Ass2 1

Secondary Curriculum 1 -
Computing
Assessment 2
Online Site Study
www.ai-people.weebly.com
Rees Wilson
18563476
Table of Contents
Table of Contents
Lesson Plans
Lesson Plan 1
Lesson Plan 5
Lesson Plan 6
Lesson Justification Essay
References
Lesson Resources
AI Quotes
Presentation Instructions
Two Stars and a Wish
Website Copy
Syllabus Content Taught
Page 1: Lesson 1
PART 1: THE BEGINNING OF AI
Charles Babbage & Ada Lovelace
Alan Turing
PART 2: VIEWS ON AI TODAY
PART 3: REPORT ON THE CHANGING VIEWS TOWARDS AI
PART 4: QUICK REFLECTION
Page 2: Lesson 2 - AREAS OF ARTIFICIAL INTELLIGENCE (PART 1)
AN OVERVIEW OF TODAY'S LESSON
INTELLIGENT SYSTEMS
AGENTS
DEMONS
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KNOWLEDGE BASES
EXPERT SYSTEMS
NEURAL NETWORKS
Share your understanding:
Page 4: Lesson 4 - COMPARING THE AIS
AN OVERVIEW OF TODAY
INFORMATION FROM THE CLASS
YOUR TASK
Changing Views Towards AI
Summary of Different Forms of AI
Appendix A: The scope and sequence for the 200 hour Stage 5 course
Appendix B: Concept Map
Appendix C: The assessment schedule for the Stage 5
Appendix D: Assessment
Appendix E - Unit Outline of Core Topic: Artificial Intelligence and Project Management
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Lesson Plans
Lesson Plan 1
Topic area: Stage of Learner: Stage 5, Year 9 Syllabus Pages: 26

Artificial Intelligence, Simulation
and Modelling and People
(Artificial Intelligence component
only)
Date: 07/02/2017 Location Booked: N/A Lesson Number: 1/25
Time: 60 minutes Total Number of Students: 25 Printing/preparation: AI quotes
Outcomes Assessment Students learn about: Students learn to:
5.2.2, 5.5.1 Student discussion and Artificial intelligence - define and describe
presentations. - definition of artificial intelligence
intelligence and
artificial intelligence
Cross Curriculum priorities & General capabilities: Explicit subject specific concepts and skills:
- Critical and Creative Thinking
- Ethical understanding Students develop a deep understanding of the
- ICT concepts of Intelligence and AI.
- Literacy
- Personal and social capability
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Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep 1.2 Deep understanding 1.5 Metalanguage
understanding of important, substantive concepts, skills 1.3 Problematic 1.6 Substantive
and ideas. Such pedagogy treats knowledge as knowledge communication
something that requires active construction and
requires students to engage in higher-order thinking
and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students self
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such 2.3 High Expectations 2.6 Student direction
pedagogy sets high and explicit expectations and
develops positive relationships between teacher and
students and among students.
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural knowledge 3.6 Narrative
draws clear connections with students prior 3.3 Knowledge
knowledge and identities, with contexts outside of the integration
classroom, and with multiple ways of knowing all
cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching element Indicators of presence in the lesson
1.1, 1.2, 1.5 Focusing on understanding the concepts of Intelligence and AI.
1.4, 3.1, 3.2 Students reflect on ethical impacts of AI.
1.6, 2.4, 3.4 Extensive group work
2.2, 2.6 Open-ended questions
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Time Teaching and learning activities Organisation Centred
T/S
Intro Teacher introduces unit. Teacher: Overview of unit and lesson. T

5 mins
Overview activities for lesson and write Students: Listen.
on board (graphic organiser)
Resources: None.
Body Think, Pair, Share (Keeley, 2016) Teacher: Pose question, pair students, lead S
5-10 mins Students must think about the question discussion.
individually, discuss with partner, and
share with the class. The teacher writes Students: Think and discuss.
answers on board.
Resources: Paper, pens.
The question is: What is
intelligence?
30 mins Students prepare group presentation Teacher: Give instructions, create groups S
answering - What is artificial and walk around helping where needed.
intelligence, and should it worry us?
Students: Discuss and prepare
Groups of 4 or 5, making a 1 minute presentation.
presentation which they will give to the
class, Resources: Paper and Pens, AI Quotes.
Use AI Quotes as stimulus.
15 mins Students give presentations to class. Teacher: Choose groups to present. S
Students: Present and listen.
Resources: None.
Conclusion Teacher summarises the learning from Teacher: Summarise. T

5 mins today. Explain plan for next 6 lessons.
Students: Listen.
Resources: None.
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How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Develop understanding of Responses in discussion and group presentations.

intelligence and AI.
Other considerations
Complete the table below by inserting the AITSL graduate standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson
1.1, 1.2, 1.5, 3.3, 4.1 Use of groupwork.
2.2, 3.2, 3.4 Quotes provided.
2.3, 2.5, 3.1, 5.1 Student presentations.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be
applied in this lesson?
None.
References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.
Keeley, P. D. (2016). Science formative assessment Second Edition. USA: SAGE Publications.
Grover, D., Knights, H., & Gormley, E. (2015). Information and software technology: A project-based
approach. South Melbourne, VIC, Australia: Cengage Learning Australia.
Resources Attached:
You must list all the resources that you have created or found in this space.
1. AI Quotes
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Lesson Plan 5

Artificial Intelligence, Simulation (Completed Comparison of AIs
and Modelling and People activity from online study.)
only)
Time: 60 minutes Total Number of Students: 25 Printing/preparation: Presentation

Instructions
5.2.1, 5.2.2, 5.2.3, 5.5.1 PowToon submissions Areas of artificial - explore and contrast
and student participation intelligence such as: the uses for demons,
in activities. - knowledge bases agents, expert
- demons systems, neural
- agents networks and
- expert systems knowledge bases
- neural networks - design, produce and
evaluate a simple
Project development project for a
processes and techniques real-world
application either
separately for this
option, or integrated
with other options
- Creative and Critical Thinking
- ICT - Ability to create projects.
- Literacy - Knowledge of different forms of AI.
- Personal and Social
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learning.


