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HIGH SCHOOL SCIENCE TODAY
FIRST YEAR
Textbook

HIGH SCHOOL SCIENCE TODAY
FIRST YEAR
Textbook

Philippine Copyright 2009 by DIWA LEARNING SYSTEMS INC
All rights reserved. Printed in the Philippines

Editorial, design, and layout by University Press of First Asia

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ISBN 978-971-46-0097-3

REVIEWER
Corazon B. Decella has a bachelor’s degree in Elementary Education major in Home Economics at the
Philippine Normal University (PNU). She has a diploma in Science Education from Shizuoka University
in Japan and a master’s degree in Teaching Science from the Eulogio Rodriguez Institute of Science
and Technology in Sampaloc, Manila. Prof. Decella is also taking up a doctorate degree in Educational
Administration at the Philippine Normal University. She taught science and religion at the Concordia
College in Paco, Manila. Presently, she is an instructor at PNU.

P R E FA C E
Discoveries in science and technology in recent years have had a profound impact on
our society. We are now able to communicate easier with the use of the Internet and cellular
phones. We have found ways to replace damaged body parts through prostheses and organ
transplants. People are continually developing new medicines to treat diseases that were
once fatal. Scientists have been able to clone animals, find alternative fuel sources, explore
the far reaches of outer space, and develop better materials for construction. Even the way
we entertain ourselves has been affected by discoveries in science.

With all these fascinating discoveries, it is important that you understand the scientific
principles behind such advancements. The High School Science Today series has been
developed with two objectives in mind: to explain key scientific concepts clearly and
accurately within a context of unifying themes; and to introduce you to the technology and
research techniques which have resulted from the application of these scientific concepts.

The topics in each textbook are organized to keep key science concepts in clear view.
In each chapter, you will find discussions on specific technological breakthroughs and the
implications these developments have on our global community.

Understanding science requires that you observe the things around you, perform
experiments to solve problems, and explain the reasons for your observation. Each
textbook contains activities that will help you develop the skills necessary in learning
science concepts meaningfully. These activities will provide you with hands-on learning
experiences. You will be asked to predict, hypothesize, describe, make models, form
conclusions, calculate, and measure with accuracy and precision.

As such, High School Science Today will enable you to keep pace with the ever-
evolving world of science and technology. We invite you to take this journey with us—into
the future and beyond.

TABLE OF CONTENTS
UNIT 1 THE WAYS OF SCIENCE
Chapter 1 An Introduction to Science and Technology
1.1 The Impact of Science and Technology on Daily Living and Society ............... 2
1.2 Superstitions ...................................................................................................... 5
1.3 Thinking Skills .................................................................................................... 8
1.4 Local and Foreign Scientists ............................................................................ 13
1.5 How Science and Technology Affect Our Lives .............................................. 18

Chapter 2 Scientific Studies
2.1 Serendipity ....................................................................................................... 21
2.2 Scientific Method ............................................................................................. 23
2.3 Presentation of Data ........................................................................................ 29
2.4 Measurement and Computation ..................................................................... 31
2.5 Conversion of Units ......................................................................................... 34
2.6 Laboratory Equipment in Biology, Chemistry, and Physics .......................... 40

UNIT 2 MATTER
Chapter 3 Properties and Classification of Matter
3.1 Some Natural Phenomena Exhibited by Matter ............................................ 48
3.2 Properties of Matter ........................................................................................ 54
3.3 Classification of Matter: Substances............................................................... 61
3.4 Classification of Matter: Mixtures .................................................................. 74
3.5 Methods of Separating Mixtures .................................................................... 78
3.6 Models of Matter ............................................................................................. 80

Chapter 4 Changes in Matter
4.1 Physical Changes .............................................................................................. 87
4.2 Chemical Changes ............................................................................................ 90
4.3 Law of Conservation of Mass .......................................................................... 94

UNIT 3 ORGANISMS AND THEIR ENVIRONMENT
Chapter 5 Characteristics and Organization of Organisms
5.1 Characteristics of an Organism.....................................................................102
5.2 Cells: Building Blocks of Living Things .........................................................107
5.3 Plant and Animal Cells ..................................................................................110

Chapter 6 Interaction between Living and Nonliving Things
6.1 Ecological System...........................................................................................114
6.2 Food Chain and Food Web.............................................................................118
6.3 Relationships among Organisms ..................................................................122
6.4 Flow of Matter in the Ecosystem ..................................................................127
6.5 Flow of Energy in the Ecosystem ..................................................................134

