“HELLO WORLD” is the phrase computers used to compute when asked to produce text, following its exact coding; however, when computers are given the ability to think for themselves, they might say more than they were programmed to. Artificial intelligence is what gives computers the ability to create pictures and passages, as it uses information found on the internet to create what is asked of it. As AI evolves and gains popularity, controversy arises in various categories.

AI use affects not only the students at DGS but their brains, thinking patterns and environment. AI is largely used by individuals who need brainstorming ideas, essay feedback or help with math homework. With the increase in use, data is illustrating that creativity is on the decline and that AI is affecting the environment with the large quantities of water needed to cool its servers.

While DGS mainly focuses its anti-AI message on academic dishonesty, many students find it as an easy alternative. Instead of waiting for their teacher’s office hours, they can get immediate feedback. Whether they’re asking questions or getting answers when they’re confused with schoolwork, it’s become a more accepted way for handling their workload.

(Isaiah MacKenzie)

“Because of this app, I finally feel connected to God,” reads a Google Play review of Bible Chat, the app that lets users seek spiritual guidance from an artificial intelligence program. Although this type of AI usage may seem out of the ordinary, this example is a marker of how ubiquitous AI has become. Following the release of AI programs such as ChatGPT, Gemini, and Leonardo several years ago, conversations surrounding the use of AI have become rampant.

At DGS, discussions about AI are usually tied to academic integrity and teachers’ worries about the plagiarism AI may enable. Yet, educators and students have also witnessed the rise of AI-powered study tools, whether through Khan Academy’s modified ChatGPT model, DuoLingo’s implementation of AI, or Knowt’s utilization of AI to quickly generate flashcards.

Quite simply, AI is everywhere. It may even be more versatile than one might initially think.

In a survey of DGS students, responses about how students used AI ranged from “how to do hair” to “create a good budget plan,” with 55% of the 191 students who responded saying they used AI for non-academic purposes. For some people, AI can be a helpful tool, not merely a way to entertain themselves. Senior Sarah Gerges-Rodriguez describes the potential pros of using AI.

“[AI] is pretty good at learning and adapting pretty quickly, so I feel like it could help students and teachers at times to work together and kind of have, like, a more customized agenda,” Gerges-Rodriguez said.

Gerges-Rodriguez acknowledges that some people may simply be copying from AI, especially because AI use is so widespread at DGS: 77.7% of DGS students surveyed about AI usage said they used AI in class, whether their teacher allowed it or not.

“As long as [students are] still learning, it’s not that big of an issue,” Gerges-Rodriguez said.

The above statement seemed to be equally important to Associate Principal Jacob Giblin, as he described how AI would be used in his ideal world. He discussed how being a math teacher influenced his current mindset about AI, referencing how both mathematicians and students who use AI are looking for shortcuts.

“It is possible by using [AI] in a correct way, you can get study help,” Giblin said, considering a potential situation where a student has no one at home to help them with their math struggles. AI might be a quick and effective solution for this student.

Outside of a school context, AI has a multitude of applications that our world is continuing to work through. Senior Sofia Sanchez talked about how AI can be utilized in careers and real-world problems.

“Especially in our new scientific age of society where we would like to upgrade our utilities, [AI] could be useful in that way to show what other ways it could be used, for medical reasons, helping with surgeries, for engineering, what ways could we build buildings,” Sanchez said.

At the end of the day, those at DGS seem to agree that AI usage is a balancing act between its potential benefits and consequences.

“I want people to be creating and developing themselves,” Giblin said.

It’s up to students and teachers whether AI is a part of that vision or not.

The impact artificial intelligence has on the world extends far beyond the educational system. Experts warn that the advancements of AI technology could account for up to 4% of global electricity consumption by 2026. This primarily stems from the data centers that create and train AI models, requiring specialized computers and large amounts of energy to run them.

Science classes at DGS, such as AP environmental science, educate students about the adverse effects of carbon emissions. Senior Sam Reichl reflected on what she learned in class in relation to her current understanding of AI.

“In AP environmental science, we learned about all the places greenhouse gases are released, and I didn’t know AI was also causing environmental damage. I think it’s definitely something to be concerned about,” Reichl said.

In addition to energy consumption, AI technology heavily relies on water supply. The hardware that generates AI models requires water to cool servers in data centers. This global annual water consumption is on track to reach over 6 billion cubic meters in just a few years.

“These cooling towers use millions of liters of water annually, and this has begun to stress local supplies,” Christopher Gales, a biology and environmental science teacher at .
DGS said

Gales added that the water demand from data centers has a direct impact on agriculture, using up resources from water-deprived areas. It is drying out lakes, rivers and oceans — the sources relied on every day, all around the world.

“A lot of pollution also comes from the extraction of natural resources. Mining for rare earth elements and metals for chips and batteries harms habitats and water sources,” Gales said.

Environmental scientists are currently developing mitigation strategies to address these issues. These efforts aim to significantly reduce the impacts of AI on our global carbon footprint.

One strategy focuses on transitioning data centers to renewable energy sources. Many data centers have established agreements and tariffs to purchase 100% renewable energy from providers. There are also on-site advancements being made, such as solar panel and turbine installations.

Another method involves using liquid cooling and heat-reuse systems to cut water and energy waste. Liquid cooling is used in data centers to cool down the computers that create AI models; the systems are designed to circulate liquid around hardware. Heat-reuse systems capture excess heat in the centers and repurpose it as heating in other locations.

As AI continues to advance, it is essential to prioritize sustainability in its development. Scientists are working on constructing ways to reduce the negative impacts, but there is still significant work to be done. Ultimately, the future of technology and the planet rests on the choices made by society today.