Carmelite College of

Siquijor, Inc.
Tinago, Siquijor, Siquijor

SYLLABUS ON LOGIC AND SET THEORY

Course Code: M2212 Course Descriptive Title: Logic and Set Theory
No. of Units: 3 Units No of Hours: 54
Pre-requisites: Logic and Set Theory (M1204)
Course Description: The course is a study of mathematical logic which covers topics such as propositions, logical operators, rules of replacement, rules of inference, algebra of logic and quantifiers, and methods of proof. It also includes a discussion of
elementary theory of sets such as fundamental concepts of sets, set theorems, set operations, functions and relations. It prepares the students for higher/advanced mathematics (Number theory, Linear Algebra, Abstract Algebra).

CILO Course Intended Learning Outcomes: After completing this course, each student is expected to:
1 Exhibit mastery in logic and set theory by constructing truth tables, formulating logical arguments, identifying valid mathematical arguments, interpreting set notation correctly and determining whether a given function is injective, surjective or bijective.
2 Show proficiency in logic and set theory by constructing and understanding proofs of mathematical propositions which use some standard proof techniques.
CARMELITE COLLEGE VISION-MISSION STATEMENT EXPECTED GRADUATE ATTRIBUTES EDUCATION PROGRAM OBJECTIVES
Vision LIFELONG LEARNER The education graduates are expected to become:
A Christ-centered life-giving learning institution committed to  Learns and works independently as well as collaboratively.
persons into becoming competent, service-oriented and  Translates knowledge generated from research and other sources to improve E – Excellent teachers with high regard for Science and
spiritually driven members of the Church and society. quality of life. Virtue (PPST Domain 1)
 Creates new ideas to better understand society
Mission  Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate learning
We commit ourselves to: environments (PPST Domain 2)
1. Hasten spiritual leadership and professional REFLECTIVE AND CREATIVE THINKER
development of stakeholders through deepened  Thinks critically and creatively. U – Understanding educators of diversity. The education
Carmelite formation and continuing education.  Open-minded. graduates are expected to become learners (PPST Domain
2. Provide integral catholic education marked by quality  Solves problems systematically. 3)
instruction, research and community extension services.  Loves art and shows artistic sensibility.
3. Pursue entrepreneurial endeavors for the sustainability C – Creative and critical implementers of relevant and
of value innovative programs and services. CARING AND TRUSTWORTHY CITIZEN responsive curriculum (PPST Domain 4)

 Values people and acts in unity with others. A – Adept in various types of assessment (PPST
 Commits to social justice and principles of sustainability and respect for Domain)
diversity.
 Practices good stewardship and accountability. R – Responsible partners of different
 Manifests social responsibility by helping improve conditions of those who have stakeholders in the community (PPST
less in life or circumstance. Domain 6)

PROFICIENT COMMUNICATOR E – Enthusiastic and engaged lifelong- Learners (PPST

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 Domain 7)
 Articulates ideas clearly for varied purposes and audiences of diverse culture.
 Listens attentively, engages in meaningful exchange, and shares knowledge,
values, attitudes, and intentions.
 Utilizes effectively appropriate media and information technologies.

COMPETENT AND PRODUCTIVE PROFESSIONAL

 Initiates, and innovates better ways of doing things and accountability.

 Promotes quality and productivity.

Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
At the end of the week, the pre-service teacher (PST) Logic - Interactive Discussion Week 1-3 Formative Assessment:
should be able to: - Sentencial connectives - Individual and Group Activity 1. Pen and Paper quiz
- Truth values of arguments and truth table o The students are asked to make a Concept Map. 2. Seatwork
 discuss and apply the sentencial connectives - Existence, qualification and validation o The students are asked to answer some drills individually or by pair. 3. Class participation
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  use mathematical symbols and discern truth values of conditions - Reflection Activity:
arguments - Tautology The students are asked to write down 3 things they learned about logic Performance
 construct truth tables (after the discussion of each main subtopic: sentencial connectives, truth values of Assessment:
 work with existence, qualification and validation arguments and truth table, existence, qualification and conditions, tautology), what Problem
conditions they find difficult in the topics presented, and questions that they can generate from the Set
 determine whether the given proposition is a discussion.
tautology
At the end of the week, the pre-service teacher (PST) 1. Cantor’s Algebra of Sets 1. Interactive Discussion Week 4 Formative Assessment:
should be able to: a. Class construction axiom 2. Individual and Group Activity 1. Pen and Paper quiz
b. Class operations a. The students are asked to make a Concept Map. 2. Seatwork
 discuss the class construction axiom 2. Russel’s Paradox b. The students are asked to answer some drills individually or by pair. 3. Class participation
 discuss class operations 3. Reflection Activity:
 discuss and – Russel’s Paradox The students are asked to write down 3 things they learned about Cantor’s Performance Assessment:
algebra of sets (after the discussion of each main subtopic: class construction axiom, Problem Set
class operations, Russel’s Paradox), what they find difficult in the topics presented, and
questions that they can generate from the discussion. PRELIM EXAM
At the end of the week, the pre-service teacher (PST) 1. Zermelo-Fraenkel Axioms 1. Individual and Group Activity Week 5 Formative Assessment:
should be able to: a. Zermelo-Fraenkel Axioms a. The students are asked to make a Concept Map. 1. Pen and Paper quiz
b. Empty Sets b. The students are asked to answer some drills individually or by pair. 2. Seatwork
 explain the Zermelo- Fraenkel 2. Power set of a set 2. Reflection Activity: 3. Class participation
Axioms The students are asked to write down 3 things they learned about Zermelo-
 identify sets which are empty Fraenkel Axioms (after the discussion of each main subtopic: Zermelo-Fraenkel Performance Assessment:
 determine the power set of a set Axioms, empty sets, power set of a set), what they find difficult in the topics presented, Problem Set
and questions that they can generate from the discussion.
At the end of the week, the pre-service teacher (PST) 1. Algebra of Sets 1. Interactive Discussion Week 6 Formative Assessment:
should be able to: a. Operations on sets 2. Individual and Group Activity 1. Pen and Paper quiz
2. The axiom of replacement a. The students are asked to make a Concept Map. 2. Seatwork
 define and perform the operations on b. The students are asked to answer some drills individually or by pair. 3. Class participation
sets 3. Reflection Activity:
discuss and prove the theorems on sets The students are asked to write down 3 things they learned about algebra Performance Assessment:
of sets (after the discussion of each main subtopic: operations on sets, the Problem Set
axiom of replacement), what they find difficult in the topics presented, and
questions that they can generate from the discussion.
At the end of the week, the pre-service teacher (PST) Relations and Functions 1. Interactive Discussion Week 7-9 Formative Assessment:
should be able to: 1. Relations and functions between sets 2. Individual and Group Activity 1. Pen and Paper quiz
2. Image and inverse image a. The students are asked to make a Concept Map. 2. Seatwork
 define and give examples of relations 3. Domain and range of a relation/function b. The students are asked to answer some drills individually or by pair. 3. Class participation
 define a function between sets and the image 4. Equivalence relations, order relations, 3. Reflection Activity:
and inverse image of subsets of the domain strict order relations, and partitions The students are asked to write down 3 things they learned about relations and Performance
and codomain, resp. 5. Inclusion, restriction maps and functions (after the discussion of each main subtopic: relations and functions between Assessment:
 determine domain and range of a characteristic functions sets, image and inverse image, domain and range of a relation/function, equivalence Problem Set
