//www.sphstigers.org/apps/classes/1058173/assignments/ Class Name: Shorr 2024-25 PLTW CSP-Per 6 Instructor(s): Garrett Shorr en-us SchoolSitePro //www.sphstigers.org/homeworkItem10528597 //www.sphstigers.org/apps/classes/1058173/assignments/ Questions for during part 1 of video 1:
1. In what ways did Marques describe using generative AIs as a tool?

2. What is the first danger Marques describes in using generative AIs? What were two examples of this?

For after the video:

Consider the following scenarios: 

     A. Amina is assigned to write a short persuasive essay on any topic of her choosing. She wanted to argue for holding the World Cup only in countries that don't have recent records of human rights abuses. So she asked a generative AI to list the pros and cons of holding the World Cup only in countries with good track records on human rights. After seeing several arguments for and against, she wrote her essay and submitted it.

     B. Liam is given the same assignment. They didn't know what topic to write about, so they asked the AI to list 10 random topics. They saw climate change as a suggestion, and they asked the AI to list 10 topics within climate change. They saw "the role of the individual and collective action in addressing climate change" and decided arguing for more collective action would be a good topic. They did some more research on the topic, wrote their essay, and submitted it.

     C. Arthur is on the swim team and he had a big meet the weekend before the persuasive essay was due. He earned A's in English every year and felt that he knew how to write a good persuasive essay if he had the time. He asked the generative AI to write an essay arguing for less homework in high school. He looked over the output, rewrote a couple of awkward sentences, and submitted it.

     D. Ashley is assigned to solve a set of computer programming problems and is given two class periods to work on them. Much of class time is spent talking with friends rather than attempting the work. Her teacher attempts to redirect her and gives her hints on solving the first problem. She finishes the first problem and resumes socializing. Later, after the due date has passed, she realizes she doesn't want to have a bad grade on the assignment, and asks ChatGPT to solve each of the remaining problems. She turns in the now completed assignment.

3. For each of the scenarios above, address the following:

     a. Did the student cross an ethical line? What specific action crossed the line? Why?

     b. If they did cross an ethical line, what could they have done differently to behave ethically? Be specific. If you think they didn't cross a line, explain why and where you think that line is.


Video 1 Part 2: https://www.youtube.com/watch?v=0gNauGdOkro (timestamps 8:20 to 14:08)

Questions for during part 2 of video 1:

4. What are you consenting to do when you use Lensa or Avatar AI?

5. Whose consent has not been considered in the creation of these apps?

6. What is the loophole with the LAION-5B dataset?

Video 2: https://www.youtube.com/watch?v=DUwDqSY8StE&t=1s

For after the video:

7. Many artists are upset about AI generated art for a variety of reasons, but central to their concerns is their artwork being used in the training data for these AIs without their consent. Supporters of AI art often cite that this is no different from a human being inspired by existing art or training to draw or paint in someone's style. The rebuttal is that the AI can do this training many, many orders of magnitude faster than humans, as well as machines do not learn in the same way as humans, so the situations are incomparable.

a. Should artists explicitly have to consent to have their artwork used in AI training sets? Why or why not?

b. Some AI companies have acknowledged the potential issues and have provided a way for artists to opt-out, removing their art from the dataset. Is having the ability to opt-out the equivalent of consent? Why or why not?

Read this article about Nightshade: https://www.technologyreview.com/2023/10/23/1082189/data-poisoning-artists-fight-generative-ai/

8. Describe what Nightshade does. How does it "poison" the generative AI model?

9.  Why do Nightshade's creators believe this tool will help protect artists? Do you believe this is an ethical approach? Why or why not?


Links to further reading/watching on the topic:
https://glaze.cs.uchicago.edu/ - tool artists are using to protect their art (free to use)
https://www.technologyreview.com/2022/09/16/1059598/this-artist-is-dominating-ai-generated-art-and-hes-not-happy-about-it/
https://www.wired.com/story/ai-is-already-taking-jobs-in-the-video-game-industry/
https://www.youtube.com/watch?v=5Viy3Cu3DLk - SamDoesArts video
https://thedecisionlab.com/biases/anchoring-bias
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528601 //www.sphstigers.org/apps/classes/1058173/assignments/ Questions for during part 1 of video 1:
1. In what ways did Marques describe using generative AIs as a tool?

2. What is the first danger Marques describes in using generative AIs? What were two examples of this?

For after the video:

Consider the following scenarios: 

     A. Amina is assigned to write a short persuasive essay on any topic of her choosing. She wanted to argue for holding the World Cup only in countries that don't have recent records of human rights abuses. So she asked a generative AI to list the pros and cons of holding the World Cup only in countries with good track records on human rights. After seeing several arguments for and against, she wrote her essay and submitted it.

