PHIL 1110 - Introduction to Logic
North Terrace Campus - Semester 2 - 2021
General Course Information
Course Code PHIL 1110 Course Introduction to Logic Coordinating Unit Philosophy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description Logic is fundamental to the way humans communicate. Our public debates and private reasoning are shaped by logical principles, even though most of us would struggle to spell them out. Introduction to Logic will teach you the basics of formal logic, which provides symbolic methods for representing and assessing the logical form of arguments. You will develop an understanding of symbolic language and logic, as well as familiarity with precise models of deductive reasoning. However, no previous experience with symbolic methods or mathematics is assumed. There are no prerequisites, but many students find that Argument and Critical Thinking is a useful preliminary.
Course Coordinator: Dr Jonathan Opie
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThis course introduces the tools of modern symbolic logic. On successful completion of this course students will be able to:
- Represent the structure of statements and arguments using a formal logical framework;
- Assess formalised arguments for validity using truth tables and deductive methods;
- Apply these formal methods to clarify and assess real-world arguments;
- Display knowledge of and facility with symbolic logic under assessment conditions;
- Present and verbally defend opinions about the logical structure of real-world arguments.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1-3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
na Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
This course uses a local adaptation of a free, open source, and open access textbook:
PD Magnus, Tim Button, and Antony Eagle (2021) Forallx: Adelaide.
The updated 2021 version will be made freely available online to students via MyUni before the course begins. (The 2020 version of the text can be found at github.com/antonyeagle/forallx-adl/raw/master/forallxadl.pdf) If sufficiently many students are interested, it may be possible to make a printed version of the text available for a nominal cost.
The following texts may also be useful places to start thinking about logic before the course begins, but are not compulsory:
Priest, G (2001) Logic: A Very Short Introduction, Oxford University Press.
Restall, G (2006) Logic: An Introduction (Series: Fundamentals of Philosophy), Routledge.
Many other free online and/or open access logic texts are also available: here is a useful list. However, a word of caution: Many cover more advanced material than we will be looking at in Introduction to Logic, and looking at too many alternative texts is unnecessary to succeed in this course, and may be confusing.
Online LearningLecture notes and the online quizzes will be made available on MyUni each week, as will a recording of the lecture. Practice tests will be posted during the semester. Supplementary exercises may also be provided. The course textbook is freely accessible online.
Learning & Teaching Activities
Learning & Teaching Modes
Lectures. There are two lectures each week, which can be viewed on MyUni.
Tutorials. Tutorials are designed to help you understand the lecture material, but may touch on other topics as student interest dicates. Practice in basic logical skills is essential to do well in this course, and tutorials are your main opportunity to get feedback on your mastery of the techniques and knowledge involved. Tutorials will be structured around discussion of questions drawn from the text book, so please ensure you have completed these and bring your answers along to the tutorial.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
2 x 1-hour lectures (or equivalent) per week 24 hours per semester 1 x 1-hour tutorials (or equivalent) per week 12 hours per semester 4 hours assignment/exam preparation per week 48 hours per semester 3 hours tutorial preparation per week 36 hours per semester 3 hours reading per week 36 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
As the exact ordering of material in the text is , this summary of course learning activities is preliminary and subject to change.
Week Topics and activities 1 Arguments, Formal and Informal logic 2 Sentential logic and what it means; translations from English 3 Evaluating logical arguments: validity, soundness, and semantics 4 Tests for Validity, First in class test 5 Adding to our logical language: Predicate logic 6 Semantics for predicate logic and the evaluation of arguments 7 Introduction to logical proofs (‘deductions’) 8 Sentential Deduction, Second in class test 9 Predicate Deduction 10 Predicate Deduction, continued; identity 11 Applications 12 Where Next in logic?; final in class test
Specific Course Requirements
Tutorial participation is essential for success in this course.
We ask that you attend a minimum of seven out of the ten tutorials. You will incur a penalty of 2% of the course mark per tutorial for any further absences, up to a maximum of 6%, unless you provide a medical certificate or counsellor’s note justifying the absence.
Unjustified tutorial absences Penalty 3 or fewer 0 4 2% 5 4% 6 or more 6%
Small Group Discovery ExperienceSmall group discovery occurs during our weekly tutorials. Here you will discuss exercises attempted before the tutorial, and compare your responses with those of the other class members.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Weekly online quizzes and tutorial discussion Formative 40% 1–5 In class test 1 Summative 20% 1–4 In class test 2 Summative 20% 1–4 In class test 3 Summative 20% 1–4
Modified arrangements have been made to assessments and the details provided here reflect recent updates.
Assessment Task Weighting Weekly online quizzes 40% Take-home test 1 20% Take-home test 2 20% Take-home test 3 10% Tutorial participation 10%
Assessment in this course is based on weekly quizzes, online tests and tutorial participation.
Weekly quizzes. There are ten weekly, online quizzes. The questions are multiple-choice or similar. Each quiz is worth 5% of your final grade and will be available for about a week from the date of posting. Your two lowest scores will not be counted, so the 40% quiz mark is the sum of you eight best results.
Online tests. There are three online tests, which are equally spaced through the semester. Each test will focus on material form the preceding four weeks or so, although later tests will presuppose familiarity with material from earlier parts of the course.
This course has no final exam.
SubmissionWeekly quizzes are done online. Tests are downloaded from MyUni and the answers submitted there. Further details will be provided on MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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