{"CACHEDAT":"2026-06-05 18:26:01","SLUG":"saarinen-tapani-UagtWPD18v","MARKDOWN":"# Lesson title: Are the AI data centres worth the energy needed? A look at the data and graphs used to argue for one position in the debate. \n\n## Lesson sequence title: AI and Global Energy Consumption\n\nLesson no. 2/3\n\n### SSI: Atmospheric Pollution/ AI and raising energy demand \n\n# Subject: ICT\n\n## Subject-specific learning goals / competences / curriculum content\n\nStudent applies learned ICT skills (spreadsheets) to evaluate the data behind one of the claims in the AI data security debate. \n\n## Learner age range: 15 - 16\n\n## Year of subject learning: 10th year\n\n# Lesson context before / after HOW activity\n\nPeople in Europe are discussing about the pros and cons of AI data centres. One of the key issues, which has come into forefront, is that the AI data centres need more energy. Also cooling the data centres requires resources like water. Before this lesson we look at the context: Why are AI data centres needed? What kind of arguments - for and against - are presented in the public debate over this issue? What kind of reasons are used to back up these arguments? Our lesson belongs to the next phase of our inquiry: Checking the reliability of the data used to back up the arguments. Here we have one of those arguments we are looking into. After this lesson we will look at the making up our mind: Which arguments are he most compelling? Are these any misinformation used in this debate? Placing arguments in the context of the huge influence which AI has as a general purpose technology and against the fact that at the moment (situation 4/2026) AI energy need is below 2 percent of the global energy use. \n\n# HOW Activity\n\n## Duration in minutes: 30 minutes\n\n## MSL Domain: Open up your mind\n\n### Learning goal: Understand how (mis)information reaches people (Yellow). Explain mechanisms which shape the visibility (Green). Evaluating the data behind one of the claims made in the debate about the energy use of AI data centers \n\n### HOW: Students use spreadsheet formulas and charts to evaluate if the claim about AI data centers \"becoming more efficient\" actually saves water, when the scale of the facility is growing.\n\n## HOW activity instruction\n\n**Phase 1:** Create a spreadsheet (Google Sheets or Excel) with the following headers and initial data: (Below you will find the data for the spreadsheet). \n\n| **Year** | **Compute Power (MWh)** | **Efficiency (WUE - L/kWh)** | **Total Water Used (Liters)** |\n|------|---------------------|--------------------------|---------------------------|\n| **2025** | 100,000 | 0.40 | *(Formula)* |\n| **2026** | 150,000 | 0.35 | *(Formula)* |\n| **2027** | 250,000 | 0.30 | *(Formula)* |\n| **2028** | 400,000 | 0.25 | *(Formula)* |\n| **2029** | 650,000 | 0.20 | *(Formula)* |\n\n**Phase 2: The Calculations A**pply the following logic to fill in the \"Total Water Used\" column:\n\n\n1. **The Unit Conversion:** Remember that **1 MWh = 1,000 kWh**.\n2. **The Formula:** In the \"Total Water Used\" cell, enter:\n * `=(B2 * 1000) * C2`\n * *Logic: (Compute Power in MWh × 1,000) × Liters per kWh.* \n\n \\\n **Phase 3: Visualizing the Conflict**\n\n Create two specific charts:\n * **Chart A (Line Graph):** Year (X-axis) vs. **Efficiency (WUE)**.\n * *Expected Result:* A downward sloping line showing \"Progress.\"\n * **Chart B (Bar Graph):** Year (X-axis) vs. **Total Water Used**.\n * *Expected Result:* An upward climbing bar chart showing \"Increased Impact.\" \n\n **Phase 4: Critical Thinking Questions**\n\n After the spreadsheet is complete, answer these three questions:\n\n \n 1. **The Trend Paradox:** Between 2025 and 2029, the data center became **50% more efficient** (0.40 to 0.20). Did the total water consumption go down? Why or why not?\n 2. **The Misleading Graph:** If only \"Chart A\" would be used in the annual sustainability report, would that be a \"fact\" or \"misinformation\"?\n 3. **The Solution:** If the local community has a fixed water limit of **100,000,000 liters** per year, in which year does this data center become a problem for the town?\n\n### Suggested social form\n\nPair work\n\n### Required infrastructure\n\nInternet access, computers and Spreadsheets or Excel\n\n##","HTML":"

Lesson title: Are the AI data centres worth the energy needed? A look at the data and graphs used to argue for one position in the debate.