     B. Liam is given the same assignment. They didn't know what topic to write about, so they asked the AI to list 10 random topics. They saw climate change as a suggestion, and they asked the AI to list 10 topics within climate change. They saw "the role of the individual and collective action in addressing climate change" and decided arguing for more collective action would be a good topic. They did some more research on the topic, wrote their essay, and submitted it.

     C. Arthur is on the swim team and he had a big meet the weekend before the persuasive essay was due. He earned A's in English every year and felt that he knew how to write a good persuasive essay if he had the time. He asked the generative AI to write an essay arguing for less homework in high school. He looked over the output, rewrote a couple of awkward sentences, and submitted it.

     D. Ashley is assigned to solve a set of computer programming problems and is given two class periods to work on them. Much of class time is spent talking with friends rather than attempting the work. Her teacher attempts to redirect her and gives her hints on solving the first problem. She finishes the first problem and resumes socializing. Later, after the due date has passed, she realizes she doesn't want to have a bad grade on the assignment, and asks ChatGPT to solve each of the remaining problems. She turns in the now completed assignment.

3. For each of the scenarios above, address the following:

     a. Did the student cross an ethical line? What specific action crossed the line? Why?

     b. If they did cross an ethical line, what could they have done differently to behave ethically? Be specific. If you think they didn't cross a line, explain why and where you think that line is.


Video 1 Part 2: https://www.youtube.com/watch?v=0gNauGdOkro (timestamps 8:20 to 14:08)

Questions for during part 2 of video 1:

4. What are you consenting to do when you use Lensa or Avatar AI?

5. Whose consent has not been considered in the creation of these apps?

6. What is the loophole with the LAION-5B dataset?

Video 2: https://www.youtube.com/watch?v=DUwDqSY8StE&t=1s

For after the video:

7. Many artists are upset about AI generated art for a variety of reasons, but central to their concerns is their artwork being used in the training data for these AIs without their consent. Supporters of AI art often cite that this is no different from a human being inspired by existing art or training to draw or paint in someone's style. The rebuttal is that the AI can do this training many, many orders of magnitude faster than humans, as well as machines do not learn in the same way as humans, so the situations are incomparable.

a. Should artists explicitly have to consent to have their artwork used in AI training sets? Why or why not?

b. Some AI companies have acknowledged the potential issues and have provided a way for artists to opt-out, removing their art from the dataset. Is having the ability to opt-out the equivalent of consent? Why or why not?

Read this article about Nightshade: https://www.technologyreview.com/2023/10/23/1082189/data-poisoning-artists-fight-generative-ai/

8. Describe what Nightshade does. How does it "poison" the generative AI model?

9.  Why do Nightshade's creators believe this tool will help protect artists? Do you believe this is an ethical approach? Why or why not?


Links to further reading/watching on the topic:
https://glaze.cs.uchicago.edu/ - tool artists are using to protect their art (free to use)
https://www.technologyreview.com/2022/09/16/1059598/this-artist-is-dominating-ai-generated-art-and-hes-not-happy-about-it/
https://www.wired.com/story/ai-is-already-taking-jobs-in-the-video-game-industry/
https://www.youtube.com/watch?v=5Viy3Cu3DLk - SamDoesArts video
https://thedecisionlab.com/biases/anchoring-bias
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528622 //www.sphstigers.org/apps/classes/1058173/assignments/ Questions for during part 1 of video 1:
1. In what ways did Marques describe using generative AIs as a tool?

2. What is the first danger Marques describes in using generative AIs? What were two examples of this?

For after the video:

Consider the following scenarios: 

     A. Amina is assigned to write a short persuasive essay on any topic of her choosing. She wanted to argue for holding the World Cup only in countries that don't have recent records of human rights abuses. So she asked a generative AI to list the pros and cons of holding the World Cup only in countries with good track records on human rights. After seeing several arguments for and against, she wrote her essay and submitted it.

     B. Liam is given the same assignment. They didn't know what topic to write about, so they asked the AI to list 10 random topics. They saw climate change as a suggestion, and they asked the AI to list 10 topics within climate change. They saw "the role of the individual and collective action in addressing climate change" and decided arguing for more collective action would be a good topic. They did some more research on the topic, wrote their essay, and submitted it.

     C. Arthur is on the swim team and he had a big meet the weekend before the persuasive essay was due. He earned A's in English every year and felt that he knew how to write a good persuasive essay if he had the time. He asked the generative AI to write an essay arguing for less homework in high school. He looked over the output, rewrote a couple of awkward sentences, and submitted it.

