Understanding AI In This New Day of Age By: Kaleel Thomas

What happens when you hand a machine your sources and ask it to do the reading for you? That question sat at the center of our unit on language-model research tools, and the answer turned out to be more complicated, and more interesting, than I expected. In this post I want to share the one takeaway that stuck with me after working with Google’s NotebookLM: understanding how these tools work isn’t optional anymore. The technology keeps changing, and knowing how to use it well is quickly becoming as basic as knowing how to search a library catalog.

MAjor Takeaway

This week has been my favorite when it comes to learning about LLM( Large Langauge Models). It was especially interesting to learn about how AI breaks down the inputs we subimit into what the video called Token. Futhermore token in the context words the word itself or small pieces of the word. In the context of a image the patches of image would consider a token. These tokens are directly associated with a vector. A Vector is simply a sequence of numbers, and they are meant to encode whatever piece of token is submitted. Then the vectors are passed through an attention block, which allows the vectors to talk to each other to update values. Another key takeaway is understanding transformers and that LLMs can only produce a prediction for what comes next in the passage.

Another major takeaway from this week in understand how to use and prompt your AI. Closer to the end of the week, from the UT article, we learned very important and, I said helpful ways to prompt AI to get the best output. For example when prompting AI know what the capabilities are, be specific, provide an example, and refine the output

Surprise and Game changing information

The most surprising thing from this week for me is understanding the capabilities of certain AI platforms. In class, we submit a very vague prompt, and each platform produces a different output. Seeing how certain AI can do so much more with such little information is very cool in my opinion. Furthermore, reading the article about generative AI producing biased images was extremely fascinating to me because I honestly have never known that AI was doing such a thing and pushing already existing stereotypes. I really like the part in that article where it talks about the philosophical question of how we ” define bias” and “fairness”.

NotebookLm/ Gemini Notebook

.You upload your own sources, such as PDFs, articles, videos, and notes. The tool answers only from those sources and cites the exact passage behind every claim. That makes its answers easy to check. Because it reads many sources at once, it can compare them, find connections, and summarize them in ways that would take hours by hand.

Submitted a prompt to Claude
Prompt: ” Give me a running model

Declaration of AI Use: “I used Claude (Anthropic) on September 7, 2026 to [generate the Three.js code for the runner game / draft a description of a swimmer / animate an SVG runner]. I [edited, tested, and directed the output / wrote the final version myself]. Prompts and outputs are available on request.”

Text/ Video cituation: Bender, Emily. “Don’t Try to Get Answers from a Stochastic Parrot.” YouTube, uploaded by Harvey Mudd College, 2024, www.youtube.com/watch?v=5m0ZolIb2hA. 2024 Nelson Speaker Series.

Cheung, Jon. “How AI Image Generators Make Bias Worse.” London Interdisciplinary School, 21 Aug. 2023, www.lis.ac.uk/stories/how-ai-image-generators-make-bias-worse.

Sanderson, Grant. “Transformers, the Tech behind LLMs | Deep Learning Chapter 5.” YouTube, uploaded by 3Blue1Brown, 1 Apr. 2024, www.youtube.com/watch?v=wjZofJX0v4M.

University of Texas System. Prompt Literacy. UT Aspire, Nov. 2025, www.utsystem.edu/sites/default/files/documents/general-documents/2025/ut-aspire-prompt-literacy/ut-aspire-prompt-literacy.pdf. PDF download.

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