaches Earth
 The three elements that have cyclic variations are:
• Eccentricity is a term used to describe the shape of Earth's orbit
around the Sun.
• Obliquity is the variation of the tilt of Earth's axis away from the orbital
plane.
• Precession is the change in orientation of Earth's rotational axis.
Human Activities
 The largest known contribution comes from the burning of fossil fuels,
which releases carbon dioxide gas to the atmosphere;
Source: https://education.seattlepi.com/effe http://greenspirits.in/environment/14-

https://sciencing.com/human- ct-human-activities-environment- shocking-images-impact-on-earth/
activities-affect-ecosystem-9189.html 3653.html
 Human activities result in emissions of four principal greenhouse gases:

 Deforestation releases carbon dioxide and reduces its uptake by
plants;
80 | P a g e
 High methane emission is related to agriculture, natural gas

distribution, and landfills;
 High nitrous oxide is also emitted by human activities such as
fertilizer use and fossil fuel burning;
 Halocarbons released by human activities destroy ozone in the
stratosphere and have caused the ozone hole over Antarctica.
Evidences of Climate Change

• Global temperature rise
• Warming ocean
• Shrinking ice sheets
• Glacial retreat
• Decreased snow cover
• Rise of sea level Left: Shrinking ice sheets. Right: Decreased snow cover
Source: https://climate.nasa.gov/evidence/
• Declining Arctic Sea ice
• Extreme Events
• Ocean Acidification
Residents on rooftops as typhoon Ullyses hits Luzon Sea levels are rising and will continue to rise for
Source: https://news.abs- centuries to come according to the IPCC's Special
cbn.com/news/11/12/20/residents-on-rooftops-as- Report on the Ocean and Cryosphere. Source:
typhoon-ulysses-batters-luzon https://www.nrdc.org/experts/rob-moore/new-ipcc-
report-sea-level-rise-challenges-are-growing
Effects of Climate Change on Society

 It directly affects the basic elements of people’s lives like water, food,
health, use of land, and the environment.
 Declining crop yields due to drought, especially in Africa, are likely to
leave hundreds of millions without the ability to produce or purchase
sufficient food.
81 | P a g e
 It will increase worldwide deaths from malnutrition and heat stress.

 Ecosystems will be particularly vulnerable to climate change.
 Ocean edification will have major effects on marine ecosystems, with
possible adverse consequences on fish stocks.
 Melting or collapse of ice sheets would raise sea levels
 It will increase flood risks during the wet season and it will strongly
reduce dry-season water supplies.
APPLICATION
1. Can climate change be prevented?
_____________________________________________________
_____________________________________________________
2. As a student, what significant contribution can you make in response to

climate change using the core values of USEP – Unity, Stewardship,
Excellence and Professionalism?
_____________________________________________________
_____________________________________________________
Closure
Congratulations! You have now reached the end of this lesson. To

summarize this lesson:
• Climate change is referred to as statistically significant climate variation
persisting for an extended period of time.
• The continuous climate change could bring drastic effects to living and
nonliving forms on Earth.
• Climate change is brought by several factors like natural processes
and persistent human activities.
• Global warming threatens all life forms on Earth. It has drastic effects
on water availability, food source, health issues, land use, and
ecosystem.
82 | P a g e
Module Summary
This module entitled “Specific Issues in Science, Technology, and
Society” covered the last part of the course pack in Science, Technology, and
Society (STS). This last module explored specific issues such as information
age, biodiversity, genetically modified organisms, nano world, gene therapy,
and climate change.
Module Assessment
Answer the following questions. Cite your sources.
1. Give at least one application of computers in science and research.

2. Explain one type of biodiversity.
3. Cite three advantages and disadvantages of genetically modified
organisms.
4. Explain the two fundamental approaches to nanomanufacturing.
5. Explain the two types of gene therapy.
6. Enumerate three causes of climate change.
83 | P a g e
COURSE SUMMARY
The course was organized to deal with the interaction between science
and technology and social, cultural, political, and economic contexts. This
interdisciplinary course was designed to engage students to confront the
realities brought about by science and technology in society.
The lessons in the module were designed for the learners to explain
how science and technology affect society and the environment and its role in
nation-building, illustrate the human condition in order to deeply reflect and
express philosophical ramifications that are meaningful to the student as part
of society, investigate the impact of social media on the students’ life and
Philippine society in general, and appreciate the complexity of the human
condition.
84 | P a g e
References
Caoli, Olivia. “A History of Science and Technology of the Philippines,” (1986) in Analysis of
Conditions for National Scientific and Technological Self-Reliance: The Philippine
Situation, Quezon City: University of the Philippines.
Dayrit, Fabian. (2011) “Sustainable Development: An Evolving Paradigm for the 21st
Century,” in Stellar Origins, Human Ways: Readings in Science, Technology, and
Society, ed. Ma. Assunta Cuyegkeng, Quezon City: Ateneo de Manila University Press.
Gripaldo, Rolando. (2009) “The Concepts of the Public Good: A View from the Filipino
Philosopher” in The Making of a Filipino Philosopher and Other Essays, pp. 82-100,
National Bookstore.
Heidegger, Martin. (1982) The Question Concerning Technology and Other Essays,
HarperCollins.
Maboloc, Christopher Ryan.(2010) “Eudaimonia and Human Flourishing” in Ethics and

