Technology touches almost every part of our lives these days, and sometimes it feels like the line between science fiction and science fact is getting blurrier by the day. A while back I saw the musical We Will Rock You and found myself fascinated by the idea of the iPlanet – a world where creativity is banned, and everything is dictated by algorithms. It is, of course, fictional, but it got me thinking: how far are we from living in our own version of an AI-controlled world?

Science classrooms are actually perfect places to explore the tricky ethical questions around AI. From genetic engineering to environmental modelling, artificial intelligence in science education is changing not just what we know about the world, but also how we interact with it.

The Science of AI: From Data to Discovery

In the real world, AI is already doing some amazing stuff:

• Analysing environmental data to track climate change with AI and predict extreme weather.
• Modelling protein structures to speed up AI-driven drug development (think COVID vaccines!).
• Driving innovation in clean energy, like getting more from solar panels or improving wind turbines through AI in renewable energy.
• Predicting geological activity, including earthquake prediction using artificial intelligence.

These are exciting, hopeful uses of AI — but they all depend on one thing – data,  and data is very far from being perfect.

If the data is biased, outdated, or incomplete, the results produced can be misleading. That’s why it’s such a rich area for classroom discussion.

• Who collects the data?
• Who owns it?
• And also who decides how it’s used?

This is where ethical considerations of AI in science come into play.

AI, Science Fiction & Ethical Debate

We Will Rock You gives us a pretty powerful metaphor – what happens when innovation is controlled by a few people? In the science classroom, this can give rise to brilliant debate. You could ask pupils questions like:

• Could AI ever take over human creativity in science?
• What are the risks of relying too heavily on predictive algorithms?
• Should AI be involved in environmental decision-making, like AI for sustainable resource management?

These questions push science beyond the lab and into society, helping pupils think critically about the world they live in.

Classroom Ideas: Bringing AI into Science Lessons

Here are a two ways to make these ideas hands-on:

• Protein Folding Simulations –  take a look at DeepMind’s AlphaFold project, which uses AI to solve complex biology problems. Ask pupils – how might this impact AI applications in medicine?
• Sci-Fi Meets Science – compare the iPlanet from We Will Rock You (speak to a Drama teacher) to real-world AI developments. Where do they overlap? Where should we be cautious? This is a fun way to explore science fiction vs real-world AI.

These activities not only deepen scientific enquiry but also encourage critical thinking about technology and ethics.

A Reflective Moment

Watching the musical made me smile, sing along, and think! It reminded me that technology can be powerful, but it should always be guided by humanity. AI should most definitely not suppress curiosity or individuality – it should be the key to help unlock it.

As educators, we have a real opportunity to guide pupils in using AI for discovery, problem-solving, and ethical use of artificial intelligence.