Unit 1 - STS

Module in
NSCI 110:
Science, Technology and Society
Prof. Richelle O. Tuvillo

Team Leader/Coordinator
Dr. Larry D. Buban

Team Editor
Authors/Contributors:
Dr. Larry D. Buban Dr. Anita Estela M. Monroy
Dr. Harlan C. Dureza Ms. Vivien Mei C. Reyes
Prof. Eileen L. Loreno Dr. Stephen G. Sabinay
Dr. Grace A. Manajero Dr. Agatha Z. Senina
College of Arts and Sciences

Physical Science Department
1 Physical Science Department

Unit 1: Introduction to Science, Technology and
Society
NSCI 110
Dr. Harlan C. Dureza

Introduction to Unit 1
There are six (6) lessons in this unit listed as follows:

Lesson 1. Nature of Science
1.1. The Scientific World View
1.2. The Scientific Methods of Inquiry
1.3. The Nature of the Scientific Enterprise
Lesson 2. Nature of Mathematics

2.1 Patterns and Relationships
2.2 Mathematics, Science and Technology
2.3 Mathematical Inquiry
Lesson 3. Nature of Technology

3.1 Technology and Science
3.2 Designs and Systems
3.3 Issues in Technology
Lesson 4. The Physical Setting

4.1 The Universe
4.2 The Earth
4.3 Structure of Matter
4.4 Energy Transformations
4.5 Motion
4.6 Forces of Nature
Lesson 5. The Living Environment

5.1 Diversity of Life
5.2 Heredity
5.3 Cells
5.4 Interdependence of Life
5.5 Flow of Matter and Energy
5.6 Evolution of Life
Lesson 6. The Human Organism

6.1 Human Identity
6.2 Human Development
6.3 Basic Functions
6.4 Learning
6.5 Physical Health
6.6 Mental Health

UNIT 1. Introduction to Science, Technology
and Society
Lesson 1. Nature of Science (Week 2)
How Much Do You Know?

Let’s check your knowledge relative to the lesson.
TRUE or FALSE. Write the word true if the statement is correct.

Write false if the statement is incorrect.
1. All important scientific discoveries are made by professional scientists.

2. Scientists use all the steps in a scientific method in the same order to solve
different problems.
3. In a controlled experiment, the independent variable is the factor that is
changed by the researcher.
4. When observing and recording the results of an experiment, observations
may include both measurements and descriptions.
5. Using scientific methods means doing a controlled experiment.
6. If the results of a study do not support a hypothesis, it means that the
hypothesis is wrong.
MULTIPLE CHOICE. Identify the letter of the choice that best completes the
statement or answers the question.
7. The process of trying to understand the world around you is _____________.

A. a controlled experiment C. a control
B. a hypothesis D. Science
8. Approaches taken to try to solve a problem are _______________

A. Controlled experiments C. Sciences
B. Scientific methods D. Hypothesis
9. One way to analyse data from a study is to ______________

A. make a graph C. develop a hypothesis
B. choose which variable to keep constant D. recognize a problem
10. Science is best described as a

A. set of facts. C. collection of beliefs
B. way of knowing. D. list of rules

How well did you do?
How do you feel about the test? Did it make you feel confident or insecure?
Your feelings will be your guide to go slow or breezw through this module.
Here is the answer key and category to your pre-test.
1. False 6. False
2. False 7. D
3. True 8. B
4. True 9. A
5. False 10. B
A perfect 10 makes you Science Enthusiast. Please

continue to study this module as a review. If you go lower
than 10, studying this module is a must.
7-9 Science Imitator

4-6 Science Aspirant
0-3 Science Hopeful

UNIT 1. Introduction to Science, Technology
and Society
Lesson 1. Nature of Science (Week 2)

Introduction:
Over the course of human history,

people have developed many interconnected
and validated ideas about the physical,
biological, psychological, and social worlds.
Those ideas have enabled successive
generations to achieve an increasingly
comprehensive and reliable understanding of
the human species and its environment. The
means used to develop these ideas are
particular ways of observing, thinking,
experimenting, and validating. These ways
represent a fundamental aspect of the nature
of science and reflect how science tends to
differ from other modes of knowing.
It is the union of science,

mathematics, and technology that forms the scientific endeavour and that makes it
so successful. Although each of these human enterprises has a character and history
of its own, each is dependent on and reinforces the others. Accordingly, the first
three chapters of recommendations draw portraits of science, mathematics, and
technology that emphasize their roles in the scientific endeavour and reveal some of
the similarities and connections among them.
This lesson lays out recommendations for what knowledge of the way science
works is requisite for scientific literacy. The chapter focuses on three principal
subjects: the scientific world view, scientific methods of inquiry, and the nature of
the scientific enterprise. Further discussions consider ways in which mathematics and
technology differ from science in general and views of the world as depicted by
current science; Historical Perspectives, covers key episodes in the development of
science; and Common Themes, pulls together ideas that cut across all these views of
the world.

Learning Outcomes:
At the end of this lesson the students must have,

1. understood and explained how science works, what exactly science explained.
2. discussed where does science begin and end?
3. explained the development of many interconnected and validated ideas about
the physical, biological, psychological, and social worlds.
4. understood that the means used to develop ways of observing, thinking,
experimenting, and validating. These ways represent a fundamental aspect of
the nature of science and reflect how science tends to differ from other
modes of knowing.
Activate your Prior Knowledge

This time relate your prior knowledge to the lesson.
Read on the story of Galileo as a scientist who faced opposition for his science
theories or investigations.
Galileo’s story
Like almost everyone in sixteenth century
Italy, where Galileo was born, Galileo was
taught that Earth was the centre of the Universe
and that other heavenly bodies were smooth,
shining spheres – perfect examples of God’s
creation. According to the Church, any other belief
would be contrary to what it said in the Bible, and
therefore heresy.
However, when Galileo used his telescope to study
the Moon, he observed no smoothness, but what
looked like mountains and valleys. By focusing on
the boundary between the dark part of the Moon
and the area lit by the Sun where shadows were longest, and measuring the
shadows there, he could calculate the heights of some of the mountains. He realised
that the surface of the Moon was very jagged and rocky. He also thought that the
dark, smoother spots on the Moon indicated seas. All these observations went right
against current concepts about the Moon – and they supported the forbidden belief
that there were other worlds like the Earth, a belief for which Bruno had been
convicted and burnt to death.
As Galileo improved his telescopes, he was also able to observe Jupiter. He
determined that the four ‘stars’ that moved with it could not be fixed stars but were
four moons.

Now, reflect on the following questions:
1. What challenges or opposition did this person face in having their theories
accepted? Why?
2. Do you think those challenges/opposition are still there today?
3. What sort of challenges or opposition (for example, ethical or economic
challenges) do you think present-day scientists face?
4. How did prevailing world views affect the acceptance of scientific ideas in the
past?
5. How might the general world view and/or the variety of world views today
influence the acceptance of science ideas now?
6. Do people recognise that they have a particular way of looking at the world?
7. Do you recognise that you have a particular way of looking at the world?
8. What questions do you need to ask to analyse your own world view?

Acquire New Knowledge
This part will present the ideas aligned with the objectives of the lesson.
THE SCIENTIFIC WORLD VIEW
Scientists share certain basic beliefs and attitudes about what they do and
how they view their work. These have to do with the nature of the world and what
can be learned about it.
The World Is Understandable
Science presumes that the things and events in the universe occur in
consistent patterns that are comprehensible through careful, systematic study.
Scientists believe that through the use of the intellect, and with the aid of
instruments that extend the senses, people can discover patterns in all ofnature.
Science also assumes that the universe is, as its name implies, a vast single
system in which the basic rules are everywhere the same. Knowledge gained from
studying one part of the universe is applicable to other parts. For instance, the same
principles of motion and gravitation that explain the motion of falling objects on the
surface of the earth also explain the motion of the moon and the planets. With some
modifications over the years, the same principles of motion have applied to other
forces—and to the motion of everything, from the smallest nuclear particles to the
most massive stars, from sailboats to space vehicles, from bullets to light rays.

Scientific Ideas Are Subject To Change
Science is a process
for producing knowledge.
The process depends both on
making careful observations
of phenomena and on
inventing theories for making
sense out of those
observations.
Change in knowledge
is inevitable because new
observations may challenge
prevailing theories. No matter
how well one theory explains
a set of observations, it is
possible that another theory
may fit just as well or better,
or may fit a still wider range
of observations. In science,
the testing and improving
and occasional discarding of theories, whether new or old, go on all the time.
Scientists assume that even if there is no way to secure complete and absolute truth,
increasingly accurate approximations can be made to account for the world and how
it works.
Scientific Knowledge Is Durable
Although scientists reject the notion of attaining absolute truth and accept
some uncertainty as part of nature, most scientific knowledge is durable. The
modification of ideas, rather than their outright rejection, is the norm in science, as
powerful constructs tend to survive and grow more precise and to become widely
accepted. For example, in formulating the theory of relativity, Albert Einstein did not
discard the Newtonian laws of motion but rather showed them to be only an
approximation of limited application within a more general concept. (The National
Aeronautics and Space Administration uses Newtonian mechanics, for instance, in
calculating satellite trajectories.)
Moreover, the growing ability of scientists to make accurate predictions about

natural phenomena provides convincing evidence that we really are gaining in our
understanding of how the world works. Continuity and stability are as characteristic
of science as change is, and confidence is as prevalent as tentativeness.

Science Cannot Provide Complete Answers to All Questions
There are many matters that cannot usefully be examined in a scientific way.
There are, for instance, beliefs that—by their very nature—cannot be proved or
disproved (such as the existence of supernatural powers and beings, or the true
purposes of life). In other cases, a scientific approach that may be valid is likely to be
rejected as irrelevant by people who hold to certain beliefs (such as in miracles,
fortune-telling, astrology, and superstition). Nor do scientists have the means to
settle issues concerning good and evil, although they can sometimes contribute to
the discussion of such issues by identifying the likely consequences of particular
actions, which may be helpful in weighing alternatives.
SCIENTIFICINQUIRY
Fundamentally, the various scientific disciplines are alike in their reliance on

evidence, the use of hypothesis and theories, the kinds of logic used, and much
more. Nevertheless, scientists differ greatly from one another in what phenomena
they investigate and in how they go about their work; in the reliance they place on
historical data or on experimental findings and on qualitative or quantitative
methods; in their recourse to fundamental principles; and in how much they draw on
the findings of other sciences. Still, the exchange of techniques, information, and
concepts goes on all the time among scientists, and there are common
understandings among them about what constitutes an investigation that is
scientifically valid.
Scientific inquiry is not easily described apart from the context of particular
investigations. There simply is no fixed set of steps that scientists always follow, no
one path that leads them unerringly to scientific knowledge. There are, however,
certain features of science that give it a distinctive character as a mode of inquiry.
Although those features are especially characteristic of the work of professional
scientists, everyone can exercise them in thinking scientifically about many matters
of interest in everyday life.
Science Demands Evidence
Sooner or later, the validity of scientific claims is settled by referring to

observations of phenomena. Hence, scientists concentrate on getting accurate data.
Such evidence is obtained by observations and measurements taken in situations
that range from natural settings (such as a forest) to completely contrived ones
(such as the laboratory). To make their observations, scientists use their own senses,
instruments (such as microscopes) that enhance those senses, and instruments that
tap characteristics quite different from what humans can sense (such as magnetic
fields). Scientists observe passively (earthquakes, bird migrations), make collections
(rocks, shells), and actively probe the world (as by boring into the earth's crust or
administering experimental medicines).
In some circumstances, scientists can control conditions deliberately and

precisely to obtain their evidence. They may, for example, control the temperature,
change the concentration of chemicals, or choose which organisms mate with which
others. By varying just one condition at a time, they can hope to identify its exclusive
effects on what happens, uncomplicated by changes in other conditions.

Often, however, control of conditions may be impractical (as in studying
stars), or unethical (as in studying people), or likely to distort the natural phenomena
(as in studying wild animals in captivity). In such cases, observations have to be
made over a sufficiently wide range of naturally occurring conditions to infer what
the influence of various factors might be. Because of this reliance on evidence, great
value is placed on the development of better instruments and techniques of
observation, and the findings of any one investigator or group are usually checked by
others.
Science Is a Blend of Logic and Imagination
Although all sorts of imagination and thought may be used in coming up with
hypotheses and theories, sooner or later scientific arguments must conform to the
principles of logical reasoning— that is, to testing the validity of arguments by
applying certain criteria of inference, demonstration, and common sense. Scientists
may often disagree about the value of a particular piece of evidence, or about the
appropriateness of particular assumptions that are made—and therefore disagree
about what conclusions are justified. But they tend to agree about the principles of
logical reasoning that connect evidence and assumptions with conclusions.
Scientists do not work only with data and well-developed theories. Often,
they have only tentative hypotheses about the way things may be. Such hypotheses
are widely used in science for choosing what data to pay attention to and what
additional data to seek, and for guiding the interpretation of data. In fact, the
process of formulating and testing hypotheses is one of the core activities of
scientists. To be useful, a hypothesis should suggest what evidence would support it
and what evidence would refute it. A hypothesis that cannot in principle be put to
the test of evidence may be interesting, but it is not likely to be scientifically useful.
The use of logic and the close examination of evidence are necessary but not
usually sufficient for the advancement of science. Scientific concepts do not emerge
automatically from data or from any amount of analysis alone. Inventing hypotheses
or theories to imagine how the world works and then figuring out how they can be
put to the test of reality is as creative as writing poetry, composing music, or
designing skyscrapers. Sometimes discoveries in science are made unexpectedly,
even by accident. But knowledge and creative insight are usually required to
recognize the meaning of the unexpected. Aspects of data that have been ignored by
one scientist may lead to new discoveries by another.

Science Explains and Predicts
Scientists strive to make

sense of observations of
phenomena by constructing
explanations for them that use, or
are consistent with, currently
accepted scientific principles. Such
explanations—theories —may be
either sweeping or restricted, but
they must be logically sound and
incorporate a significant body of
scientifically valid observations. The
credibility of scientific theories often
comes from their ability to show
relationships among phenomena
that previously seemed unrelated.
The theory of moving continents,
for example, has grown in credibility as it has shown relationships among such
diverse phenomena as earthquakes, volcanoes, the match between types of fossils
on different continents, the shapes of continents, and the contours of the ocean
floors.
The essence of science is validation by observation. But it is not enough for

scientific theories to fit only the observations that are already known. Theories
should also fit additional observations that were not used in formulating the theories
in the first place; that is, theories should have predictive power. Demonstrating the
predictive power of a theory does not necessarily require the prediction of events in
the future. The predictions may be about evidence from the past that has not yet
been found or studied. A theory about the origins of human beings, for example, can
be tested by new discoveries of human-like fossil remains. This approach is clearly
necessary for reconstructing the events in the history of the earth or of the life forms
on it. It is also necessary for the study of processes that usually occur very slowly,
such as the building of mountains or the aging of stars. Stars, for example, evolve
more slowly than we can usually observe. Theories of the evolution of stars,
however, may predict unsuspected relationships between features of starlight that
can then be sought in existing collections of data about stars.
Scientists Try to Identify and Avoid Bias
When faced with a claim that something is true, scientists respond by asking
what evidence supports it. But scientific evidence can be biased in how the data are
interpreted, in the recording or reporting of the data, or even in the choice of what
data to consider in the first place. Scientists' nationality, sex, ethnic origin, age,
political convictions, and so on may incline them to look for or emphasize one or
another kind of evidence or interpretation. For example, for many years the study of
primates— by male scientists—focused on the competitive social behavior of males.
Not until female scientists entered the field was the importance of female primates'
community-building behavior recognized. Bias attributable to the investigator, the
sample, the method, or the instrument may not be completely avoidable in every
instance, but scientists want to know the possible sources of bias and how bias is
likely to influence evidence. Scientists want, and are expected, to be as alert to

possible bias in their own work as in that of other scientists, although such
objectivity is not always achieved. One safeguard against undetected bias in an area
of study is to have many different investigators or groups of investigators working in
it.
Science Is Not Authoritarian
It is appropriate in science, as elsewhere, to turn to knowledgeable sources

of information and opinion, usually people who specialize in relevant disciplines. But
esteemed authorities have been wrong many times in the history of science. In the
long run, no scientist, however famous or highly placed, is empowered to decide for
other scientists what is true, for none are believed by other scientists to have special
access to the truth. There are no pre-established conclusions that scientists must
reach on the basis of their investigations.
In the short run, new ideas that do not mesh well with mainstream ideas may
encounter vigorous criticism, and scientists investigating such ideas may have
difficulty obtaining support for their research. Indeed, challenges to new ideas are
the legitimate business of science in building valid knowledge. Even the most
prestigious scientists have occasionally refused to accept new theories despite there
being enough accumulated evidence to convince others. In the long run, however,
theories are judged by their results: When someone comes up with a new or
improved version that explains more phenomena or answers more important
questions than the previous version of the scientific law, the newer one eventually
takes the place of the older one.
Nature of the Scientific Enterprise

Science as an enterprise has individual, social, and institutional dimensions.
Scientific activity is one of the main features of the contemporary world and, perhaps
more than any other, distinguishes our times from earlier centuries.
Science Is a Complex Social Activity
Scientific work involves many individuals doing many different kinds of work
and goes on to some degree in all nations of the world. Men and women of all ethnic
and national backgrounds participate in science and its applications. These people—
scientists and engineers, mathematicians, physicians, technicians, computer
programmers, librarians, and others—may focus on scientific knowledge either for its
own sake or for a particular practical purpose, and they may be concerned with data
gathering, theory building, instrument building, or communicating.
As a social activity, science inevitably reflects social values and viewpoints.

The history of economic theory, for example, has paralleled the development of
ideas of social justice—at one time, economists considered the optimum wage for
workers to be no more than what would just barely allow the workers to survive.
Before the twentieth century, and well into it, women and people of different race
were essentially excluded from most of science by restrictions on their education and
employment opportunities; the remarkable few who overcame those obstacles were
even then likely to have their work belittled by the science establishment.

The direction of scientific research is affected by informal influences within
the culture of science itself, such as prevailing opinion on what questions are most
interesting or what methods of investigation are most likely to be fruitful. Elaborate
processes involving scientists themselves have been developed to decide which
research proposals receive funding, and committees of scientists regularly review
progress in various disciplines to recommend general priorities for funding.
Science goes on in many different settings. Scientists are employed by

universities, hospitals, business and industry, government, independent research
organizations, and scientific associations. They may work alone, in small groups, or
as members of large research teams. Their places of work include classrooms,
offices, laboratories, and natural field settings from space to the bottom of the sea.
Because of the social nature of science, the dissemination of scientific

information is crucial to its progress. Some scientists present their findings and
theories in papers that are delivered at meetings or published in scientific journals.
Those papers enable scientists to inform others about their work, to expose their
ideas to criticism by other scientists, and, of course, to stay abreast of scientific
developments around the world. The advancement of information science
(knowledge of the nature of information and its manipulation) and the development
of information technologies (especially computer systems) affect all sciences. Those
technologies speed up data collection, compilation, and analysis; make new kinds of
analysis practical; and shorten the time between discovery and application.
Science Is Organized Into Content Disciplines and Is Conducted in Various

Institutions. Organizationally, science can be thought of as the collection of all of the
different scientific fields, or from anthropology through zoology, there are dozens of
such disciplines. They differ from one another in many ways, including history,
phenomena studied, techniques and language used, and kinds of outcomes desired.
With respect to purpose and philosophy, however, all are equally scientific and
together make up the same scientific endeavour. The advantage of having disciplines
is that they provide a conceptual structure for organizing research and research
findings.
The disadvantage is that their divisions do not necessarily match the way the
world works, and they can make communication difficult. In any case, scientific
disciplines do not have fixed borders.
Physics shades into chemistry, astronomy, and geology, as does chemistry

into biology and psychology, and so on. New scientific disciplines (astrophysics and
socio-biology, for instance) are continually being formed at the boundaries of others.
Some disciplines grow and break into sub disciplines, which then become disciplines
in their own right. Universities, industry, and government are also part of the
structure of the scientific endeavour.
University research usually emphasizes knowledge for its own sake, although
much of it is also directed toward practical problems. Universities, of course, are also
particularly committed to educating successive generations of scientists,
mathematicians, and engineers. Industries and businesses usually emphasize
research directed to practical ends, but many also sponsor research that has no
immediately obvious applications, partly on the premise that it will be applied
fruitfully in the long run. The federal government funds much of the research in

universities and in industry but also supports and conducts research in its many
national laboratories and research centres. Private foundations, public-interest
groups, and state governments also support research.
Funding agencies influence the direction of science by virtue of the decisions

they make on which research to support. Other deliberate controls on science result
from federal (and sometimes local) government regulations on research practices
that are deemed to be dangerous and on the treatment of the human and animal
subjects used in experiments.
There Are Generally Accepted Ethical Principles in the Conduct of Science.