relation/function 6. Composition of functions relations, order relations, strict order relations, and partitions, inclusion, restriction maps,
 define and give examples of equivalence 7. Injective, surjective, and bijective functions characteristic functions, injective, surjective and bijective functions), what they find
relations and partitions difficult in the topics presented, and questions that they can generate from the discussion.
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  discuss the inclusion, restriction maps
and characteristic functions MIDTERM
 prove statements combining the concepts of the EXAM
image and inverse image of subsets of the
domain and codomain, and composition of, or
injective, surjective, or bijective functions
At the end of the week, the pre-service teacher (PST) Natural Numbers 1. Interactive Discussion Week 10-11 Formative Assessment:
should be able to: 1. Successor sets, inductive sets, induction 2. Individual and Group Activity 1. Pen and Paper quiz
principle a. The students are asked to make a Concept Map. 2. Seatwork
1. define successor sets, inductive sets, induction 2. Axiom of infinity and successor sets b. The students are asked to answer some drills individually or by pair. 3. Class participation
principle 3. Peano’s axiom and recursion theorem 3. Reflection Activity:
2. discuss the axiom of infinity and successor sets 4. Transitive sets The students are asked to write down 3 things they learned about natural Performance Assessment:
3. discuss Peano’s axiom and the recursion theorem 5. Arithmetic and ordering of natural numbers (after the discussion of each main subtopic: successor sets, inductive sets, Problem Set
4. define and give examples of transitive sets numbers induction principle, Axiom of infinity and successor sets, Peano’s axiom and recursion
5. discuss the arithmetic and ordering of natural theorem, transitive sets, arithmetic and ordering of natural numbers), what they find
numbers difficult in the topics presented, and questions that they can generate from the discussion.
At the end of the week, the pre-service teacher (PST) Cardinal Numbers 1. Interactive Discussion Week 12-13 Formative Assessment:
should be able to: 1. Equinumerosity 2. Individual and Group Activity 1. Pen and Paper quiz
2. Cardinality of sets, countability, infinite, a. The students are asked to make a Concept Map. 2. Seatwork
 define an equinumerosity finite, uncountable sets b. The students are asked to answer some drills individually or by pair. 3. Class participation
 understand cardinality of sets, countability, 3. Arithmetic and ordering of cardinal 3. Reflection Activity:
infinite, finite, uncountable sets numbers The students are asked to write down 3 things they learned about cardinal Performance Assessment:
 discuss the arithmetic and ordering of cardinal numbers (after the discussion of each main subtopic: equinumerosity, cardinality of sets, Problem Set
numbers countability, infinite, finite, and infinite sets, arithmetic and ordering of cardinal numbers),
what they find difficult in the topics presented, and questions that they can generate from
the discussion.
PREFINAL EXAM
At the end of the week, the pre-service teacher (PST) Axiom of Choice 1. Interactive Discussion Week 14-15 Formative Assessment:
should be able to: 1. Continuum hypothesis 2. Individual and Group Activity 1. Pen and Paper quiz
2. Construction of the Real Numbers, set of a. The students are asked to make a Concept Map. 2. Seatwork
 discuss the continuum hypothesis and integers, se rational numbers b. The students are asked to answer some drills individually or by pair. 3. Class participation
Construction of the Real Numbers 3. Reflection Activity:
 construct the set of integers, the set of rational The students are asked to write down 3 things they learned about axiom of Performance Assessment:
numbers, and the set of real numbers choice (after the discussion of each main subtopic: continuum hypothesis, construction of Problem Set
the real numbers, set of integers, set of rational numbers), what they find difficult in the
topics presented, and questions that they can generate from the discussion.
At the end of the week, the pre-service teacher (PST) Ordering and Ordinals 1. Interactive Discussion Week 16-18 Formative Assessment:
should be able to: 1. Ordinal number 2. Individual and Group Activity 1. Pen and Paper quiz
2. Transfinite induction a. The students are asked to make a Concept Map. 2. Seatwork
 define and ordinal number b. The students are asked to answer some drills individually or by pair. 3. Class participation
discuss and apply transfinite induction 3. Reflection Activity:
The students are asked to write down 3 things they learned about ordering and Performance
ordinals (after the discussion of each main subtopic: ordinal number, transfinite induction), Assessment:
what they find difficult in the topics presented, and questions that they can generate Problem Set
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 from the discussion.