1.2, 3.3 Bringing together ideas from site study.
1.5 Different forms of AI and their key terms.
1.6, 2.4, 2.6, 3.4 Group work
2.1, 2.3 Clear presentation criteria.
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T/S
Intro Reflect on online site study. List todays Teacher: Summarise online study. T
2-5 mins activities on board (graphic organiser)
Students: Listen.
Resources: None.
5 mins Give requirements for today. Teacher: Go through sheet with students, T
highlighting important things. Form
Hand out instruction sheet. Form groups groups.
of 3/4.
Students: Read requirements,
Resources: Presentation Instructions.
Body Students must decide on 2 forms of AI Teacher: Walk around room, collect each S
10 mins to explore.. groups 2 AIs.
Students; Decide on AIs.
Resources: None.
30 mins Develop script which answers question. Teacher: Move students to this section. S
Walk around room.
Students; Create script as group.
Resources: Paper, pens.
20 mins Record their scripts as groups. Teacher: Move students to this section. S
Offer help.
Students; Record.
Resources: Recorders/phones.
10 mins If any group completes the above Teacher: Give instructions to individual S
quickly, they may begin working on groups.
their PowToon animation.
Students; Work on PowToon.
Resources: Computers.
Conclusion Instruct students that if not already Teacher: Give instructions. T

5 mins completed, scripts must be recorded
by next lesson, and we will create the Students; Listen.
PowToon animations then.
Resources: None.
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Ability to create projects. Observation of student participation. Final PowToon animations.
Knowledge of different Content in PowToon animations.

forms of AI.
1.1, 1.2, 1.3, 3.3, 4.1 Group work.
1.5 Additional tasks for fast groups.
2.5 Students creating scripts.
3.1, 3.2, 3.4 Clear Presentation Instructions.
WHS
None.
References (In APA)

Resources Attached:
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Lesson Plan 6

Artificial Intelligence, Simulation
and Modelling and People
only)
Time: 60 minutes Total Number of Students: 25 Printing/preparation: Two Stars

and a Wish
5.2.1, 5.2.2, 5.2.3, 5.5.1 PowToon submissions Areas of artificial - explore and contrast
and student participation intelligence such as: the uses for demons,
in activities. - knowledge bases agents, expert systems,
- demons neural networks and
- agents knowledge bases
- expert systems - design, produce and
- neural networks evaluate a simple
project for a real-world
Project development application either
processes and techniques separately for this
option, or integrated
with other options
- Creative and Critical Thinking
- ICT - Ability to create projects.
- Literacy - Knowledge of different forms of AI.
- Personal and Social
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learning.


1.2, 3.3 Combining understanding of forms of AI
2.5 Examining different forms of AI.
1.6, 2.4, 2.6, 3.4 Group work.
2.1, 2.3 Clear activity instructions.
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T/S
Intro Remind students that today we are Teacher: Give instructions. T

5 mins continuing with PowToon animations.
Students; Listen.
Refer back to Presentation
Instructions sheet and remind what is Resources: Presentation Instructions.
needed today.
Write todays activities on board

(graphic organiser).
Body Students work on PowToon Teacher: Walk around room and give S
45-50 mins animations. help. Also, address class at given periods
to keep on track.
At 20 minute intervals, address the
whole class. Students; Create PowToon animations in
20min - show of hands for their groups.
progress.
40min - show submission link. Resources: Computers and recorded
scripts.
Conclusion Submit PowToon animations. These Teacher: Give instructions. T

5 mins will be watched as a class next lesson.
Students; Submit.
Resources: None.
5 mins Two Stars and a Wish (Keeley, 2016) Teacher: Give instructions. S
Students asked by teacher to reflect on (mostly)
the site study and creation of PowToon, Students; Reflect.
giving two stars (things they liked) and
a wish (something that could be done Resources: Two Start and a Wish Sheets.
better).
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Ability to create projects. Observation of student participation. Final PowToon animations.
Knowledge of different Content in PowToon animations.

forms of AI.
1.2, 3.3 Combining understanding of forms of AI
2.5 Examining different forms of AI and related terms.
1.6, 2.4, 2.6, 3.4 Group work.
2.1, 2.3 Clear activity instructions.
WHS
None.
References (In APA)

