STS Chapter 3 Exercises

 

I. Concept Map

Objective:

Create a concept map to visualize your understanding of the government laws, policies, plans, and projects pertaining to S&T in the Philippines. This activity evaluates your ability to integrate ideas from the provided reading and external knowledge, as well as your critical thinking.

Instructions:

1. Use black ink to include information directly from the provided reading.
2. Use red ink to write any questions or uncertainties you have about the topic.
3. Use blue ink to answer your question and/or add related information from other sources, experiences, or your own research.
4. Ensure all connections are clearly labeled, logical, and reflect thoughtful analysis.
5. Submit the concept map at the beginning of the the face-to-face class.

Evaluation Criteria:

• 10 points: All three colors used correctly and appropriately.
• 8 points: Two colors used correctly.
• 6 points: One color used correctly.
• 5 points: One color used incorrectly.
• 4 points: Two colors used incorrectly and/or the concept map is lacking.
• 3 points: All colors used incorrectly.
• 0 point: The concept map is not based on the reading selection.

II. Oral Discussion

Objective:

This exercise tests your ability to analyze and evaluate real-world agricultural challenges in the context of government laws, policies, plans, and projects pertaining to S&T in the Philippines through the lens of Science, Technology, and Society (STS). You will apply STS concepts to assess the role of technologies and practices in agriculture, focusing on their social, ethical, and environmental impacts. The activity fosters critical thinking and the integration of theoretical knowledge with practical problem-solving.

Instructions:

1. Read the case study assigned to your group to understand the context and key challenges.
2. Use the provided discussion questions as a guide to examine the social, ethical, and environmental aspects of the case study. Consider both the positive and negative impacts of the technology or practice discussed.
3. Relate the case study to STS principles, focusing on how science and technology interact with society, culture, and the environment.
4. Be prepared to present your findings. Three reporters will be randomly drawn from each group to present your group's answers.

Evaluation Criteria:

1. Application of STS Concepts (5 points):

   • Are key STS concepts like sociotechnical systems, social construction of knowledge, and ethical considerations clearly identified and explained?
   • Does the group show a solid understanding of how these concepts apply to the case study?

2. Contextual Relevance and Practicality (5 points):

   • Does the analysis address the real-world challenges and opportunities highlighted in the case study?
   • Are the proposed solutions innovative, contextually appropriate, and feasible given the social, economic, and environmental conditions in the Philippines?

3. Critical and Ethical Analysis (5 points):

   • Does the response integrate ethical, social, and environmental considerations into the evaluation of the case study?
   • Is there a thoughtful critique of the potential benefits, risks, and trade-offs associated with the technologies or practices discussed?

Agriculture Students

Case Study 1: Smarter Approaches to Reinvigorate Agriculture as an Industry (SARAI)

Overview:

The SARAI program, led by the Department of Science and Technology (DOST) and the University of the Philippines Los Baños (UPLB), introduced precision farming tools to Filipino farmers. A key innovation was its integrated crop forecasting system, which provides site-specific advisories to improve crop management and optimize yields. For example, a farmer in Laguna used SARAI tools to plan irrigation schedules, leading to water savings and a 15% increase in rice yield.

Discussion Questions:

• How can SARAI’s precision farming tools help small-scale farmers compete with larger agricultural producers?
• What challenges might farmers face in understanding and utilizing SARAI’s crop forecasting systems, and how can these be addressed?
• How do programs like SARAI contribute to environmental sustainability in agriculture?

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Case Study 2: East-West Seed Company’s Hybrid Success

Overview:

Founded by Simon Groot, East-West Seed introduced hybrid vegetable seeds to Filipino farmers, such as hybrid tomatoes and bitter gourds. A farmer in Mindanao reported doubling his income by planting these seeds due to their higher yields and disease resistance. The company also provides training to farmers, enhancing their technical skills. Today, East-West Seed is recognized for its contributions to rural economic growth and sustainable farming practices.

Discussion Questions:

• Why are hybrid seeds more advantageous for farmers compared to traditional seed varieties?
• What role does farmer training play in ensuring the success of innovations like hybrid seeds?
• How can the government and private sector work together to replicate East-West Seed’s success in other regions?