FINAL EXAM
Grading System: Attendance & Behavior - 5%
Projects – 15%
Quizzes and Written Works – 20%
Oral Recitation & Participation – 20%
Major Exam - 40%
TOTAL – 100%
References: - Datta, K. (2008), Matrix and Linear Algebra (2nd edition), PHI Learning Pvt. Ltd.
- Fraleigh and Beauregard, (1995). Linear Algebra (3rd Edition). Addison : Wesley
- Finkbeiner, D.,(2011) Introduction to Matrices and Linear Transformations (3rd edition), Dover Publications
- Kolman B. and Hill, D., (2003), Elementary Linear Algebra, (7th edition). Upper Saddle River, NJ: Pearson Education
- Lang, S., (1987), Linear Algebra(3rd edition), Springer-Verlag.
- Schneider, H. and Barker, G.P., (1989), Matrices and Linear Algebra (2nd edition), Dover Publications, Inc.

A. RUBRICS FOR SCORING (100 POINTS)

CRITERIA POINTS PER DESCRIPTOR SCORE
Excellent Very Good Good
1. Identification of the main topic/ issue Demonstrates comprehensive deep understanding Demonstrates acceptable understanding of most issues/ Demonstrates inadequate understanding of
(30) of all main issues/points (26-30) points (11-25) some issues/points (1-10)
2. Content: Quality of analysis, Insightful and thorough; complete, clear, accurate, Thorough analysis and assessment of most of the Presents a superficial or incomplete analysis
evaluation, completeness (40) and concise analysis and assessment of all points issues/points identified; explained/ answered some; and assessment of identified issues; did not
(31- 40) acceptable integration; some impacts mentioned (21-30) include important points; poor integration; no
inclusion of impacts (1-20)
3. Application/ link to course, discussion, Makes appropriate and powerful connections Vague and limited connections between issues and Inappropriate or little connection between
experience, and other sources (20) between issues and concepts/theories or principles concepts/principles studied/ limited research (10-15) issues identified and the concepts/principles
studied, experienced or discussed (16-20) studied; incomplete research (1-10)
4. Writing mechanics and formatting Demonstrates clarity, conciseness, and accuracy; Occasional grammar or spelling errors but still a good Unfocused writing, rambling/ contains
guidelines; On time (10) organized; format is appropriate; correct grammar presentation of ideas; organization can be improved (4-7) serious errors; poorly organized; does not
and spelling (8-10) follow guidelines (1-3)

B. PRESENTATIONS (50 POINTS)

CRITERIA POINTS PER DESCRIPTOR SCORE
Excellent Very Good Good
1. Content (15) Very Complete (11-15) Limited (1-5) Limited (1-5)
2. Depth/ Clarity (15) Detailed/ Very clear (11-15) Substantial/ Clear in most parts (6-10) Limited/ not clear in most parts (1-5)
3. Structure (10) There is a logical progression of ideas (8-10) There are few areas of disjointedness or intermittent Ideas are somewhat disjointed and/ or do not
lack of logical progression of ideas (5-7) always flow logically, making a bit difficult to
follow (1-4)
4. Delivery (5) Communicate clearly with no difficulty (4-5) Answers with little difficulty (3) Unable to respond to questions (2)
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 5. Presentation (5) With written report, PPT, and activities (4-5) With written report and PPT (3) With written report or PPT (2)

C. MSUIC VIDEOS (50 POINTS)

CRITERIA POINTS PER DESCRIPTOR SCORE
Excellent Very Good Good
1. Concept development -The music video has a distinguishable concept. Accomplished/ Performed all the elements. (25-16) Needs improvement in some elements.
(30 points) - Music videos flow and make sense. (15- 5)
- Smooth transition of each part of the video. (30-26)
2. Content (30 points) - The meaning of the Hymn is well presented. Accomplished/ Performed all the elements. (25-16) Needs improvement in some elements.
- Interpretation is accurate and correct. (15 - 5)
- The content is clear. (30-26)
3. Originality and - The concept is unique. Audio, footage, and photos are Accomplished/ Performed all the elements. (15-11) Needs improvement in some elements (10 - 5)
Uniqueness (20 points) original. (20-16)
elements (15-11)
4. Overall Quality of - The audio is audible and the lyrics are clear. Accomplished/ Performed all the elements. (15 - 11) Needs improvement in some elements. (10 - 5)
output. (20 points) - Video/ photos are visible.
- The video goes along with the music.
- Mechanics were followed. Entry submitted on time. (20 -
16)

Prepared by: Date: Approved by: Date:

JOHN LOIS VAL PEREW PEREW SR. THELMA TITUS R. BULAGAO, CARM. O. L., DM-EM
Subject Teacher College Dean

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