Resources Attached:
1. Presentation Instructions
2. Two Stars and a Wish
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Lesson Justification Essay
In order to take full advantage of the growing popularity of technology in schools, teaching pedagogy
must expand to include strategies such as online research and site studies. As such, the author has created
a site study for Stage 5 Information and Software Technology, which focuses on the introduction of the
concept of artificial intelligence (AI). The study is preceded by a lesson which introduces students to the
concept, and prepares them for the four lesson online study, and is concluded with an additional two
lessons where students create a virtual presentation which enables them to reflect on their learning. This
essay seeks to explain the decisions made in the sequencing of activities in these lessons.
In the creation of the site study and additional three lessons, the author has adopted an Understanding by
Design (UbD) approach (McTighe & Wiggins, 2012) to ensure that the required content is taught. As
such, the lesson plans all detail the expected outcomes, and these can be found in the Unit Outline
(Appendix E) for all relevant lessons. After determining the content, UbD stresses the importance of
assessing that the content has been learnt. As such, each lesson plan includes formative assessment, and at
the completion of the seven lessons, the students must create a presentation which summarises key
concepts they have learnt. After these steps, the individual lesson activities were developed and
sequenced, and are explained in the remainder of this essay.
The first lesson (L1) provides an opportunity for students to begin to critically think about the concepts of
intelligence and AI. This provides the groundwork for the following site study which will cover four
lessons and which looks more specifically at different issues related to AI. L1 begins with an introduction
and overview of the unit by the teacher, as it is the first lesson in the unit and then moves on to a Think
Pair Share activity (Keeley, 2016). This activity is used to introduce the concept of intelligence as it has
been found to increase critical thinking (Mahmoud, 2013, p.22) and will therefore enable the students to
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grapple deeply with the concept of their own intelligence before considering AI. Following this, students
are to create a short presentation in groups about their views on AI. This is done collaboratively so that
students can gain valued feedback from peers about their presentation technique when preparing (Liao,
2014, p.53) and to make use of the Zone of Proximal Development (Macdonald & Pinheiro, 2015, p.141)
to enable students to more fully develop their ideas.
The following four lessons are a site study where students explore the history of AI as well as different
forms of AI seen in our world. The website was designed carefully to enable students to develop a deep
understanding of the concepts. As such, the site heavily draws on interactive features as these increase
understanding, retention and motivation in students (Baytiyeah & Naja, 2010, p.50; Li, 2016, p.111). This
is found in features such as hyperlinks to other pages, videos made using EDpuzzle, which allows
questions to be placed at points within videos, as well as downloadable documents and online forms to
complete. Furthermore, elements of social media, such as commenting in the second lesson of the site
study, are used to encourage participation, communication and create connections with the real world
(Casey, 2013, p.69; Moyle, 2010, p.39). Furthermore, as polling gives students an opportunity to reflect
and develop engagement (Khairnar, 2015, p.871), this is used in the first lesson of the online study.
In addition to the site studys deliberate use of interactivity, there was also a focus on enabling students to
work in a self-paced, independent learning environment. As learning in internet environments enables
students to pace their own learning (Li, 2016, p.111), this was a key factor influencing the design of the
website. For this reason, each section has multiple videos and/or links to resources which allow students
to self regulate their learning. This use of technology also allows for the differentiation of learning
(Moyle, 2012, p.8), however in order for this to be done effectively, it was important to include
assessments for learning in every lesson (Moyle, 2012, p.9). Hence, every lesson includes multiple
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elements where students must give responses to the learning, mainly found in the heavy use of Google
forms in the second and third site study lessons.
After students complete the online site study, they are required to create a presentation using PowToon in
response to what they had learnt. Moyle found that while it is easy for students to use technology, it is
more important for teachers to help students become creators and innovators with technology (2010, 38).
For this reason, the lessons do not end at the site study, but students are required to make a virtual
presentation over the following two lessons. The creation of the virtual presentations is guided by the
teacher who gives students requirements and scaffolds the process; requiring scripts, recorded audio and
the final presentation. The use of a virtual presentation also helps students develop oral presentation skills
as they can see what they have done and improve upon it (Tazijan, Rahim, Halim, Abdullah, Ismail &
Cochrane, 2012, p.221). Furthermore, the use of a site study allows students to work individually on
concepts, but it is important that they also learn collaboratively in groups and as a class (Stahl, 2013,
p.89). As such, these presentations are to be created in small groups. Furthermore, the whole class is also
given access to the everyones finished responses to the activities from the site study. Casey called this a
shared knowledge bank (2013, p.70) which enables students to learn from each others work (Moyle,
2010, p.39).
At the completion of the series of seven lessons, students will have developed an understanding of some
of the key concepts of AI and also created a virtual presentation where they reflect on these concepts. This
provides a foundation for the remaining lessons in the unit where students explore simulations, careers in
computing and more concepts relating to AI. The activities are based on current research into student
learning and follow the UbD framework to ensure that the required content is taught.
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References
Baytiyeh, H., & Naja, M. (2010). Do multimedia features promote understanding and retention.International
Journal of Instructional Media, 31(1), 4353.
Casey, G. (2013). Interdisciplinary literacy through social media in the mathematics classroom: An action
research study. Journal of Adolescent & Adult Literacy, 57(1), 6071.
Khairnar, C. M. (2015). Advance Pedagogy: Innovative methods of teaching and learning.International

Journal of Information and Education Technology, 5(11), 869872.
Li, Y. W. (2016). Transforming conventional teaching classroom to Learner-Centred teaching classroom

using multimedia-mediated learning module. International Journal of Information and Education
Technology, 6(2), 105112.
Liao, H.-A. (2014). Examining the role of collaborative learning in a public speaking course. College
Teaching, 62(2), 4754.
Mahmoud, K. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students Critical
Thinking. Educational Research Quaterly, 36(4), 324.
Macdonald, C., & Pinheiro, M. (2015). Working in the zone of proximal development (ZPD) in the English
classroom: A case study on the teaching of literature. Journal for Language Teaching, 49(1), 141.
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Alexandria, USA: ASCD.
Moyle, K. (2010). Building Innovation: Learning with technologies. Victoria, Australia: ACER Press.
Moyle, K. (2012). Differentiated classroom learning, technologies and school improvement: what experience
and research can tell us.
Stahl, G. (2013). Theories of cognition in collaborative learning. In C. Hmelo-Silver, C. Chinn, C. Chan, & A.
ODonnel (Eds.), The international handbook of collaborative learning (pp. 7490). New York:
Routledge.
Tazijan, F., Rahim, S., Halim, F., Abdullah, A., Ismail, I., & Cochrane, T. (2012). Implementing a virtual
presentation program in ESL Classrooms. International Journal of e-Education, e-Business,
e-Management and e-Learning, 2(3), 218222.
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Lesson Resources
AI Quotes
The following quotes are directly taken from http://www.goodreads.com/quotes/tag/artificial-intelligence.
You may use them to get ideas about Artificial Intelligence, or even reference them to defend your ideas.
A powerful AI system tasked with ensuring your safety might imprison you at home. If you
asked for happiness, it might hook you up to a life support and ceaselessly stimulate your brain's
pleasure centers. If you don't provide the AI with a very big library of preferred behaviors or an
ironclad means for it to deduce what behavior you prefer, you'll be stuck with whatever it comes
up with. And since it's a highly complex system, you may never understand it well enough to
make sure you've got it right.
James Barrat, Our Final Invention: Artificial Intelligence and the End of the Human Era
Whether we are based on carbon or on silicon makes no fundamental difference; we should each
be treated with appropriate respect.
Arthur C. Clarke, 2010: Odyssey Two
If an AI possessed any one of these skillssocial abilities, technological development,

