Gec-7 Sts Midterm

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UNIT
GENERAL CONCEPTS AND STS
DEVELOPMENTS
1
Through the course of mankind's history, individuals have created
many interconnected and approved ideas regarding the physical,
biological, psychological, and social universes. Those ideas have
empowered progressive ages to accomplish an undeniably exhaustive
and dependable comprehension of the human species and its condition.
The methods used to build up these thoughts are specific methods of
watching, thinking, testing, and approving. These ways speak to an
essential part of the idea of science and reflect how science will in
general contrast from different methods of knowing.
It is the association of science, mathematics, and technology that
frames the logical undertaking and that makes it so effective. Although
every one of these human ventures has a character and history of its
own, each is reliant on and strengthens the others. In like manner, the
initial three parts of proposals draw pictures of science, mathematics,
and technology that emphasize their roles in the scientific endeavor and
reveal some of the similarities and connections among them.
GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

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UNIT 1: General Concepts and STS Historical Developments PRE-TEST

MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the letter
that corresponds to your answer in the Answer Sheet provided at the end of this Pre-
test.
1. that always counts for truthfulness or correctness of a statement, using direct or
exact words to avoid misinterpretations of an observation.
a. Accuracy
b. Precision
c. Objectivity
d. Reliability
2. Being objective in science simply means that one must:
a. of
A nature consider
sciencehis values and preferences
b. have the ability to see and disregard facts as they are
c. set aside all possible subjective considerations
d. consider his wishes and expectations
3. If it requires giving exact number, measurement, or statistics, it asks for:
a. Accuracy
b. Precision
c. Objectivity
d. Reliability
4. Mr. Taala formulated an organic feed for his chickens. He wanted to try this if it will
be a good substitute to the commercial feed formulation so he planned out an
experiment and replicated it if he will get the same result. What nature of science
do you think he has in mind?
a. Verifiability
b. Predictability
c. Reliability
d. Abstractness
5. Given the situation in no. 4, Mr. Taala failed to prove that his feed formulation is
way better than the commercial one. But he is insistent that his own formulation
must be better than the commercial one. What do you think he will do or what is
the best thing that he will do?
a. change the data and pretend it favors him
b. plan out or prepare another totally different experiment and see if it will favor
him
c. change, increase or decrease some of the ingredients of his feed formulation
d. ask his friend’s formulation and follow it
6. In question 5 above, which part of the scientific method will he be working on?
a. formulating a hypothesis
b. refining hypothesis
c. designing experiment to test hypothesis
d. conduct experiment
7. The following are some key points to scientific method EXCEPT,
a. The hypothesis must be testable and falsifiable
b. An experiment should include an experimental group only. A control group is
not always necessary

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NAME:
7. The following are some key points to scientific method EXCEPT,
a. The hypothesis must be testable and falsifiable
b. Research must involve deductive and inductive reasoning
c. An experiment should include a dependent and an independent variable
d. experiment should include an experimental group only. A control group is
not always necessary
8. They were great builders, engineers and architects and one of their major
contributions is the famous and controversial Hanging Gardens.
a. Egyptian
b. Babylonian
c. Sumerian
d. Greek
9. It is an archipelago in the southeastern piece of Europe and known as the origin of
western philosophy.
a. China
b. Egypt
c. Greece
d. Rome
10. He was regarded as the greatest mathematician ever. He developed profound and
influential knowledge on mathematical physics and engineering that are widely used
in machines as well as in constructions.
a. Archimedes
b. Galileo Galilei
c. Michael Faraday
d. Albert Einstein
11. During this time, individuals were concerned about transportation and navigation,
communication and record keeping.
a. Ancient Times
b. Medieval Period
c. Modern Time
d. Present Time
12. Albert Einstein is most popular to the overall population for his mass–vitality
proportionality recipe ______.
a. E=m2c
b. E=m2m
c. E=mc2
d. E=m&m
13. The beginning of the Middle Ages was marred by massive invasions and
migrations. Wars were predominant during this time. As such great innovation was
required in the fields of the following EXCEPT:
a. weaponry
b. navigation
c. aesthetics
d. farm production.

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14. He was considered as the "father of modern physics", the "father of the scientific
method", and the "father of modern science".
a. Archimedes
b. Galileo Galilei
c. Michael Faraday
d. Albert Einstein
15. During this Technology Wave, people either become producers of consumers.
a. Agricultural Revolution
b. Industrial Revolution
c. Digital Revolution
d. Electronics or Microelectronics Revolution
16. Choose the correct pairing:
a. Information Age: standardization
b. Industrial Revolution: mass education
c. Agricultural Revolution: multiple intelligences
d. Electronic Age: customization
17. Internet and mobile phones were discovered during this time.
a. Agricultural Revolution
b. Industrial Revolution
c. Digital Revolution
d. Electronics Revolution
18. The University of the Philippines was established during this time.
a. Post- World War II
b. Spanish Time
c. American Regime
d. Japanese Regime
19. It is a Philippine invention that has a fuel cell and uses saltwater as the power
source.
a. SALt Lamp
b. e-Jeepneys
c. DIWATA 1
d. OL Trap
20. What should have been done to boost science and technology in the Philippines?
a. Concentrate development at mega cities like Manila and Cebu
b. Align education, science and economic policies
c. Strengthen export and import
d. Increase the number of science graduates

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Nature of Science LESSON 1

(6 HOURS)
LEARNING OUTCOMES
• Obtain data by visual observations,

• Define science,
UNIT 1: GENERAL CONCEPTS AND STS HISTORICAL

• Enumerate and explain the nature of science, and
• Apply the scientific method to explain a simple
phenomenon
INTRODUCTION
Science makes it necessary that we become conscious,
DEVELOPMENTS
observant and inquisitive of the natural world. When we investigate it,
we have to do it in light of the existing body of information which was
gathered through scientific investigation.
Scientists may ask testable questions for conducting a
scientific inquiry. They are making systematic observations and
gathering relevant data carefully to address those questions. They
then use logical reasoning and some creativity to formulate theories
and explanations. Finally, scientists are planning and performing
experiments on the basic principle of their observations.
Science is broad. Thus, it is divided into different classifications
and fields. We have learned that since kindergarten that it is a
systematized body of knowledge obtained from careful investigation
and experimentation. But how we will know that our observations are
valid? That the experiment we perform is reliable and acceptable? In
this lesson, we will again revisit the nature or characteristics of science.

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Nature of Science UNIT

LESSON 1
1
• Let's Look Back

Spot the Difference. Take a good look at the photos below. Spot the 10 differences
between them. Encircle your answers in the picture at the right.
Pictionary. Now, look at the picture below. Write 10 of your observations. From your
observations, compose a one-sentence description that summarizes what is
happening in the picture
1______________________________
2._____________________________
3._____________________________
4._____________________________
5._____________________________
6._____________________________
7._____________________________
8._____________________________
9._____________________________
10.____________________________

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UNIT
LESSON
Nature of Science 1
1
• Let's Analyze and Prepare

Relate It. Based on your experiences in the last two (2) activities, share your
observations as you completed the tasks.
1. Did you find it hard to spot the difference? Why?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What senses did you use to spot the difference between the given flowers?
How?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. In the Pictionary activity, who do you think is in the picture? Why do you think
so?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
You have probably had a hard time spotting the difference between the two
photos above. Well, obviously, that is because they look entirely the same at one quick
glance. But being a keen observer is one characteristic a scientist must have. It doesn’t
only involve the sense of sight but also, as much as possible, other senses as well. With
all senses involved, it is highly likely that you will be able to find the answers to the
questions you have in mind.
These experiences you have shared from our previous activities characterize
the steps in conducting scientific investigation.
Now let’s talk about it!!

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UNIT
LESSON
Nature of Science 1
1
• Let's Discover
What is Science?
Science is a way of organizing what we already
know and learning more by experiments. It is a
system of acquiring knowledge about the universe
through empirical observation.
According to the famous Chemist Dmitri Mendelev

(1901), “It is the function of science to discover the
existence of a general reign of order in nature and
to find the causes governing this order. And this
refers in equal measure to the relations of man
(social and political) and to the entire universe as a
whole…”
“Science is founded on uncertainty. Each

time we learn something new and surprising, the
astonishment comes with the realization that we
were wrong before… In truth, whenever we discover
a new fact it involves the elimination of old ones”,
Lewis Thomas, Physician and Educator (1980).
Let’s make the definition simple by looking at this diagram
SCIENCE
NATURAL SCIENCE SOCIAL SCIENCES
SOCIOLOGY ECONOMICS

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UNIT
Nature of Science 1
LESSON
1
Science is a systematized body of knowledge and is broadly classified into two

categories, the Natural and the Social Sciences. All the branches of science are
interrelated. One may have either big or small association with the other. Thus, all of
its branches play a great role in the development of Science, Technology and the
Society in general.
To further enhance your understanding of science and its concepts, let us learn
the nine (9) Characteristics of Good Science.
1. Objectivity
Scientific knowledge is objective. Objectivity conveys the idea that the methods and
results of science is not based on one’s own beliefs and wishes, preferences and
values. That is, to be objective, one must set aside all possible subjective
considerations.
2. Verifiability
Scientific knowledge is based on verifiable evidence that is concrete and factual
observations. Science relies on data from the senses, i.e. data obtained by our senses
— eye, ear, nose, tongue and touch. Scientific knowledge is based on verifiable
evidence (concrete empirical observations) so that the same phenomenon can be
observed, measured or assessed by other observers and accuracy tested.
3. Ethical Neutrality
Science is neutral on ethics. It is merely finding information. Societal principles
decide how the information is to be used. You may bring information to various uses.
Atomic awareness may be used to treat illnesses or to conduct atomic warfare.
Ethical neutrality does not really mean a scientist doesn't have values. It here only
means that he must not allow his values to distort his research's design and conduct.
Scientific knowledge is therefore worth-neutral, or value-free.
4. Systematic Exploration
A good scientific research follows a step-by-step process from the collection to the
analysis of data. It is already planned or designed before the conduct of the study.
(More of this will be discussed in the next topic.)
5. Reliability
Scientific knowledge if done repeatedly in the same manner and circumstance must
produce the same results for it to be reliable.

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UNIT
Nature of Science 1
LESSON
1
6. Precision
Scientific knowledge is precise. It requires giving exact number, measurement, or
statistics. Contrary with literary pieces, that is vague, flowery or poetic.
7. Accuracy
Scientific knowledge is accurate. It always counts for truthfulness or correctness
of a statement, using direct or exact words to avoid misinterpretations of an
observation.
8. Abstractness
Science proceeds on a plane of abstraction. A general scientific principle is highly
abstract. It is not interested in giving a realistic picture.
9. Predictability
Overtime, scientists developed the ability to not only describe the phenomena
being studied, but also attempt to explain and predict as well. In social sciences,
it is typical that they have a far lower predictability compared to natural sciences.
Maybe because social sciences are complex, ever changing and that controls
are inapplicable in the subject matter.
After a long discussion on the concepts of science there is another way in which
scientists and researchers use a systematic approach to answer questions about the
world around us.
Let’s find out more about what constitutes a good scientific investigation.
Are you ready??
What is Scientific Investigation?
Scientific Investigation is a method to find the

answers to a question using the scientific methods.

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UNIT
Nature of Science 1
LESSON
1
In turn, the scientific method is a systematic

process that involves using measurable
observations to formulate, test or modify a
hypothesis.
Finally, a hypothesis is a possible theory, based

on experience or study, for any
observed phenomenon.
After having an idea about scientific investigation, let’s try to learn more about scientific
methods.
Scientific Method
Scientific research is always made possible because scientists seek to
understand the natural world. Oftentimes, it begins with a question followed by the
desire to answer the question. Thus, scientific method is employed. It is a mathematical
and experimental technique used in the construction and testing of scientific hypothesis.
It follows a step-by-step process to arrive to a final conclusion. Your knowledge of the
nature and characteristics of science is indeed a big help in conducting a research.
The steps of the scientific method:
1. Make an observation.
2. Formulate questions about your observation and gather
information.
3. Develop a hypothesis -- an educated guess or a tentative
explanation of what you have observed. Then make
predictions based on your formulated hypothesis.
4. Test the hypothesis and predictions through an
experiment or conduct a survey that can answer the
questions you have formulated. Make sure that it can be
reproduced.
5. Analyze the data and draw conclusions; accept or reject
the hypothesis or modify the hypothesis if necessary.
6. Reproduce the experiment until there are no
discrepancies between observations and theory.
Replication of methods and results is an essential part of
scientific method.

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UNIT
LESSON
Nature of Science 1
1
Some key points to the scientific method:

• The hypothesis must be testable and falsifiable, according to North Carolina
State University. Falsifiable means that there must be a possible negative answer
to the hypothesis.
• Research must involve deductive and inductive reasoning. Deductive reasoning
is the process of using true premises to reach a logical true conclusion while
inductive reasoning takes the opposite approach.
• An experiment should include a dependent variable (which does not change) and
an independent variable (which does change).
• An experiment should include an experimental group and a control group. The
control group is what the experimental group is compared against.
Though it is not always a success, the ability to have tried to answer an interesting
question and performed the whole process is also rewarding. After all, we can always go
back, reevaluate, and modify some variables or the methodology itself and repeat the
process.

