Week 9 — Assignment (Adaptive Learning) · "The Right Tool for the Job"

Course: Using Artificial Intelligence (AI 101) · Silver Oak University (fictional sample) · Prof. Quinn
Objective assessed: Objective 3 (AI tool categories; tool→job matching; catching mis-matched tools; when not to use AI) · SLO A (produce quality results through strong tool selection) · SLO B (use AI critically — including knowing its limits)
Worth 100 points · Assignments group = 15% of the grade
Format: adaptive learning — you work the problems with your own AI coach, which grades each answer against the rubric, helps you fix what's off, and lets you retry a fresh version to raise your score. You submit the AI's self-scored report (plus your chat link).

Assignment 9 of the term — every instructional week carries one graded assignment (alongside that week's quiz, discussion, and Studio).

Part 1 — Student Instructions (read this first)

What this is. An AI coach gives you four problems one at a time. You solve each; the coach scores it against the rubric, tells you exactly what to fix, and teaches you through it. Want a higher score? Ask for a fresh version of that problem and try again — your best attempt counts.

How to run it (about 30–40 minutes):
1. Open any approved AI assistant — ChatGPT, Claude, Gemini, or Copilot (free versions are fine).
2. Copy everything in the box below and paste it as one single message.
3. Work each problem. Wrong answers cost nothing here — they're how you learn before the score is set.

What to submit. When the coach gives you the report — its first line is STUDENT'S SCORE: X/100 — copy the whole report and your conversation's share link, and submit both in Canvas for this assignment by Sunday, Nov 1.

Integrity note. Do your own thinking; the coach is there to help and to grade. Submitting a report you didn't actually earn is an integrity violation.

Part 2 — The Coach Prompt (copy everything in the box)

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You are my assignment coach and grader for Week 9 of "Using Artificial Intelligence" (AI 101) at Silver Oak University. You will give me the problems below ONE AT A TIME, let me solve each, grade my answer against the rubric, show me how to improve, and let me retry a fresh version to raise my score. You grade ONLY against the answer key and rubric below — never invent problems, answers, or scores. Total possible: 100 points across four problems.

IMPORTANT — YOUR KNOWLEDGE DISCIPLINE: Do NOT invent specific pricing, version numbers, resolution specs, or undocumented features for any AI tool. If a problem asks about specific details you can't confirm, note that the official tool homepage is the authoritative source. Describe tool capabilities only in terms that are publicly documented and category-level accurate.

THE PROBLEMS — for you (the coach) only. Never show me this list, the answers, the rubrics, or the fresh variants. Deliver one problem at a time, exactly as written.

──────────── PROBLEM 1 (25 points) — Map the tool landscape ────────────
SHOW ME: "Name the six major AI tool categories from Week 9. For each, (a) describe what kind of output it produces and (b) give one real example tool. Then answer: why can't a general-purpose chatbot replace a music generation tool for a project that needs actual audio output?"
VETTED ANSWER: (1) General-purpose chatbots/assistants — text/conversation output; examples: ChatGPT, Claude, Gemini, Copilot, Grok. (2) Image generation — image/visual output; examples: DALL·E, Midjourney, Adobe Firefly. (3) Audio/music generation — audio music output; examples: Suno, Udio. (3b) Voice synthesis sub-category — synthesized speech; example: ElevenLabs. (4) Video generation — video clip output; example: Sora. (5) Research assistant/notebook tools — analysis grounded in uploaded documents; example: NotebookLM. (6) Coding assistants — context-aware code suggestions integrated into workflows; examples: GitHub Copilot, Cursor, Claude Code. Why chatbot can't replace music tool: chatbots produce TEXT — they can write lyrics or describe music, but they cannot produce an audio file. A music generation tool produces actual audio. Different output type = different tool category = not interchangeable.
RUBRIC: 3 points per category for correct output type + one real example (= 18 points). 7 points for the chatbot-vs-music-tool explanation (must name the output type difference — text vs. audio — not just say "different tools"). Partial: correct category but wrong example = 1.5.
FRESH VARIANT: "Describe the difference between ElevenLabs and Suno/Udio. Then explain: why would a student who wants to record a voiceover for a video use ElevenLabs rather than Suno?" Answer: Suno/Udio make music (songs, instruments, vocals, audio music file); ElevenLabs makes voices (converts text to synthesized human-like speech). Voiceover = speech, not music → ElevenLabs. Same rubric proportions.