Chapter 7 Balance in Nature
7.1 A Balanced Ecosystem ...................................................................................137
7.2 Human Intervention and the Balance in Nature .........................................142
7.3 Environmental Proﬁles ..................................................................................144
7.4 Conservation of the Environment ................................................................150

UNIT 4 EARTH AND ITS CHANGES
Chapter 8 Resources of Earth
8.1 Raw Materials from Land ..............................................................................156
8.2 Raw Materials from Forests, Oceans, and Air ..............................................163
8.3 Using Technology to Reduce Pollution .........................................................166

Chapter 9 Changes in the Hydrosphere
9.1 Seawater .........................................................................................................169
9.2 Movement of Ocean Water............................................................................171
9.3 Rivers ..............................................................................................................175
9.4 Water Pollution ..............................................................................................177

Chapter 10 Changes in the Atmosphere
10.1 Layers of the Atmosphere .............................................................................179
10.2 Weather and Climate .....................................................................................180
10.3 Convection Current .......................................................................................186
10.4 Monsoons .......................................................................................................187
10.5 Weather Forecasting ......................................................................................188
10.6 Weather Disturbances ...................................................................................189
10.7 Other Phenomena Related to Atmospheric Changes ..................................192

Chapter 11 Changes in the Lithosphere
11.1 Theories about Changes in the Lithosphere .................................................196
11.2 Folding and Faulting ......................................................................................201
11.3 Rock Formation .............................................................................................203
11.4 Soil Formation ...............................................................................................206
11.5 Volcanic Eruptions .........................................................................................210
11.6 Precautionary Measures Before, During, and After a Volcanic Eruption ...212
11.7 Earthquakes ...................................................................................................213
11.8 Precautionary Measures Before, During, and After an Earthquake ...........217

UNIT 5 EARTH, THE SOLAR SYSTEM, AND BEYOND
Chapter 12 Earth
12.1 Physical Features of Earth .............................................................................222
12.2 Size of Earth ...................................................................................................224
12.3 The Surface of Earth ......................................................................................226
12.4 Earth’s Motions..............................................................................................229
12.5 The Moon........................................................................................................232

Chapter 13 The Milky Way and Beyond
13.1 Members of the Solar System .......................................................................238
13.2 Asteroids, Comets, and Meteoroids ..............................................................244
13.3 Star Groups ....................................................................................................247
13.4 Life Stages of a Star .......................................................................................251
13.5 Galaxies ..........................................................................................................252

UNIT 6 FORCE AND ENERGY
Chapter 14 Force, Motion, Work, and Machines
14.1 Force ...............................................................................................................258
14.2 Contact and Noncontact Forces ....................................................................264
14.3 Motion: An Eﬀect of Force on Matter ..........................................................272
14.4 Work ...............................................................................................................283
14.5 Simple Machines ............................................................................................285

Chapter 15 Energy
15.1 Kinds of Energy .............................................................................................295
15.2 Law of Conservation of Energy .....................................................................301
15.3 Transformation of Energy .............................................................................302
15.4 Heat Transfer .................................................................................................305

Chapter 16 Energy: Sources and Conservation
16.1 Sources of Energy in the Philippines ............................................................310
16.2 Energy Issues and Concerns ..........................................................................317
16.3 Energy Conservation .....................................................................................321
Glossary 325
Bibliography 328
Index 329

Unit
1
THE WAYS OF SCIENCE

Curiosity leads to discovery. It is through curiosity that we explore our environment. Because
of our curiosity, we find ways to answer these questions: “What makes up our world?” and “How
can people maximize the use of our resources?”

Science will help you answer these questions using the scientific method. The scientific
method will guide you in solving problems.

Chapter 1
AN INTRODUCTION TO SCIENCE AND TECHNOLOGY

During the last decade, there were many important discoveries in the different fields of
science. The applications of these discoveries have revolutionized our ways of living. Various
new information that scientists have gathered through experimentation have led to technology
advancements.

There are different ways one can gain knowledge of the nature of the physical world.
Observation and experimentation are among these ways of gaining knowledge. To be able
to observe and experiment properly, a scientist must possess certain skills, attitudes, and
values, which can later on be applied to solve real-life problems.

1.1 THE IMPACT OF SCIENCE AND TECHNOLOGY
ON DAILY LIVING AND SOCIETY

You deal with science every day; for instance, when you observe the effects of water
on plants and the effects of gravity on a ball when you play volleyball. Observing is a basic
thinking skill. It is important that you know how to observe properly.

What have you observed today?

