COLLEGE OF ARTS AND SCIENCES

Physical Sciences Department, Second Semester, 2020-2021

COURSE SYLLABUS: CHEM 102 M

VISION: Cebu Doctors’ University envisions a dynamic, globally-acknowledged, health and service-oriented educational institution.

MISSION: Cebu Doctors’ University is committed to produce competent, compassionate, dedicated, socially-accountable and God-centered professionals
sensitive and responsive to local and global challenges.

GOALS: 1. Develop creative, and analytical thinking and to provide the student with the necessary knowledge and skills through comprehensive instruction
and research.
2. Guide the students into becoming responsible citizens who are spiritually and morally upright, economically productive, politically and socially
responsive, and ecologically conscious.

CORE VALUES: Competence, Dedication, Understanding, Compassion, Accountability, Responsibility, Excellence and Service

Institutional Outcomes :

1. Develop a holistic man capable of answering the needs of self, family and society through education and service.

2. Develop in the students’ critical analysis and decision-making capability through research and experiential teaching-learning processes.

1. Instill in the students a deep sense of responsibility, sensitivity to the finer qualities of life and preservation of the Filipino cultural heritage so they can be
partners in the development of national goals and international understanding.

3. Provide students with an academic atmosphere conducive to their intellectual, moral, and cultural development necessary for their personal and
professional growth.
PROGRAM OUTCOMES:

1. Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of nursing.

2. Provide safe, appropriate and holistic care to individuals, families, population groups and community utilizing nursing process.

3. Apply guidelines and principles of evidence-based practice in the delivery of care.

4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.

5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language.

6. Document to include reporting up-to-date client care accurately and comprehensively.

7. Work effectively in collaboration with inter-, intra- and multi-disciplinary and multi-cultural teams.

8. Practice beginning management and leadership skills in the delivery of client care using a systems approach.

9. Conduct research with an experienced researcher.

10. Engage in lifelong learning with a passion to keep current with the national and global developments in general, and nursing and health
developments in particular.

11. Demonstrate responsible citizenship and pride of being a Filipino.

12. Apply techno-intelligent care systems and processes in health care delivery.

13. Adopt the nursing core values in the practice and profession.

14. Apply entrepreneurial skills in the delivery of nursing care.

COURSE OUTCOMES:
 1. Illustrate in writing a critical perspective on issues involving science, technology, and society using evidence as support.

2. Compare the complicated as well as beneficial aspects of individual and corporate technological innovations on society.

3. Create a plan that apply STS concepts to the issue of climate change.

PROGRAM OUTCOMES

COURSE OUTCOMES Introduce (I) , Practice (P), Demonstrate (D)

1 2 3 4 5 6 7 8 9 10 11 12 13 14

1. Illustrate in writing a critical perspective on issues involving science, technology,

and society using evidence as support.

2. Compare the complicated as well as beneficial aspects of individual and corporate

technological innovations on society.

3. Create a plan that apply STS concepts to the issue of climate change.

Course Syllabus
I. Course Code STS

II. Course Title Science, Technology, & Society

III. Course Credit 3 units

IV. Course prerequisite

V. Course Description The course deals with interactions between science and technology and social, cultural, political, and economic
contexts that shape and are shaped by them. (CMO No. 20, series of 2013). This interdisciplinary course engages
students to confront the realities brought about by science and technology in society. Such realities pervade the
personal, the public, and the global aspects of our living and are integral to human development. Scientific
knowledge and technological development happen in the context of society with all its socio-political, cultural,
economic, and philosophical underpinnings at play. This course seeks to instil reflective knowledge in the students
that they are able to live the good life and display ethical decision making in the face of scientific and
technological advancement.
VI. Learning Outcomes At the end of the course, the student will be able to:

Knowledge:
1. Articulate the impacts of science and technology on society, specifically Philippine society.
2. Explain how science and technology affect society and the environment and its role in nation-building.
3. Analyze the human condition in order to deeply reflect and express philosophical ramifications that are
meaningful to the student as a part of society.
4. Define and demonstrate the impact of social media on the students’ life and Philippine society in general.

Values:
5. Imbibe the importance of science and technology in the preservation of the environment and the development of
the Filipino nation.
6. Critique human flourishing vis-à-vis the progress of science and technology such that the student may be able to
define for himself/herself the meaning of the good life.
7. Foster the value of a healthy lifestyle toward the holistic and sustainable development of society and the
environment.