economic abilityat a superhuman level, it is quite likely that it would quickly come to dominate
our world in one way or another. And as weve seen, if it ever developed these abilities to the
human level, then it would likely soon develop them to a superhuman level. So we can assume
that if even one of these skills gets programmed into a computer, then our world will come to be
dominated by AIs or AI-empowered humans.
Stuart Armstrong, Smarter Than Us: The Rise of Machine Intelligence
But on the question of whether the robots will eventually take over, he {Rodney A. Brooks} says
that this will probably not happen, for a variety of reasons. First, no one is going to accidentally
build a robot that wants to rule the world. He says that creating a robot that can suddenly take
over is like someone accidentally building a 747 jetliner. Plus, there will be plenty of time to stop
this from happening. Before someone builds a "super-bad robot," someone has to build a "mildly
bad robot," and before that a "not-so-bad robot.
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Michio Kaku, The Future of the Mind: The Scientific Quest to Understand, Enhance, and
Empower the Mind
I truly believe Ai is the key to unlocking the full potential of human focused digital, so it is
important that we understand what Artificial Intelligence is, in order to understand what it is
going to mean for design. Because now that it is here, we have a solid foundation to start creating
more intelligent, invisible experiences that make us more human by design. We are at the
precipice of one of the most significant discoveries of development since we learnt how to light a
fire.
Pete Trainor, Hippo: The Human Focused Digital Book
Numbers do not feel. Do not bleed or weep or hope. They do not know bravery or sacrifice.
Love or allegiance. At the very apex of callousness you will find only ones and zeroes.
Amie Kaufman and Jay Kristoff
Thinking is a human feature. Will AI someday really think? That's like asking if submarines
swim. If you call it swimming then robots will think, yes.
Noam Chomsky
I wonder who had the first computer dream, where, and when? I wonder if computers ever
dream of humans.
David Mitchell, Ghostwritten
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Presentation Instructions
For the last 4 lessons, we have been exploring the history of Artificial Intelligence as well as different
forms of intelligence which we see in our daily lives. Now, we are going to put all of this information
together.
What you need to do:
You will have 2 lessons to create a PowToon animation which fulfils the following criteria:
1. Explores two forms of AI. The options are:

a. Agents/Demons
b. Knowledge Bases
c. Expert Systems
d. Neural Networks
2. Defines what it is, and gives examples of its uses in society.
3. Makes a judgement about whether this AI is good or bad for society.
4. The video must be about 2-3 minutes long.
You have used PowToon before and have already set up accounts. The process you should follow in
creating the video follows:
1. Choose 2 forms of AI and tell your teacher.

2. Create a script to follow.
3. Record your script.
4. Create the PowToon animation.
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Two Stars and a Wish
Write down two stars (things you liked) and a wish (something that you wish you did or could be done
better) from the online study and creation of the PowToon.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Website Content Copy
The following is a copy of everything which is on my website. The videos or other links are listed as
URLs.
The Website is found at the address: http://ai-people.weebly.com/
Syllabus Content Taught
The Online Site Study Fulfils the following Syllabus Points (this is taken from Appendix E: Unit
Outline):
Lesson Students Learn About: Students Learn To:
1 Artificial intelligence - investigate the work of pioneers of artificial

- historical perspective of artificial intelligence, for example Alan Turing
intelligence
2 Areas of artificial intelligence such as: - identify a range of intelligent systems

- intelligent systems including games
- demons
- agents
3 Areas of artificial intelligence such as: - examine a range of expert systems

- knowledge bases - investigate the creation of an expert system
- expert systems shell for a particular purpose
- neural networks
4 Areas of artificial intelligence such as: - explore and contrast the uses for demons,
- intelligent systems agents, expert systems, neural networks and
- knowledge bases knowledge bases
- demons
- agents
- expert systems
- neural networks
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Page 1: Lesson 1
PART 1: THE BEGINNING OF AI
The following two videos talk about some of the main people involved in the beginning of computing and
thinking about Artificial Intelligence. Watch them, answer the questions and take notes about the way
they and their society viewed AI.
Charles Babbage & Ada Lovelace
Link to completed EdPuzzle: https://edpuzzle.com/media/57ec565c037bef4c1f176945

Link to original video: https://vimeo.com/11923950
Information I placed in the EdPuzzle:
Question 1 (1:57): What electronic device do we use today which is directly related to Charles
Babbage's Difference Engine?
Question 2 (2:54): How did the Jacquard Loom work?
Statement (4:15): Ada Lovelace took Babbage's ideas and expanded upon them, realising that
numbers could represent things other than quantities. They could represent letters, sounds and
pictures - and computers still work off this principle today.
Final Quiz (5:24)
The difference engine was the: a) first calculator b) First computer to represent
sounds.
The Jacquard Loom revolutionalised computing as it accepted mutliple different
instructions (True/False)
Ada Lovelace saw numbers as: a) Ways of representing qualities b) Ways of
representing letters and pictures.
Alan Turing
Link to completed EdPuzzle: https://edpuzzle.com/media/57ec5acbea911c7c27267f58

Link to original video: https://vimeo.com/12016718
Question 1 (1:47) - Who else realised that numbers didn't have to represent only numbers, but
could represent anything at all?
Question 2 (4:02) - What is your opinion about computers thinking?
PART 2: VIEWS ON AI TODAY

The following two videos capture two very different views which are held towards Artificial Intelligence.
Think about how you view AI.
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Video from: https://vimeo.com/144542649
Link to completed EdPuzzle: https://edpuzzle.com/media/57ec6852ea911c7c2726d3d5

Link to original video: https://www.youtube.com/watch?v=5rNKtramE-I
Question 1 (1:33) - What movies have you watched about AIs which took over the world? Do
you think it is worth worrying about this?
PART 3: REPORT ON THE CHANGING VIEWS TOWARDS AI

Download this PowerPoint document. Fill in the sections where there is no information, using dot points.
Also find some pictures to add to the slide show. You can add more pages if you want to, or spread the
information out more.
Submit what you have done at the end of the lesson.
Link to Changing Views Towards AI
PART 4: QUICK REFLECTION
Poll Question: Do you think we should be worried about AIs?