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UNIT
LESSON
Nature of Science 1
1
• Let's Do It.
Be Sure You Know Its Nature. Identify the nature of science that the statement on
the left is trying to convey. Write your answer on the right column. The first one is
done for you as an example.
1. A student researcher expected that 1. What did the researcher exhibit?

there is a positive result in the Answer: Objectivity.
experiment she is conducting. But the
result was negative. Following good Explanation. The reported result was
scientific practice, she reported the based on the result of science/experiment
negative result even if it disappointed and not on the expectation of the
her. researcher.
2. The mother told the doctor that her 2. What does the doctor require?
son is burning with very high fever. Answer: _________.
The doctor let the mother calm down
and ask the nurse to take the vital Explanation: Science requires giving of
signs especially the temperature. exact number or measurement.
3. The laboratory analyst follows the 3. The analyst follows the SOP because
standard operating procedure (SOP) good science requires _____.
when performing a sample analysis. It
is important he follows all the steps. Answer: Systematic Exploration
Explanation: A good scientific research
follows a step-by-step process.
4. The 4th Year BSA 1B students did 4. What characteristic does their result
the methodology of their thesis thrice. exhibit?
They have done these using the same Answer:__________
methodologies, variables and all
under the same circumstances. They Explanation: ____________________
get the same result each time.
5. The crime investigator thoroughly 5. What did the investigator ensure?
investigated the witness to get the Answer: Accuracy
correct description of the suspect. He Explanation: Scientific knowledge is
also made sure that he uses direct accurate. It always counts for truthfulness
and exact words. or correctness of a statement, using direct
or exact words to avoid misinterpretations
of an observation.
6. If we increase the amount of This shows that our knowledge of science

vitamins and minerals in our feed enables us to determine or _________
preparation no. 2, it is more likely that what will happen.
our chickens will be much heavier and
healthier compared with the group of Answer: ____________
chickens that will be fed with the feed
preparation no. 1 with less amount of
vitamins and minerals.

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UNIT
Nature of Science 1
LESSON
1
• Let's Try Some More

Systematic Guess. Mr. Taala engaged into a poultry business for almost 2 years
already. During this pandemic, he noticed that the eggs produced by his chickens
dropped. Before, his chickens produced an average of 80 eggs per day but lately it
hardy hit 50 eggs. The reason for the happening may be explained using a scientific
method. Below is a diagram illustrating the use of the method for hypothesis.
Make your own hypothesis (hypothesis 2) and use the scientific method to
draw another conclusion. Your conclusion may or may not explain the reason why the
chickens lay fewer eggs. Use boxes to illustrate the method in the same manner as
the diagram above.

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UNIT
LESSON
Nature of Science 1
1
• Let's Have Your Turn

Design an Experiment. On the other hand, a good scientific research follows a
research procedure, which is mathematical and experimental technique used in the
construction and test of the scientific hypothesis. With this knowledge, think of an
experiment and do scientific observation following the steps of the scientific method to
come up with a conclusion.

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UNIT
t Nature of Science 1
LESSON
1
• Let's Sum It Up
Nature of Science. Science is a system of knowledge covering general truths or the
operation of general laws especially as obtained and tested through scientific method.
It is broadly classified into two categories, the Natural and the Social Sciences. Under
it are the different branches which are interrelated with each other.
There are nine (9) nature of science one must be knowledgeable of before
doing a scientific research. List down the nature and characteristics of science that you
learn from this lesson.
Nature ofNN Science

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UNIT
Nature of Science 1
LESSON
1
• Let's Sum It Up.

Stop Traveling. Start Searching. Find and circle the 9 Nature of Science. Words may
appear backwards, horizontally, vertically or diagonally in the grid.
WORD HUNT
Y T I L I B A T C I D E R P P
O C A D R O T A N Y K S R U Y
B B P R E C I S I O N T I N T
J A E U L O B J E C T E S T I
E A X C I C C Y N E U T R A L
C J P X A C X T M O M H A I I
T E L H B E I E X L O N S V B
I S O Y I N S T L O G O B E A
V O O C L L Y R A G F L E N I
I A E A I C S M Z M I O S F F
T T O R T I T C B M E G I O I
Y I Q U Y H E O N E T T L F R
D O K C O T N E U T R A S R E
T N C C L E Y O K O G H Y Y V
V E R A B S T R A C T N E S S

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UNIT
Nature of Science 1
LESSON
1
• Let's Extend and Link
Please check the link below to learn more about scientific investigations and to further
enhance your skills and abilities in doing and writing research.
https://study.com/academy/lesson/what-is-scientific-investigation-definition-steps-
examples.html
http://ww.youtube.com/watch?v=SMGRe824kak

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UNIT
Nature of Science 1
LESSON
1
• Bibliography
McNamara, D. J., Valverde, V. M. & Beleno, R. III (2018). Science, Technology, And
Society, C & E Publishing, Inc.
2019 Retrieved from https://sciencewithd.blogspot.com/2019/02/branches-of-
science.html
Retrieved from https://www.famousscientists.org/what-is-science-
quotes/#:~:text=%E2%80%9CIt%20is%20the%20function%20of,1901
Retrieved from https://courses.lumenlearning.com/sanjac-earthscience/chapter/the-
nature-of-science/
Retrieved from https://www.yourarticlelibrary.com/science/top-9-main-characteristics-
of-science-explained/35060
Retrieved from https://www.britannica.com/science/scientific-method
Retrieved from https://www.livescience.com/20896-science-scientific-method.html

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-=,.
Historical Antecedents & Great
Scientists of the World LESSON 2
(6 HOURS)
LEARNING OUTCOMES
• Identify greatest inventors and inventions of the past

civilizations

• Identify the inventions and discoveries that paved way to
the discoveries of the present generation
• Write about the life or invention of one great scientist
INTRODUCTION
Science and technology play significant roles in people’s daily

existence. They make difficult and complicated undertakings simpler
and permit individuals to accomplish more with so little exertion and
DEVELOPMENTS
time. The advancements in this field are not only the results of
individuals' creative mind or one-time manner of thinking; they are
additionally realized continuous upgrades to before works from various
timespans. The driving force behind this continuous progress is the
desire to raise the quality of life of the people.
It is with no doubt that the inventions of the present time are
great and remarkable. There are a lot of things in the market available
for us that help us do activities in our homes, offices and everywhere
we go. They lessen the burdens in doing our daily routines -- may it
be a washing machine to help us do our laundry, an electric oven to
help us cook our food or even our gadgets and television to entertain
us. These, and a lot more are the inventions of the present time that
perhaps we can’t live without now. But what or who really influenced
the inventors of these things? Do they have some sort of motivation or
inspiration to do it? Let’s take a look back at the inventions and
inventors of the past that paved the way to the discoveries of the
present time.

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Historical Antecedents & Great Scientists UNIT

1
LESSON of the World
2
• Let's Look Back

Sort Old Stuffs. List down at least 5 things in your homes which you think already
existed before you were born. Write them to complete the table below.
THINGS PURPOSE YEAR ACQUIRED IS IT STILL IN

WORKING
CONDITION
1.
2.
3.
4.
5.

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Historical Antecedents & Great UNIT

LESSON Scientists of the World 1
2

Link to the Past. Look at the items you listed in the previous activity. Are there
upgraded versions of them in the present time? Make another list that link past
technology to the present.
Past Technology Present/ Upgraded Version

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Scientists of the World 1
LESSON
2
• Let's Discover
Science produces knowledge through validated systematic processes of
inquiry. Technology translates this knowledge into machines, tools, designs, methods
and processes that are used by human beings in practical ways (Contreras et al.,
2018). It is one of the characteristics of human being to always look for something
great. Something that will make life easier or raise the quality of life. People resort to
innovations and some to inventions. Looking back from the past, we will learn and
discover their inventions and somehow agree that theirs paved way to the discoveries
of the present.
Ancient Times
In the ancient times, individuals were concerned about transportation and navigation,
communication and record keeping, large scale manufacturing, security and insurance
or protection as well as medical issues, aesthetics and architectural designs.
Transportation was very important during that time since individuals were attempting
to end up in a good place and discover new horizons. They also traveled to look for
food and discover better areas for their settlements. They likewise ventured out to
exchange their excess products for things that they needed. Navigation helped them
in their journeys to unfamiliar and strange areas in the world. It allowed them to return
home after they found new places or finished a significant trade with another group of
individuals.
Communication was also significant in their undertakings to find and possess new
places. They required an approach to talk or communicate with the locals of the areas
they visited in order to trade or maintain peace. Record keeping was likewise significant
to record travel, commercial activities, history and culture. The increase in size and
number of countries indicated expanded interest for food and other fundamental
necessities. This condition likewise necessitated the invention of ways to get and
deliver food with less time and effort.
Weapons and armors were significant also in the discovery of new places or the
establishment of new alliances with different clans or tribes. During those times, there
was consistently a risk of conflict when individuals met others with various societies,
cultures and orientations. Conflicts were usual particularly if different groups struggled
to control vital resources. Stronger countries tended to invade weaker ones so they
could take necessary resources. The improvement of weapons and armors for security
and protection was considered as a significant accomplishment.

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2
Sumerian Civilization
Sumeria is located on the southernmost tip of ancient Mesopotamia. Sumerians
are known for their serious extent of collaboration with each other and their craving for
great things. They are not contented with the essential things that life can offer. Thus,
this longing pushed them to create numerous things associated with science and
innovation.
They are also known for their high degree of cooperation with one another
that leads them to develop the following:
Cuneiform- first writing system that

utilizes word pictures and triangular
symbols which are carved on clay using
wedge instruments and then left to dry
khanacademy
Uruk City- considered as the first true

city in the worldthey were able to build
the city using only mud or clay from the
river which they mixed with reeds,
producing sun-baked bricks
https://www.researchgate.net
The Great Ziggurat of Ur- also called

the mountain of God.
• served as the sacred place of
their chief god where only their
priests were allowed to enter
• the temple showcases not only
the elaborate and intricate
Sumerian architecture but also
the remarkable technology used
https://www.crystalinks.com/uruk.html
to build it.

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LESSON
2
Irrigation and Dikes- the demand for

food increased as the population
increased so the Sumerians created
dikes and irrigation canals to bring water
to farmlands and at the same time control
the flooding of the rivers;
• through this, the Sumerians were able
to enjoy year-long farming and
harvesting which increased their food
production
shorturl.at/eiEV5
Sail boats- Some sources attribute the

invention of sailboats to the Sumerian
to meet their growing demands. Sailboat
were important for transportation and
trading as well as foresting culture,
information, and technology
shorturl.at/houAF
The Plow- Another Mesopotamian-
invented farm technology is the Plow.
Human beings have evolved from being.
Food gatherers into farmers. With tool,
farmers could grow larger parcels of land
more quickly, allowing them to mass-
produce food without taking too much
time and effort.
shorturl.at/iuBCG
Wheel- The first wheel was not made for
transport but for agricultural work and
food processing. Mass production was
facilitated with the use of the wheel and
axle. Farmers managed to mill grains in
less time with less effort.
Wheelshorturl.at/aQR02

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LESSON
2
Roads-The Sumerian built the first roads

so as to facilitate quicker and easier travel.
With this job, traffic flows became quicker
And more coordinated. Road innovation
was very useful particularly during the rainy
season.
shorturl.at/nzNS4
Babylonian Civilization
The Babylonian Civilization emerged near the Tigris and Euphrates Rivers,
located in the Southwestern Asia. The Babylonians were great builders, engineers
and architects. One of their major contributions is the famous and controversial
Hanging Gardens of Babylon.
The Hanging Gardens of Babylon-

legends says that it was built for Queen
Amytis, wife of the great Babylonian
King Nebuchanezzar II
• its location is unknown and since time
immemorial, people have been
debating about the existence of the said
mystical place
• many believed that it was just the
product of the creative imagination of
the great King because it lacked
documentation or archaeological
evidence
• on another note, if it really existed, it
must have been destroyed by war,
erosion or an earthquake
• whether it is true or not, one can still be
amazed of the famous Hanging
Gardens of Babylon from the stories of
historians and paintings that depict the
place shorturl.at/xAH16

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2
Egyptian Civilization
Egyptians are the individuals occupying the nation of Egypt. Egyptian’s
personality is intently attached to geology. The populace is amassed in the lower Nile
Valley, a little segment of cultivable land extending from the First Cataract to the
Mediterranean and encased by desert both toward the east and toward the west. This
extraordinary geology has been the premise of the improvement of Egyptian culture
since artifact. It is undeniable that the engineering feats of the Egyptian are truly
exceptional especially those established by pharaohs. Aside from the famous pyramid,
they also have contributed other practical things that the world now considers as
essential.
Paper or Papyrus- they were not the

first to develop a system of writing but
they make writing easier for the world
• they make used of the clay tablets but
they had a hard time keeping and
transporting it as it is fragile, heavy
and delicate to handle
• thus they were able to invent paper or
papyrus from the plant Papyrus near
the Nile River; it was way lighter and
thinner than the clay tablets so it was
easy to carry and store https://bit.ly/3lF6RxV
Hieroglyphics- a system of writing using

symbols
https://bit.ly/2YVU7t6
Water Clock/Clepsydra- this device
utilizes gravity that affects the flow of
water from one vessel to the other. The
water clock was widely used as a
timekeeping device during the ancient
times
https://bit.ly/31P0dx9

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LESSON
2
Cosmetics- Egyptian believed that the

person wewaring make up was protected
from evil and that beauty was a sign of
holiness. At present, the cosmetic
industry is a booming multibillion
industry.
https://bit.ly/3lzrOKy
Wigs- Another cosmetic inventiin of
ancient Egyptian is the wig. Wigs are
used to enhance the appearance of
people and worn for health and wellness
rather than for aesthetic purposes. The
wigs were used to protect the shaved
heads of the wealthy Egyptians from
harmful rays of the sun.
https://bit.ly/3bhNGFC
Greek Civilization
Greece is an archipelago in the southeastern piece of Europe. Known as the
origin of western philosophy, a portion of the accomplishments of the Greeks include in
depth works on theory and mathematics. More than stadiums, coliseums and the
Olympics, The Greek developments has contributed a lot to the world particularly in the
fields of science and technology
Alarm Clock- used large complicated
mechanisms to time the alarm
• made use of water or sometimes small
stones or sand that dropped into drums
which sounded the alarm
• it was believed that Plato have utilized
this alarm clock to signal the start of his
lecture
• his version used four water vessels
lined up vertically
• the upper vessel supplied the water
which dropped to the vessel below it
which was set to be filled in a given
https://bit.ly/35TfL5F
time.

