Technology: for Better… Or for Worse Corrigés

Technology: for better… or for worse Corrigés

Rise of the robots

Tips: - Pour que les élèves aient un aperçu de ce qu’étaient les premiers robots, réels ou fictifs, faites-les travailler le document A en commençant par l’illustration. Pour le texte, un repérage des parties du corps et des différents éléments qui composent le robot aidera les élèves. - Le document B pourra être travaillé à l’aide de l’e-worksheet afin d’accompagner les élèves au mieux dans la perception de l’évolution des robots.

Document A – Elektro & Steam man (illustration + texte)

Illustration en noir et blanc du premier robot, Elektro, présenté pour la première fois à l’exposition universelle de New York en 1939 / extrait du roman The Steam Man in the Prairies, écrit par E.S. Ellis en 1868)

Les illustrations de ces deux robots sont détaillées ici : - Elektro: https://bit.ly/3nGbS9l - Steam Man: https://bit.ly/39u5LzI

1. Look at the illustration. Describe Elektro and explain what he can do. → massive humanoid form / made of metal / inside mechanism → can move his head, legs, arms and hands/ walk / smoke 2. Read the text. List what makes Steam Man human and explain how it is powered. Draw your version of this robot. → structure made of a body with arms and legs and a head, like a human being / painted in black / wearing a hat / face made of iron / nose made with a whistle / → chest replaced by a boiler and steam chest / fuel-powered through a door on the vest 3. Connect: Use both documents to comment on the appearance of the first robots. Toute production cohérente sera acceptée.

Document B – On the origins of robots (video « History of robots », 2016)

Vidéo retraçant l’histoire de l’évolution des robots. Montage : début  0’29, 0’50 2’49, 2’59  4’04

TIPS: - Travail possible à partir de l’e-worksheet proposée.

- La frise chronologique page 42 peut permettre un premier repérage. - Faites visionner la vidéo B sans le son afin de permettre aux élèves de se concentrer sur les images. Lister au tableau tous les éléments repérés. Notez ensuite les noms propres repérés dans la bande son lors du second visionnage afin d’aider les élèves lors de la mise en commun. Encouragez le repérage de l’opposition entre les visions positives et négatives des robots. - L’e-worksheet permettra notamment aux élèves de compléter la frise chronologique avec les éléments de la vidéo.

SCRIPT (après montage): Robots cleans gutters, vacuum floors, wash our windows, dance for our amusement, make for incredibly clean pets, and have even be roped into teaching our kids. Suckers. But well before Fritz Lang’s Metropolis a world full of robotic assistants had already captured the human imagination. Greek myths of Hephaestus say that he built the giant bronze guardian Talos for King Minos of Minautor fame. […] By the 19th century Charles Babbage was creating machines capable of performing complex mathematical calculations and Nikola Tesla was showing off a remote-controlled boat. Tesla imagined militarised swarms of his Teleautomaton armed with warheads. This violent vision combined with the growing intelligence of machines like Babbage’s Difference engine posed a moral dilemma. Isaac Asimov was inspired partially by that looming danger and the science fiction tales of Adam Link, a self-aware robot, to write the laws of robotics. In 1950 Alan Turing explored the growing intelligence of robots further by outlining a test that could determine when a computer had learned to think just like a human. You make up these questions Mr. Alden, and they write them down for you. Meanwhile robot research marched forward. OK. Shuffled forward. Or rolled. She automatically runs home to her kennel for charging up. Anyway, by 1964, robots had found their niche on the factory floor. The Unimate was the first of the industrial robots and General Motors put it to work on the assembly line leading the way for human free manufacturing. The 1960s were a golden age for fictional robots but more importantly a pioneering era for computer science. The Stanford Research Institute built Shakey, the first robot that was able to understand and navigate its environment. And MIT had its own artificial intelligence Darling and … Eliza, an early example of natural language processing that eventually inspired Siri. Show my photos from last June in San Francisco. Oh yeah. But in the 70s and 80s, as the recession set in and factory automation meant less jobs for low-skilled workers, the popular representation of robots turned bleak. I’ve seen things, you, people, wouldn’t believe. Dystopian visions of a future where robots were enemy and not our friends. […] But in the 1990s IBM’s Deep Blue supercomputer showed just what artificial intelligence was capable of. It defeated world chess champion Garry Kasparov in their first matchup though Kasparov’s subsequent three victories and two draws showed the machines just who is still in charge. By 2000 humanoids started to take off. Honda introduced a walking assistant called Asimo that mimicked human form and motion. And with each successive model it became faster, smarter and more human-like. In the past two decades robots have helped humans reached the depths of the ocean and the far reaches of Mars. They can assist in surgeries and even make hazardous jobs safer. NASA’s Robonauts have been launched into space to help perform dangerous tasks while on earth DARPA Robotics Challenges have led to the rise of machines that could help or even replace first responders. These self-balancing or well... not so self-balancing bots could potentially save lives. While fully functional rescue robots are still a ways out. Machines that can make everyday tasks easier have already earned their way into our homes and factories.

