MTH 151 – Mathematics for the Liberal Arts I
Logic Application Directions

Purposes
This assignment will help you learn to apply what you have learned about logic to real problems or situations, and to communicate about mathematical ideas with others.

Directions
Pick a problem:
People try to make logical arguments all around us every day in, for example, citizen comments at government hearings, television commercials, and political speeches.  Sometimes the argument is explicit (a and b and c, therefore d), and sometimes it’s implied and you have to restate it in logical terms.  You also make logical arguments yourself, such as in writing a paper for an English or history class, or in making a difficult decision.  Pick a real logical argument from your own experience to analyze and show whether or not it is valid.  The more real and challenging the argument you pick, the more points you will earn.
Solve the problem:
Use what you have learned in this unit to analyze the validity of the argument you chose.  What are the statements?  What are the connectors and conditionals?  Can you construct a truth table or Euler diagram to determine validity?  The more you correctly apply the logical terms, symbols, and analytical techniques from this unit, the more points you will earn.
Present the problem and your solution to the others in the class:
Post a message in the application discussion forum for this unit.  In your message, describe the problem and how you solved it.  Use the equation editor as necessary to show the mathematical operations.  The better you communicate, the more points you will earn.  If you enjoy and know how to use multimedia, such as video, audio, and graphics, you may use those as well, but this is not required.
View and respond to the applications submitted by your classmates.
Pick two of your classmates’ applications that were particularly helpful to you.  Write a response to each, explaining in a paragraph or two why their applications helped you better understand the mathematics for this unit or better understand how the mathematics for this unit could be used outside of class.
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Example:  
I have a track record of falling ill every autumn. Some say change in weather, some say allergies. All I know is that I’m on good terms with my general practitioner from October onward. 
Using Reasoning by transitivity I think my argument is sound. 
p=It is fall
q=I am sick
r=I will need antibiotics
If it is fall, then I am sick.
If I am sick, then I will need antibiotics. 
If it is fall, then I will need antibiotics
p->q
q->r
______
p->r
Valid argument form. 
I’ll go make than appointment now! 
Other Topics:  Euler diagrams with political examples, consequences of not doing homework
Grading Rubric:
Grading Criteria	Points Possible	
The problem:
•	Is it a real-life problem?
•	Is it challenging, not trivial?	5	
The strategies:
•	Are one or more general problem solving strategies used?
•	Are the strategies correctly identified?	5	
The presentation:
•	Is the problem explained well?
•	Are the problem solving strategies explained well?
•	Are the appropriate terms used?	3	
Your responses:
•	Did you post at least two responses?
•	Did you explain how the examples helped you better understand the math in this unit?
•	Did you ask questions for clarification or make suggestions on how to change or improve the original application posting or any other follow-up postings?	2