Playing volleyball Watering plants

When you tell your friends how water affects plants or how gravity affects the ball,
you are actually sharing scientific information. Sharing scientific information is a thinking
skill. Scientists share information with each other. They also share this information to the
public. This sharing of information results in people gaining knowledge. In addition to
that, other people can verify the information they acquired by conducting observation and
experimentation.
2 High School Science Today I

Comparing is another thinking skill. You may describe the characteristics of objects
by comparing them. After comparing the characteristics of objects, you may predict which
object is better. For instance, comparison enables you to predict or judge which brand of
toothpaste is better to use or what is the proper way of serving the ball to the other side of
the court.

Making predictions is also a thinking skill. These predictions are based on earlier
observations and previous knowledge. To verify predictions, scientists conduct
experiments. For instance, after trying different brands of toothpaste, you will have an idea
of how well a particular brand of toothpaste cleans the teeth. Or having tried different ways
of serving the ball to the other side of the court, you will know which will best drive the ball
to the other side of the net.

Through experiments, scientists have proven that most materials, such as metal,
expand when heated and contract when cooled. This is why engineers, who use metal in
building a bridge, study the climate of the area where it will be built. First, they consider
the lowest and the highest temperatures to which the bridge will be exposed. Then, they
estimate the effects of these temperatures on metal. From these estimates, the engineers
can predict and decide how much space must be provided for the expansion of metal. To
ensure the accuracy of these predictions, the engineers will refer to present and previous
studies or will conduct experiments. In science, measurements should be precise and
accurate.

Observing, sharing information, comparing, predicting, and experimenting are the
thinking skills that you should practiced in your everyday life. These thinking skills are
enhanced by scientific activities.

Activity 1.1 shows how you can enhance your thinking skills.

ACTIVITY 1.1 Activities Related to Science

Materials
two thermometers, five-peso coin, medicine dropper, ink, salt, water, glass,
alcohol lamp, beaker, match, tripod, wire gauze, iron stand, iron clamp, five
different brands of two-ply toilet paper rolls

Procedure
1. Your teacher will divide your class into six groups.

The Ways of Science 3

2. Refer to the list of activities below. Your teacher will assign one activity to
each group.
Activity 1 – Measure the temperature of the different areas of the school.
Activity 2 – Toss a coin.
Activity 3 – Mix the ink with cold water, lukewarm water, and hot water.
Activity 4 – Determine the saturation of water with salt.
Activity 5 – Measure the rise in temperature of water until it boils.
Activity 6 – Verify the number of sheets of five different brands of two-ply
toilet paper rolls.

3. Solve the following problems for each activity:
Activity 1: What do you think is the average temperature reading for the
different areas of the school? (Measure the temperature of the
classroom, canteen, library, playground, etc.)
Activity 2: Predict the number of times that you can get a “head” or a “tail”
when you flip a coin.
Activity 3: In which water temperature does a drop of ink spread fastest?
Activity 4: How many grams of salt can be added to a glass half-filled with
water before the water becomes saturated?
Activity 5: What is the rise in temperature (per minute) of water until it boils?
Activity 6: Do different brands of two-ply toilet paper rolls have the same
number of sheets?

4. Predict the answer to the question assigned to your group.
5. Conduct an experiment to check if your prediction is correct.
6. You may write your observations based on the procedure of the experiment.
Tabulate the results and graph them afterward.
7. Analyze your observations carefully.
8. Prepare a written report. Present the results to the class.

Doing activities give you the opportunity to make a plan. There are activities that allow
you to classify objects, tasks, and events. When you classify objects, tasks, and events, you
organize or arrange them according to how you observe them. There are also activities that
allow you to sequence objects, tasks, and events in a particular order. For instance, you may
sequence events according to date. Another example of a sequence is the procedure you
follow in doing an experiment or a life cycle of an organism.


Look at the following pictures. The pictures show the life cycle of a salmon from egg to
maturity.

adult

smolt

parr

fry

eggs
eyed eggs alevin
Fig. 1.1 Life cycle of a salmon

1.2 SUPERSTITIONS

You have heard older members of the family talked about unusual practices and beliefs
shared to them by people from the previous generation. Some of these practices and beliefs
have scientific explanations while others have no scientific basis at all. Beliefs and practices
that are based on traditions and legends are called superstitions.