Skills:
8. Creatively present the importance and contributions of science and technology to society.
9. Examine shared concerns that make up the good life in order to come up with innovative and creative
solutions to contemporary issues guided by ethical standards.
10. Illustrate how the social media and information age impact their lives and their understanding of climate change.

COURSE OUTLINE:
 COURSE TEACHING LEARNING TIM
LEARNING OUTCOME CONTENT RESOURCES ASSESSMENT TASKS
OUTCOMES ACTIVITIES FRAM
At the end of the 1.
lesson, the learner will 2. 1. Philosophy of Science (Encyclopedia)
be able to: 3. Scientific Progress, Scientific
4. I. Historical antecedents in 1. Synchronous Revolutions
Discuss the CO1 which social considerations Lecture/Discussion 2. Floridi, Luciano. 2014. The Fourth 1. Group 5 ho
interactions between changed the course of 2. Web Research Revolution, Oxford UniversityPress presentation
S&T and society science and technology: 3. Activity: “Standing 3. Caoli. History of Science and 2. Graded recitation
throughout history. A. Ancient Era/Archaic on the shoulders of Technologyof thePhilippines. 3. Online Quiz (50
Period Giants” 4. Video: Stephen Colbert’s interview points)
Discuss how scientific B. Middle Ages withNeil Tyson
and technological C. Renaissance Period 5. https://www.youtube.com/watch
developments affect D. Modern Ages v=YXh9RQCvxmg&noredirect=1
society and the E. In the Philippines 6. Youtube: World’s Greatest Inventions (3
environment. minutes)
a. 7. Philippine Great Inventions
Identify the paradigm 8. Paul Anderson article: “More is
shifts in history. Different” 1976
9. https://explorable.com/scientific-
reductionism
10.https://explorable.com/what-is-a-
paradigm
11. http://www.history.com/topics/enlighte
nment/videos/mankind-the-story-of
-all-of-us- scientific-revolution
12.Kuhn , Structure of Scientific Revolution
 At the end of the 2.
lesson, the learner will 3. I. Intellectual revolutions that
be able to: defined society: 1. Online 1. http://www.flowofhistory.com.readings
A.Copernican Lecture/Discussion 2. Flowcharts/revival-west/the-age-
Articulate ways by CO1 B.Darwinian (Synchronous) enlightenment 1. Group 5 ho
which society is C.Freudian 2. Web Research 3. http://hti.osu.ed/scientificrevolution/les presentation
transformed by D.Information son plans 2. Online Quiz (50
science and E. Meso-American 4. Powerpoint presentation on the points)
technology. F. Asian individual scholars and great works.
G.Middle East
H. African

At the end of the

lesson, the learner will
be able to:
 I. Science and Technology 1. Small Group Online 1. Government Documents: 1. NEDA.
 Discuss the role of CO2 and Nation Building: Activity National Development Agenda; 1. Group Research 4 ho
Science and A.The Philippine 2. Group Discussion Regional Agenda 2. Group Project
Technology in Government S&T Agenda 2. Filipino Great Men and Women Great presentation
Philippine nation B.Major development 3. Filipino Inventions
building. programs and
 personalities in S&T in
 Evaluate government the Philippines
policies pertaining to C. Science Education in the
science and Philippines
technology in terms of D.Selected indigenous science
their contributions to and technologies
nation
 building.

Identify actual science
And
technology policies of
the government and
appraise their impact
on the development of
the Filipino nation.

At the end of the

lesson, the learner will
be able to:
I. The Human Person 1. Lecture/Discussion 1. The Question Concerning Technology 1. Reflection Paper
Analyze the human CO3 flourishing in terms of science 2. Reflection Activity: by Martin Heidegger (to be submitted 3 ho
condition in order to and technology. “A day without 2. A Return to the Beginning by Daniel J. online)
deeply reflect and Tech/Gadgets” McNamara, SJ, in Stellar Origins, 2. Online Quiz (50
express philosophical II. Technology as a Way of Human Ways (2011) points)
ramifications that are Revealing.
meaningful to the
student as a
part of society.

