Exercise 1: Brief Review of Classical Artificial Intelligence
Winter Term 2011/12
During the last class, we have briefly discussed some of the major stages of the development of classical artificial intelligence (AI) research. The goal of this exercise is to briefly review and summarize this review.
Brief Review: Please complete the following items:
Stage 1: Name:
Employed Methods/Mechanisms:
Typical Products:
Stage 2: Name:
Employed Methods/Mechanisms:
Typical Products:
Stage 3: Name:
Employed Methods/Mechanisms:
Typical Products:
Application Areas: In what type of application areas does classical AI work very well? What is the fundamental pre-requisite?
Improper Application Areas: What is the main limitation of all the classical AI products (sci- entific as well as commercial)?
The User Perspective: What is the role the user assumes in all the applications/products in classical AI research?
The Fundamental Assumption: What is the fundamental assumption of classical AI?
Have fun, Ralf and Ralf.
Exercise 2: Problems of Classical AI vs. Real-World Applications
Winter Term 2011/12
During our comparison of classical AI with natural AI, we have identified two fundamental problems that make it classical AI at least very hard to be successful in real-world applications.
Stage 1: Problem’s Name:
Brief Description:
Stage 2: Problem’s Name:
Brief Description:
Have fun, Ralf and Ralf.
Exercise 3: Natural Intelligence
Winter Term 2011/12
From the discussion during the class it became apparent that natural intelligent agents differ from classical AI agents in many respects. Some of these are summarized in the following questions.
Tasks: Please answer the following questions:
1. In what typical forms does natural intelligence occur?
(a)
2. What are the characteristics of those “entities”?
(a) (b) (c) (d)
3. What are the means by which natural entities obtain intelligence?
4. What is the role the user assumes when looking at natural intelligence? (picture)
Have fun, Ralf and Ralf.
Exercise 4: The Fungus Eater
Winter Term 2011/12
During the last class, we have briefly discussed some of the major stages of the development of classical artificial intelligence (AI) research. The goal of this exercise is to briefly review and summarize this review.
Tasks: Please, complete the following items:
1. What are the main ingredients (components) of the fungus eater concept?
(a) (b) (c) (d) (e)
2. Please, sketch a typical instance of a fungus eater (picture):
Have fun, Ralf and Ralf.
Exercise 5: Design Principles
Winter Term 2011/12
In the class, we have discussed several design principles that are relevant for research on au- tonomous agents. The main purpose of this exercise is to review those principles. In order to structure this task a little bit, we divide those principles into three categories:
Tasks:
The Overall Setup (Meta Principle):
1.
2.
3.
Agent Design Principles:
Controller Design Principles:
Have fun, Ralf and Ralf.
Exercise 6: Braitenberg Vehicles
Winter Term 2011/12
This exercise is about some first case studies that focus on the agent-environment interaction as well as the tight couplings between sensors and actuators.
Review: Answer the following questions from an autonomous-agents perspective.
1. What is the most important point when studying the behavior of an autonomous mobile agent (robot)?
2. What is the most important point of the actual agent?
3. What is the most important design rule for a controller of an autonomous mobile agent?
Tasks: The following exercises assume that the motors always have an idle speed that is some- how influenced by the sensor readings. Whether this influence is inhibitory or excitatory, is always indicated by a “-” or “+” sign, respectively. Without loss of generality, the sensors measure the light intensity of the present light bulb; however, any other sensor modality could have been used.
For each of the following case studies, answer the following questions:
1. What is the trajectory?
2. What is the speed at the beginning, the middle part of the trajectory, and at the end?
3. How would you describe this behavior in psychological terms?
Braitenberg Type-1:
Motor Sensor
Motor Sensor
Motor Sensor
Motor Sensor
−
−
+
+
Braitenberg Type-2:
Sensors
Motors
Sensors
Motors
+ + + +
Sensors
Motors
− − −
Sensors
Motors
−
Have fun, Ralf and Ralf.
