Solving a Trigonometry problem1 using Human Level Artificial Intelligence

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This video shows a robot solving a trigonometry problem.  There are no sound in the video because I wanted to show the viewers what the robot is thinking while solving the problem.  The flashing text and freeze frames are the internal thoughts of the robot and not instruction text for the viewers.  These internal thoughts describe the details of how the robot produce intelligence.

My robot doesn't use:  planning programs/heuristic searches (used by MIT and Stanford University), Bayesian's probability theories for decision making, Bayesian's equation for induction and deduction, semantic networks for natural language understanding, predicate calculus, common sense systems, first-order logic, rule-based systems, genetic programming, or MACHINE LEARNING.

In the video, the robot is given a trigonometry problem.  Upon reading the problem, the robot identify this math equation as belonging to trigonometry.  Next, knowledge about trigonometry and algebra pours into the robot's mind (primarily 5 containers).  The reason that algebra knowledge was also extracted is because trigonometry uses algebra.  Thus, both subject matters are interconnected.

During the video, the robot is writing important things down on scratch paper.  His internal mind is giving him important facts, rules, and analytical skills.  When solving math equations, it's very important to read the instructions in segments and to use common sense to interpret the real meaning behind the instructions.  First, the robot interprets the math equation and finds out what the question is.  Then, the robot looks at facts that are given in the instructions.  Next, he writes things down, uses his mind to analyze certain aspects of the equation, and do linear steps that teachers have taught him to solve math equations.

For example, in the video the robot was told the 2 triangles were equilateral.  Facts start to activate in the robot's mind, such as: each side of a equilateral triangle are equal.  Or a triangle has 3 sides.  These facts are not given to the robot.  The robot has learned these facts in school and his mind is extracting these facts because they are related to the math problem.  Also, a large part of the intelligence needed to solve this problem is based on analytical skills.  These skills are also taught by teachers in school.  In the video, the robot is using analytical skills to discover new information and ultimately solve the math problem.

Also, the procedures to do math problems is based on learned information (from teachers and instructional books).  Also, practice doing examples is another way to learn procedures.  As the robot do more examples, his brain forms optimal data processing instructions in pathways in his brain.  These intelligent pathways include things like extracting facts, generating ideas, analyzing information, following steps, and so forth.