     D. Ashley is assigned to solve a set of computer programming problems and is given two class periods to work on them. Much of class time is spent talking with friends rather than attempting the work. Her teacher attempts to redirect her and gives her hints on solving the first problem. She finishes the first problem and resumes socializing. Later, after the due date has passed, she realizes she doesn't want to have a bad grade on the assignment, and asks ChatGPT to solve each of the remaining problems. She turns in the now completed assignment.

3. For each of the scenarios above, address the following:

     a. Did the student cross an ethical line? What specific action crossed the line? Why?

     b. If they did cross an ethical line, what could they have done differently to behave ethically? Be specific. If you think they didn't cross a line, explain why and where you think that line is.


Video 1 Part 2: https://www.youtube.com/watch?v=0gNauGdOkro (timestamps 8:20 to 14:08)

Questions for during part 2 of video 1:

4. What are you consenting to do when you use Lensa or Avatar AI?

5. Whose consent has not been considered in the creation of these apps?

6. What is the loophole with the LAION-5B dataset?

Video 2: https://www.youtube.com/watch?v=DUwDqSY8StE&t=1s

For after the video:

7. Many artists are upset about AI generated art for a variety of reasons, but central to their concerns is their artwork being used in the training data for these AIs without their consent. Supporters of AI art often cite that this is no different from a human being inspired by existing art or training to draw or paint in someone's style. The rebuttal is that the AI can do this training many, many orders of magnitude faster than humans, as well as machines do not learn in the same way as humans, so the situations are incomparable.

a. Should artists explicitly have to consent to have their artwork used in AI training sets? Why or why not?

b. Some AI companies have acknowledged the potential issues and have provided a way for artists to opt-out, removing their art from the dataset. Is having the ability to opt-out the equivalent of consent? Why or why not?

Read this article about Nightshade: https://www.technologyreview.com/2023/10/23/1082189/data-poisoning-artists-fight-generative-ai/

8. Describe what Nightshade does. How does it "poison" the generative AI model?

9.  Why do Nightshade's creators believe this tool will help protect artists? Do you believe this is an ethical approach? Why or why not?


Links to further reading/watching on the topic:
https://glaze.cs.uchicago.edu/ - tool artists are using to protect their art (free to use)
https://www.technologyreview.com/2022/09/16/1059598/this-artist-is-dominating-ai-generated-art-and-hes-not-happy-about-it/
https://www.wired.com/story/ai-is-already-taking-jobs-in-the-video-game-industry/
https://www.youtube.com/watch?v=5Viy3Cu3DLk - SamDoesArts video
https://thedecisionlab.com/biases/anchoring-bias
]]> Sat, 03 May 2025 12:28:35 PDT //www.sphstigers.org/homeworkItem10528595 //www.sphstigers.org/apps/classes/1058173/assignments/
# goals pick 4
# make a tree that has fewer branches,  take a screenshot. note the code you changed to do that
# make a tree that has more branches,  take a screenshot. note the code you changed to do that
# make a tree that's really narrow and tall,  take a screenshot. note the code you changed to do that
# make a tree that's so wide it grows underground and through itself. note the code you changed to do that.
# make each branch a random color,  take a screenshot. note the code you changed to do that
# add a 3rd branch to each section of the tree,  take a screenshot. note the code you changed to do that



Here's the starter code for fractals.py:
# https://towardsdatascience.com/creating-fractals-with-python-d2b663786da6

import turtle
MINIMUM_BRANCH_LENGTH = 5

def build_tree(t, branch_length, shorten_by, angle):
  if branch_length > MINIMUM_BRANCH_LENGTH:
    t.forward(branch_length)
    new_length = branch_length - shorten_by
    t.left(angle)
    build_tree(t, new_length, shorten_by, angle)
    t.right(angle * 2)
    build_tree(t, new_length, shorten_by, angle)
    t.left(angle)
    t.backward(branch_length)

tree = turtle.Turtle()
tree.hideturtle()
tree.speed(0)
tree.setheading(90)
tree.color('green')
build_tree(tree, 50, 5, 30)
turtle.mainloop()
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528596 //www.sphstigers.org/apps/classes/1058173/assignments/
# goals pick 4
# make a tree that has fewer branches,  take a screenshot. note the code you changed to do that
# make a tree that has more branches,  take a screenshot. note the code you changed to do that
# make a tree that's really narrow and tall,  take a screenshot. note the code you changed to do that
# make a tree that's so wide it grows underground and through itself. note the code you changed to do that.
# make each branch a random color,  take a screenshot. note the code you changed to do that
# add a 3rd branch to each section of the tree,  take a screenshot. note the code you changed to do that