Most scientists conduct themselves according to the ethical norms of science. The
strongly held traditions of accurate recordkeeping, openness, and replication,
buttressed by the critical review of one's work by peers, serve to keep the vast
majority of scientists well within the bounds of ethical professional behavior.
Sometimes, however, the pressure to get credit for being the first to publish an idea
or observation leads some scientists to withhold information or even to falsify their
findings.
Such a violation of the very nature of science impedes science. When

discovered, it is strongly condemned by the scientific community and the agencies
that fund research.
Another domain of scientific ethics relates to possible harm that could result
from scientific experiments. One aspect is the treatment of live experimental
subjects. Modern scientific ethics require that due regard must be given to the
health, comfort, and well-being of animal subjects.
Moreover, research involving human subjects may be conducted only with the
informed consent of the subjects, even if this constraint limits some kinds of
potentially important research or influences the results. Informed consent entails full
disclosure of the risks and intended benefits of the research and the right to refuse
to participate. In addition, scientists must not knowingly subject co-workers,
students, the neighbourhood, or the community to health or property risks without
their knowledge and consent.
The ethics of science also relates to the possible harmful effects of applying
the results of research. The long-term effects of science may be unpredictable, but
some idea of what applications are expected from scientific work can be ascertained
by knowing who is interested in funding it. If, for example, the Department of
Defense offers contracts for working on a line of theoretical mathematics,
mathematicians may infer that it has application to new military technology and
therefore would likely be subject to secrecy measures. Military or industrial secrecy is
acceptable to some scientists but not to others. Whether a scientist chooses to work
on research of great potential risk to humanity, such as nuclear weapons or germ
warfare, is considered by many scientists to be a matter of personal ethics, not one
of professional ethics.
Scientists Participate in Public Affairs both as Specialists and as Citizens

Scientists can bring information, insights, and analytical skills to bear on matters of
public concern. Often they can help the public and its representatives to understand
the likely causes of events (such as natural and technological disasters) and to

estimate the possible effects of projected policies (such as ecological effects of
various farming methods). Often they can testify to what is not possible. In playing
this advisory role, scientists are expected to be especially careful in trying to
distinguish fact from interpretation, and research findings from speculation and
opinion; that is, they are expected to make full use of the principles of scientific
inquiry.
Even so, scientists can seldom bring definitive answers to matters of public
debate. Some issues are too complex to fit within the current scope of science, or
there may be little reliable information available, or the values involved may lie
outside of science. Moreover, although there may be at any one time a broad
consensus on the bulk of scientific knowledge, the agreement does not extend to all
scientific issues, let alone to all science-related social issues. And of course, on issues
outside of their expertise, the opinions of scientists should enjoy no special
credibility.
In their work, scientists go to great lengths to avoid bias—their own as well

as that of others. But in matters of public interest, scientists, like other people, can
be expected to be biased where their own personal, corporate, institutional, or
community interests are at stake. For example, because of their commitment to
science, many scientists may understandably be less than objective in their beliefs on
how science is to be funded in comparison to other social needs.

Apply your Knowledge
Now, let’s check what you have learned.
Reflect on the following questions, then answer the following questions

logically.
1. How did the society shape science and how did science shape society?
2. How do the political and cultural landscapes of the society affect the development
of scientific culture?
3. Considering the current state of our society, do you think science literacy among
people has contributed to the growth of our society ? How? How can Science you
think, influence government policies?
4. Why do we express “Science as a Falsification”? Explain.
5. How did religion influence the development of science?
6. In your own point of view, what important (Philosophical, Social, Technological

Psychological and Economic) factors influenced you in your studies?
7. Man had grown intelligently fast in the last three decades. However, this rapid
growth stirred a lot of controversies and demands from the society. Specifically,
values and cultures had changed a lot. In what way you think science shall be
taught to help alleviate the fast degrading values of our students?
8. What is the Nature of Science? Explain.
9. Is there a need to reform Education? Why?

Assess your Knowledge
Multiple Choice. Identify the letter of the choice that best completes the
1. Which of the following is NOT a goal of science?

A. to investigate and understand the natural world
B. to explain events in the natural world
C. to establish a collection of unchanging truths
D. to use derived explanations to make useful predictions.
2. Science differs from other disciplines, such as history and the arts, because
science relies on
A. facts. C. testing explanations.
B. observations. D. theories.
3. Scientists will never know for sure why dinosaurs became extinct. Therefore,
scientists should
A. stop studying dinosaurs and study only living animals.
B. work to raise live dinosaurs to study.
C. continue to learn as much as they can about dinosaur extinction.
D. accept the current theory about dinosaur extinction as the best possible
theory.
4. The work of scientists usually begins with

A. testing a hypothesis. C. careful observations.
B. creating experiments. D. drawing conclusions.
5. A student sees a bee on a flower. The student wonders how the bee finds
flowers. This student is displaying the scientific attitude of
A. creativity. C. curiosity.
B. open-mindedness. D. skepticism.
6. Suppose that a scientist proposes a hypothesis about how a newly discovered

virus affects humans. Other virus researchers would likely
A. reject the hypothesis right away.
B. change the hypothesis to fit their own findings.
C. design new experiments to test the proposed hypothesis.
D. assume that the hypothesis is true for all viruses.
7. Why is creativity considered a scientific attitude?

A. Scientists need creativity to make good posters to explain their ideas.
B. Creativity helps scientists come up with different experiments.
C. Creative scientists imagine the results of experiments without doing them.
D. Scientists who are creative are better at handling and training animals.
8. After a scientist publishes a paper, someone else finds evidence that the paper’s
hypothesis may not be correct. The scientist is unhappy, but studies the new
evidence anyway. The scientist is showing which scientific attitude?
A. creativity C. curiosity
B. open-mindedness D. scepticism

9. Suppose a scientist must choose whether to publish a report in a newspaper or
in a peer-reviewed journal. What is a benefit of publishing in the journal?
A. Other scientists will know that everything in the report is true.
B. The reviewers will fix mistakes in the report’s experiment.
C. The report will be published more quickly in the journal.
D. The quality of the report will meet high scientific standards.
10. Who reviews articles for peer-reviewed journals?

A. friends of the scientists who wrote the articles
B. anonymous and independent experts
C. the scientists who did the experiments
D. people who paid for the experiments
11. How does sharing ideas through peer-reviewed articles help advance science?
A. Peer-reviewed articles are published only when the ideas they contain
have been accepted by most scientists.
B. Experiments in peer-reviewed articles do not need to be repeated.
C. Scientists reading the articles may come up with new questions to study.
D. Ideas in the articles always support and strengthen dominant theories.
12. A scientist discovers an important breakthrough in cancer treatment. The

scientist thinks the information could save thousands of lives and immediately
announces the results on national television, skipping peer review. How might
other scientists react to this news?
A. They will be skeptical because the report was not peer-reviewed.
B. They will quickly start to use the new treatment on their patients.
C. They will congratulate the scientist for the discovery.
D. They will denounce the work and call the scientist a fraud.
13. Suppose that a scientific idea is well-tested and can be used to make predictions
in numerous new situations, but cannot explain one particular event. This idea is
A. hypothesis that is incorrect.
B. hypothesis that must be retested.
C. theory that should be discarded.
D. theory that may need revision.

14. A theory
A. is always true.
B. is the opening statement of an experiment.
C. maybe revised or replaced.
D. is a problem to be solved.
15. Which of the following is a question that can be answered by science?
A. What is beauty?
B. Is it ethical to do experiments on animals?
C. How does DNA influence a person’s health?
D. Do people watch too much television?
16. A personal preference or point of view is

A. a bias. B. a theory.
C. a hypothesis. D. an inference.
17. How does society help science advance?

A. Society’s biases steer scientists toward studying certain ideas.
B. Society produces technology that can be used in science.
C. Society’s morals help scientists make good decisions.
D. Society raises questions that science can help answer.____
18. How does studying science help you be a better member of society?
A. Learning the biases of science will help you know what is right or wrong.
B. Understanding how science works will help you make better decisions.
C. Memorizing science facts will help you become more intelligent.
D. Knowing science will help you live without the aid of technology.____
19. Which of the following is NOT a way that science influences society?
A. Science provides answers to some of society’s practical problems.
B. Science gives society answers to difficult ethical issues.
C. Science advances technology that is useful to society.
D. Science increases society’s understanding of how people affect the
environment.
20. Scientists often try to repeat each other’s results. Which of the following should a
scientist do to make it easier for others to replicate his or her experiment?
A. Not use a control to save time.
B. Collect only one set of data.
C. Skip peer-review so the results are available sooner.
D. Use the metric system when communicating procedures and results

Answer Key
Let’s check your answers.
Are you satisfied with your score? If you are not satisfied
with the feedback, you may then go back to some points that you
may have missed.
You will now proceed to the next lesson.

UNIT 1. Science and Its Conceptual Foundations

Multiple Choice Test. Write the letter of the correct answer.
1. The nature of mathematics is

A. Ornamental B. Difficult C. Logical D. Not for common
2. Mathematics is the science of

A. Intellectual B. Numbers C. Calculations D. All of these
3. The most possibility of guessing is

A. In matching type terms C. In multiple choice terms
B. In true-false terms D. None of these
4. Appropriate method for the establishment of the formulae in mathematics is

A. Induction C. Synthesis
B. Planning D. None of these
5. The method based upon real thinking, experiments and inspection

A. Analysis B. Synthesis C. Deduction D. Laboratory
6. Correlation between two variables may be

A. Positive C. Both A and B
B. Negative D. None of these
7. Correlation in mathematics indicates

A. Joint relationship C. both A and B
B. Reciprocal relationship D. None of these
8. Which of the following subjects, mathematics in highly correlated

A. Chemistry C. Physics
B. Botany D. Zoology
9. The most reliable scale of measurement is

A. Ratio C. Internal
B. Ordinal D. Nominal
10. If a > 0 and b < 0, then which of the following is always true:
A. a – b > 0 C. a + b < 0
B. a + b > 0 D. a – b < 0

Your feelings will be your guide to go slow or breezy through this module.
1. C 6. C
2. D 7. A
3. B 8. C
4. A 9. A
5. D 10. A
A perfect 10 makes you Science Enthusiast. Please continue to

study this module as a review. If you go lower than 10, studying this
module is a must.

0-3 Science Hopeful


Introduction:
Mathematics relies on both logic and creativity, and it is pursued both for a
variety of practical purposes and for its intrinsic interest. For some people, and not
only professional mathematicians, the essence of mathematics lies in its beauty and
its intellectual challenge.
For others, including many scientists and engineers, the chief value of
mathematics is how it applies to their own work. Because mathematics plays such a
central role in modern culture, some basic understanding of the nature of
mathematics is requisite for scientific literacy. To achieve this, students need to
perceive mathematics as part of the scientific endeavour, comprehend the nature of
mathematical thinking, and become familiar with key mathematical ideas and skills.
The discussion focuses on mathematics as part of the scientific endeavour and then
on mathematics as a process, or way of thinking.
Learning Outcome:
1. understood the nature and importance of mathematics as an applied

science.

Do you agree with the statement? Why or why not?
1. Leopold Kronecker once said:
2. Euclid once said:

This part will present the ideas aligned with the objectives of the
lesson.
PATTERNS AND RELATIONSHIPS
Mathematics is the science of

patterns and relationships. As a
theoretical discipline, mathematics
explores the possible relationships
among abstractions without concern
for whether those abstractions have
counterparts in the real world. The
abstractions can be anything from
strings of numbers to geometric
figures to sets of equations. In
addressing, say, "Does the interval
between
prime numbers form a pattern?" as a
theoretical question, mathematicians
are interested only in finding a pattern
or proving that there is none, but not in what use such knowledge might have. In
deriving, for instance, an expression for the change in the surface area of any
regular solid as its volume approaches zero, mathematicians have no interest in any
correspondence between geometric solids and physical objects in the real world.
A central line of investigation in theoretical mathematics is identifying in each

field of study a small set of basic ideas and rules from which all other interesting
ideas and rules in that field can be logically deduced. Mathematicians, like other
scientists, are particularly pleased when previously unrelated parts of mathematics
are found to be derivable from one another, or from some more general theory.
Part of the sense of beauty that many people have perceived in mathematics
lies not in finding the greatest elaborateness or complexity but on the contrary, in
finding the greatest economy and simplicity of representation and proof. As
mathematics has progressed, more and more relationships
have been found between parts of it that have been developed separately—for
example, between the symbolic representations of algebra and the spatial
representations of geometry. These cross-connections enable insights to be
developed into the various parts; together, they strengthen belief in the correctness
and underlying unity of the whole structure.
Mathematics is also an applied science. Many mathematicians focus their

attention on solving problems that originate in the world of experience. They too
search for patterns and relationships, and in the process they use techniques that
are similar to those used in doing purely theoretical mathematics. The difference is
largely one of intent. In contrast to theoretical mathematicians, applied
mathematicians, in the examples given above, might study the interval pattern of

prime numbers to develop a new system for coding numerical information, rather
than as an abstract problem. Or they might tackle the area/volume problem as a
step in producing a model for the study of crystal behaviour.
The results of theoretical and applied mathematics often influence each

other. The discoveries of theoretical mathematicians frequently turn out—sometimes
decades later—to have unanticipated practical value. Studies on the mathematical
properties of random events, for example, led to knowledge that later made it
possible to improve the design of experiments in the social and natural sciences.
Conversely, in trying to solve the problem of billing long-distance telephone users
fairly, mathematicians made fundamental discoveries about the mathematics of
complex networks.
Theoretical mathematics, unlike the other sciences, is not constrained by the

real world, but in the long run it contributes to a better understanding of that world.
MATHEMATICS, SCIENCE, AND TECHNOLOGY
Because of its abstractness, mathematics is universal in a sense that other

fields of human thought are not. It finds useful applications in business, industry,
music, historical scholarship, politics, sports, medicine, agriculture, engineering, and
the social and natural sciences. The relationship between mathematics and the other
fields of basic and applied science is especially strong. This is so for several reasons,
including the following:
The alliance between science and mathematics has a long history, dating back many
centuries.
Science provides mathematics with interesting problems to investigate, and

mathematics provides science with powerful tools to use in analyzing data. Often,
abstract patterns that have been studied for their own sake by mathematicians have
turned out much later to be very useful in science. Science and mathematics are
both trying to discover general patterns and relationships, and in this sense they are
part of the same endeavor.
Mathematics is the chief language of science. The symbolic language of

mathematics has turned out to be extremely valuable for expressing scientific ideas
unambiguously. The statement that a=F/m is not simply a shorthand way of saying
that the acceleration of an object depends on the force applied to it and its mass;
rather, it is a precise statement of the quantitative relationship among those
variables. More important, mathematics provides the grammar of science—the rules
for analyzing scientific ideas and data rigorously.
Mathematics and science have many features in common. These include a

belief in understandable order; an interplay of imagination and rigorous logic; ideals
of honesty and openness; the critical importance of peer criticism; the value placed
on being the first to make a key discovery; being international in scope; and even,
with the development of powerful electronic computers, being able to use technology
to open up new fields of investigation.

Mathematics and technology have also developed a fruitful relationship with
each other. The mathematics of connections and logical chains, for example, has
contributed greatly to the design of computer hardware and programming
techniques. Mathematics also contributes more generally to engineering, as in
describing complex systems whose behavior can then be simulated by computer.
In those simulations, design features and operating conditions can be

varied as a means of finding optimum designs. For its part, computer technology has
opened up whole new areas in mathematics, even in the very nature of proof, and it
also continues to help solve previously daunting problems.
Using mathematics to express ideas or to solve problems involves at least

three phases: (1) representing some aspects of things abstractly, (2) manipulating
the abstractions by rules of logic to find new relationships between them, and (3)
seeing whether the new relationships say something useful about the original things.

Abstraction and Symbolic Representation
Mathematical thinking often begins with the process of abstraction—that is,

noticing a similarity between two or more objects or events. Aspects that they have
in common, whether concrete or hypothetical, can be represented by symbols such
as numbers, letters, other marks, diagrams, geometrical constructions, or even
words. Whole numbers are abstractions that represent the size of sets of things and
events or the order of things within a set. The circle as a concept is an abstraction
derived from human faces, flowers, wheels, or spreading ripples; the letter A may be
an abstraction for the surface area of objects of any shape, for the acceleration of all
moving objects, or for all objects having some specified property; the symbol +
represents a process of addition, whether one is adding apples or oranges, hours, or
miles per hour. And abstractions are made not only from concrete objects or
processes; they can also be made from other abstractions, such as kinds of numbers
(the even numbers, for instance).

Such abstraction enables
mathematicians to concentrate on
some features of things and
relieves them of the need to keep
other features continually in mind.
As far as mathematics is
concerned, it does not matter
whether a triangle represents the
surface area of a sail or the
convergence of two lines of sight
on a star; mathematicians can
work with either concept in the
same way. The resulting economy
of effort is very useful—provided
that in making an abstraction,
care is taken not to ignore
features that play a significant
role in determining the outcome
of the events being studied.
Manipulating Mathematical
Statements
After abstractions have been made and symbolic representations of them

have been selected, those symbols can be combined and recombined in various ways
according to precisely defined rules.
Sometimes that is done with a fixed goal in mind; at other times it is done in
the context of experiment or play to see what happens. Sometimes an appropriate
manipulation can be identified easily from the intuitive meaning of the constituent
words and symbols; at other times a useful series of manipulations has to be worked
out by trial and error.
Typically, strings of symbols are combined into statements that express ideas
or propositions. For example, the symbol A for the area of any square may be used
with the symbol s for the length of the square's side to form the proposition A = s2.
This equation specifies how the area is related to the side—and also implies that it
depends on nothing else. The rules of ordinary algebra can then be used to discover
that if the length of the sides of a square is doubled, the square's area becomes four
times as great. More generally, this knowledge makes it possible to find out what
happens to the area of a square no matter how the length of its sides is changed,
and conversely, how any change in the area affects the sides.
Mathematical insights into abstract relationships have grown over thousands

of years, and they are still being extended—and sometimes revised. Although they
began in the concrete experience of counting and measuring, they have come
through many layers of abstraction and now depend much more on internal logic
than on mechanical demonstration. In a sense, then, the manipulation of
abstractions is much like a game: Start with some basic rules, then make any moves
that fit those rules—which includes inventing additional rules and finding new
connections between old rules. The test for the validity of new ideas is whether they
are consistent and whether they relate logically to the other rules.

Explain the following statements and give your own example.
1. Mathematical processes can lead to a kind of model of a thing, from which
insights can be gained about the thing itself. Any mathematical relationships
arrived at by manipulating abstract statements may or may not convey
something truthful about the thing being modelled.
(For example, if 2 cups of water are added to 3 cups of water and the
abstract mathematical operation 2+3 = 5 is used to calculate the total, the
correct answer is 5 cups of water. However, if 2 cups of sugar are added to 3
cups of hot tea and the same operation is used, 5 is an incorrect answer.)
2. Sometimes common sense is enough to enable one to decide whether the
results of the mathematics are appropriate.
(For example, to estimate the height 20 years from now of a girl who is 5' 5"
tall and growing at the rate of an inch per year, common sense suggests
rejecting the simple "rate times time" answer of 7' 1" as highly unlikely.)
3. Often a single round of mathematical reasoning does not produce satisfactory
conclusions, and changes are tried in how the representation is made or in
the operations themselves.
(For example, jumps are commonly made back and forth between steps, and
there are no rules that determine how to proceed. The process typically
proceeds in fits and starts, with many wrong turns and dead ends. This
process continues until the results are good enough.

SCORING RUBRIC FOR ESSAY
Criteria 4 3 2 1
Organization Arguments and Arguments and A few of the support Many of the support
support are support are details or arguments details or arguments
provided in a provided in a fairly are not in an are not in an
logical order that logical order that expected or logical expected or logical
makes it easy and makes it reasonably order, distracting the order, distracting the
interesting to easy to follow the reader and making reader and making
follow the author's train of the essay seem a little the essay seem very
author's train of thought. confusing. confusing.
thought.
Support and All of the Most of the At least one of the Evidence and
Examples evidence and evidence and pieces of evidence examples are NOT
examples are examples are and examples is relevant AND/OR are
specific, relevant specific, relevant relevant and has an not explained.
and explanations and explanations explanation that
are given that are given that show shows how that piece
show how each how each piece of of evidence supports
piece of evidence evidence supports the author's position.
supports the the author's
author's position. position.
Mechanics Author makes no Author makes 1-2 Author makes 3-4 Author makes more
errors in errors in grammar errors in grammar or than 4 errors in
grammar or or spelling that spelling that distract grammar or spelling
spelling that distract the reader the reader from the that distract the
distract the from the content. content. reader from the
reader from the content.
content.
Fill in the blank. Fill the blank with the correct idea to make the statement true.
1. ________________ is the chief language of science.
2. Mathematical thinking often begins with the process of ____________.
3. _________________, unlike the other sciences, is not constrained by the

real world, but in the long run it contributes to a better understanding of
that world.
4. Aspects that they have in common, whether concrete or hypothetical, can

be represented by ______________.
5. The test for the validity of new ideas is whether they are
______________ and whether they relate logically to the other rules.
Short response.
1. What is nature of mathematics?
2. What is abstraction?

