NotebookLM for ESL students learning science using AI

This semester, I was given a grade level I had not taught, The high school science course, included ESL students. It was a challenge to meet the expectations for these students. Tried to use AI but I needed topic specific responses and lessons, that is when I discovered NotebookLM. It is well-suited for teaching science to ESL students by addressing the unique challenges of complex scientific vocabulary and concepts. It provides tools to simplify information, offer alternative explanations, and reinforce learning in multiple formats.
Here are specific examples of how you can use NotebookLM for teaching science to ESL students:

  1. Simplifying Complex Scientific Texts
    Science textbooks and articles often use specialized vocabulary and dense sentence structures. NotebookLM can simplify this content: Simplified Explanations: Upload a chapter on “Cell Division” and ask NotebookLM to explain mitosis and meiosis using simple English and analogies. This makes the core biological processes more accessible without watering down the scientific accuracy.
    Vocabulary Builder: Upload a scientific article about climate change and prompt NotebookLM to extract key terms (e.g., “greenhouse gases,” “photosynthesis,” “biodiversity”). It can generate a tailored glossary with definitions and examples relevant to the text, building students’ domain-specific vocabulary.
  2. Creating Differentiated Study Materials
    NotebookLM can generate a variety of study tools based on a single source, catering to different learning preferences: Interactive Study Guides: After students read a text about the “Solar System,” direct them to use NotebookLM to generate a Q&A list or a custom study guide. This encourages independent review and clarification of concepts at their own pace.
    Audio Summaries for Listening Practice: Generate a podcast-style audio summary of a complex topic like “plate tectonics.” ESL students can listen to this summary repeatedly to improve their listening comprehension and reinforce pronunciation of scientific terms.
  3. Fostering Conceptual Understanding through Interaction
    Instead of simply reading, students can interact with the material to deepen their understanding: Analogies and Visual Descriptions: When teaching abstract concepts like “atomic structure” or “electricity,” ask NotebookLM to generate analogies or descriptive language that connects the new scientific idea to something the student already knows.
    Concept Mapping Outlines: Upload lecture notes on “food chains” and prompt NotebookLM to create a structured outline that helps students visualize the flow of energy. This aids in organizing complex information logically.
  4. Supporting Research and Inquiry-Based Learning
    As students work on science projects, NotebookLM can assist with managing the information: Scaffolded Research: For a project on “ecosystems,” students can upload various source documents into their notebook. NotebookLM can help them quickly summarize key findings from each document, making it easier to synthesize information for their final project.
    Clarifying Misconceptions: Encourage students to ask NotebookLM questions about science topics they find confusing. The AI can provide alternative explanations, acting as an always-available, non-judgmental “study buddy” to clarify misconceptions before they become embedded.

By using NotebookLM in these ways, teachers can bridge the language gap and ensure that ESL students have the support needed to fully participate in and succeed in science education. You can begin using these features today at NotebookLM.

I have been successful in engaging the students in the course material. I could shift the learning strategy. Now they feel confident to initiate their own learning by using NotebookLM. Mind you, students will need devices in which they can use the AI program.

Surprising truths about AI in Education

The conversation around artificial intelligence in education often swings between two extremes. On one side, there’s the fear of rampant cheating and academic dishonesty. On the other, there are futuristic promises of fully automated, personalized learning utopias. While these debates capture headlines, they often miss the more immediate and nuanced realities of how AI is actually impacting our schools today.
The most important takeaways for students, teachers, and parents are not found in speculative futures but in the data and guidance available right now. These insights reveal a foundational challenge—the student-teacher adoption gap—and a series of cascading consequences related to equity, pedagogy, and the very social fabric of our schools. This article will reveal four impactful realities from recent research that everyone involved in education should understand to navigate the changes ahead.

Takeaway 1: Students Are Living in an AI World. Most Teachers Are Just Visiting.