Let us study some old beliefs and practices.
Determine whether the following beliefs and practices have scientific explanations or
are superstitions only. Put a in the box if the statement has a scientific explanation. Put
an in the box if the statement is a superstition.
1. In Northern Luzon, there is a belief that if a pregnant woman eats eggs, her
child will be born blind. In some provinces in the Visayas, people believe that a
pregnant woman who eats twin bananas will deliver twins.
2. Some Filipino ethnic groups, especially those that live in the mountains, use
certain herbs to treat illnesses and diseases. The use of herbs is a part of their
belief that Mother Nature provides all our needs, including medicine.


3. Some people follow certain practices to cure specific types of diseases. These
practices include: the use of a girl’s first menstrual flow to treat pimples; the
use of one’s first urine in the morning to cure certain eye diseases such as sore
eyes; and the use of a quack doctor’s saliva to stop severe abdominal pain.
4. Some old folks in Southern Tagalog are fond of anting-anting or amulets, which
they believe can protect them from physical injuries, such as gunshot wounds
and stabbed wounds. They also claim that these amulets can ward off evil
spirits.
5. Traditional farmers believe that when you see stars at night, then tomorrow
will be a sunny day.

How true are these beliefs and practices?

1. There has been no scientific proof that birth defects, such as blindness, may be
caused by eating eggs. As to eating twin bananas, it has not been proven that it
will induce pregnant women to deliver twin babies.
2. Although the efficacy of some herbal medicines still has no scientific basis,
there are ongoing studies that investigate the action of the chemical content
of the herbal medicines. Some plants and herbs contain a derivative of the
active substances found in commercially-produced medicines. In fact, the use
of some of these herbal medicines, such as lagundi, is being promoted by the
Department of Health.
3. The use of menstrual flow, urine, saliva, and other body fluids to cure certain
diseases is dangerous and unhygienic. These body fluids may contain harmful
bacteria that can cause more serious health problems.
4. Those people who believe in amulets tend to have a feeling of invincibility,
making them believe in their physical capabilities to overcome obstacles. There
is no scientific proof of the power of anting-anting.

Fig. 1.2 Different amulets


5. Farmers are guided by changes in the environment. The belief that the presence
of stars at night is an indication that a sunny day will follow has some truth to
it because stars can be seen only when the sky is clear.

Traditional fishermen also believe that it is difficult to catch fish on a full moon. This
can be true since fish do not stay near the water surface to feed during full moon. They are
disturbed by the shadows cast on the water.

Many superstitious beliefs surfaced out of ignorance. People in the older times tended
to ascribe to their gods certain events that could not be explained. Examples of these events
are natural disasters and phenomena. Ancient people believed that disasters were the gods’
way of showing displeasure toward their ways.

In Activity 1.2, you will collect information about common beliefs and practices. The
data will be analyzed if they have scientific basis.

ACTIVITY 1.2 Identifying and Analyzing Superstitious Beliefs

Procedure
1. Form six groups.
2. Each group will discuss three superstitions.
3. For each superstition, give a scientific reason why you should discontinue each
practice.
4. Each group will discuss superstitions under six broad categories, as shown
below:
Group 1 – Food
Group 2 – Personal hygiene
Group 3 – Pets and plants
Group 4 – Natural phenomena
Group 5 – Agricultural practices
Group 6 – Birth or death

5. Assign a reporter to summarize the group discussion before the class.


1.3 THINKING SKILLS

When it was ﬁrst suggested that Earth is round, very few people accepted the idea.
One reason for rejecting the idea was that most people believed that if Earth is round, then
everything on it, except those things at the top of it, would fall unless those things are held
on the ground. Furthermore, people asked, “How could a person live on the underside of
Earth with his or her head down all the time?”

So scientists pursued the study to determine Earth’s shape. They collected information
about our planet that would directly or indirectly support their claim. As proofs whether for
and against the issue were uncovered, the facts known and accepted by everybody changed.

Observing and Making Inferences
In the course of solving a problem, whether scouting for the best product or ﬁnding the
best way to serve a ball, you have to make keen and accurate observations. Observation is
the act of gathering information through the use of your senses. The information gathered
is also called an observation. Observation may employ measurements and calculations. For
example, when you look out the window and see raindrops fall, you say, “It is raining.” This
statement is an observation. To gather more information by observing objects, you may use
special tools to extend the power of your senses. For example, to extend the power of sight,
you use tools or instruments such as magnifying lens, microscope, camera, or telescope.
What instruments do you use to extend the power of your other senses?

Observations may be qualitative or quantitative. Qualitative observations consist
of data that pertain to qualities or characteristics, and which are gathered through the
perception of stimuli, such as scents and tastes. Quantitative observations consist of
numerical data.