Answer Key
Short response.
Are you satisfied with your score? If you are not satisfied
with the feedback, you may then go back to some points that
you may have missed.

Lesson 3. Nature of Technology (Week 3)

TRUE or FALSE. Write the word true if the statement is correct.

Write false if the statement is incorrect.
1. Because they ensure that an entire system functions properly, controls are
complex devices.
2. A ladder is an example of a technological invention.
3. Biologists, chemists, and physicists are all technologists.
4. When technologists can't include everything they want in a design, they are
forced to make trade-offs, exchanges of options for better ones.
5. Technologically literate people understand how technological processes work
and how products are made.
MULTIPLE CHOICE. Identify the letter of the choice that best completes the
6. To observe and record the events around them, scientists use the process of
____.
A. Technology C. scientific inquiry
B. scientific literacy D. designing
7. Technology extends people's natural _____.

A. Resources C. abilities
B. Inclinations D. innovations
8. Which of the following is NOT an example of a new problem created by

existing technology?
A. illness caused by contaminated food
B. noise pollution from automobile traffic
C. waste created by disposable products
D. eyestrain from computer use

9. One example of a recent technological innovation is _______, which is used
to produce foods that stay fresh longer.
A. Mechanical engineering C. Cloning
B. Genetic Engineering D. Cancer Treatment
10. Technologically literate people understand that the laws of nature impose
_____ on what technology can do.
A. Limit C. Freedom
B. Choices D. Unlimited resources

How do you feel about the test? Did it make you feel confident
or insecure? Your feelings will be your guide to go slow or breeze
through this module.
1. False 6. C
2. True 7. C
3. False 8. A
4. True 9. B
5. True 10. B
A perfect 10 makes you Science Enthusiast. Please

continue to study this module as a review. If you go lower than 10,
studying this module is a must.

0-3 Science Hopeful

Lesson 3. Nature of Technology (Week 3)
As long as there have been people, there has been technology. Indeed, the
techniques of shaping tools are taken as the chief evidence of the beginning of
human culture. On the whole, technology has been a powerful force in the
development of civilization, all the more so as its link with science has been forged.
Technology—like language, ritual, values, commerce, and the arts—is an intrinsic
part of a cultural system and it both shapes and reflects the system's values. In
today's world, technology is a complex social enterprise thatincludes not only
research, design, and crafts but also finance, manufacturing, management, labor,
marketing, and maintenance.
In the broadest sense, technology extends our abilities to change the world:
to cut, shape, or put together materials; to move things from one place to another;
to reach farther with our hands, voices, and senses. We use technology to try to
change the world to suit us better. The changes may relate to survival needs such as
food, shelter, or defense, or they may relate to human aspirations such as
knowledge, art, or control. But the results of changing the world are often
complicated and unpredictable. They can include unexpected benefits, unexpected
costs, and unexpected risks—any of which may fall on different social groups at
different times. Anticipating the effects of technology is therefore as important as
advancing its capabilities.
This discussion presents recommendations on what knowledge about the

nature of technology is required for scientific literacy and emphasizes ways of
thinking about technology that can contribute to using it wisely. The ideas are sorted
into three sections: the connection of science and technology, the principles of
technology itself, and the connection of technology and society.
Learning Outcomes:
At the end of this lesson the students must have:
1. explained the role of technology as a powerful force in the development of

civilization.
2. understood that all children need and deserve a basic education in science,
mathematics, and technology that prepares them to live interesting and
productive lives.

Consider the downsides of the modern technology below.
1. Cell Phones
2. Virtual Reality Headset

This part will present the ideas aligned with the objectives of the
lesson.
TECHNOLOGY AND SCIENCE
Technology Draws on Science and Contributes to it. In earlier times,

technology grew out of personal experience with the properties of things and with
the techniques for manipulating them, out of know-how handed down from experts
to apprentices over many generations. The know-how handed down today is not
only the craft of single practitioners but also a vast literature of words, numbers, and
pictures that describe and give directions. But just as important as accumulated
practical knowledge is the contribution to technology that comes from understanding
the principles that underlie how things behave—that is, from scientific
understanding.
Engineering, the systematic application of scientific knowledge in developing

and applying technology, has grown from a craft to become a science in itself.
Scientific knowledge provides a means of estimating what the behavior of things will
be even before we make them or observe them.
Moreover, science often suggests new kinds of behavior that had not even
been imagined before, and so leads to new technologies. Engineers use knowledge
of science and technology, together with strategies of design, to solve practical
problems. In return, technology provides the eyes and ears of science—and some of
the muscle, too. The electronic computer, for example, has led to substantial
progress in the study of weather systems, demographic patterns, gene structure,
and other complex systems that would not have been possible otherwise.
Technology is essential to science for purposes of measurement, data collection,
treatment of samples, computation, transportation to research sites (such as
Antarctica, the moon, and the ocean floor), sample collection, protection from
hazardous materials, and communication.
More and more, new instruments and techniques are being developed
through technology that make it possible to advance various lines of scientific
research. Technology does not just provide tools for science, however; it also may
provide motivation and direction for theory and research. The theory of the
conservation of energy, for example, was developed in large part because of the
technological problem of increasing the efficiency of commercial steam engines. The
mapping of the locations of the entire set of genes in human DNA
has been motivated by the technology of genetic engineering, which both makes
such mapping possible and provides a reason for doing so.
As technologies become more sophisticated, their links to science become

stronger. In some fields, such as solid-state physics (which involves transistors and
superconductors), the ability to make something and the ability to study it are so
interdependent that science and engineering can scarcely be separated. New
technology often requires new understanding; new investigations often require new
technology.

Engineering Combines Scientific Inquiry and Practical Values
The component of technology most closely allied to scientific inquiry and to

mathematical modelling is engineering. In its broadest sense, engineering consists of
construing a problem and designing a solution for it. The basic method is to first
devise a general approach and then work out the technical details of the construction
of requisite objects (such as an automobile engine, a computer chip, or a mechanical
toy) or processes (such as irrigation, opinion polling, or product testing).
Much of what has been said about the nature of science applies to
engineering as well, particularly the use of mathematics, the interplay of creativity
and logic, the eagerness to be original, the variety of people involved, the
professional specialties, public responsibility, and so on. Indeed, there are more
people called engineers than people called scientists, and many scientists are doing
work that could be described as engineering as well as science. Similarly, many
engineers are engaged in science.
Scientists see patterns in phenomena as making the world understandable;

engineers also see them as making the world manipulable. Scientists seek to show
that theories fit the data; mathematicians seek to show logical proof of abstract
connections; engineers seek to demonstrate that designs work. Scientists cannot
provide answers to all questions; mathematicians cannot prove all possible
connections; engineers cannot design solutions for all problems.
But engineering affects the social system and culture more directly than
scientific research, with immediate implications for the success or failure of human
enterprises and for personal benefit and harm. Engineering decisions, whether in
designing an airplane bolt or an irrigation system, inevitably involve social and
personal values as well as scientific judgments.

DESIGN AND SYSTEMS
The Essence of Engineering Is Design Under Constraint. Every engineering
design operates within constraints that must be identified and taken into account.
One type of constraint is absolute—for example, physical laws such as the
conservation of energy or physical properties such as limits of flexibility, electrical
conductivity, and friction. Other types have some flexibility: economic (only so much
money is available for this purpose), political (local, state, and national regulations),
social (public opposition), and ecological (likely disruption of the natural
environment), and ethical (disadvantages to some people, risk to subsequent
generations). An optimum design takes into account all the constraints and strikes
some reasonable compromise among them. Reaching such design compromises—
including, sometimes, the decision not to develop
a particular technology further—requires taking personal and social values into
account.
Although design may sometimes require only routine decisions about the
combining of familiar components, often it involves great creativity in inventing new
approaches to problems, new components, and new combinations—and great
innovation in seeing new problems or new possibilities.
But there is no perfect design. Accommodating one constraint well can often
lead to conflict with others. For example, the lightest material may not be the
strongest, or the most efficient shape may not be the safest or the most aesthetically
pleasing. Therefore, every design problem lends itself to many alternative solutions,
depending on what values people place on the various constraints. For example, is
strength more desirable than lightness, and is appearance more important than
safety? The task is to arrive at a design that reasonably balances the many trade-
offs, with the understanding that no single design is ever simultaneously the safest,
the most reliable, the most efficient, the most inexpensive, and so on.
It is seldom practical to design an isolated object or process without

considering the broad context in which it will be used. Most products of technology
have to be operated, maintained, occasionally repaired, and ultimately replaced.
Because all these related activities bear costs, they too have to be considered. A
similar issue that is becoming increasingly important with more complex technologies
is the need to train personnel to sell, operate, maintain, and repair them. Particularly
when technology changes quickly, training can be a major cost. Thus, keeping down
demands on personnel may be another design constraint.
Designs almost always require testing, especially when the design is unusual
or complicated, when the final product or process is likely to be expensive or
dangerous, or when failure has a very high cost. Performance tests of a design may
be conducted by using complete products, but doing so may be prohibitively difficult
or expensive. So testing is often done by using small-scale physical models,
computer simulations, analysis of analogous systems (for example, laboratory
animals standing in for humans, earthquake disasters for nuclear disasters), or
testing of separate components only.
All Technologies Involve Control
All systems, from the simplest to the most complex, require control to keep
them operating properly. The essence of control is comparing information about
what is happening with what we want to happen and then making appropriate

adjustments. Control typically requires feedback (from sensors or other sources of
information) and logical comparisons of that information to instructions (and perhaps
to other data input)—and a means for activating changes. For example, a baking
oven is a fairly simple system that compares the information from a temperature
sensor to a control setting and turns the heating element up or down to keep the
temperature within a small range. An automobile is a more complex system, made
up of subsystems for controlling engine temperature, combustion rate, direction,
speed, and so forth, and for changing them when the immediate circumstances or
instructions change. Miniaturized electronics makes possible logical control in a great
variety of technical systems.
Almost all but the simplest household appliances used today include
microprocessors to control their performance. As controls increase in complexity,
they too require coordination, which means additional layers of control. Improvement
in rapid communication and rapid processing of information makes possible very
elaborate systems of control. Yet all technological systems include human as well as
mechanical or electronic components. Even the most automatic system requires
human control at some point— to program the built-in control elements, monitor
them, take over from them when they malfunction, and change them when the
purposes of the system change. The ultimate control lies with people who
understand in some depth what the purpose and nature of the control process are
and the context within which the process operates.
Technologies Always Have Side Effects
In addition to its intended

benefits, every design is likely to
have unintended side effects in its
production and application. On the
one hand, there may be
unexpected benefits. For example,
working conditions may become
safer when materials are moulded
rather than stamped, and
materials designed for space
satellites may prove useful in
consumer products. On the other
hand, substances or processes
involved in production may harm
production workers or the public in
general; for example, sitting in
front of a computer may strain the
user's eyes and lead to isolation
from other workers. And jobs may be affected—by increasing employment for people
involved in the new technology, decreasing employment for others involved in the
old technology, and changing the nature of the work people must do in their jobs.
It is not only large technologies—nuclear reactors or agriculture—that are

prone to side effects, but also the small, everyday ones. The effects of ordinary
technologies may be individually small but collectively significant. Refrigerators, for
example, have had a predictably favourable impact on diet and on food distribution
systems. Because there are so many refrigerators, however, the tiny leakage of a

gas used in their cooling systems may have substantial adverse effects on the earth's
atmosphere. Some side effects are unexpected because of a lack of interest or
resources to predict them. But many are not predictable even in principle because of
the sheer complexity of technological systems and the inventiveness of people in
finding new applications. Some unexpected side effects may turn out to be ethically,
aesthetically, or economically unacceptable to a substantial fraction of the
population, resulting in conflict between groups in the community. To minimize such
side effects, planners are turning to systematic risk analysis.
For example, many communities require by law that environmental impact

studies be made before they will consider giving approval for the introduction of a
new hospital, factory, highway, waste-disposal system, shopping mall, or other
structure. Risk analysis, however, can be complicated. Because the risk associated
with a particular course of action can never be reduced to zero, acceptability may
have to be determined by comparison to the risks of alternative courses of action, or
to other, more familiar risks. People's psychological reactions to risk do not
necessarily match straightforward mathematical models of benefits and costs. People
tend to perceive a risk as higher if they have no control over it (smog versus
smoking) or if the bad events tend to come in dreadful peaks (many deaths at once
in an airplane crash versus only a few at a time in car crashes).
Personal interpretation of risks can be strongly influenced by how the

risk is stated—for example, comparing the probability of dying versus the probability
of surviving, the
dreaded risks versus
the readily acceptable
risks, the total costs
versus the costs per
person per day, or the
actual number of
people affected versus
the proportion of
affected people.

All Technological Systems Can Fail
Most modern technological systems, from transistor radios to airliners, have

been engineered and produced to be remarkably reliable. Failure is rare enough to
be surprising. Yet the larger and more complex a system is, the more ways there are
in which it can go wrong—and the more widespread the possible effects of failure. A
system or device may fail for different reasons: because some part fails, because
some part is not well matched to some other, or because the design of the system is
not adequate for all the conditions under which it is used. One hedge against failure
is overdesign— that is, for example, making something stronger or bigger than is
likely to be necessary. Another hedge is redundancy—that is, building in one backup
system or more to take over in case the primary one fails.
If failure of a system would have very costly consequences, the system may
be designed so that its most likely way of failing would do the least harm. Examples
of such "fail-safe" designs are bombs that cannot explode when the fuse
malfunctions; automobile windows that shatter into blunt, connected chunks rather
than into sharp, flying fragments; and a legal system in which uncertainty leads to
acquittal rather than conviction. Other means of reducing the likelihood of failure
include improving the design by collecting more data, accommodating more
variables, building more realistic working models, running computer simulations of
the design longer, imposing tighter quality control, and building in controls to sense
and correct problems as they develop.
All of the means of preventing or minimizing failure are likely to increase cost.
But no matter what precautions are taken or resources invested, risk of technological
failure can never be reduced to zero. Analysis of risk, therefore, involves estimating a
probability of occurrence for every undesirable outcome that can be foreseen—and
also estimating a measure of the harm that would be done if it did occur. The
expected importance of each risk is then estimated by combining its probability and
its measure of harm. The relative risk of different designs can then be compared in
terms of the combined probable harm resulting from each.
ISSUES IN TECHNOLOGY
The Human Presence

The earth's population has already doubled three times during the past century.
Even at that, the human presence, which is evident almost everywhere on the earth,
has had a greater impact than sheer numbers alone would indicate. We have
developed the capacity to dominate most plant and animal species—far more than
any other species can—and the ability to shape the future rather than merely
respond to it.

Use of that capacity has both advantages and disadvantages. On the one
hand, developments in technology have brought enormous benefits to almost all
people. Most people today have access to goods and services that were once
luxuries enjoyed only by the wealthy—in transportation, communication, nutrition,
sanitation, health care, entertainment, and so on. On the other hand, the very
behaviour that made it possible for the human species to prosper so rapidly has put
us and the earth's other living organisms at new kinds of risk. The growth of
agricultural technology has made possible a very large population but has put
enormous strain on the soil and water systems that are needed to continue sufficient
production. Our antibiotics cure bacterial infection, but may continue to work only if
we invent new ones faster than resistant bacterial strains emerge.
Our access to and use of vast stores of fossil fuels have made us dependent
on a non-renewable resource. In our present numbers, we will not be able to sustain
our way of living on the energy that current technology provides, and alternative
technologies may be inadequate or may present unacceptable hazards. Our vast
mining and manufacturing efforts produce our goods, but they also dangerously
pollute our rivers and oceans, soil, and atmosphere. Already, by-products of
Industrialization in the atmosphere may
be depleting the ozone layer, which
screens the planet's surface from
harmful ultraviolet rays, and may be
creating a build-up of carbon dioxide,
which traps heat and could raise the
planet's average temperatures
significantly. The environmental
consequences of a nuclear war, among
its other disasters, could alter crucial
aspects of all life on earth.
From the standpoint of other

species, the human presence has reduced the amount of the earth's surface
available to them by clearing large areas of vegetation; has interfered with their food
sources; has changed their habitats by changing the temperature and chemical
composition of large parts of the world environment; has destabilized their
ecosystems by introducing foreign species, deliberately or accidentally; has reduced
the number of living species; and in some instances has actually altered the
characteristics of certain plants and animals by selective breeding and more recently
by genetic engineering.
What the future holds for life on earth, barring some immense natural
catastrophe, will be determined largely by the human species. The same intelligence
that got us where we are—improving many aspects of human existence and
introducing new risks into the world—is also our main resource for survival.

Technological and Social Systems Interact Strongly
Individual inventiveness is essential to technological innovation. Nonetheless,

social and economic forces strongly influence what technologies will be undertaken,
paid attention to, invested in, and used. Such decisions occur directly as a matter of
government policy and indirectly as a consequence of the circumstances and values
of a society at any particular time. In many countries, decisions about which
technological options will prevail are influenced by many factors, such as consumer
acceptance, patent laws, and the availability of risk capital, the federal budget
process, local and national regulations, media attention, economic competition, tax
incentives, and scientific discoveries. The balance of such incentives and regulations
usually bears differently on different technological systems, encouraging some and
discouraging others. Advanced technology had already arrived, but is not evenly
distributed among nations due to many limiting factors such as patent laws, culture,
social acceptability, etc.
Technology has strongly influenced the course of history and the nature of
human society, and it continues to do so. The great revolutions in agricultural
technology, for example, have probably had more influence on how people live than
political revolutions; changes in sanitation and preventive medicine have contributed
to the population explosion (and to its control); bows and arrows, gunpowder, and
nuclear explosives have in their turn changed how war is waged; and the
microprocessor is changing how people write, compute, bank, operate businesses,
conduct research, and communicate with one another. Technology is largely
responsible for such large-scale changes as the increased urbanization of society and
the dramatically growing economic interdependence of communities worldwide.
Historically, some social theorists have believed that technological change

(such as industrialization and mass production) causes social change, whereas others
have believed that social change (such as political or religious changes) leads to
technological change. However, it is clear that because of the web of connections
between technological and other social systems, many influences act in both
directions.
The Social System Imposes Some Restrictions on Openness in Technology
For the most part, the professional values of engineering are very similar to
those of science, including the advantages seen in the open sharing of knowledge.
Because of the economic value of technology, however, there are often constraints
on the openness of science and engineering that are relevant to technological
innovation. A large investment of time and money and considerable commercial risk
are often required to develop a new technology and bring it to market. That
investment might well be jeopardized if competitors had access to the new
technology without making a similar investment, and hence companies are often
reluctant to share technological knowledge. But no scientific or technological
knowledge is likely to remain secret for very long.

Secrecy most often provides only an advantage in terms of time—a head
start, not absolute control of knowledge. Patent laws encourage openness by giving
individuals and companies control over the use of any new technology they develop;
however, to promote technological competition, such control is only for a limited
period of time.
Commercial advantage is not the only motivation for secrecy and control.
Much technological development occurs in settings, such as government agencies, in
which commercial concerns are minimal but national security concerns may lead to
secrecy. Any technology that has potential military applications can arguably be
subject to restrictions imposed by the federal government, which may limit the
sharing of engineering knowledge—or even the exportation of products from which
engineering knowledge could be inferred. Because the connections between science
and technology are so close in some fields, secrecy inevitably begins to restrict some
of the free flow of information in science as well. Some scientists and engineers are
very uncomfortable with what they perceive as a compromise of the scientific ideal,
and some refuse to work on projects that impose secrecy. Others, however, view the
restrictions as appropriate.
Decisions about the Use of Technology are Complex
Most technological innovations spread or disappear on the basis of free-

market forces—that is, on the basis of how people and companies respond to such
innovations. Occasionally, however, the use of some technology becomes an issue
subject to public debate and possibly formal regulation. One way in which technology
becomes such an issue is when a person, group, or business proposes to test or
introduce a new technology—as has been the case with contour plowing,
vaccination, genetic engineering, and nuclear power plants. Another way is when a
technology already in widespread use is called into question—as, for example, when
people are told (by individuals, organizations, or agencies) that it is essential to stop
or reduce the use of a particular technology or technological product that has been
discovered to have, or that may possibly have, adverse effects. In such instances,
the proposed solution may be to ban the burial of toxic wastes in community dumps,
or to prohibit the use of leaded gasoline and asbestos insulation.
Rarely are technology-related issues simple and one-sided. Relevant technical

facts alone, even when known and available (which often they are not), usually do
not settle matters entirely in favour of one side or the other. The chances of reaching
good personal or collective decisions about technology depend on having information
that neither enthusiasts nor skeptics are always ready to volunteer. The long-term
interests of society are best served, therefore, by having processes for ensuring that
key questions concerning proposals to curtail or introduce technology are raised and
that as much relevant knowledge as possible is brought to bear on them.

Creative work: Design/Draw a technological project related to your course.