Not at all
Not much
Maybe a bit
Yes, we should
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Today we will begin to explore different forms of Artificial Intelligence which we see in the world around
us. These include:
Intelligent Systems
Agents
Demons
INTELLIGENT SYSTEMS
Intelligent systems have two main requirements.
1. They must take something in. This is an input to the intelligent system which it can then interpret
and understand.
2. They must give an intelligent response to the input.
So, one example of an intelligent system is a TV remote. When you press a button on the remote, the
remote gets that input from you. Then, the remote works out the intelligent response to give, sending a
signal to the TV to do different things - like changing channel or volume.
The following video gives some examples of intelligent systems which we use in the world around us.
Video from: https://www.youtube.com/watch?v=C8hogO5xjPQ
Add your thoughts!
Comment as many different examples of intelligent systems you can think of. Make sure you use your
Google account so we know whose ideas they were.
Area to leave comments.
AGENTS
Agents act on the behalf of people. They are also seen in games as characters which perform specific
tasks for different reasons. Another example is when you mispell a word and it automatically is corrected
(this is an agent). Watch the videos and check out the link to develop and understanding of Agents.
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Video from: Link text: Helpful Description of Intelligent
https://www.youtube.com/watch?v=o1GxTa_9wi Agents
4
Hyperlink to:
http://groups.engin.umd.umich.edu/CIS/course.de
s/cis479/projects/agent/Intelligent_agent.html
Video from: Video from:

https://www.youtube.com/watch?v=mSh67zb0Zm https://www.youtube.com/watch?v=IK7l4ZLm55I
4
DEMONS
Demons and Agents are very similar forms of AI. Have a look a the two following links and work out
what demons are and the differences between demons and agents. Once you think you know, fill out the
Google form with your answers.
Link text: An explanation of demons

Hyperlink to: http://whatis.techtarget.com/definition/demon
Link text: A comparison of demons and agents

Hyperlink to: http://artificial-intelligence-ist.blogspot.com.au/p/demons-and-agents.html
Fill out the form below. This will allow us as a class to collate our ideas about what demons and agents
are. If you are finished early, explore the responses from others in the class.
Google Form: Demons & Agents

What is an agent?
What is the difference between agents and demons?
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Today we will be looking at a few more forms of AI which we see in the world around us. We will be
looking at:
Knowledge Bases
Expert Systems
Neural Networks
KNOWLEDGE BASES
You can probably guess what a knowledge base is - something where a lot of information is stored. And
you'd be correct. Think of a library as a physical form of a knowledge base. It has thousands of books
which store information on a whole heap of different topics. Of course, we also have knowledge bases on
computers. Have a look at this link which explores 4 great examples of knowledge bases which we use
today.
Link Text: 4 Great Knowledge Bases
Link to: https://www.helpscout.net/blog/knowledge-base-examples/
Google Form: Knowledge Bases

What is a knowledge base?
What are some examples of knowledge bases?
EXPERT SYSTEMS
Expert systems are AIs which can provide us with expert information, like information used to diagnose
illnesses or navigate traffic in real time. They make use of knowledge bases to provide their information.
Check out the videos which talk about expert systems and how they work.
Video Link: https://youtu.be/cf6xSx2d6ts
Video Link: https://youtu.be/MxI_tzOs6ME
Video Link: https://youtu.be/0zf5EGX3Ons
Video Link: https://youtu.be/bIJAMoHqTqU
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If you are still wondering about the difference between knowledge bases and expert systems, check out
this link:
Hyperlink Text: Knowledge Bases & Expert Systems

Link to: http://artificial-intelligence-ist.blogspot.com.au/p/luke-johnson.html
Google Form: Expert Systems

What are the three components of an expert system?
Name some advantages of expert systems.
Name some disadvantages of expert systems.
NEURAL NETWORKS
Neural networks are some of the coolest and most exciting areas of computing and artificial intelligence
around today. They use a similar principle as our brains to develop ways of allowing a computer to train
itself to understand certain ideas and concepts. They still aren't able to realise their own existance and
ponder life as they simply input information and work out similarities and patterns which they use to
generate information - but they are an amazing advanvement in computing!
Watch the Ted talk about Neural Networks and check out the links.
Video from: https://youtu.be/0qVOUD76JOg
Some websites to look at:
Link Text: An interactive neural network app

Link URL:
http://playground.tensorflow.org/#activation=tanh&batchSize=10&dataset=xor&regDataset=reg-plane
&learningRate=0.03&regularizationRate=0&noise=0&networkShape=8,8&seed=0.38000&showTestD
ata=false&discretize=false&percTrainData=50&x=true&y=false&xTimesY=false&xSquared=false&y
Squared=false&cosX=false&sinX=false&cosY=false&sinY=false&collectStats=false&problem=classi
fication&initZero=false&hideText=false
Link Text: How-To: Artificial Neural Networks

Link URL:
http://www.computerworld.com/article/2591759/app-development/artificial-neural-networks.html
Link Text: A Basic Introduction to Neural Networks
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Link URL: http://pages.cs.wisc.edu/~bolo/shipyard/neural/local.html
Google Form: Neural Network