Here's the starter code for fractals.py:
# https://towardsdatascience.com/creating-fractals-with-python-d2b663786da6

import turtle
MINIMUM_BRANCH_LENGTH = 5

def build_tree(t, branch_length, shorten_by, angle):
  if branch_length > MINIMUM_BRANCH_LENGTH:
    t.forward(branch_length)
    new_length = branch_length - shorten_by
    t.left(angle)
    build_tree(t, new_length, shorten_by, angle)
    t.right(angle * 2)
    build_tree(t, new_length, shorten_by, angle)
    t.left(angle)
    t.backward(branch_length)

tree = turtle.Turtle()
tree.hideturtle()
tree.speed(0)
tree.setheading(90)
tree.color('green')
build_tree(tree, 50, 5, 30)
turtle.mainloop()
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528602 //www.sphstigers.org/apps/classes/1058173/assignments/ falls under the warning sign "The problem is Too Hard" because involves understanding humor. According to the reading, "It's nearly impossible for AI to understand the nuances of jokes or tone or cultural references." If you have some extra time, feel free to browse some of Janelle Shane's blog about AI misadventures: https://www.aiweirdness.com/
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528609 //www.sphstigers.org/apps/classes/1058173/assignments/ falls under the warning sign "The problem is Too Hard" because involves understanding humor. According to the reading, "It's nearly impossible for AI to understand the nuances of jokes or tone or cultural references." If you have some extra time, feel free to browse some of Janelle Shane's blog about AI misadventures: https://www.aiweirdness.com/
]]> Sat, 03 May 2025 12:28:34 PDT //www.sphstigers.org/homeworkItem10528621 //www.sphstigers.org/apps/classes/1058173/assignments/
# goals pick 4
# make a tree that has fewer branches,  take a screenshot. note the code you changed to do that
# make a tree that has more branches,  take a screenshot. note the code you changed to do that
# make a tree that's really narrow and tall,  take a screenshot. note the code you changed to do that
# make a tree that's so wide it grows underground and through itself. note the code you changed to do that.
# make each branch a random color,  take a screenshot. note the code you changed to do that
# add a 3rd branch to each section of the tree,  take a screenshot. note the code you changed to do that



Here's the starter code for fractals.py:
# https://towardsdatascience.com/creating-fractals-with-python-d2b663786da6

import turtle
MINIMUM_BRANCH_LENGTH = 5

def build_tree(t, branch_length, shorten_by, angle):
  if branch_length > MINIMUM_BRANCH_LENGTH:
    t.forward(branch_length)
    new_length = branch_length - shorten_by
    t.left(angle)
    build_tree(t, new_length, shorten_by, angle)
    t.right(angle * 2)
    build_tree(t, new_length, shorten_by, angle)
    t.left(angle)
    t.backward(branch_length)

tree = turtle.Turtle()
tree.hideturtle()
tree.speed(0)
tree.setheading(90)
tree.color('green')
build_tree(tree, 50, 5, 30)
turtle.mainloop()
]]> Sat, 03 May 2025 12:28:35 PDT //www.sphstigers.org/homeworkItem10528628 //www.sphstigers.org/apps/classes/1058173/assignments/ falls under the warning sign "The problem is Too Hard" because involves understanding humor. According to the reading, "It's nearly impossible for AI to understand the nuances of jokes or tone or cultural references." If you have some extra time, feel free to browse some of Janelle Shane's blog about AI misadventures: https://www.aiweirdness.com/
]]> Sat, 03 May 2025 12:28:35 PDT //www.sphstigers.org/homeworkItem10528616 //www.sphstigers.org/apps/classes/1058173/assignments/ Timestamps we will be watching together:
0:00 - 10:40
14:19 - 23:59
31:06 - 37:00

Questions to go with that video:

1. what advantage did computers provide in working with fractals?
2. what is self-similarity?
3. find 3 fractal patterns (2 at least not seen in the video) and describe how they are self-similar (name and picture)
4. find 3 things that fractals can be used to model to help us gain a better understanding


Second video (What's so special about the Mandelbrot Set? - Numberphile): https://www.youtube.com/watch?v=FFftmWSzgmk

Questions to go with that video:
5. what's the equation that's the basis of the mandlebrot set?
6. what do the black areas mean in the mandlebrot set?
7. what do the non-black colors represent in the mandlebrot set?










List of fractals:  https://en.wikipedia.org/wiki/List_of_fractals_by_Hausdorff_dimension

Mandlebrot Set Website: https://mandel.gart.nz/#/

Fractal Viewer Software for Mac, Windows, & Linux: https://xaos-project.github.io/







8. find 3 locations that look beautiful/cool and record their coordinates and zoom. Give it a name like the existing ones (e.g. seahorse valley, julia island). Take screenshots as well and click the permalink button to get a link for that location & color set.





Put all the answers 1-8 in a google doc and submit that.
]]> Sat, 03 May 2025 12:28:35 PDT