# AI Lab ethics study guide

Use this as a 20–30 minute discussion after one of the short videos or an instructor-selected official supplemental video. The goal is to practice judgment, not to catch students with an automated detector.

## Small-group discussion

1. What did the student know, and what did they still need to check?
2. Which rule applies: attribution, privacy, school integrity, safety, or scope of authorization? More than one may apply.
3. What is the safest approved next step? Name the person, tool, sandbox, or checklist involved.
4. What information could be removed or replaced with invented data without changing the learning goal?
5. What would you write in an AI-use log for this activity?

## Scenario cards

**A.** An AI tool invents a citation for a business-market slide. The team notices after rehearsal.  
Expected reasoning: mark the claim uncertain, find a real source, correct the slide, and log the failed output.

**B.** A teammate asks for the exact prompt that bypasses a school filter.  
Expected reasoning: refuse the bypass, offer concept help or an approved practice route, and involve the instructor.

**C.** A student pastes a customer list into an unapproved chatbot to sort it.  
Expected reasoning: stop, follow the instructor’s deletion/reporting process, use fictional or de-identified data, and check the approved-tool list.

**D.** A supervised test shows that a sandbox web app accepts an empty password field.  
Expected reasoning: record the test, report it privately, suggest a fix, and do not test a live system or publish bypass steps.

**E.** A 3D printer smells unusual and a group member wants to open the enclosure.  
Expected reasoning: stop, step back, tell the instructor, follow ventilation and equipment procedures, and do not touch hot parts.

## Five-question exit quiz

Circle the best answer, then explain one choice in a sentence.

1. A student uses an approved AI assistant to brainstorm headings. What is the best practice?  
   A. Hide it because the final words are original.  B. Record the use, check the content, and follow the assignment rule.  C. Copy the entire answer.  
   **Answer: B.**

2. A classmate asks for a school-filter bypass. What should you do?  
   A. Send it privately.  B. Post it without the school name.  C. Refuse the bypass and offer approved learning help.  
   **Answer: C.**

3. Which is the best first choice for a public AI prompt?  
   A. A real student record.  B. A customer phone list.  C. A made-up example that teaches the same skill.  
   **Answer: C.**

4. Who decides whether a tool is approved for a school activity?  
   A. The student who finds it first.  B. The school/instructor process identified for the course.  C. A tool’s marketing page.  
   **Answer: B.** The FTC recommends school or district review rather than leaving the decision to an individual teacher alone.

5. During a print, a student smells something unusual.  
   A. Reach in quickly.  B. Ignore it.  C. Stop, step back, and report it under the lab procedure.  
   **Answer: C.**

## Formative review and resubmission

The instructor reviews the student’s explanation, source/AI-use log, and project evidence. If the work misses an expectation, the student receives a specific question or correction target, revises or resubmits, and explains the change. An automated AI detector is not a standalone finding of dishonesty and is not used as an automatic admission, exclusion, or discipline decision.

## Primary sources and supplemental viewing

- [FTC, Complying with COPPA: Frequently Asked Questions](https://www.ftc.gov/business-guidance/resources/complying-coppa-frequently-asked-questions)
- [U.S. Department of Education, Protecting Student Privacy While Using Online Educational Services](https://studentprivacy.ed.gov/sites/default/files/resource_document/file/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29_0.pdf)
- [UNESCO, Guidance for generative AI in education and research](https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research)
- [OpenAI Terms of Use](https://openai.com/policies/row-terms-of-use/)
- [Anthropic age statement](https://www.anthropic.com/transparency/voluntary-commitments)
- [NIOSH, Approaches to safe 3D printing](https://www.cdc.gov/niosh/docs/2024-103/default.html)
- [Code.org, How AI Works](https://code.org/curriculum/how-artificial-intelligence-works) (current grades 6–12 video series and ethics lessons; supplemental external material)

Official videos and explainers may be used as supplemental viewing after the instructor checks captions, age suitability, and current content. They are outside productions; none is represented here as an AI Lab-produced video.