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Comment on There's no way for teachers to figure out if students are using ChatGPT to cheat, OpenAI says in new back-to-school guide

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Extrasvhx9he@lemmy.today ⁨1⁩ ⁨year⁩ ago

I dont mean to be rude or anything but if I understand correctly what youre saying is dont teach them anything but how to input questions into a text field, right? Its the same old statement as “Why learn basic math if calculators exist” do you not see the problem there? Sure you get the answer but you wont understand what any of it means which will hinder the knowlege that humanity gained through the thousands of years they been on this earth. Thats a horrible take and I pray you understand why. I do agree that technology is a great tool and should be taught how to be used in school, it shouldn’t be the only method of getting answers, thats just dumb and hurts everyone in the future.

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TropicalDingdong@lemmy.world ⁨1⁩ ⁨year⁩ ago
“Why learn basic math if calculators exist”

If you are spending your time writing and solving equations, and many students currently are being ‘taught’ that way, you are being taught math incorrectly. This technology disrupts that same principal on the writing and regurgitation of information side of learning. As an excercise for ChatGPT, I’m going to ask it to outline an essay on the fluid dynamics of low silica vulcansim and see what it comes up with. The exact prompt I’m going to use is. “Hi Chat GPT. I’m begining the process of writing an essay on the flue dynamics of low silica vulcanism. I realize this may require some very domain specific knowledge, so I’ll be providing you with information and asking you to clarify sections later. In this first attempt, I’d like you to cover the issue in the broadest way, but please get highly specific in sections that I should cover. I would like a high amount of detail in this outline. Please also give me key words and phrases to search for for each sub-point of the outline.”

Here is ChatGPTs response:

—start—

Essay Outline on Fluid Dynamics of Low Silica Vulcanism I. Introduction

Brief background on volcanic activity Importance of studying fluid dynamics in volcanism The specific focus on low silica vulcanism Thesis Statement: Unveiling how the unique fluid dynamics of low-silica magmatic systems influence the characteristics and behavior of corresponding volcanic eruptions.

Keywords for Research: Introduction to volcanism, Importance of fluid dynamics in volcanology, Low silica vs. high silica magma II. Basic Principles of Fluid Dynamics in Geology

Navier-Stokes Equations Reynolds Number Non-Newtonian fluids in geology Importance in volcanic contexts

Keywords for Research: Navier-Stokes Equations in geology, Reynolds number in magma flow, Non-Newtonian fluids in Earth science, Fluid dynamics in volcanology III. Classification of Magmatic Systems

High-silica vs. Low-silica magmatic systems Composition and its impact on fluid dynamics Physical properties: viscosity, temperature, and gas content Geological settings prone to low silica vulcanism

Keywords for Research: Magmatic systems, Silica content in magma, Magmatic properties, Geological settings of low silica vulcanism IV. Fluid Dynamics of Low Silica Magma A. Viscosity

Definition and significance Comparison with high-silica systems Impact on flow and eruption style

Keywords for Research: Viscosity of low-silica magma, Viscosity comparison in magmatic systems, Influence of viscosity on volcanic eruptions B. Temperature

Typical temperature ranges Influence on fluidity and eruption Interplay between temperature and other physical properties

Keywords for Research: Temperature of low-silica magma, Influence of temperature on viscosity and fluidity, Temperature and eruption dynamics C. Gas Content

Types of gases involved Role in explosivity and effusivity Effects on magma ascent and fragmentation

Keywords for Research: Gas content in low-silica magma, Role of gases in volcanic eruptions, Gas-driven magma ascent D. Laminar vs. Turbulent Flow

Conditions leading to each type Implications for eruption style and deposits

Keywords for Research: Laminar flow in low-silica magma, Turbulent flow in magma, Flow regimes and eruption style V. Real-world Examples and Case Studies

Specific volcanoes that have exhibited low silica vulcanism Summary of eruptions, flow patterns, and consequences Importance of understanding these cases for hazard mitigation

Keywords for Research: Low-silica volcanoes, Case studies of low silica vulcanism, Volcanic hazard mitigation VI. Implications for Planetary Volcanism

Extrapolating Earth’s models to other celestial bodies Examples: Venus, Mars, and Moon Utility in astrobiology and planetary science

Keywords for Research: Planetary volcanism, Venus volcanism, Mars volcanism, Extraterrestrial applications of fluid dynamics VII. Conclusion

Summary of key findings Importance of further research in the field Broader implications for geology and human society

Keywords for Research: Summary of fluid dynamics in low-silica vulcanism, Future research avenues, Societal importance of understanding volcanic systems VIII. References IX. Appendices

Tables, charts, and additional data

Feel free to adjust the outline as needed, and don’t hesitate to reach out if you have specific sections you would like me to clarify or expand upon.

—end—

I don’t necessarily know what the right answer is, but I know that the wrong answer is to stick our (as a teacher of sorts) collective heads in the sand and pretend that this isn’t a game changing technology for most sectors. I tell my students and mentees to absolute use ChatGPT. That response took ChatGPT about 15 seconds. Its probably more than good enough for me to write a decent essay on.

If you aren’t using ChatGPT or teaching your students to use this technology, then you are doing them a disservice.
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- kent_eh@lemmy.ca ⁨1⁩ ⁨year⁩ ago
  Being able to asses if the answer you got from the AI tool is reasonable relies on your ability to understand how to get to that answer.
  
  And, believe it or not, there will be times when a person might not have access to an AI tool to answer their questions, and they might need to be able to come up with their own answer independently.
  
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