1. Comment on the different types of images composing this montage and what they mean about the evolution of robots. → Montage of archive images (real robots) vs science-fiction films / 1 cartoon (fictional robots)  history of robots evolves from fiction to reality and vice versa. → Archive images presenting different robots from the origin of robotics to recent robots : Babbage’s Difference Engine / Tesla’s Teleautomaton / Elektro (1’37) (Cf doc A) / Unimate / Shakey / artificial intelligence (MIT’s Eliza / Siri )…. → Extracts from science-fiction films presenting iconic robots (Maria in Metropolis – 1927 / Bronze giant Talos in Jason and the Argonauts- 1963 → Cartoon 2. List the different stages of this evolution and give examples of robots, explaining the vision viewers have of them.

→ Started with fiction: Greek myth of Hephaestus / Asimov’s three laws of robotics → First robots looked like humans → Computers: Babbage’s Difference engine / Deep Blue → Introduction of many types of robots for industry (Unimate) / personal uses (Asimo, vaccuum cleaners, pet robots, teacher robots …) / medicine / space and ocean exploration → Introduction of the notion of ethics: Asimov’s three laws / Turing test → alternance of positive and negative visions of robots (useful vs threatening) → Robots from fiction are often seen as a threat 3. Read Let’s focus on… p. 42 and present the Turing test. Test based on a series of questions invented by British scientist Alan Turing in 1950 to help differentiate humans from robots. 4. Phonology elaborate, navigate 5. Imagine four questions for the Turing test. Toute production cohérente sera acceptée.

Document C – Teaching robots right from wrong (texte)

TIPS: - Partir du titre et demander aux élèves s’ils connaissent le terme désignant ce choix entre le mal et le bien. - Faire scénariser le premier paragraphe vous permettra de demander aux élèves ce qu’ils feraient dans cette situation. Demandez-leur ce qu’un robot ferait. - Assurez-vous que l’évolution de la prise en compte de l’éthique en robotique est perçue.

1. Mime or draw what is happening in the first paragraph. → Teenager crossing the street, texting + listening to music → Hole in the sidewalk = danger 2. Rephrase Asimov’s three laws of robotics and say if they are ethical or not. → First law: a robot cannot hurt or let a person be hurt. → Second law: a robot must obey. → Third law: a robit must protect itself. → These rules are ethical because none of them can be broken. With these rules, robots can’t turn bad. 3. Explain if today’s robots are capable of making ethical choices. → Robots can respect rules they are programmed to follow, ethical or not. → If they have a choice, they can’t decide what is ethical or not. Not yet. → Some new robots can learn ethical behavior. 4. Grammar Modal auxiliary: may Asimov’s rules sound good. But the story shows that such simple rules are perhaps not enough. 5. You are part of the ethics committee of a large robotics industry. Write five rules for today’s robots. Toute production cohérente sera acceptée.

