Worksheets🍒 Gemini AI Exam for Educators (45)
Total questions: 45
Worksheet time: 22mins
Name
Class
Date
1.
How can an educator get a quick, audible summary of a lengthy research paper they've uploaded to NotebookLM? (教育者如何用 NotebookLM 獲得論文的語音摘要？)
a)
Audio Overview (音訊總覽)
b)
Study Guide (學習指南)
c)
Inline Citations (行內引用)
d)
Discover Sources (探索來源)
2.
What is "Generative AI"? (什麼是「生成式 AI」？)
a)
A type of AI that can create new and original content, such as text, images, or music. (一種可以創造新內容的 AI。)
b)
A set of rules that an AI must follow. (AI 必須遵守的一套規則。)
c)
An AI that is used exclusively for analyzing existing data. (只用於分析資料的 AI。)
d)
The physical hardware that powers artificial intelligence. (驅動 AI 的實體硬體。)
3.
A teacher is concerned a student may have used Generative AI to complete their work. What tools within Google Workspace could they use? (老師擔心學生用 AI 完成作業，可用 Workspace 中的哪些工具了解情況？)
a)
Use Version History to see the creation process over time. (使用「版本紀錄」查看創作過程。)
b)
Ask Gemini if it created the work. (詢問 Gemini 是否是它做的。)
c)
Use Gemini Checker in Google Classroom. (在 Google 教室中使用 Gemini 檢查器。)
4.
A teacher asks a generative AI to summarize a historical event. The response is well-written, but includes a specific date for a battle that the teacher believes is incorrect. What is the best way to handle this situation? (一位老師要求 AI 總結歷史事件，但回應中的日期有誤，最好的處理方式是什麼？)
a)
Treat the incorrect date as a likely hallucination and fact-check the information. (視為幻覺並進行事實查核。)
b)
Assume the AI has access to newer information. (假設 AI 有更新的資訊。)
c)
Re-prompt the AI with the exact same question. (用同樣問題再問一次。)
5.
The students in class have been completing some creative writing on helpful monsters. You want to generate an image of a monster your students have described, which of these prompts would be best for this task? (學生們正在寫關於有益怪物的創意寫作，你想生成他們所描述的怪物圖片，哪個指令最好？)
a)
Create an image of a helpful monster... Use a cartoon style... (一個詳細描述怪物外觀、風格的指令。)
b)
Create a list of names for a helpful monster... (要求提供怪物名字的指令。)
c)
Create a drawing of a monster who likes to eat. (一個模糊的繪圖指令。)
6.
Which of the following features is primarily designed to help create multi-page reports? (哪個功能主要用來製作多頁報告？)
a)
Deep Research (深度研究)
b)
Canvas (畫布)
c)
Imagen (圖像生成)
d)
Gems (客製化模型)
7.
A history teacher has uploaded several primary source documents about a specific event to NotebookLM. They want to find additional, related information from the web to broaden their students' understanding. Which NotebookLM feature would help with this? (一位歷史老師上傳了原始資料文件到 NotebookLM，並希望從網路上找到更多相關資訊，哪個功能可以幫助他？)
a)
The Discover Tool (探索工具)
b)
Export to Google Docs (匯出至 Google 文件)
c)
Ask for a Summary (要求摘要)
d)
Create a study guide (建立學習指南)
8.
An educator wants to create a study guide for their students based on their uploaded lesson notes. How can NotebookLM help them efficiently generate materials grounded in their specific content? (教育者想用自己的筆記在 NotebookLM 中製作學習指南，如何才能有效率地生成基於特定內容的材料？)
a)
Upload the lesson notes... and prompt it to create a study guide. (上傳筆記並指示它建立學習指南。)
b)
Upload the lesson notes... and ask it to summarize the document. (上傳筆記並要求它總結。)
c)
...use the chat feature to ask it to translate the notes. (使用聊天功能要求翻譯筆記。)
9.
Which statement best describes Guided Learning in Gemini? (哪個陳述最能描述 Gemini 的引導式學習？)
a)
Guided Learning allows you to dive deeper into a topic, using open-ended questions... (它允許你透過開放式問題深入探討主題。)
b)
Guided Learning generates HTML Code... (它會生成 HTML 程式碼。)
c)
Guided Learning completes detailed research... (它會完成詳細的研究。)
d)
Guided Learning allows you to upload sources and produce an audio podcast... (它允許你上傳來源並製作音訊播客。)
10.
