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GC University Lahore
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Course Outline
INTRODUCTION TO LOGIC |
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Department of Computers Sciences GC University, Lahore.
DEPARTMENT: COMPUTER SCIENCES INSTRUCTUR’S NAME: YASIR SULTAN OFFICE HOURS: 12:00 to 2:00 Mon to Sat (Prof. Room # 34) COURSE TITLE: LOGIC & CRITICAL THINKING COURSE CODE: COURSE LENGTH: SEMESTER, II (16+2 WEEKS) CREDIT HOURS: 03
COURSE DESCRIPTION:
Enquiry into the scheme of man’s existence is as essential as hunger, thirst and sex for his physical existence. Thinking can be correct, incorrect, valid or invalid. Naturally the question arises that what is the difference between right and wrong and valid and invalid thinking. Therefore, it was felt necessary that this vital issue should be studied at a scientific level. Logic and critical thinking is the course, which has taken up the study of this crucial problem.
The course is designed for the students of computer science, year II. Students will learn this course in 3rd Semester. The course of Logic & Critical thinking consists of 6 chapters, which is further divided into 2 portions. Every portion consists of 3 chapters of different nature. The first portion is about the fundamental concepts of Traditional/Aristotelian logic, also includes formal and informal logic and introduces the critical thinking skills. This portion includes the traditional techniques to check the validity of arguments. The second portion is highly important and introduces the modern techniques to check the validity of thought. It also orientates the learners to the fallacies, which we commit in every day life. These chapters focus on the frame works of decision-making and problem solving and also teach the strategies to avoid pitfall and pratfalls during the systematic processes. The first portion of the course consists cognitive type of learning; the second effective type of learning and the third portion consists of psychomotor type of learning.
The curriculum of this course has been designed to stimulate a student’s logical capacity or ability. After studying this course he would be able to analyze things critically. Beside this, it also sharpens one’s mental ability and makes one creative. This course is methodological in its enquiry and formulates general laws and problems regulative of valid thinking. The study of logic is likely to improve the quality of one’s reasoning. A student who has studied logic is more likely to reason correctly than another, with the same basic intelligence. The study of logic and critical thinking supports the use of one’s reasoning powers, helps to make them more dependable. After studying this course students will be able to defend judgments/arguments and will know how to criticize the defense of claims. Studying this paper, students strengthen their native powers, bringing their intellectual capacities to maturity and to fruitfulness.
PRE-REQUISITES: None
CO-REQUISITES: None
COURSE OBJECTIVES/GOALS:
To stimulate student’s logical capacity or ability To develop and enhance critical skills of decision making, problem solving and creative thinking To develop ability to use cognitive skills To develop the ability to analyze the structure of complex and controversial problems, with an understanding of major strategies of reasoning designed to resolve such problems To develop an ability to employ the techniques of formal and informal methods of reasoning, together with an ability to recognize any relevant fallacies To develop an ability to translate an ordinary language expression into symbolic or logical form To develop the ability to do hypothetical, probabilistic, analogical, reflective, purposeful vertical and lateral thinking Develop a critical thinking attitude and Disposition 9. To understand the relationship between human and artificial intelligence
COURSE SPECIFIC DETAILS: |
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TEACHING, LEARNING STRATEGIES:
Teaching and learning strategies will be including:
· Lectures · Student Presentations · Discussions · Class room activities · Books and Handouts · News paper Editorials · Personal Supervision · Assessment from students (in which they will be asked to mention highs and lows or drawbacks of instructor’s teaching method or techniques)
ASSESSMENT STRATEGY:
Total Marks: 100
(i) Mid term: 40 marks, 20% (ii) Term Paper: 20 marks, 10% (iii) Quizzes 20 marks 10% (iii) Semester work: 20 marks, 10% (iv) Comprehensive Examination: 100 marks, 50%
STUDENT LEARNING OUTCOMES: |
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Computer Science Department |
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Chapter 1: INTRODUCTION |
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Nature of Logic
Structure of Argument
c) Five Logical Terms
Kinds of Induction
e) Laws of Thought
f) Critical Thinking
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(i) Nature of Logic (Origin and Definition of Logic) (ii) The Structure of thought or Reasoning
(i) Propositions, Premises, Conclusions and Inference (ii) Inductive and Deductive Reasoning
(i) Truth, Validity, Soundness, Strength and Cogency (i) Analogy, Hypothesis, Probability
(i) Law of Identity (ii) Law of Non-Contradiction (iii) Law of Excluded Middle
(i) The Concept of Critical Thinking (ii) The need for Critical Thinking Skills (iii) Attitude and values involved in Critical Thinking
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Chapter 2: CATEGORICAL PROPOSITIONS |
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Four Kinds of Categorical Propositions
Traditional Square of Opposition
Kinds of Immediate Inference
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(i) Components of Categorical Propositions (ii) Quality, Quantity, and Distribution (iii) Using Venn Diagrams to prove Logical Relationships
(i) Relationship among Categorical Propositions (i) Conversion , Obversion and Contraposition |
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Chapter 3: CATEGORICAL SYLLOGISM |
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Nature of Categorical Syllogism
b) The formal Nature of Syllogistic Reasoning
c) Validity of Categorical Syllogism
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(i) Syllogistic method of proving Validity/ Invalidity (i) Standard form, mood and figure
(ii) Syllogistic Rules and Fallacies
(i) Venn Diagrams |
