PHI 2100: Formal Logic I
Fall 2003
CL1-308, Tues/Thurs 1:30-2:45
This
syllabus is updated regularly throughout the semester.
Instructor and Contact Information:
Dr.
Nancy Stanlick
CNH
411-I/407-823-2273 or 407-823-5459
e-mail: stanlick@pegasus.cc.ucf.edu
Office
Hours: Tuesday 9:50-10:20 and
3:00-4:30; Thursday 3:30-5:00/Also by appt.
Text:
Patrick
Hurley, A Concise Introduction to Logic,
Eighth Edition
Some chapters from another text,
Logic and Language (© 1988-2002),
will be used from time to time in this course and relevant pages, chapters, or
problems will appear in class or on the website for this course. You need not buy anything to use selections
from that text. All elements of Logic and Language are used by permission
and full permission is granted to students in this course to copy pages (for
personal use only) from Logic and
Language that appear on this website.
Course Requirements/Course Description and Objective and Other
Information:
3
Examinations = 69% (23% each)
Quizzes
or Other Assignments (31%)
Formal Logic I is a course in
introductory formal logic beginning with basic concepts of traditional
(Aristotelian) logic (TL), moving then through formal proofs and elements of
propositional/statement (sentence) logic (SL), and ending with aspects of the
theory of quantification (predicate logic) (PL). You should become proficient
in the use of symbol systems, ordinary language and symbolic translations, and
methods of proof. Topics include forms
of immediate inference, use of Venn Diagrams and other methods of testing
arguments in traditional logic; direct, indirect and conditional proofs, proofs
of invalidity, concepts of consistency and inconsistency, identity, relations,
and related elements of sentence and predicate logic.
Formal logic requires attention,
regular attendance and participation. I
am reasonably forgiving; logic is not.
It will not do to wait until the night before an exam to study. Logic is notoriously difficult to “cram into
your head” in one evening. Come to
class prepared, make sure you have worked out problems and exercises as
indicated in class or in the schedule below, and be sure to be ready for
quizzes at any time.
As the semester progresses, it
is inevitable that you will wonder “where you are” grade-wise. Figure it like this. Each examination counts as 23% of your
grade. Your grade is based on a total
of 1000 points. Examinations, together,
count as 690 points out of 1000 (or 230 points each – to figure out what the
value of your exam grade is, take the grade out of 100 (for example, 83/100)
and multiply it (83) by 2.3). Quizzes
and assignments count as 310 points out of 1000. Quizzes and assignments may occur or be due at any time, and
there is no set number of them predetermined prior to the beginning of the
semester or at any other time. Another
way to understand that is: Quizzes and
assignments are unplanned – they can be almost as much a surprise to me as they
can be to you. YOU MAY “DROP” THE TWO
LOWEST GRADES ON ANY QUIZ OR ASSIGNMENT, OR COMBINATION – THAT IS, YOU CAN DROP
TWO LOW QUIZ GRADES, OR TWO LOW ASSIGNMENT GRADES, OR ONE QUIZ AND ONE
ASSIGNMENT GRADE. DROPPING A QUIZ OR ASSIGNMENT, OR BOTH, AMOUNTS SIMPLY TO
REPLACING THAT LOW GRADE WITH THE HIGHEST GRADE YOU RECEIVED ON ANOTHER QUIZ OR
ASSIGNMENT. The average of your quizzes
and assignments will be multiplied by 3.1 to result in a number of points from
an available 310. There are no make-up
quizzes or assignments EXCEPT with DOCUMENTED good, legitimate and verifiable
reason(s). Make-up examinations are
unpleasant for everyone involved, but if you miss an examination for a good, legitimate, and verifiable reason,
you may make it up within 3 class meeting days of its initial
administration.