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2
Water Mill- commonly used in

agricultural processes like milling of
grains which is a necessary form of food
processing during that time
• considered better than mills powered
by farm animals because they
required less effort and time to operate
since the farmer did not have to raise
animals instead they only required
access to rivers or flowing water where
a mechanism of a large wheel with
small buckets of water attached to it
could be installed. https://bit.ly/3hLxUFo
Roman Civilization
When it comes to political and societal entity, the Roman Empire was perceived
to be the strongest in the west. During that period, it was considered to be the cradle
of politics and governance that is why other civilizations looked up to it as their model
in terms of legislation and codified laws. But not only in politics that they excel, there
are a lot more discoveries and inventions known to them that give credit to the Roman
Empire
Newspaper Bound Books/Codex
Roman Architecture Roman Numerals

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2
Chinese Civilization
China is located in the far east of Asia. Their civilization is considered to be the
oldest in Asia. Though not a great amount was written about their early civilization, one
cannot belittle their significant contributions to the world.
Silk- Silk is a thin yet sturdy fiber,

developed by silkworms when they make
their coconuts. It can be woven into a
smooth very soft textile. Silk cloth was
invented in ancient China, and for
thousands of years has played an
significant role in their culture and
economy.
Tea Production
Dried leaves from a nearby bush plunged
into the boiling water, infusing a brown
powder into the water. The Emperor was
interested in the new liquid as a scientist,
and he drank some, and found it very
refreshing. And so, legend has it that tea
was produced in 2737 BC
Great Wall of China- the China’s Great

wall is the world’s longest man-made
structure. Through Northern part of the
country, what used to be a massive
military defensive line has now become a
unique world heritage site and a symbol
of China.

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2
Gun Powder. In Chinese it is called huo

yao gunpowder, meaning flaming
medicine. Unlike paper and printing, the
gunpowder birth was quite sudden and
unexpected. It was first accidentally
invented by alchemists while attempting
to make the end of the Tang Dynasty an
elixir of immortality gunpowder was being
used in military issues.
Medieval/Middle Ages
The beginning of medieval times was marred by massive invasions and
migrations. Wars were predominant during this time. As such great innovation was
required in the fields of weaponry, navigation, mass food and farm production, and
well-being. The wars have resulted population decline, however during the latter
period, there was a significant rise in population. Exchange and commerce among
countries expanded, which brought about more prominent requests for transportation
innovation. Probably the most innovative minds originated from this period.
Printing Press- Printing press, system

through which text and images are
transmitted through ink to paper or other
media. While both mobile and paper type
first appeared in China, it was in Europe
that the first technological progress of
printing actually takes place. In a case in
Strasbourg in 1439 the earliest mention
of a printing press indicates the building
of a press for Johannes Gutenberg and
his associates.

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2
Microscope- Sometime about the year

1590, two Dutch spectacle makers,
Zaccharias Janssen and his father Hans
started experimenting with these lenses.
They put several lenses in a tube and
made a very important discovery.
With this device, people were able to
observe organisms that were normally
unseen by our naked eye. The
microscope was key in discovering new
means in preventing and curing various
illnesses. (Davidson, 2015)
Telescope- The need of nautical

inventions was high during the Middle
Ages considering the vast and empty
oceans that separated lands, ship
captains needed to see far and wide to
navigate at the sea. Telescope helps in
observation of remote objects, was a
great help for navigators during this time.
War Weapons- great development in the

weaponry technology also occurred
during this time. All sides must develop
weaponries not only as offensive tools
but also as defensive instruments.

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2
Modern Times
The Booming World population amid the nineteenth century forward requested the
more products to be created at a faster rate. People required efficient means of
transportation to exchange more products and cover bigger distance. Machines that
required animals to function must in this way be updated. Faster and simpler means to
communicate and compute ought to be created and build up associations between
among countries.
All these needs come about within the improvement of industries. In any case, due to
enormous industrialization, the modern times once more faced more complicated
issues. Food processing and medicine posed a few of the greater challenges since
health was of great concern.
In spite of being considered a developing nation, The Philippines moreover contributes
to the worldwide progression of science and innovation. It is calm remarkable to note
the ingenuity of the Filipinos despite the need within the resources. The Philippines is
known to be one of the most vulnerable countries in terms of natural calamities.
Numerous of the revelations and developments made by the Filipinos were
subsequently built from indigenous materials or made to adjust to the cruel tropical
environment
Pasteurization- the process of

heating dairy products to kill the
harmful bacteria that allows them
to spoil faster
Petroleum Refinery- was invented

because of the need to power
homes and for transportation
purposes.

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2
Calculator- Earlier version of calculator

had already developed, in modern times
it is required a faster way to compute
more complicated equations. Computing
device must also be easy to carry since
they would use on a day to day basis.
Telephone people got connected by

trade and exploration thus, they needed
a way to maintain these connections and
communicate with each other in real time
• Alexander Graham Bell developed this
and this is probably one of the post
important inventions that paved way to
the inventions of mobile phones now
Top 10 Greatest Scientists Who Changed the World

Whether directly or indirectly, the inventions of the past paved way to the inventions of
the next generations. Below are the ten greatest scientists who change the world which
was retrieved from https://bit.ly/2F8J6xR.
1. Nikola Tesla (1856-1943 AD)

(July 1856 – 7 January 1943) was a Serbian-American inventor, electrical engineer,
mechanical engineer, and futurist who is best known for his contributions to the design
of the modern alternating current (AC) electricity supply system.

P a g e | 36

UNIT
LESSON
2
2. Albert Einstein (1879-1955 AD)

(14 March 1879 – 18 April 1955) was a German-conceived hypothetical physicist who
built up the hypothesis of relativity, one of the two mainstays of current material science
(close by quantum mechanics). His work is additionally known for its impact on the way
of thinking of science. He is most popular to the overall population for his mass–vitality
proportionality recipe E = mc2, which has been named "the world's most acclaimed
equation". He got the 1921 Nobel Prize in Physics "for his administrations to
hypothetical material science, and particularly for his revelation of the law of the
photoelectric effect", a vital advance in the improvement of quantum hypothesis.
3. Sir Isaac Newton (1643-1727 AD)

(25 December 1642 – 20 March 1726/27) was an English mathematician, physicist,
space expert, scholar, and creator (portrayed in his own day as a "characteristic
savant") who is generally perceived as one of the most powerful researchers ever and
as a key figure in the logical upset.
4. Louis Pasteur (1822-1895 AD)

(December 27, 1822 – September 28, 1895) was a French scholar, microbiologist, and
scientist eminent for his disclosures of the standards of inoculation, microbial aging and
purification.
5. Marie Curie Sklodowska (1867-1934 AD)
(7 November 1867 – 4 July 1934), was a Polish and naturalized-French physicist and
scientific expert who directed spearheading research on radioactivity.
She shared the 1903 Nobel Prize in Physics with her significant other Pierre Curie and
physicist Henri Becquerel, for their spearheading work building up the hypothesis of
"radioactivity" (a term she begat). Utilizing procedures she imagined for confining
radioactive isotopes, she won the 1911 Nobel Prize in Chemistry for the disclosure of
two components, polonium and radium disclosure of two components, polonium and
radium.
Under her bearing, the world's first investigations were directed into the treatment of
neoplasms utilizing radioactive isotopes. She established the Curie Institutes in Paris
and in Warsaw, which stay significant focuses of clinical exploration today. During
World War I she created portable radiography units to give X-beam administrations to
handle emergency clinics.

P a g e | 37
• Historical Antecedents and Great UNIT

• Scientists of the World 1
LESSON
2
6. Thomas Alva Edison (1847-1931 AD)

(February 11, 1847 – October 18, 1931) was an American inventor and businessman
who has been described as America's greatest inventor. He developed many devices
in fields such as electric power generation, mass communication, sound recording, and
motion pictures. These inventions, which include the phonograph, the motion picture
camera, and early versions of the electric light bulb, have had a widespread impact on
the modern industrialized world. He was one of the first inventors to apply the principles
of organized science and teamwork to the process of invention, working with many
researchers and employees. He established the first industrial research laboratory.
7. Michael Faraday (1791-1867 AD)

(September 1791 – 25 August 1867) was an English researcher who added to the
investigation of electromagnetism and electrochemistry. His primary disclosures
incorporate the standards hidden electromagnetic enlistment, diamagnetism and
electrolysis.
As a scientific expert, Faraday found benzene, examined the clathrate hydrate of
chlorine, concocted an early type of the Bunsen burner and the arrangement of
oxidation numbers, and advocated wording, for example, "anode", "cathode", "terminal"
and "particle". Faraday at last turned into the above all else Fullerian Professor of
Chemistry at the Royal Institution, a lifetime position.
8. Galileo Galilei (1564-1642 AD)

(15 February 1564 – 8 January 1642) was an Italian astronomer, physicist and
engineer, sometimes described as a polymath, from Pisa. Galileo has been called the
"father of observational astronomy", the "father of modern physics", the "father of the
scientific method", and the "father of modern science".
Galileo studied speed and velocity, gravity and free fall, the principle of relativity, inertia,
projectile motion and also worked in applied science and technology, describing the
properties of pendulums and "hydrostatic balances", inventing the thermoscope and
various military compasses, and using the telescope for scientific observations of
celestial objects.
9. Archimedes (287-212 BC)

Born on 287 BC, Archimedes is one of the finest scientists who broke through in both
theories and practice. He was regarded as the greatest mathematician ever and
developed profound and influential knowledge on mathematical physics and
engineering that are widely used in machines as well as in constructions.

P a g e | 38

UNIT
LESSON
2
He introduced infinitesimals and laid the foundation for calculus. He gave descriptions
on the first finite geometric progression, computed areas and volumes of sphere and
parabolic segments.
He also discovered the laws of lever, density, fluid equilibrium, buoyancy in different
fields statics and hydrostatics. He is regarded as the prophet to the formal science that
was started in Ancient Greece.
10. Aristotle (384-322 BC)

Born on 384 BC Aristotle was a biologist, a zoologist, ethicist, a political scientist and
the master of rhetoric and logic. He also gave theories in physics and metaphysics. He
was a student of Plato and a tutor to Alexander the Great.
Aristotle gained knowledge in different fields with his expansive mind and prodigious
writings. However, only a fraction of his writings is preserved at present. Aristotle made
collections to the plant and animal specimens and classified them according to their
characteristics which made a standard for future work. He further gave theories on the
philosophy of science.
Aristotle also elaborated and estimated the size of earth which Plato assumed to be
globe. Aristotle explained the chain of life through his study in flora and fauna where it
turned from simple to more complex.

P a g e | 39

2
• Let's Do It
Match Inventor to Invention. Identify the inventions made by the following inventors.
Some items have been done for you.
COLUMN A COLUMN B
Robert Hooke discovered plant cells and discovered
Hooke’s Law – the law of elasticity
Benjamin Franklin discovered one of the fundamental laws
of physics – the Law of Conservation of
Electric Charge – and proved that
lightning is electricity
Archimedes
Alexander Graham Bell
Nicolaus Copernicus
Alexander Fleming
Angel Alcala
Fe Del Mundo
Antonie van Leeuwenhoek
Louis Pasteur

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2

Recall the Ages! The Ancient Times. Draw a line to match the discoveries in Column
A with the name of the civilization period as presented in Column B.
COLUMN A COLUMN B
Babylonian Civilization
Greek Civilization
Roman Civilization
Egyptian Civilization
Sumerian Civilization

P a g e | 41

2

Trending in the Past. Given the discoveries on the first column, identify who the
inventors of their discoveries and write your answer on the next column provided.
DISCOVERIES & INVENTIONS INVENTOR

P a g e | 42

2
• Let's Sum It Up
It is safe to say that the past really had something to do with our future. The inventions
of the past did pave way to the discoveries of the present. From the ancient civilization
to the medieval and modern times, most inventions tell us that indeed people of the
past also look for something and create something to make their lives better to augment
the quality of life they had. And we see it in our present life. The advancements in
science and technology are way ahead and way better from the past. The inventors
are truly aggressive when it comes to technology. But these all are undeniably the
product of the great minds of the early scientists’ theories and philosophies that maybe
somehow, ignited the minds of the present generations to do and discover more. These
all yet again boils down to one reason, to raise the quality of life of the people.
PERIOD INVENTION Possible INVENTOR

discoveries of the
present time that
you think
somehow was
linked to it
Ancient Times 1.
2.
3.
Medieval/Middle 1.
Ages
2.
3.
Modern Times 1.