There is a massive adoption gap between students and instructors when it comes to generative AI. According to a 2023 national survey by Tyton Partners, 27% of students are regular users of generative AI tools, compared to only 9% of instructors.

The disparity is even starker when looking at initial exposure. The same survey found that while nearly half of all students have tried AI writing tools at least once, an astonishing 71% of instructors have never tried AI tools at all. This gap is arguably the single most critical issue in educational AI today, as it creates a dynamic where the primary users of a transformative technology are being guided by educators who, for the most part, are unfamiliar with how it works, its limitations, and its potential. This makes it incredibly challenging for teachers to set effective policies or teach students how to use these powerful tools responsibly. This lack of instructor familiarity isn’t just a logistical problem; it creates a critical blind spot for emerging risks, including the technology’s hidden biases.

Takeaway 2: AI’s Hidden Bias Can Unjustly Penalize Non-Native English Speakers

Algorithmic bias is one of the most significant challenges in deploying AI tools, and its effects in the classroom can be devastating. Research has uncovered a significant bias in GPT detectors against individuals who are non-native English speakers. One study revealed a shocking finding: over half of writing samples from non-native English speakers were misclassified as being AI-generated. In contrast, the accuracy for native English speakers was nearly perfect.

The underlying reason for this bias is that AI detection tools are often programmed to identify more “literary and complex” language as human. Consequently, writers who use simpler, more direct sentence structures—a common and natural characteristic of someone writing in a second language—are at a high risk of being flagged. The consequences are severe, as students could be falsely accused of cheating, potentially undermining their academic careers and causing significant psychological distress. This danger is amplified when 71% of instructors have never used the tools themselves and may not be equipped to question the output of a flawed AI detector.

Takeaway 3: The Paradox of AI and Human Connection

One of the most promising ideas about AI in education is its potential to increase human interaction. By automating and streamlining administrative tasks like grading, scheduling, and record-keeping, AI could theoretically free up teachers to spend more quality, hands-on time building relationships with their students. This increased capacity for relationship-building is critical, as stronger teacher-student connections have been proven to result in better grades and higher college enrollment rates.

However, the reality on the ground presents a paradox. A recent survey revealed an “all-time low” of only 22% of students who believe their teachers try to understand their lives outside of school. While the potential for AI to foster deeper human connection exists, it is not an automatic outcome. If teachers are not using AI tools to begin with—as the adoption gap clearly shows—they cannot realize the time-saving benefits required to focus more on students. Without an intentional effort from schools to leverage this newfound time for relationship-building, the technology alone will not bridge the growing gap between students and teachers.

Takeaway 4: The Most Important Skill Is Learning With AI, Not From AI

To use AI effectively and ethically, students and educators must adopt a critical mindset shift. The goal is not simply to get answers from AI, but to develop the skills to learn with AI as a partner in the process. This approach treats AI as a tool to augment human intelligence, not replace it.

See AI-generated content as a starting point, not a final product. Use it to spark your thinking, but be sure to add in your own ideas, insights, and final touches.

This mindset is supported by several key principles for responsible AI use:

  • Use AI as a support, not a substitute: Stay actively engaged in the learning process by asking questions and seeking help from teachers and other sources.
  • Verify for bias and accuracy: Always use critical thinking skills to question what AI generates and cross-reference it with other reliable sources.
  • Use your judgment: Remember that AI can produce wrong, biased, or outdated information. Your own knowledge and judgment are essential.
  • Be transparent: If you use an AI tool, credit it appropriately and disclose its contribution to your work. Never pass off AI-generated content as your own.

Adopting this collaborative approach ensures that students are not just learning to prompt a machine but are developing the critical thinking and ethical reasoning skills necessary to thrive in an increasingly AI-driven world.

The Intentional Future of Education

Successfully integrating AI into our schools is not about simply adopting the latest tool. It requires a thoughtful and deliberate approach to navigating complex challenges, including vast user gaps, dangerous hidden biases, and evolving social dynamics in the classroom. The true potential of AI will only be realized if we move beyond the hype and address these realities head-on.

