TRIMEX COLLEGES

Trojan Bldg., Poblacion City of Biñan, Laguna

Tel No. (049) 511-9278

COURSE SYLLABUS

Course Code : HUM 3 (LOGIC)

College : Business Department
Department : General Education Department
Degree Program : Bachelor of Science in Office Administration
Instructor : Ms. Lazanas, Suzette H.
kacey.1030@gmail.com
Consultation Period :
Course Description :

This course is deals with the fundamental concept, patterns, methods and principles of correct
reasoning or inferential thinking. It also includes exposition of the natural properties and importance of
apprehension, judgment and reasoning their products and their interrelation.

Course Outcomes (LO):

On the completion of the course, student is expected to be able to do the following:

Institutional Graduate Program Graduate Outcomes LO Learning Outcome

Outcomes No.
Premises and conclusions, validity/
Values-Oriented Professional LO1 strength versus soundness/cogency
Responsive Leaders
Validity/invalidity of standard form
Technology driven Service-Oriented Professional LO2 categorical syllogisms

Effective The nature of truth functional

Goal-Directed Professional
communicator LO3 operators
Goal-Directed Test for consistency and validity with
Responsive Leaders
Professional LO4 indirect truth tables

Final Course Output:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

1. Solution Documentation that highlights the following:

1. Identify the Premises and conclusions, validity/ strength versus soundness/cogency (LO1)
Validity of a categorical syllogism depends solely upon its logical form, it is relatively simple to
state the conditions under which the premises of syllogisms succeed in guaranteeing the truth
of their conclusions. Relying heavily upon the medieval tradition provide a list of six rules, each
of which states a necessary condition for the validity of any categorical syllogism. Violating any
of these rules involves committing one of the formal fallacies, errors in reasoning that result
from reliance on an invalid logical form.

2. Compare Validity/invalidity of standard form categorical syllogisms (LO2)

Order to effectively establish the presence of a genuine connection between the major and
minor terms, the premises of a syllogism must provide some information about the entire class
designated by the middle term. If the middle term were undistributed in both premises, then
the two portions of the designated class of which they speak might be completely unrelated to
each other. Syllogisms that violate this rule are said to commit the fallacy of the undistributed
middle.

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3. Discuss the nature of truth functional operators (LO3)
In formal languages, truth functions are represented by unambiguous symbols. These symbols are
called "logical connectives", "logical operators", "propositional operators", or, in classical logic,
"truth-functional connectives". See well-formed formula for the rules which allow new well-formed
formulas to be constructed by joining other well-formed formulas using truth-functional
connectives. Logical connectives can be used to link more than two statements, so one can speak
about "n-ary logical connective".

4. Recognize Test for consistency and validity with indirect truth tables (LO4)
Argument is invalid if it is possible for it to have all true premises and a false conclusion at the same
time. Indirect truth tables work by trying to force the argument into that situation. We will set up
the argument assuming that the premises are all true and the conclusion is false. Then we will work
to see if that is indeed possible.

2. Assessment Report on another student’s database design that highlights the following:

1. Assessment the Premises and conclusions, validity/ strength versus soundness/cogency (LO1)
It is important to make sure that we use the term "valid" only to refer to arguments that have the
proper form - arguments that give proper directions to the conclusion, while remembering that
proper form means nothing if we have false premises.
2. Assessment Validity/invalidity of standard form categorical syllogisms (LO2)
Assess validity has to do with the form, and 'Truth" has to do with examining the individual
premises, Both invalid and valid arguments can contain either true of false premises, in fact, of the 8
possible permutations between true and false premises and true and false conclusions in valid and
invalid arguments, there is only one set of premises and conclusions we will not see: a set of ALL
true premises with a false conclusion best represent all the possible permutations.
3. Assessment The nature of truth functional operators (LO3)
There are sixteen Boolean functions associating the input truth values P and Q with four-
digit binary outputs.[14] These correspond to possible choices of binary logical connectives
for classical logic. Different implementations of classical logic can choose different functionally
complete subsets of connectives.

4. Assessment Test for consistency and validity with indirect truth tables (LO4)
Figure out what the truth values of the components would need to be to make the argument have
true premises and a false conclusion. If we cannot do this, if we run up against a contradiction that
we cannot get away from--then the argument is valid. If we are able to assign truth values to the
components such that it makes the argument have all true premises and a false conclusion, then we
have proven that the argument is indeed invalid.

