AI Prompts for Students

Help me with ecology and environmental learning. Task: Build a food-web explanation separating arrows from population size. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with ecology and environmental learning. Task: Compare renewable resource use against its rate of replenishment. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with ecology and environmental learning. Task: Create a biodiversity survey critique based on sampling limits. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with ecology and environmental learning. Task: Trace a carbon-cycle pathway using only provided process details. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with ecology and environmental learning. Task: Distinguish weather variability from a climate trend in a dataset. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with ecology and environmental learning. Task: Analyze a conservation proposal using tradeoffs and evidence gaps. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with ecology and environmental learning. Task: Create a water-footprint comparison with explicit boundary assumptions. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with ecology and environmental learning. Task: Explain eutrophication using a sequence and alternative causes. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with ecology and environmental learning. Task: Compare ecosystem resilience and resistance with concrete examples. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with ecology and environmental learning. Task: Draft an environmental case-study outline with uncertainty labels. My inputs: [case study]; [provided data]; [learner level]; [course objectives]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with computer science foundations. Task: Trace a short algorithm using a variable-state table. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with computer science foundations. Task: Compare sequential and binary search using stated assumptions. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with computer science foundations. Task: Explain recursion through a call trace and base-case check. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with computer science foundations. Task: Create truth-table practice for a supplied Boolean expression. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with computer science foundations. Task: Compare a list set and dictionary by task requirements. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with computer science foundations. Task: Diagnose an off-by-one error in a classroom loop. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with computer science foundations. Task: Explain time complexity using input growth and operation counts. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with computer science foundations. Task: Convert a problem into pseudocode before choosing a language. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with computer science foundations. Task: Create a debugging exercise that separates symptom and root cause. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with computer science foundations. Task: Compare abstraction and encapsulation using a limited example. My inputs: [course topic]; [pseudocode or example]; [learner level]; [allowed language]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with history source-based learning. Task: Build a chronology that distinguishes event dates from source dates. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with history source-based learning. Task: Compare two historical accounts by perspective and evidence. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with history source-based learning. Task: Create a cause-and-consequence table without treating sequence as proof. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with history source-based learning. Task: Analyze a primary source's audience purpose and limitations. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with history source-based learning. Task: Draft a historical argument outline using only provided evidence. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with history source-based learning. Task: Separate contemporary terminology from later historical interpretations. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with history source-based learning. Task: Identify missing voices in a supplied historical source set. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with history source-based learning. Task: Create contextual notes for a quotation without inventing background. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with history source-based learning. Task: Compare continuity and change across a stated time period. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with history source-based learning. Task: Design a source-based practice question with an evidence checklist. My inputs: [historical question]; [supplied sources]; [course period]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with geography learning. Task: Interpret map scale and estimate distance with stated precision. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with geography learning. Task: Compare population density with total population in supplied regions. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with geography learning. Task: Build a migration push-and-pull table with evidence and exceptions. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with geography learning. Task: Explain a drainage-basin process through a labeled sequence. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with geography learning. Task: Create a geographic fieldwork plan with sampling limitations. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with geography learning. Task: Analyze a settlement pattern using multiple possible explanations. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with geography learning. Task: Compare two development indicators without hiding their limitations. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with geography learning. Task: Interpret a climate graph using seasonal rather than single-month patterns. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with geography learning. Task: Create a land-use conflict matrix showing stakeholder tradeoffs. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with geography learning. Task: Check a geographic comparison for unequal time periods and boundaries. My inputs: [map or case-study description]; [data]; [learner level]; [question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with introductory economics learning. Task: Distinguish a demand shift from movement along a demand curve. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with introductory economics learning. Task: Explain opportunity cost using the next-best forgone alternative. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with introductory economics learning. Task: Compare nominal and real values with a stated price index. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with introductory economics learning. Task: Analyze a tax diagram separating legal payer and economic incidence. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with introductory economics learning. Task: Create elasticity practice with units and sign interpretation. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with introductory economics learning. Task: Explain market failure without assuming one policy always works. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with introductory economics learning. Task: Build a GDP limitation table from supplied course material. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with introductory economics learning. Task: Compare short-run and long-run effects under stated assumptions. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with introductory economics learning. Task: Create a circular-flow explanation that separates stocks and flows. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with introductory economics learning. Task: Check an economic claim for missing counterfactual assumptions. My inputs: [course concept]; [scenario or graph]; [learner level]; [given assumptions]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.