I’ll be back

Le titre de cette double-page est une réplique iconique prononcée par l’humanoïde Terminator. Questionner les élèves sur le sens que ces mots pourraient avoir venant d’un robot.

Document A – Evolution or revolution?

TIPS: - Possibilité de terminer le travail sur ces deux documents en demandant aux élèves de réfléchir à des films qui pourraient illustrer ces visions opposées du rôle des robots dans la société. - Le Let’s focus on… p. 43 (Science fiction et robots) porte sur les films de science-fiction mais sera utilisé lors du travail sur le document C p. 39.

1. Describe your document and comment on the layout, the colours, the characters. Highlight the evolution of the place of robots in our lives. → Layout: parody of the famous illustration of the theory of evolution / from the origin of mankind to today’s vision of robotics → Colours: contract between black and white / white background = positive / black background = negative → Characters: - both documents: evolution of mankind / Australopithecus / first man / first robot / walk on all fours / stand / - doc 1: the robot and the man: walk with / hold sb by the hand / exoskeleton / the robot helps the man / the - doc 2: the robot superior to the man: choke sb / catch the throat / harm / destroy / threat / overcome / be taller than 2. Share your findings with your partner and explain the message of your artist. Different visions of the possible evolution of robots in today’s life / robots seen as helpful and positive vs robots seen as a threat to humanity

Document B – “I’m sorry, Dave…” (video)

Extrait du film de science-fiction 2001 : A Space Odyssey (Stanley Kubrick, 1968)

SCRIPT: Dave: Open the pod bay doors, please Hal. Open the pod bay doors, please Hal. Hello Hal. Do you read me? Hello Hal. Do you read me? Do you read me, Hal? Do you read me, Hal? Hello Hal do you read me? Hello Hal, do you read me? Do you read me, Hal? Hal: Affirmative, Dave. I read you. Dave: Open the pod bay doors, Hal. Hal: I’m sorry, Dave. I’m afraid I can’t do that. Dave: What’s the problem? Hal: I think I know what the problem is just as well as I do.

Dave: What are you talking about Hal? Hal: This mission is too important for me to allow you to jeopardize it. Dave: I don’t know what you are talking about Hal. Hal: I know that you and Franck were planning to disconnect me and I’m afraid that’s something I cannot allow to happen. Dave: Where the hell did you get that idea, Hal? Hal: Dave, although you took very thorough precautions in the pod, against my hearing you, I could see your lips move. Dave: Alright Hal. I’ll go in through the emergency airlock. Hal: Without your space helmet, Dave, we’re going to find that rather difficult. Dave: Hal, I wouldn’t argue with you anymore. Open the doors! Hal: Dave, this conversation can serve no purpose any more. Goodbye. Dave: Hal! Hal! Hal! Hal! Hal!

1. Present the two characters in this extract. → Dave: astronaut on a mission in space → Hal: artificial intelligence who can’t be seen but has a voice 2. Comment on the setting (colours, shapes, places) and the intonation of both voices. Describe the atmosphere they create. → Setting: dark background with orange centre / white indoors space lab vs blackness of space / round shapes of spaceship / close-up on Dave’s face vs large shot of the two spaceship / moving light + shadows moving on Dave’s face → Voices: Dave sounds sure of himself, even angry at the beginning and then worried, stressed. Hal’s voice is calm and controlled throughout the extract. → Atmosphere: suspense / anxiety / threat 3. Account for the superiority of one of the characters and explain the end of the scene. → Superiority of Hal / large spaceship vs small capsule / Artificial intelligence has overcome / she has understood the astronauts felt threatened because she read on their lips they wanted to destroy her. → Hal decided not to open the door to let Dave into the spaceship meaning he would die in space. 4. Record Dave’s message to his base where he explains the situation and warns them about what robots plan to do on earth. Toute production cohérente sera acceptée.

