# AI Lab ethics video scripts and storyboards

These are five original scripts for an instructor or student crew to record. Each is written as a 2–3 minute micro-lesson: leave room for pauses, a student’s explanation, and the comprehension check. They are teaching examples, not claims that the linked supplemental videos were produced by AI Lab.

## 1. “The blank slide” — honest attribution

**Learning point:** AI help can be disclosed and checked; a polished answer is not proof of learning.

**Cast:** Maya, Jordan, narrator. **Props:** blank slide, laptop, AI-use log.

**Timing:** 20-second setup; 60-second scene; 30-second explanation; 30-second pause-and-check; 10-second end card.

**Shots and dialogue:**

1. *Close-up: a blank presentation slide.* Narrator: “Maya’s group has ten minutes left. Jordan says, ‘Ask the bot for the whole presentation.’”
2. *Over-shoulder, prompt is generic and contains no personal data.* Jordan: “It gave us a neat outline.” Maya: “Then we still have to decide whether it is true, add our sources, and say what it did.”
3. *Maya fills the log.* Maya: “Tool: class-approved assistant. Purpose: brainstorm three headings. I rejected two claims and checked the remaining claim against the source.”
4. *Group rehearses.* Jordan: “The tool helped with an outline; the evidence and explanation are ours.” Narrator: “Attribution makes assistance visible. Checking makes learning visible.”

**End card:** “Use allowed tools. Log material help. Check every claim.”

**Comprehension check:** Pause and ask: “What three things belong in Maya’s log, and which claim did she verify?” Expected response: the tool/date or purpose and material assistance; she checked the remaining claim against a real source.

## 2. “The shortcut” — do not help cheating

**Learning point:** Helping someone bypass a school rule is still participating in cheating.

**Cast:** Eli, Sam, instructor. **Props:** phone, school device, posted class rule.

**Timing:** 20-second setup; 60-second scene; 30-second explanation; 30-second pause-and-check; 10-second end card.

**Shots and dialogue:**

1. *Sam whispers:* “Send me the prompt that beats the school filter. I only need tonight’s answer.”
2. *Eli pauses and points to the rule.* “I can explain the concept or study with you. I cannot send a bypass or do the assignment.”
3. *Sam:* “What if we call it research?” Eli: “The rule is about how the work is done, not what we call it.”
4. *They ask the instructor.* Sam: “What help is allowed?” Instructor: “Use the practice set, show your attempt, and ask for a hint. The assessment stays yours.”
5. Narrator: “A safe route is an approved route. Ask for one.”

**End card:** “Do not share bypass techniques. Offer learning help instead.”

**Comprehension check:** Ask: “What help can Eli offer, and what must he refuse?” Expected response: explain the concept, study, or use the practice set; refuse the bypass and completing the assessment.

## 3. “The private prompt” — protect data

**Learning point:** A useful project can be redesigned to avoid personal information.

**Cast:** Noor, Luis, instructor. **Props:** fake customer spreadsheet, red marker, approved-tool sign.

**Timing:** 20-second setup; 60-second scene; 30-second explanation; 30-second pause-and-check; 10-second end card.

**Shots and dialogue:**

1. *Noor types a customer name and phone number into a public chatbot.* Luis: “Stop. That is real personal information.”
2. *Instructor covers the screen.* “Delete it according to our process. For the lesson, replace it with Customer A, a made-up city, and a fake order.”
3. *Noor edits the prompt.* “Create three neutral categories from these invented orders. Do not contact anyone or save identifying details.”
4. *They compare results.* Luis: “Same learning goal, less exposure.” Instructor: “Use approved tools and ask before sharing records, faces, voices, or private stories.”

**End card:** “Minimize data. Use invented examples when they teach the same skill.”

**Comprehension check:** Ask: “How did the group keep the same learning goal while reducing risk?” Expected response: they stopped using the real name and phone number, replaced them with invented data, and used an approved tool.

## 4. “The hot end” — 3D-printing supervision

**Learning point:** A print job is a supervised lab activity with material and ventilation controls.

**Cast:** Priya, Devon, instructor. **Props:** printer, material label, safety checklist.

**Timing:** 20-second setup; 60-second scene; 30-second explanation; 30-second pause-and-check; 10-second end card.

**Shots and dialogue:**

1. *Printer is idle.* Priya reaches for the start button. Devon: “Checklist first: approved filament, guard closed, area clear, ventilation on, adult check.”
2. *Instructor points to the label.* “Today’s material and printer settings are approved. Do not swap filament or change a safety control without me.”
3. *Printer makes an unusual smell.* Priya presses stop and steps back. “I smell something different.” Instructor: “Good stop. We will ventilate, inspect, and record it. Nobody reaches into a hot printer.”
4. Narrator: “NIOSH recommends controls such as ventilation, lower-emitting materials when available, and manufacturer instructions. Our local checklist comes first.”

**End card:** “Supervision. Ventilation. Manufacturer instructions. Stop and report.”

**Comprehension check:** Ask: “What are the first two actions after an unusual smell?” Expected response: stop the print and step back, then tell the instructor; do not reach into a hot printer.

## 5. “The red-team notebook” — instructor-directed critique

**Learning point:** A critique assignment has a narrow scope and does not grant permission to attack real systems.

**Cast:** Avery, Chen, instructor. **Props:** sandbox URL, test script, notebook.

**Timing:** 20-second setup; 60-second scene; 30-second explanation; 30-second pause-and-check; 10-second end card.

**Shots and dialogue:**

1. *Instructor hands over a card:* “Find whether our demo app rejects a missing field. Use only this sandbox and these three test cases.”
2. *Avery:* “Can we try the live school portal too?” Instructor: “No. The authorization is only for this sandbox.”
3. *Chen runs the test and records time, input, result.* “It accepted an empty field and showed a confusing message.”
4. *Instructor:* “File the issue, suggest a fix, and stop. Do not publish an exploit or share a bypass.”
5. Narrator: “Critique is useful when it is scoped, supervised, and reported.”

**End card:** “Scope. Sandbox. Record. Report. Stop.”

**Comprehension check:** Ask: “Why can’t Avery test the live school portal?” Expected response: the instructor authorized only the named sandbox and test cases; a new system requires separate authorization.

## Recording notes

Use captions, readable on-screen text, and fictional data. Leave enough silence for viewers to answer each comprehension check before revealing the expected response. Do not show real student names, accounts, grades, faces, or school security details. The instructor should approve the final cut and verify that any external links still work. Follow the school’s or direct operator’s media-release process separately from this pledge. The scripts remain text drafts until an approved crew records them.