3. Personal Realizations that highlights the following:

The word logic is familiar to almost everyone, oftentimes we hear a person undermine the
credibility or authority of another person but saying that the latter’s remarks or statement are
illogical. A person who makes a comment that is not quite related to the topic being discussed is
branded as illogical and the person who becomes the object of ridicule or the butt of jokes. On the
other hand, a person who makes good, sensible statement relevant to the issue being talked about
is labeled logical. The description carries the connotations of being smart, clever and good in
debate. Such a person stands out in a group. He gets respect from peers and colleagues. Logic peers
to correct thinking being correct does not only mean that thinking has sense. Logic is also
concerned with the arrangement of ideas and ideas are logically arranged if they appear in a clear
and orderly sequence.

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Rubrics for Assessment:
Throughout the course, the level of achievement will be measured using this rubric. The same rubric will
be used for your self-assessment during each learning, assessment activities and consultations.

CRITERIA 1 2 3 4

Solution Documentation
Helping
None of the Some of the
The teacher observed Most of the Time All of the Time
Time Time
the students offering
assistance to each other.
Listening
None of the Some of the
The teacher observed Most of the Time All of the Time
Time Time
students working from
each other's ideas.
Participating

The teacher observed None of the Some of the

Most of the Time All of the Time
each student Time Time
contributing to the
project.
Persuading:

The teacher observed None of the Some of the

Most of the Time All of the Time
the students Time Time
exchanging, defending,
and rethinking ideas.
Questioning:

The teacher observed

None of the Some of the
the students interacting, Most of the Time All of the Time
Time Time
discussing, and posing
questions to all
members of the team.
Respecting:

The teacher observed

None of the Some of the
the students Most of the Time All of the Time
Time Time
encouraging and
supporting the ideas and
efforts of others.
Sharing:

The teacher observed None of the Some of the

Most of the Time All of the Time
the students offering Time Time
ideas and reporting their
findings to each other.

Assessment Report

CRITERIA 1 2 3 4

Helping
None of the Some of the
Most of the Time All of the Time
The teacher observed Time Time
the students offering

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assistance to each other.
Listening
None of the Some of the
The teacher observed Most of the Time All of the Time
Time Time
students working from
each other's ideas.
Participating

The teacher observed None of the Some of the

Most of the Time All of the Time
each student Time Time
contributing to the
project.
Persuading:

The teacher observed None of the Some of the

Most of the Time All of the Time
the students Time Time
exchanging, defending,
and rethinking ideas.
Questioning:

The teacher observed

None of the Some of the
the students interacting, Most of the Time All of the Time
Time Time
discussing, and posing
questions to all
members of the team.
Respecting:

The teacher observed

None of the Some of the
the students Most of the Time All of the Time
Time Time
encouraging and
supporting the ideas and
efforts of others.
Sharing:

The teacher observed None of the Some of the

Most of the Time All of the Time
the students offering Time Time
ideas and reporting their
findings to each other.

Other Requirements and Assessments:

Aside from the final output, the student will be assessed at other times during the term by the following:
Grading System:
Concepts and Principles with Understanding
And Application Assessments and Oral Exam 20% Knowledge of Concepts and Principles x 0.2
Solution Documentation 50% Solution Documentation Rubric Rate x 0.5
Assessment Report 20% Assessment Report Rubric Rate x 0.2
Personal Realizations 10% Personal Realizations Rubric Rate x 0.1

Passing Grade: 1.0

Passing Grade conditions: All rubric rates are 1.0

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LEARNING PLAN:
Topic Learning Teaching and Methodologies /
Week
Outcome Learning Activities Assessment Tasks
Mission and Vision (Orientation)

Language and Logic

Language and its functions

Logic
Class Quizzes
Validity and Truth
Participation Recitation
1-2-3 Idea Term and Sign LO 1
and In-Class Group Activities
Definition
Division and Classification Assignments
Judgment and Proposition
Judgment
Sentences and Proposition
Categorical Propositions
Hypothetical Propositions
Modal Propositions and the Quizzes
Class Participation
Multiple types of categorical Recitation
4-5 LO 1 and In-Class
Propositions Group Activities
Assignments
Reasoning and Inference
Nature of Reasoning
Types of Inference
Oppositional Inference
Quizzes
Law of Contrariety Class Participation
Recitation
6,7,8 Laws of Contradiction LO 2 and In-Class
Group Activities
Laws of Subalteration Assignments
Laws of Subcontrariety
Problem of Oppositional
Interference

