STS Chapter 5 Exercises

I. Concept Map

Objective:

Create a concept map to visualize your understanding of the the information age. This activity evaluates your ability to integrate ideas from the provided reading and external knowledge, as well as your critical thinking.

Instructions:

Use black ink to include information directly from the provided reading.
Use red ink to write any questions or uncertainties you have about the topic.
Use blue ink to answer your question and/or add related information from other sources, experiences, or your own research.
Ensure all connections are clearly labeled, logical, and reflect thoughtful analysis.
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 aims to develop your ability to analyze and evaluate real-world agricultural challenges using Science, Technology, and Society (STS) concepts. You will assess the role of technologies and practices in agriculture, focusing on their social, ethical, and environmental impacts. This activity encourages critical thinking, practical problem-solving, and understanding how the information age, particularly in the Philippine agricultural context.

Instructions:

Read the assigned case study carefully to grasp its context, challenges, and the role of technology in addressing those challenges.
Use the discussion questions provided to explore the case study’s social, ethical, and environmental dimensions.
Identify both the positive and negative impacts of the technology or practice presented.
Apply key STS concepts such as sociotechnical systems, the ethical implications of technology, and the interaction between science, technology, and society.
Discuss how these concepts connect to the information age and address societal and environmental concerns.
Collaboratively develop your group’s insights. Three members will be randomly chosen to present your group's findings, so ensure everyone is prepared to contribute.

Evaluation Criteria:

Application of STS Concepts (5 points):
- Are key STS concepts (e.g., sociotechnical systems, ethical considerations, and social construction of knowledge) clearly identified and explained?
- Does the group demonstrate a strong understanding of how these concepts apply to the case study and its context?
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 and practical, considering the Philippines' social, economic, and environmental conditions?
Critical and Ethical Analysis (5 points):
- Does the response thoughtfully integrate ethical, social, and environmental considerations into the evaluation of the case study?
- Is there a balanced critique of the potential benefits, risks, and trade-offs associated with the technologies or practices discussed?

Agriculture Students

Case Study 1: Drone Technology for Precision Agriculture

Overview:

A farming cooperative introduces drones for monitoring crops, applying fertilizers, and managing irrigation. The technology significantly increases crop yields and reduces labor costs. However, some workers lose their jobs, and there is concern about the affordability of drone technology for small-scale farmers.

Discussion Questions:

How can the benefits of precision agriculture be made accessible to small-scale farmers?
What strategies can be implemented to support displaced farmworkers in transitioning to other roles?
How might cultural attitudes toward technology affect the adoption of drones in farming?

Case Study 2: Genetically Modified (GM) Rice to Combat Vitamin A Deficiency

Overview:

A government program promotes Golden Rice, a genetically modified variety rich in Vitamin A, to address malnutrition. While health outcomes improve in some regions, traditional farmers resist adopting GM crops, citing fears about biodiversity loss and dependency on seed companies.

Discussion Questions:

What ethical considerations should guide the promotion of GM crops in traditional farming communities?
How can the program balance improving public health with preserving local agricultural practices?
What role should government and private companies play in ensuring equitable access to GM seeds?

Case Study 3: Smart Irrigation Systems in Water-Scarce Regions

Overview:

A large agricultural company installs smart irrigation systems to optimize water use during a drought. While the technology conserves water and increases efficiency, local smallholder farmers without access to similar systems struggle to compete, exacerbating economic inequalities.

Discussion Questions:

How can smart irrigation technologies be made more affordable and accessible to smallholder farmers?
What ethical responsibilities do large agricultural companies have to share innovations with smaller competitors?
How can governments address economic disparities caused by unequal access to technology?.

Case Study 4: Digital Marketplaces for Farm Products

Overview:

A new app connects farmers directly to consumers, bypassing traditional middlemen and increasing farmers’ profits. However, some older farmers struggle to use the technology, and small rural markets lose business.

Discussion Questions:

What support systems can be introduced to help older or less tech-savvy farmers adapt to digital marketplaces?
How can the app ensure fair competition and address the decline of rural markets?
How might this innovation influence cultural practices and relationships in farming communities?