A teacher is planning a new unit on renewable energy for their class and wants to brainstorm engaging lesson ideas and classroom activities. How could they use Gemini as a thought partner? (一位老師正在規劃再生能源的單元，想用 Gemini 腦力激盪課程點子，該怎麼做？)
a)
Enter a prompt in Gemini describing the unit topic and grade level, and ask it to generate lesson ideas. (輸入描述主題和年級的指令來要求點子。)
b)
Request a list of renewable energy facts from Gemini. (要求提供事實清單。)
c)
Ask Gemini to create a rubric for a project. (要求它製作評分標準。)
11.
When an AI system shows a tendency to produce results that are systematically prejudiced due to the data it was trained on, this is known as: (當 AI 因訓練資料而產生系統性偏見時，稱為什麼？)
a)
Bias (偏見)
b)
Hallucinations (幻覺)
c)
Feature (特徵)
d)
Glitches (小故障)
12.
An educator has uploaded a collection of articles and research papers to NotebookLM for an upcoming project. They want to explore various ways students could demonstrate their understanding of the material through different project formats. How can NotebookLM help? (一位教育者為專案上傳了文章到 NotebookLM，並想探索不同的專案格式，NotebookLM 能如何幫助？)
a)
Use NotebookLM's chat feature to ask it for different potential project formats... (使用聊天功能詢問可能的專案格式。)
b)
...ask it to create a complete project proposal document. (要求它製作一份完整的專案提案。)
c)
Use NotebookLM's citation function to identify... examples. (使用引用功能尋找範例。)
13.
When AI chatbots generate false, nonsensical, or misleading outputs that seem believable, what are these errors referred to? (當 AI 聊天機器人生成看似可信的虛假或誤導性輸出時，這些錯誤稱為什麼？)
a)
Hallucinations (幻覺)
b)
Glitches (小故障)
c)
Biases (偏見)
d)
Misinformation (錯誤資訊)
14.
A parent sends an email with several specific questions about the school's new, multi-page... BYOD policy. To ensure their response is accurate, the teacher uploads the official policy document to NotebookLM. Which of the following is the most efficient and reliable way for the teacher to use NotebookLM to address the parent's specific questions? (一位家長詢問關於學校 BYOD 政策的具體問題，老師上傳了文件到 NotebookLM，最有效率的回覆方式是什麼？)
a)
Ask it to "Create an FAQ based on the source that directly answers the parent's list of specific questions." (要求它製作一個直接回答家長問題的常見問答。)
b)
Use the Discover Tool to find articles about how other schools handle their policies. (使用探索工具尋找他校政策。)
c)
...generate an audio overview of the policy for the teacher to listen to... (為老師生成音訊總覽。)
d)
Ask for a general, one-paragraph summary of the entire policy... (要求提供通用摘要。)
15.
Which of the following would be appropriate content for simple classroom guidelines on the responsible and ethical use of generative AI? (關於負責任地使用生成式 AI，什麼是合適的課堂準則？)
a)
A guideline requiring students to explicitly cite AI tools when used for brainstorming or drafting. (要求學生在使用時明確引用 AI 工具的準則。)
b)
A guideline instructing students to submit work as long as it passes an automated plagiarism checker. (只要通過抄襲檢查器就允許提交作業的準則。)
c)
A guideline strictly prohibiting the use of any generative AI tools... (嚴格禁止使用任何生成式 AI 工具的準則。)
16.
What task does Deep Research in Gemini perform? (Gemini 的深度研究功能執行什麼任務？)
a)
Browse websites, think through the findings, and create multi-page reports. (瀏覽網站、綜合發現並製作多頁報告。)
b)
Creates interactive quizzes... (製作互動式測驗。)
c)
Generates entirely new, original images from text prompts... (從文字生成圖片。)
d)
Searches the web to find existing research papers... (在網路上搜尋現有研究論文。)
17.
A school administrator is considering using NotebookLM for organizing research notes on new educational policies but is concerned about data privacy. What assurance does NotebookLM offer regarding the handling of uploaded documents and queries? (一位學校管理員擔心在 NotebookLM 中使用教育政策筆記的資料隱私問題，NotebookLM 提供了什麼保障？)
a)
...data you enter... is not human-reviewed and not used to train AI models. (你輸入的資料不會被人工審查，也不會用於訓練 AI 模型。)
b)
...requires users to agree to share anonymized data for model training... (要求用戶同意分享匿名資料以供模型訓練。)
c)
...uses uploaded data and queries to personalize the Audio Overview feature for all users. (使用上傳的資料為所有用戶個人化音訊總覽功能。)
18.