Grading Scale and Policies
|
A = Superior, far exceeds average understanding as evidenced in course work and goes significantly beyond the basics. |
95-100% |
C = Average, meets minimum expectations and satisfies course requirements. |
74-76.x% |
|
A- = Excellent, exceeds average understanding as evidenced in course work and goes well beyond the basics. |
90-94.x% |
C- = Slightly below average, meets bare minimum expectations and satisfies course requirements. |
70-73.x% |
|
B+ = Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics and goes somewhat beyond that level. |
87-89.x% |
D+ = Below average, meets most minimum expectations and satisfies all or most course requirements. |
67-69.x% |
|
B = Far above average, fully meets average understanding as evidenced in course work and fully understands the basics and can deal with concepts somewhat beyond that level. |
84-86.x% |
D = Below average, meets many minimum expectations and satisfies all or most course requirements. |
64-66.x% |
|
B- = Just above average, fully meets expectations for basic understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. |
80-83.x% |
D- = Far below average, but meets most minimum expectations and satisfies most course requirements with minimal understanding evidenced in course work. |
60-63.x% |
|
C+ = Slightly above average, fully meets expectations for basic understanding as evidenced in coursework and understands the basics. |
77-79.x% |
F = Fails to meet minimum expectations in understanding and course work as evidenced by performance and submission of graded elements. |
0-59.x% |
- Grades and Grading
Scale: If you
prefer not to take a course using the +/-
grading scale, then don’t take this one. Arguments abound about how it is unfair to use this
scale. One of the arguments
generally runs like this: If I get
a B- in a course, and I am competing with other people for the same job or
a spot in graduate school, then other people who DIDN’T have grades based
on +/- might have a “B” (say, an 82) but their average was the same as
mine (B-, also an 82). In that
case, I am disadvantaged by the +/- system. Counter-argument: If you are competing with people who
did not take a course with +/- grading, and their average was an 88 (B),
but yours was an 88 (B+), then YOU have the advantage. It works both ways.
- Plagiarism or cheating of any kind on an examination, quiz or assignment will result at least in an “F” for that assignment (and may, depending on the severity of the case, lead to an “F” for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information.
- If assignments are to be done out of class, they must also be your own work. There is nothing wrong with seeking the assistance of others (in fact, helping each other to study for examinations is highly recommended) for help in understanding concepts, principles, or methods, but simply obtaining answers from another person and turning them in as your own is certainly unacceptable.
- I will assume for this course that you will adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, don’t cheat by giving answers to others or by taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person that will not apply to everyone.
I will not take attendance in this course. It is up to you to keep track of yourself. If you do not intend to attend on a regular basis, you may wish to re-think taking this course. You do not get "credit" for showing up for class. Being in class, one would think, is a given. Although attendance will not be taken, you are responsible for meeting all the course requirements, being present for examinations, quizzes, and assignments, and submitting all required coursework on time. Graded assignments for this course can be made up only with good, legitimate, and verifiable reason. Otherwise, missed examinations or any graded element may not be made up. There is no extra credit available in this course. Also keep in mind that grades are earned, they are not "given." Changes of grade are made only for legitimate reasons (e.g., clerical errors) after the semester has ended.
This on-line schedule may be updated frequently and may
include chapters, chapter topics, links to other information relevant to
chapters and topics, and assignments (for a grade and not-for-a-grade), as well
as examination dates. Quizzes and
assignments can appear regularly in class and may or may not be listed on the
schedule below. Remember that the
schedule below is meant only as a guide.
Changes and alterations in the schedule, scheduled topics, or
examination dates may be necessary to facilitate completion of all major
sections listed below. The schedule
chart below contains useful information for this course. Remember to check it often. Also note that the text comes with a CD that is very useful for extra practice and
additional problems and information for course content.