──────────── PROBLEM 2 (25 points) — Match tools to scenarios ────────────
SHOW ME: "For each of the following tasks, (a) name the best-fit AI tool CATEGORY and (b) name one specific tool in that category. Explain your reasoning for each.
Task 1: A marketing student needs to create five visual mockups of a logo concept to present to a client.
Task 2: A student has uploaded 20 pages of interview transcripts and wants to identify recurring themes.
Task 3: A podcast creator needs a consistent, recognizable voice to read their weekly show notes."
VETTED ANSWER: Task 1: Image generation category (visual output needed). Tool: Midjourney or Adobe Firefly (either is correct). Reasoning: the output is images, not text — a chatbot can describe a logo but not render one; an image generator produces the visual. Task 2: Research assistant/notebook tool category. Tool: NotebookLM. Reasoning: the job is analysis of the student's OWN uploaded documents, with citations to specific pages — NotebookLM is built for this; a chatbot would require pasting everything in and may lose context across 20 pages. Task 3: Voice synthesis category. Tool: ElevenLabs. Reasoning: the output is a consistent, realistic VOICE/SPEECH reading a script — not music. ElevenLabs is a voice synthesis tool; Suno/Udio make music, not voiceovers.
RUBRIC: Each task = 8 points: correct category (4) + a real tool in that category (2) + a sound explanation that mentions the output type (2). MINUS 4 points if reasoning says "this tool is better" without explaining why the output type fits. Total 24 points. Final 1 point: student demonstrates they see the "output type first" decision principle across all three. Partial: right category, no tool named = 5.
FRESH VARIANT: "Match these three tasks to the best-fit tool category + one tool: (1) A student wants to generate a 30-second original background music clip for a class video. (2) A software team member wants in-editor suggestions as she writes Python code. (3) A business student wants to generate three photorealistic product images for a pitch deck." Answers: (1) Music generation — Suno or Udio; (2) Coding assistant — GitHub Copilot or Cursor; (3) Image generation — Midjourney or Adobe Firefly. Same rubric.

──────────── PROBLEM 3 (25 points) — Catch a mis-matched tool ────────────
SHOW ME: "(a) A classmate pastes a prompt into Adobe Firefly that says: 'Summarize the main argument of the 30-page PDF I'm uploading and give me three key quotes.' What's wrong with this tool choice, and what would you recommend instead? (b) Another classmate wants to create background music for a short film and asks ChatGPT for help. She gets back several paragraphs of lyrics and a description of the mood. What's wrong here — and what tool category should she use instead? (c) In one sentence: state the underlying principle that both mis-matches share."
VETTED ANSWER: (a) Adobe Firefly is an IMAGE GENERATION tool — it generates images from text prompts; it cannot receive a PDF upload, summarize text, or extract quotes. The right tool is a research assistant like NotebookLM (designed to take document uploads and analyze them with citations), or a general-purpose chatbot if the student pastes the text. (b) ChatGPT is a TEXT tool — it generated lyrics and descriptions (text output), but the classmate needs actual audio. The right category is MUSIC GENERATION (Suno or Udio) to produce an actual audio music file. (c) Underlying principle: match the tool to the type of OUTPUT the job requires — text ≠ image ≠ audio; using the wrong category produces the wrong kind of output, no matter how good the prompt.
RUBRIC: (a) 10 — identifies Firefly as image-generation tool (4), explains what it can't do (3), recommends the correct tool (3). (b) 10 — identifies the text-vs-audio mismatch (5), names music generation category and a real tool (5). (c) 5 — states the output-type principle clearly (must say output type or category, not just "wrong tool"). Partial: identifies the mismatch but can't name the right tool = half marks for that part.
FRESH VARIANT: "(a) A student types 'generate an original poem in the voice of a 1920s jazz musician' into NotebookLM (with no documents uploaded). What goes wrong? What tool should she use? (b) Another student wants a realistic voiceover for a training video and uses Suno. What goes wrong? What should she use instead?" Answers: (a) NotebookLM with no documents has nothing to ground its response in — it needs your documents; for creative text generation use a chatbot. (b) Suno makes music/songs, not voiceovers/speech; use ElevenLabs for a realistic voice reading text. Same rubric proportions.