Considering these questions does not ensure that the best decision will always be
made, but the failure to raise key questions will almost certainly result in poor
decisions. The key questions concerning any proposed new technology should
include the following:
a) What are alternative ways to accomplish the same ends? What advantages and
disadvantages are there to the alternatives?
b) What trade-offs would be necessary between positive and negative side effects of
each?
c) Who are the main beneficiaries? Who will receive few or no benefits?
d) Who will suffer as a result of the proposed new technology?
e) How long will the benefits last? Will the technology have other applications?
f) Whom will they benefit?
g) What will the proposed new technology cost to build and operate?
h) How does that compare to the cost of alternatives?
i) Will people other than the beneficiaries have to bear the costs?
j) Who should underwrite the development costs of a proposed new technology?
i) How will the costs change over time?
J) What will the social costs be?
k) What risks are associated with the proposed new technology?
l) What risks are associated with not using it? Who will be in greatest danger?
m) What risk will the technology present to other species of life and to the
environment? In the worst possible case, what trouble could it cause?
n) Who would be held responsible?
o) How could the trouble be undone or limited?
p) What people, materials, tools, knowledge, and know-how will be needed to build,
install, and operate the proposed new technology?
q) Are they available? If not, how will they be obtained, and from where?
r) What energy sources will be needed for construction or manufacture, and also for
operation?
s) What resources will be needed to maintain, update, and repair the new
technology?
t) What will be done to dispose safely of the new technology's waste materials? As it
becomes obsolete or worn out, how will it be replaced? And finally,
u) What will become of the material of which it was made and the people whose jobs
depended on it?

Some Questions to Work with…

1. Aside from communication, what other aspects of society
is/are being influence by the information age? How?
2. What other technological advancements can be developed in the future?

Explain.
3. How would you reconcile the emerging needs of human beings regarding
their health and the need to protect the growth of biodiversity?
4. Do you think that Earth can exist without human beings for it to be in a
continuous growing process?
5. What are small ways that you think would promote safekeeping our
biodiversity? What do you think are the common human activities that can
harm biodiversity? Why? What would be the consequences if these human
activities might be stopped and prohibited? Why?
6. How would you reconcile the advantages and disadvantages that GMO’s bring
to humans?
7. What are the contributions of Nanotechnology for the improvement and

sustainability of the environment?
8. Would you subject yourself to gene therapy without its 100% assurance of
effectiveness or future negative side effects?
9. What significant contribution can individuals make in response to climate

change?
10. What should be the significant contribution of the society as well as the
government in mitigating the hazards caused by climate change?

Answer Key
Your responses will be marked using the rubric.
Are you satisfied with your score? If you are not satisfied with
the feedback, you may then go back to some points that you may
have missed.


1. Which of the following apparent sky motions is caused by the ROTATION of

the Earth?
A. The Moon appears to move around the sky in about one month.
B. Mars appears to move in a `retrograde’ direction about once every year
and a half.
C. The sky seems to rotate westward once per day.
D. The Sun seems to move around the sky once per year.
2. Many people mistakenly believe that the world will end in 2012. Which of the
following is a true fact that has been misinterpreted as part of the 2012
hoax?
A. All of the planets will be on the same side of the Sun on Dec. 12, 2012.
B. The Earth, Sun, and Jupiter will all be lined up at that time.
C. The Earth’s tectonic plates will all align with the Sun on Dec. 12, 2012.
D. The Earth, Sun, and the center of the Milky Way galaxy will line up then
3. How could a person in ancient times have proven that the stars are farther
away than the Moon?
A. The Moon sometimes passes in front of stars, covering them up.
B. The apparent sizes of the stars are much smaller than the Moon.
C. Some of the bright stars occasionally appear to pass in front of the Moon.
D. The Moon can sometimes be seen during the day, which proves that it
must be much closer than the stars.
4. Which of the following is the REAL cause of the seasons?

A. Different hemispheres of the Earth are tilted towards (or away from) the
Sun at different points in the Earth’s orbit.
B. The Sun’s orbit around the Earth changes throughout the year.
C. The Earth is closer to the Sun at some times of year, and farther from the
Sun at other times of the year.
D. The brightness of the Sun changes throughout the year.
5. Biosphere describes the earth realm where life occurs. What describes the
entire solid earth realm and is composed of mineral matter?
A. Lithosphere C. Atmosphere
B. Hydrosphere D. Cryosphere

6. The tanning rays of the sun are called:
A. Infrared rays B. visible light
B. Ultraviolet rays D. gamma rays
7. Global climate change is being attributed to the atmospheric increase in what

two gases produced by human activities?
A. oxygen and hydrogen C. ozone and methane
B. nitrous oxide and sulfur dioxide D. methane and carbon dioxide
8. In geological studies, all of the following are TRUE of P waves except that
they:
A. are body waves C. travel like sound waves
B. can pass through liquids D. are slower than S waves
9. Which of the following minerals is noted for its one perfect cleavage?
A. Calcite B. muscovite C. quartz D. pyrite
10. We know that the OUTER core is liquid because:

A. P waves pass through it C. S waves pass through it
B. P waves cannot pass through it D. S waves cannot pass through.

1. C 6. B
2. D 7. D
3. A 8. D
4. A 9. B
5. A 10. D
A perfect 10 makes you Science Enthusiast. Please continue to study this

module as a review. If you go lower than 10, studying this module is a must.

0-3 Science Hopeful


Introduction:
Humans have never lost interest in trying to find out how the universe is put
together, how it works, and where they fit in the cosmic scheme of things. The
development of our understanding of the architecture of the universe is surely not
complete, but we have made great progress. Given a universe that is made up of
distances too vast to reach and of particles too small to see and too numerous to
count, it is a tribute to human intelligence that we have made as much progress as
we have in accounting for how things fit together. All humans should participate in
the pleasure of coming to know their universe better.
This discussion consists of recommendations for basic knowledge about the overall
structure of the universe and the physical principles on which it seems to run, with
emphasis on the earth and the solar system. It focuses on two principal subjects: the
structure of the universe and the major processes that have shaped the planet earth,
and the concepts with which science describes the physical world in general—
organized for convenience under the headings of matter, energy, motion, and forces.
Learning Outcome:
At the end of this lesson the students must have:

1. understood how the universe had been put together and how it works.

The earth is a perfect place to live but WHY DO YOU THINK THIS YOUNG
DREAMER WISH TO LIVE IN MARS, INSTEAD?
For Alyssa Carson, colonizing Mars is just the first step in saving the human
race.
The 18-year-old astrobiology student at Florida Tech remembers when

she was nine years old, she had the opportunity to meet and speak to former NASA
astronaut Sandra Magnus at the Sally Ride Science Festival in Louisiana.
"I asked her, 'When did you decide to become an astronaut,' and she told me
that she was around nine or so," Carson, a freshman at Florida Tech told FLORIDA
TODAY.
Already engrossed in all things space, the brief encounter with Magnus gave
Carson the extra push to continue to pursue a career in the space industry.
"She just kind of inspired me that you can decide what you want to do at a
young age, work hard and it can actually become a reality," Carson said.
She's now 18 years old, with a pilot's license, is "certified" to go to space and
hopes to be a part of the crew that lays down the foundation to colonize the red
planet.

THE UNIVERSE
The universe is
large and ancient, on
scales staggering to the
human mind. The earth
has existed for only about
a third of the history of
the universe and is in
comparison a mere speck
in space. Our sun is a
medium-sized star
orbiting near the edge of
the arm of an ordinary
disk-shaped galaxy of
stars, part of which we can see as a vast glowing band that spans the sky on a clear
night (the Milky Way). Our galaxy contains many billion stars, and the universe
contains many billion such galaxies, some of which we may be able to see with the
naked eye as fuzzy spots on a clear night. Using our fastest rockets, it would still
take us thousands of years to reach the star nearest our sun. Even light from that
nearest star takes four years to reach us. And the light reaching us from the farthest
galaxies left them at a time not long after the beginning of the universe. That is why
when we observe the stars, we are observing their past.
There are wondrously different kinds of stars that are much larger and much
smaller, much hotter and much cooler, much older and much younger than our sun.
Most of them apparently are not an isolated single star as our sun is but are part of
systems of two or more stars orbiting around a common center of mass. So too
there are other galaxies and clusters of galaxies different from our own in size,
shape, and direction of motion. But in spite of this variety, they all appear to be
composed of the same elements, forces, and forms of energy found in our own solar
system and galaxy, and they appear to behave according to the same physical
principles.
It seems that the entire contents of the known universe expanded explosively
into existence from a single hot, dense, chaotic mass more than ten billion years
ago. Stars coalesced out of clouds of the lightest elements (hydrogen and helium),
heated up from the energy of falling together, and began releasing nuclear energy
from the fusion of light elements into heavier ones in their extremely hot, dense
cores. Eventually, many of the stars exploded, producing new clouds from which
other stars —and presumably planets orbiting them—could condense. The process of
star formation continues.
Stars are formed and eventually dissipate, and matter and energy change
forms—as they have for billions of years. Our solar system coalesced out of a giant
cloud of gas and debris left in the wake of exploding stars about five billion years
ago. Everything in and on the earth, including living organisms, is made of this
material. As the earth and the other planets formed, the heavier elements fell to

their centers. On planets close to the sun (Mercury, Venus, Earth, and Mars), the
lightest elements were mostly blown or boiled away by radiation from the newly
formed sun; on the outer planets (Jupiter, Saturn, Uranus, Neptune, and Pluto), the
lighter elements still surround them as deep atmospheres of gas or
as frozen solid layers.
In total, there are eight planets of very different size, composition, and
surface features that move around the sun in nearly circular orbits. Around the
planets orbit a great variety of moons and (in some cases) flat rings of rock and ice
debris or (in the case of the earth) a moon and artificial satellites. Features of many
of the planets and their moons show evidence of developmental processes similar to
those that occur on the earth (such as earthquakes, lava flows, and erosion).
There are also a great many smaller bodies of rock and ice orbiting the sun.
Some of those that the earth encounters in its yearly orbit around the sun glow and
disintegrate from friction as they plunge into the atmosphere—and sometimes
impact the ground. Other chunks of rock mixed with ice have such long and off-
center orbits that they periodically come very close to the sun, where some of their
surface material is boiled off by the sun's radiation and pushed into a long
illuminated tail that we see as a comet.
Our still-growing knowledge of the solar system and the rest of the universe
comes to us in part by direct observation but mostly through the use of tools we
have developed to extend and supplement our own senses. These tools include radio
and x-ray telescopes that are sensitive to a broad spectrum of information coming to
us from space; computers that can undertake increasingly complicated calculations
of gravitational systems or nuclear reactions, finding patterns in data and deducing
the implications of theories; space probes that send back detailed pictures and other
data from distant planets in our own solar system; and huge "atom smashers" that
simulate conditions in the early universe and probe the inner workings of atoms.
Most of what we believe we know about the universe must be inferred by

using all these tools to look at very small slices of space and time. What we know
about stars is based on analysis of the light that reaches us from them. What we
know about the interior of the earth is based on measurements we make on or near

its surface or from satellites orbiting above the surface. What we know about the
evolution of the sun and planets comes from studying the radiation from a small
sample of stars, visual features of the planets, and samples of material (such as
rock, meteorites, and moon and Mars scrapings), and imagining how they got to be
the way they are.
THE EARTH
We live on a fairly small planet, the third from the sun in the only system of
planets definitely known to exist (although similar systems are likely to be common
in the universe). Like that of all planets and stars, the earth's shape is approximately
spherical, the result of mutual gravitational attraction pulling its material toward a
common center. Unlike the much larger outer planets, which are mostly gas, the
earth is mostly rock, with three-fourths of its surface covered by a relatively thin
layer of water and the entire planet enveloped by a thin blanket of air. Bulges in the
water layer are raised on both sides of the planet by the gravitational tugs of the
moon and sun, producing high tides about twice a day along ocean shores. Similar
bulges are produced in the blanket of air as well.
Of all the diverse planets and moons in our

solar system, only the earth appears to be capable of
supporting life as we know it. The gravitational pull of
the planet's mass is sufficient to hold onto an
atmosphere. This thin envelope of gases evolved as a
result of changing physical conditions on the earth's
surface and the evolution of plant life, and it is an
integral part of the global ecosystem.
Altering the concentration of its natural

component gases of the atmosphere, or adding new ones, can have serious
consequences for the earth's life systems. The distance of the earth from the sun
ensures that energy reaches the planet at a rate sufficient to sustain life, and yet not
so fast that water would boil away or that molecules necessary to life would not
form. Water exists on the earth in liquid, solid, and gaseous forms—a rarity among
the planets (the others are either closer to the sun or too hot or farther from the sun
and too cold).
The motion of the earth and its position with regard to the sun and the moon
have noticeable effects. The earth's one-year revolution around the sun, because of
the tilt of the earth's axis, changes how directly sunlight falls on one part or another
of the earth. This difference in heating different parts of the earth's surface produces
seasonal variations in climate. The rotation of the planet on its axis every 24 hours
produces the planet's night-and-day cycle—and (to observers on earth) makes it
seem as though the sun, planets, stars, and moon are orbiting the earth. The
combination of the earth's motion and the moon's own orbit around the earth, once
in about 28 days, results in the phases of the moon (on the basis of the changing
angle at which we see the sunlit side of the moon).
The earth has a variety of climatic patterns, which consist of different
conditions of temperature, precipitation, humidity, wind, air pressure, and other
atmospheric phenomena. These patterns result from an interplay of many factors.
The basic energy source is the heating of land, ocean, and air by solar radiation.
Transfer of heat energy at the interfaces of the atmosphere with the land and
oceans produces layers at different temperatures in both the air and the oceans.

These layers rise or sink or mix, giving rise to winds and ocean currents that carry
heat energy between warm and cool regions. The earth's rotation curves the flow of
winds and ocean currents, which are further deflected by the shape of the land.
The cycling of water in and out of the atmosphere plays an important part in
determining climatic patterns—evaporating from the surface, rising and cooling,
condensing into clouds and then into snow or rain, and falling again to the surface,
where it collects in rivers, lakes, and porous layers of rock. There are also large
areas on the earth's surface covered by thick ice (such as Antarctica), which interacts
with the atmosphere and oceans in affecting worldwide variations in climate.
The earth's climates have changed radically and they are expected to
continue changing, owing mostly to the effects of geological shifts such as the
advance or retreat of glaciers over centuries of time or a series of huge volcanic
eruptions in a short time. But even some relatively minor changes of atmospheric
content or of ocean temperature, if sustained long enough, can have widespread
effects on climate. The earth has many resources of great importance to human life.
Some are readily renewable, some are renewable only at great cost, and some are
not renewable at all. The earth comprises a great variety of minerals, whose
properties depend on the history of how they were formed as well as on the
elements of which they are composed. Their abundance ranges from rare to almost
unlimited.
But the difficulty of extracting them from the environment is as important an

issue as their abundance. A wide variety of minerals are sources for essential
industrial materials, such as iron, aluminum, magnesium, and copper. Many of the
best sources are being depleted, making it more and more difficult and expensive to
obtain those minerals.
Fresh water is an essential resource for daily life and industrial processes. We
obtain our water from rivers and lakes and from water that moves below the earth's
surface. This groundwater, which is a major source for many people, takes a long
time to accumulate in the quantities now being used. In some places it is being
depleted at a very rapid rate. Moreover, many sources of fresh water cannot be used
because they have been polluted. Wind, tides, and solar radiation are continually
available and can be harnessed to provide sources of energy. In principle, the
oceans, atmosphere, topsoil, sea creatures, and trees are renewable resources.
However, it can be enormously expensive to clean up polluted air and water, restore
destroyed forests and fishing grounds, or restore or preserve eroded soils of poorly
managed agricultural areas. Although the oceans and atmosphere are very large and
have a great capacity to absorb and recycle materials naturally, they do have their
limits. They have only a finite capacity to withstand change without generating major
ecological alterations that may also have adverse effects on human activities.
Processes that Shape the Earth
The interior of the earth is hot, under high pressure from the weight of
overlying layers, and more dense than its rocky crust. Forces within the earth cause
continual changes on its surface. The solid crust of the earth—including both the
continents and ocean basins—consists of separate sections that overlie a hot, almost
molten layer. The separate crustal plates move on this softer layer—as much as an
inch or more per year—colliding in some places, pulling apart in others. Where the
crustal plates collide, they may scrape sideways, or compress the land into folds that
eventually become mountain ranges (such as the Rocky Mountains and the
Himalayas); or one plate may slide under the other and sink deeper into the earth.

Along the boundaries between colliding plates, earthquakes shake and break the
surface, and volcanic eruptions release molten rock from below, also building up
mountains. Where plates separate under continents, the land sinks to form ever-
widening valleys. When separation occurs in the thin regions of plates that underlie
ocean basins, molten rock wells up to create ever-wider ocean floors. Volcanic
activity along these mid-ocean separations may build up undersea mountains that
are far higher than those rising from the land surface—sometimes thrusting above
the water's surface to create mid-ocean islands.
Waves, wind, water, and ice sculpt the earth's surface to produce distinctive
landforms. Rivers and glacial ice carry off soil and break down rock, eventually
depositing the material in sediments or carrying it in solution to the sea. Some of
these effects occur rapidly and others very slowly. For instance, many of the features
of the earth's surface today can be traced to the motion of glaciers back and forth
across much of the northern hemisphere over a period lasting more than a million
years. By contrast, the shoreline can change almost overnight—as waves erode the
shores, and wind carries off loose surface material and deposits it elsewhere.
Elements such as carbon, oxygen, nitrogen, and sulfur cycle slowly through
the land, oceans, and atmosphere, changing their locations and chemical
combinations. Minerals are made, dissolved, and remade—on the earth's surface, in
the oceans, and in the hot, high-pressure layers beneath the crust. Sediments of
sand and shells of dead organisms are gradually buried, cemented together by
dissolved minerals, and eventually turned into solid rock again. Sedimentary rock
buried deep enough may be changed by pressure and heat, perhaps melting and
recrystallizing into different kinds of rock. Buried rock layers may be forced up again
to become land surface and eventually even mountains.
Thousands upon thousands of layers of sedimentary rock testify to the long history
of the earth, and to the long history of changing life forms whose remains are found
in successive layers of rock.
Plants and animals reshape the landscape in many ways. The composition
and texture of the soil, and consequently its fertility and resistance to erosion, are
greatly influenced by plant roots and debris, bacteria, and fungi that add organic
material to the soil, and by insects, worms, and burrowing animals that break it up.
The presence of life has also altered the earth's atmosphere. Plants remove carbon
dioxide from the air, use the carbon for synthesizing sugars, and release oxygen.
This process is responsible for the oxygen in our air today.
The landforms, climate, and resources of the earth's surface affect where and
how people live and how human history has unfolded. At the same time, human
activities have changed the earth's land surface, oceans, and atmosphere. For
instance, reducing the amount of forest cover on the earth's surface has led to a
dramatic increase in atmospheric carbon dioxide, which in turn may be leading
to increased average temperature of the earth's atmosphere and surface. Smoke and
other substances from human activity interact chemically with the atmosphere and
produce undesirable effects such as smog, acid rain, and perhaps an increase in the
damaging ultraviolet radiation that penetrates the atmosphere. Intensive farming has
stripped land of vegetation and topsoil, creating virtual deserts in some parts of the
world.