Do Activity 1.3 to learn more about making keen observations and stating inferences
based on observations.

ACTIVITY 1.3 Observations and Inferences

Materials
1
weed, pail of water, shovel, 2 sheet of light-colored paperboard (cartolina)


Procedure
1. Go out to a grassy area. Pick a weed and observe it.
2. Use a shovel and try to get the whole root system of the weed.
3. Wash the root system thoroughly.
4. Lay the weed on the light-colored cartolina.
5. Use your sense of sight, touch, and smell to describe the following parts: root
system, stem, leaf, and flowers, if any. You may use a magnifying lens. (Note:
In describing each part of the weed, consider its size, general shape, color, odor,
and texture.)
6. Are there damaged leaves? What could have damaged those leaves?
7. Do you think the weed is healthy? Why or why not?

When observing an object, it is important to record the characteristics of the object.
A special camera may be used to record the object’s physical characteristics such as color
and texture. In Activity 1.3, you used a magnifying lens to discover more details about the
parts of the weed being examined. The magnifying lens extended the power of your sense of
sight.

When observing things
TECHNO FRONTIERS
around you, you make
inferences. An inference is Those Black Spots
a conclusion that is based on DID YOU KNOW that if you look closely at a newspaper
a study of facts of a case. For photograph, you will see that it is actually made up of so
instance, when you knock on the many black dots of various sizes? Use a magnifying glass to
door of your friend’s house and examine a newspaper photograph.
nobody answers, you can infer The bigger dots merge to form dark shades in the
that nobody is home. If you see photograph, while the smaller dots are spaced farther apart,
leaving more white space to produce a lighter shade. Together,
the water in a plastic container these black dots are actually a play of light and dark shades
decreasing, you can infer that that produce a black-and-white newsprint photo.
there is a hole or a crack on the How is this done? The process is called halftone, where
container. In Activity 1.3, what different shades of a particular photograph are converted
inferences were you able to into varying sizes of dots. This is made possible by taking
formulate after observing the a shot of the original photograph through a special screen
placed in contact with the film. Screening consists of a
weed? piece of transparent film with a diagonal pattern of lines.
This screen has about 2 to 3 lines per millimeter. When
printed, the resulting picture has the same number of dots
per millimeter.


Comparing and Contrasting
In addition to observing and making inferences, there are other skills that you must
practice to perform scientiﬁc activities successfully. Comparing and contrasting are two
such skills.

Do Activity 1.4 to know what comparing and contrasting are.

ACTIVITY 1.4 Skills Used in Science

Materials
paper, pen, measuring tape, weighing scale, standard table of height and weight by
sex and age according to the Food and Nutrition Research Institute (FNRI)

Procedure
1. Determine the height and weight of at least ﬁve of your classmates. Tabulate
your data below.

DATA TABLE 1.1
Name Age Sex Height Weight Classification
1.
2.
3.
4.
5.
2. Refer to the FNRI standard table of height and weight. See if your classmates’
height and weight are within the standard range.
a. What skills did you use to perform the activity?
b. Cite other instances that require the skills you used.
c. What tools did you use to determine height? Describe these tools.
d. Compare the average height of the boys with the girls.
e. What statement or inference can you make after comparing the average
height of boys and girls?

From the activity, you can state that the height and the weight of your classmates differ
as to age and sex. Do you know the reasons for these differences?


Determining Cause and Effect
There are many events that you have observed. What causes these events to happen?
What are the effects of these events on people and the environment? Many observers
usually make wrong conclusions because they do not analyze an event thoroughly. By
identifying the cause and the effect of any event, you can find a logical answer to any event.

Perform the following activity and determine what causes the sprouting of mongo
seeds.

ACTIVITY 1.5 What Happened to the Seeds?

Materials

two same-sized sandwich bags, two pieces of same-sized cheesecloth, 20 mongo seeds,
stapler, staple wire

Procedure
1. On the first day, prepare the following setups.

staple wires

sandwich bags

Fig. 1.3 A dry cheesecloth Fig. 1.4 A wet cheesecloth
(with 10 mongo seeds inside) (with 10 mongo seeds inside)

2. On day two, open the two sandwich bags. What happened to the mongo seeds in
sandwich bag 1? Explain.

3. What happened to the mongo seeds in sandwich bag 2? Explain.

The activity you performed enabled you to determine the cause and the effect of the
germination of mongo seeds. Determining cause and effect is important when you do an
experiment. Recall what variables are. What are the variables used in Activity 1.5? Which
variable causes the germination of mongo seeds?