Document C – The rise of robots (article)

1. Group A: List the positive uses of robots. Group B: List the negative uses of robots. → Group A: help people in hard and hazardous tasks in industry / improve business effectiveness → Group B: replace humans in their jobs 2. Groups A + B: Recap what you have found about robots. Toute production cohérente sera acceptée. 3. Read Let’s focus on… p. 43 and explain the role of robots in the four films mentioned. Negative role of robots: murderer / evil cyber intelligence... 4. Account for the negative vision people can have of robots. → Role of the media in influencing people’s opinion → Impact of science-fiction films which give a negative and often violent image of robots → Fear of job loss

→ Great fear of human-like robots (Uncanny Valley) 5. React to this article. Write a post to give your opinion about the impact a robot could have on people’s lives. Toute production cohérente sera acceptée.

Good, better, the best

TIPS: - Commencez par le document B (deux illustrations) qui présente comment la machine peur aider l’homme (exosquelette). - Travaillez ensuite le document C (deux vidéos) qui montre un homme qui devient une sorte de machine (prothèse). - Enfin, le document A (texte) questionne sur le transhumanisme, où l’homme vit au travers d’une intelligence artificielle.

Document A – Musk’s quest for immortality (article)

TIPS: - Partez du titre et questionnez les élèves sur Musk et la notion d’immortalité. - Utilisez l’e-worksheet pour accompagner la compréhension de l’élève.

1. Give the main concern some human beings have about their bodies. Age-related defects / ageing / no real possibility to expand lifetime / dream of immortality. 2. Use the article to write a definition of transhumanism. Symbiotic relationship between a human being and a technological device to get rid of ageing and live forever. 3. Read lines 7 to 25. List the different aims of Elon Musk’s Neuralink project. Explain how they can answer the concern mentioned above. Brain’machine interface / ear and eye implants to restore our senses / brain implants to help disabled people to remotely control robots or computers / connexion of people to electronic devices, to the internet and to other humans. 4. Comment on our possible future selves, as seen by entrepreneur Itskov. No more bodies / brain-machine interface / artificial brain housing a human personality that controls a hologram-like avatar 5. You work for Elon Musk. Present his new transhumanist project to a board of investors. Toute production cohérente sera acceptée.

Document B – Half man, half machine Document 1 : Carte Marvel présentant un super héros. Document 2 : Présentation illustrée d’un exosquelette pour usage militaire.

TIP: Utilisez l’e-worksheet pour accompagner la compréhension de l’élève et enrichir le travail proposé.

1. Describe the documents. → Document 1: Marvel card / presentation and features of super hero Hitmaker / colourful / fictional character / exoskeleton used to be superior → Document 2: illustration of a soldier wearing an exoskeleton / details about its functions 2. Give a definition of an exoskeleton. Wearable device used to improve someone’s abilities. 3. Connect: Use both documents to think of other fields where these exosuits can be used. Comment on the advantages they offer. → Army (stronger / more powerful / better endurance and strength) → Industry (help in hard and heavy tasks / prevent tiredness) → Medicine (help mobility-impared people walk / move / use their limbs again)

Document C – Real life Iron man (2 documents video)

Video 1: Amputee gamer shows off “Iron Man Arm” Extrait de la matinale télévisée BBC Breakfast, diffusée sur BBC One et BBC News Channel.

SCRIPT Passer-by 1: It is so weird. Passer-by 2: Is it real? James Young: What do you mean? Passer-by 2: Wow. James Young: It’s linked to my body. Passer-by 2: Wow. JY: What do you think of it? Passer-by 2: I think it’s cool. JY: Yeah! Passer-by 2: I think it’s cool. You’re Iron Man. Happy. How do you feel? JY: It’s quite heavy. It’s very heavy. I promise not to like, shoot you with any laser. Passer-by 3: This is great to meet you. When I saw you from working from over there, I was like, I’m gonna come and I will talk to you. JY: I kind of directed the design from the beginning. Just to create something that was inspired by science-fiction. It’s cool, isn’t it? Passer-by 4: Yeah! I’ve just had to take pictures and have a look. My nephew would love this. Passer-by 3: This is inspiring. You should just go everywhere. Male host: I love that quote. Female host: Lovely to see you, James. JY: Lovely to be here, thank you. Female host: Take us back a bit. You loved video games, didn’t you, before you had this accident. And you applied to an advert and it sort of changed your life, I suppose.