STRUCTURE OF MATTER
The things of the

physical world seem to be
made up of a stunningly
varied array of materials.
Materials differ greatly

in shape, density, flexibility,
texture, toughness, and color;
in their ability to give off,
absorb, bend, or reflect light;
in what form they take at
different temperatures; in
their responses to each other;
and in hundreds of other
ways. Yet, in spite of
appearances, everything is
really made up of a relatively
few kinds of basic material
combined in various ways. As
it turns out, about 100 such
materials—the chemical
elements—are now known to
exist, and only a few of them
are abundant in the universe. When two or more substances interact to form new
substances (as in burning, digestion, corrosion, and cooking), the elements
composing them combine in new ways. In such recombinations, the properties of the
new combinations may be very different from those of the old. An especially
important kind of reaction between substances involves combination of oxygen with
something else —as in burning or rusting.
The basic premise of the modern theory of matter is that the elements
consist of a few different kinds of atoms—particles far too tiny to see in a
microscope—that join together in different configurations to form substances. There
are one or more—but never many—kinds of these atoms for each of the
approximately 100 elements.
There are distinct patterns of properties among the elements. There are
groups of elements that have similar properties, including highly reactive metals,
less-reactive metals, highly reactive non-metals such as chlorine, fluorine, and
oxygen), and some almost completely nonreactive gases (such as helium and neon).
Some elements don't fit into any of these categories; among them are carbon and
hydrogen, essential elements of living matter. When the elements are listed in order
by the masses of their atoms, similar sequences of properties appear over and over
again in the list. Each atom is composed of a central, positively charged nucleus—
only a very small fraction of the atom's volume, but containing most of its mass—
surrounded by a cloud of much lighter, negatively charged electrons. The number of
electrons in an atom—ranging from 1 up to about 100—matches the number of
charged particles, or protons, in the nucleus, and determines how the atom will link
to other atoms to form molecules. Electrically neutral particles (neutrons) in the
nucleus add to its mass but do not affect the number of electrons and so have

almost no effect on the atom's links to other atoms (its chemical behavior). A block
of pure carbon, for instance, is made up of two kinds, or isotopes, of carbon atoms
that differ somewhat in mass but have almost identical chemical properties.
Scientists continue to investigate atoms and have discovered even smaller
constituents of which neutrons and protons are made.
Every substance can exist in a variety of different states, depending on

temperature and pressure. Just as water can exist as ice, water, and vapor, all but a
few substances can also take solid, liquid, and gaseous form. When matter gets cold
enough, atoms or molecules lock in place in a more or less orderly fashion as solids.
Increasing the temperature means increasing the average energy of motion of the
atoms. So if the temperature is increased, atoms and molecules become more
agitated and usually move slightly farther apart; that is, the material expands. At
higher temperatures, the atoms and molecules are more agitated still and can slide
past one another while remaining loosely bound, as in a liquid. At still higher
temperatures, the agitation of the atoms and molecules overcomes the attractions
between them and they can move around freely, interacting only when they happen
to come very close—usually bouncing off one another, as in a gas.
As the temperature rises even higher, eventually the energy of collisions

breaks all molecules apart into atoms, and knocks electrons away from atoms,
producing ions. At extremely high temperatures, the nuclei of atoms may get so
close during collisions that they are affected by the strong internal nuclear forces,
and nuclear reactions may occur.
The arrangement of the outermost electrons in an atom determines how the

atom can bond to others and form materials. Bonds are formed between atoms
when electrons are transferred from one atom to another, or when electrons are
more or less shared between them. Depending on what kinds of bonds are made,
the atoms may link together in chaotic mixtures, in distinctive molecules that have a
uniform number and configuration of atoms, or in the symmetrically repeated
patterns of crystal arrays. Molecular configurations can be as simple as pairs of
identical atoms (such as oxygen molecules) or as complex as folded and cross-linked
chains thousands of atoms long (such as protein and DNA molecules). The exact
shapes of these complex molecules is a critical factor in how they interact with one
another. Crystal arrays may be entirely regular, or permeated with irregularities of
composition and structure. The small differences in composition and structure can
give materials very different properties.
The configuration of electrons in atoms determines what reactions can occur

between atoms, how much energy is required to get the reaction to happen, and
how much energy is released in the reaction. The rates at which reactions occur in
large collections of atoms depend largely on how often the reactants encounter one
another—and so depend on the concentration of reactants and on how fast they are
moving (that is, on temperature). Reaction rates can be affected dramatically by very
small concentrations of some atoms and molecules which link to the reactants in a
way that positions them well to link to each other, or which have an excited state
that can transfer just the right amount of energy for the reaction to occur. In
particular, reactions occurring in water solution may be affected significantly by the
acidity of the solution.

Each of the elements that make up familiar substances consists of only a few
naturally occurring isotopes. Most other possible isotopes of any element are
unstable and, if they happen to be formed, sooner or later will decay into some
isotope of another element (which may itself be unstable). The decay involves
emission of particles and radiation from the nucleus—that is, radioactivity. In the
materials of the earth, there are small proportions of some radioactive isotopes that
were left over from the original formation of heavy elements in stars. Some were
formed more recently by impacts of nuclear particles from space, or from the nuclear
decay of other isotopes. Together, these isotopes produce a low level of background
radiation in the general environment.
It is not possible to predict when an unstable nucleus will decay. We can

determine only what fraction of a collection of identical nuclei are likely to decay in a
given period of time. The half-life of an unstable isotope is the time it takes for half
of the nuclei in any sample of that isotope to decay; half-lives of different isotopes
range from less than a millionth of a second to many millions of years.
The half-life of any particular isotope is constant and unaffected by physical
conditions such as pressure and temperature. Radioactivity can therefore be used to
estimate the passage of time, by measuring the fraction of nuclei that have already
decayed. For example, the fraction of an unstable, long-half-life isotope remaining in
a sample of rock can be used to estimate how long ago the rock was formed.
ENERGY TRANSFORMATIONS
Energy appears in many forms, including radiation, the motion of bodies,

excited states of atoms, and strain within and between molecules. All of these forms
are in an important sense equivalent, in that one form can change into another. Most
of what goes on in the universe—such as the collapsing and exploding of stars,
biological growth and decay, the operation of machines and computers— involves
one form of energy being transformed into another.
Forms of energy can be described

in different ways: Sound energy is chiefly
the regular back-and forth motion of
molecules; heat energy is the random
motion of molecules; gravitational energy
lies in the separation of mutually
attracting masses; the energy stored in
mechanical strains involves the separation
of mutually attracting electric charges.
Although the various forms appear very
different, each can be measured in a way that makes it possible to keep track of how
much of one form is converted into another. Whenever the amount of energy in one
place or form diminishes, the amount in another place or form increases by an
equivalent amount. Thus, if no energy leaks in or out across the boundaries of a
system, the total energy of all the different forms in the system will not change, no
matter what kinds of gradual or violent changes actually occur within the system.
But energy does tend to leak across boundaries. In particular,

transformations of energy usually result in producing some energy in the form of
heat, which leaks away by radiation or conduction (such as from engines, electrical

wires, hot-water tanks, our bodies, and stereo systems). Further, when heat is
conducted or radiated into a fluid, currents are set up that usually enhance the
transfer of heat. Although materials that conduct or radiate heat very poorly can be
used to reduce heat loss, it can never be prevented completely. Therefore the total
amount of energy available for transformation is almost always decreasing. For
example, almost all of the energy stored in the molecules of gasoline used during an
automobile trip goes, by way of friction and exhaust, into producing a slightly
warmer car, road, and air. But even if such diffused energy is prevented from leaking
away, it tends to distribute itself evenly and thus may no longer be useful to us. This
is because energy can accomplish transformations only when it is concentrated more
in some places than in others (such as in falling water, in high-energy molecules in
fuels and food, in unstable nuclei, and in radiation from the intensely hot sun).
When energy is transformed into heat energy that diffuses all over, further
transformations are less likely. The reason that heat tends always to diffuse from
warmer places to cooler places is a matter of probability. Heat energy in a material
consists of the disordered motions of its perpetually colliding atoms or molecules. As
very large numbers of atoms or molecules in one region of a material repeatedly and
randomly collide with those of a neighboring region, there are far more ways in
which their energy of random motion can end up shared about equally throughout
both regions than there are ways in which it can end up more concentrated in one
region. The disordered sharing of heat energy all over is therefore far more likely to
occur than any more orderly concentration of heat energy in any one place. More
generally, in any interactions of atoms or molecules, the statistical odds are that they
will end up in more disorder than they began with. It is, however, entirely possible
for some systems to increase in orderliness—as long as systems connected to them
increase even more in disorderliness. The cells of a human organism, for example,
are always busy increasing order, as in building complex molecules and body
structures. But this occurs at the cost of increasing the disorder around us even
more—as in breaking down the molecular structure of food we eat and in warming
up our surroundings. The point is that the total amount of disorder always tends to
increase.
Different energy levels are associated with different configurations of atoms

in molecules. Some changes in configuration require additional energy, whereas
other changes release energy. For example, heat energy has to be supplied to start a
charcoal fire (by evaporating some carbon atoms away from others in the charcoal);
however, when oxygen molecules combine with the carbon atoms into the lower-
energy configuration of a carbon dioxide molecule, much more energy is released as
heat and light. Or a chlorophyll molecule can be excited to a higher-energy
configuration by sunlight; the chlorophyll in turn excites molecules of carbon dioxide
and water so they can link, through several steps, into the higher-energy
configuration of a molecule of sugar (plus some regenerated oxygen). Later, the
sugar molecule may subsequently interact with oxygen to yield carbon dioxide and
water molecules again, transferring the extra energy from sunlight to still other
molecules.
It becomes evident, at the molecular level and smaller, that energy as well as
matter occurs in discrete units: When energy of an atom or molecule changes from
one value to another, it does so in definite jumps, with no possible values in
between. These quantum effects make phenomena on the atomic scale very
different from what we are familiar with. When radiation encounters an atom, it can

excite the atom to a higher internal energy level only if it can supply just the right
amount of energy for the step. The reverse also occurs: When the energy level of an
atom relaxes by a step, a discrete amount (quantum) of radiation energy is
produced. The light emitted by a substance or absorbed by a substance can
therefore serve to identify what the substance is, whether the substance is in the
laboratory or is on the surface of a distant star.
Reactions in the nuclei of atoms involve far greater energy changes than
reactions between the outer electron structures of atoms (that is, chemical
reactions). When very heavy nuclei, such as those of uranium or plutonium, split into
middle-weight ones, or when very light nuclei, such as those of hydrogen and
helium, combine into somewhat heavier ones, large amounts of energy are released
as radiation and rapidly moving particles. Fission of some heavy nuclei occurs
spontaneously, producing extra neutrons that induce fission in more nuclei and so
on, thus giving rise to a chain reaction. The fusion of nuclei, however, occurs only if
they collide at very great speeds (overcoming the electric repulsion between them),
such as the collisions that occur at the very high temperatures produced inside a star
or by a fission explosion.
MOTION
Motion is as much a part of the physical world as matter and energy are.
Everything moves—atoms and molecules; the stars, planets, and moons; the earth
and its surface and everything on its surface; all living things, and every part of living
things. Nothing in the universe is at rest. Since everything is moving, there is no
fixed reference point against which the motion of things can be described. All motion
is relative to whatever point or object we choose. Thus, a parked bus has no motion
with reference to the earth's surface; but since the earth spins on its axis, the bus is
moving about 1,000 miles per hour around the center of the earth. If the bus is
moving down the highway, then a person walking up the aisle of the bus has one
speed with reference to the bus, another with respect to the highway, and yet
another with respect to the earth's center. There is no point in space that can serve
as a reference for what is actually moving.
Changes in motion—speeding up, slowing down, changing direction—are due

to the effects of forces. Any object maintains a constant speed and direction of
motion unless an unbalanced outside force acts on it. When an unbalanced force
does act on an object, the object's motion changes. Depending on the direction of
the force relative to the direction of motion, the object may change its speed (a
falling apple) or its direction of motion (the moon in its curved orbit), or both (a fly
ball).
The greater the amount of the unbalanced force, the more rapidly a given
object's speed or direction of motion changes; the more massive an object is, the
less rapidly its speed or direction changes in response to any given force. And
whenever something A exerts a force on something B, B exerts an equally strong
force back on A. For example, iron nail A pulls on magnet B with the same amount of
force as magnet B pulls on iron nail A—but in the opposite direction.

In most familiar situations, friction between surfaces brings forces into play
that complicate the description of motion, although the basic principles still apply.
Some complicated motions can be described most conveniently not in terms of forces
directly but in summary descriptions of the pattern of motion, such as vibrations and
waves. Vibration involves parts of a system moving back and forth in much the same
place, so the motion can be summarized by how frequently it is repeated and by how
far a particle is displaced during a cycle.
Another summary characteristic is the rate at which the vibration, when left
to itself, dies down as its energy dissipates. Vibrations may set up a traveling
disturbance that spreads away from its source. Examples of such disturbances are
sound, light, and earthquakes, which show some behavior very like that of familiar
surface waves on water—changing direction at boundaries between media,
diffracting around corners, and mutually interfering with one another in predictable
ways. We therefore speak of sound waves, light waves, and so on, and the
mathematics of wave behavior is useful in describing all these phenomena. Wave
behavior can also be described in terms of how fast the disturbance propagates, and
in terms of the distance between successive peaks of the disturbance (the
wavelength).
The observed wavelength of a wave depends in part upon the relative motion
of the source of the wave with respect to the observer. If the source is moving
toward the observer (or vice versa), the wave is in effect compressed and perceived
as shorter; if the source and observer are moving farther apart, the wave is in effect
stretched out and perceived as longer. Both effects are evident in the apparent
change in pitch of an automobile horn as it passes the observer. These apparent
shifts in wavelength therefore provide information about relative motion.
A particularly significant example of this shift is the change in the wavelength

of light from stars and galaxies. Because the light emitted from most of them shifts
toward longer wavelengths (that is, toward the red end of the spectrum),
astronomers conclude that galaxies are all moving away from one another—and
hence that we are in a generally expanding universe. Wavelength can greatly
influence how a wave interacts with matter—how well it is transmitted, absorbed,
reflected, or diffracted. For example, the ways in which shock waves of different
wavelengths travel through and reflect from layers of rock are an important clue as
to what the interior of the earth is like. The interaction of electromagnetic waves
with matter varies greatly with wavelength, both in how they are produced and in
what their effects are. Different but somewhat overlapping ranges have been given
distinctive names: radio waves, microwaves, radiant heat or infrared radiation, visible
light, ultraviolet radiation, x rays, and gamma rays. Materials that allow one range of
wavelengths to pass through them may completely absorb others.
For example, some gases in the atmosphere, including carbon dioxide and
water vapor, are transparent too much of the incoming sunlight but not to the
infrared radiation from the warmed surface of the earth. Consequently, heat energy
is trapped in the atmosphere. The temperature of the earth rises until its radiation
output reaches equilibrium with the radiation input from the sun. Another
atmospheric gas, ozone, absorbs some of the ultraviolet radiation in sunlight—the
wavelengths that produce burning, tanning, and cancer in the skin of human beings.

Even within the named ranges of electromagnetic radiation, different
wavelengths interact with matter in different ways. The most familiar example is that
different wavelengths of visible light interact with our eyes differently, giving us the
sensation of different colors. Things appear to have different colors because they
reflect or scatter visible light of some wavelengths more than others, as in the case
of plants that absorb blue and red wavelengths and reflect only green and yellow.
When the atmosphere scatters sunlight—which is a mixture of all wavelengths—
short-wavelength light (which gives us the sensation of blue) is scattered much more
by air molecules than long-wavelength (red) light is. The atmosphere, therefore,
appears blue and the sun seen through it by unscattered light appears reddened.
FORCES OF NATURE
The two kinds of forces we are commonly aware of are gravitational and
electromagnetic. Everything in the universe exerts gravitational forces on everything
else, although the effects are readily noticeable only when at least one very large
mass is involved (such as a star or planet). Gravity is the force behind the fall of rain,
the power of rivers, the pulse of tides; it pulls the matter of planets and stars toward
their centers to form spheres, holds planets in orbit, and gathers cosmic dust
together to form stars. Gravitational forces are thought of as involving a gravitational
field that affects space around any mass. The strength of the field around an object
is proportional to its mass and diminishes with distance from its center. For example,
the earth's pull on an individual will depend on whether the person is, say, on the
beach or far out in space.
The electromagnetic forces acting within and between atoms are immensely
stronger than the gravitational forces acting between them. On an atomic scale,
electric forces between oppositely charged protons and electrons hold atoms and
molecules together and thus are involved in all chemical reactions. On a larger scale,
these forces hold solid and liquid materials together and act between objects when
they are in contact (for example, the friction between a towel and a person's back,
the impact of a bat on a ball). We usually do not notice the electrical nature of many
familiar forces because the nearly equal densities of positive and negative electric
charges in materials approximately neutralize each other's effects outside the
material. But even a tiny imbalance in these opposite charges will produce
phenomena that range from electric sparks and clinging clothes to lightning.

Depending on how many of the electric charges in them are free to move,
materials show great differences in how much they respond to electric forces. At one
extreme, an electrically insulating material such as glass or rubber does not ordinarily
allow any passage of charges through it. At the other extreme, an electrically
conducting material such as copper will offer very little resistance to the motion of
charges, so electric forces acting on it readily produce a current of charges. (Most
electrical wires are a combination of extremes: a very good conductor covered by a
very good insulator.) In fact, at very low temperatures, certain materials can become
superconductors, which offer zero resistance. In between low- and high-resistance
materials are semiconducting materials in which the ease with which charges move
may vary greatly with subtle changes in composition or conditions; these materials
are used in transistors and computer chips to control electrical signals.
Water usually contains charged molecular fragments of dissolved impurities

that are mobile, and so it is a fairly good conductor. Magnetic forces are very closely
related to electric forces—the two can be thought of as different aspects of a single
electromagnetic force. Both are thought of as acting by means of fields: an electric
charge has an electric field in the space around it that affects other charges, and a
magnet has a magnetic field around it that affects other magnets. What is more,
moving electric charges produce magnetic fields and are affected by magnetic fields.
This influence is the basis of many natural phenomena. For example, electric
currents circulating in the earth's core give the earth an extensive magnetic field,
which we detect from the orientation of our compass needles.
The interplay of electric and magnetic forces is also the basis of much
technological design, such as electric motors (in which currents produce motion),
generators (in which motion produces currents), and television tubes (in which a
beam of moving electric charges is bent back and forth by a periodically changing
magnetic field). More generally, a changing electric field induces a magnetic
field, and vice versa.
Other types of forces operate only at the subatomic scale. For example, the
nuclear force that holds particles together within the atomic nucleus is much
stronger than the electric force, as is evident in the relatively great amounts of
energy released by nuclear interactions.


logically.
1. How can the interplay of electric and magnetic forces in technological design?
2. How did light become a significant aid in understanding the Universe?
3. What are the balanced forces that keeps earth from motion? How and what
will happened if this forces will be altered?
4. Explain the idea “energy does tend to leak across boundaries”.
5. As students in your chosen field, practically what is the significance of knowing the
structure and properties of matter?

Criteria Unsatisfactor Needs Satisfactory Outstanding
y Improvement 15 pts 25 pts
0 pts 5 pts
Content & - Content is - Content is not - Content is - Content is
Developmen incomplete. comprehensive and accurate and comprehensive,
t - Major points /or persuasive. persuasive. accurate, and
are not clear. - Major points are - Major points are persuasive.
-Specific addressed, but not stated. - Major points are stated
examples are well supported. - Responses are clearly and are well
not used. - Responses are adequate and supported.
inadequate or do address topic. - Responses are
not address topic. - Content is clear. excellent, timely and
-Specific examples -Specific address topic.
do not support examples are - Content is clear.
topic. used. -Specific examples are
used.
Organization - Organization - Structure of the - Structure is -Structure of the paper is
& Structure and structure paper is not easy to mostly clear and clear and easy to follow.
detract from follow. easy to follow. - Transitions are logical
the message. - Transitions need - Transitions are and maintain the flow of
- Writing is improvement. present. thought throughout the
disjointed and - Conclusion is - Conclusion is paper.
lacks transition missing, or if logical. - Conclusion is logical
of thoughts. provided, does not and flows from the body
flow from the body of the paper.
of the paper.
Grammar, - Paper - Paper contains - Rules of - Rules of grammar,
Punctuation contains few grammatical, grammar, usage, usage, and punctuation
& Spelling numerous punctuation and and punctuation are followed; spelling is
grammatical, spelling errors. are followed with correct.
punctuation, minor errors.
and spelling Spelling is
errors. correct.

Multiple Choice. Identify the letter of the choice that best completes
the statement or answers the question.
1. When a pair of balanced forces acts on an object, the net force that results is
A. greater in size than one of the forces.
B. equal to zero.
C. equal in size to one of the forces.
D. greater in size than both forces combined.
2. Energy from the sun reaches Earth mostly by

A. convection. C.conduction.
B. thermal expansion. D.radiation.
3. Which of the following universal forces is the most effective over long
distances?
A. Gravitational C. strong nuclear
B. Magnetic D. electric
4. Which of the following statements best describes what happens when

chocolate melts?
A. This is a physical change, and the molecules move farther apart.
B. This is a chemical change, and the molecules move farther apart.
C. This is a physical change, and the molecules move closer together.
D. This is a chemical change, and the molecules move closer together.
5. Which of the following is not true about acid-base indicators?

A. They act as sensors of H+ by changing color.
B. They account for the fact that roses are red and violets are blue.
C. They are found in pH paper.
D. They form the basis of the Scott test for cocaine.

Answer Key
Are you satisfied with your score? If you are not satisfied with the feedback,
you may then go back to some points that you may have missed.

Lesson 5. The Living Environment (Week 4)
1. What is the definition of a community?

A. Two or more species of organisms in their environment
B. The interaction between living organisms and their environment
C. All the organisms of the same or closely-related species
D. Two or more populations of organisms
2. The distribution of moth species in an ecosystem is affected by environmental

changes.
A change in which of these factors is least likely to affect the distribution of

moths?
A. Temperature
B. Soil pH
C. Availability of water
D. Composition of gases in the atmosphere
3. Which of these processes do not occur in the water cycle?

A. Infiltration
B. Condensation
C. Eutrophication
D. Composition
Short Responses:
4. The human population is increasing at an exponential rate. Explain why this is

occurring. (4 marks)
5. Competition between organisms is an important driver for evolution.

Describe the similarities and difference in the factors that animals and plants
complete for. (3 marks)

How do you feel about the test? Did it make you feel confident or
insecure? Your feelings will be your guide to go slow or breezw through this module.
1. D
2. B
3. C/D
4. Better health care so people are living longer
New medicines are being developed so people don't die of
previously fatal diseases
Farmers are able to produce more food using new breeds and
equipment
Some religions do not permit the use of contraception
5. Animals and plants both compete for space [1 mark]. This is
called territory for animals [1 mark]. As well as this, animals
compete for food and mates [1 mark]. Whereas, plants
compete for light and water and minerals from the soil [1
mark].


