The AI-native way
to master your prereqs.
Tiered exercises, spaced-repetition flashcards, and AI feedback — purpose-built for MATH 1, 3, 8, 13 and PHYS 13, 14 at Dartmouth.
No account needed to browse. Jump into PHYS 14 →
Curriculum
Six courses. One foundation.
Covers the full range of Dartmouth MATH & PHYS prerequisites with structured units, graded problems, and reference notes.
Why it exists
Prereqs are hard for fixable reasons.
No worked examples at 2 am.
Step-by-step solutions, always available.
Cram, forget, repeat.
SM-2 spaced repetition surfaces what you're about to forget.
Passive re-reading feels productive.
Graded problem sets and quizzes force retrieval.
Concept gaps hidden by formula sheets.
Force-directed concept maps expose what you actually know.
Textbooks explain; they don't demonstrate.
TA-narrated Manim animations show the math in motion.
One teaching style doesn't fit everyone.
UDL-aligned: multiple means of representation, expression, engagement.
The method
How it works
Watch. Understand.
Short TA-narrated Manim animations break each concept into visual steps. No wall-of-text theory — just the idea, shown.
Practice. Get graded.
Structured problem sets with instant feedback. Each attempt tells you exactly where the reasoning broke down.
Retain. Automatically.
The SM-2 algorithm schedules flashcard reviews at the optimal moment. Study less, remember more.
Ask. Explore. Map.
The built-in AI study tool generates quizzes from your notes, builds concept maps, and flags weak areas so you focus where it counts.
Built-in AI study tool
Study, built right in.
Load your course notes and exercises with one click — or add your own course-related material — and turn them into quizzes, SM-2 flashcard decks, and force-directed concept maps in seconds.
Question 3 of 8
A particle moves along a curve. At what rate does its kinetic energy change when its speed is 4 m/s and tangential acceleration is 2 m/s²?
Evidence base
Built on learning science.
Every design decision traces back to peer-reviewed research in cognitive science and educational psychology.
Spaced Repetition
Ebbinghaus (1885); Cepeda et al. (2006)
Distributed practice over time produces stronger, more durable retention than massed study.
Retrieval Practice
Roediger & Karpicke (2006, Psych. Sci.)
Testing yourself — not re-reading — is the most reliable way to consolidate memory.
UDL Framework
CAST (2018); Rose & Meyer (2002)
Multiple means of representation, expression, and engagement reduce barriers for all learners.
Worked Examples
Sweller (1988, Cog. Sci.)
Studying correct worked solutions reduces cognitive load and accelerates schema formation.
Desirable Difficulties
Bjork (1994); Bjork & Bjork (2011)
Interleaved practice and varied problem types feel harder but produce stronger long-term transfer.
Concept Mapping
Novak & Gowin (1984); Nesbit & Adesope (2006)
Building visual maps of relationships between concepts improves recall and reveals gaps.
The AI study session is already here.
Six courses, all free. No account needed to browse — or log in to track your progress, earn SM-2 flashcard reviews, and get AI-adaptive quizzes.