JY: Yes, It was a really kind of change happening. I basically saw this leaflet on the wall of the prosthetics clinic. They had a stereo leg on it, which was modelled by Viktoria Modesta. Female host: Right, yeah. JY: And essentially it just sparked my imagination. And I didn’t really... I kind of looked at it as something that was quite unobtainable in a way because it’s kind of… I was there getting my normal prostheses and it was just stunning. So I was kind of checking back on her website ‘The alternative limb project’ every couple of years or every year or so. And one of these times there was this application form for that… finding an amputee gamer. Male host: Let’s have a good look at it because it’s an incredible piece of kit. And there is the guy who said there you should go everywhere with this. We’ll see exactly how it works. It’s very different and also very expensive to what you would normally have after an accident you went through. It’s got all sorts of gadgets on it. You’ve got screens on there. You can attach drones to it as well. JY: Yeah. It’s an interesting mix. It’s basically a one-off piece so that’s where the price comes from. It’s constructed out of carbon fiber from a company called GTR, based in England. They’ve put a lot of effort making these really intricate parts that’s given it its lightness and strength. Female host: And you have helped designed the bits, the special bits that you wanted. For example: JY: Yes, essentially, well, I love lights and my house is full of lights, so I was very keen to have lighting involved. So I’ve got some settings in different colours and stuff. So this is the BBC Breakfast theme which I have made. I’ve got them red and white. Male host: You’ve got a screen on one side and next you’ve got your Twitter feed on it. You can get various bits and bobs on it. JY: And there is a little watch embedded which we’ve made to fit. Yes, it gets all my notifications and everything. It’s way more handy than trying to use the smartwatch on which I can’t touch.

Video 2: Body hack – metal gear man part 1 (0’07 à 3’13)

SCRIPT: James Young: In two months’ time I’m transforming. I’ll be hacked with a bionic arm like the famous video game character Snake. I don’t even know what happened. I just remember there was a whistle down the OR (= overhead railway) station. That was my commute route. For me the memory stops at like leaving the house to be honest. I don’t know if it is like, physically the OR train bashing my brains but I just don’t remember. The surprise which I had when I woke up without two limbs. Video game (doctor): Try to calm down. JY: I guess Snake as the same problem as I, with my arm because he is full of shrapnel and my arm is full of grit and train oils and dirt so they just couldn’t save it. Video game (Snake): I cheated death thanks to you. JY: I love gaming because basically you get to live in an alternative universe. Video game (Snake): I am you and you are me. Carry that with you wherever you go. JY: I remember lying in bed, just thinking: how am I gonna game? It was the thing that really pissed me off at the hospital. Everyone just getting over all the other things you could do. You can do badminton or something like that. I couldn’t really believe it when I saw the advert because I was just thinking ‘how many amputee gamers are there?’ and the chance to have an arm that is like in a sci-fi gaming universe is just incredible instead of this pitchy nightmare that I have today. I think this is an awesome opportunity just for me to build part of my body again. And I’m really excited to have the control. Matt Jarvis (develop gaming journalist): A gaming company looking for an amputee gamer is certainly one of the most original marketing campaigns the industry’s ever seen. As games begin to make more and more money and more and more people play them, I’ve seen games companies take things one step further. It’s just the game of who can come up with the most original headline-grabbing event. JY: Oh, this one kind of look a bit threatening, I think. I don’t want to look like I wanna be able to kill people in the street. Sophie De Oliveira (designer): So then that’s the idea of maybe bringing the plates like not only from your arm but onto the harness.

