Introduction

Artificial Intelligence, or AI, is becoming increasingly common and often invisible in education, work, and everyday life. While AI can be a powerful tool for learning and problem-solving, it relies on data centers that require large quantities of electricity, water and land to operate. Every interaction with AI uses computing resources. Although a single prompt may have a very small impact, the combined effects of millions of users can be significant.

Learning how to communicate clearly and effectively with AI can help users obtain the information they need while reducing unnecessary output. In this activity, students will investigate how different prompts affect the usefulness and efficiency of AI-generated responses and develop strategies for responsible AI use.

Student Objectives

Students will be able to

• Explain how AI relies on electricity and water through data centers.
• Identify environmental impacts associated with electricity generation.
• Compare vague and specific AI prompts.
• Evaluate AI responses based on how well they meet a defined purpose.
• Develop strategies for responsible AI use.

Materials

• Student Handout
• Access to an AI tool

Procedure

Part 1: Powering Your World

• Provide each student with the Student Handout. 
• Have students read and complete the “Powering Your World” section. 
• Facilitate a brief discussion focused on:
  • Why AI requires electricity
  • Why data centers use water
  • Environmental impacts of electricity generation
  • How individual acts can contribute to larger impacts
• Emphasize that all energy systems have benefits and tradeoffs.
• Record class responses to the following questions:
  • How do you use AI?
  • What tasks do you use it for?
  • When is it helpful? When is it not helpful?

Part 2: AI Prompt Investigation

• Explain that students will investigate how different prompts affect the quality and efficiency of AI responses.
• Students should understand that:
  • A prompt is the instruction given to AI.
  • Different prompts can produce very different results.
  • The goal is not simply to create the shortest response.
  • The goal is to obtain the most useful response with the least unnecessary output.
• In the Student Handout, students are introduced to the following scenario:
  • You are creating a single presentation slide to introduce a topic to a Science Fair audience. Your slide should contain a brief explanation of the topic that is clear, accurate, and concise.
• Provide students with a topic. Examples include:
  • Photosynthesis
  • The water cycle
  • Kinetic energy
  • Plate tectonics
• Following instructions on the Student Handout, students will complete three trials. For each trial, students will:
  • Record the prompt used.
  • Record the response word count.
  • Determine whether the response can be used on the slide as written.
  • Identify changes that would be needed before using the response.
• Trial 1: Vague prompt
  • e.g. Tell me about __.
• Trial 2: Specific prompt
  • e.g. Write a 25-word explanation of __ for a general audience.
• Trial 3: Student-designed
  • Students design a prompt intended to produce the most useful response with the least unnecessary information.
• After completing all trials and reflection questions, facilitate a class discussion focused on:
  • Which prompts produced the best responses?
  • Which responses required the most editing?
  • What characteristics made prompts more effective?
  • How can better prompting reduce unnecessary AI output?

Part 3: Responsible AI Use

• Discuss: Is AI always the best tool? Consider the following tasks:
  • Finding the definition of a word
  • Performing a math calculation
  • Understanding a complex topic
  • Reading assigned material
  • Participating in a class discussion
• Emphasize that responsible AI use includes choosing the right tool for the task.
• Students will complete the reflection section and develop Classroom AI Best Practice Guidelines.