SCHEDULE
|
Date |
Topic |
Readings/Chapters |
Links: Discussion Board
Link |
Assignments* and Suggested
Problems** |
|
8/25 |
Introductory information, course requirements, general
introduction to logic |
None |
|
You might have a syllabus quiz next Tuesday (9/2), so
make sure you know what it (the syllabus) says. |
|
8/27-9/30 |
Basic Concepts
such as argument, premise, conclusion, deduction & induction, truth,
validity, soundness TRADITIONAL
LOGIC (TL) Categorical
Propositions and Categorical syllogisms, including concepts such as validity
in TL, Categorical statements, Venn diagrams, and immediate inferences |
Chapter 1, Basic Concepts, pp. 1-51 Chapter 4, Categorical Propositions, pp. 188-241 Chapter 5, Categorical Syllogisms, pp. 242-286 |
Practice Quiz
1 (The real one will be on Thursday 9/11/03). The real quiz given on 9/11/03
with answers - Click here. |
Exercise 1.1, p. 7 – identifying premises and
conclusions. Note especially sections
III and IV on understanding terms and concepts (p. 13). Exercise 1.2, section III on creating arguments (p. 29),
and section IV on terms (p. 30). Exercise 1.3 on the difference between deduction and
induction. See esp. sections II and
III on understanding terms and concepts. Exercise 1.4, sections IV and V (p. 52) on understanding
terms and concepts. Ex. 4.1, p. 190 on quality, quantity, subject and
predicate Ex. 4.2, pp. 194-195 on quality, quantity and
distribution Ex. 4.3, pp. 203-204 on Venn Diagrams and immediate
inference. Ex. 4.4, pp. 212-214 on conversion, obversion and
contraposition Ex. 4.5, pp. 219-223 on the square of opposition and
other immediate inferences. Ex. 4.6, pp. 229-230 on Venn Diagrams, sq. of
opposition. Ex. 4.7, pp. 238-240 on translation in TL. Ex. 5.1, pp. 246-249 on standard form and order
arguments, mood and figure. Ex. 5.2, pp. 258-261 on Venn Diagrams. Ex. 5.3, pp. 267-269 on rules and fallacies for
categorical syllogisms. Ex. 5.4, pp. 271-272 on translation, standard form, and
validity. Ex. 5.5, pp. 274-275 on translation, testing for
validity. Ex. 5.6, pp. 278-280 on enthymemes. See the assignment from
last year on TL. Link
Use this link
to see the review for last year’s
first test. |
|
9/30 |
EXAM 1 |
Please
note that the original date for test 1 was September 25. It has been moved to September 30. |
|
|
|
9/30-11/4 |
SENTENCE
LOGIC/PROPOSITIONAL LOGIC (SL) Includes
symbols, translation, truth tables, truth trees, rules of inference and equivalence,
conditional and indirect proofs of validity, proofs of invalidity See
this link for Wadsworth’s companion website for Hurley’s A Concise Introduction to Logic. |
Chapter 6, Propositional Logic, pp. 287-347 Chapter 7, Natural Deduction in Propositional Logic, pp.
348-404 Here
is an answer to problem 19 on p. 400 different from the one in the back of
the book – and probably easier. This
is the one that no one was able to solve in class. 1. A --> [(N
v ~N) --> (S v T)] 2. T --> ~(F
v ~F)/ A --> S 3. ~(A --> S)
AP 4. ~(~A v S) 3,
Impl 5. A . ~S 4, DeM 6. A 5, Simp 7. (N v ~N)
--> (S v T) 1,6, MP 8. ~S 5, Simp 9. ~(N v ~N) v
(S v T) 7, Impl. 10. (~N . N) v (S v T) 9, DeM 11. (S v T) v (~N . N) 10, Com 12. [(S v T) v ~N] . [(S v T) v N] 11, Dist 13. (S v T) v ~N
12, Simp 14. S v (T v ~N) 13, Assoc 15. T v ~N 14, 8, DS 16. (S v T) v N
12, Simp 17. S v (T v N) 16, Assoc 18. T v N 17, 8,
DS 19. ~T --> ~N
15, Impl 20. ~T --> N 18, Impl 21. N --> T
19, Trans/contrap 22. ~T --> T
20, 21, HS 23. T v T 22, Impl 24. T 23, Taut 25. ~(F v ~F) 2,
24, MP 26. ~F . F 25,
DeM 27. A --> S
3-26 IP |
Rules
of Inference and Equivalence |
See this
link for last year’s assignment 2. Additional translation
problems. THERE IS A QUIZ (QUIZ 2) ON 10/9 ON TRANSLATIONS AND SIMPLE TRUTH
VALUE DETERMINATION. The answers to the quiz from October 9
are here. See last year’s
QUIZ 6
(SL) AND REVIEW
QUESTIONS ON SL WITH ANSWERS Suggested
Problems from Chapter 6: TRANSLATIONS
6.1,I – II, pp. 295-298– basic translations in SL. WELL
FORMED FORMULAS 6.1, III, p. 298
-- well formed formulas – determining whether symbolic statements are
written properly IDENTIFYING
MAJOR CONNECTIVES 6.2,
I, p. 308. Identifying major
connectives (main operators) – determining what kind of statement is being
presented. SIMPLE
TRUTH VALUES 6.2,
II, p. 308-309 – truth/falsehood from basic information. SIMPLE
TRUTH VALUES 6.2, III – determining simple truth values, pp.