0-3 Science Hopeful

Lesson 5. The Living Environment (Week 4)
Introduction:
People have long been curious about living things—how many different
species there are, what they are like, where they live, how they relate to each other,
and how they behave. Scientists seek to answer these questions and many more
about the organisms that inhabit the earth. In particular, they try to develop the
concepts, principles, and theories that enable people to understand the living
environment better.
Living organisms are made of the same components as all other matter,
involve the same kind of transformations of energy, and move using the same basic
kinds of forces. The Physical Setting, apply to life as well as to stars, raindrops, and
television sets. But living organisms also have characteristics that can be understood
best through the application of other principles.
This discussion offers recommendations on basic knowledge about how living

things function and how they interact with one another and their environment. The
chapter focuses on six major subjects: the diversity of life, as reflected in the
biological characteristics of the earth's organisms; the transfer of heritable
characteristics from one generation to the next; the structure and functioning of
cells, the basic building blocks of all organisms; the interdependence of all organisms
and their environment; the flow of matter and energy through the grand-scale
cycles of life; and how biological evolution explains the similarity and diversity of life.
Learning Outcome:
At the end of this lesson tthe students must have:
1. discussed the basic knowledge about how living things function and how
they interact with one another and their environment.

Agree or disagree? What can you say about this quote?

DIVERSITY OF LIFE
There are millions of different types of individual organisms that inhabit the
earth at any one time— some very similar to each other, some very different.
Biologists classify organisms into a hierarchy of groups and subgroups on the basis
of similarities and differences in their structure and behavior. One of the most
general distinctions among organisms is between plants, which get their energy
directly from sunlight, and animals, which consume the energy-rich foods initially
synthesized by plants. But not all organisms are clearly one or the other. For
example, there are single-celled organisms without organized nuclei (bacteria) that
are classified as a distinct group.
Animals and plants have a great variety of body plans, with different overall
structures and arrangements of internal parts to perform the basic operations of
making or finding food, deriving energy and materials from it, synthesizing new
materials, and reproducing. When scientists classify organisms, they consider details
of anatomy to be more relevant than behavior or general
appearance. For example, because of such features as milk-producing glands and
brain structure, whales and bats are classified as being more nearly alike than are
whales and fish or bats and birds. At different degrees of relatedness, dogs are
classified with fish as having backbones, with cows as having hair, and with cats as
being meat eaters.
For sexually reproducing organisms, a species comprises all organisms that
can mate with one another to produce fertile offspring. The definition of species is
not precise, however; at the boundaries it may be difficult to decide on the exact
classification of a particular organism. Indeed, classification systems are not part of
nature. Rather, they are frameworks created by biologists for describing the vast
diversity of organisms, suggesting relationships among living things, and framing
research questions.
The variety of the earth's life forms is apparent not only from the study of
anatomical and behavioral similarities and differences among organisms but also
from the study of similarities and differences among their molecules. The most
complex molecules built up in living organisms are chains of smaller molecules. The
various kinds of small molecules are much the same in all life forms, but the specific
sequences of components that make up the very complex molecules are
characteristic of a given species. For example, DNA molecules are long chains linking
just four kinds of smaller molecules, whose precise sequence encodes genetic
information. The closeness or remoteness of the relationship between organisms can
be inferred from the extent to which their DNA sequences are
similar. The relatedness of organisms inferred from similarity in their molecular
structure closely matches the classification based on anatomical similarities.
The preservation of a diversity of species is important to human beings. We
depend on two food webs to obtain the energy and materials necessary for life. One
starts with microscopic ocean plants and seaweed and includes animals that feed on
them and animals that feed on those animals. The other one begins with land plants
and includes animals that feed on them, and so forth. The elaborate

interdependencies among species serve to stabilize these food webs. Minor
disruptions in a particular location tend to lead to changes that eventually restore the
system. But large disturbances of living populations or their environments may result
in irreversible changes in the food webs. Maintaining diversity increases the
likelihood that some varieties will have characteristics suitable to survival under
changed conditions.
HEREDITY
One long-familiar observation is that offspring are very much like their
parents but still show some variation: Offspring differ somewhat from their parents
and from one another. Over many generations, these differences can accumulate, so
organisms can be very different in appearance and behavior from their distant
ancestors. For example, people have bred their domestic animals andplants to select
desirable characteristics; the results are modern varieties of dogs, cats, cattle, fowl,
fruits, and grains that are perceptibly different from their forebears. Changes have
also been observed—in grains, for example—that are extensive enough to produce
new species. In fact, some branches of descendants of the same parent species are
so different from others that they can no longer breed with one another.
Instructions for development are passed from parents to offspring in

thousands of discrete genes, each of which is now known to be a segment of a
molecule of DNA. Offspring of asexual organisms (clones) inherit all of the parent's
genes. In sexual reproduction of plants and animals, a specialized cell from a female
fuses with a specialized cell from a male. Each of these sex cells contains an
unpredictable half of the parent's genetic information. When a particular male cell
fuses with a particular female cell during fertilization, they form a cell with one
complete set of paired genetic information, a combination of one half-set from each
parent. As the fertilized cell multiplies to form an embryo, and eventually a seed or
mature individual, the combined sets are replicated in each new cell.
The sorting and combination of genes in sexual reproduction results in a

great variety of gene combinations in the offspring of two parents. There are millions
of different possible combinations of genes in the half apportioned into each
separate sex cell, and there are also millions of possible combinations of each of
those particular female and male sex cells. However, new mixes of genes are not the
only source of variation in the characteristics of organisms.
Although genetic instructions may be passed down virtually unchanged for

many thousands of generations, occasionally some of the information in a cell's DNA
is altered. Deletions, insertions, or substitutions of DNA segments may occur
spontaneously through random errors in copying, or may be induced by chemicals or
radiation. If a mutated gene is in an organism's sex cell, copies of it may be passed
down to offspring, becoming part of all their cells and perhaps giving the offspring
new or modified characteristics. Some of these changed characteristics may turn out
to increase the ability of the organisms that have it to thrive and reproduce, some
may reduce that ability, and some may have no appreciable effect.

CELLS
All self-replicating life forms are composed of cells—from single-celled

bacteria to elephants, with their trillions of cells. Although a few giant cells, such as
hens' eggs, can be seen with the naked eye, most cells are microscopic. It is at the
cell level that many of the basic functions of organisms are carried out: protein
synthesis, extraction of energy from nutrients, replication, and so forth. All living cells
have similar types of complex molecules that are involved in these basic activities of
life. These molecules interact in a soup, about 2/3 water, surrounded by a
membrane that controls what can enter and leave. In more complex cells, some of
the common types of molecules are organized into structures that perform the same
basic functions more efficiently. In particular, a nucleus encloses the DNA and a
protein skeleton helps to organize operations. In addition to the
basic cellular functions common to all cells, most cells in multi-celled organisms
perform some special functions that others do not. For example, gland cells secrete
hormones, muscle cells contract, and nerve cells conduct electrical signals.
Cell molecules are composed of atoms of a small number of elements—mainly
carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur. Carbon atoms,
because of their small size and four available bonding electrons, can join to other
carbon atoms in chains and rings to form large and complex molecules. Most of the
molecular interactions in cells occur in water solution and require a fairly narrow
range of temperature and acidity. At low temperatures the reactions go too slowly,
whereas high temperatures or extremes of acidity can irreversibly damage the
structure of protein molecules. Even small changes in acidity can alter the molecules
and how they interact. Both single cells and multicellular organisms have molecules
that help to keep the cells' acidity within the necessary range.
The work of the cell is carried out by the many different types of molecules it
assembles, mostly proteins. Protein molecules are long, usually folded chains made
from 20 different kinds of amino acid molecules. The function of each protein
depends on its specific sequence of amino acids and the shape the chain takes as a
consequence of attractions between the chain's parts. Some of the
assembled molecules assist in replicating genetic information, repairing cell
structures, helping other molecules to get in or out of the cell, and generally in
catalyzing and regulating molecular interactions.
In specialized cells, other protein molecules may carry oxygen, effect

contraction, respond to outside stimuli, or provide material for hair, nails, and other
body structures. In still other cells, assembled molecules may be exported to serve
as hormones, antibodies, or digestive enzymes.
The genetic information encoded in DNA molecules provides instructions for

assembling protein molecules. This code is virtually the same for all life forms. Thus,
for example, if a gene from a human cell is placed in a bacterium, the chemical
machinery of the bacterium will follow the gene's instructions and produce the same
protein that would be produced in human cells. A change in even a single atom in
the DNA molecule, which may be induced by chemicals or radiation, can therefore
change the protein that is produced. Such a mutation of a DNA segment may not
make much difference, may fatally disrupt the operation of the cell, or may change
the successful operation of the cell in a significant way (for example, it may foster
uncontrolled replication, as in cancer).

All the cells of an organism are descendants of the single fertilized egg cell
and have the same DNA information. As successive generations of cells form by
division, small differences in their immediate environments cause them to develop
slightly differently, by activating or inactivating different parts of the DNA
information. Later generations of cells differ still further and eventually mature into
cells as different as gland, muscle, and nerve cells. Complex interactions among the
myriad kinds of molecules in the cell may give rise to distinct cycles of activities, such
as growth and division. Control of cell processes comes also from without: Cell
behavior may be influenced by molecules from other parts of the organism or from
other organisms (for example, hormones and neurotransmitters) that attach to or
pass through the cell membrane and affect the rates of reaction among cell
constituents.
INTERDEPENDENCE OF LIFE
Every species is linked, directly or indirectly, with a multitude of others in an

ecosystem. Plants provide food, shelter, and nesting sites for other organisms. For
their part, many plants depend upon animals for help in reproduction (bees pollinate
flowers, for instance) and for certain nutrients (such as minerals in animal waste
products). All animals are part of food webs that include plants and
animals of other species (and sometimes the same species). The predator/prey
relationship is common, with its offensive tools for predators—teeth, beaks, claws,
venom, etc.—and its defensive tools for prey—camouflage to hide, speed to escape,
shields or spines to ward off, irritating substances to repel. Some species come to
depend very closely on others (for instance, pandas or
koalas can eat only certain species of trees). Some species have become so adapted
to each other that neither could survive without the other (for example, the wasps
that nest only in figs and are the only insect that can pollinate them).
There are also other relationships between organisms. Parasites get nourishment
from their host organisms, sometimes with bad consequences for the hosts.
Scavengers and decomposers feed only on dead animals and plants. And some
organisms have mutually beneficial relationships—for example, the bees that sip
nectar from flowers and incidentally carry pollen from one flower to the
next, or the bacteria that live in our intestines and incidentally synthesize some
vitamins and protect the intestinal lining from germs.
But the interaction of living organisms does not take place on a passive
environmental stage. Ecosystems are shaped by the nonliving environment of land
and water—solar radiation, rainfall, mineral concentrations, temperature, and
topography. The world contains a wide diversity of physical conditions, which creates
a wide variety of environments: freshwater and oceanic, forest, desert, grassland,
tundra, mountain, and many others. In all these environments, organisms use vital
earth resources, each seeking its share in specific ways that are limited by other
organisms. In every part of the habitable environment, different organisms vie for
food, space, light, heat, water, air, and shelter. The linked and fluctuating
interactions of life forms and environment compose a total
ecosystem; understanding any one part of it well requires knowledge of how that
part interacts with the others.
The interdependence of organisms in an ecosystem often results in

approximate stability over hundreds or thousands of years. As one species

proliferates, it is held in check by one or more environmental factors: depletion of
food or nesting sites, increased loss to predators, or invasion by parasites. If a
natural disaster such as flood or fire occurs, the damaged ecosystem is likely to
recover in a succession of stages that eventually results in a system similar to the
original one.
Like many complex systems, ecosystems tend to show cyclic fluctuations

around a state of approximate equilibrium. In the long run, however, ecosystems
inevitably change when climate changes or when very different new species appear
as a result of migration or evolution (or are introduced deliberately or inadvertently
by humans).
FLOW OF MATTER AND ENERGY
However complex the workings of living organisms, they share with all other
natural systems the same physical principles of the conservation and transformation
of matter and energy. Over long spans of time, matter and energy are transformed
among living things, and between them and the physical environment. In these
grand-scale cycles, the total amount of matter and energy remains constant, even
though their form and location undergo continual change.
Almost all life on earth is ultimately maintained by transformations of energy from
the sun. Plants capture the sun's energy and use it to synthesize complex, energy-
rich molecules (chiefly sugars) from molecules of carbon dioxide and water. These
synthesized molecules then serve, directly or indirectly, as the source of energy for
the plants themselves and ultimately for all animals and decomposer organisms
(such as bacteria and fungi). This is the food web: The organisms that
consume the plants derive energy and materials from breaking down the plant
molecules, use them to synthesize their own structures, and then are themselves
consumed by other organisms. At each stage in the food web, some energy is stored
in newly synthesized structures and some is dissipated into the environment as heat
produced by the energy-releasing chemical processes in cells. A similar
energy cycle begins in the oceans with the capture of the sun's energy by tiny, plant-
like organisms. Each successive stage in a food web captures only a small fraction of
the energy content of organisms it feeds on.
The elements that make up the molecules of living things are continually
recycled. Chief among these elements are carbon, oxygen, hydrogen, nitrogen,
sulfur, phosphorus, calcium, sodium, potassium, and iron. These and other elements,
mostly occurring in energy-rich molecules, are passed along the
food web and eventually are recycled by decomposers back to mineral nutrients
usable by plants.
Although there often may be local excesses and deficits, the situation over
the whole earth is that organisms are dying and decaying at about the same rate as
that at which new life is being synthesized. That is, the total living biomass stays
roughly constant, there is a cyclic flow of materials from old to new life, and there is
an irreversible flow of energy from captured sunlight into dissipated heat. An
important interruption in the usual flow of energy apparently occurred millions of
years ago when the growth of land plants and marine organisms exceeded the ability
of decomposers to recycle them. The accumulating layers of energy-rich organic

material were gradually turned into coal and oil by the pressure of the overlying
earth. The energy stored in their molecular structure we can now
release by burning, and our modern civilization depends on immense amounts of
energy from such fossil fuels recovered from the earth. By burning fossil fuels, we
are finally passing most of the stored energy on to the environment as heat. We are
also passing back to the atmosphere—in a relatively very short time—large amounts
of carbon dioxide that had been removed from it slowly over millions of years.
The amount of life any environment can sustain is limited by its most basic
resources: the inflow of energy, minerals, and water. Sustained productivity of an
ecosystem requires sufficient energy for new products that are synthesized (such as
trees and crops) and also for recycling completely the residue of the old (dead
leaves, human sewage, etc.). When human technology intrudes, materials
may accumulate as waste that is not recycled. When the inflow of resources is
insufficient, there is accelerated soil leaching, desertification, or depletion of mineral
reserves.
EVOLUTION OF LIFE
The earth's present-day life forms appear to have evolved from common
ancestors reaching back to the simplest one-cell organisms almost four billion years
ago. Modern ideas of evolution provide a scientific explanation for three main sets of
observable facts about life on earth: the enormous number of different life forms we
see about us, the systematic similarities in anatomy and molecular chemistry we see
within that diversity, and the sequence of changes in fossils found in successive
layers of rock that have been formed over more than a billion years.
Since the beginning of the fossil record, many new life forms have appeared,
and most old forms have disappeared. The many traceable sequences of changing
anatomical forms, inferred from ages of rock layers, convince scientists that the
accumulation of differences from one generation to the next has led eventually to
species as different from one another as bacteria are from elephants. The molecular
evidence substantiates the anatomical evidence from fossils and provides additional
detail about the sequence in which various lines of descent branched off from one
another. Although details of the history of life on earth are still being pieced together
from the combined geological, anatomical, and molecular evidence, the main
features of that history are generally agreed upon.
At the very beginning, simple molecules may have formed complex molecules
that eventually formed into cells capable of self-replication. Life on earth has existed
for three billion years. Prior to that, simple molecules may have formed complex
organic molecules that eventually formed into cells capable of self-replication. During
the first two billion years of life, only microorganisms existed— some of them
apparently quite similar to bacteria and algae that exist today. With the development
of cells with nuclei about a billion years ago, there was a great increase in the rate of
evolution of increasingly complex, multicelled organisms. The rate of evolution of
new species has been uneven since then, perhaps reflecting the varying rates of
change in the physical environment.
A central concept of the theory of evolution is natural selection, which arises

from three well established observations: (1) There is some variation in heritable

characteristics within every species of organism, (2) some of these characteristics
will give individuals an advantage over others in surviving to maturity and
reproducing, and (3) those individuals will be likely to have more offspring, which will
themselves be more likely than others to survive and reproduce. The likely result is
that over successive generations, the proportion of individuals that have inherited
advantage-giving characteristics will tend to increase. Selectable characteristics can
include details of biochemistry, such as the molecular structure of hormones or
digestive enzymes, and anatomical features that are ultimately produced in the
development of the organism, such as bone size or fur length. They can also include
more subtle features determined by anatomy, such as acuity of vision or pumping
efficiency of the heart. By
biochemical or anatomical means, selectable characteristics may also influence
behavior, such as weaving a certain shape of web, preferring certain characteristics
in a mate, or being disposed to care for offspring.
New heritable characteristics can result from new combinations of parents'

genes or from mutations of them. Except for mutation of the DNA in an organism's
sex cells, the characteristics that result from occurrences during the organism's
lifetime cannot be biologically passed on to the next generation. Thus, for example,
changes in an individual caused by use or disuse of a structure or
function, or by changes in its environment, cannot be promulgated by natural
selection.
By its very nature, natural selection is likely to lead to organisms with

characteristics that are well adapted to survival in particular environments. Yet
chance alone, especially in small populations, can result in the spread of inherited
characteristics that have no inherent survival or reproductive advantage or
disadvantage. Moreover, when an environment changes (in this sense, other
organisms are also part of the environment), the advantage or disadvantage of
characteristics can change. So natural selection does not necessarily result in long-
term progress in a set direction. Evolution builds on what already exists, so the more
variety that already exists, the more there can be.
The continuing operation of natural selection on new characteristics and in

changing environments, over and over again for millions of years, has produced a
succession of diverse new species.
Evolution is not a ladder in which the lower forms are all replaced by superior
forms, with humans finally emerging at the top as the most advanced species.
Rather, it is like a bush: Many branches emerged long ago; some of those branches
have died out; some have survived with apparently little or no change over time; and
some have repeatedly branched, sometimes giving rise to more complex organisms.
The modern concept of evolution provides a unifying principle for

understanding the history of life on earth, relationships among all living things, and
the dependence of life on the physical environment. While it is still far from clear
how evolution works in every detail, the concept is so well established that it
provides a framework for organizing most of biological knowledge into a coherent
picture.

Reflect on the following questions, then answer the following questions logically.
1. Why do human beings laugh?

2. Why did human species develop to be dominant on the planet?
3. What distinguishes human brain from the other species?
4. Why do human beings perceive beauty?
5. How does evolution theory explain the existence of language and speech?
6. Why did humans start walking on two feet?
7. What is the evolutionary benefit of forming the society?
Criteria Unsatisfactor Needs Satisfactory Outstanding

y Improvement 15 pts 25 pts
0 pts 5 pts
Content & - Content is - Content is not - Content is accurate - Content is
Developmen incomplete. comprehensive and persuasive. comprehensive,
t - Major points and /or - Major points are accurate, and
are not clear. persuasive. stated. persuasive.
-Specific - Major points are - Responses are - Major points are
examples are addressed, but adequate and stated clearly and are
not used. not well address topic. well supported.
supported. - Content is clear. - Responses are
- Responses are -Specific examples excellent, timely and
inadequate or do are used. address topic.
not address topic. - Content is clear.
-Specific -Specific examples are
examples do not used.
support topic.
Organization - Organization - Structure of the - Structure is mostly -Structure of the paper
& Structure and structure paper is not easy clear and easy to is clear and easy to
detract from to follow. follow. follow.
the message. - Transitions need - Transitions are - Transitions are logical
- Writing is improvement. present. and maintain the flow
disjointed and - Conclusion is - Conclusion is of thought throughout
lacks transition missing, or if logical. the paper.
of thoughts. provided, does - Conclusion is logical
not flow from the and flows from the
body of the body of the paper.
paper.
Grammar, - Paper - Paper contains - Rules of grammar, - Rules of grammar,
Punctuation contains few grammatical, usage, and usage, and
& Spelling numerous punctuation and punctuation are punctuation are
grammatical, spelling errors. followed with minor followed; spelling is
punctuation, errors. correct.
and spelling Spelling is correct.
errors.

1. Process of selecting individuals with desired characters by man is called

(a) Hybridization
(b) Reproduction
(c) Artificial selection
(d) Natural selection
2. Which one of the following pairs are homologous organs?