What is a neural network?
What can a neural network do?
A neural network doesnt need to be trained. (True/False)
If a neural network has seen pictures of dogs, it can be used to create a new picture of a dog.
(True/False)
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Page 4: Lesson 4 - COMPARING THE AIS
AN OVERVIEW OF TODAY
So far, we have looked at what Artificial Intelligence (AI) is, the different views towards it throughout
time and different forms it takes. Today we bring our knowledge together to compare and contrast the
different forms of Artificial Intelligence.
INFORMATION FROM THE CLASS
The information you shared in the Google Forms over the past two lessons has been collated and you can
access all of the class's responses here. The information may be helpful in today's activity.
Link Text: Agents & Demons

Link URL:
https://docs.google.com/forms/d/e/1FAIpQLSdBCmSw-701jyXmp5Fkx5ANlAhkyKTQlYxVh_w5erc
TxF6l5g/viewanalytics?usp=form_confirm
Link Text: Knowledge Bases

Link URL:
https://docs.google.com/forms/d/e/1FAIpQLScRx3UbRrUel2YV_LhG3Taz8YYtKqjbbC76E4jrficUIu
0r_A/viewanalytics?usp=form_confirm
Link Text: Expert Systems

Link URL:
https://docs.google.com/forms/d/e/1FAIpQLSdX8yZRhs3NHD9PVlmnUr6KhTSYR7KGOCVy2mh88
1qAqQOxbg/viewanalytics?usp=form_confirm
Link Text: Neural Networks

Link URL:
https://docs.google.com/forms/d/e/1FAIpQLSfYnLQFGBJEff8TnOe8hDC5cSQ_X6cUrtHrSsZKTUh
EUWEw_w/viewanalytics?usp=form_confirm
YOUR TASK
Download the file and fill in the table. You will need to submit it to the class folder by the end of the
lesson. You can use the above information the class has gathered, search the internet or use the pages and
videos from the previous lessons to fill it out.
Your answers for this will help you to create your presentation in the next two lessons with your peers.
Link to comparison Activity
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Changing Views Towards AI
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Summary of Different Forms of AI
Agents/Demons Knowledge Bases Expert Systems Neural Networks
What are they?
How are they

used?
What are some

examples?
Do you think of
this as AI?
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Appendix A: The scope and sequence for the 200 hour Stage 5 course
Year 9
Term 1 Option 2: Authoring & Mutlimedia Students learn about:

(20wks) - Defining and analysing the problem (C1)
- Designing possible solutions (C1)
Description: Students gain an - Producing solutions (C1)
understanding of multiple data types and - Evaluation criteria (C1)
their uses on the computer. Students
- Methods of evaluation (C1)
demonstrate their understanding of data
through the creation of a group video. - Multimedia products
Students will learn to create and combine - Data types
different forms of media to create a website - Data and information (C3)
which displays a collection of their - Data forms (C2)
completed work. They will also explore - Data coding (C2)
Term 2 various issues surrounding the use of data on - Data sources (C2)
computers and the internet. - Authoring software systems
- Project Development
Outcomes: 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.1, - Impact of technology (C2)
5.3.2, 5.4.1, 5.5.1, 5.5.2, 5.5.3 - Environmental considerations (C2)
- Legal issues (C5)
- Ethical issues (C5)
- Social issues (C5)
- Industrial issues (C5)
Term 3 Option 8: Software Development & Students learn about:

Programming (20wks) - Software systems (C7)
Term 4 - Types and examples of software (C7)
Description: Students will gain skills in - Basic programming concepts
writing code and an understanding of - GUI layout
various control structures used to develop - Data types
algorithms. They will present this in a group - Data operators
presentation as well as in creating a game - Algorithms
when given a set of parameters. They will - Control Structures
develop a base knowledge of how to code - Desk checking
which will be build upon in later years. - Sub-programs
- Programming language
Outcomes: 5.2.1, 5.2.2, 5.2.3, 5.5.1, 5.5.2, - Data structures
5.5.3 - Testing
- Error detection
- Error correction
- Documentation of programming code
- Project Development
- Management (C1)
- Communication techniques (C1)
- Collaboration and group work (C1)
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Year 10
Term 1 Option 1: Artificial Intelligence, Students learn about:

Simulation & Modelling (10wks) - Roles and responsibilities (C6)
- Careers in IST (C6)
Description: Students develop an - Artificial intelligence
understanding of the various roles and careers - Areas of artificial intelligence
available in the real world through a case - Requirements of artificial intelligence
study. Students then write their own AI to - Modelling and simulations
take part in a class-wide simulation. They - Requirements of models and simulations
will have to gather information and - Project development
manipulate it to develop their code as the - Advantages and limitations of models and
course progresses. simulation programs
- Using model and simulation programs
Outcomes: 5.2.1, 5.2.2, 5.2.3, 5.3.2, 5.5.1,
5.5.3
Term 2 Option 7: Robotics & Automated Systems Students learn about:

(15wks) - Robotics
- Types of robots
Description: Students learn about robotics - Purpose of robots
and the various purposes and functions they - Use of robots
perform. Students also perform a detailed - Function of robots
study into hardware, especially focusing on - Automated control
the microprocessors use in robotics. Students - Functions that hardware performs (C4)
will finally develop a body of code for their - Hardware componenets (C4)
own robots. - Microprocessors (C4)
- Classification of harware (C4)
Outcomes: 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.3.2,
- Hardware solutions (C4)
5.4.1, 5.5.1
- Sensing devices
- Actuators
- Controlling devices
- Factors affecting hardware (C7)
- Project development
- Troubleshooting (C4)
Term 3 - Care and maintenance of hardware (C4)
Option 5: Internet & Website Students learn about