Estimating and Measuring
In performing scientific investigations, you need to measure quantities such as the
height of a person. Measurements were used even during the time of our ancestors. Our
ancestors used body parts for measurement. Examples of these units of measurements are
dipa, dangkal, and dali. Dipa is the measurement from the tip of the middle finger of one
hand to the tip of the middle finger of the other hand when the arms are fully stretched
sideways. Dangkal is the distance between the tip of the thumb and the tip of the little
finger when the hand is fully stretched. Dali is the length from the tip of the thumb to its
first segment.

What problems may occur when body parts are used to measure objects or distances?
Find out the answer in Activity 1.6.

ACTIVITY 1.6 Estimating

Material
measuring tape

Procedure
1. Measure some of your body parts in centimeters.
a. Width of an index finger
b. Length of a foot
c. Distance from the tip of the thumb to its first segment (dali)
d. Distance between the tip of the thumb and the tip of the little finger
(dangkal)
e. Distance between the tip of the middle finger of one hand and the tip of
the middle finger of the other hand when the arms are stretched sideways
(dipa)

2. Estimate the length of the following objects in Data Table 1.2 using your body
parts. Tabulate your data.
DATA TABLE 1.2
Object Length
science book _______________ dali
classroom _______________ dipa
teacher’s table _______________ dangkal
pencil _______________ dali
hallway _______________ dipa


3. Compare your estimates with those of your seatmate.
4. What is the advantage of estimating? disadvantage of estimating?

You know that people have different sizes of body parts. If you use your body parts for
measurement, you will not always get the same results. For instance, if a six-year-old boy
measured his bed using dangkal, the result would no longer be true if his father will measure
the same bed using the latter’s hand. This is the reason why standard tools of measurement
are used in measuring objects.

1.4 LOCAL AND FOREIGN SCIENTISTS

Scientists possess positive attitudes and values that aid them in solving problems.
What attitudes and values must a scientist possess?

Attitudes and Values that a Scientist Must Possess
1. A scientist is curious about the world.
Curiosity enables a scientist to try to discover
more about the things around him or her. Galileo
Galilee’s inquisitive nature led to his invention
of the telescope which he used to observe outer
space. Using the telescope, Galileo discovered the
satellites of Jupiter, the craters on Earth’s moon,
and the sunspots. This invention also made him
the first person to study the moon, the sun, the
planets, and the stars. Fig. 1.5 Galileo and his telescope

2. A scientist is logical and systematic.
This attitude enables a scientist to plan his or her work in an
orderly way. Scientists became fascinated with the structure of
genes after Gregor Mendel formulated the principles of heredity.
These principles were a result of logical experimental methods
and accurate record keeping. Mendel employed a systematic way
of studying traits. For instance, he studied the inheritance of
only one, then two, and finally three traits at a time. From his
accurate records, he was able to see patterns from which traits
would appear.
Fig. 1.6 Gregor Mendel


3. A scientist is open-minded.
Open-mindedness is an attitude that allows a scientist
to look at other possibilities. Johannes Kepler was hired to
establish proof that planets moved along perfect circles. But
being the open-minded person that he was, he dropped the
idea after 15 years of work upon discovering an evidence that
planets followed elliptical orbits. His ability to reverse his
judgment led to more interesting discoveries.
Fig. 1.7 Johannes Kepler
4. A scientist is intellectually honest.
This attitude allows a scientist to recognize the work done
by other scientists before him or her. This attitude is also shown
by reporting data truthfully. Isaac Newton acknowledged the fact
that he built his laws of motion on the past works of Galileo and
other scientists. It was not a hidden fact that his first law was
very much like Galileo’s concept of inertia. Never claiming that he
worked out physical laws on his own, Newton gave credit to the
contributions of Galileo and other earlier physicists, saying that
he was able to expand his vision “by standing on the shoulders of
Fig. 1.8 Isaac Newton giants.”

5. A scientist works hard and is persistent.
This attitude enables a scientist to continue with a project
despite obstacles and failures. Marie Curie, together with her
husband Pierre Curie, worked long and hard on their research on
radioactivity. They had to work on several thousands of kilograms
of uranium ore to get a tenth of a gram of pure radium. Marie
carried on even after her husband’s death until she discovered
radium and polonium, both radioactive elements. For this
achievement, she won the Nobel Prize twice. Fig. 1.9 Marie Curie

6. A scientist does not jump to conclusions.
This attitude enables the scientist to withhold his or her
judgment until the tests have been completed. This means
that scientists do not accept ideas until after an exhaustive
investigation has been performed.