What specific type of AI refers to a system which can create new types of content, such as text, images, or video? (哪種特定類型的 AI 會創造像文字、圖片或影片這樣的新內容？)
a)
Generative AI (生成式 AI)
b)
Large Language Model (大型語言模型)
c)
Machine Learning (機器學習)
19.
To help geometry students overcome common misconceptions about finding the area of triangles, how can an educator best prompt Gemini to generate model answers addressing these errors? (為了幫助幾何學生克服計算三角形面積的常見誤解，教育者如何最好地提示 Gemini 生成範例答案？)
a)
Act as a highly skilled high school math teacher... provide 3-4 model responses... (一個詳細的指令，指定 AI 扮演數學老師並提供範例答案。)
b)
Find online resources that explain how to find the area of triangles. (尋找解釋如何計算三角形面積的線上資源。)
c)
List common errors in triangle area calculations... (列出計算三角形面積的常見錯誤。)
20.
A teacher is concerned that using AI tools like Gemini for generating essay outlines might inadvertently lead to student plagiarism... What actions could they take to deal with this concern? (一位老師擔心使用 AI 製作論文大綱可能導致無意的抄襲，他們該怎麼辦？)
a)
Implement clear classroom guidelines for AI use, emphasize academic integrity, and teach students how to appropriately cite AI tools... (實施明確準則，強調學術誠信，並教導學生如何適當引用。)
b)
Avoid using AI tools for any assignments and block the use of tools... (避免並封鎖所有 AI 工具。)
c)
Assume all AI-generated content is plagiarized and penalize students automatically. (假設所有 AI 內容都是抄襲並自動懲罰學生。)
21.
An educator is starting a large research project with dozens of articles and notes. How would NotebookLM be most beneficial in the initial stages? (一位教育者正在開始一項大型研究專案，NotebookLM 在初期階段如何發揮最大效益？)
a)
By synthesizing information across all uploaded documents to help them find connections and draft an outline. (透過綜合所有文件資訊來尋找關聯並草擬大綱。)
b)
By creating a video presentation of the key themes. (透過製作主題影片簡報。)
c)
By automatically writing the entire research paper for them. (透過自動撰寫整篇論文。)
d)
By finding and correcting factual errors within their source articles. (透過尋找並修正來源文章中的事實錯誤。)
22.
A history teacher wants to implement a strategy to help students develop AI literacy... Which of the following strategies would be most effective in teaching students to critically evaluate AI-generated content for accuracy and bias? (一位歷史老師想實施一項策略來幫助學生培養 AI 素養，教導學生批判性評估 AI 內容的準確性和偏見，最有效的方法是什麼？)
a)
Engaging students in an activity where they compare and contrast AI-generated summaries with verified textbook information... (讓學生參與比較 AI 摘要與已驗證教科書資訊的活動。)
b)
Instructing students to always double-check AI-generated facts with a quick Google search... (指示學生總是用 Google 快速複查 AI 生成的事實。)
c)
Requiring students to sign a policy acknowledging the risks of using AI... (要求學生簽署一份承認使用 AI 風險的政策。)
23.
Students are using Gemini for research... To foster critical thinking skills regarding the AI-generated information, which teacher action would be most effective? (學生正在使用 Gemini 進行研究，為了培養對 AI 生成資訊的批判性思維，哪種老師的行動最有效？)
a)
Assign students the task of cross-referencing at least three key facts provided by Gemini with independent, reputable sources... (指派學生用可靠的獨立來源交叉比對至少三個關鍵事實。)
b)
Limit research tasks to topics where Gemini is known to provide only undisputed facts. (將研究任務限制在 Gemini 已知只提供無爭議事實的主題。)
c)
Advise students to trust Gemini's information because it gathers data from many sources. (建議學生相信 Gemini 的資訊，因為它從多方收集資料。)
d)
Instruct students to simply copy and paste information from Gemini... (指示學生直接複製貼上 Gemini 的資訊。)
24.
