Page 10 - Level 1 Additional Skills Book 01-15.cdr

B/C.
Encourage students to ‘read between the lines’ when discussing
their opinions. (E.g. Judge Burgess was clearly not fond of robots
and did not consider them equal to humans because he beat his
iBuddy)
B.
Allow the class to read and check their understanding as the
ideas are discussed in their groups. This task is to encourage
Assessment critical thinking skills and is an important part of academic skills in
the UK and therefore encourage debate where appropriate.
C.
Encourage a whole class discussion during feedback and ask
further questions.
Summary:

After discovering the footprint Bart finds Judge Burgess’ iBuddy
robot inside the card. It looks new but has some marks and scuffs
on it. He asks the iBuddy what happened but he had been
switched off to recharge and only just woke up again. The iCar
doesn’t have anything helpful to report either.
Wilson goes to visit Mrs Burgess and asks for any information
that could help him with the investigation. She says he was
stressed but he only ever took his anger out on the iBuddy, never
on humans.
This information makes Bart feel uneasy. Robots were designed
Photocopiable Material to help and support humans but it seemed that the Judge’s
iBuddy was thinking for itself. He asked his iFBI about this. It tells
Bart that although robots are designed to help humans, they are
much cleverer than humans. He also highlights that human laws
do not apply to robots; if a human beats or destroys a robot it is
not a crime. So why should it be a crime if a robot destroys a
human? Robots also have no DNA so cannot be convicted.
Bart realises that no one will believe him if he claims the iBuddy
killed the judge, because no one would believe the robots could
think for themselves.
He starts to think about DNA and how it is the equivalent to the
robots’ programming, it’s a design. But DNA can change over
time. So what if iDNA changed too?

Task 5
Skill Grammar

Time 15 mins
Teaching Tips B.