John Dalton was not the first to theorize that the atom
was the smallest particle of matter, but he was the first to show
proof to back up this idea. His atomic theory was supported by
an exhaustive collection of experimental evidence.
Fig. 1.10 John Dalton


7. A scientist is creative and thinks critically.
Being creative enables a scientist to come up with new
concepts which lead to discoveries that traditional scientists
have overlooked. Albert Einstein was a 26-year-old clerk
in the Swiss patent office when he challenged Newton’s
fundamental assumptions of space and time. He developed
his theory of relativity because he dared to go beyond what
was acceptable then. He worked on several experiments and
established links that others preferred to stay away from. He
viewed things from a different perspective.
Fig. 1.11 Albert Einstein

8. A scientist is rational.
Dr. Ricardo Lantican is a Filipino scientist who is an
expert in the field of plant breeding. He recognized the need
to address the worldwide problem of food sufficiency. With
this goal in mind, he developed ways to improve the growth
of different varieties of plants in the Philippines and other
countries of East and South Asia. One of his important
works is a research study on the cytoplasmic inheritance of
hypersensitivity to a disease in corn.
Fig. 1.12 Dr. Ricardo Lantican

9. A scientist perseveres in his or her work until he or
she is sure of the results.
For five decades, Dr. Luz Oliveros-Belardo pursued
her research on natural products and Philippine essential
oils. Through her logical and systematic study, more
natural products were developed and herbal medications
were further improved. She continued her work until
satisfactory results were attained.

Fig. 1.13 Dr. Luz Oliveros-Belardo

10. A scientist tries new approaches to arrive at better solutions.
Almost every day, advances in science and technology enable people to improve
ways of doing things. From these new ideas and concepts, a scientist is able to
determine what methods or techniques are best adopted.

Perform Activity 1.7 and determine how you can apply scientific attitudes and
values in your daily activities.


Applying Scientific Attitudes and
ACTIVITY 1.7 Values in Your Daily Activities

Procedure
1. Your teacher will divide your class into five groups.
2. Refer to the attitudes and values of scientists given in the preceding
discussion. Your teacher will assign two scientific attitudes to each group.
3. Answer this question through role-playing: How can you apply these attitudes
and values to your daily activities?

Contributions of Outstanding Filipino Scientists
Filipino scientists and inventors have contributed in the advancement of science and
technology. The following are some Filipino scientists and their achievements.

1. Gregorio Y. Zara invented the television-telephone or
videophone, a device that enables people to see each other
on the television screen while talking over the telephone.

2. Dr. Fe del Mundo, a renowned pediatrician, designed an
improvised incubator which popularized the use of artificial
light for newborns. Her invention went on a continuing
trial stage until it was proven effective.

3. Dr. Ramon Gustilo, an orthopedic surgeon, is renowned
for the many artificial joints he invented. In
fact, Dr. Gustilo has patented at least 10 inventions for
artificial bone replacements.

4. Teresita Harina-Borromeo of the University of the
Philippines−Los Baños (UPLB) employed methods to
improve the quality of rice varieties.


5. Benito Vergara is a plant physiologist. He is best
known for his manual for growing rice, A Farmer’s
Primer on Growing Rice. This manual has been
published in nine Philippine languages and 33 Asian,
African, and Latin-American languages.

6. Ruben L. Villareal, an agriculture-based researcher,
looked into ways to improve different farming
methods.

7. Carmen L. Intengan contributed substantially to
the field of nutrition research.

Do you know other Filipino scientists who greatly contributed to science and
technology?

Although the different inventions of scientists have improved the quality of life, they
also brought lots of problems to the society. For instance, gasoline, which fuels engines,
pollutes the environment. Refrigerators and air conditioners give off chemicals that
contribute to the destruction of the ozone layer. The atomic and hydrogen bombs have
destroyed life.

Do the following activity and find out if technology is a boon or a bane.

ACTIVITY 1.8 Technology: Boon or Bane?

Materials
old magazines, paperboard (cartolina) or paper folder, pair of scissors, paste


Procedure
1. Cut out pictures or news items related to different products of technology from
old magazines. Paste these pictures on the paperboard (cartolina).
2. On each picture, write the advantages and disadvantages of the product. State
whether the product is used in your community or not.
3. Write slogans about technology and its use.

Since technology has something to do with problems in the society, it is necessary to
have a deeper understanding of how science and technology work. This will guide you in
making responsible decisions.