An educator is looking for practical strategies to increase student leadership and independence in their classroom environment. How can they use Gemini to suggest relevant ideas? (一位教育者正在尋找增加學生領導力和獨立性的實用策略，他們如何使用 Gemini 來建議相關想法？)
a)
Upload a PDF of your current curriculum and ask Gemini to suggest... opportunities based around the content. (上傳目前的課程並根據內容要求建議。)
b)
Ask Gemini to create a list of strategies for student leadership opportunities. (要求 Gemini 製作一份學生領導力機會的策略清單。)
c)
Ask Gemini to plan the lessons and it will include these options every time. (要求 Gemini 規劃課程，它每次都會包含這些選項。)
25.
An English teacher uses Gemini to generate a list of essay topics... The AI provides a list that includes some potentially controversial topics, what should they do? (一位英文老師使用 Gemini 生成論文題目，但其中包含一些具爭議性的主題，他們該怎麼辦？)
a)
Critically review each topic for its age-appropriateness, potential to foster respectful debate, factual neutrality, and any inherent biases... (批判性地審查每個題目的適切性、偏見等。)
b)
Ask students to ignore the topics on the list they are not interested in. (要求學生忽略他們不感興趣的題目。)
c)
Immediately present the full list to students, assuming Gemini's suggestions are always suitable. (立即將完整的清單呈現給學生，並假設其建議總是合適的。)
26.
An educator uses a generative AI tool to help create a first draft of a lesson plan. To effectively keep themself "in the loop," what is the most critical next step? (一位教育者使用生成式 AI 工具製作課程計畫初稿，為了有效保持「參與其中」，最關鍵的下一步是什麼？)
a)
Use their professional judgment to review, edit, and adapt the AI's output to align with curriculum standards and their specific students' needs. (運用專業判斷來審查、編輯和調整產出。)
b)
Trust the AI's output completely... (完全信任 AI 的產出。)
c)
Copy and paste the AI-generated lesson plan directly into their materials... (直接複製貼上 AI 生成的課程計畫。)
27.
You can listen to a response in Gemini for Education? (你可以聽教育版 Gemini 的回覆嗎？)
a)
True
b)
False
28.
You can upload your own files to a Gem. (你可以上傳自己的檔案到 Gem 嗎？)
a)
True
b)
False
29.
You can share a link with students in Classroom to direct them to Gemini's Guided Learning Mode. (你可以在Google Classroom中分享連結，將學生導向 Gemini 的引導式學習模式。)
a)
True
b)
False
30.
An educator is using Google Docs with a Google AI Pro for Education, which allows them to generate new content without leaving Docs. (教育者可以在不離開 Google 文件的狀況下，使用教育版 Google AI Pro 生成新內容嗎？)
a)
True
b)
False
31.
You can create a Google Vid using a set of Google Slides as the source material. (你可以使用一組 Google 簡報作為來源材料來創建 Google Vid。)
a)
True
b)
False
32.
複選題: A school administrator would like to create an Audio Overview of a School Policy. Which tool(s) could they use? (學校管理員想為學校政策製作音訊總覽，他們可以使用哪些工具？)
a)
Google Classroom 教室
b)
Google Drive 雲端硬碟
c)
Google Meet 視訊
d)
Google Calendar 日曆
33.
複選題: Which tools are available in Gemini? (Gemini 中有哪些可用工具？)
a)
Canvas (畫布)
b)
Guided Learning (引導式學習)
c)
Image (圖像)
d)
Song (歌曲創作)
34.
複選題: Which of the following can be created in NotebookLM? (在 NotebookLM 中可以創造什麼？)
a)
Audio Overview (音訊總覽)
b)
Mind Map (心智圖)
c)
Google Sites (Google 協作平台)
d)
Video Overview (影片總覽)
35.
複選題: What does the “Share and Export” button in Gemini allow you to do? (Gemini 的「分享與匯出」按鈕有何功能？)
a)
Draft in Gmail (在 Gmail 中草擬)
b)
Export to Docs (匯出至文件)
c)
Create a webpage (建立網頁)
d)
Download a PDF (下載 PDF)
36.
複選題: Which methods can be used to open NotebookLM? (哪些方法可用來開啟 NotebookLM？)
a)
Head to the NotebookLM Icon in the Apps Launcher (從應用程式啟動器開啟)
b)
Head to notebooklm.google.com in the Omnibox (在網址列輸入網址)
c)
In Google Drive, Select New and then Notebook (在雲端硬碟中選取「新增」)
37.