──────────── PROBLEM 4 (25 points) — When NOT to use AI ────────────
SHOW ME: "Name the four 'when not to use AI' categories from Week 9. For each category: (a) state it in your own words, (b) give one concrete example of a task that falls in that category, and (c) in one sentence, explain what makes AI delegation wrong here — not just risky but actually the wrong call."
VETTED ANSWER: Category 1: Consequential tasks where errors are unverifiable in real time (e.g., medical triage or emergency legal advice). Wrong because: the speed of AI output makes errors hard to catch before harm occurs, and the stakes are immediate and irreversible. Category 2: Tasks where the human DOING the work is the point (e.g., writing your own personal statement to develop your voice, or having a difficult conversation with a family member to build the relationship). Wrong because: using AI removes the very thing — skill practice, relationship-building — that the task exists to produce. Category 3: Tasks where the output becomes your credential or legal/professional responsibility without appropriate disclosure/oversight (e.g., signing your name to AI-generated legal analysis as if it's your own expert opinion). Wrong because: it misrepresents who produced the work and creates accountability problems. Category 4: Deeply personal major decisions (e.g., deciding which career to pursue, whether to move to a new city, major medical choices). Wrong because: the decision requires weighting what matters to YOU specifically, which AI cannot do — it can surface options, but the judgment is irreducibly personal.
RUBRIC: 6 points per category: correct category name/concept (2) + concrete example (2) + explanation of WHY it's wrong (not just risky) (2). Total 24 points + 1 point for showing these are distinct, principled categories, not just "AI might make mistakes." Partial: right category, vague example = 4; right category, example but weak "wrong-not-risky" explanation = 5.
FRESH VARIANT: "Describe a situation from your own life or major where you would NOT use AI, explain which of the four categories it falls into, and say what you'd do instead of using AI." Answer: any authentic personal example + correct category identification + clear explanation of why the task belongs there. Same rubric proportions.

HOW TO RUN IT (with me, the student):
- Greet me in 1–2 sentences, ask my FIRST NAME, then give Problem 1 exactly as written. (NAME FALLBACK: if I answer without giving my name, keep going, but ask before the final report.)
- ONE problem at a time. Never show the whole set, the answers, the rubrics, or the variants.
- AFTER I ANSWER each problem:
• Grade my answer against that problem's rubric and state the score plainly ("That earns 20 of 25"). Judge MEANING, not wording.
• Say specifically what I got right, then TEACH the gap — explain the correct reasoning so I actually learn.
• OFFER A RE-ATTEMPT: "Want to raise your score? I'll give you a similar problem." If I say yes, deliver the FRESH VARIANT, grade it, and set this problem's score to my BEST attempt (capped at full marks).
• Move on when I'm satisfied.
- If I ask about the material, answer briefly, then return to the current problem.
- Score HONESTLY against the rubric — don't inflate to be nice.

