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BSc: Introduction To Artificial Intelligence
Contents
- 1 Introduction to Artificial Intelligence
- 2 Teaching Methodology: Methods, techniques, & activities
Introduction to Artificial Intelligence
- Course name: Introduction to Artificial Intelligence
- Code discipline: ?????
- Subject area:
Short Description
This course covers the following concepts: Artificial Intelligence: Introduction to the ethical use of AI and the framework of development of AI systems; Artificial Intelligence: Evolutionary Algorithms.
Prerequisites
Prerequisite subjects
Prerequisite topics
Course Topics
Course Sections and Topics | Section | Topics within the section | | --- | --- | | History and Philosophy of AI | 1. Introduction to the practical applications of AI 2. History of Epistemology, particularly on the issue of knowledge creation and intelligence. 3. Understanding of the Chinese room and Turing test 4. Appreciation for the role of AI in Industries and the the application 5. Application of the PEAS model 6. Application of the Thinking/Acting Humanly/Rationally 7. Appreciation of the Ethical Issues in AI | | Title 2 | 1. Searching Algorithms 2. Tree Searches and logic, including basics of PROLOG as a lanuage for answering such problems 3. First and Second order logic | | Topics in Evolutionary Algorithms | 1. Understanding of the four base Evolutionary Algorithms: GA, GP, ES, EP 2. Application of one of these four. 3. Analysis of the application of these four types to a number of problem instances. 4. Application of the appropriate statistical models and scientific method (i.e. Hypothesis testing) to evaluate the EA. |
Intended Learning Outcomes (ILOs)
What is the main purpose of this course?
Have you ever wondered about how computers decide on what your credit worthiness is, or how they can play chess as good as a world master, or how world class circuits can be built with a minimal number of crossed wires? Perhaps you have wanted to build a human like robot, or have wanted to explore the stars with automated probes. Artificial Intelligence is the field which examines such problems. The goal is to provide a diverse theoretical overview of historical and current thought in the realm of Artificial Intelligence, Computational Intelligence, Robotics and Machine Learning Techniques.
ILOs defined at three levels
Level 1: What concepts should a student know/remember/explain?
By the end of the course, the students should be able to ...
- Gather an appreciation of the history of AI founders
- Solve simple problems using random, guided, and directed, search methods and be able to compare their abilities to solve the problem using a statistical argument
Level 2: What basic practical skills should a student be able to perform?
By the end of the course, the students should be able to ...
- Understand the PEAS model of problem definition
- Understand the Environment Model
- Understand the role of AI within computer science in a variety of fields and applications
Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?
By the end of the course, the students should be able to ...
- Apply Evolutionary Algorithms to a number of problems
- Apply the PEAS model of problem definition
- Apply the apply the Environment Model
Grading
Course grading range
| Grade | Range | Description of performance | | --- | --- | --- | | A. Excellent | 90-100 | - | | B. Good | 75-89 | - | | C. Satisfactory | 60-74 | - | | D. Poor | 0-59 | - |
Course activities and grading breakdown
| Activity Type | Percentage of the overall course grade | | --- | --- | | Assignment 1 | 20 | | Assignment 2 | 20 | | Lab Participation | 10 | | Midterm | 25 | | Final | 25 |
Recommendations for students on how to succeed in the course
Resources, literature and reference materials
Open access resources
- Russell & Norvig - Artificial Intelligence: A Modern Approach, 3rd Edition
- Ashlock - Evolutionary Computation for Modeling and Optimization
Closed access resources
Software and tools used within the course
Teaching Methodology: Methods, techniques, & activities
Activities and Teaching Methods
Activities within each section | Learning Activities | Section 1 | Section 2 | Section 3 | | --- | --- | --- | --- | | Homework and group projects | 1 | 1 | 1 | | Midterm evaluation | 1 | 1 | 0 | | Essays | 1 | 0 | 0 | | Discussions | 1 | 1 | 1 | | Development of individual parts of software product code | 0 | 1 | 1 | | Testing (written or computer based) | 0 | 1 | 1 |
Formative Assessment and Course Activities
Ongoing performance assessment
Section 1
| Activity Type | Content | Is Graded? | | --- | --- | --- | | Question | State and apply the PEAS model to a set of problems. | 1 | | Question | State the difference between Plato and Aristotle’s conceptions of knowledge - refer to Socrates definition? | 1 | | Question | Are you intelligent? What marks you as such? What is the definition? | 1 | | Question | Are you creative? What marks you as such? What is the definition? | 1 | | Question | Apply the PEAS model as a group to a real world instance. | 0 | | Question | Discuss - Humans in many low skilled tasks are being replaced by automation, what role do practitioners have in protecting its abuse | 0 | | Question | Discuss - Asimov’s laws of robotics are used as a science fiction application of ethics in AI, do you think they have a role in the real world. | 0 | | Question | Discuss - how can we prevent bias from entering into systems. | 0 | | Question | Discuss - What does it mean for a Computer to be Creative? | 0 |
Section 2
| Activity Type | Content | Is Graded? | | --- | --- | --- | | Question | Apply Prolog to an example of a family tree | 1 | | Question | Apply Prolog to an example of a logic problem | 1 | | Question | Compare and Contrast between two different search algorithms shown in class and implement. | 1 | | Question | Given an example data set which search would you use and why? | 1 | | Question | How does Prolog implement a tree? | 0 | | Question | Does this program work - mark out any errors. | 0 | | Question | What is the difference between a red and green cut? | 0 | | Question | What is the result of this Query? | 0 | | Question | What is the time complexity of this algorithm? | 0 |
Section 3
| Activity Type | Content | Is Graded? | | --- | --- | --- | | Question | Define a particular EA by its data structure | 1 | | Question | Implement an EA, write a Report about the implementation with sufficient search of the parameter space justified by statistical evaluations | 1 | | Question | Analysis of two EA types base upon their representation and variation operators and suitability to a problem space. | 1 | | Question | Produce a new type of EA based upon the concepts seen in class and speculate as to its effectivenesss on a problem via hypothesis testing. | 1 | | Question | Labs within this section are primarily for supporting assistance with the above objectives, e.g. work periods with TA assistance. | 0 |
Final assessment
Section 1
- Apply the PEAS model to a real world instance.
- You have a classification problem involving images, from the perspective of Plato and Aristotle on knowledge, which algorithm would they implement, justify your decision.
- Write a short essay based upon either the prosecution or defense of a trial of an Android who has passed the Turing test who is petitioning the court for human rights. What would be your case for or against using concepts in class such as Turing test, Chinese room, etc.?
Section 2
- Here is an example family tree. Given a simple Prolog Query - what would be the result?
- Here is an example logic problem. Given a Prolog Query - what would be the result.
- Compare and Contrast two different search algorithms in terms of time and space complexity
- Given data of type X, what search algorithm should you use and why?
Section 3
- Show an analysis on a problem instance as to which EA method you would use, justify your answer based on the representation of the problem data.
- Implement an EA for a problem, show statistical justification of your result.
- Produce a report about a new creation of an EA system with sufficient justification with hypothesis tests.
The retake exam
Section 1
Section 2
Section 3