PHL 410 Classical Logic Homework Philosophy Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
PHL/410 CLASSICAL LOGIC
FINAL EXAM
100 total points possible (29 questions plus an EC)
For multiple choice questions, fill in your answer with a color. Don’t use green or red, as I will use these to mark your answer right or wrong.
- Which logician/philosopher proposed abduction as a method to resolve a problem? (1 Point)
- Jürgen Habermas
- Charles Peirce
- Josiah Royce
- George Boole
1 point
- I took an new antibiotic last week and I got better fast. Clearly this new antibiotic is effective. . This conclusion is an example of: (1 point)
- straw man
- division
- C. post hoc, propter hoc
- appeal to ignorancel
1 point
- The philosophy of Aquinas is nonsense. He was a bigoted Catholic theologian who would say anything as long as it agreed with Rome.
This is most clearly an example of:
- argument from ignorance
- appeal to authority
- ad hominem
- petitio principii
1 point
- Since physical science cannot find its location or action, belief in a human soul is a dead letter.
- argument against the man
- composition
- false cause
- begging the question
1 point
- Nancy Pelosi: Sanctuary cities are safer because undocumented aliens feel free to report crimes and testify without fear of being deported.
Carlos Tantara (Lt Gov of Florida) replies: I haven’t seen any data to back that up.
If Mr. Tantara’s suggestion is that what Ms. Pelosi said is false, he would be committing:
- appeal to popular opinion (ad populum)
- fallacy of ignorance
- attack on the person (ad hominem)
- begging the question (petitio principii)
All questions about Categorical Logic are to be answered from the Traditional or Aristotelian Logic of Categories, not the Boolean version.
- What does Oab mean?
1 point
- Which, if any, of the terms in Oab are distributed?
1 point
- Identify 10 propositions that may be inferred by means of the square of opposition and other immediate inferences such as obversion, etc. starting with this given:
it is false that some snakes are vegetarian.
If you prefer you can do this in symbols, i.e., start with ~Isv, where ~ means “it is false that”. Name the inference rule in each case. For some of these you will have to use a two-step process of inference (e.g. contradiction then contrariety). Each of these steps should be written separately on different lines, as each uses a rule of inference itself.
For example, suppose the given were “All students are logical”, you might start by inferring “Some students are logical” by the rule subalternation. You would answer this way:
Inference # Inference Inference Rule 0 All students are logical. Given 1 Some students are logical From 0 by subalternation 2 It is false that no students are logical. From 1 by contradiction You would continue on with many more inferences that you can get from the original given or from any of the derived steps you take.
OK, now let’s do the real problem.
Inference # Inference Inference Rule 0 it is false that some snakes are vegetarian Given 1 2 3 4 5 6 7 8 9 10
20 points
- Suppose that Aab is false. Does that mean Eab is false too. Explain briefly.
2 points
- What is the difference between contrary statements and contradictory statements. Give a pair as examples of each.
4 points
- What does this diagram exhibit?
1 point
Syllogisms
- Consider the syllogism:
No catfish are cats.
Some fish are catfish.
Therefore, No fish are cats.
13a. What is the major term?
13b. What is the minor term?
13c. What is the middle term?
13d. Is the syllogism in standard form? If not, what has to change to make it so?
13e. What is the mood?
13f. What is the figure?
13g. Is it valid?
13h. If it is invalid, give the rule it violates. If it is valid, give its medieval name.
9 points
- Let’s change it around a little…
Consider the syllogism
No cats are fish.
All catfish are fish.
Therefore, No cats are catfish.
14a. What is the major term?
14b. What is the minor term?
14c. What is the middle term?
14d. Is the syllogism in standard form? If not, what has to change to make it so?
14e. What is the mood?
14f. What is the figure?
14g. Is it valid?
14h. If it is invalid, give the rule it violates. If it is valid, give its medieval name.
9 points
- In order to put the following syllogism into standard form, you must change one of the premises. Which one, and how? Is the syllogism valid? If not, why not?
All snakes are vertebrates.
No reptiles are invertebrates.
No reptiles are snakes.
4 points
- Here is a sophisticated philosophical argument from the 17th century Anglo-Irish philosopher, George Berkeley, an Anglican bishop who later moved to America. It is a syllogism, but it will take a bit of effort to analyze it and get it into standard form. It shows you how syllogisms can be used is real arguments, as opposed to the silly ones we learn syllogisms from in textbooks.
. . . because intense heat is nothing else but a particular kind of painful sensation; and pain cannot exist but in a perceiving being; it follows that no intense heat can really exist in an unperceiving corporeal substance.
—George Berkeley, Three Dialogues Between Hylas and Philonous, in Opposition to Sceptics and Atheists, 1713
16a. What is the conclusion?
16b. What is the predicate of the conclusion?
16c. What is the major premise?
16d. What is the minor premise?
16e. Which premise do you have to change to get this syllogism into standard form? And how?
16f. Write the analyzed syllogism?
16g. Is it valid? If not, what rule does it violate?
9 points
- What is the figure, mood, and give an example of Felapton.
3 points
For 18-20, apply the six traditional or Aristotelian rules for checking syllogisms to validate or invalidate the following syllogisms.
Write Valid or Invalid, and write out the rule violated if invalid.
- All sharks are fish. Some pelagic whitetips are fish. Therefore some sharks are pelagic whitetips.
2 points
- No zebras are pachyderms. Some zebras are albinos. Therefore some albinos are pachyderms.
2 points
- Some conditions caused by viruses are not dangerous. All cancers are dangerous. Therefore some cancers are not conditions caused by viruses.
2 points
- Name a valid syllogism exhibited by the following diagram. Give a standard form example of it. Identify its figure and mood. Consider the horizontal hash marks to be the same thing as Xs.
4 points
Sentential Logic
- Explain briefly the difference between inclusive and exclusive disjunction.
2 points
- Write a valid modus ponens argument whose final conclusion is: Oxygen is an inflammatory substance.
4 points
- Validly transform the following compound statement linked by the conjunction or into one linked by the conjunction and. If you do this by steps, you can get partial credit for each correct step.
Trump will win the election or Clinton will not win the election.
4 points
- Identify this argument type:
If a previously unknown fish is found whose skeleton is bony, the fish is not a shark. In fact its skeleton is bony, so this fish is not a shark.
- Affirming the Consequent
- Modus Ponens
- Modus Tollens
- Denying the Antecedent
2 points
- Identify this argument type:
If the two parents of this child are both carriers of the gene for color-blindness, the child is color-blind , but the child’s mother is not color-blind. It follows that the child is not color-blind.
- Affirming the Consequent
- Modus Ponens
- Modus Tollens
- Denying the Antecedent
2 points
- What formal fallacy is abduction similar to? If that is so, what good is it?
3 points
- Give an example of an argument that exemplifies affirming the consequent and has the following standalone 2nd premise: atoms are not the building blocks of nature.
4 points
Extra Credit 3 possible points
Construct a valid deductive argument with two true premises and a false conclusion.
RUBRIC
Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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