TIPS: - Utilisez l’e-worksheet pour accompagner la compréhension de l’élève et enrichir le travail proposé par un travail de production écrite - La suite de ce documentaire (partie 1) ou la partie 2 de ce documentaire (Bodyhack – Metal Gear Man – part 2) pourrait être donnée à visionner à la maison en devoir. https://youtu.be/kRxV0qw7rJg

GROUP WORK Student A on video 1 and student B on video 2. 1. Watch your video and give details about James Young. Young adult / gamer / amputated after falling from a train platform / lost one arm and one leg / applied for an ad about finding a gamer amputee / modern high-tech prosthetics / same as the character Snake in the famous video games Metal gear man / designed his prosthetics 2. Exchange your information and recap what you know about James Young. Toute production cohérente sera acceptée. 3. Student A: You are one of the candidates for this prosthetics. Explain why you are interested. Make sure you will be selected. Student B: You work for the computer games company. You are interviewing several candidates interested in your bionic prosthetics. Toute production cohérente sera acceptée.

Practice your grammar

1. a. One day scientists may discover the secret of eternal youth (or not). st b. The development of artificial intelligence will be a hallmark of the 21 century. c. In a near future scientists might / could use robots to repair damage to cells, muscles and bones. d. In the years to come, our company is likely to become a pioneer in artificial intelligence technology

2. In a distant future, robots are likely to replace teachers. One day robots might be capable of learning for themselves. Sooner or later robots will probably be more intelligent than human beings. In the years to come robots may be able to feel pain or experience emotions. Very soon a robot will be able to drive your car.

3. a. You mustn’t / may not tell anyone about the scientific project you are working on. b. Politicians should write more laws restricting what scientists are allowed to do or not / can or cannot do. c. Geneticists are prohibited / banned from carrying out experiments on human embryos.

4. A robot is not allowed to lie to a human being.

A robot mustn’t take the job of a human being. A robot may not pass itself off as a human being. A robot can’t violate the constitution or break the law.

Improve your pronunciation

2. write  right • cite  site ou sight • eye  I • night  knight • by  bye ou buy

3. a. Isaac - science b. cyborg - hybrid - cybernetic - devices

4. /aɪ/ /ə/ dominate • debate • rehabilitate • translate accurate • private • desperate • intimately • encapsulate • certificate Justification : Tous ces mots sont des verbes Justification : Accurate, private et desperate sauf debate, qui est un nom (mais est une sont des adjectifs. Intimately est un adverbe exception). formé à partir d’un adjectif. Certificate est un nom.

5. dominate • communicate • culminate • rehabilitate • debate • inappropriate • approximately

• Tous ces mots sont des mots de plus de trois syllabes : ils sont donc accentués sur l’avant- avant-dernière syllabe. • Debate est un nom de deux syllabes accentué sur la deuxième syllabe. Il s’agit d’une exception.

Build up your vocabulary

1. Draw this grid on your copy book and complete the missing words. Nouns Adjectives Verbs Behaviour Enhance Threat Strong

Nouns Adjectives Verbs

Behaviour Behavioural Behave Enhancement Enhanced / enhancing Enhance Threat Threatened / threatening Threaten Strength Strong Strengthen

2. Complete these sentences with words from the boxes. a. Ethics is a science based on moral principles that govern a person’s behaviour and help them distinguish between right and wrong. b. A robot is a mechanical machine able to replicate certain human movements and functions automatically. The Uncanny Valley refers to the development of android robots that look so real and human they freak people out. c. A cyborg combines living and non-living systems. d. A powered exoskeleton is a wearable mobile machine that is powered by a system of electric motors, pneumatics, levers, hydraulics, or a combination of technologies that allow for limb movement with increased/augmented strength and endurance. e. Ethics is the part of philosophy that studies moral duty.