Assignments

• Unless otherwise indicated, textbook references are to Stuart J. Russell and Peter Norvig, Artificial Intelligence: A Modern Approach (Second Edition), Prentice-Hall, 2003.

• Unless otherwise stated,

  • collaboration IS NOT allowed on assignments either from the text or from the supplemental problems, but
  • collaboration IS allowed on programming projects.

• You always may consult the instructor regarding questions on labs or assignments (at least if the instructor is in his office with the door open).

Due Date	Collaboration Allowed	Chapter	Problems
Wed., Sept. 19	Yes	3	3.7a,d
	Yes	4	4.2, 4.3, 4.11
	Yes	Sup. Prob.	1
Mon. Oct 1	Yes	8	Group Exercise on Predicate Calculus
Fri. Oct 19	Yes	8-9	Group Exercise on Proof by Resolution
Wed. Nov 7	Yes	Sup. Prob.	2

Supplemental Problems

1. Page 106 shows two possible heuristic functions (h₁ and h₂). Use these heuristic functions h₁ and h₂ to show the first 3 moves that might be taken to solve the 8-puzzle, beginning with the start state shown in Figure 4.7 (page 105) and using the A* algorithm.

   In addition, briefly explain how you determined these initial moves. As part of your discussion, indicate what choice you made when the A* algorithm provides two or more alternatives with the same priority.

2. Placement Cases for Statistics:

   1. A first approximation for the placement of incoming students into statistics uses the following rules given in black.
   2. A refinement of these placement rules is given in green.
   3. As questions arise, additional refinements are given in blue. (Due to timing of these recent refinements, these blue refinements need not be reflected in course assignments and the third project.
   • Possible placements for AP Statistics are:
     • unknown
     • 115
     • 115/133
     • 115/131
     • 209
     • 209/133
     • 309/310
   • In considering whether or not a student has had MAT 131 or MAT 133, one should use the Math Placement Expert System.
     • Placement in MAT 123 or MAT 131 implies the student does not have adequate calculus background to count as a prerequisite.
     • Placement in MAT 133 implies the student has MAT 131 or equivalent background.
     • Placement in MAT 215 implies the student has MAT 133 or equivalent background.
   • If AP Statistics scores are available:
     • Score 4 or 5: if a student has had MAT 133 or has been placed in MAT 215 or higher, then placement is in MAT 309/310.
     • Score 4 or 5: if a student has not had 133, the student could take MAT 209, or the student is advised to take calculus through MAT 133 and then jump directly to MAT 309/310.
     • Score 3: if a student has had MAT 131 or equivalent, then placement is MAT 209.
     • Score 3: if the student has not had calculus, the student might take MAT 115, but the student is encouraged to take MAT 131 or MAT 123-124 and then take MAT 209.
     • If a student has a Statistics AP score of 3 or better, then these AP rules supercede any others about ACT scores or data from the high school transcript.
   • If the student has had MAT 133 or has been placed in MAT 215, then placement is in MAT 209.
   • If the student has had 1 year or more of high school statistics:
     • If the student scores 29 or more on the ACT (650 or higher on the SAT) and has had MAT 131 or equivalent, then placement is MAT 209.
     • If the student scores 29 or more on the ACT (650 or higher on the SAT), but has had no calculus, then the student might take MAT 115, but the student is encouraged to take MAT 131 or MAT 123-124 and then begin statistics with MAT 209.
     • If the student scores less than 29 on the ACT (below 650 on the SAT), then the student might take MAT 115, but the student is encouraged to take MAT 131-133 and then begin statistics with MAT 209.
   • If the student has no record of past statistics courses:
     • If the student has had MAT 133 or is placed in MAT 215, then placement is MAT 209.
     • If the student has not had MAT 133 or equivalent, then placement is MAT 115.

   For this assignment, each CSC 261 student is to fill out 5 data forms regarding the background of possible incoming students.

   • In each case, you should fill in some (but not all) of the data fields in the form, and you should specify your understanding of the likely statistics placement. (These will be reviewed by statisticians, who will adjust placements as needed.)
   • At least 2 of these forms should illustrate students who seem to have clear placements according to the above rules.
   • At least 2 of these forms should test some boundaries of these placement rules. For example, SAT/ACT scores might be contradictory, grades in high school statistics might be low (even though the student has taken much statistics), AP Statistics scores might be low (but high school grades and ACT scores might be high).

This document is available on the World Wide Web as

http://www.cs.grinnell.edu/~walker/courses/261.fa07/assignments.shtml

created 29 August 2007 last revised 2 November 2007
For more information, please contact Henry M. Walker at (walker@cs.grinnell.edu)