Development (15wks) - The internet
- Historical perspective of the internet
Description: Students build on knowledge - Intranet
gained earlier in the subject relating to data - Uses of the internet
and various forms of media. Students gain an - Internet software
understanding of how the internet works and - Types of protocols
Term 4 why it is used. They also develop an - World Wide Web (www)
understanding of HTML and CSS and use - Control of access to information on the web
this understanding of develop a website in - Website development
Adobe Dreamweaver which displays a range - Features of a website
of skills and understanding of the internet. - Project development
- Interface design (C7)
Outcomes: 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.2,
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5.5.2, 5.5.3 - Features and elements of a GUI (C7)
- Data types (C2)
- Data transmission types (C2)
- Data storage and function (C2)
- Data compression techniques (C2)
- Data security (C2)
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Appendix B: Concept Map
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Appendix C: The assessment schedule for the Stage 5
Year 9 Description Due Outcomes Weight
Task 1 In groups, students create a video which T1 (mid) 5.1.1, 5.2.1, 5.2.2, 20
combines images, text and recording which 5.2.3, 5.3.2, 5.5.1,
explores issues surrounding the use of data. 5.5.2
Task 2 Students create animations, images and videos T2 (late) 5.1.1, 5.2.1, 5.2.2, 30
which they present on a website created using 5.2.3, 5.3.2, 5.5.2
the Weebly online software.
Task 3 Students research algorithms and data types and T3 (mid) 5.2.1, 5.2.2, 5.2.3, 20
give group presentations on their findings to the 5.3.1, 5.3.2, 5.5.1,
class. 5.5.2
Task 4 Students make use of their understanding of T4 5.2.1, 5.2.2, 5.2.3 30

Python code in creating a question and answer (mid-late)
text-based game.
Year 10 Description Due Outcomes Weight
Task 1 In groups, students must create AIs which will T1 5.2.1, 5.2.2, 5.2.3, 25
compete in a class competition at various (mid-late) 5.3.2, 5.5.1, 5.5.2
installments throughout the term.
Task 2 Students work individually to create a body of T3 (early) 5.1.2, 5.2.1, 5.2.2, 35
code to be used by a Lego Mindstorms robot to 5.2.3, 5.3.2
perform a series of tasks.
Task 3 Students use skills they have developed in T4 (mid) 5.1.1, 5.2.1, 5.2.2, 40
HTML and CSS to develop a website in 5.2.3, 5.3.2, 5.4.1,
dreamweaver using multiple forms of media. 5.5.2, 5.5.3
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Appendix D: Assessment
Context
Students have explored the various roles involved in large-scale projects and have developed their understanding of
project management issues. In addition to this, students have gained an understanding of Artificial Intelligence and
Simulations and they will continue to develop this throughout the course of this project. This assessment task will
allow students to gain first-hand experience in writing AIs to respond to various situations and simulations, and to
increase the interest for students, they will be able to have their AIs compete against each other, and to gradually
improve them.
Outcomes
A student
5.2.1 describes and applies problem-solving processes when creating solutions

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems
5.2.3 critically analyses decision making processes in a range of information and software solutions
5.3.2 acquires and manipulates data and information in an ethical manner
5.5.1 applies collaborative work practices to complete tasks
5.5.2 communicates ideas, processes and solutions to a targeted audience
Description of Activity
In groups of 4, students are to create their own AI which will be used in a simulation of the game UNO within the
class. They will be given a series of functions which they can call to interact with the UNO game interface. They
will begin by playing against dummy opponents. As weeks pass in the term, students will be able to compete against
other student groups to gain points which will be added to their final mark. Their final mark will be a result of
multiple things - the ability of the AI to play UNO successfully against the dummy opponents, the groups success
in the class tournament and the quality of documentation which explains the strategy they have employed (including
commenting in their code).
List of functions students can call:
getTopCardSymbol() # Returns a char representing the card

getTopCardColour() # Returns the colour of the top card as a string
totalPlayers() # Returns the total number of players
totalInHand(player) # Returns an integer with the number of cards in the given players hand. The player
is player 0.
getTurnNumber() # Returns the turn number (starting at 0)
handSymbol (int cardNumber) # Returns a char representing that card in the players hand, or void if
there is no card for that number
handColour (int cardNumber) # Returns the colour of the top card as a string.
sayUno () # The player says this if they get to their final card.
endTurn (int cardNumber) # Ends your turn, playing the card represented by the given number. If that
number doesnt exist, the player will draw a card.
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Requirements for Documentation
In order to score well in this assignment, students must well comment and name functions in their code. In addition
to this, students are to keep a log over the course of the project, explaining what tasks each member did, as well as
the major changes decided upon in the code. The documentation must also explain the strategy adopted by the AI for
use in the competition.
Guidelines for Marking

Students will gain feedback with every weeks competition. The first week will be a practice and the scores wont
count to the total. The following weeks will see students compete against dummy opponents and other students.
They will gain a final mark which combines their success in the competition with the quality of their code and
documentation.
Range Students in this Range
26-30 - Student wins most competitions involving non-student AIs and some competitions
(High) against other students.
- Student code is clear, well commented and uses meaningful names.
- Student documentation explains major changes to their code throughout the whole
project as well as explains their final strategy well.
16-25 - Student wins some competitions involving non-student AIs.

(Satisfactory) - Student code is not well commented but sometimes uses meaningful names.
- Student documentation attempts to explain their final strategy.
1-15 - Student wins no competitions involving non-student AIs.

