Introduction to Artificial Intelligence

KentVision COMP5280 Introduction to Artificial Intelligence Division and School/Department or partner institution which will be responsible for management of the module Division of Computing, Engineering, Mathematical Sciences (CEMS) School of Computing Which term(s) the module is to be taught in (or other teaching pattern) Autumn or Spring The course(s) of study to which the module contributes BSc Computer Science, including all variants, both with and without Year in Industry. BSc Artificial Intelligence, BSc Data Science, BSc Computing, both with and without Year in Industry. BSc Software Engineering, both with and without Year in Industry BSc Business Information Technology, both with and without Year in Industry The intended generic learning outcomes. On successfully completing the module students will be able to: 9.1 Discuss and give examples of the role of analogy and metaphor in science and engineering; 9.2 apply mathematical and computational skills in solving problems; 9.3 compare different strategies for problem solving, choose a strategy and justify that choice; 9.4 assess the strengths and weaknesses of hypotheses and techniques; 9.5 use the library and appropriate internet resources in support of learning. Contact Hours Total contact hours: 28 Private study hours: 122 Total study hours: 150 Map of module learning outcomes (sections 8 & 9) to learning and teaching methods (section 12) and methods of assessment (section 13) Module learning outcomes against learning and teaching methods: Module learning outcome 8.1 8.2 8.3 8.4 8.5 8.6 9.1 9.2 9.3 9.4 9.5 Private Study x x x x x x Lectures x x x x x x x x Classes x x x x x x x Module learning outcomes against assessment methods: Module learning outcome 8.1 8.2 8.3 8.4 8.5 8.6 9.1 9.2 9.3 9.4 9.5 Coursework x x x x x x x x x x x Examination x x x x x x x x x x Inclusive module design The Division recognises and has embedded the expectations of current equality legislation, by ensuring that the module is as accessible as possible by design. Additional alternative arrangements for students with Inclusive Learning Plans (ILPs)/declared disabilities will be made on an individual basis, in consultation with the relevant policies and support services. The inclusive practices in the guidance (see Annex B Appendix A) have been considered in order to support all students in the following areas: a) Accessible resources and curriculum b) Learning, teaching and assessment methods Campus(es) or centre(s) where module will be delivered Canterbury If the module is part of a course in a Partner College or Validated Institution, please complete sections 18 and 19. If the module is not part of a course in a Partner College or Validated Institution these sections can be deleted.