DoAssignment study guide

C2.2 · Identify measures that reduce computing impacts

Learn to identify measures that reduce computing impacts through clear examples and targeted practice.

Ontario Grade 10 Computer Science

Computers and Society

Practical measures for making everyday technology use more responsible

Computers and digital services can be useful, but their use can also have effects on people and the environment. For example, making a device last longer can reduce the need to replace it, while choosing a more accessible way to share class information can help more students use it. C2.2 focuses on identifying measures that reduce these impacts. A measure is an action or choice intended to make an impact smaller. In this lesson, you will consider the situation, name the possible impact, and explain how a proposed measure could help. These examples are scenarios, not measurements of actual devices or services.

What you will learn

Identify measures that can reduce environmental, privacy, and accessibility impacts of computing.
Explain how a measure connects to a particular impact in a concrete situation.
Distinguish a useful measure from a claim that is unsupported by the information given.

1. Connect a measure to an impact

Begin with a concrete situation. A school computer is still working, but a group wants a newer one. Replacing it may mean that the old device is discarded and that a new device must be made and delivered. One possible measure is to keep using the working computer for as long as it meets the school's needs, with appropriate care and repair when practical. This can reduce unnecessary replacement and discarded equipment.

The reasoning has three parts: identify what is happening, identify the possible impact, and name an action that could reduce it. The measure does not promise that all environmental effects disappear. It is a practical step that may reduce one part of the impact. The same careful reasoning applies to impacts on people: name who may be affected, then choose a measure that addresses that situation.

A measure is an action or choice intended to reduce an impact.
State the link between the action and the impact; do not claim more than the example supports.
Keeping a suitable device in use can avoid an unnecessary replacement.

2. Reduce environmental impacts

Computing devices use materials and energy, and unwanted devices can become electronic waste. In a school or home, practical measures include caring for devices, repairing them when appropriate, and choosing replacement only when it is needed. When equipment is no longer suitable, a responsible reuse or recycling route can be considered rather than treating it as ordinary rubbish. The suitable option depends on local arrangements; do not assume every item can go in the same recycling stream.

Everyday use also offers choices. Turning off a device when it is not needed can reduce avoidable energy use. Sharing a device where that works for the task, or avoiding unnecessary printing by using an accessible digital copy, may also reduce resource use. These actions should fit the people and activity involved. For instance, a paper copy may be necessary for someone who cannot use the digital version, so avoiding printing should not come at the cost of access.

A useful check is to ask what is being reduced. Keeping a device longer is mainly about avoiding unnecessary replacement and waste; turning it off when unused is about avoidable energy use. Naming the specific connection makes an answer clearer than simply saying that an action is 'green.'

Care, suitable repair, reuse, and responsible recycling can help reduce waste.
Turning off equipment when it is not needed can reduce avoidable energy use.
Choose resource-saving actions without making a needed task inaccessible.

3. Reduce impacts on people

A digital document can create an access barrier if important information is conveyed only through colour, small text, or an image with no text description. A measure is to provide clear text, readable formatting, and descriptions of meaningful images, and to check that the information is understandable without relying on colour alone. In a class handout, for example, a teacher could label a chart's categories with words as well as colours. This makes the information usable by more people, including some people who have difficulty distinguishing colours.

Privacy is another consideration when people use digital services. A class activity might ask students to post personal details that are not needed for the learning task. A measure is to collect only the information necessary, explain why it is needed, and avoid sharing it more widely than required. Students should follow their school's guidance and ask a trusted adult if they are unsure. The point is not that every online service is unsafe; it is that limiting unnecessary personal information can reduce exposure.

When considering an action, ask who benefits and whether the measure creates a new barrier. For example, moving all class material online may reduce paper use, but it will not help if some students cannot access or use the material. Providing an accessible format and a workable way to obtain it makes the measure more considerate of different needs.

Accessible presentation can reduce barriers to understanding digital information.
Collecting only needed personal information can reduce unnecessary privacy exposure.
Consider whether a proposed measure works for the people affected.

4. Explain and check a proposed measure

A short explanation can follow this pattern: 'In this situation, the impact is . The measure is . It may reduce the impact because .' For a device that is still suitable, the impact might be unnecessary waste from replacing it; the measure is continued careful use; the reason is that replacement can be postponed. For a class document, the impact might be an access barrier; the measure is adding clear text labels; the reason is that readers do not have to rely on colour alone.

Use input, process, and output as plain-language labels when they help describe an information task. In a class handout example, the input is the original chart and its category information; the process is preparing a version with text labels and readable wording; the output is a handout with those labels. This is a way to describe the task, not a claim that a particular computer program was used.

Before accepting a proposal, check that the measure addresses the stated impact, that its benefit is described cautiously, and that it does not create an avoidable barrier for someone else. A quick practice: if a device is left on overnight while nobody needs it, name the impact and one measure. A suitable response is avoidable energy use and turning the device off when it is not needed. The explanation is stronger when it connects the action to the specific impact.

Name the situation, the impact, the measure, and the reason it may help.
Input, process, and output can describe an information task in plain language.
Check both the intended benefit and whether the measure creates another barrier.

Worked example

A working school laptop

A school laptop still meets its class needs. Someone suggests replacing it simply because a newer model is available. Identify a possible impact and a measure that could reduce it.