P a g e | 43

2

From among the great scientists listed here and from your past knowledge, identify
one great scientist whose invention greatly changed the world. Explain how his
invention made significant changes to the way society functioned in the past or even
influenced the way we live in the present.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

P a g e | 44

2
• Bibliography
Contreras A.P., Erasga D.S., Javier R.E. Jr. (2018). Science, Technology and
Society. A Critical Approach. Mindshapers Co., Inc.
McNamara, D. J., Valverde, V. M. & Beleno, R. III (2018). Science, Technology, And
Society, C & E Publishing, Inc.
Retrieved from https://www.linkedin.com/pulse/top-10-greatest-scientists-who-
changed-world-marko-jovanovi%C4%87-m-d-
Retrieved from https://www.famousscientists.org/12-scientists-inventions/
Retrieved from https://www.famousscientists.org/popular/
Retrieved from http://theinventors.org/od/filipinoscientists/index_a.htm
Photos retrieved from google
https://www.britannica.com/technology/printing-press
https://bit.ly/2F8J6xR

P a g e | 45
Waves of Technology LESSON 3

(3 HOURS)
LEARNING OUTCOMES

Identified the waves of technology
• Characterized human life and society under different waves of
technology,
Express opinion on the issues that the Philippines face as it
transitions to the next wave of technology
INTRODUCTION
ANTECEDENTS
Human beings are in a constant search to improve how they
do daily activities. And so, humanity is always inventing and
discovering tools and processes to make life more convenient,
easier or faster. Some technological discoveries, however, do more
than help people in practical ways. They are so influential that they
become drivers in changing not only the personal but also the social,
political, and economic aspects of life for a long time. These periods
characterized by specific norms, and social, political, and economic
features are called technological waves. Waves end and begin
when new realities present new demands. The transition is always
marked with difficulties as people, businesses and governments
adjust to the challenges that change brings.
\\
Agricultural Industrial Digital

P a g e | 46
UNIT
Waves of Technology 1
LESSON
3
• Let's Look Back
The Way They Used to Be. From your previous lesson on Historical Antecedents
that shaped science, recall some inventions/services related to the following
categories:
⚫
Tools
⚫
⚫
Food
⚫
⚫
Communication/
Information ⚫
⚫
Medicine
⚫
⚫
Transportation
⚫
⚫
Infrastructure
⚫
Personal/Social ⚫
Opportunities
⚫

P a g e | 47
UNIT
LESSON
3 s

Remote Past to Present. You have listed mostly physical items in the previous
activity. Now, let’s go deeper by talking about non-tangible ideas. Three items are
listed in each category below. Arrange the items in the matrix according to your idea
of the time they existed or were preferred from Remote Past, Past to Present. Write
your answer on the corresponding column.
Remote
Remote Past Past Present
Job:
factory worker
call center agent
hunter
Education/training:
online tutorial
apprenticeship
school
Valuables:
land
online connectivity
money
Medium of exchange:
barter
credit card
cash
Leisure:
listening to radio/TV
computer games
swimming in the river

P a g e | 48
UNIT
LESSON
3 s
• Let's Discover
Technology Waves. Some technological breakthroughs in the history of man are so
influential that they changed people’s way of life. And their effect lasts for ages. These
periods of time are called technological waves. The following are three early waves,
the characteristics of each wave, the technologies that shaped their beginning, and
the demands that brought transitions from one wave to another.
Source: (Toffler & Toffler, 2018)
First Wave: Agricultural Revolution

Time 10,000 years ago (around 8000 BC)
Main activities hunting, gathering, foraging
Technology hand tools/mechanical (muscle power)
Valuables physical strength, land, age and experience
Taxation pay large portion of crops to local strongman who protects
them
Production People consume what they produce (“prosumers”). People
were generalists or are able to do many things.
Medium of goods (barter)
exchange
Information: verbal narratives
Transition Conflict for the acquisition of land, water source arose.
There was demand for better tools.
Second Wave: Industrial Revolution (due to printing press, clock and quest
for farm tools)
Time 1650 to 1750 (300 years ago) until 1914 (Chappine, 2014)
Main activities manufacturing/mass production, capitalism,
emergence of large communities and “mass” services:
libraries, hospitals, schools, banks
Technology steam/fossil fuel energy-driven, electrical
Valuables capital, money
Taxation tax in the form of money
Production People either become consumer or producer (specialists)
Medium of no more barter, but cash money
exchange
Information analog info; information was stored in analog media,
including books, photographs, and audio recordings.
Transition Need for information increased, particularly military data.
Mental power becomes more valuable than muscle power.
Result: automated manufacturing leading to loss of manual
jobs and closure of industries that could not sustain cost of
manual labor

P a g e | 49
UNIT
LESSON
3 s
Third Wave: Information or Digital Revolution (due to the invention of the

telephone)
Time Mid 20th century (1950s)
Main activities networked communities (may be remote/online),
work is not necessarily at factories, no longer time-bound
Technology digital
Valued commodity information
Taxation poses challenge
Production mass customized for individual tastes (direct interaction)
Medium of credit card instead of money
exchange
Information digital info; telephone network, computers, internet, mobile
phones
Transition Fossil fuel supply is declining. Fossil-fuel based industrial
activities are destroying the environment.
There is a demand for innovative ways to solve multiple
problems brought by technology itself.
Long Waves
The agricultural, industrial and information waves are considered long waves.
The time as to when the waves start or end is not absolute. The waves overlap during
transitions and the progress in one help the next one grow within one economic
environment.
Fourth Industrial Revolution
In the same way, nations of the world are also in different waves. Some nations
are still mainly agricultural, some are in transition from industrial to information and
some are entering the next wave, which they call the Fourth Industrial Revolution. The
last one is considered a new era starting in the 21st century when digital, biological
and physical innovations converge. It is the age of nanotechnology, 3-D printing and
bio-engineering. This is due to recent developments in the use of artificial intelligence
to develop new solutions to scientific problems.

P a g e | 50
UNIT
LESSON
3 s
Long Waves and Long Cycles

The industrial revolutions are considered long waves and offers only a general
view. It must be kept in mind that the eras may be divided into periods to better
understand how development happened in the past. Kondratieffs long cycles, named
after the Russian economists Nikolai Dmitriyevich Kondratieff (or Kondratyev, 1892–
1938), set more specification timelines.
For instance, the cycles in the modern post-agrarian economy as defined by
Kondratieff and later by Austrian economist Joseph Alois Schumpeter (1883–1950)
and their other followers were:
• the age of coal and steam (1780–1840)

• the age of railways and mass production (1840–1890),
• the second industrial revolution and the age of electricity (1890–1940)
Later theorists added a fourth wave:
• the age of electronics and microelectronics (1940–80)

The current age, which began around 1980, should be the age of information
and telecommunications (Šmihula).
The coming Fourth Industrial Revolution is expected to have major effects on
labor market and income distribution. Just like all technological waves, it will also result
to broader change in the way our society behaves.

P a g e | 51
UNIT
LESSON
3 S
• Let's Do It
Word Hunt. Inside the boxes are words associated with each revolution. Familiarize
yourself with them by finding them in the matrix. Encircle the words found.
1st Wave: Agricultural Revolution hunting hand tools land
prosumer barter verbal
P H A N D T O O L S
R P L E I T E O A M
O V E B A R T E R U
S E H U N T I N G N
U R M O N E Y L K K
M B X C L A N D A E
E A A Q U E T E L I
R L C A R T E H E N
Photo credit SHAKEEL ANWAR at
https://www.jagranjosh.com
2nd Wave: Industrial Revolution
mass production cash steam
electric money tax analog
industries automation
A I M I C A S H A D
P R O D U C T I O N
P T N U L A E E N A
S A E C A N A L O G
E X Y A R M P L M
A U T O M A T I C A
I N D U S T R I E S
E L E C T R I C P S
3rd Wave: Digital Revolution

network remote digital information
customize credit card mobile computer
D C R E D I T C A R D
I N F O R M A T I O N
G O I N E O L O N U E
I B E S M B L O T T T
T R I A O I Y L O E W
A N A L T L E S R R O
Photo credit http://hbr.org L I N K E E L E M Z R
O C U S T O M I Z E K
C O M P U T E R I T O

P a g e | 52
UNIT
LESSON
3 S

What Wave? The following are a jumble of scenarios. Help arrange them under
the different waves using the codes provided: for Agricultural, for Industrial
and for Digital. The first one has been done for you.
• people started living in cities

• people’s wealth is measured by livestock
• a person can work as a call center agent
• transport is through train powered by steam engine
• tribes should be big because members are labor force
• information is power
• people help each other do their work in the farm
• women make cloths and clothes for the family
• people started buying ready-to-wear clothes
• a person can buy a plane ticket using a debit card
• literature is handed to the next generation by retelling
• children go to school with other children
• a person becomes a carpenter by working as an assistant
• important messages are sent through telegram
1st Wave 3rd Wave

2nd Wave
(Agricultural (Digital
(Industrial
Revolution) Revolution)
Revolution)
people started living

in cities

P a g e | 53
UNIT
LESSON
3 S
• Let's have Your Turn

Profiling the Philippine Wave. In what wave is the Philippines currently in? Draw a
line connecting the question in the left column to the answer on the right column.
Then answer the question at the bottom.
Choices
Main Activities
Q: Where does majority of the work usually • farm
happen in the Philippines? • factories/offices
• online/internet
Technology
Q: What usually drives machineries in the • human power
Philippines? • fossil-fuel
• renewable fuels
Valuables
Q: What does the Philippine society value • land and livestock
nowadays? • capital/money
• digital connectivity
Taxation
Q: How do Filipinos “pay” for the services of a • by giving goods
governing authority? • by paying money
• by giving other non-tangible
means/items
Production
Q: How are the products and goods in • handmade
Philippines made? • mass produced
• mass produced but with an

option for customization
Medium of exchange
Q: What do Filipinos use to obtain goods and • goods
services? • money/cash
• credit cards
• others
Information
Q: What do most people use to communicate • verbal
and record information? • analog/written
• digital/electronic
From your answers above, which wave or waves best describe the current situation in
the Philippines? ____________________________________________________.
What problems does the Philippines face as it becomes industrialized?

P a g e | 54
UNIT
LESSON
3 S
• Let's Sum It Up
The Journey of the Waves

Periods in the history of humankind may be viewed as eras when technological
breakthroughs changed the way people behave, how businesses operate, and how
policies are made, among others. In the past, these periods are generally divided into
the Agricultural, Industrial and Digital/Information Revolutions.
From the hunting-gathering period, people organized themselves into villages
and farmed during the First Wave or the Agricultural Revolution until resources
became scarce and the need for better tools to increase productivity emerged. Thus,
a new era of mass-production started, which we call the Second Wave. While the
invention of the printing press during that time improved greatly the manner of
recording and circulating information, that process eventually became inadequate in
the face of new challenges to acquire more information to improve not only
manufacturing processes, but the nations’ capacity to face other realities such as the
2nd World War. That sets the beginning of the Third Wave. The invention of the
telephone during this wave dramatically changed the world more than ever.
When does one period end and the other begin, however, is not actually
definite. There are overlaps and events in earlier waves help propel the next. The
same may be said within one country or economy and the world at large. Countries
are progressing through the waves on their own pace and not altogether.
How do we know that we are transitioning to a new wave? There is usually
economic crisis and stagnation in technology (Šmihula, D., n.d.), stepping up the
pressure for innovations to emerge. The process of transition itself will not be easy. It
will offer both risks and opportunities. Thus, it is important for nations and mankind to
pause before taking the next step so that the risk is minimized and opportunities
pursued. In this way, the conversion becomes less painful and everybody benefits
from the progress.

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UNIT
LESSON
3 S
Scaling the Fourth Wave. Identify some issues and scenarios that people, societies
and the world could face as our society transits to the Fourth Industrial Revolution. Use
the Guide Questions in answering. The first item has been done for you as an example.
Fourth Industrial Revolution
Guide Questions Risks Opportunities
(Negative Scenario) (Positive Scenario)
Will people be employed

in the same manner now? New types of job
Some people
Will people have less jobs opportunities will
or more jobs? will lose their
jobs to robots. be available,
mostly online.
Will people enjoy better

health and have longer
years to live?
Will the poor and rich have

equal opportunities?
Will the source of fuel in

the world be enough to
support manufacturing and
transportation?
What will countries would

want to have so that it
becomes powerful? Will it
be land, a lot of money, oil
reserve, information,
cross-cutting technology?

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UNIT
LESSON
3 S
• Bibliography
Chappine, P. (2014, February 7). The Second Industrial Revolution: Timeline &
Inventions. Retrieved from Study.com: https://study.com/academy/lesson/the-
second-industrial-revolution-timeline-inventions.html
Schwab, K. (n.d.). The Fourth Industrial Revolution. Retrieved from
https://www.britannica.com/topic/The-Fourth-Industrial-Revolution-2119734 on
July 28, 2020
Šmihula, D. (n.d.). The waves of the technological innovations of the modern age and
the present crisis as the end of the wave of the informational technological
revolution.
Toffler, A., & Toffler, H. (2018). "What is the Third Wave?". Retrieved from
http://www.cbpp.uaa.alaska.edu/afef/ba635-third-wave.htm
United Nations. (2017). The impact of the technological revolution on labor markets
and income distribution.

P a g e | 57
Science, Technology and Nation

Building LESSON 4
(3 HOURS)
LEARNING OUTCOMES
• Describe how science and technology brought changes in

the Philippine society
• Identify issues that affected the development of science
and technology in the Philippines
• Arrange the timeline of the history of S&T in the
Philippines
• Creatively present the importance and contributions of
science and technology to Philippine society
INTRODUCTION
ANTECEDENTS
Science and technology developed separately in the past
with the latter being largely a product of trial and error in response
to a particular human need. In modern times, however, the
progresses of science and technology have become intimately
linked together. Furthermore, developments in science and
technology have become main influencers of progress and
industrialization among nations. “Science and technology are key
drivers to development, because technological and scientific
revolutions underpin economic advances, improvements in health
systems, education and infrastructure (Lee-Roy, 2012).”*
In the not-so-distant past, the Philippine science and
technology landscape was greatly shaped by its history as colony of
Spain and United States of America. In particular, colonial trade,
economic and educational policies as well as socio-cultural factors
affected its evolution. These influences persisted even when the
country gained its independence. Fast-forward to today, the
government continuous its efforts to encourage the pursuit of
scientific works in the Philippines by its local scientists and the taking
up of science careers by the younger generations. It finds this
necessary, in order to keep up with the demand for globalization,
and the dawn of the Fourth Industrialization.

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Science, Technology and Nation UNIT

Building 1
LESSON
4
• Let's Look Back
Fill-in-the-Pies. What words can you associate with “science,” “technology,” and
“nation building”? Write them in the circles below. Write at least 5 words inside each
circle. An example has been done for you.
NATION BUILDING
progress
SCIENCE TECHNOLOGY
research

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Building 1
LESSON
4
• Let's Analyze
S and Prepare
Changes and Prospects. Illustrate how science and technology brought and will bring
positive changes in the Philippine society by presenting past, present and future
scenarios. Use any form of creative expressions such as poetry, song, skit, drawings.
You may do so individually, by pair or as a group of not more than 5 members.

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LESSON Building 1
4
S
• Let's Discover
Science, Technology and Nation Building
The following details the history of science and technology in the Philippines
and explains the factors that influenced its development.
⚫ Before 10th century
Early Filipinos were already craftsmen capable of fashioning ornaments from
seashells and making pottery as well as iron-based products. However, competition
with China and Sarawak killed the industry.
⚫ 1st century A.D. – 15th century
By this time, Filipinos were weaving cotton, smelting iron, making pottery and
glass ornaments and were also engaged in agriculture, and boat building. They also
have existing trade relations. However, due to lack of writing system, science and
technology among pre-colonized Filipinos did not flourish.
⚫ 15th century
When the Spanish arrived in 1521, Filipinos were organized in communities
for socio-economic purposes. Technology was more developed in the seaside where
boats dock and trade activities are more alive. The Spanish contributed greatly
towards the development of science in technology by establishing education and
promoting scientific research. But education was not accessible to all. It was only
during the latter part of the 19th century that technical/vocational schools were
established.
⚫ 1896
The opening of Suez Canal which made travel and information easier brought
scientific knowledge to the Philippines. By this time, native Filipinos began to
participate in research. However, Filipinos were unable to develop agriculture or
industry as these were left to the Chinese and Spanish friars. Also, development was
focused only in Manila while the countryside remained undeveloped.
⚫ American Regime
The University of the Philippines was established. Afterwards, many private
schools were opened to provide for the demand of Filipino people for higher education.
Courses in sciences and engineering were opened. However, educational and
science policy were not aligned with economic policies, hence, the Philippines
remained largely an agricultural country. It exported raw materials and received
imported products, preventing still the development of local industries.