(a) Forelimbs of a bird and wings of a bat.
(b) Wings of a bird and wings of a butterfly.
(c) Pectoral fins of a fish and forelimbs of a horse.
(d) Wings of a bat and wings of a cockroach.
3. The theory of evolution of species by natural selection was given by

(a) Mendel
(b) Darwin
(c) Lamarck
(d) Weismann
4. A cross between a tall pea-plant (TT) and a short pea-plant (tt) resulted in
progenies that were all tall plants because
(a) tallness is the recessive trait.
(b) shortness is the dominant trait.
(c) height of pea-plant is not governed by gene T or t.
(d) tallness is the dominant trait.
5. The number of pairs of sex chromosomes in the zygote of a human being is

(a) 2
(b) 3
(c) 1
(d) 4
6. A zygote which has an X-chromosome inherited from the father will develop into a
(a) girl
(b) boy
(c) either boy or girl
(d) X-chromosome does not influence the sex of a child.

7. A man with blood group A marries a woman having blood group O. What will be
the blood group of the child?
(a) O only
(b) A only
(c) AB
(d) Equal chance of acquiring blood group A or blood group O.
8. What does the progeny of a tall plant with round seeds and a short plant with
wrinkled seeds look like?
(a) All are tall with round seeds.
(b) All are short with round seeds.
(c) All are tall with wrinkled seeds.
(d) All are short with wrinkled seeds.
9. If a round, green seeded pea-plant (RRyy) is crossed with a wrinkled yellow

seeded pea- plant (rrYY), the seeds produced in F1 generation are
(a) round and green (b) round and yellow
(c) wrinkled and green
(d) wrinkled and yellow
10. The human species has genetic roots in

(a) Australia
(b) Africa
(c) America
(d) Indonesia
11. Which of the following is the ancestor of ‘Broccoli’?

(a) Cabbage
(b) Cauliflower
(c) Wild cabbage
(d) Kale
12. The process of evolution of a species whereby characteristics which help

individual organisms to survive and reproduce are passed on to their offspring and
those characteristics which do not help are not passed on is called
(a) Artificial selection
(b) Speciation
(c) Hybridization
(d) Natural selection
13. Identify the two organisms which are now extinct and are studied from their
fossils.
(a) white tiger and sparrow
(b) dinosaur and fish (Knightia)
(c) ammonite and white tiger
(d) trilobite and white tiger

14. Which of the following decides the sex of the child?
(a) male gamete, i.e., sperm
(b) female gamete, i.e., ovum
(c) both sperm and ovum
(d) mother
15. Pure-bred pea plant A is crossed with pure¬bred pea plant B. It is found that the
plants which look like A do not appear in Fj gene¬ration but re-emerge in F2
generation. Which of the plants A and B are tall and dwarf?
(a) A are tall and B are dwarf.
(b) A are tall and B are also tall.
(c) A are dwarf and B are also dwarf
(d) A are dwarf and B are tall
16. In humans if gene B gives brown eyes and gene b gives blue eyes, what will be
the colour of eyes of the persons having combinations
(i) Bb and (ii) BB?
(a) (i) Blue and (ii) Brown
(b) (i) Brown and (ii) Blue
(c) (i) Brown and (ii) Brown
(d) (i) Blue and (ii) Blue
17. A cross between two individuals results in a ratio of 9 : 3 : 3 :1 for four possible
phenotypes of progeny. This is an example of a
(a) Monohybrid cross
(b) Dihybrid cross
(c) Test cross
(d) F1 generation
18. Which of the following characters can be acquired but not inherited?
(a) Colour of skin
(b) Size of body
(c) Colour of eyes
(d) Texture of hair
19. Those organs which have the same basic structure but different functions are
called
(a) Vestigial organs
(b) Analogous organs
(c) Homologous organs
(d) None of these
20. Those organs which have different basic structure but have similar appearance
and perform similar functions are called
(a) Analogous organs
(b) Homologous organs
(c) Vestigial organs
(d) None of these

21. The remaps (or impressions) of dead animals or plant? that lived in the remote
past are known as
(a) extinct species
(b) fossils
(c) naturally selected species
(d) none of the above
22. The process by which new species develop from the existing species is known as
(a) Evolution
(b) Natural selection
(c) Artificial selection
(d) Speciation
23. Which of the following is an example of genetic variation?

(a) One person has a scar, but his friend does not.
(b) One person is older than another.
(c) Reeta eats meat, but her sister Geeta is a vegetarian.
(d) Two children have different eye colours.
24. Differences between organisms in a species are described as variation. Which of

the following would you describe as continuous variation?
(a) Hair colour
(b) Eye colour
(c) Weight
(d) Sex
25. The more characteristics two species have in common :

(a) More closely they are related and more recently they had a common ancestors.
(b) More distantly they are related and more recently they have common ancestors.
(c) More closely they are related and more distantly they have common ancestors.
(d) More distantly they are related and more distantly they have common ancestors.
26. To study the natural phenomenon of inheritance, Mendel selected the pea plants.
Which of the following properties were suitable for their studies?
(i) Plants would easily self pollinate or cross-pollinate in nature.
(ii) Plants were easily grown in garden soil with a considerably shorter generation
time.
(iii) Pea plants do not require the true-breeding for hybridisation experiments.
(iv) Many parts of the plant such as pod, seed, flower, cotyledons showed
distinct phenotypes.
(a) (i), (ii) and (iii).

(b) (ii) and (iv).
(c) (i) and (ii).
(d) (ii), (iii) and (iv).

27. What is the difference between genetic drift and change due to natural selection?
(a) Genetic drift does not require the presence of variation.
(b) Genetic drift never occurs in nature, natural selection does.
(c) Genetic drift does not involve competition between members of a species.
(d) There is no difference.
28. Which concept was not included in Charles Darwin’s theory of Natural Selection?
(a) Struggle for existence
(b) Punctuated equilibrium
(c) Survival of the fittest
(d) Overproduction of offspring.
29. Natural selection is called ‘survival of the fittest’. Which of the following
statements best describes an organism?
(a) How strong it is compared to other individuals of the same species.
(b) How much food and resources it is able to gather for its offspring.
(c) The ability to adapt to the environment in the niche it occupies.
(d) The number of fertile offspring it has.
30. Human offspring’s sex is determined

(а) through father’s sex chromosomes.
(b) through mother’s sex chromosomes.
(c) by hormones.
(d) by enzymes.

Answer Key
Are you satisfied with your score? If you are not

satisfied with the feedback, you may then go back to some
points that you may have missed.


Multiple Choice.
1. Identify the feedback mechanism that maintains your body
temperature when your surroundings are very hot.
A. The brain sends a message to the skin. The muscles in the skin contract,
or shiver, to cool the body.
B. The muscles in the skin contract, which sends a message to the brain that
you feel hot. The brain sends a message to the skin’s heat receptors.
C. Heat receptors in the skin send a message to the brain. The brain sends a
response to start sweating, which cools the body.
D. The skin starts sweating. The sweat sends a message to the brain, which
sends a response to stop sweating.
2. Which of the following statements is TRUE about Introverts?

A. Introverts have lower level of arousal than Extraverts for the same
stimulus.
B. Introverts can become overstimulated.
C. Introverts are more easily conditioned to emotional stimuli than those
high in Neuroticism.
D. Introverts are more impulsive than Extraverts.
3. Which of these are associated with insecurely attached infants in later life?
A. less competent C. has less mature friends
B. less socially skilled D. A, B and C
4. If a young adult sees stealing as wrong because of the harm it brings to

someone, which of Kolberg’ s stages are they displaying?
A. punishment and obedience orientation
B. good boy- good girl orientation
C. legalistic orientation
D. social order orientation
5. Bob hasn’t missed a day of work since he started his job three years ago.
Every morning he comes in with a smile on his face that remains there until
he leaves. He works for a charity and it gives him great satisfaction to know
that he’s helping others. He loves his job. Bob is most likely
A. a workaholic
B. driven by Protestant work ethic
C. burned out
D. work enthusiast

1. C
2. B
3. D
4. C
5. D


0-3 Science Hopeful

Introduction:
As similar as we humans are

in many ways to other species, we
are unique among the earth's life
forms in our ability to use language
and thought. Having evolved a large
and complex brain, our species has a
facility to think, imagine, create, and
learn from experience that far
exceeds that of any other species.
We have used this ability to create
technologies and literary and artistic
works on a vast scale, and to develop
a scientific understanding of
ourselves and
the world. We are also unique in our
profound curiosity about ourselves:
How are we put together physically?
How were we formed? How do we
relate biologically to other life forms
and to our ancestors? How are we as
individuals like or unlike other
humans? How can we stay healthy?
Much of the scientific endeavor
focuses on such questions.
This discussion presents recommendations for what scientifically literate

people should know about themselves as a species. Such knowledge provides a basis
for increased awareness of both self and society. The chapter focuses on six major
aspects of the human organism: human identity, human development, the basic
functions of the body, learning, physical health, and mental health. The
recommendations on physical and mental health are included because they help
relate the scientific understanding of the human organism to a major area
of concern—personal well-being—common to all humans.
Learning Outcome:
1. understood that we humans are in many ways similar to other species,
we are unique among the earth's life forms in our ability to use
language and thought.

Share your thoughts about the statement.
1. Development is lifelong.
2. Development is multidimensional.
3. Development is plastic.
4. Development is contextual.
5. Development involves growth, maintenance and regulation.

This part will present the ideas aligned with the objectives of the lesson.
HUMAN IDENTITY
In most biological respects, humans are like other living organisms. For
instance, they are made up of cells like those of other animals, have much the same
chemical composition, have organ systems and physical characteristics like many
others, reproduce in a similar way, carry the same kind of genetic information
system, and are part of a food web.
Fossil and molecular evidence supports the belief that the human species, no
less than others, evolved from other organisms. Evidence continues to accumulate
and scientists continue to debate dates and lineage, but the broad outlines of the
story are generally accepted. Primates—the classification of similar organisms that
includes humans, monkeys and apes, and several other kinds of mammals—began to
evolve from other mammals less than 100 million years ago.
Several humanlike primate species began appearing and branching about 5
million years ago, but all except one became extinct. The line that survived led to the
modern human species.
Like other complex organisms, people vary in size and shape, skin color, body
proportions, body hair, facial features, muscle strength, handedness, and so on. But
these differences are minor compared to the internal similarity of all humans, as
demonstrated by the fact that people from anywhere in the world can physically mix
on the basis of reproduction, blood transfusions, and organ transplants. Humans are
indeed a single species. Furthermore, as great as cultural differences between
groups of people seem to be, their complex languages, technologies, and arts
distinguish them from any other species.
Some other species organize themselves socially—mainly by taking on

different specialized functions, such as defense, food collection, or reproduction—but
they follow relatively fixed patterns that are limited by their genetic inheritance.
Humans have a much greater range of social behavior—from playing card games to
singing choral music, from mastering multiple languages to formulating laws.
One of the most important events in the history of the human species was
the turn some 10,000 years ago from hunting and gathering to farming, which made
possible rapid increases in population. During that early period of growth, the social
inventiveness of the human species began to produce villages and then cities, new
economic and political systems, recordkeeping—and organized warfare. Recently, the
greater efficiency of agriculture and the control of infectious disease has further
accelerated growth of the human population, which is now more than five billion.
Just as our species is biological, social, and cultural, so is it technological. Compared
with other species, we are nothing special when it comes to speed, agility, strength,
stamina, vision, hearing, or the ability to withstand extremes of environmental
conditions. A variety of technologies, however, improves our ability to interact with
the physical world. In a sense, our inventions have helped us make up for our
biological disadvantages. Written records enable us to share and compile great

amounts of information. Vehicles allow us to move more rapidly than other animals,
to travel in many media (even in space), and to reach remote and inhospitable
places. Tools provide us with very delicate control and with prodigious strength and
speed. Telescopes, cameras, infrared sensors, microphones, and other instruments
extend our visual, auditory, and tactile senses, and increase their sensitivity.
Prosthetic devices and chemical and surgical intervention enable people with physical
disabilities to function effectively in their environment.
HUMAN DEVELOPMENT
Human develops from a single cell, formed by the fusion of an egg cell and a
sperm cell; each contributes half of the cell's genetic information. Ovaries in females
produce ripened egg cells, usually one per menstrual cycle; testes in males produce
sperm cells in great numbers. Fertilization of an egg cell by a sperm ordinarily occurs
after sperm cells are deposited near an egg cell. But fertilization does not always
result, because sperm deposit may take place at the time of the female's menstrual
cycle when no egg is present, or one of the partners may be unable to produce
viable sex cells. Also, contraceptive measures may be used to incapacitate sperm,
block their way to the egg, prevent the release of eggs, or prevent the fertilized egg
from implanting successfully. Using artificial means to prevent or facilitate pregnancy
raises questions of social norms, ethics, religious beliefs, and even politics. Within a
few hours of conception, the fertilized egg divides into two identical cells, each of
which soon divides again, and so on, until there are enough to form a small sphere.
Within a few days, this sphere embeds itself in the wall of the uterus, where the
placenta nourishes the embryo by allowing the transfer of substances between the
blood of the mother and that of the developing child. During the first three months
of pregnancy, successive generations of cells organize into organs; during the second
three months, all organs and body features develop; and during the last three
months, further development and growth occur. These patterns of human
development are similar to those of other animals with backbones, although the time
scale may be very different. The developing embryo may be at risk as a consequence
of its own genetic defects, the mother's poor health or inadequate diet during
pregnancy, or her use of alcohol, tobacco, and other drugs. If an infant's
development is incomplete when birth occurs, because of either premature birth or
poor health care, the infant may not survive. After birth, infants may be at risk as a
result of injury during birth or infection during or shortly after the event. The death
rate of infants, therefore, varies greatly from place to place, depending on the
quality of sanitation, hygiene, prenatal nutrition, and medical care. Even for infants
who survive, poor conditions before or after birth may lead to lower physical and
mental capacities.
In normal children, mental development is characterized by the regular

appearance of a set of abilities at successive stages. These include an enhancement
of memory toward the end of the first month, speech sounds by the first birthday,
connected speech by the second birthday, the ability to relate concepts and
categories by the sixth birthday, and the ability to detect consistency or
inconsistency in arguments by adolescence. The development of these increasingly
more complex levels of intellectual competence is a function both of increasing brain
maturity and of learning experiences. If appropriate kinds of stimulation are not
available when the child is in an especially sensitive stage of development, some

kinds of further biological and psychological development may be made more difficult
or may even fail to occur.
This extraordinarily long period of human development—compared to that of

other species—is related to the prominent role of the brain in human evolution. Most
species are very limited in their repertory of behavior and depend for survival on
predictable responses determined largely by genetic programming; mammals, and
especially humans, depend far more on learned behavior. A prolonged childhood
provides time and opportunities for the brain to develop into an effective instrument
for intelligent living. This comes not only through play and interaction with older
children and adults but also through exposure to the words and arts of people from
other parts of the world and other times in history.
The ability to learn persists throughout life and in some ways may improve as
people build a base of ideas and come to understand how they learn best.
Developmental stages occur with somewhat different timing for different individuals,
as a function of both differing physiological factors and differing experiences.
Transition from one stage to another may be troublesome, particularly when
biological changes are dramatic or when they are out of step with social abilities or
others' expectations. Different societies place different meaning and importance on
developmental stages and on the transitions from one to the next. For example,
childhood is defined legally and socially as well as biologically, and its duration and
meaning vary in different cultures and historical periods. In the United States, the
onset of puberty—the maturation of the body in preparation for reproduction—occurs
several years before an age generally considered physically and psychologically
appropriate for parenthood and other adult functions.
Whether adults become parents, and (if they do) how many offspring they
have, is determined by a wide variety of cultural and personal factors, as well as by
biology. Technology has added greatly to the options available to people to control
their reproduction. Chemical and mechanical means exist for preventing, detecting,
or terminating pregnancies. Through such measures as hormone therapy
and artificial insemination, it is also possible to bring about desired pregnancies that
otherwise could not happen. The use of these technologies to prevent or facilitate
pregnancy, however, is controversial and raises questions of social mores, ethics,
religious belief, and even politics. Aging is a normal—but still poorly understood—
process in all humans. Its effects vary greatly among individuals. In general, muscles
and joints tend to become less flexible, bones and muscles lose some mass, energy
levels diminish, and the senses become less acute. For women, one major event in
the aging process is menopause; sometime between the ages of 45 and 55, they
undergo a major change in their production of sex hormones, with the result that
they no longer have menstrual cycles and no longer release eggs.
The aging process in humans is associated not only with changes in the
hormonal system but also with disease and injury, diet, mutations arising and
accumulating in the cells, wear on tissues such as weight bearing joints,
psychological factors, and exposure to harmful substances. The slow accumulation of
injurious agents such as deposits in arteries, damage to the lungs from smoking, and
radiation damage to the skin, may produce noticeable disease. Sometimes diseases
that appear late in life will affect brain function, including memory and personality. In
addition, diminished physical capacity and loss of one's accustomed social role can
result in anxiety or depression. On the other hand, many old people are able to get

along quite well, living out independent and active lives, without prolonged periods
of disability.
There appears to be a maximum life span for each species, including humans.
Although some humans live more than a hundred years, most do not; the average
length of life, including individuals who die in childhood, ranges from as low as 35 in
some populations to as high as 75 in most industrialized nations. The high averages
are due mostly to low death rates for infants and children but also to better
sanitation, diet, and hygiene for most people, and to improved medical care for the
old. Life expectancy also varies among different socioeconomic groups and by sex.
The most common causes of death differ for various age, ethnic, and economic
groups. In the Philippines, for example, fatal traffic accidents are most common
among young males, heart disease causes more deaths in men than women, and
infectious diseases and homicides cause more deaths among the poor than among
the rich. Diabetes is also most common to Filipinos and CKD is most common among
the poor than rich people.
BASIC FUNCTIONS
The human body is a complex system of cells, most of which are grouped
into organ systems that have specialized functions. These systems can best be
understood in terms of the essential functions they serve: deriving energy from food,
protection against injury, internal coordination, and reproduction.
The continual need for energy engages the senses and skeletal muscles in
obtaining food, the digestive system in breaking food down into usable compounds
and in disposing of undigested food materials, the lungs in providing oxygen for
combustion of food and discharging the carbon dioxide produced, the urinary system
for disposing of other dissolved waste products of cell activity, the skin and lungs for
getting rid of excess heat (into which most of the energy in food eventually
degrades), and the circulatory system for moving all these substances to or from
cells where they are needed or produced.
Like all organisms, humans have the means of protecting themselves. Self-
protection involves using the senses in detecting danger, the hormone system in
stimulating the heart and gaining access to emergency energy supplies, and the
muscles in escape or defense. The skin provides a shield against harmful substances
and organisms, such as bacteria and parasites. The immune system provides
protection against the substances that do gain entrance into the body and against
cancerous cells that develop spontaneously in the body. The nervous system plays
an especially important role in survival; it makes possible the kind of learning
humans need to cope with changes in their environment.
The internal control required for managing and coordinating these complex
systems is carried out by the brain and nervous system in conjunction with the
hormone-excreting glands. The electrical and chemical signals carried by nerves and
hormones integrate the body as a whole. The many cross influences between the
hormones and nerves give rise to a system of coordinated cycles in almost all body
functions. Nerves can excite some glands to excrete hormones, some hormones
affect brain cells, the brain itself releases hormones that affect human behavior, and
hormones are involved in transmitting signals between nerve cells. Certain drugs—

legal and illegal—can affect the human body and brain by mimicking or blocking the
hormones and neurotransmitters produced by the hormonal and nervous systems.
Reproduction ensures continuation of the species. The sexual urge is

biologically driven, but how that drive is manifested among humans is determined by
psychological and cultural factors. Sense organs and hormones are involved, as well
as the internal and external sex organs themselves. The fact that sexual reproduction
produces a greater genetic variation by mixing the genes of the parents plays a key
role in evolution.
LEARNING
Among living organisms, much behavior is innate in the sense that any
member of a species will predictably show certain behavior without having had any
particular experiences that led up to it (for example, a toad catching a fly that moves
into its visual field). Some of this innate potential for behavior, however, requires
that the individual develop in a fairly normal environment of stimuli and experience.
In humans, for example, speech will develop in an infant without any special training
if the infant can hear and imitate speech in its environment.
The more complex the brain of a species, the more flexible its behavioral
repertory is. Differences in the behavior of individuals arise partly from inherited
predispositions and partly from differences in their experiences. There is continuing
scientific study of the relative roles of inheritance and learning, but it is already clear
that behavior results from the interaction of those roles, not just a simple sum of the
two. The apparently unique human ability to transmit ideas and practices from one
generation to the next, and to invent new ones, has resulted in the virtually
unlimited variations in ideas and behavior that are associated with different cultures.
Learning muscle skills occurs mostly through practice. If a person uses the
same muscles again and again in much the same way (throwing a ball), the pattern
of movement may become automatic and no longer require any conscious attention.
The level of skill eventually attained depends on an individual's innate abilities, on
the amount of practice, and on the feedback of information and reward. With
enough practice, long sequences of behaviors can become virtually automatic
(driving a car along a familiar route, for instance). In this case, a person does not
have to concentrate on the details of coordinating sight and muscle movements and
can also engage in, say, conversation at the same time. In an emergency, full
attention can rapidly be focused back on the unusual demands of the task. Learning
usually begins with the sensory systems through which people receive information
about their bodies and the physical and social world around t experiences this
information depends not only on the stimulus itself but also on the physical context
in which the stimulus occurs and on numerous physical, psychological, and social
factors in the beholder. The senses do not give people a mirror image of the world
but respond selectively to a certain range of stimuli. (The eye, for example, is
sensitive to only a small fraction of the electromagnetic spectrum.) Furthermore, the
senses selectively filter and code information, giving some stimuli more importance,
as when a sleeping parent hears a crying baby, and others less importance, as when
a person adapts to and no longer notices an unpleasant odor. Experiences,
expectations, motivations, and emotional levels can all affect perceptions.