At the end of the

lesson, the learner will
be able to:
CO3 I. Human Flourishing 1. Online 1. Movie Clip (YouTube): The Magician’s 1. Online group
Critique human Lecture/Discussion Twin: CS Lewis and the case against Presentation on 3 ho
flourishing vis-à- vis (Synchronous) Scientism how technology
the progress of science 2. Library Research 2. Film: Akiro Kurosawa’s Dreams “Village reveals nature and
and technology so that 3. Movie Clips Viewing of the Watermills” the human
the student can define (Multimedia) 3. Forget ‘developing’ rich countries, it’s person’s role in it.
for himself/herself the time to ‘de-develop’ rich countries. By 2. Reflection Paper to
meaning of the good Jason Hickel be submitted
life. http://www.theguardian.com/global- online
 development-professionals-
network/2015/sep/23/developing-
poor- countries-de-develop-rich-
countries-sdgs Sustainable
Development: An Evolving Paradigm for
the 21st Century by Fabian Dayrit in
Stellar Origins, Human Ways (2011)

At the end of the

lesson, the learner will
be able to:
I. The Good Life. 1. Online 1. Book VI and Bk X Nichomachean ethics 1. Activity log sharing
Examine shared CO3 Lecture/Discussion of Aristotle. 2. Case Study: 4 ho
concerns that make up (Synchronous) 2. What Is and What should be the role of Production and
the good life in order 2. Individual Modern scientific culture in modern society – Consumption of
to come up with Life Activity Log Richard Feynman in the Pleasure of sugars
innovative, creative 3. Film Showing Finding Things Out: The Best Short 3. Reflection paper to
solutions to Works of Richard Feynman 1999 be submitted
contemporary issues Perseus Books. USA pp97- 115 online
guided by ethical 3. The Concepts of the Public Good: A
standards. View from the Filipino Philosopher by
Rolando Gripaldo in the Making of a
Filipino Philosopher and Other Essays,
2009, National Bookstore pp82-101
4. Eudaimonia and Human Flourishing in
Ethics and Human Dignity by
Christopher Ryan Maboloc). Manila,
2010. Rex Bookstore pp15-23
5. That Sugar Film. (2015)(documentary)
6. Ppt: towards a green economy:
pathways to sustainable development
 and poverty eradication–UNEP

At the end of the 

lesson, the learner will 
be able to: 

Examine human rights CO2, CO3 I. When Technology and 1. Online 1. The ethical dilemmas of 1. Online Group 5 ho
in order to uphold Humanity cross. Lecture/Discussion roboticshttp://news.bbc.co.uk/2/hi/tec presentation
such rights in 2. Group Discussion hnology/6432307,stm 2. Online Quiz (50
technological ethical and Reflection 2. Is Google Making Us Stupid? 2008. points)
dilemmas. Nicholas Carr
http://www/theatlantic.com/magazine
/archive/2008/07/Is google making
usstupid/306868/?

At the end of the 

lesson, the learner will 
be able to: 

 Evaluate CO1, CO2, I. Why does the future not need 1. Lecture/Discussion 1. Why The Future Doesn’t Need Us (2000) 1. Case Study: WAZE 6 ho
contemporary human CO3 us? 2. Group Discussion – Bill Joy, Chief Scientist and Corporate 2. Group
experience in order to and Reflection Executive Officer of Sun Microsystems presentation
strengthen and http://www.cc.gatech.edu/computing/ (Online)
enlighten the human nano/documents 3. Reflection paper to
person 2. Movie: be submitted online
functioning in society. a. “A I”Isaac Asimov, 4. Online Quiz (50
“I Robot” points)
b. Ex Machina (2014)
c. Bicentennial Man
(1999)
 d. Metropolis (2001)
At the end of the
lesson, the learner will
be able to:
CO1, CO2,
 Link learned concepts CO3 I. The information Age 1. Group Discussion 1. Book: “Alan Turing: The Enigma” 1. Book Report 4 ho
to the development of (Gutenberg to Social media) and presentation (Andrew Hodges and 2. Activity Report: A
the information age DouglasHofstadter) day without
and its impact on 2. TEDTalk: Julian Assange on “Why the Technology
society. World NeedsWikileaks” 3. Activity Report:
3. Activity Report: A day without Timing your
Illustrate how the Technology Technology
social media and the 4. Activity Report: Timing your Technology 4. Activity Report:
information age have 5. Activity Report: Technology and Past Technology and
impacted our lives. (interviews with elders) Past (interviews
6. Nature’s Longest Threads by Janaki with elders)
Balakrishnan and B VSreekantan
7. How we decide by Jonah Lehrer
8. Information: The new language of
science (Hans Christian vonBaeyer)
9. Philippine Science and Technology:
Economic, Political and Social Events
Shaping Their Development (Socorro
M. Rodriguez,1996)
10. Germ Catcher (David J. Ecker, Scientific
American,2014)
11. Physics of the Future: How science will
shape human destiny and our daily
lives by the year 2100 (Michio Kaku,
Doubleday, 2011)
At the end of the
lesson, the learner will
be able to:

Determine the CO2, CO3 I. Biodiversity and the Healthy 1. Lecture/Discussion 1. Life and Biodiversity ppt. Evolution and 1. Graded recitation 5 ho
interrelatedness of Society. 2. Library Research biodiversity (Online)
society, environment, 3. Individual 2. Ecoscience-Biodiversity: an overview 2. Online Debate
and health. II. Genetically Modified Presentation 3. Article: “The politics of golden Rice”
Organisms: Science, Health, and (Dubock, Adrian GM Crops & Food. Jul-
Discuss the ethics and Politics. Sep2014, Vol5 Issue 3 p 210-22213p.)
implications of GMOs 4. Article: “Ethics in Research with
and potential future Vulnerable Populations and Emerging
impacts. Countries:The
5. Golden Rice Case.” (Duguet, Anne
Marie et. al., Journal of International
Law and Commercial Regulations.
Summer 2013, Vol. 38 Issue 4, p979-
1013, 35p) Agro- ecology: What it is
and what it has to offer? Is this the
future of farming?
 At the end of the
lesson, the learner will
be able to:

 Discuss the major CO2, CO3 I. The Nano World 1. Group Research and 1. TEDTalk: Ray Kurzwell on “How 1. Research 5 ho
impacts (both Discussion Technology Will Transform Us” Presentation
potential and realized} 2. Article: “Nanoethics: The ethical and 2. Online Quiz (50
of nanotechnology on Social Implications of Nanotechnology” points)
society. (Patrick Lin and Fritz Allhoff, Hoboken,
 New Jersey: John Wiley and Sons,
 Analyze the issue Inc.2007)
through the 3. Article: “Environmental Impacts of
conceptual STS lenses Nanotechnology and Its Products”
Critique the issue on (Zhang et. Al Proceedings of the 2011
its costs and benefits Midwest Section Conference of the
to society. American Society for Engineering
Education,2011)
4. Ppt: Can we build a culture of science
through nanotechnology? By Fabian M.
Dayrit (2013)
 At the end of the
lesson, the learner will
be able to:

 Describe gene therapy CO3 I. Gene therapy (stem Cells) 1. Online 1. Youtube: Science Friction: Stem Cell Graded recitation 5 ho
and its various forms. Lecture/Discussion Research (Online)
 2. Film Showing 2. TEDTalk: Susan Lim on “Transplant Cells Online Quiz (50 points)
 Assess the issue’s Not Organs”
potential benefits and 3. TED Talk: Juan Enriquez on “the Next
detriments to Species of Human”
global health.

At the end of the 1. 1. YouTube: or Book “An inconvenient

lesson, the learner will 2. Truth: The Planetary Emergency of
be able to: 3. Global Warming and What we can Do
 4. I. Climate Change and the 1. Article Analysis About It” (Al Gore)
 Identify the causes of CO2, CO3 Energy Crisis 2. Group Research 2. Book: “The Future: Six Drivers of Global 1. Online Group 5 ho
climate change. 3. Film Showing Change” (AlGore) presentation and
 5. II. Environmental Awareness (Documentary) 3. Report: “Changing the discussion
 Assess the various Atmosphere:Anthropology and Climate 2. Learning
impacts of climate III. Alternative Energy Resources Change” (NCAR) application:
change including ( e.g. O-tech Ocean Thermal 4. BUHOS: A Climate Change Documentary weather control
economic, geopolitical, Energy Conversion) by Loren Legarda 3. Debate
biological, 5. Article: “ The Tragedy of the Commons”
meteorological, etc. by Garret tHardin
 6. Article: “Scientists tackle mystery of
Apply STS concepts to thunderstorms that strike at night”
the issue of climate (NCAR)
change. 7. Article: “Reigning in the Weather”
(Webster, Donovan, Discover,
02747529.Jun2008,Vol. 29, Issue 6)