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Building 1
LESSON
4
⚫ Commonwealth
The Philippine Commonwealth government strived to achieve political and
economic self-reliance. However, decisions remained under the control of the
American government, and the economy remained dependent on import and export.
Also, World War II broke out suspending educational and scientific activities. The
capital Manila was devastated.
⚫ Independence
The Philippines rose from the ashes of World War II to become an independent
state. From here, education in science-related courses increased but little innovation
happened. There was lack of coordination between education and training of scientists
to make their profession fully beneficial in the Philippine setting.
⚫ Post-World War II
Government science agencies increased after World War II. Yet, Philippine
scientific activities failed to take off. This was attributed to lack of government support,
low morale and training of scientists, and unawareness of the public about science. In
order to address this problem, the Congress enacted the Science Act of 1958, which
created yet more science agencies. Since then, the government has been instituting
programs to encourage the pursuit of scientific works in the Philippines by its local
scientists. It has also provided incentives so that its young people will be encouraged
to take up science-related courses or careers.
⚫ Globalization
The Philippines joined the World Trade Organization in 1995 in order to prepare
for globalization. This, despite its socio-economic environment yet unprepared
(Banlaoi, n.d.). That is, the influence of the country’s colonial past is yet stronger than
its “cohesive national consciousness.”
⚫ Present Time
The government of Pres. Rodrigo R. Duterte recognized the importance of
scientists in industrialization. It had provided the needs of what is now a good roster
of science graduates. However, a rewarding career in this field in the country is still
nowhere. Hence, there remains a need to cultivate the research and development
environment in the country so that it could make an impact in national development.

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Building 1
LESSON
4
The Department of Science and Technology laid down in the Harmonized

National Research & Development Agenda for 2017-2022 the thrusts of the country to
strengthen (i) basic research; (ii) agriculture aquatic and natural resources; (iii) health;
(iv) industry, energy and emerging technology; and (v) disaster risk reduction and
climate change adaptation.
According to the 2017 Global Innovation Index (Cornell University, INSEAD,
WIPO, 2017), the Philippines ranked 73rd in the world and fifth out of seven
Association of Southeast Asian Nations (ASEAN) member states. It is behind
Singapore (7th), Malaysia (37th), Vietnam (47th), and Thailand (51st), but ahead of
Indonesia (87th) and Cambodia (101st).
Some Outstanding Philippine Inventions
SAlt (Suistanable Alternative Lighting) Lamp

The lamp is a fuel cell that uses saltwater as power
source. It was developed by Engr. Aisa Mijeno.
Photo credit: SAlt FB Page

DIWATA-1
It is the Philippines' first microsatellite built
to help observe and monitor weather,
environmental and geographic conditions.
It was launched into space in 2016. It was
funded by the DOST through the Philippine
Council for Industry, Energy Emerging
Technology Research and Development
Photo credit: Philippine Official (PCIEERD).
Gazette
e-Jeepneys
As an alternative to fossil fuel-consuming vehicles,
these jeepneys work on rechargeable automotive
battery. They are mid-end jeepneys with locally-
made parts. They were invented in 2007 by the
Philippine Utility Vehicle (PhUV) Inc.
Photo credit: phuvinc.com

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1
LESSON Building
4
National Scientists of the Philippines
In recognition of the contribution of scientists to national development, the

Philippine government confers the title National Scientists to people who made
significant contribution to their field of specialization.
Source: Official Gazette of the Philippines
https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/
1. Juan S. Salcedo, Jr., M.D. (+) 1978 Nutrition and Public Health
2. Alfredo C. Santos, Dr.phil. (+) 1978 Physical Chemistry
3. Gregorio Y. Zara, D.Sc. (+) 1978 Engineering and Inventions
4. Fe Del Mundo, M.D. (+) 1980 Pediatrics
5. Eduardo A. Quisumbing, Ph.D. (+) 1980 Plant Taxonomy, Systematics, and
Morphology
6. Geminiano T. de Ocampo, Ph.D. (+) 1982 Ophthalmology
7. Casimiro V. del Rosario, Ph.D (+) 1982 Physics, Astronomy, and Meteorology
8. Gregorio T. Velasquez, Ph.D. (+) 1982 Phycology
9. Francisco M. Fronda, Ph.D. (+) 1983 Animal Husbandry
10. Francisco O. Santos, Ph.D. (++) 1983 Human Nutrition and Agricultural Chemistry
11. Carmen C. Velasquez, Ph.D. (+) 1983 Parasitology
12. Teodoro A. Agoncillo, Litt.D. (++) 1985 Philippine History
13. Encarnacion A. Alzona, Ph.D. (+) 1985 Philippine History
14. Hilario D. G. Lara, M.D., Dr. P.H. (+) 1985 Public Health
15. Julian A. Banzon, Ph.D. (+) 1986 Chemistry
16. Dioscoro L. Umali, Ph.D. (+) 1986 Agriculture and Rural Development
17. Luz Oliveros-Belardo, Ph.D. (+) 1987 Phytochemistry
18. Jose Encarnacion Jr., Ph.D. (+) 1987 Economics
19. Alfredo V. Lagmay, Ph.D. (+) 1988 Experimental Psychology
20. Paolo C. Campos, M.D. (+) 1989 Nuclear Medicine
21. Pedro B. Escuro, Ph.D. (+) 1994 Genetics and Plant Breeding
22. Clara Y. Lim-Sylianco, Ph.D. (+) 1994 Biochemistry and Organic Chemistry
23. Dolores A. Ramirez, Ph.D. 1998 Biochemical Genetics and Cytogenetics
24. Jose R. Velasco, Ph.D. (+) 1998 Plant Physiology
25. Gelia T. Castillo, Ph.D. 1999 Rural Sociology
26. Bienvenido O. Juliano, Ph.D. 2000 Organic Chemistry
27. Clare R. Baltazar, Ph.D. 2001 Systematic Entomology
28. Benito S. Vergara, Ph.D. 2001 Plant Physiology
29. Onofre D. Corpuz, Ph.D. (+) 2004 Political Economics and Government
30. Ricardo M. Lantican, Ph.D. 2005 Plant Breeding
31. Lourdes J. Cruz, Ph.D. 2006 Marine Biology
32. Teodulo M. Topacio 2008 Veterinary Medicine
33. Mercedes B. Concepcion 2010 Demography
34. Ernesto O. Domingo 2010 Infectious Diseases
35. Perla D. Santos-Ocampo (+) 2010 Pediatrics
36. Raul V. Fabella 2011 Economics
37. Bienvenido F. Nebres, S.J. 2011 Mathematics
38. Angel C. Alcala, Ph.D. 2014 Biological Sciences
39. Ramon C. Barba, Ph.D. 2014 Horticulture
40. Gavino C. Trono, PhD 2014 Marine Biology
41. Edgardo D. Gomez, PhD 2014 Marine Biology

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• Science, Technology and Nation UNIT

LESSON • Building 1
4
• Let's Do It
Set to Order 1. The following are important events in the history of science and
technology in the Philippines. They are arranged in the order that they happened from
the past to the present. Write them in the steps of the ladder starting with the past in
the lowest ladder. Three items have been done for you.
The Spanish established education and promoted scientific research.

Opening of Suez Canal
Establishment of the University of the Philippines
World War II broke out, halting educational and scientific activities.
More science-related courses opened after the Philippines became
independent.
Enactment of the Science Act of 1958
Philippines Joined the World Trade Organization.
Philippines Joined the World Trade Organization.
Globalization
Post World War II
World War II broke out, halting

educational and scientific activities. Independence
Commonwealth
American
Regime
The Spanish established
education and promoted
1896
scientific research.
15th century

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UNIT
• Science, Technology and Nation Building 1
LESSON
4

Issues in the History of STS. Many issues affected the development of science and
technology in the Philippines. These issues are underlined in the sentences and
paragraph below. Help identify these issues by filling in some of the blanks with the
correct answer based on your reading in Let’s Discover.
 1st century A.D. – 15th century. Due to lack of writing system, science and
technology among pre-colonized Filipinos did not flourish.
 15th century. The Spanish contributed greatly towards the development of

science in technology by establishing education and promoting scientific research.
But ___________was not accessible to all.
 1896. The opening of Suez Canal which made travel and information easier
brought scientific knowledge to the Philippines. By this time, native Filipinos
began to participate in research. However, Filipinos were unable to develop
agriculture or industry as these were left to the Chinese and Spanish friars.
 American Regime. The University of the Philippines was established and many
private schools were opened to provide for the demand by Filipinos for higher
education. Courses in sciences and engineering were opened. However,
educational and were not aligned with economic policies.
 Commonwealth. the economy remained dependent on import and .

Also, World War II broke out suspending educational and scientific activities.
World War II broke out suspending educational and scientific activities.
 Independence. From here, education in science-related courses increased but

little innovation happened. There was lack of coordination between education
and training of scientists to make their profession fully beneficial in the
Philippine setting.

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4

Set to Order 2. Arrange the following issues as they happened in the history of science
and technology in the Philippines.
• Lack of writing system

• Educational and science policy were not aligned
• The economy remained dependent on import and export
• Education was not accessible to all
• Filipinos were unable to develop agriculture or industry
• Lack of coordination between education and scientific training
Independence
Commonwealth
American
Regime
1896
15th century
1st century

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3
• Let's Sum It Up
The history of science and technology in the Philippines tells that early Filipinos
were able to use knowledge about nature to create articles both for their utility (pottery
and tools) and aesthetic (ornaments) purposes. They were also able to benefit from
their craftmanship by engaging in trade. However, the lack of a system of recording
kept their knowledge and methods from being passed on and improved.
Even during colonization by the Spanish, Filipinos were unable to participate
in scientific endeavors for lack of access to formal education. When travel and
information became easier after the opening of the Suez Canal, intellectual
development remained only in the capital and did not reach the countryside.
When the Americans came, education was more accessible but the Philippines
remained largely an agricultural country and failed to develop its own industry. It
concentrated on transporting raw materials rather than producing it locally. Whatever
development that was achieved by this time was halted by World War II. Afterwards,
the Philippines became an independent state, joined globalization and is now
preparing for the Fourth Industrial Revolution. However, it continues to struggle to
make its research and development capacity a strong player and contributor in its drive
to become a highly industrialized country.

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3
DOST Chief Urges S&T Scholars to Contribute to Nation Building

Allan Mauro V. Marfal, S&T Media Service, DOST-STII, March 25, 2015
Department of Science and Technology (DOST) Secretary Mario G. Montejo

recently told DOST scholars to “equip themselves with more knowledge… (and)
strengthen their belief that science and technology would make a huge difference
to improve the lives of every Filipino.”
During the recent scholars conference held at Hotel Jen in Pasay City, Sec.
Montejo stressed that science and technology remains to be the important engine
of the country. It is S&T that drive industry competitiveness, accelerate the
delivery of government services, and enhance the country’s capacity in emerging
technologies, he said.
“With the developing challenges of globalization and tough competition in the
market place, S&T innovation and research should be a priority to ensure our
nation’s global competitiveness”, Montejo underscored.
“Filipino S &T scholars can be key players in our quest for global
competitiveness,” Montejo said.
He looks forward to Filipino S &T scholars pursuing excellence in their
studies and later on “dominate” as they enter a career in science and technology.
“I urge you (S &T scholars) to be part of the community leading in providing
solutions to our country’s major concerns.,” he said.
Secretary Montejo also assured that DOST will continue to hone the talents
in S&T through scholarships, science culture development, innovation, research,
and others. He said that the department is committed to maintaining a holistic
approach that touches on developing grassroots talents and introducing new
approaches in S&T learning and application in its drive to use science for
progress.
The 4th National DOST’s Science Education Institute Accelerated Science
and Technology Human Resource Development Program -National Science
Consortium (ASTHRDP-NSC) Scholars’ Conference is an annual gathering to
provide venue for the scholars and faculty members to meet, to share their ideas,
to sharpen their presentation skills, and to help strengthen the community of
scientists in the Philippines.

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• Sciennce, Technology and Nation UNIT

3
• Bibliography
Banlaoi, R. (n.d.). Globalization and Nation-Building in the Philippines: State

Predicaments in Managing Society in the Midst of Diversity. Retrieved from
https://apcss.org/Publications/Edited%20Volumes/GrowthGovernance_files/P
ub_Growth%20Governance/Pub_GrowthGovernancech16.pdf
Caoili, O. (1986). A History of Science and Technology in the Philippines. Retrieved
from
https://www.academia.edu/40192220/A_HISTORY_OF_SCIENCE_AND_TEC
HNOLOGY_IN_THE_PHILIPPINES
Cornell University, INSEAD, WIPO. (2017). The Global Innovation Index 2017:
Innovation Feeding the World. Ithaca, Fontainebleau, and Geneva.
Lee-Roy, C. (2012, October 3). The Role of Science and Technology in the
Developing World in the 21st Century. Retrieved from Institute for Ethics and
Emerging Technologies (https://ieet.org)
Mauro, A. (2015, March 25). DOST Chief Urges S&T Scholars to Contribute to Nation
Building. S&T Media Service, DOST-STII. Retrieved from
http://www.dost.gov.ph/knowledge-resources/news/44-2015-news/698-dost-
chief-urges-s-t-scholars-to-contribute-to-nation-building.html
Official Gazette. List of National Scientists of the Philippines. Retrieved from
https://www.officialgazette.gov.ph/lists/national-scientists-of-the-philippines/

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Technology and Human Flourishing

LESSON 1
(6 HOURS)
LEARNING OUTCOMES
UNIT 2: SCIENCE, TECHNOLOGY, AND SOCIETY AND

• Identify concepts related to good life, and human
flourishing
• Identify changes in human needs throughout time
• Illustrate that technology changes man’s idea of
flourishing
• Reflect on personal idea of a good life
THE HUMAN CONDITION

INTRODUCTION
A comfortable lifestyle is one of the most obvious and

immediate benefits of technology. It is undoubtedly one contributor
to what human beings regard as a good life. To a certain extent, it
is indeed a means to happiness, which is a by-product of many of
man’s activities and a determiner of whether one has truly
“flourished.”
But what truly is human flourishing and authentic happiness?
Is technology a big part of the achievement of these ends? Does
technology help mankind achieve a higher level of meaning and
existence? Or does it in fact dehumanizes him?

