Organize information

Turn class notes into a study outline

Organize notes into concepts, relationships, examples, uncertainties, and retrieval prompts without adding course facts

6 min setupTested with:ChatGPTReviewed: 2026-08-28

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Class notesCourse and assessment contextStudy preferences

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Turn the class notes into a structured study outline.

Complete notes with locators and uncertainty marks:
[notes]

Level, syllabus outcomes, assessment, permitted sources, and date:
[course]

Depth, terminology, time, weak areas, and output format:
[preferences]

Use only the notes as course content. Preserve definitions, formulas, chronology, examples, exceptions, instructor emphasis, disagreement, and uncertainty. Separate what the notes state, what is incomplete, and what appears inconsistent. Group ideas by conceptual dependency rather than merely rewriting note order. Return: hierarchical outline; key-term table; concept relationships; worked examples exactly from notes; common confusions present in the notes; missing or unclear points to verify with course sources; active-recall questions with note locators but answers separated; and a review order based on prerequisites and assessment relevance. Do not silently correct or supplement notes from general knowledge.

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From input to outcome

A worked example

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Actual input

Class notes: [Lecture 4, slide 3] Opportunity cost = value of next best alternative forgone. Not all monetary costs are opportunity costs; non-monetary alternatives can count. [slide 5] Sunk cost: already incurred and cannot be recovered; should not affect marginal choice. Lecturer example: paid £30 non-refundable ticket, then feels ill; decision is based on benefits/costs of attending now, not £30. [slide 7] Marginal analysis compares additional benefit and additional cost of one more unit. Note says MB > MC continue; MB = MC optimum? Lecturer said assumptions matter but I missed them. [Tutorial Q2] Student chose cheaper train because ticket price lower; feedback: ignored two hours of lost paid work. [My note] Is sunk cost always opportunity cost? uncertain.
Course and assessment context: Introductory economics, first-year. Learning outcome: apply opportunity cost, sunk cost, and marginal reasoning to short scenarios. Closed-book exam in five weeks with multiple choice plus short explanations. Only lecture slides/tutorial sheets are permitted study sources for this task.
Study preferences: Concise Markdown. Keep exact course terminology. I confuse sunk and opportunity cost. I have 40 minutes for this review session.

Example output

1. Decision-cost concepts

Opportunity cost [L4 s3]

Definition: value of the next best alternative forgone. It may be non-monetary; a paid amount is not automatically the opportunity cost. Tutorial application: the cheaper train comparison must include the value of two hours of lost paid work [Q2].

Sunk cost [L4 s5]

Definition: already incurred and unrecoverable; it should not affect the current marginal choice. Ticket example: the £30 is fixed at the time illness occurs, so the notes say to compare attending now with not attending now.

Relationship

The notes do not answer “Is sunk cost always opportunity cost?” Mark for verification; do not infer an answer. Key contrast to practise: next-best alternative versus unrecoverable past expenditure.

2. Marginal analysis [L4 s7]

Compare the additional benefit and additional cost of one more unit. Notes: continue when MB>MC; “MB=MC optimum” is tentative because assumptions were missed. Verify the missing assumptions in slide/course material.

Active recall: define opportunity cost [s3]; why can the cheaper train cost more economically [Q2]? why should £30 not control the ticket decision [s5]? what comparison does marginal analysis make [s7]? Answers remain in the sections above, not beside the prompts.

40-minute route: 8 minutes term contrast; 12 minutes redo ticket/train without notes; 10 minutes create two new scenarios; 5 minutes retrieve marginal rule; 5 minutes locate missing assumptions and sunk/opportunity relationship in permitted course sources.

Why this works

1
Concept-dependency structure makes the outline useful for learning rather than as a cleaner transcript.
2
Visible uncertainty keeps incomplete notes from becoming confidently memorized errors.

Check the result

Can every definition, example, and answer be traced to the notes?
Are missing, uncertain, and inconsistent points explicitly marked?
Does the review order follow conceptual prerequisites and stated assessment relevance?

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