309-310 and IV, p. 310, determining truth values with some unknowns. TAUTOLOGIES,
CONTINGENCIES, AND CONTRADICTIONS 6.3,
p. 317, I. Contingencies,
contradictions and tautologies with truth tables CONSISTENCY
AND INCONSISTENCY 6.3, II, p. 317-318. Determining types of statements and consistency Section III of 6.3, pp. 318-319 optional TRANSLATIONS/TESTING
FOR VALIDITY WITH TRUTH TABLES 6.4, I, pp. 322-323 –
translations and truth tables to test for validity/invalidity. TESTING
FOR VALIDITY WITH TRUTH TABLES 6.4, II, p. 323 – determining whether
symbolized arguments are valid or invalid with truth tables. TESTING
FOR VALIDITY – USING TRUTH TREES 6.5, I, p. 329 – testing
arguments for validity/invalidity with indirect truth tables – added in class – truth trees TESTING
FOR CONSISTENCY/INCONSISTENCY WITH TRUTH TREES 6.5, II, pp. 329-330- testing for
consistency/inconsistency using indirect truth tables –added in class – truth trees IDENTIFYING
VALID ARGUMENT FORMS 6.6,
I, p. 341 – identifying valid argument forms IDENTIFYING
VALID ARGUMENT FORMS 6.6,
II, pp. 341-342 – translations and identification of valid argument forms. Omit sections III and IV of 6.6 on pp. 343-346 CLICK HERE FOR THE REVIEW FOR EXAM 2, PART I. Suggested
Problems for Chapter 7: All justification problems, all proofs except conditional. See also the CDROM for chapter 7. The most important problems are the ones
that are just plain proofs of validity.
Concentrate on those. There will be a quiz on Nov. 6 on proofs and justifications. This is Quiz 3. |
|
11/20 |
EXAM
2*** |
Exam
2, first half will be on October 28. The second half will be on November
20. |
|
There is no online review for Exam 2, Part 2. The content of this part of the exam is
direct and indirect proofs of validity.
Use the problems in the text, especially the last section of problems
on direct proofs using all 18 rules and the section on indirect proofs. Also remember that all the proofs that can
be done as direct or conditional (conditional proofs do not appear on the
exam) can be done as indirect. Some
problems on the exam (part II) may be “justifications” – others will be
complete proofs. |
|
11/20-12/4 |
PREDICATE
LOGIC Includes
Symbols and Translation, proofs. |
Chapter
8, pp. 405-435.
See this link
for information on the use of the rules of inference and the consistency of
Hurley’s claims regarding EI and mine.
There is also information in this link to the format of the final exam
(test 3). |
Answers to “plstuff” files at the following links. Answers are image files – they will take
time to load: Answers to More PL Problems at the following links.
Answers are image files – they will also take extra time to load: |
See last
year’s Quiz 10 answers
on PL. See this year’s
Quiz 5. |
|
12/9 |
EXAM 3 FROM 1:00-3:50, ACTUAL TIME IS 1:00-2:30. |
|
|
|
*Assignments
or quizzes to be submitted for a grade will appear in bold or otherwise indicated as required/graded elements of the
course.
**It is
impossible to go through all the problems in the text in class. Answers to selected problems appear in the back
of the book and you should take the time
to work with other people in the class on sets of problems to study for exams
and quizzes. Some problems from the
text will be done in class, others will be added from links in the syllabus and
from the content of lectures. Also
remember the CD that comes with the book.
It contains tutorials.
***Exam 2 may
broken down into two parts. Part I, in
that case, would be given in mid-October.
The average of the two parts, if given in 2 parts, constitute the total
grade for that test.