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UNIT
Technology and Human Flourishing 2
LESSON
1
Let’s Look back
Do or Die. Based on the living conditions under the Three Waves of Technology in the
past lesson, identify and write down human needs and wants that people may have
been dominant under each wave. An example is provided below. Write at least 5
answers for each wave.
Agricultural Age
need to hunt for food
Industrial Age
Information Age
need to have a mobile phone

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UNIT
LESSON
1
Happiness Balloons
Are the needs you have written in the previous activity reflect your own? ___
Does the list include technology? ___
Will the fulfillment of these needs make you happy?___
Imagine yourself as an accomplished adult. What will make you happy and
fulfilled? Write, draw or paste pictures that will represent these. Place each of them
inside the balloons.

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UNIT
LESSON
1
• Let's Discover
Every human being has the capacity to mature, which means to realize his full
potential or “flourish.” While there are general ideas about human flourishing, it is
basically up to the individual to decide what to him constitutes a realized life.
The essential question is: does flourishing mean happiness? Younkins (2010)
says “personal flourishing indeed leads to happiness.” There is a parallelism between
flourishing and happiness. Both arises in a large extent when a person achieves
one’s values and goals, develops his talents and abilities and attains virtues. This
definition finds a synonym in the term “good life” which he described as “one in which
a person develops his strengths, realizes his potential, and becomes what is in his
nature to become."
Human flourishing
Good life
Happiness
Happiness is both (1) knowing that one has reached what he expected his life
would be and (2) feeling that that kind of life is satisfying.
“Material wealth may provide the means of achieving happiness (Younkins).”
In this context, we can say that technology supplies the material wealth that people
across ages most often use to gauge, measure or objectify as the symbol of happiness.
Also, because the definition of technology has recently evolved to become "means or
activities by which man seeks change or manipulates his environments (Alawa, 2013),"
the pursuit of scientific endeavors could also be construed as leading to man’s
realization of his potential.
The end of man's pursuit is to survive, live, be happy. He has inborn needs,
which he seeks to satisfy to realize his ultimate goal. Human beings throughout the
ages attain happiness, and continues to seek to attain that happiness amidst new
challenges, problems and opportunities. It is a never-ending search throughout time
and in the face of new circumstances. Developments in science and technology bring
changes in people’s way of life, human condition and their perception of what are
valuable goods. Thus, the idea of human flourishing had also changed over time. But
what about happiness?

P a g e | 83
UNIT
LESSON
1
What is authentic happiness?

Man could find himself easily confused about what truly makes him happy. But
happiness is only authentic if it is “based on objective and true beliefs (Younkins),”
which in olden times mean eudaimonic living. In Greek philosophy, eudaimonia not
only refers to happiness, but also virtue, morality, and a meaningful life (Philosophy
Terms).
Higher level or metalevel happiness depends on a person being able to live a
life that upholds what he believes are rational values.
A framework by illustrates the relationships among the elements that contribute
to human flourishing and happiness.
At the center of the model is an individual’s freedom to act and choose

activities that leads him to flourish and be happy. On one end, these actions are
influenced basically by his complex needs as a human being. These needs
determine what to him are valuables and thus are worth seeking (goals). On the
other end, these actions are influenced by a person’s ideas of the generic goods
he must have and of the virtues he must adhere to.
Overlaying all these is ethics, which is a code of values that rationally
guides man’s choices and actions.
⚫ Need are inborn biological, ⚫ Virtues
psychological, and emotional
conditions that improve a person’s Example: rationality, honesty, temperance,
ability to survive or flourish, the independence, justice, integrity, courage,
absence of which hinders the same prudence
ability.
A virtue is a disposition to do what is
proper, for the right reasons at the
⚫Goods Examples: knowledge, appropriate time.
health, physical pursuits, friendship,
social relations, beauty, safety, creative
⚫ Flow is psychological state that
development
accompanies highly engaging activities.

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UNIT
LESSON
1
Happiness and Others

How happy are Filipinos?
The World Happiness Report surveyed 156 countries to find out how happy
their people are by their subjective well-being. The result, released in March 2020
showed these rankings:
52nd Philippines
54th Thailand
82nd Malaysia
83rd Vietnam
84th Indonesia
104th Laos
106th Cambodia
133rd Myanmar
Source: The Philippine Star. Philippines a 'happier' country at 52nd place in the world — UN
report by Gaea Katreena Cabico, March 21, 2020.
An important part of a person’s flourishing is concern for others or for society

in general. It is because to live one’s life until one reaches his full potential means to
live it with others. Recognizing its responsibility to the global community, the United
Nations set 17 Sustainable Development Goals to achieve a better future for the world.
U.N. seeks to achieve the following by 2030.

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UNIT
LESSON
1
• Let's Do It
Connect It. Let us connect all the ideas we have learned so far about human
flourishing, the good life and happiness to the Motivation-Happiness Process proposed
by Younkins. Notice new ideas placed inside boxes made of broken lines. Help
complete the picture by filling in the correct words in the empty boxes.
Generic
Goods
Good Life
Personal/
Needs Values Own Happiness
Decision
material
wealth
Emotions Flow
survive be happy
man's idea of happiness

changes throughout the ages
ETHICS

P a g e | 86
UNIT
LESSON
1
Let’s Try Some More

In other Words. Let’s look at the meanings of the words flourishing, good life and
happiness. Fill in some missing words to complete the definitions of these words.
Then answer the questions below:
A B
C Happiness (H)
Flourishing (F)
(changes over time) D1
achievement of values eudaimonic
achievement of _____ living:happiness,
attainment of _____
virtues, morality,
meaningful ___,
development of talents
and abilities (strengths) D rational ______
realization of potentials
based on D2
objective material
D3 and ___ wealth
Good Life (GL) _____
E
Questions:
1. Does the concepts of flourishing, good life and happiness have areas in
common? If yes, which area is that? _____. If none, write “none” on the
blank.
2. Does the concepts of flourishing and happiness have areas in common? If
yes, which area is that? _____If none, write “none” on the blank.

P a g e | 87
UNIT
LESSON
1
Let’s Try Some More

Constant Change. Man’s idea of flourishing changes throughout the ages. Look at
some examples in the matrix below. After looking at the examples, contribute your
own idea by choosing a current technology and completing the boxes in the same
manner as the examples.
Wave/ Changes in Change in human Change in the

Technology the way of life condition idea of flourishing
A person is
People are now The overall effect is.. successful or “better
able to… off” if he is/has
Agricultural
use of bonfire better survival Access to better and
fire-making for light and against weather and safer living conditions
warmth at night wild animals
Industrial
Access to
steam engine ride in trains faster travel transportation (travel
and trade)
Information
internet research online Improved method of Access to digital

learning connectivity
Current
technology:
Your answer: Your answer: Your answer: Your answer:
My Good Life. Reflect on the fact that the idea of flourishing or good life always
change. Write three (3) conditions in your life that will my you say, “I’m living the
good life.”
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________

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UNIT
• Technology and Human Flourishing 2
LESSON
1
• LLet's Have Your Turn
Circles of My Choice. Encircle the letter that best answers each question.
1. Which is NOT among the factors that lead to human flourishing?
(a) goals (b) needs (c) values (d) desires
2. Which/who determines an individual’s flourishing?

(a) self (b) society (c) church
3. Material wealth may provide the means of achieving happiness.

(a) True (b) False (c) Doubtful
4. Flourishing, “good life” and happiness are interrelated
(a) True (b) False (c) Doubtful
5. Which is true?
(a) A human being’s capacity to mature or flourish depends upon his intelligence.
(b) Every human being has the capacity to realize his full potential or “flourish.”
(c) Human beings mature or flourish if they are provided with the resources to do so.
6. According to philosophers, the end of man's pursuit is to:

(a) survive, live, be happy (b) accumulate material wealth (c) achieve enlightenment
7. Which is false?
(a) The idea of happiness and flourishing are the same in all ages.
(b) Different eras have different concept of happiness and flourishing.
(c) Technology changes man’s idea of flourishing.
(d) Technology is able to reveal the truth about man.
8. Which is false?
(a) Happiness is only authentic if it is based on objective and true beliefs.
(b) Higher level happiness does not depend upon rational values.
(c) Needs, values, generic goods, virtues, engaging activities contribute to happiness.
9. A disposition to do what is proper, for the right reasons at the appropriate time
(a) virtues (b) goods (c) goals (d) flow
10. Refers to a psychological state that accompanies highly engaging activities

(a) virtues (b) goods (c) goals (d) flow

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UNIT
LESSON
1
• Let's Sum it Up
The “good life,” human flourishing and happiness are ideas that are intertwined.
They are so much related in that they all require the realization of the potentials of
human beings; his strengths, talents, abilities, including the achievement of his values
and goals and the attainment of virtues.
Indeed, technology gives man a sense of achievement and thus happiness and
flourishing, by allowing him to exploit nature to his own benefit. But these are all
temporary states for all epochs. Man’s idea of human flourishing changed and will
continue to change over the course of time as new realities and needs arise out of his
circumstances. The same is true with happiness.
What is constant is the fact that flourishing and happiness have dimensions
that is out of helping of the wonders of technology. Man has inborn needs that urges
him to seek higher meaning to his existence. In the course of his continuous discovery
of his being, he sifts through goods and virtues that helps him choose values and
pursue goals towards his realization, flourishing and happiness. Only when he is able
to establish objective and “true beliefs” about his happiness would he be able to
achieve one that is authentic.
The philosopher Martin Heidegger sees technology as an agent that, like art,
should reveal the truth about the reality of man in the particular age that he lived in.
Here comes Heidegger’s warning regarding what is happening with modern
technology. He says man had used technology to challenge nature. In effect,
technology created an atmosphere of artificial or inauthentic existence for man.
Whatever manifestations about human existence that is revealed at the moment is
thus distorted.
In man’s search for flourishing and happiness, ethics should guide his choices
and actions. Faced with the overwhelming pace that technology is changing people’s
lives, it should use this more than ever in order for him to direct humanity’s path
towards authentic human flourishing.

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UNIT
LESSON
1
How Modern Technology Masks Truth

Examining man’s idea of flourishing and happiness could lead us to discovering
the reality of the existence of human beings. One of the greatest philosophers who
contributed knowledge to this question is Martin Heidegger. Peter Alawa in his paper
Martin Heidegger on Science and Technology: It’s Implication to the Society did a
textual analysis at the original tools of Heidegger and other authors:
Heidegger refers to the reality of the existence of man as Being, which
manifests itself anew at different ages in the history of man. As Being is capable of
revealing itself at different times, technology (just like art), must, according to him, show
or reveal the truth about human beings at our particular time.
Both art and technology show how man perceives nature and how he relates
to it. Both reveals truth (aletheia). However, technology impedes this process. How?
• By making life easier, it robs man the chance to fully use his faculty and
potentials
• By demanding human beings to work like machines, it violates the limit that
nature has set on man
Industrialization made man a means to an end. He becomes the machine that
produces. His worth is measured by his productivity. He himself had become unable
to accomplish anything without the aid of technology. He had become dependent on
if not slave of his creation.
• By intervening in natural life processes, it artificializes or dehumanizes human

beings
In short, technology creates an atmosphere of artificial or inauthentic existence.
The present technology is unlike the essence of Greek technology which is
revealing. In the past, man uses technology to uncover or manifest what is natural. For
example, it cultivates the earth to bear crops purely out of earth and weather. In
modern times, man uses technology to challenge nature to produce more than it
naturally does.
Technology no doubt is necessary and has greatly improved human condition.
And Heidegger is not against it; rather, the abuse of it. Because at worst, technology
could become an agent of humanity’s undoing by creating consequences that are
harmful to man – environmental pollution and destruction.

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UNIT
LESSON
1
• Bibliography
Alawa, P. (2013). Martin Heidegger on Science and Technology: It's Implication to the
Society. IOSR Journal Of Humanities and Social Science (IOSR-JHSS), Vol.
12, Issue 6, pp. 01-05.
Philosophy Terms. Eudaimonia. Retrieved August 26, 2020.
https://philosophyterms.com/eudaimonia/
United Nations. Sustainable Development Goals.
Younkins, E.W. (2010). Human Nature, Flourishing, and Happiness: Toward a
Synthesis of Aristotelianism, Austrian Economics, Positive Psychology, and
Ayn Rand’s Objectivism. Libertarian Papers, Vol. 2, Art. No. 35 (2010).

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When Humanity and Technology

Cross LESSON 2
(6 HOURS)
LEARNING OUTCOMES
• Identify concepts on human beings
UNIT 2: Science, Technology, and Society and the Human

• Identify the negative and positive effects of technology to
the cognitive, social and emotional aspects of human
beings
• Assess personal dependence on technology
• Share a personal experience on how technology affects
certain spheres of society (family, schools, businesses)
INTRODUCTION
Condition
People have always regarded technology as boon to
mankind. That makes us sometimes forget that while it made life
easier, it can also take away the very important essence of our being
– our humanity. But what does it mean to be human? What
distinguishes us from other living things? How does technology steal
away our distinction as the most evolved living creature?
Technology is undeniably embedded in all aspects of our
living. It is part of the life of individuals, families, and societies. How
much does it actually influence our personal and societal
functioning?
It is necessary for human beings to pause and think of the
answers to these questions amidst the very fast pace that these
technologies are changing and invading our lives. The introspection
is necessary in order for humanity to take the right perspective
regarding the use of technology. Without it, man could lose himself
amidst the endless possibilities that these advancements offer.

