FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

Table of Contents SECTION SLIDE # 9 - ABOUT ME 3 OUT-OF-CLASS SEGMENT 4 IN-CLASS SEGMENT 9 EVALUATION - COMMUNITY BUILDING

V.Ajitha CONSTRAINT SATISFACTION PROBLEM ARTIFICIAL INTELLIGENCE CSE/IT VI SEM UG ANNA UNIVERSITY,CHENNAI

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to 1.Assign a color to each region in the map in such a way that no two adjacent regions have the same color, given a map of countries, and a fixed set of colors.(Apply Level) 2.Formulate precise definition for a given problem based on constraints.(Apply Level) 3. Construct the binary constraint graph ,given the variable, domain and its constraints. (Apply Level) Key Concept(s) to be covered 1.Map Coloring 2.Problem Formulation 3. Binary Constraint Network

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=nfkX5W8-oBU License of Video Standard YouTube License Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Map coloring V1 8.10 – 11.16 3.06 min Problem Formulation V2 13.31 – 15.19 1.88 min Binary Constraint Network V3 15.55 – 17.43 V4 25.55 – 27.12 1.57 min TOTAL DURATION 8.39 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Assign a color to each region in the map in such a way that no two adjacent regions have the same color, given a map of countries, and a fixed set of colors. Q.How many solutions are there for the given map-coloring problem? a)if four colors are allowed? b)if two colors are allowed? 10 mins Watch V1 and then answer Q Expected activity duration 10 mins

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Formulate precise definition for a given problem based on constraints Q. Give precise formulations for the following constraint satisfaction problem: Class scheduling: There is a fixed number of professors and classrooms, a list of classes to be offered, and a list of possible time slots for classes. Each professor has a set of classes that he or she can teach. 10 minutes Watch V2 and then answer Q Expected activity duration 10 mins

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Construct the constraint graph ,given the variable, domain and its constraints Q.Consider the following binary-constraint network: There are 4 variables: X1, X2, X3, X4, with the domains: D1 = {1, 2, 3, 4}, D2 = {3, 4, 5, 8, 9}, D3 = {2, 3, 5, 6, 7, 9}, D4 = {3, 5, 7, 8, 9}. The constraints are: X1 ≥ X2, X2 > X3 or X3 − X2 = 2, X3 not equal to X4. Write the constraints in a relational form and draw the constraint graph. 10 minutes Watch V3, Pause the video at 17:43 and try to attempt assessment question 3. To get more clarity watch V4 to answer Q. If you submit answers to all questions 1 day before coming to class, you will be provided with extra 4 marks in Internals for your end semester examinations. Also,make sure that to get good Internals, Attendance is made compulsory on all working days. Total activity duration 30 minutes

In-class Activity Design -1 Learning Objective(s) of In - Class Activity 1.Solve real-life scenario problems involving scheduling of an event(Analyze Level) 2. Modify the classic CSP algorithm to solve k-CSPs. (Create Level) Key Concept(s) to be covered Event Scheduling Modifying the existing CSP algorithm

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using Think-Pair-Share Concept clarification using Peer Instruction Explain the strategy by giving details of What Teacher will do? Pose the PI questions at the start of the class and provide summary. What Student will do? For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation. Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking.There is also feedback provided (either through peer discussion or instructor summary).

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the PI questions at the start of the class and provide summary on Constraints. Q 1: Consider the problem of arranging the schedule for an event, where there are 6 presenters: A, B, C, D, E, and F. The events for A and B are held at time 1, those for C and D at time 2, and those for E and F at time 3. We have to assign a room for each event. There are two rooms available: the first room is in Kalam Hall and the second room is in Nehru Hall. We will have as variables for the CSP A,B,C,D,E, and F, each with domain {Kalam, Nehru}. The speakers, however have specific constraints about who they can be in the same room with: Simultaneous presenters cannot be assigned to the same room (these are A and B, C and D, E and F). A and C cannot be assigned to the same room B and F cannot be assigned to the same room B and D cannot be assigned to the same room Plot the constraint graph for this problem.   EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise Solve the following puzzle by assigning numeral (0-9) in such a way that each letter is assigned unique digit which satisfy the following addition. Constraints : No two letters have the same value. (The constraints of arithmetic).   EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Write down the initial state of variables and carry bits of the problem. Think individually and identify the variable where carry bit can be sit to 1. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Now assuming that the students had arrived at the following values: S = 9 ; E = 5 ; N = 6 ; D = 7 ; M = 1 ; O = 0 ; R = 8 ;Y = 2 EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and explains the mechanism by which how Constraints are discovered and propagated . EXAMPLE