1.5 HOW SCIENCE AND TECHNOLOGY AFFECT OUR LIVES

Living in today’s world has become more convenient than in the past. There are
gadgets that help us do work easier and faster. This is because of the influence of science
and technology.

Science is a systematized body of knowledge that is developed through observations,
researches, and experimentations. Scientists, who are engaged in pure science, do thorough
researches to answer questions about nature. Their researches yield new knowledge.
Technology, on the other hand, is the practical application of science to everyday life.

Technology may come in the form of new products, such as antibiotics or processed
food and gadgets or devices (computers and sewing machines). Technology also deals with
different processes such as fermentation, pasteurization, and cloning.

Technology is a science being put to practical use. Take the case
of Thomas Alva Edison, one of America’s most famous inventors. His
observation that a thin wire would glow when an electric current passed
through it, led him to develop the first electric light bulb.

The computer is another technological breakthrough that has
a remarkable impact on modern living. Today, computers are used
everywhere––offices, libraries, schools, banks, malls, and hospitals. They
Fig. 1.14 The first
make work a lot easier, faster, and more precise and accurate. electric light bulb

The principles behind the operation of computers have many applications. For
instance, when you dial a number on the telephone, the telephone system uses a computer
to search for that number. Even direct-dial services use computers to enable your telephone
to connect immediately with other telephone networks worldwide.


The computers installed by banks that let you make transactions
round-the-clock have also become an indispensable banking tool. These
computer-controlled automated teller machines (ATMs) allow you
to make transactions from almost anywhere in the country or even
worldwide.

Supermarkets use computers as well.
Have you ever wondered what those seemingly
insignificant black-and-white stripes printed
Fig. 1.15 ATM on the packages of most products are? They are
actually coded messages that tell the name, manufacturer, size,
and price of the items in a package. They are called bar codes. An
electromagnetic device called a scanner enables the computer to
read the code on an item and send information about it back to
the computer. The computer then interprets the code and relays
Fig. 1.16 A bar code of a
the price of the item to the cash register. At the same time, the product being scanned.
computer also records that such an item has been bought. It
becomes easy for businessmen to tally and make an inventory of the items sold.

One of the most interesting developments in
computer technology is the Internet, a network
connecting several computer networks based on a
common addressing system and communications
protocol. The Internet is used not only to send
electronic mail (or e-mail), but also to navigate
various Internet sites. It has proven to be an
effective way to communicate with people in
Fig. 1.17 The Internet makes certain different parts of the world and to conduct research.
tasks easier.
In the United States of America, several nonprofit advocacy organizations have teamed
up with a dozen Internet companies in an effort to launch consumer education campaigns.

Technology has made it possible to shorten certain processes. As a result, life has been
made easier by devices produced by technology.

Do the following activity and identify gadgets that make life better.

ACTIVITY 1.9 Science, Technology, and Me
Procedure
List 10 gadgets found in your school (classroom, laboratory, canteen, library, etc.).
Describe how these gadgets make your school activities better, that is, faster, easier, and
more accurate.


Chapter Review

I. Enriching Your Science Vocabulary
Choose from the box the scientiﬁc attitudes and values that are described in the
following situations. Write your answer on the blank space.

Creativity Open-mindedness
Curiosity Resourcefulness
Intellectual honesty Persistence

_______________ 1. Accepting the correct ideas of other scientists
_______________ 2. Making full use of available materials
_______________ 3. Reporting data truthfully
_______________ 4. Looking at a question or a problem from a nontraditional or
nonconventional point of view
_______________ 5. Inquisitive attitude in trying to discover more things

II. Assessing Your Knowledge
A. Match the following observations with the possible inferences. Write the letters only.

Observations Inferences
_____ 1. Her eyes are red. a. The mango is not ripe.
_____ 2. The mango is green. b. There is a stranger outside.
_____ 3. The teacher smiled. c. An adobo dish is being repared.
_____ 4. The dog is barking. d. She likes the answer.
_____ 5. I smell adobo from the kitchen. e. She has sore eyes.

B. Identify whether the situation describes a scientiﬁc truth or a superstition.
Explain your answer on a separate sheet of paper.

1. On your way to school, a black cat crossed your path. It rained on that
same day and you got soaked. You were not able to go to school the next
day because you were down with fever. You blame the black cat for your
misfortune.

2. On the night before your periodical test, you and your friends stayed up late
to study. Before going to sleep, your mother advised you to place a book
under your pillow. Thinking that this might help, you followed your mother’s
advice. When the test results came, you were pleased to know that you and
your friends passed.


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