How a physics teacher (postsecondary) can use AI, task by task

I work as a physics teacher (postsecondary). Part of my job is to evaluate and grade students' class work, laboratory work, assignments, and papers.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on physics, mathematics and chemistry.
Assignment: [paste the prompt and rubric]
Sample work: [paste one anonymized submission]

Apply the rubric to the sample with reasons for each score and draft feedback. Then suggest a comment bank for common issues.

I work as a physics teacher (postsecondary). Part of my job is to prepare and deliver lectures to undergraduate or graduate students on topics such as quantum mechanics, particle physics, and optics.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on physics, mathematics and chemistry.
Topic: [describe]
Students: [level]

Plan the lecture with worked examples and practice problems with answers. Include timings, a realistic practice scenario from my work, and a short check for understanding with answers.

I work as a physics teacher (postsecondary). Part of my job is to initiate, facilitate, and moderate classroom discussions.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on physics, mathematics and chemistry.
Topic or reading: [describe]
Class: [level, size]

Write an opening question, follow-ups that go deeper, ways to bring in quiet students, and a wrap-up.

I work as a physics teacher (postsecondary). Part of my job is to compile, administer, and grade examinations, or assign this work to others.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on physics, mathematics and chemistry.
Course and unit: [subject, level]
Outcomes to test: [what learners should know or do]

Draft a short assessment: mixed question types, an answer key, a marking rubric, and how results map to outcomes.

I work as a physics teacher (postsecondary). Part of my job is to keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.

Context: The work draws on physics, mathematics and chemistry.
Event: [training, conference, professional meeting]
What I want from it: [skills, contacts, answers]

Prepare a primer on the main topics, 5 questions to ask, and a one-page template for notes and actions.

I work as a physics teacher (postsecondary). Part of my job is to plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.

Context: We use The MathWorks MATLAB and Gnuplot; the work draws on physics, mathematics and chemistry.
Course: [subject, level]
Evidence: [paste grades, evaluations, completion rates, feedback]

Identify topics students struggle with, what's working, and 3 concrete revisions to content or methods. Show your working step by step and give spreadsheet formulas so I can reproduce the numbers.

I work as a physics teacher (postsecondary). Part of my job is to select and obtain materials and supplies, such as textbooks and laboratory equipment.

Context: We use DOC Cop and iParadigms Turnitin; the work draws on physics, mathematics and chemistry.
Course: [subject, level]
Needs: [textbook, lab equipment, budget, accessibility]

Suggest criteria and candidate materials to evaluate. I'll verify every title exists. Give sources I can check and say clearly when you're unsure.

I work as a physics teacher (postsecondary). Part of my job is to provide professional consulting services to government or industry.

Context: The work draws on physics, mathematics and chemistry.
Topic: [curriculum, methods, policy]
Audience: [educators, government]

Write recommendations with evidence. Use plain language, one everyday analogy, and the questions people are most likely to ask with short answers.