Identify the impact
Replacing a suitable working laptop may contribute to unnecessary discarded equipment and demand for a replacement.
Choose a measure
Keep using and caring for the laptop while it meets the school's needs, and consider repair when appropriate. This can postpone an unnecessary replacement; it does not show that every old device should be kept regardless of condition.

Answer: A possible impact is unnecessary electronic waste and replacement demand. A suitable measure is to continue using and caring for the laptop while it meets the school's needs.

Check: The measure addresses the specific situation: the device is still suitable. It does not assume that keeping a broken or unsuitable device is always the best choice.

Worked example

A colour-coded class chart

A digital chart distinguishes groups only by colour. Suggest a measure that could reduce an access barrier.

Name the barrier
A reader who has difficulty distinguishing the colours may not be able to tell which group a chart entry represents.
Add another way to identify groups
Add text labels or clear patterns as well as colour, and make the wording readable. The information can then be understood without relying on colour alone.

Answer: Use clear text labels or patterns in addition to colour. This can make the chart's categories easier to identify for more readers.

Check: The measure changes how information is presented to address the named barrier; it does not claim that one format meets every person's needs.

Worked example

A class activity requesting personal details

An online class activity asks students for a home address, but the activity can be completed without it. Identify a privacy impact and a measure.

Identify unnecessary collection
The home address is personal information that is not needed for this stated task. Collecting it creates unnecessary privacy exposure.
Reduce the information collected
Remove the address request or make clear that it is not required. Collecting only information needed for the activity can reduce unnecessary exposure.

Answer: The privacy impact is unnecessary collection of a home address. A measure is to avoid requesting it when the activity does not need it.

Check: The explanation is limited to the facts given: the address is not needed for this activity. It does not make a claim about a particular service's security.

Common mistakes and how to avoid them

Saying only that a measure is good for the environment.

Correction: Name the particular impact, such as avoidable energy use or electronic waste, and explain how the action may reduce it.

Assuming that a digital-only option is automatically better for everyone.

Correction: Consider access needs. A resource-saving choice should still provide people with a usable way to get the information.

Collecting personal details just in case they might be useful.

Correction: Ask whether each detail is needed for the task. Avoid requesting information that is not necessary.

Claiming that one measure eliminates every impact.

Correction: Describe the specific impact it may reduce and avoid claims that the example cannot support.

Lesson summary

Identify the impact before choosing a measure.
Care, suitable repair, continued use, and responsible end-of-use choices can help reduce waste.
Turning off equipment when it is not needed can reduce avoidable energy use.
Accessible presentation and limited collection of personal information can reduce impacts on people.
Explain why a measure fits the situation, and check that it does not create another barrier.

Check your understanding

Question 1

A classroom computer is left on after the last class, although nobody needs it. Which measure most directly addresses the impact described?

Turn it off when it is not needed.
Replace it with a newer computer.
Ask students to provide more personal information.
correctIndex': 0,

Show answer and explanation

Turn it off when it is not needed.

Turning it off when it is not needed addresses avoidable energy use. The other choices do not address that impact.

Question 2

A class chart uses colour alone to identify categories. Which change could reduce an access barrier?

Add clear text labels so categories are not identified by colour alone.
Remove the chart title.
Use more colours without adding labels.
correctIndex': 0,

Show answer and explanation

Add clear text labels so categories are not identified by colour alone.

Text labels provide another way to identify categories. More colours alone still require readers to distinguish colours.

Question 3

An activity does not need a student's home address. Which choice best reduces unnecessary privacy exposure?

Do not request the address for this activity.
Request the address from every student.
Display the address in the class handout.
correctIndex': 0,

Show answer and explanation

Do not request the address for this activity.

Avoiding collection of information that the activity does not need reduces unnecessary exposure.

Key terms

Impact: An effect of computing on people or the environment.
Measure: An action or choice intended to reduce an impact.
Accessibility: The extent to which people can use and understand information or a service, including people with different needs.
Privacy: A person's ability to have personal information handled appropriately.
Electronic waste: Discarded electronic equipment or parts.

Continue through ICS2O

View the complete ICS2O Ontario Grade 10 Computer Science curriculum and lessons

Tutor support for C2.2 · Identify measures that reduce computing impacts

Working on C2.2 · Identify measures that reduce computing impacts in ICS2O? Bring the question and your own attempt. In a live session, you can trace a small example and find the first step where the output differs from what you expected. Ask about the first step that does not make sense, then try a similar question yourself.

Explore coding tutoring · Request an eligible free 30-minute introduction. Your request is matched by subject and language; a tutor must accept before a time is confirmed.

برای مبحث C2.2 · شناسایی اقدام‌های کاهنده اثر رایانش در درس ICS2O، سؤال و تلاش خود را همراه بیاورید. در جلسه می‌توانید یک مثال کوچک را دنبال کنید و نخستین گامی را که خروجی با انتظار شما فرق دارد پیدا کنید. راهنمای معلم برنامه‌نویسی را ببینید یا جلسهٔ معارفهٔ رایگان ۳۰ دقیقه‌ای درخواست کنید. زمان جلسه پس از پذیرش معلم قطعی می‌شود.

About this lesson and its review

Published by DoAssignment. This reviewed lesson follows Ontario Grade 10 Computer Science (ICS2O), expectation C2.2. It is a study resource, not an official curriculum publication.

Before publication, content is checked for structure, mathematical or chemical notation, calculations, course boundaries, and readability. Errors can still occur, so corrections are welcomed.

Official curriculum reference

Report a correction or ask a question