Conversion
Quizzes
Observation Class Participation
Recitation
8,10 Possibility And actuality LO 2 and In-Class
Group Activities
Assignments

The categorical syllogism Quizzes

Class Participation
the syllogism Recitation
11-12 LO 2 and In-Class
general axioms Group Activities
Assignments
Eight general Syllogistic Rules Quizzes
Class Participation
Proofs of eight General Rules Recitation
13-14 LO 3 and In-Class
figure and Moods of the Group Activities
Assignments
Categorical Syllogism
Quizzes
Hypothetical syllogism Class Participation
Recitation
15-16 the conditional syllogism LO 3 and In-Class
Group Activities
Assignments
Quizzes
Class Participation
Recitation
17 Disjunction syllogism LO 4 and In-Class
Group Activities
Conjunctive syllogism Assignments
Quizzes
Class Participation
Other forms of inference the Recitation
18 LO 4 and In-Class
Enthymeme epicheme dilema Group Activities
Assignments

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REFERENCES:

( Hurley,P. 2010) Patrick Hurley 2010, A Concise Introduction to Logic" by Introduction to

Logic by Maerks 2008 Prescott Hall Logic and Reasoning by M. T.
Morrison 2007 2nd edition
CLASS POLICIES:

1. Punctuality – please come on time, late beyond 15 minutes grace period

will not be allowed to enter the class marked as absent
2. Always be ready – quizzes, case study/ case analysis are announced ahead of
time for evaluation and presentation
3. Output oriented – attendance is a must as output is based on performance
from quizzes, seat work and case study/ case analysis
presentation
4. Honesty – always practice honesty as the best policy as students must
be aware of their actions inside the classroom as to avoid
unethical practices such as cheating and conduct
unbecoming of a student.
Project and Grouping

1. Maximum number of students per group is five (5).

2. By week 2, students are required to submit the following:
a. Template for group project to be submitted to the professor on the prescribed deadline.
b. Confirmation Form that proves that the project was submitted on time including its
date, time, and signature of the professor.

Consultation

1. Professor will schedule a consultation hours regarding the course matter.

2. There should be at least two (2) hours consultation per group per two (2) weeks
3. Professor will leave notes or communicate online if there are some necessary arrangement on
the consultation hour.

Class Sessions

1. Students are allowed to use electronic gadgets which are intended only for gathering
information related to the course.
2. Students are allowed to use digital cameras to capture writings on the white board only at the
end of each session.
3. Should a student miss session, they should be responsible for what was announced or discussed.
4. Graded activity is important and has an impact to students’ assessment.
5. Every student will have the chance to lead the entire class in prayer.
6. Students will help the professor in preparing the LCD projector and setting the chairs.
7. The students will present an excuse letter if he or she cannot attend the class.

Attendance

1. Attendance will be checked.

2. Attendance policies will be strictly implemented.
3. Attendance to make-up classes are not required.

Submission of Requirements

1. Requirements are to be submitted physically to the professor or by means of an online. Ensure

that there is receiving copy of the requirements or must be sent back if it is in online mode.
2. E-mail and contact number will be given to the students.
3. The professor will acknowledge the receipt of submitted documents.

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Communications

1. The professor will suggest that communication will be open. Any suggestions and
recommendations are to be entertained inside the class.
2. The students should avoid creating negative feelings with each other. It doesn’t help the
learning process.
3. Everyone is entitled to give his or her feedback inside the class.
4. Brainstorming in group discussion is utmost appreciated.

TOTAL DAYS SPENT DEVELOPING THIS SYLLABUS 4 Full Days

TOTAL VERSIONS BEFORE ARRIVING AT THIS SYLLABUS 1 Version

Submitted by: Checked/Evaluated by: Approved:

Ms. Suzette H. Lazanas Mr. Rito A. Camigla Jr. Mr. Rito A. Camigla Jr.
Instructor Program Head Academic Head

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