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Case Study 3: Biotechnology Research in GMOs

Overview:

The Institute of Plant Breeding at UPLB has pioneered research on genetically modified organisms (GMOs). One success story is Bt corn, engineered to resist pests like the corn borer. A farmer in Isabela who switched to Bt corn reported a 30% increase in yield and reduced pesticide use. While beneficial, GMO adoption remains controversial due to environmental and ethical concerns.

Discussion Questions:

• What are the economic and environmental benefits of GMOs like Bt corn for Filipino farmers?
• How can the government address public concerns about the safety and ethics of GMOs?
• In what ways can research institutes promote responsible use of GMOs in agriculture?
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Case Study 4: Agricultural Knowledge and Information System (AKIS)

Overview:

The Agricultural Knowledge and Information System (AKIS) bridges farmers, researchers, and policymakers. In a pilot project in Nueva Ecija, rice farmers received timely advice on pest management through mobile apps and regular visits from agricultural technicians. These efforts resulted in a 20% reduction in crop losses. However, limited internet access in rural areas hindered the program's full potential.

Discussion Questions:

• How does better communication between farmers and researchers improve crop management practices?
• What steps can be taken to make programs like AKIS accessible to farmers in remote areas?
• How important is technology in facilitating knowledge transfer in agriculture, and what are its limitations?

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Case Study 5:  Climate-Resilient Agriculture in the Visayas

Overview:

A climate-resilient agriculture program in Leyte trained farmers to adopt agroforestry and organic farming techniques. A coconut farmer who planted cacao trees alongside his coconuts reported reduced soil erosion and additional income from cacao sales. This approach not only mitigates the impact of typhoons but also diversifies farmers' sources of income.

Discussion Questions:

• How does agroforestry improve both environmental and economic outcomes for farmers?
• Why is climate resilience particularly important for agriculture in the Philippines?
• What incentives could encourage more farmers to adopt climate-resilient practices like agroforestry?

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Case Study 6: Technology Transfer through Cooperatives in Bicol

Overview:

A cooperative in Albay facilitated access to modern farming equipment and best practices for rice farmers. By pooling resources, the cooperative provided small-scale farmers with tools like mechanical threshers and access to certified seeds. Members reported a 25% increase in productivity. However, some farmers expressed concerns about the cooperative’s management and transparency.

Discussion Questions:

• What are the advantages of using cooperatives to disseminate agricultural technologies?
• How can cooperatives ensure equitable access to resources and maintain transparency in their operations?
• What role should the government play in strengthening agricultural cooperatives?

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BTLED-AFA Students

Case Study 1: Science for Change Program (S4CP)

Overview:

The Science for Change Program (S4CP) uses science to solve problems in farming, health, and the environment. For example, it helps farmers with tools to predict the weather, protect crops from pests, and grow more food. In some areas, S4CP-funded projects have introduced ways to save water and improve soil health.

Discussion Questions:

• How do programs like S4CP make farming easier and more productive for small farmers?
• Why is it important to use science to protect the environment while improving agriculture?
• What are some ways students like you can share these science-based solutions with your community?

Case Study 2: Philippine Technology Transfer Act of 2009

Overview:

This law helps inventors and researchers turn their ideas into products, like machines for farming or tools for teaching. It also ensures that inventors get credit and earn from their inventions. For example, a research center created a simple rice thresher, and through this law, it was shared with many farmers across the Philippines.

Discussion Questions:

• Why is it important for inventors to be rewarded for their hard work?
• How can affordable farming or teaching tools improve lives in rural areas?
• What can schools do to help students or teachers share their ideas with the wider community?

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Case Study 3: PAGTANAW 2050

Overview:

PAGTANAW 2050 is a vision for the future. It aims to solve problems like food shortages and climate change using science and technology. For example, it includes plans for using renewable energy in farms and schools, protecting natural resources, and ensuring every Filipino has enough to eat by 2050.

