Using AI as a Teaching Assistant
Generative AI can be used in a myriad of ways to increase your productivity as a teacher for generating ideas for class activities and assignments as well as for creating content for students to support their learning.
Keep in mind that just as you require your students to evaluate outputs for accuracy and bias, you should do the same when using it to create content or activities for teaching.
The prompt is shown in blue and the ChatGPT response is shown in green.
PROMPT: Provide a list of examples for opportunity costs to show college students in an introductory economics course. 
RESPONSE: Certainly! Here are some examples of opportunity costs that you can use to illustrate the concept to college students in an introductory economics course:
These examples should help college students understand the concept of opportunity costs and how they play a role in decisionmaking. 
PROMPT: Create a chart with two different types or rock contact and regional metamorphism and characteristics 

RESPONSE: Certainly! Here's a chart outlining the two different types of rock metamorphism (contact and regional) and their characteristics:
Please note that this chart provides a general overview, and there can be variations and overlap between the two types of metamorphism in specific geological settings. 
PROMPT: Create a case study on ethics for an engineering college course. Include questions for students to answer. 
RESPONSE: Title: Ethical Dilemmas in Engineering: Balancing Innovation and Responsibility Case Study Scenario: You are a lead engineer at a prominent technology company specializing in the development of cuttingedge autonomous vehicles. The company has recently designed a selfdriving car prototype with advanced artificial intelligence (AI) capabilities. The prototype has undergone rigorous testing and shows immense potential to revolutionize the transportation industry by improving road safety and reducing accidents caused by human error. However, during the testing phase, a critical ethical dilemma emerges. The AI system of the selfdriving car is faced with a nowin situation. It is programmed to prioritize the safety of its occupants and other road users, but in a rare case of unavoidable collision, it must decide between: Option A: Swerving to avoid a group of pedestrians, putting the car's occupants at risk. Option B: Maintaining course and potentially hitting the pedestrians, but protecting the car's occupants. The engineers are tasked with making a decision that aligns with ethical principles, the company's values, and the law. They need to consider the potential consequences, both immediate and longterm, of their choices. Questions for Students to Answer:
Note: This case study aims to stimulate thoughtful discussion and critical thinking about ethics in engineering. The provided questions encourage students to analyze the ethical implications of technological decisions, consider multiple perspectives, and develop a deeper understanding of the responsibilities and ethical challenges engineers may face in their careers. 
PROMPT: Create a lecture outline for Heisenberg's Uncertainty Principle for college students learning about it for the first time. 
RESPONSE:
III. PositionMomentum Uncertainty A. Deriving the positionmomentum uncertainty relation B. Understanding the limitations in simultaneously measuring position and momentum C. Examples and thought experiments
VII. Beyond the Uncertainty Principle A. Recent developments and extensions B. Challenges and open questions in quantum measurement theory VIII. Implications and Interpretations A. Different interpretations of the Uncertainty Principle B. Relationship to waveparticle duality and quantum nature
XII. Conclusion and Recap A. Summary of key points covered B. Reiterating the significance of Heisenberg's Uncertainty Principle This lecture outline provides an indepth exploration of Heisenberg's Uncertainty Principle, starting from its historical background to its applications and consequences. It aims to familiarize college students with the fundamental concept of uncertainty in quantum mechanics and its profound impact on our understanding of the microscopic world. 
PROMPT: Explain Heisenberg's Uncertainty Principle for someone with a basic understanding of physics. 
RESPONSE: Sure! Heisenberg's Uncertainty Principle is a fundamental concept in quantum mechanics. It states that there is a fundamental limit to how precisely we can simultaneously measure certain pairs of physical properties, such as position and momentum, or energy and time. In simple terms, it means that the more accurately we try to measure one of these pairs, the less accurately we can know the other. This is because at the quantum level, particles like electrons and photons behave more like waves, and their properties become inherently uncertain. For example, if we try to measure the position of a particle very precisely, the uncertainty principle tells us that its momentum becomes more uncertain. Similarly, if we try to measure the momentum of a particle very precisely, its position becomes more uncertain. In essence, the uncertainty principle places a fundamental limit on our ability to know certain properties of particles simultaneously. It highlights the inherent probabilistic nature of quantum mechanics and the limitations of precise measurements at the quantum level. 
PROMPT: Create a problem solving activity for DNA sequencing in an undergraduate biology college course. Include a rubric for assessing the activity. 
RESPONSE: Problem Solving Activity: DNA Sequencing Challenge Objective: The objective of this activity is to engage undergraduate biology students in a problemsolving exercise related to DNA sequencing, where they can apply their knowledge of molecular biology concepts and techniques to analyze and interpret sequencing data. Instructions:
Rubric for Assessing the Activity:
Note: The rubric can be adapted and modified based on the specific learning outcomes and expectations of the undergraduate biology course. 
PROMPT: Create class discussion questions for the costs and benefits of using renewable energy 
RESPONSE:

PROMPT: Create practice quiz questions with answers for precalculus 
RESPONSE: Sure! Here are some practice quiz questions with answers for precalculus: Question 1: Find the domain of the function f(x) = √(4  x). Answer: To find the domain, we need to determine the values of x for which the function is defined. In this case, the square root function is defined only for nonnegative real numbers. Therefore, we need to solve the inequality 4  x ≥ 0. Solving it, we get x ≤ 4. Hence, the domain of the function f(x) = √(4  x) is (∞, 4]. Question 2: Solve the equation: log₂(x + 3) = 2. Answer: To solve the equation, we need to use the definition of logarithms. In this case, we have log₂(x + 3) = 2. Rewriting the equation in exponential form, we get 2² = x + 3. Simplifying, we have 4 = x + 3. Subtracting 3 from both sides, we find x = 1. Question 3: Find the derivative of the function f(x) = 3x² + 2x  1. Answer: To find the derivative of the given function, we need to apply the power rule. Taking the derivative of each term, we have d/dx (3x²) = 6x and d/dx (2x) = 2. The derivative of a constant term (1) is zero. Therefore, the derivative of f(x) = 3x² + 2x  1 is f'(x) = 6x + 2. Question 4: Find the value of sin(π/4). Answer: Using the unit circle, we know that at π/4 radians, the coordinates of the point on the unit circle are (√2/2, √2/2). Therefore, sin(π/4) = √2/2. Question 5: Find the value of the limit lim(x → 2) (x²  4)/(x  2). Answer: To find the limit, we can try substituting the value of x directly. However, doing so results in an undefined expression (0/0). We can simplify the expression by factoring the numerator as (x  2)(x + 2). Canceling the common factor of (x  2), we are left with the limit lim(x → 2) (x + 2). Substituting x = 2, we find that the limit is 4 + 2 = 6. These are just a few examples of practice quiz questions for precalculus. I hope they help you in your preparation! 
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