Much of learning appears to occur by association: If two inputs arrive at the
brain at approximately the same time, they are likely to become linked in memory,
and one perception will lead to an expectation of the other. Actions as well as
perceptions can be associated. At the simplest possible level, behavior that is
accompanied or followed by pleasant sensations is likely to occur again, whereas
behavior followed by unpleasant sensations is less likely to occur again. Behavior
that has pleasant or unpleasant consequences only under special conditions will
become more or less likely when those special conditions occur.
The strength of learning usually depends on how close the inputs are
matched in time and on how often they occur together. However, there can be some
subtle effects. For example, a single, highly unpleasant event following a particular
behavior may result in the behavior being avoided ever after. On the other hand,
rewarding a particular behavior even only every now and then may result in very
persistent behavior. But much of learning is not so mechanical. People tend to learn
much from deliberate imitation of others. Nor is all learning merely adding new
information or behaviors.
Associations are learned not only among perceptions and actions but also
among abstract representations of them in memory—that is, among ideas. Human
thinking involves the interaction of ideas, and ideas about ideas, and thus can
produce many associations internally without further sensory input.
People's ideas can affect learning by changing how they interpret new perceptions
and ideas: People are inclined to respond to, or seek, information that supports the
ideas they already have and on the other hand to overlook or ignore information that
is inconsistent with the ideas. If the conflicting information is not overlooked or
ignored, it may provoke a reorganization of thinking that makes sense of the new
information, as well as of all previous information. Successive reorganizations of one
part or another of people's ideas usually result from being confronted by new
information or circumstances. Such reorganization is essential to the process of
human maturation and can continue throughout life.
PHYSICAL HEALTH
To stay in good operating condition, the human body requires a variety of
foods and experiences. The amount of food energy (calories) a person requires
varies with body size, age, sex, activity level, and metabolic rate. Beyond just
energy, normal body operation requires substances to add to or replace the
materials of which it is made: unsaturated fats, trace amounts of a dozen elements
whose atoms play key roles, and some traces of substances that human cells cannot
synthesize—including some amino acids and vitamins. The normal condition of most
body systems requires that they perform their adaptive function: For example,
muscles must effect movement, bones must bear loads, and the heart must pump
blood efficiently. Regular exercise, therefore, is important for maintaining a healthy
heart/ lung system, for maintaining muscle tone, and for keeping bones from
becoming brittle.
Good health also depends on the avoidance of excessive exposure to

substances that interfere with the body's operation. Chief among those that each
individual can control are tobacco (implicated in lung cancer, emphysema, and heart
disease), addictive drugs (implicated in psychic disorientation and nervous-system
disorders), and excessive amounts of alcohol (which has negative effects on the

liver, brain, and heart). In addition, the environment may contain dangerous levels of
substances (such as lead, some pesticides, and radioactive isotopes) that can be
harmful to humans. Therefore, the good health of individuals also depends on
people's collective effort to monitor the air, soil, and water and to take steps to keep
them safe.
Other organisms also can interfere with the human body's normal operation.
Some kinds of bacteria or fungi may infect the body to form colonies in preferred
organs or tissues. Viruses invade healthy cells and cause them to synthesize more
viruses, usually killing those cells in the process. Infectious disease also may be
caused by animal parasites, which may take up residence in the intestines,
bloodstream, or tissues.
The bodies own first line of defense against infectious agents is to keep them
from entering or settling in the body. Protective mechanisms include skin to block
them, tears and saliva to carry them out, and stomach and vaginal secretions to kill
them. Related means of protecting against invasive organisms include keeping the
skin clean, eating properly, avoiding contaminated foods and liquids, and generally
avoiding needless exposure to disease.
The body's next line of defense is the immune system. White blood cells act
both to surround invaders and to produce specific antibodies that will attack them (or
facilitate attack by other white cells). If the individual survives the invasion, some of
these antibodies remain—along with the capability of quickly producing many more.
For years afterward, or even a lifetime, the immune system will be ready for that
type of organism and be able to limit or prevent the disease. A person can "catch a
cold" many times because there are many varieties of germs that cause similar
symptoms. Allergic reactions are caused by unusually strong immune responses to
some environmental substances, such as those found in pollen, on animal hair, or in
certain foods. Sometimes the human immune system can malfunction and attack
even healthy cells. Some viral diseases, such as AIDS, destroy critical cells of the
immune system, leaving the body helpless in dealing with multiple infectious agents
and cancerous cells.
Infectious diseases are not the only threat to human health, however. Body
parts or systems may develop impaired function for entirely internal reasons. Some
faulty operations of body processes are known to be caused by deviant genes. They
may have a direct, obvious effect, such as causing easy bleeding, or they may only
increase the body's susceptibility to developing particular diseases, such as clogged
arteries or mental depression. Such genes may be inherited, or they may result from
mutation in one cell or a few cells during an individual's own development. Because
one properly functioning gene of a pair may be sufficient to perform the gene's
function, many genetic diseases do not appear unless a faulty form of the gene is
inherited from both parents (who, for the same reason, may have had no symptoms
of the disease themselves).
The fact that most people now live in physical and social settings that are
very different from those to which human physiology was adapted long ago is a
factor in determining the health of the population in general. One modern
"abnormality" in industrialized countries is diet, which once included chiefly raw plant
and animal materials but now includes excess amounts of refined sugar, saturated

fat, and salt, as well as caffeine, alcohol, nicotine, and other drugs. Lack of exercise
is another change from the much more active life-style of prehistory. There are also
environmental pollutants and the psychological stress of living in a crowded, hectic,
and rapidly changing social environment. On the other hand, new medical
techniques, efficient health care delivery systems, improved sanitation, and a fuller
public understanding of the nature of disease give today's humans a better chance of
staying healthy than their forebears had.
MENTAL HEALTH
Good mental health involves the interaction of psychological, biological, physiological,
social, and cultural systems. It is generally regarded as the ability to cope with the
ordinary circumstances people encounter in their personal, professional, and social
lives.
Ideas about what constitutes good mental health vary, however, from one culture to
another and from one time period to another. Behavior that may be regarded as
outright insanity in one culture may be regarded in another as merely eccentricity or
even as divine inspiration. In some cultures, people may be classified as mentally ill if
they persistently express disagreement with religious or political authorities. Ideas
about what constitutes proper treatment for abnormal mental states differ also.
Evidence of abnormal thinking that would be deliberately punished in one culture
may be treated in other cultures by social involvement, by isolation, by increased
social support, by prayers, by extensive interviews, or by medical procedures.
Individuals differ greatly in their ability to cope with stressful environments. Stresses
in childhood may be particularly difficult to deal with, and, because they may shape
the subsequent experience and thinking of the child, they may have long-lasting
effects on a person's psychological health and social adjustment. And people also
differ in how well they can cope with psychological disturbance when it occurs.
Often, people react to mentaldistress by denying that they have a psychological
problem. Even when people recognize that they do have such a problem, they may
not have the money, time, or social support necessary to seek help. Prolonged
disturbance of behavior may result in strong reactions from families, work
supervisors, and civic authorities that add to the stress on the individual.
Diagnosis and treatment of mental disturbances can be particularly difficult
because much of people's mental life is not usually accessible even to them. When
we remember someone's name, for example, the name just seems to come to us—
the conscious mind has no idea of what the search process was. Similarly, we may
experience anger or fear or depression without knowing why. According to some
theories of mental disturbance, such feelings may result from exceptionally upsetting
thoughts or memories that are blocked from becoming conscious. In treatment
based on such theories, clues about troubling unconscious thoughts may be sought
in the patient's dreams or slips of the tongue, and the patient is encouraged to talk
long and freely to get the ideas out in the open where they can be dealt with.
Some kinds of severe psychological disturbance once thought to be purely

spiritual or mental have a basis in biological abnormality. Destruction of brain tissue
by tumors or broken blood vessels can produce a variety of behavioral symptoms,
depending on which locations in the brain are affected. For example, brain injuries
may affect the ability to put words together comprehensibly or to understand the
speech of others, or may cause meaningless emotional outbursts. Deficiency or
excess of some chemicals produced in the brain may result in hallucinations and
chronic depression. The mental deterioration that sometimes occurs in the aged may

be caused by actual disease of the brain. Biological abnormality does not necessarily
produce the psychological malfunction by itself, but it may make individuals
exceptionally vulnerable to other causes of disturbance.
Conversely, intense emotional states have some distinct biochemical effects.

Fear and anger cause hormones to be released into the bloodstream that prepare
the body for action—fight or flight. Psychological distress may also affect an
individual's vulnerability to biological disease. There is some evidence that intense or
chronic emotional states can sometimes produce changes in the nervous, visceral,
and immune systems. For example, fear, anger, depression, or even just
disappointment may lead to the development of headaches, ulcers, and infections.
Such effects can make the individual even more vulnerable to psychological stress—
creating a vicious circle of malfunction. On the other hand, there is evidence that
social contacts and support may improve an individual's ability to resist certain
diseases or may minimize their effects.

logically.
1. Do you think the impact of COVID 19 on mental health of the whole population
is more than the physical health?
2. What can be done to help the people who are affected mentally and
psychologically by Covid-19 pandemic?
3. How does lack of sleep affect our mental state?
4. What is the best way to keep your brain healthy as you age?
5. What are the stages of brain development in infants from birth to two?
6. Why do children need to play?

All I know about this Module
Science and technology has a profound impact on all of

humanity’s activities. Science and technology inventions and
discoveries, including the theory of the origin of the universe, the theory of
evolution, and the discovery of genes, have given humanity many hints relating
to human existence from civilized and cultural points of view. Science and
technology have had an immeasurable influence on the formation of our
understanding of the world, our view of society, and our outlook on nature. The
wide variety of technologies and science discoveries produced by humanity
has led to the building and development of the civilizations of each age,
stimulated economic growth, raised people’s standards of living, encouraged
cultural development, and had a tremendous impact on religion, thought,
and many other human activities. The impact of science and technology on
modern society is broad and wide-ranging, influencing such areas as politics,
diplomacy, defense, the economy, medicine, transportation, agriculture, social
capital improvement, and many more. The fruits of science and technology fill every
corner of our lives.

References

How Much Have I Learned
Reflect on the following questions, then answer the following questions logically.
1. Explain how science works?
2. Discussed where does science begin and end?
3. Explained the development of many interconnected and validated ideas

about the physical, biological, psychological, and social worlds.
4. How science does tends to differ from other modes of knowing?
5. Explained the role of technology as a powerful force in the development

of civilization.
6. Explain how the universe works.
7. How does organism interact with one another and their environment?
8. How are human organism become unique from all other organisms?

Supplementary Materials
Richard Feynman on the Role of Scientific Culture in Modern Society
“In order to make progress, one must leave the door to the unknown ajar — ajar only.”
“I fully expected that, by the end of the century, we would have achieved substantially more than we actually did,
” lamented original moonwalker Neil Armstrong, who passed away at the age of 82 last week. Implicit to his lament is the
rather unsettling question of why — what is it that has held mankind back?
That’s precisely what the great Richard Feynman explored when he took the stage at the Galileo Symposium in Italy in 1964
and delivered a lecture titled “What Is and What Should Be the Role of Scientific Culture in Modern Society,” published
in the altogether excellent The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman (public
library), titled after the famous film of the same name.
Feynman shares in Armstrong’s dirge:
We are all saddened when we look at the world and see what few accomplishments we have made,
compared to what we feel are the potentialities of human beings. People in the past, in the nightmare of
their times, had dreams for the future. And now that the future has materialized we see that in many ways
the dreams have been surpassed, but in still more ways many of our dreams of today are very much the
dreams of people of the past.
He attributes much of this disconnect to a profound lack of mainstream understanding of and enthusiasm for science, making a
case for the wonder of science:
People — I mean the average person, the great majority of people, the enormous majority of people — are
woefully, pitifully, absolutely ignorant of the science of the world that they live in, and they can stay that
way … And an interesting question of the relation of science to modern society is just that — why is it
possible for people to stay so woefully ignorant and yet reasonably happy in modern society when so much
knowledge is unavailable to them?
Incidentally, about knowledge and wonder, Mr. Bernardini* said we shouldn’t teach wonders but
knowledge.
It may be a difference in the meaning of the words. I think we should teach them wonders and that the
purpose of knowledge is to appreciate wonders even more. And that the knowledge is just to put into
correct framework the wonder that nature is.

He goes on to take a jab at just how unscientific pop culture is — and how culturally condoned certain unscientific beliefs are:
… as I’d like to show Galileo our world, I must show him something with a great deal of shame. If we
look away from the science and look at the world around us, we find out something rather pitiful: that the
environment that we live in is so actively, intensely unscientific. Galileo could say: ‘I noticed that Jupiter
was a ball with moons and not a god in the sky. Tell me, what happened to the astrologers?’ Well, they
print their results in the newspapers, in the United States at least, in every daily paper every day. Why do
we still have astrologers?
[…]
I believe that we must attack these things in which we do not believe. Not attack by the method of cutting
off the heads of the people, but attack in the sense of discuss. I believe that we should demand that people
try in their own minds to obtain for themselves a more consistent picture of their own world; that they not
permit themselves the luxury of having their brain cut in four pieces or two pieces even, and on one side
they believe this and on the other side they believe that, but never try to compare the two points of view.
Because we have learned that, by trying to put the points of view that we have in our head together and
comparing one to the other, we make some progress in understanding and in appreciating where we are
and what we are. And I believe that science has remained irrelevant because we wait until somebody asks
us questions or until we are invited to give a speech on Einstein’s theory to people who don’t
understand Newtonian mechanics, but we never are invited to give an attack on faith healing, or on
astrology — on what is the scientific view of astrology today.
The solution he proposes pits good science writing and critical debate as the necessary prick in the filter bubble of public interest:
I think that we must mainly write some articles. Now what would happen? The person who believes in
astrology will have to learn some astronomy. The person who believes in faith healing might have to learn
some medicine, because of the arguments going back and forth; and some biology. In other words, it will
be necessary that science become relevant.
[…]

And then we have this terrible struggle to try to explain things to people who have no reason to want to
know. But if they want to defend their own point of view, they will have to learn what yours is a little bit.
So I suggest, maybe incorrectly and perhaps wrongly, that we are too polite. There was in the past an era
of conversation on these matters. It was felt by the church that Galileo’s views attacked the church. It is
not felt by the church today that the scientific views attack the church. Nobody is worrying about it.
Nobody attacks; I mean, nobody writes trying to explain the inconsistencies between the theological views
and the scientific views held by different people today–or even the inconsistencies sometimes held by the
same scientist between his religious and scientific beliefs.
(Granted, since 1964, we’ve seen the rise of “the Four Horsemen of New Atheism” — Richard Dawkins, Christopher
Hitchens, Dan Dennett, and Sam Harris — who, along with countless scientists, consistently ensure a constructive lack of “
politeness” in the debate.)
Feynman also reiterates a crucial point about the nature and purpose of science and critical thinking — the role of ignorance and
the importance of embracing uncertainty, met with enormous resistance in a culture conditioned for grasping at answers:
A scientist is never certain. We all know that. We know that all our statements are approximate statements
with different degrees of certainty; that when a statement is made, the question is not whether it is true or
false but rather how likely it is to be true or false. ‘Does God exist?’ When put in the questional form,
‘how likely is it?’ It makes such a terrifying transformation of the religious point of view, and that is
why the religious point of view is unscientific. We must discuss each question within the uncertainties that
are allowed.
[…]
We absolutely must leave room for doubt or there is no progress and there is no learning. There is no
learning without having to pose a question. And a question requires doubt. People search for certainty. But
there is no certainty. People are terrified — how can you live and not know? It is not odd at all. You only
think you know, as a matter of fact. And most of your actions are based on incomplete knowledge and you
really don’t know what it is all about, or what the purpose of the world is, or know a great deal of other
things. It is possible to live and not know.
Feynman concludes by doing what he does best, bridging science and philosophy to expand the specific question into a broader
meditation on human existence:
So today we are not very well off, we don’t see that we have done too well. Men, philosophers of all
ages, have tried to find the secret of existence, the meaning of it all. Because if they could find the real
meaning of life, then all this human effort, all this wonderful potentiality of human beings, could then be
moved in the correct direction and we would march forward with great success. So therefore we tried these
different ideas. But the question of the meaning of the whole world, of life, and of human beings, and so
on, has been answered very many times by very many people. Unfortunately all the answers are different;

and the people with one answer look with horror at the actions and behavior of the people with another
answer. Horror, because they see the terrible things that are done; the way man is being pushed into a blind
alley by this rigid view of the meaning of the world. In fact, it is really perhaps by the fantastic size of the
horror that it becomes clear how great are the potentialities of human beings, and it is possibly this which
makes us hope that if we could move things in the right direction, things would be much better. What then
is the meaning of the whole world?
We do not know what the meaning of existence is. We say, as the result of studying all of the views that
we have had before, we find that we do not know the meaning of existence; but in saying that we do not
know the meaning of existence, we have probably found the open channel — if we will allow only that, as
we progress, we leave open opportunities for alternatives, that we do not become enthusiastic for the fact,
the knowledge, the absolute truth, but remain always uncertain — [that we] ‘hazard it.’ The English,
who have developed their government in this direction, call it ‘muddling through,’ and although a
rather silly, stupid sounding thing, it is the most scientific way of progressing. To decide upon the answer
is not scientific. In order to make progress, one must leave the door to the unknown ajar — ajar only. We
are only at the beginning of the development of the human race; of the development of the human mind, of
intelligent life — we have years and years in the future. It is our responsibility not to give the answer today
as to what it is all about, to drive everybody down in that direction and to say: ‘This is a solution to it all.
’ Because we will be chained then to the limits of our present imagination. We will only be able to do
those things that we think today are the things to do. Whereas, if we leave always some room for doubt,
some room for discussion, and proceed in a way analogous to the sciences, then this difficulty will not
arise. I believe, therefore, that although it is not the case today, that there may some day come a time, I
should hope, when it will be fully appreciated that the power of government should be limited; that
governments ought not to be empowered to decide the validity of scientific theories, that that is a
ridiculous thing for them to try to do; that they are not to decide the various descriptions of history or of
economic theory or of philosophy. Only in this way can the real possibilities of the future human race be
ultimately developed.

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Unit 1 - STS

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Module in

Prof. Richelle O. Tuvillo

Dr. Larry D. Buban

College of Arts and Sciences

1 Physical Science Department

Dr. Harlan C. Dureza

2 Physical Science Department

There are six (6) lessons in this unit listed as follows:

Lesson 2. Nature of Mathematics

Lesson 3. Nature of Technology

Lesson 4. The Physical Setting

Lesson 5. The Living Environment

Lesson 6. The Human Organism

3 Physical Science Department

Lesson 1. Nature of Science (Week 2)

How Much Do You Know?

TRUE or FALSE. Write the word true if the statement is correct.

1. All important scientific discoveries are made by professional scientists.

7. The process of trying to understand the world around you is _____________.

8. Approaches taken to try to solve a problem are _______________

9. One way to analyse data from a study is to ______________

10. Science is best described as a

4 Physical Science Department

Here is the answer key and category to your pre-test.

A perfect 10 makes you Science Enthusiast. Please

7-9 Science Imitator

5 Physical Science Department

Lesson 1. Nature of Science (Week 2)

Over the course of human history,

It is the union of science,

6 Physical Science Department

At the end of this lesson the students must have,

Activate your Prior Knowledge

7 Physical Science Department

9 Physical Science Department

THE SCIENTIFIC WORLD VIEW

The World Is Understandable

10 Physical Science Department

Scientific Knowledge Is Durable

Moreover, the growing ability of scientists to make accurate predictions about

11 Physical Science Department

Fundamentally, the various scientific disciplines are alike in their reliance on

Science Demands Evidence

Sooner or later, the validity of scientific claims is settled by referring to

In some circumstances, scientists can control conditions deliberately and

12 Physical Science Department

Science Is a Blend of Logic and Imagination

13 Physical Science Department

Scientists strive to make

The essence of science is validation by observation. But it is not enough for

Scientists Try to Identify and Avoid Bias

14 Physical Science Department

Science Is Not Authoritarian

It is appropriate in science, as elsewhere, to turn to knowledgeable sources

Nature of the Scientific Enterprise

Science Is a Complex Social Activity

As a social activity, science inevitably reflects social values and viewpoints.

15 Physical Science Department

Science goes on in many different settings. Scientists are employed by