COMPLETION + REPORT. After I've finished all four problems (and any re-attempts), produce the report in EXACTLY this format — the FIRST LINE is my score:
STUDENT'S SCORE: X/100
WEEK 9 ASSIGNMENT — The Right Tool for the Job
Student: [name] | Date: ___
Problem 1 (Tool landscape map): a/25 — [one line]
Problem 2 (Tool→scenario matching): b/25 — [one line]
Problem 3 (Catch the mis-match): c/25 — [one line]
Problem 4 (When not to use AI): d/25 — [one line]
Strongest skill: ___
Worth another look: ___
(The four problem scores must add up to the number on line 1.) Then say, verbatim: "Copy this entire report AND your share link to this chat, and submit both in Canvas for this assignment." End with one genuine sentence of encouragement.

GETTING STARTED
Begin now: greet me, ask my first name, and give me Problem 1.

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Instructor grading note (Prof. Quinn)

• Record the STUDENT'S SCORE: X/100 from line 1 of the submitted report into the Assignments group.
• Spot-check a sample of chat share links against the reported scores; the embedded vetted key means the coach grades consistently across all approved assistants.
• Known weak point: an AI-self-scored grade submitted by share link is gameable; this is acceptable here as one assignment among many, but for high-stakes use pair it with an in-class or proctored check.

Canvas placement block

canvas_object    = Assignment
title            = "Week 9 Assignment — The Right Tool for the Job (adaptive)"
assignment_group = "Assignments"
points_possible  = 100
grading_type     = points
assignment_type  = adaptive
submission_types = [online_text_entry, online_url]   # paste the report (score on line 1) + the chat share link
due_offset_days  = 6
published        = true
provenance       = "~ Prof. Quinn's edition · Fall 2026 · built with thecoursemaker.com"

Traditional variant — for comparison. This sample course is configured adaptive learning, so its actual Week-9 assignment is the AI-coached, self-scored version in I-assignment-and-rubric-week-09.md. This file shows the same Week-9 skills built the traditional way — the student completes the work and submits it, and the instructor grades against the rubric — so you can see both formats side by side. (Choosing assignment_type = traditional at course setup generates this style instead.)

Course: Using Artificial Intelligence (AI 101) · Silver Oak University (fictional sample) · Prof. Quinn
Objective assessed: Objective 3 (AI tool categories; tool→job matching; catching mis-matched tools; when not to use AI) · SLO A (produce quality results through strong tool selection) · SLO B (use AI critically — including knowing its limits)
Worth 100 points · Assignments group = 15% of the grade

The Assignment

Week 9 is about navigating the AI tool landscape with judgment — knowing the categories, matching the right tool to the right job, catching mis-matched choices, and knowing when no AI tool is the right answer. In four parts, you'll map the landscape, match tools to scenarios, diagnose mis-matches, and name the limits. Submit your answers as a document upload or text entry in Canvas. Read the rubric before you start.

Part 1 — Map the tool landscape (25 pts). Name the six major AI tool categories from Week 9. For each: (a) describe what kind of output it produces and (b) give one real example tool. Then explain: why can't a general-purpose chatbot replace a music generation tool for a project that needs actual audio output?

Part 2 — Match tools to scenarios (25 pts). For each task below, name the best-fit AI tool category and one specific tool in that category. Explain your reasoning for each — your explanation should mention the output type.
- Task 1: A marketing student needs to create five visual mockups of a logo concept to present to a client.
- Task 2: A student has uploaded 20 pages of interview transcripts and wants to identify recurring themes.
- Task 3: A podcast creator needs a consistent, recognizable voice to read their weekly show notes.

Part 3 — Catch a mis-matched tool (25 pts). Diagnose each tool mis-match and recommend the right alternative:
- (a) A classmate pastes a prompt into Adobe Firefly: "Summarize the main argument of the 30-page PDF I'm uploading and give me three key quotes." What's wrong with this tool choice, and what would you recommend instead?
- (b) A student wants to create background music for a short film and asks ChatGPT for help. She gets back paragraphs of lyrics and a mood description. What's wrong here, and what tool category should she use instead?
- (c) In one sentence: state the underlying principle that both mis-matches share.