Discussion Questions:

• What future challenges in farming or education do you think science can solve?
• Why is it important to think ahead and prepare for the future, like PAGTANAW 2050 does?
• What skills can you learn now to help achieve these long-term goals in your chosen field?

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Case Study 4: Ethical Guidelines for Research

Overview:

The government made ethical guidelines to ensure researchers are fair and responsible. These rules help protect people, animals, and the environment. For instance, a project to develop a new pesticide had to prove it would not harm farmers or the soil before being approved.

Discussion Questions:

• Why should researchers think about the effects of their work on the environment and communities?
• Can you think of a situation where ignoring ethical guidelines could harm farmers or teachers?
• How can students use ethical guidelines in school projects to ensure fairness and safety?

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Case Study 5: Sustainable Technologies through CREATE Act

Overview:

The CREATE Act encourages companies to use eco-friendly technologies, like solar-powered irrigation pumps or energy-efficient teaching equipment. These tools help save money, reduce pollution, and protect natural resources. For example, a cooperative in Cebu saved on electricity costs by switching to solar-powered drying machines for their crops.

Discussion Questions:

• How can using eco-friendly tools help farmers and schools save money while protecting the environment?
• What are some challenges businesses might face when switching to green technologies, and how can these be solved?
• How can future teachers or farmers encourage the use of eco-friendly tools in their communities?

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Case Study 6:Agricultural Cooperatives and Technology Sharing

Overview:
In Albay, a farming cooperative helped its members buy modern tools like water pumps and threshers. By working together, the farmers improved their productivity and earned more. However, some members faced challenges in managing shared tools and ensuring equal access.

Discussion Questions:

• What are the benefits of farmers or teachers working together in cooperatives?
• How can cooperatives ensure fairness when sharing tools or resources?
• What support can the government or schools provide to make cooperatives more successful?
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III. Online Quiz

Objective:

This activity aims to assess your understanding of government laws, policies, plans, and projects pertaining to S&T in the Philippines and their application to real-world scenarios, particularly in agriculture and education.

Instructions:

Access the quiz through the provided link and answer all questions thoroughly before the deadline. Ensure you apply STS principles in your responses, focusing on the social, ethical, and environmental implications of science and technology in the scenarios presented. Late submissions will not be accepted, so complete the quiz on time.

LINK: ONLINE QUIZ 3 (not yet live)

Deadline: (to be announced)

IV. Public YouTube Video Group 5 and 6

Objective:

To create an engaging 5-8 minute YouTube video that demonstrates your understanding of your assigned case study, incorporating feedback and connecting it to Science, Technology, and Society (STS). This exercise aims to evaluate your ability to apply critiques and produce a professional, concise, and creative presentation.

Instructions:

Two groups will produce a video showcasing their case study analysis, integrating corrections from the oral discussions. The videos will be graded based on editing skills (smooth transitions, clear audio, and proper pacing), content (accurate integration of case study details and critiques), and videography (lighting, composition, camera work, and professional appearance). Once completed, upload your video publicly to YouTube and submit the link as a comment under the designated photo in our private Facebook group. Ensure your work aligns with the provided rubric and maintains a clear, engaging delivery.

V. Speech Group 1 & 2

Objective:

The objective of this activity is to develop your ability to analyze and communicate the government laws, policies, plans, and projects pertaining to S&T in the Philippines in a structured and engaging manner. This task challenges you to craft a TED Talk-style speech that incorporates feedback from the oral discussion and effectively connects your assigned case study to broader societal contexts, demonstrating a strong understanding of Science, Technology, and Society (STS) principles..

Instructions:

Prepare a 250-word speech based on the social, cultural, economic, and political implications of S & T in the Philippines. The speech must integrate all corrections from the oral discussion and adhere to writing mechanics: include a title, your complete name, section, date, group, proper margins, and indentation. Have your manuscript reviewed and checked by your group leader before submitting it in our next face-to-face class. Record your speech  in TED Talk style as a video, ensuring clear delivery, and post the video in the designated album in our private Facebook group. Evaluation will focus on writing mechanics (10 points), content quality (based on the rubric below), and delivery skills (rubric provided).