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Lesson sequence title: AI and Global Energy Consumption

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Lesson no. 2/3

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SSI: Atmospheric Pollution/ AI and raising energy demand

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Subject: ICT

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Subject-specific learning goals / competences / curriculum content

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Student applies learned ICT skills (spreadsheets) to evaluate the data behind one of the claims in the AI data security debate.

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Learner age range: 15 - 16

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Year of subject learning: 10th year

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Lesson context before / after HOW activity

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People in Europe are discussing about the pros and cons of AI data centres. One of the key issues, which has come into forefront, is that the AI data centres need more energy. Also cooling the data centres requires resources like water. Before this lesson we look at the context: Why are AI data centres needed? What kind of arguments - for and against - are presented in the public debate over this issue? What kind of reasons are used to back up these arguments? Our lesson belongs to the next phase of our inquiry: Checking the reliability of the data used to back up the arguments. Here we have one of those arguments we are looking into. After this lesson we will look at the making up our mind: Which arguments are he most compelling? Are these any misinformation used in this debate? Placing arguments in the context of the huge influence which AI has as a general purpose technology and against the fact that at the moment (situation 4/2026) AI energy need is below 2 percent of the global energy use.

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HOW Activity

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Duration in minutes: 30 minutes

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MSL Domain: Open up your mind

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Learning goal: Understand how (mis)information reaches people (Yellow). Explain mechanisms which shape the visibility (Green). Evaluating the data behind one of the claims made in the debate about the energy use of AI data centers

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HOW: Students use spreadsheet formulas and charts to evaluate if the claim about AI data centers "becoming more efficient" actually saves water, when the scale of the facility is growing.

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HOW activity instruction

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Phase 1: Create a spreadsheet (Google Sheets or Excel) with the following headers and initial data: (Below you will find the data for the spreadsheet).

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
YearCompute Power (MWh)Efficiency (WUE - L/kWh)Total Water Used (Liters)
2025100,0000.40(Formula)
2026150,0000.35(Formula)
2027250,0000.30(Formula)
2028400,0000.25(Formula)
2029650,0000.20(Formula)
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Phase 2: The Calculations Apply the following logic to fill in the "Total Water Used" column:

\n
    \n
  1. The Unit Conversion: Remember that 1 MWh = 1,000 kWh.
    2. \n
  2. The Formula: In the "Total Water Used" cell, enter:
    3. \n
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Phase 3: Visualizing the Conflict

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Create two specific charts:

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Phase 4: Critical Thinking Questions

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After the spreadsheet is complete, answer these three questions:

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    \n
  1. The Trend Paradox: Between 2025 and 2029, the data center became 50% more efficient (0.40 to 0.20). Did the total water consumption go down? Why or why not?
    2. \n
  2. The Misleading Graph: If only "Chart A" would be used in the annual sustainability report, would that be a "fact" or "misinformation"?
    3. \n
  3. The Solution: If the local community has a fixed water limit of 100,000,000 liters per year, in which year does this data center become a problem for the town?
    4. \n
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Suggested social form

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Pair work

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Required infrastructure

\n

Internet access, computers and Spreadsheets or Excel

","UPDATEDAT":"2026-05-14T09:51:51.413Z","ID":"bab80d1a-b6a7-4782-9f2f-d781306b92ab","TITLE":"Saarinen, Tapani"}