This requires a commitment to fairness, critical thinking, and human-centered learning. As AI becomes more embedded in our schools, we are left with a critical question: How can we intentionally design policies to harness its power while actively protecting our students’ equity and fostering genuine human connection?

Power Teacher Pro Marks Setup Guidelines

Creating Categories

Settings > Traditional Grade Calculations > Actions > Click + To add new Category with weighting

Grading > Categories > Edit > Can be used to make category active or inactive under Category tab under status

Grading > Categories > Edit > Can be used to change weightings under Assignment Defaults tab

Adding Assignments:
Navigate to Power Teacher Pro > Grading A+ > Assignment List > Click on + to add assignment > Assignment > Create Assignment > Fill Assignment > Category > Points > Save and Close

Learning Skills:


Navigate to Power Teacher Pro > Grading A+ > Overall Expectations

Comment Verification:


Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Click on Mark of Student > Click on Message icon on right hand top corner > Opens Text box to add comment > Write your comment or insert from list > Save

Comment Flooding


Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Click on Mark of Student > Click on Message icon on right hand top corner > Opens Text box to add comment > Write your comment or insert from list > Apply > Go to score verification and select > Scroll down click the up down arrow then follow the prompts.

Creating My Comments:


Creating your own comment bank:

Navigate to Power Teacher Pro > Settings > Comments Bank > My Comments (Empty page) > Add > Opens up add teacher comment > Enter Short code > Enter Category > Enter comment text. Wherever first name is needed enter or pronouns in angular brackets. > Save. (Add one comment at a time)

Creating Final Grades:


Navigate to Power Teacher Pro > Grading A+ > Traditional > Gear Icon > Recalculate > Traditional Final Grades (Check to see if your selection is correct)

Confirmation of Mid Term Reports Completion & Submission
Navigate to Power Teacher Pro > Grading A+ > Comment Verification > Select M1 or S1 for Term > Click Final Grade Status > Opens up Message Box > Check Mark Final Grades are Complete > Click Save

Links to Some PTP Pages


Link to sheets with some of the above information with images

Quick Reference Card

Configuring Gmail in Outlook using your organizations account with IMAP

Incoming mail (IMAP) serverimap.gmail.comRequires SSL:
YesPort: 993
Outgoing mail (SMTP) serversmtp.gmail.comRequires SSL: YesRequires TLS: Yes (if available)Requires Authentication:
YesPort for SSL: 465
Port for TLS/STARTTLS: 587
Make sure you use the right port and protocol here
Full name or display nameYour name
Account name, username or email addressYour full email address
PasswordYour Gmail password
pop server does not work for my organization

Using ChatGPT in Chemistry Some caveats – Be aware and cautions

I recently was checking out ChatGPT and the authenticity of the information it produced. Being a teacher in the field I was curious. I did have a conversation with ChatGPT on naming of compounds in chemistry. I have pasted the conversation I had with it and some conflicts I had with the AI’s response. Overall the rules it gave me was accurate however there was a conflict in a rule it stated and the example it gave which contradicted. Here is the conversation posted with no alteration

Naming of Compounds: What are the rules necessary to name ionic compounds and molecular compounds?

Ionic compounds are compounds composed of ions, which are atoms or molecules that have a net electric charge. To name ionic compounds, the cation (positive ion) is named first, followed by the anion (negative ion). The cation is named using the element’s name, and the anion is named by taking the element’s name and adding the suffix -ide. For example, the compound NaCl is named sodium chloride, with sodium being the cation and chloride being the anion.