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UNIT
• When Humanity and Technology Cross 2
LESSON
2
• Let's Look Back
A Day’s Schedule. Create a schedule of your typical day. Specify technology

involved in your activities whenever possible. Write your answer beside the time tabs
below.
7:00-8:00 am
8:00-9:00 am
9:00-10:00 am
10:00-11:00 am
11:00-12:00 NN
12:00- 1:00 pm
1:00- 2:00 pm
2:00-3:00 pm
3:00-4:00 pm
4:00-5:00 pm
5:00-6:00 pm
6:00-7:00 pm
7:00- 8:00 pm
8:00- 9:00 pm
9:00- 10:00 pm

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UNIT
LESSON
2
Tech Bars. From the previous activity, you may now have an idea of how much
technology has become part of your daily activities. Now, let us look further and
consider your preferences and tendencies. Shade the bars to indicate the degree of
your answers to the following questions.
1 bar - never 4 bars - often
2 bars - rarely 5 bars - always
3 bars - sometimes
I use technology at school and at home.
I prefer to use technology rather than do

things manually.
I feel I lack the gadgets I need to function

efficiently.
I prefer to spend time alone with gadgets

than do non-gadget involving activities to
entertain myself.
I am more comfortable talking to people

over the phone, texting, or video-calling
rather than seeing them in person.
I consider people with more gadgets as

more fortunate in life.
Look at your answers. The higher you rate, the more technology has become
part of your activities, preferences and aspirations.

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UNIT
LESSON
2
• Let's Discover
Technology and Human Beings
What is a Human Being?
Technology no doubt is necessary and has greatly improved human condition. It

made man’s life easier and comfortable and raised his standard of living, and tradition
of existence (Alawa, 2013). However, one of the negative effects of technology is the
dehumanization of man. Merriam-Webster defines dehumanization as "to deprive
(someone or something) of human qualities, personality, or dignity.”
But what does being a human being means? What differentiates us from other
living things? These are questions that gave scientists and philosophers a lot to think
about. Some explanations may seem to answer some aspects of the questions but
due to the complexity of human structure and nature and the several approaches
towards it (humanistic or scientific for instance), there are always conflicting ideas and
gray areas.
First, human beings are known to have erect posture and bigger brain-to-body
proportion than its nearest cousin the apes. But more than this, man has other qualities
that set it apart from other living things. From the anthropological point of view,
evolutionary anthropologists agree on two things:
1. Humans have fully developed theory of mind. Human beings are uniquely
capable of analysis that enables us to plan and strategize. What more -- we are capable
of perceiving from the other being’s perspective (Seyfarth & Cheney, 2012). That self-
awareness gives human beings the tendency to define themselves “by what we share
with a group of familiar others (Campbell, 2012). That same cognitive capacity gives
us flexible language skills. Also, it enables us to interpret symbols and non-verbal cues
in order to function, live, adjust and grow with other human beings around us.
2. Human beings are biocultural animals. Our biological evolution is influenced

by culture (i.e. total environment) and vice versa.

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UNIT
LESSON
2
Technology and Dehumanization
So, how does technology dehumanize human beings?
On the premise that man’s cognition, social interaction and emotion are affected
by his environment (Ananou & Yamamoto, 2015), it follows that technology has a great
influence on how people think, interact with others and feel in this digital age.
Cognitive Implications
• 21st century communication habits, skills and technology may be robbing

humans the ability to think critically before acting.
Technology provides tools that allow people to express reactions with just a single
click. It also allows them to multi-task or do a lot of things at the same time; watching
TV while doing an assignment while listening to music for example. And many people
are inclined to or are required to act immediately. The question is, how much thought
do people give along with their actions?
Ananou & Yamamoto says "thinking deeply while writing, or reflecting on the
potential consequences before sending an electronic message, are good habits to
develop in the digital age."
Social implications
• Dependence on electronic devices isolates persons and keeps him from

developing real relationships.

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UNIT
• When Technology and Humanity Cross 2
LESSON
2
•
Human relationships are complicated and dynamic. The mere presence of one
other human being triggers a multitude of stimulus to another. What more with
interacting? It involves processing a lot of information, considering many factors and
deciding to act in certain ways to do the task. That process helps man discover a lot
about other beings, his environment and about himself too.
But with the recent technology keeping people away from each other in the real
sense and keeping them absorbed for longer periods without human interaction, that
opportunity to discover himself and others is diminished.
• A world of technology wherein people can talk and see each other over long
distances without having to be physical present creates a blurred send of
reality.
In the absence of verbal cues, it is thus easier for people to misunderstand
each other’s intentions, or engage in activities, like cyberbullying, that hurt others.
On the positive side, technology does make content sharing so much easier
and faster, facilitating community building, communication over long distances, and
professional exchanges.
Emotional Implications
• The absence of real people during online or digital transactions tend to diminish
the empathy that people tend to feel towards each other when together.
• Technology while serving as a tool to connect also serves as barrier for
emotional connection.
Emotions are integral part of being a person. And developing positive emotions
is necessary for people to create rewarding and meaningful relationships necessary
for total development. Without opportunities to emotionally bond with other human
beings, this chance to flourish is curtailed.

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UNIT
LESSON
2
Filipinos and Technology

Here are some statistics on Filipinos and their use of popular technologies:
 81% of Filipinos subscribe to an online video service provider – Nielsen

Survey (CNN Philippines)
 Users from the Philippines spend an average of 10 hours and 2 minutes on

the internet daily via any device; 4 hours and 12 minutes on social media versus
a global average of 2 hours and 16 minutes - Digital 2019 report from Hootsuite
and We Are Social (Inquirer.Net)
 As of January 2020, the number of internet users in the Philippines grew to

73M (Philippine 2020 estimated population: 109.58M at mid-year, UN Data –
Worldometer)
1/4 of the population used their mobile phone in 2018 to access the internet
- (Statistica)

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UNIT
LESSON
2
• Let's Do It
What is Human Being? Human beings have attributes that differentiate him from other
living things. Identify these by filling in words that would complete descriptions of him.
Human
fully developed theory
Beings
of ____
flexible ________skills Physical

cognitive aspect
critical ______ aspect __ brain
Awareness
____awarenes of others
s erect
______
emotional
aspect
social

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UNIT
LESSON
2

Less Human. Human beings have cognitive, emotional and social aspects that are
affected positively or negatively by technology. Negative effects of technology diminish
certain qualities, personality, or dignity of human beings. This results to what is referred
to as dehumanization.
Below are the positive and negative effects of technology to certain aspects of
human beings. Some letters are left blank for you to fill in. Choose from the letters H,
U, M, A, and N and fill them in the blanks to find out what the words are.
NEGATIVE Human POSITIVE
DEP_NDE_CE Beings FAST RESPONSE TO
CO_M_NICATION
NON-CRITICAL THINKING
cognitive
aspect
FASTER CO_TE_T
ISOL_TIO_ 1 SHARING
DIMINISHED EMP_T_Y 2
emotional SOCIAL
aspect CONNECTION
LACK OF EMOTIONAL
BONDING OVER LONG
social DISTANCES
BL_RRED SENSE OF REALITY 3 aspect
ISOL_TIO_ means COMFORTABLE

physical
separation from other LIFE
aspect
people.
DIMINISHED EMP_T_Y
means a reduction in the
capacity to feel for others.
BL_RRED SENSE OF REALITY happens when a person interacts with another

person who is not physically present. Because there is no physical presence,
one could not see and judge completely the conditions with which they are
interacting and may interpret wrongly what is happening.

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UNIT
LESSON
2

Technology: Boon or Bane. How does technology affect our cognitive, social and
emotional aspects? Given the technologies below, write your own ideas regarding
the positive effect of the specific technology mentioned inside the clear bubble
and the negative effect inside the dark bubble .
Cognitive
calculator
Social
video games
Emotional
text messaging

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UNIT
LESSON
2
• Let's Sum It Up
Human beings differ physically from among the most intelligent mammals on
earth by standing erect and having bigger brain, which is said to account for his higher
mental abilities. Most importantly, what distinguishes him from other living creatures
is his unique capacity of self-awareness and awareness of the mind functioning of his
fellow human being. His more acute logical functioning enables him to live through a
complicated environment shared with others.
That environment is bombarded nowadays with technological advancements
that supposedly made his living conditions better. However, that convenience also
threatens to take away the essence of his being human by affecting his cognitive,
social and emotional functioning. First, it tends to steal from him his capacity to think
critically as human being does. Technology also tends to isolate him from other
people, keeping him from developing real and authentic relationships. Because of that
disconnection, his emotional bonding is also impaired. Thus, it can be said that his
capacity as human being is reduced and he is dehumanized.
Because individuals make up society, the negative effects to individuals also
translate to the community. And so, it is necessary to reflect on the repercussions of
man’s dependence on technology in order to correct that condition: that man should
be the owner and driver of technology and not the other way around.
Filipinos are among the people who have fully embraced technology. We
should be aware of all its conveniences and trappings in order to capture and fully
enjoy its benefits and avoid its consequences and risks.

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UNIT
LESSON
2
Other Forms of Dehumanization

One of the greatest philosophers who contributed knowledge to the question
regarding man and technology is Martin Heidegger. Peter Alawa in his paper Martin
Heidegger on Science and Technology: It’s Implication to the Society did a textual
analysis at the original tools of Heidegger and other authors.
• Among the effects of technology that Heidegger pointed out as having

major impact on people is industrialization. Man is treated as a machine
that produces. His worth is measured by his productivity.
• Man had become unable to accomplish anything without the aid of

technology. He had become dependent on if not slave of his creation.
• Technology also created life-taking and life-sustaining devices that

interfered with natural processes of ageing and dying.
To recognize man’s worth as a human being, he should be “loved, respected,
cared for and preserved” instead of being treated just as a machine that gets things
done. Overall, to preserve his humanity, man must be careful to protect the values that
are important to him.
Technology in My Day
Knowing the cognitive, social and emotional implications of technology to the individual,
let us examine further how these affect the Filipino family, society and even the physical
environment.
Reflect and write a personal experience on how technology affects certain spheres of
society (family, school, businesses).
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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UNIT
LESSON
2
• Bibliography
Ananou, S. and Yamamoto, J. (2015). Humanity in the Digital Age: Cognitive, Social,
Emotional, and Ethical Implications. Contemporary Educational Technology,
2015, 6(1), 1-18
Campbell, B. (2012). A Neuroanthropological Perspective. Evolutionary Anthropology
21:182–194
Merriam Webster. Dehumanize. Retrieved August 27, 2020 https://www.merriam-
webster.com/dictionary/dehumanize
Seyfarth, R.M. and Cheney, D.L. (2012). Communication and Language. Evolutionary
Anthropology 21:182–194

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Artificial Intelligence LESSON 3

(6 HOURS)
LEARNING OUTCOMES
• Define basic terms necessary in understanding AI
• Identify AI components and intelligences
• Differentiate machines from robots and robots from AI
• Write the benefits and questions arising from the use of AI
UNIT 2: STS AND HUMAN CONDITIONS

INTRODUCTION
Humanity has come to a point when it was able to give some human
capabilities to what used to be mere mechanical devices. We now
have Sophie the “conversing” humanoid robot that mimics many of the
expressions of human beings. These robots are said to be endowed
with artificial intelligence and are also called AIs. AIs are not only
robots with human-like appearances. AIs is a branch of computer
science concerned with the design and development of robots with
human capabilities or intelligences. Thus, AIs also refer to systems,
computer programs and software that have these capabilities –
whether they look like human or not at all.
Without us fully being aware of it, AIs are everywhere. We are using
it for personal consumption – Facebook and Google search for
instance. Industries are using it to assemble machine parts and
grocery stores are employing it to “man” their business. There are
now discussions regarding robotic laws as more and more of them are
being integrated into our daily lives.
This lesson discusses concepts of machine, robots, and AIs. It also
presents the applications, benefits as well as questions arising from
the existence of AIs. The latter topics are important in that a
reconsideration of the roles of robots in our lives now and in the future
is necessary since it is obvious that they are here to “co-exist” among
human beings.

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UNIT
Artificial Intelligence 2
LESSON
3 A
• Let's Look Back

Human Power. You have learned from the previous lesson that human beings have
characteristics that set them apart from other living things. That is, human beings have
more developed cognitive aspect or intelligence. From that learning, list down abilities
and skills that you think are unique only to human beings. An example has been done
for you.

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UNIT
LESSON
3

It Can Do It. From the previous activity you have identified skills and abilities that
normally, only human beings, among other living things, are capable of doing. Now,
draw a line to match the gadget, device, app or equipment that can do what the people
in the pictures are doing.
A.
B. One of the paintings below is a computer software-generated painting by Robbie

Barrat for Bloomberg BusinessWeek. Can you tell which one is it?