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Chapter 4: PROPOSITIONAL LOGIC |
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Symbols and Translations of Propositions
Truth Tables
Classification of Propositions
d) Equivalences
e) Truth Table for Arguments |
(i) Logical Operators and their Truth Functions (ii) The symbols of Negation (~), Conjunction (.), Disjunction (V), Implication ( ), Equivalence (=) (i) Truth Table for Propositions
(i) Tautologies, Self-contradictory and Contingent (i) Propositional Equivalences (ii) Logical Equivalences
(iii) Proving validity of arguments by Truth Table method
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Chapter 5: PREDICATE CALCULUS / QUANTIFIER LOGIC |
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a) Predicate and Quantifiers b) Variables |
(i) The Universal Quantifier (ii) The Existential Quantifier (i) Individual Variables (ii) Binding Variables (iii) Corresponding symbols in Sentential logic and Boolean Algebra (iv) Proving Arguments with Quantifier Logic |
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Chapter 6: DECISION MAKING AND PROBLEM SOLVING |
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Learning Decision Trees
Systematic way of Decision Making
c) Problem Solving |
(i) Application of Decision Trees
(i) Making Sound Decisions (ii) Stages of Decision Making (iii) Pitfalls and Pratfalls in Decision Making
(i) Stages of Problem Solving (ii) Ill defined and Well Defined Problems (iii) Strategies for Problem Solving
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CHAP |
LECTURE TEXT |
CONTENTS |
TIME FRAME |
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1 |
Introduction |
Nature of Logic Structure of thought or reasoning Arguments, Premises, Conclusions Induction and deduction Truth, validity, soundness Strength and cogency Inductive Inference Laws of thought Critical Thinking |
Lec. 1 Lec. 2 Lec. 3 Lec. 4,5 Lec.5,6
Lec. 7 Lec. 8 Lec. 9 |
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2 |
Categorical Propositions |
Components of Categorical propositions Traditional square of opposition Conversion, Observation and Contraposition
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Lec. 10 Lec. 11 Lec. 12
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3 |
Categorical Syllogism |
Components of Categorical syllogism Mood and figure Venn Diagrams Rules of Syllogism
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Lec. 13 Lec. 13 Lec. 14 Lec. 15,16 |
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4 |
Propositional Logic |
Logical symbols/operators Truth functions Truth table for Propositions Classifying Statements Statement Equivalences Truth table for arguments |
Lec. 17 Lec. 18 Lec. 18 Lec. 19 Lec. 20 Lec. 21 |
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5
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Predicate Calculus |
Predicate and Quantifier Variables Proving arguments with Quantifier Logic |
Lec. 22 Lec. 23 Lec. 24 |
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6 (A) |
Decision Making |
Learning Decision Trees Steps in Decision Making Pitfalls and Pratfalls in decision making |
Lec. 25 Lec. 26 Lec. 27
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6 (B)
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Problem Solving Student Presentations |
Anatomy of a Problem and Stages in Problem solving Well defined and Ill defined Problems Strategies in Problem solving Students will give the Presentations in groups |
Lec. 28 Lec. 28 Lec. 29 Lec. 30, 31,32 |
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TAB LE OF SPECIFICATION
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CONTENT AREA |
SLO’s
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TOTAL ITEMS |
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Introduction to Logic |
2 |
2 |
1 |
5 |
21.7% |
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Categorical Propositions |
0 |
1 |
2 |
3 |
13.0% |
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Categorical Syllogism |
0 |
1 |
2 |
3 |
13.0% |
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Propositional Logic |
1 |
1 |
2 |
4 |
17.39% |
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Predicate Calculus |
1 |
1 |
2 |
4 |
17.39% |
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Decision Making |
0 |
1 |
1 |
2 |
8.69% |
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Problem Solving |
0 |
1 |
1 |
2 |
8.69% |
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Total |
4 |
8 |
11 |
23 |
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Percentage |
17.39% |
34.78% |
47.8% |
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100% |
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STUDENT LEARNING OUTCOMES / LEARNING DOMAIN
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Course Specification |
Cognitive |
Affective |
Psychomotor |
Student Attributes |
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Lec. 1 to 4 |
Define different logical terms |
Receive |
Communicate |
Cognitive skills, critical approach |
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Lec. 5 to 6 |
Explain, construct |
Answers |
Describes |
Successful communication |
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Lec. 7 to 9 |
Appraise, compares identifies, labels |
Participate in class discussion |
Assembles, adapts, improves |
Composition of Work |
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Lec. 10 to 13 |
Evaluate |
Motivate |
Guided specification |
Specific skill |
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Lec. 14 to 17 |
Better |
Compares, practices |
Articulation, Application |
Logical capacity or ability |
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Lec. 18 to 21 |
Recognize logical fallacies in reasoning |
Displays |
Adapts, reorganizes |
Evaluation, Error free thought |
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Lec. 22 to 25 |
Recognize, Application |
Performs |
Perception |
Reasoning, intellectual capacity |
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Lec. 26 to 29 |
States problem in his/her own words |
Responding to phenomena |
Synthesizes |
Reasoning, making strategies |
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Lec. 30 to 32
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Lateral thinking
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Influences |
Motivation |
Creativity
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