Molecular compounds are compounds composed of molecules, which are groups of atoms held together by chemical bonds. To name molecular compounds, prefixes are used to indicate the number of atoms of each element present in the compound. The prefixes are: mono- (1), di- (2), tri- (3), tetra- (4), penta- (5), hexa- (6), hepta- (7), octa- (8), nona- (9), and deca- (10). The element present in the largest amount is written first, followed by the element present in the second largest amount. The prefixes are used to indicate the number of atoms of each element present in the compound. For example, H2O is named water, CO2 is named carbon dioxide

In molecular compounds do you write the name of the element in more quantity and the element present less as the second element? Can you clarify.

Yes, that is correct. In molecular compounds, the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity. The prefixes are used to indicate the number of atoms of each element present in the compound. For example, in the molecular compound CO2, carbon is present in greater quantity than oxygen, so it is written first, followed by oxygen. The prefix “di” is used to indicate that there are two oxygen atoms, so the compound is named “carbon dioxide.”

It’s worth noting that when the compound has only two elements, the prefix is not used. For example, H2O is water, instead of Dihydrogen monoxide. Also when the prefixes are used, the ending of the second element is changed to -ide. This is the case for example in P4O10, which is named tetraphosphorus decoxide instead of tetraphosphorus oxide.

I don’t believe the statement is true as you have contradicted yourself with the example of P2O5.

I apologize for the confusion, you are correct that my previous statement is not accurate. The ending of the second element is not always changed to -ide. In the case of P4O10, it is named tetraphosphorus decoxide instead of tetraphosphorus oxide. Similarly, P2O5 is named diphosphorus pentoxide.

In general, when naming molecular compounds, the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity, with prefixes indicating the number of atoms of each element present in the compound. However, there are some exceptions to this rule and the ending of the second element is not always changed to -ide.

I apologize for any confusion that my previous answer may have caused. Thank you for bringing this to my attention.

I believe the correct answer to my first question is the element that is written first is more electro positive than the second element. Do you think this statement is right?

No, that statement is not correct. The naming rule for molecular compounds is that the element present in the greatest quantity is written first, followed by the element present in the second greatest quantity, with prefixes indicating the number of atoms of each element present in the compound. The electronegativity of the elements is not taken into consideration when naming molecular compounds.

In contrast, the naming rule for ionic compounds is that the cation (positive ion) is named first, followed by the anion (negative ion). Cations are formed by the loss of electrons from atoms, and the number of electrons lost determines the charge on the cation. Anions are formed by the gain of electrons to atoms, and the number of electrons gained determines the charge on the anion. Ionic compounds are neutral compounds composed of cations and anions and their formula is determined by the charges on the ions.

I apologize for any confusion that my previous answers may have caused. Thank you for bringing this to my attention.

I am talking about molecular compounds. In P2O5 The element written first P you have two of them and O the second element you have five. I see that you have contradicted your first statement with the example (P2O5) you cited.

I apologize for any confusion, you are correct that my previous statement regarding the naming of molecular compounds was not entirely accurate. The element written first is not always the element present in greater quantity.

In the case of P2O5, the element phosphorus (P) is written first, even though it is present in lesser quantity than oxygen (O). This is because the naming conventions for molecular compounds are based on the traditional (stock) nomenclature system, which prioritizes naming the element that is more electropositive first, as you mentioned, before giving the number of atoms present in the compound.

Therefore, in P2O5, phosphorus is written first, followed by oxygen, with the prefix “di” indicating that there are two phosphorus atoms and “penta” indicating that there are five oxygen atoms, so the compound is named “diphosphorus pentoxide.”

I apologize for any confusion caused by my previous answers and for not being more clear and precise in my first response.

Take suggestions from ChatGPT with caution, validate and confirm the information.

Unified atomic mass ‘u’ Atomic mass unit ‘amu’

The atomic mass unit (amu) or unified atomic mass unit (u) is a unit of mass that is commonly used in chemistry and physics. It is defined as one-twelfth of the mass of a neutral atom of carbon-12.