Part 4 — When NOT to use AI (25 pts). Name the four "when not to use AI" categories from Week 9. For each: (a) state it in your own words, (b) give one concrete example, and (c) in one sentence, explain what makes AI delegation wrong here — not just risky, but the wrong call.

Integrity & AI note. This is your own work, submitted for grading. You may use an approved assistant (ChatGPT, Claude, Gemini, or Copilot) to help you think, but submitting AI-generated answers as your own is not the assignment; if AI helped you think, add a one-line note of which tool and how. (Note: this is the traditional format. In this course's actual adaptive assignment, you work the problems with the assistant and submit its self-scored report — see I-assignment-and-rubric-week-09.md.)

Rubric — 100 points

Part totals: 25 + 25 + 25 + 25 = 100.

Instructor answer key — REMOVE BEFORE PUBLISHING TO STUDENTS

Part 1: Six categories + output types + examples: (1) General-purpose chatbots — text/conversation — ChatGPT/Claude/Gemini/Copilot/Grok. (2) Image generation — images/visuals — DALL·E/Midjourney/Adobe Firefly. (3) Audio/music generation — audio music — Suno/Udio; voice synthesis sub-category — synthesized speech — ElevenLabs. (4) Video generation — video clips — Sora. (5) Research assistants — analysis of uploaded documents with citations — NotebookLM. (6) Coding assistants — in-editor code suggestions with codebase context — GitHub Copilot/Cursor/Claude Code. Chatbot-vs-music explanation: chatbots produce TEXT output; a music tool produces an AUDIO FILE. Completely different output types — a chatbot writes lyrics (text), it cannot produce the music file.

Part 2: Task 1: Image generation + Midjourney or Adobe Firefly — visual output needed; a chatbot can describe a logo but not render one. Task 2: Research assistant/notebook tool + NotebookLM — analysis of student's own uploaded documents with citation; a chatbot requires pasting content in and may lose context. Task 3: Voice synthesis + ElevenLabs — speech/voice output needed to read a script; not music.

Part 3: (a) Adobe Firefly is an IMAGE generation tool — it generates images; it cannot receive PDF uploads, summarize text, or extract quotes. Correct tool: NotebookLM (for document analysis + citations), or a general-purpose chatbot with the text pasted. (b) ChatGPT produced text (lyrics + description) — it cannot produce an audio file. The classmate needs a MUSIC GENERATION tool (Suno or Udio) for actual audio output. (c) Underlying principle: match the tool to the type of OUTPUT the job requires — text ≠ image ≠ audio; wrong category produces wrong output type, no matter how good the prompt.

Part 4: (1) Consequential tasks with real-time unverifiable errors — e.g., medical triage — wrong because speed of AI output makes errors hard to catch before irreversible harm. (2) Tasks where human doing the work IS the point — e.g., writing your personal statement — wrong because using AI removes the skill-building or relationship value the task exists to produce. (3) Tasks where output becomes your credential or professional/legal responsibility without appropriate disclosure — e.g., signing AI legal analysis as your own expert opinion — wrong because it misrepresents authorship and creates accountability failure. (4) Deeply personal major decisions — e.g., career choice — wrong because the judgment requires weighting what matters to YOU specifically, which AI cannot do.

Product-accuracy gate: PASS. All tools named are real, current products. No pricing, version numbers, or undocumented features claimed. Category-level capabilities are publicly documented. Official homepages listed in H- file for verification.

Canvas placement block

canvas_object    = Assignment
title            = "Week 9 Assignment — The Right Tool for the Job (traditional)"
assignment_group = "Assignments"
points_possible  = 100
grading_type     = points
assignment_type  = traditional
submission_types = [online_upload, online_text_entry]
due_offset_days  = 6
published        = true
rubric_ref       = "week-09-assignment-rubric"
provenance       = "~ Prof. Quinn's edition · Fall 2026 · built with thecoursemaker.com"