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• W31410933 abstract "Recent advances in computer hardware have been accompanied by similar improvements in software, resulting in affordable fifth-generation languages (5GLs). Availability is not same thing as accessibility, however, and artificial intelligence, which is a key component to 5GL software, remains a curiosity. At most, one can learn about it as an elective class at university level, usually taught by a graduate teaching assistant. This is unusual, given role it plays in society today. While teaching Artificial Intelligence (AI) at high-school level, author has developed a four-part curriculum that is offered as a model for implementation into a high school's computer curriculum. A broad overview of this curriculum follows. * Overview of AI Curriculum Students begin by examining a variety of topics, such as definition of intelligence and components of They explore different ways of representing information as well as current uses of AI in business and industry. Vocabulary is introduced at this time. The focus of second part of curriculum is upon expert systems, a specialized type of software in which computer attempts to duplicate function of an expert in a specific field. The computer makes recommendations based upon rules (knowledge base) created by a programmer. Students are introduced to PDC Prolog, one of two common programming languages used in AI, in third segment. Use of a robotics manufacturing system that incorporates machine vision in identification and manipulation of parts occurs in fourth and final part of curriculum. The remainder of this article is devoted to a brief definition of AI, examples of current applications, a justification for including AI in a high school's computer curriculum and curriculum proposal itself. * Defining Artificial Intelligence Artificial intelligence is the branch of computer science devoted to study of how computers can be used to simulate or duplicate functions of human brain... [making] it appear as though a computer is thinking, reasoning, making decisions, storing or retrieving knowledge, solving problems, and learning. [1] (Italics added by author.) Artificial Intelligence differs from other programming languages in at least three ways. First, it does not use algorithms--step-by-step procedures--to solve problems. Instead, it uses symbolic representation--letters, words or numbers--to represent objects (in form of statements and procedures), processes and their relationships. The second major area of difference is how uncertainty is handled. Using sentence Erin is taller than Esther as an example, how does one define tall? Are you tall at five feet five inches? What about short? Are you short at four feet eleven inches or at five feet? Artificial Intelligence is able to deal with such imprecision through use of confidence factors and probability. The final distinction lies within realm of decision-making. Conventional software uses precise data and step-by-step instructions for solving a problem, thereby limiting computer to predetermined solutions. Whereas in AI, computer is given information (sometimes imprecise) and ability to make inferences. The computer and software determine solution. * Real-World Uses of AI Artificial Intelligence is important not only because Japanese are using it as their language of choice for their fifth-generation computers, but because it is already impacting our daily lives. Cameras incorporate fuzzy circuits to control automatic focusing. (Fuzzy logic is a means of dealing with imprecise information, such as short and tall, by assigning a value between 0 and 1.) Subway trains use it to control acceleration and deceleration. Expert systems are utilized by businesses for such things as locating oil and mineral deposits, managing stocks, or troubleshooting and maintenance. …" @default.
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• W31410933 title "Introducing Artificial Intelligence into a High School's Computer Curriculum" @default.
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