(Progressing) - Student code is not commented and uses meaningless names.
- There is no documentation attached, or it is incomplete.
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Appendix E - Unit Outline of Core Topic: Artificial Intelligence and Project
Management
Unit name: Artificial Intelligence Length: 10 weeks
Description: Students begin with an in depth study of project management, and the roles performed in large scale
projects. Students then examine artificial intelligence and simulations in real-world applications. This knowledge of
project development and artificial intelligence are then combined in a group project where students must design an
AI which competes against other groups in the class.
Outcomes: A student
5.2.1 describes and applies problem-solving processes when creating solutions
5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems
5.2.3 critically analyses decision making processes in a range of information and software solutions
5.3.2 acquires and manipulates data and information in an ethical manner
5.5.1 applies collaborative work practices to complete tasks
5.5.3 describes and compares key roles and responsibilities of people in the field of information and software
technology
Lesson Students learn about: Students learn to:
1 Artificial intelligence - define and describe artificial intelligence

- definition of intelligence and
artificial intelligence
2 Artificial intelligence - investigate the work of pioneers of artificial

- historical perspective of artificial intelligence, for example Alan Turing
intelligence
3 Areas of artificial intelligence such as: - identify a range of intelligent systems

- intelligent systems including games
- demons
- agents
4 Areas of artificial intelligence such as: - examine a range of expert systems

- knowledge bases - investigate the creation of an expert system
- expert systems shell for a particular purpose
- neural networks
- demons
- agents
- expert systems
- neural networks
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- demons - design, produce and evaluate a simple
- agents project for a real-world application either
- expert systems separately for this option, or integrated with
7
- neural networks other options
Project development
- processes and techniques
8 Roles and responsibilities of people working - describe key roles within the information
in the information and software technology and software technology field and critically
field such as analyse possible role stereotypes
- project manager - examine the contribution of people to the
- data entry operators field of information and software
9 - systems analyst technology
- users - examine roles of people working in the field
- technicians such as repair, maintenance of information and software technology
- multimedia specialists - explore career opportunities and pathways
- software engineers for people within the field of information
10
- support staff such as help desk and software technology
- training specialists - discuss the use of information technology
- programmers skills across industry and for self
employment
11
12 Project development - design, produce and evaluate a simple

- processes and techniques project for a real-world application either
separately for this option, or integrated with
other options
13 Modelling and simulations - define and describe models and simulations

- definition of a model and a - investigate the purposes for models and
simulation simulations in a range of situations
- purposes of models and simulations - explore a range of simulations
-
14 Requirements of artificial intelligence - research the requirements of artificial

- software intelligence for a range of situations
- hardware - identify software requirements for models
Requirements of models and simulations and simulations
such as - examine the hardware needs for operating
- hardware needs such as speed, simulation programs
storage
- simulators such as flight, driving
- software requirements including
languages
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16 - processes and techniques project for a real-world application either
17 other options
18 Using model and simulation programs - examine a range of simulation programs

- variables to ensure accuracy and describe how variables are adjusted to
- Spreadsheets ensure accuracy
- what-if predictions for spreadsheets - use spreadsheets to make predictions goal
such as seek and look ups
- critically analyse the effectiveness of
19
spreadsheets when solving a problem for a
particular situation

other options
21 Advantages and limitations of models and - investigate the use of educational

simulation programs for: simulations and games
- predictions such as global warming, - propose advantages and limitations of
ozone layer changes simulation and modelling programs
- - investigate and evaluate predictions and
- trial situations such as weather trial situations that used model and
forecasting simulation programs

23 separately for this option, or integrated with
other options
24
25
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Secondary Curriculum 1 -

Lesson Justification Essay

Two Stars and a Wish

Syllabus Content Taught

PART 1: THE BEGINNING OF AI

Charles Babbage & Ada Lovelace

PART 2: VIEWS ON AI TODAY

PART 3: REPORT ON THE CHANGING VIEWS TOWARDS AI

PART 4: QUICK REFLECTION

Page 2: Lesson 2 - AREAS OF ARTIFICIAL INTELLIGENCE (PART 1)

AN OVERVIEW OF TODAY'S LESSON

Page 3: Lesson 3 - AREAS OF ARTIFICIAL INTELLIGENCE (PART 2)

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Share your understanding:

Page 4: Lesson 4 - COMPARING THE AIS

INFORMATION FROM THE CLASS

Changing Views Towards AI

Summary of Different Forms of AI

Appendix B: Concept Map

Appendix C: The assessment schedule for the Stage 5

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Topic area: Stage of Learner: Stage 5, Year 9 Syllabus Pages: 26

Date: 07/02/2017 Location Booked: N/A Lesson Number: 1/25

Time: 60 minutes Total Number of Students: 25 Printing/preparation: AI quotes

Outcomes Assessment Students learn about: Students learn to:

Rees Wilson - 18563476 3/45

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

1.4, 3.1, 3.2 Students reflect on ethical impacts of AI.

1.6, 2.4, 3.4 Extensive group work

2.2, 2.6 Open-ended questions

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Intro Teacher introduces unit. Teacher: Overview of unit and lesson. T

Use AI Quotes as stimulus.

15 mins Students give presentations to class. Teacher: Choose groups to present. S

Students: Present and listen.

Conclusion Teacher summarises the learning from Teacher: Summarise. T

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Learning Outcome Method of measurement and recording

Develop understanding of Responses in discussion and group presentations.

Graduate Standards Evidence within this lesson

1.1, 1.2, 1.5, 3.3, 4.1 Use of groupwork.

2.2, 3.2, 3.4 Quotes provided.

2.3, 2.5, 3.1, 5.1 Student presentations.

References (In APA)

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Topic area: Stage of Learner: Stage 5, Year 9 Syllabus Pages: 26

Date: 21/02/2017 Location Booked: N/A Lesson Number: 5/25

Time: 60 minutes Total Number of Students: 25 Printing/preparation: Presentation

Outcomes Assessment Students learn about: Students learn to:

Rees Wilson - 18563476 7/45

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

1.2, 3.3 Bringing together ideas from site study.

1.5 Different forms of AI and their key terms.

1.6, 2.4, 2.6, 3.4 Group work

2.1, 2.3 Clear presentation criteria.

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Resources: Presentation Instructions.