  1. One amu is a very small unit of mass. It is used to measure the mass of subatomic particles like protons, neutrons, and electrons.
  2. To understand the concept of amu, students should first understand the basic structure of an atom. Atoms are made up of a nucleus, which contains protons and neutrons, and electrons, which orbit the nucleus.
  3. The mass of an atom is primarily determined by the mass of its protons and neutrons. Electrons have a much smaller mass, so they are not included in the atomic mass.
  4. The mass of a single proton or neutron is approximately one amu. Therefore, the mass of an atom is roughly equal to the number of protons and neutrons in the nucleus, measured in amu.
  5. Carbon-12 is used as a reference for atomic mass because it is a stable isotope that has 6 protons and 6 neutrons in its nucleus. By definition, one atom of carbon-12 has a mass of exactly 12 amu.
  6. Other elements have different numbers of protons and neutrons in their nuclei, so their atomic masses will be different from 12 amu. For example, an atom of oxygen-16 has a mass of approximately 16 amu.
  7. The atomic mass unit is a convenient way to express the masses of subatomic particles and atoms because it is a small, easily manageable unit. It is also useful because it allows us to compare the masses of different particles and atoms on a consistent scale.

Overall, the concept of atomic mass unit (amu) or unified atomic mass (u) is a fundamental concept in chemistry and physics, and is important for understanding the structure and properties of matter.

#atomicmassunit, #unifiedatomicmass, #’u’, #’amu’

Effect of CO2 on Global Warming

Effect of CO2 on Global Warming

Chat GPT-3 is an amazing tool that can be put to amazing uses. However, my concern is with students using it to generate reports and essays as part of school or university work. The quality of work represented may not reflect the understanding of the individual I am assessing. So the question arises as to how will modern educational trends emerge in the light of available new technologies. I asked GPT-3 to write a report on the impact of CO2 on Global warming. Here is the outcome

Report written by Chat GPT-3

Question asked was:

Global Warming: What is the impact of increased production of carbon dioxide on global warming. Write a report around 350 words.

GPT-3 Response

“Carbon dioxide (CO2) is a greenhouse gas, which means that it absorbs and emits thermal radiation in the infrared range. When CO2 levels in the atmosphere increase, more thermal radiation is trapped, leading to a warming of the Earth’s surface and lower atmosphere. This is known as the greenhouse effect. The burning of fossil fuels like coal, oil, and natural gas is the largest source of human-caused CO2 emissions.

Global warming caused by increased CO2 concentrations has a wide range of impacts. The most obvious is a rise in global temperatures. This can lead to changes in precipitation patterns, more extreme weather events, and sea level rise due to melting ice sheets and glaciers. Warmer temperatures can also lead to more evaporation and more water vapor in the atmosphere, which can exacerbate warming in a feedback loop known as water vapor amplification.

Rising temperatures also have negative impacts on biodiversity and ecosystems. For example, higher temperatures can cause coral reefs to bleach and die, which can have cascading effects on the entire ecosystem. Warmer temperatures can also change the ranges of various species, leading to declines in biodiversity. Plants and animals that are adapted to specific temperatures and rainfall patterns may be unable to migrate quickly enough to keep pace with a changing climate, which also can lead to declines in biodiversity.

One of the most concerning impacts of global warming is its potential to disrupt global food production. Rising temperatures can cause crop yields to decline, while changes in precipitation patterns can lead to more droughts and floods. This can put food security at risk in some of the world’s most vulnerable regions. Additionally, global warming can cause widespread melting of sea ice, which will have significant impacts on marine ecosystems and the people and animals that rely on them for food and livelihoods.

It’s important to note that the higher the level of CO2 and the warmer the planet gets, the more potential for negative impacts, which could be become irreversible over time. To mitigate the worst effects of global warming, it’s crucial to reduce global CO2 emissions, for example by transitioning to clean energy sources and implementing energy efficiency measures.”

This is cause for concern when assigning credits based on students assignment submission. With changing technologies we have emerging concerns to address. How will the education system respond to such changes when we need authentic assessments.