Human Dignity, 15-23, Rex Bookstore.
McNamara, Daniel J.(2011) in “A Return to the Beginning,” in Stellar Origins, Human Ways:
Readings in Science, Technology, and Society, ed. Ma. Assunta Cuyegkeng, Quezon
City: Ateneo de Manila University Press.
Rodriguez, Socorro M.(1996) “Philippine Science and Technology: Economic, Political and
Social Events Shaping Their Development”.
Serafica, J.J, Pawilen, G. T. Caslib, B.N. Jr., and Alata, E.P. (2018) Science, Technology, and
Society. Rex Bookstore, Manila, Philippines.
Von Baeyer, Hans Christian,(2005) Information: The New Language of Science, Harvard
University Press.
Suggested Readings
Article: “Environmental Impacts of Nanotechnology and Its Products” (Zhang et. Al

Proceedings of the 2011 Midwest Section Conference of the American Society for
Engineering Education, 2011)
Government Documents: 1. NEDA. National Development Agenda; Regional Agenda
http://www.dbm.gov.ph/wp-
content/uploads/GAA/GAA2015/GAA%202015%20Volume%20I/NEDA/NEDA.pdf.
http://www.dbm.gov.ph/wp-content/OPCCB/OPIF_2007/neda3.pdf Kuhn, Structure of

Scientific Revolution.
http://projektintegracija.pravo.hr/_download/repository/Kuhn_Structure_of_Scientific_Revoluti
ons.pdf.
Physics of the Future: How science will shape human destiny and our daily lives by the year
2100 (MichioKaku, Doubleday, 2011).
Article: “The politics of Golden Rice” (Dubock, Adrian GM Crops & Food. Jul-Sep2014, Vol5
Issue 3 p 210-222 13p.)
85 | P a g e
Website/Videos/Film Clips
1. Film: Akiro Kurosawa’s Dreams “Village of the Watermills”

2. http://www.history.com/topics/enlightenment/videos/mankind-the-story-of -all-of-us-
scientific-revolution
3. http://news.bbc.co.uk/2/hi/technology/6432307, stm, The ethical dilemmas of robotics
4. Movie: “A I” Isaac Asimov, “I, Robot
5. Movie Clip (youtube): The Magician’s Twin: CS Lewis and the case against Scientism
6. YouTube: or Book “An inconvenient Truth: The Planetary Emergency of Global
Warming and What we can Do About It” (Al Gore)
7. Youtube: World’s Greatest Inventions (3 minutes)
8. Youtube: Science Friction: Stem Cell Research
9. TEDTalk: Susan Lim on “Transplant Cells Not Organs”
86 | P a g e

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GE 217 Science, Technology and , Society

SCIENCE, TECHNOLOGY, AND SOCIETY

Name: Restituta D. Macarayo

Name: Marilou P. Suazo

Name: John Paullette M. Viernes

For UVE concerns

Office of Students Affairs & Services

Cover page ......................................................................................................................1

Module 1 General Concepts & Historical Events in STS

Module 2 STS and the Human Condition

Module 3 Specific Issues in Science, Technology, & Society

Course Summary ..............................................................................................................84

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Premier Research University in the ASEAN.

USeP shall produce world-class graduates and relevant research and

At the end of the plan period, the University of Southeastern Philippines

1. Recognized ASEAN Research University

INSTITUTIONAL GRADUATE ATTRIBUTES

Creates and inspires positive changes in the organization; exercises

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in

Demonstrates concern for others, practices professional ethics, honesty, and

Demonstrates enthusiasm and passion for continuous personal and

Demonstrates proficiency and flexibility in the area of specialization and in

CORE VALUES OF THE UNIVERSITY

THE COURSE OVERVIEW

COURSE TITLE: GE 217 SCIENCE, TECHNOLOGY, AND SOCIETY

COURSE OUTCOMES: At the completion of the course, learners are

Learning Evidence: LE1: Reflective Journal

Assessment Activity AA3: Oral Presentation

The Course Map

General Concepts Science, Technology, Specific Issues in

Intellectual The Human The Information

Technology as a Biodiversity and

GENERAL CONCEPTS AND HISTORICAL EVENTS IN SCIENCE,

Hello dear students and welcome to Module 1 of our subject GE 217

At the completion of this module, the learner should be able to:

1. Justify ways by which society is transformed by science and

This module is structured into 3 parts:

Intellectual Revolutions That Defined Society

Activity (Let’s Get Started!)

Technology Past Latest

Analysis (Let’s Think About it!)

Abstraction (Let’s Explore!)

Some Intellectuals and their Revolutionary Ideas

He is famous for his Theory of Evolution. He published his book The

He is a famous figure in the field of psychology. He made a significant

According to Weiner (2016), his method of psychoanalysis was proven to be

Science and Technology in Ancient Times

Development of Science in Mesoamerica

Mesoamerica is defined by a mosaic of cultural traits developed and shared

Development Mayans Incas Aztecs

Sculptures and - utilized stone - told stories

- Writing system The Incas never They spoke a

The Mayans and Aztecs recorded events in a book made

Development of Science in Asia

Development of Science in the Middle East

 Muslim scientist named Ibn al-Haytham is also regarded as the Father

Development of Science in Africa

Africa is blessed with natural and mineral resources. Science also

The ancient Egyptian civilization has contributed immensely and made

Application (Let’s Do It!)

SCIENCE, TECHNOLOGY, AND NATION BUILDING

1. Recall our history in terms of science and technology. What do you