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UNIT
LESSON
3
• Let's Discover
Artificial Intelligence (AI)
You have learned from the previous lesson that one of the highly developed attributes
of a human being is his cognitive functioning or intelligence. Human beings are able
to perceive, solve problems, learn from previous experiences and manipulate his
environment. Some living things like chimpanzees and rats are known to exhibit some
form of intelligence. They are able to process information and adjust their behaviors to
circumstances in order to survive. Can non-living things show the same abilities?
Science has made it possible to create devices that mimic human capabilities. These
devices or programs are called artificially intelligent.
A machine or a system is artificially intelligent when it exhibits at least one intelligence

normally associated with humans. The following are the common human intelligences
studied in association with AI (Copeland).
developing or
finding answers
acquiring new seeing, hearing
to questions
knowledge or or becoming
or solutions to
ways of doing aware
obstacles
ability to ability to
communicate conclude
verbally or orally

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UNIT
LESSON
3
Artificial Intelligence was a term coined by John McCarthy of Carnegie Mellon

University in 1956. It refers to:
AI uses a specialized programming language that manipulates mostly qualitative

information rather than numbers.
Examples of AI (Faggella, 2020)

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UNIT
LESSON
3
Machines and Robots

Machines - are devices that can perform simple and singular tasks. They are operated
by external medium, particularly human force. Examples are pulleys and engines.
Robots – are basically machines but have other features that allow them to perform
multiple tasks autonomously. (White, n.d.)
How AI is made Intelligent? (4 Main Components)

In order for AI to perform tasks that allows it to deduce, reconsider or even guess, it
should have the following components:

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UNIT
LESSON
3
Types of AI
Weak AI Strong AI
What it is AI with a limited or narrow AI that equals or exceeds

simulation of human intelligence human intelligence
How it does sense what they know and classify uses clustering and
it them association to process data
What it can • Activates and responds by pre- • Is able to analyze and
do programming “learn” new ways of
• Could not understand context responding without being
of language reprogrammed
• Can perform only the pre-
programmed task
Examples Good search, Siri, Facebook, None yet
online chess games
Some Fields of Applications of AI

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UNIT
LESSON
3
Benefits of AI
1. Reduction of Human Casualties in Dangerous Tasks – AI can replace human beings
in performing risky work like underground, underwater or space exploration, bomb
response, hazardous matter disposal or disaster rescue.
2. Accuracy – By working using algorithms, machines are more accurate and precise
than human beings. This is advantageous in areas of computing, weather forecasting
and in medicine in diagnosis of ailments or predicting people’s likelihood of developing
certain ailments.
3. Availability – Machines, unlike humans, do not get tired and are able to work for
longer periods of time without taking breaks or getting sick. They can do repetitive
tasks continuously without getting bored.
4. Faster Decision-making – Again, algorithm makes robots fast at processing
information and thus coming up with decisions. They are not distracted by emotional
considerations like people do.
5. More Technological Advances – AI can be integrated with other inventions in
engineering, medicine, environment, security, education, finance, and even
entertainment and many more. This could help humanity develop more powerful and
useful inventions to solve current problems and limitations.
Questions on the Use of AI

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UNIT
LESSON
3
• Let's Do It
What’s the Word?
A. The letters in task A make up the words that refer to the most common Intelligences
of human beings. The letters in task B make up the words that are associated with
Artificial Intelligence or AI. Find these words. Letter clues have been given for you.
I A
L A N A E R S
T C T R
L E A I G I
L F
S L G S I E
I C M
G R S I D
R E A I G S A R E
N L
P C I N I
E T Y
N
C. What differentiates robots from machines? Complete the list.
1. Complicated design and development

2. ______________________________
3. Sensory input
4. ______________________________
5. ______________________________
D. The four main components of AI:

1. Expert systems
2. _________________________
3. _________________________
4. _________________________
E. The two types of AI

1. Weak AI
2. ___________

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UNIT
LESSON
3

Check the List
A. What Intelligences are exhibited by the following examples of AI? Put a check on
the column of the Intelligence that corresponds to your answer.
Language Reasoning Learning Problem Perception
Solving
Facebook √
Driverless Car
Sophia the Robot
E-mail spam filter
3D Printer
B. Use the matrix to identify whether the following are simple machines or robots.
Cleaner Car Welder Store Assistant

4. This goes around
3. This has a software the store on its own.
1. This is plugged
2. This could travel and rotating arm that It has a tablet that
into an electrical
long distance when scans inventory,
socket so that it enables it to weld
powered by fuel answers simple
could be used by a and driven by a machine parts.
questions, and
person to clean person. assist customers.
floors.
Cleaner Car Welder Store
Assistant
only one task Machine
Ability
tasks
√
to do
multiple tasks Robot

Operated by Machine
Independence
external power, ex: √

human being
Autonomous or can Robot
do tasks on its own
Machine or Robot? Machine

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UNIT
LESSON
3
Intelligences and Strengths.

C. Identify the intelligences exhibited by the following machines by checking the box
corresponding to it. Write the part that allows it to behave like human beings. Write also
the specific activity it does.
D. Classify the Stacker as Weak or Strong AI. Check the corresponding box. The first
item for Store Assistant has been done for you. Continue with the rest. Do the same
for Stacker.
Language Reasoning Learning Problem Perception
Solving
√ √
Stacker none none none software- sensor-
sorting scanning
sorting
Store Assistant
Stacker
Simulation of Narrow or limited Weak AI
human Equals or exceeds Strong AI
intelligence
Data sense what they know and classify them Weak AI
processing uses clustering and association to Strong AI
process data
Response • Activates and responds by pre- Weak AI
programming
• Could not understand context of
language
• Can perform only the pre-programmed
task
Is able to analyze and “learn” new ways Strong AI
of responding without being
reprogrammed

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UNIT
LESSON
3
Which is the Robot? Classify the following machines whether they are robots or
robots with AI. Use the matrix of components to categorize them. Check the box
corresponding to the component present in each machine. Write the part that allows it
to behave like human beings. Write also the specific activity it does.
ROBOT ROBOT WITH AI
Store Assistant
This goes around the store on
its own through sensors. It has
a tablet that scans inventory
and software that allows it to
“talk” to people.
Problem-Solving Ability √
or Machine Learning sensor, move around and
avoid obstacles
Natural Language
Processing
Capacity to Integrate AI Expert System
(software) (database of information)
Autonomy or Expert System
independence
Sensor input (cameras/ Vision
sensors)
Versatility (can do
multiple tasks)
Complicated Design
and Development

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UNIT
LESSON
3
AI B and Q 1. Which benefit does the Store Assistant provide? Which question arise
from it? Identify them by writing your own idea of the specific benefit and questions
inside the same box.
Benefits Questions
Store Assistant
This goes around the store

on its own through
sensors. It has a tablet that
scans inventory and
software that allows it to
“talk” to people.

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UNIT
LESSON
3

AI Components
Classify the parts of the AI Store Assistant shown below under the correct heading.
Write the name of the part under the correct heading.
Part COMPONENTS
Expert Natural Problem-Solving Ability/ Vision
System Language Machine Learning
Processing
1. sensor
2. speech
recognition
software
3. interactive
screen
4. tablet
5. 3D
scanners

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UNIT
LESSON
3

AI Intelligences
Classify the activities done by the AI Store Assistant shown below under the correct
heading. Write the name of the activity.
ACTIVITIES INTELLIGENCES
Reasoning Language Learning Problem Perception
solving
1. moves around
2. detects people
3. scans
inventory
4. displays
product
information
5. answers
simple questions
6. greets
customers

P a g e | 120
UNIT
LESSON
3

Call a Robot Help.
Give one machine, robot or artificial intelligence used in your field/course (agriculture,
education, criminology, arts, hospitality management, etc.) Cite one benefit of it in the
development of our country and one issue, doubt or question that arises out of its use.
Name of machine, robot or artificial intelligence used in your field:

_______________________
Benefit in the development of the country:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Issue:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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UNIT
LESSON
3
AI B and Q 2. Which benefit does the security robot provide? Which question arise
from it? Identify them by writing your own idea of the specific benefit and questions
inside the same box.
Benefits Questions
Autonomous Data
Machines by Knightscope
The ADMs are security

robot that are deployed in
malls and parks in order to
detect and monitor crimes.
It has eye-level 360-degree
camera, thermal imaging
sensors, microphones, and
mapping software among
others.
This robot is a weak AI. It can only perform pre-programmed tasks. Cite one case
wherein it may not function because of this limitation. _________________________
____________________________________________________________________
____________________________________________________________________
.

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UNIT
LESSON
3
• Let's Sum It Up
Summing Up AI. Identify the (a) the features of robots (b) components of AI and (c)
Intelligences that may be exhibited by AIs.

P a g e | 123
UNIT
LESSON
3

Human versus Machine Intelligence
When discussing about artificial intelligence, it might seem to surface that
machine intelligence could eventually become more superior than human intelligence.
But one needs to go back to the basic question: what differentiates the two?
Machines perceive by a set of rules and data and recall information by
searching algorithms. Hence, they are good at data processing and other repetitive
tasks. However, not all tasks are to be executed. Some requires abstract reasoning
and intuition, which only humans are truly capable of. Humans can relate parts to a
whole and thus is able to hurdle past distortions and incomplete information. In
contrast, machines could not and may give out erroneous output if there are
interferences in the input.
With that, the question on which is more intelligent may be less important if we
focus instead on the benefit of machine and human collaboration. There are tasks that
are better handled by machines. But there are tasks that are best left for humans to
handle.
• BIBLIOGRAPHY
Copeland, B. (n.d.). Artificial Intelligence. Retrieved from Britannica.com:

https://www.britannica.com/technology/artificial-intelligence
Faggella, D. (2020, April 11). Everday Examples of Artificial Intelligence and Machine
Learning. Retrieved from emerj.com: https://emerj.com/ai-sector-
overviews/everyday-examples-of-ai/
Techvidvan. (n.d.). Top 7 Artificial Intelligence Characteristics with Examples.
Retrieved from techvidvan.com: https://techvidvan.com/tutorials/artificial-
intelligence-features/
White, A. (n.d.). 6 Glaring Differences Between Robots and Machines. Retrieved from
Techgearoid.com: https://techgearoid.com/articles/differences-between-
robots-and-machines/

P a g e | 124
UNIT 2: STS AND THE HUMAN CONDITION POST-TEST

NAME: SCORE:
COURSE/YEAR/SECTION: DATE:
MULTIPLE CHOICE. Pick the best answer to the questions below. Shade the letter
that corresponds to your answer in the Answer Sheet provided at the end of this Post-
test.
1. The following are other meanings of eudaimonia in Greek philosophy, EXCEPT

a. spirituality
b. virtue
c. morality
d. meaningful life
2. The following constitutes “good life” EXCEPT
a. achievement of one’s values and goals
b. development of a person’s talents and abilities
c. attainment of virtues
d. becoming a useful member of society
3. The end of man’s pursuit is to _______, live, and be happy.
a. survive
b. satisfy his needs
c. grow
d. flourish
4. The manner with which a person should “flourish” depends upon:

a. society
b. church
c. school
d. individual
5. The following may be considered “challenging” of nature, EXCEPT:

a. using organic fertilizer to produce more rice per hectare
b. using genetic engineering to grow bigger potatoes
c. injecting hormones to make chickens grow faster
d. spraying salt on clouds to produce rain during droughts
6. Which of the following is part of the definition of “humanity”?

a. possession
b. dignity
c. virtues
d. values
7. Human beings have erect posture, have big brains and endowed with
a. instinct
b. self-awareness
c. virtues
d. dignity

P a g e | 125
UNIT 2: STS AND THE HUMAN CONDITION POST-TEST

NAME: SCORE:
8. A fully developed theory of mind endows human beings with the following,
EXCEPT:
a. self-awareness
b. flexible language skills
c. highly developed instinct
d. ability to interpret symbols
9. Which act highlights high-level human quality/capability?

a. a person judges that a story is untrue based on the teller’s facial expressions
b. a person posts a joke about blind people because they could not read it
anyway
c. a person “texts” to break an agreement in order to avoid face-to-face
confrontation
d. a person keeps himself busy at work in his laptop to avoid distractions of
others
10. The following shows value for human beings, EXCEPT
a. Airports have lounges so that mothers could breastfeed babies in private
rather than public
b. Factories use alpha-numeric codes to identify employees instead of using
their names
c. The government identifies Covid-19 patients by codes rather than names
d. Shopping malls provide comfort rooms for the use of people with disabilities
11. Which is a negative effect of technology?

a. social connection over distance
b. faster content sharing
c. comfortable life
d. dependence
12. Which is a positive effect of technology?

a. fast communication
b. dependence
c. isolation
d. less empathy
13. Which human aspect/quality is being highlighted in the following: TV shows

cover the eyes of victims of crimes in news and TV shows in order to protect
their identity.
a. emotion
b. cognitive/mental
c. personality
d. dignity

P a g e | 126
UNIT 2: STS AND HUMAN CONDITIONS POST-TEST

NAME: SCORE:
14. Which human aspect/quality is being affected by technology in the following:

children are noticed to learn another language faster by watching television
shows.
a. social relation
b. emotion
c. cognitive
15. Which human aspect/quality is being affected by technology in the following:

A family sits down to eat at a restaurant. But before the food is served, each
member is absorbed in his/her gadget:
a. cognitive
b. emotion
c. social relation

P a g e | 127
UNIT 2: STS AND HUMAN CONDITIONS POST-TEST

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GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

UNIT 1: General Concepts and STS Historical Developments PRE-TEST

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

UNIT 1: General Concepts and STS Historical Developments PRE-TEST

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

UNIT 1: General Concepts and STS Historical Developments PRE-TEST

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

UNIT 1: General Concepts and STS Historical Developments PRE-TEST

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Nature of Science LESSON 1

• Obtain data by visual observations,

UNIT 1: GENERAL CONCEPTS AND STS HISTORICAL

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Nature of Science UNIT

• Let's Look Back

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Let's Analyze and Prepare

1. Did you find it hard to spot the difference? Why?

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

According to the famous Chemist Dmitri Mendelev

“Science is founded on uncertainty. Each

Let’s make the definition simple by looking at this diagram

NATURAL SCIENCE SOCIAL SCIENCES

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Science is a systematized body of knowledge and is broadly classified into two

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

What is Scientific Investigation?

Scientific Investigation is a method to find the

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

In turn, the scientific method is a systematic

Finally, a hypothesis is a possible theory, based

The steps of the scientific method:

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Some key points to the scientific method:

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

1. A student researcher expected that 1. What did the researcher exhibit?

6. If we increase the amount of This shows that our knowledge of science

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Let's Try Some More

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Let's Have Your Turn

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Nature ofNN Science

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Let's Sum It Up.

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Let's Extend and Link

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

• Identify greatest inventors and inventions of the past

UNIT 1: GENERAL CONCEPTS AND STS HISTORICAL

Science and technology play significant roles in people’s daily

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS

Historical Antecedents & Great Scientists UNIT

• Let's Look Back

THINGS PURPOSE YEAR ACQUIRED IS IT STILL IN

GEC 7: SCIENCE, TECHNOLOGY AND SOCIETY CPSU-CAS