#Globalwarming, #ChatGPT, #Environment, #TechinEducation

Vanishing jobs of the future – Future proofing education

Future proofing education

The pace at which technology is emerging and the rate at which artificial intelligence is being incorporated into ones daily life, its possible that in the not too distant future the jobs that we know of and give a safe way to live will be no more. It is highly essential, with this in mind, to choose wisely a career. There will be no more fall back jobs or jobs to take in between career changes. All of those jobs will be cannibalized by AI. This will be for profit and efficiency. As technology and artificial intelligence continue to advance, certain types of jobs may become less prevalent and some may even become obsolete.

Here are a few examples of jobs that may be at risk of disappearing in the future:

  1. Data entry and other routine office tasks: Many of these tasks can now be automated, reducing the need for human workers.
  2. Retail jobs, such as cashiers and salespeople: Self-checkout kiosks and online shopping may reduce the need for retail workers.
  3. Customer service jobs: Advances in natural language processing and machine learning may enable AI-powered chatbots to handle many customer service inquiries.
  4. Manufacturing jobs: Robotics and automation have already begun to replace many manufacturing jobs, and this trend is likely to continue in the future.
  5. Transportation jobs such as truck drivers: Self-driving cars and trucks may make many transportation jobs obsolete in the future.
  6. Telemarketing, tele sales and door to door sales: Many companies now relying on online and digital marketing, email and social media.
  7. Entry-level jobs in finance and accounting: Many of these tasks can now be automated, such as data analysis, bookkeeping, and financial reporting.
  8. Physical jobs such as warehouse packers, postal workers etc, can be replaced by robots and automation.

It’s important to note that these predictions may not be totally true and the shift might take many years, however it’s always a good idea to keep an eye on industry trends and be prepared to adapt to changes in the job market.
Hence the need for a conscientious effort to pick the right career choices in order to future proof yourself against such life altering changes.

Strategies for success in high school

Strategies for success in high school

The last three years have been brutal for high school students. The constant shifting in strategies in delivering content and pivoting which was taking too much of a toll on students, teachers and families trying to support them. One of the negative outcomes of the pivoting to online teaching was the 24/7 access to devices, and teenagers being teenagers gradually focused on social media activities rather than their online lessons. This has impacted loss of learning skills.

Right now getting back to in person studies, students are still glued to the social media and hence are still connected to the outside world, most have at least one wireless headphone attached. This apparent semblance of focus in class, does not help the learning strategies being adopted in class. Ultimately the outcome at the end of the day is not what you are aspiring for. Disconnecting the teenagers from their devices would have to be the first change any parent can do to make their wards successful. Here are some strategies that you can look at to get them back on track or if you really want them to be successful in life.

  1. Attend class regularly: Going to class consistently can help students stay on top of the material and make the most of their education.
  2. Take good notes: Taking thorough and organized notes during class and when studying can help students retain information and do well on exams.
  3. Stay organized: Keeping track of assignments, deadlines, and test dates can help students stay on top of their workload and avoid last-minute cramming.
  4. Set goals: Setting academic and personal goals can help students stay focused and motivated.
  5. Seek help when needed: If a student is struggling with the material, it’s important to seek help as soon as possible. This could mean talking to the teacher, meeting with a tutor, or getting additional resources.
  6. Stay healthy: Eating well, getting enough sleep, and exercising can all help students stay physically and mentally healthy, which is important for academic success.
  7. Get involved: Participating in extracurricular activities and clubs can help students develop new skills, make connections, and have a well-rounded educational experience.
  8. Take breaks: It’s important for students to take breaks and relax, as this can help them avoid burnout and stay motivated.
  9. Stay positive: Maintaining a positive attitude can help students stay focused and motivated, even when faced with challenges.
  10. Seek out opportunities: Students should look for opportunities to learn outside the classroom, such as internships, volunteering, or job shadowing, as these can help them build valuable skills and experiences.
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