quizfasad.blogg.se - Light converse student

The following tests to confirm human-level AGI have been considered: The Turing Test ( Turing) A machine and a human both converse unseen with a second human, who must evaluate which of the two is the machine, which passes the test if it can fool the evaluator a significant fraction of the time. see computational creativity, automated reasoning, decision support system, robot, evolutionary computation, intelligent agent), but no one has created an integrated system that excels at all these areas. Ĭomputer based systems that exhibit many of these capabilities do exist (e.g. cognitive science, computational intelligence and decision making) tend to emphasise the need to consider additional traits such as imagination (taken as the ability to form mental images and concepts that were not programmed in) and autonomy. Many interdisciplinary approaches to intelligence (e.g. This would include an ability to detect and respond to hazard. In this world where intelligent behaviour is to be observed. move and manipulate objects, change own location to explore, etc.)

represent knowledge, including common sense knowledge Īnd integrate all these skills towards common goals.

reason, use strategy, solve puzzles, and make judgments under uncertainty.

However, there is wide agreement among artificial intelligence researchers that intelligence is required to do the following: I go over the correct answers, but spend time with each problem discussing strategies with the class, emphasizing the HOW and WHY of each problem, rather than the correct answers.Various criteria for intelligence have been proposed (most famously the Turing test) but to date, there is no definition that satisfies everyone. In this video, you can hear and see the other partner from the above video talking about her strategy and making comparisons with her partner.Īfter partners have had an opportunity to share with each other, I lead a brief discussion with the entire class.

In this video, you can hear and see a student explaining his thinking and answer to his partner. This video shows a quick snap shot of my students working independently before they begin talking with their partners. Their job is to talk for three minutes with their learning partner about HOW they solved the problem and HOW they reached their answer. When most students are finished, I direct students to look back at the first problem. You can hear in this video below another student using a very similar strategy for the first problem. You can see this student's strategy is to add up all the pounds in one column and add the ounces in another column. You can see one student's work example for problem 2 below. Others will try to add the two units separately and then convert, if necessary. Some may choose to convert everything to the smaller unit (g or oz) before adding the given weights. For example, students will need to use the following relationships: 1 kg = 1,000 g and 1 lb = 16 oz. Students may use different strategies to answer the questions on the “Too Heavy? Too Light?” student recording sheet. Since all weights are given using two different units (kg and g, or lb and oz), students must think about how the units are related to each other. Next, I explain to students that they will have about 30 minutes to complete the three problems.įor the problems, students are asked to combine several weights to find the total weight. To begin this lesson, I give each student a copy of the three problems. In this lesson, students work independently to solve three problems involving metric and customary mass.