複選題: A science teacher integrates Gemini into their lesson planning... then uses these materials directly with students without thoroughly reviewing... What risks does this cause? (一位科學老師使用 Gemini 規劃課程，但未經審查就直接使用，這會帶來什麼風險？)
a)
"The AI-generated content could contain factual inaccuracies. (內容可能不正確)
b)
The AI-generated content could be written at an inappropriate level. (內容難度不適合。)
c)
The teacher has become over-reliant on Gemini... (老師過度依賴。)
38.
The principles and safeguards that protect a user's personal and sensitive information when interacting with a digital service. 使用者在跟數位服務互動時，保護其個人及敏感資料的原則與安全機制。
a)
Data Privacy
資料隱私
b)
Algorithmic Discrimination
演算法歧視
c)
Intellectual Property
智慧財產權
39.
The potential for an AI's output to unfairly disadvantage or misrepresent individuals based on their membership in a particular group. AI 的產出，可能會因為一個人的群體身份（例如：種族、性別），而讓他受到不公平的對待或被片面描述。
a)
Data Privacy
資料隱私
b)
Algorithmic Discrimination
演算法歧視
c)
Intellectual Property
智慧財產權
40.
The ethical and legal framework governing the ownership and rights associated with creative works, including those generated with AI assistance. 指一套管理創意作品所有權與相關權利的道德及法律規範，其中也包含了透過 AI 輔助生成的作品。
a)
Data Privacy
資料隱私
b)
Algorithmic Discrimination
演算法歧視
c)
Intellectual Property
智慧財產權
41.
A student always fact-checks AI-generated statistics using a reliable external source.
學生總會利用可靠的外部來源，對 AI 產出的統計數據進行事實查核。
a)
Preventing misinformation
（防止假訊息）
b)
Prompt engineering
（提示工程）
c)
Evaluating for bias
（評估偏見）
42.
A student always asks follow-up questions to the AI, asking it to refine its answers or provide more detail.
學生會不斷追問 AI，要求它優化回答內容，或提供更深入的細節。
a)
Preventing misinformation
（防止假訊息）
b)
Prompt engineering
（提示工程）
c)
Evaluating for bias
（評估偏見）
43.
A student consciously inspects an AI's depiction of a group of people for accurate representation.
學生會有意識地檢視 AI 對某個群體的描寫，確認有沒有不夠真實或帶有偏見的地方。
a)
Preventing misinformation
（防止假訊息）
b)
Prompt engineering
（提示工程）
c)
Evaluating for bias
（評估偏見）
44.
A biology student is using NotebookLM to prepare a literature review on the impact of microplastics on marine life. Arrange the following steps in the most logical sequence for synthesizing their research findings into a cohesive narrative. 一名生物系學生正在使用 NotebookLM 準備一份關於微塑膠對海洋生物影響的文獻探討。請將以下步驟按最合乎邏輯的順序排列，以將他們的研究結果綜合成一個連貫的敘述。
a)
Upload several peer-reviewed studies and reports into NotebookLM as sources. (將數份經同儕審查的研究和報告作為來源上傳到 NotebookLM。)
b)
Prompt NotebookLM to identify common themes and conflicting findings across all the uploaded documents. (提示 NotebookLM 識別所有上傳文件中的共同主題和矛盾的發現。)
c)
Ask NotebookLM to generate a draft outline based on the key themes it identified. (要求 NotebookLM 根據其識別出的關鍵主題生成大綱草稿。)
d)
Review the AI-generated outline, then refine and reorganize it to form a logical narrative flow for the literature review. (審查 AI 生成的大綱，然後對其進行修改和重組，以形成文獻綜述的邏輯敘事流程。)
1)
2)
3)
4)
45.
Arrange the following steps in the most logical sequence for synthesizing research findings into a cohesive narrative using NotebookLM. 請將以下使用 NotebookLM 將研究結果綜合成一段通順連貫的說明的步驟，按照最合乎邏輯的順序排列。
a)
Upload studies. 上傳研究報告。
b)
Prompt to identify themes. 提示以識別主題。
c)
Ask for a draft outline. 要求草擬大綱。
d)
Review and refine the outline. 審查並完善大綱。
1)
2)
3)
4)
100 %
