AI Prompts for Students

Help me with university transition skills. Task: Build a first-month checklist from supplied university guidance. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Compare lecture preparation with after-class consolidation tasks. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Draft questions for an academic adviser using actual course rules. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Create a reading-load plan from weekly course requirements. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Build a group-project agreement with communication and deadline rules. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Identify where official support services match a study difficulty. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Plan a balanced week using contact hours and independent study. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Create a course-handbook summary with policy questions to confirm. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Draft a respectful office-hours request explaining my attempted work. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 university transition skills. Task: Build a reflection checklist after the first assessment feedback. My inputs: [institution guidance]; [course schedule]; [living arrangements]; [personal priorities]. 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 critical thinking practice. Task: Separate a claim's evidence from its emotional framing. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Create alternative explanations for a supplied observation. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Identify what evidence could falsify a proposed explanation. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Compare strength of evidence without treating all sources equally. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Build a decision table distinguishing certainty from confidence. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Explain a base-rate error with a simple numerical example. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Create questions that expose a hidden assumption. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Diagnose cherry-picking using the complete supplied dataset. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Rewrite an overconfident claim with evidence-matched qualifiers. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 critical thinking practice. Task: Check whether a comparison uses an appropriate reference group. My inputs: [claim or argument]; [source evidence]; [learner level]; [task purpose]. 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 student financial-literacy education. Task: Stress-test a sample student budget against delayed income and one irregular expense. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]; [sample budget and the hypothetical delay and irregular expense]. 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 student financial-literacy education. Task: Compare simple and compound interest using stated example rates. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Explain borrowing costs including fees and repayment timing. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Create a needs-versus-wants exercise with context-sensitive choices. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Calculate unit prices to compare differently sized products. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Build a savings-goal worksheet with several hypothetical timelines. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Explain inflation's effect on purchasing power without forecasting. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Create a scam-recognition exercise using fictional messages. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Compare gross and net income with clearly stated deductions. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 student financial-literacy education. Task: Check a sample budget for omitted irregular expenses. My inputs: [fictional budget or anonymized figures]; [learning objective]; [currency]; [constraints]. 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 vocabulary and language study. Task: Group vocabulary by meaningful context instead of alphabetic order. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Audit vocabulary gap-fill questions for more than one plausible answer. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]; [existing vocabulary questions and proposed answer key]. 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 vocabulary and language study. Task: Build a false-friends checklist from supplied language pairs. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Repair an unnatural vocabulary dialogue by checking context and collocations. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]; [current dialogue and intended target-word meanings]. 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 vocabulary and language study. Task: Explain word families through changes in meaning and grammar. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Measure which vocabulary items fail only in one direction of recall. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]; [item-level recall results in both language directions]. 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 vocabulary and language study. Task: Compare literal and idiomatic uses within a supplied passage. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Build a self-check pronunciation log from my difficult sounds. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Create a story-recall exercise using a small vocabulary set. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 vocabulary and language study. Task: Audit flashcards for ambiguous clues and multiple valid answers. My inputs: [target language]; [learner level]; [word list or passage]; [practice goal]. 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 student capstone project skills. Task: Turn a project brief into measurable learning deliverables. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Build a scope boundary distinguishing required and optional features. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Create a risk register for evidence collection and deadlines. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Map milestones to dependencies and review checkpoints. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Draft a team-role matrix based on actual availability. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Create a prototype feedback form linked to project objectives. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Build an evidence log tracking sources tests and limitations. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Test whether a capstone choice changes when decision weights are perturbed. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]; [option scores current weights and allowed weight ranges]. 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 student capstone project skills. Task: Create a final-review checklist aligned with the supplied rubric. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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 student capstone project skills. Task: Draft a project reflection outline using real outcomes and lessons. My inputs: [project brief]; [rubric]; [team roles]; [schedule]; [available resources]. 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.