Case Study 5: Biotech Crops for Pest Resistance

Overview:

A biotech company develops pest-resistant crops that reduce the need for chemical pesticides. While farmers benefit from reduced costs, neighboring organic farms experience cross-pollination, threatening their certification and market niche.

Discussion Questions:

How can farmers using biotech crops and those maintaining organic practices coexist ethically?
What policies should regulate cross-pollination to protect both biotech and organic farmers?
How can societal values around sustainability and organic farming influence biotech adoption?

Case Study 6: Agricultural Robots for Harvesting

Overview:

A farm invests in robots to harvest fruits, leading to higher efficiency and reduced waste. However, this creates tension among migrant workers who rely on seasonal jobs for income, raising concerns about labor displacement.

Discussion Questions:

What ethical responsibilities do farms have toward seasonal workers when adopting labor-saving technologies?
How can technology be integrated while ensuring fair treatment of the workforce?
What role should governments play in supporting displaced workers in agriculture?

BTLED-AFA Students

Case Study 1: Online Agricultural Learning Platforms

Overview:

A rural community introduces an online learning platform for agriculture students to enhance their knowledge on sustainable farming practices. While many students benefit from improved access to resources, some cannot participate due to limited internet connectivity or lack of devices, creating an educational divide.

Discussion Questions:

What strategies can be implemented to ensure equal access to online learning platforms for students in rural areas?
How can the platform support offline learning to bridge the digital gap?
What ethical responsibilities do educational institutions have to address disparities in access?

Case Study 2: E-Commerce for Agricultural Products

Overview:

A group of BTLED-AFA students develops an e-commerce site for local farmers to sell produce directly to consumers. While this increases profits for some farmers, others struggle to adapt to the digital platform due to lack of digital literacy, leading to uneven benefits.

Discussion Questions:

How can e-commerce platforms be made more inclusive for farmers with limited digital skills?
What role should the developers play in ensuring equitable participation for all farmers?
How might cultural factors influence farmers' willingness to adopt e-commerce?

Case Study 3: Digital Weather Forecasting for Farmers

Overview:

A private company introduces a mobile app providing real-time weather updates to help farmers plan their activities. While the app improves farming decisions and reduces crop losses for some, small-scale farmers in remote areas lack smartphones to access this service, leading to unequal benefits.

Discussion Questions:

How can real-time weather forecasting tools be made accessible to small-scale farmers in remote areas?
What ethical considerations should guide the development of such apps to ensure inclusivity?
How can community-based solutions address the gap in technology access?

Case Study 4: Automated Fertilizer Application Systems

Overview:

An agricultural school installs automated fertilizer application systems to demonstrate advanced farming methods. While these systems improve efficiency, students question the high costs and environmental impact of adopting such technology on a larger scale.

Discussion Questions:

How can schools balance teaching advanced technologies with promoting sustainable practices?
What steps can be taken to make such systems affordable and environmentally friendly?
How can schools educate students on both the benefits and limitations of advanced agricultural tools?

Case Study 5: Virtual Farm Management Simulations

Overview:

A university introduces a virtual farming simulation game to teach BTLED-AFA students about resource management. While students enjoy the interactive learning experience, some express concerns that the game oversimplifies real-world farming challenges, like cultural practices and economic constraints.

Discussion Questions:

How can virtual simulations balance simplification with realistic farming scenarios?
What additional resources or methods can complement the simulations to provide practical knowledge?
How might virtual learning tools influence students’ perceptions of traditional farming methods?

Case Study 6: Social Media Campaigns for Sustainable Farming

Overview:

Students create a social media campaign promoting sustainable farming practices. While the campaign raises awareness and garners support, misinformation spreads through shared posts, leading to confusion about best practices among the audience.

Discussion Questions:

What measures can be taken to prevent misinformation in social media campaigns?
How can students ensure their campaigns promote accurate and evidence-based information?
What role does digital literacy play in interpreting information shared through social media?

III. Online Quiz

Objective:

This activity aims to assess your understanding of the information age 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 5 (not yet live)
Deadline: (to be announced)

IV. Public YouTube Video Group 5 & 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 the information age 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 the human person flourishing in science and technology. 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).

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