This course develops logical, empirically based arguments using statistical techniques and analytic methods. Elementary statistics, probability, and other types of quantitative reasoning useful for description, estimation, comparison, and explanation are covered. Emphasis is on the use and limitations of analytical techniques in planning practice.

Students learn how two LEGO MINDSTORMS(TM) NXT intelligent bricks can be programmed so that one can remotely control the other. They learn about the components and functionality in the (provided) controller and receiver programs. When its buttons are pressed, the NXT brick assigned as the remote control device uses the controller program to send Bluetooth® messages. When the NXT taskbot/brick assigned as the receiver receives certain Bluetooth messages, it moves, as specified by the receiver program. Students examine how the programs and devices work in tandem, gaining skills as they play "robot soccer." As the concluding activity in this unit, this activity provides a deeper dimension of understanding programming logic compared to previous activities in this unit and introduces the relatively new and growing concept of wireless communication. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.

This subject exposes students to a variety of visualization techniques so that they learn to understand the work involved in producing them and to critically assess the power and limits of each. Students concentrate on areas where visualizations are crucial for meaning making and data production. Drawing on scholarship in science and technology studies on visualization, critical art theory, and core discussions in science and engineering, students work through a series of case studies in order to become better readers and producers of visualizations.

Textbook for Calgary's Logic II course based on the Open Logic Project. Covers naive set theory, first-order logic, sequent calculus and natural deduction, the completeness, compactness, and Löwenheim-Skolem theorems, Turing machines, and the undecidability of the halting problem and of first-order logic.

This course is an introduction to the theory that tries to explain how minds are made from collections of simpler processes. It treats such aspects of thinking as vision, language, learning, reasoning, memory, consciousness, ideals, emotions, and personality. It incorporates ideas from psychology, artificial intelligence, and computer science to resolve theoretical issues such as wholes vs. parts, structural vs. functional descriptions, declarative vs. procedural representations, symbolic vs. connectionist models, and logical vs. common-sense theories of learning.

This is a text that covers the standard topics in a sophomore-level course in discrete mathematics: logic, sets, proof techniques, basic number theory, functions, relations, and elementary combinatorics, with an emphasis on motivation. It explains and clarifies the unwritten conventions in mathematics, and guides the students through a detailed discussion on how a proof is revised from its draft to a final polished form. Hands-on exercises help students understand a concept soon after learning it. The text adopts a spiral approach: many topics are revisited multiple times, sometimes from a different perspective or at a higher level of complexity. The goal is to slowly develop students’ problem-solving and writing skills.

This course provides an introduction to symbolic logic with an emphasis on formal logical languages and natural deduction systems of logical proof. Students learn how to translate reasoning into a symbolic logical language and how to prove arguments valid with the precision of mathematics using formal systems of proof.

This course is an introduction to epistemology: the theory of knowledge. We will focus on skepticism—that is, the thesis that we know nothing at all—and we will survey a range of skeptical arguments and responses to skepticism.

Students learn basic concepts of robotic logic and programming by working with Boe-Bot robots—a simple programmable robotic platform designed to illustrate basic robotic concepts. Under the guidance of the instructor and a provided lab manual, student groups build simple circuits and write codes to make their robots perform a variety of tasks, including obstacle and light detection, line following and other motion routines. Eight sub-activities focus on different sensors, including physical sensors, phototransistors and infrared headlights. Students test their newly acquired skills in the final activity, in which they program their robots to navigate an obstacle course.

Student teams act as engineers and learn about systems thinking and scale by reassembling the separated pages of the engaging picture book, “Zoom,” by Istvan Banyai. The book is a series of 31 wordless pictures that start very close-up and then zoom out—from a rooster’s comb to outer space. Like a movie camera, each subsequent page pulls back to reveal the context of the previous scene as something different than what you originally thought. When the 31 un-numbered pages are jumbled, it is a surprising challenge for teams to figure out how the pictures connect. The task prompts students to pause and look closer so as to adjust to new points of view and problem solve to find a logical sequence. It requires them to step back and take a broader view. Students learn that engineers work together as teams and look at things very closely so that they see different things and come up with more than one solution when problem solving. To conclude, students go outside and practice their skills by imagining and then drawing their own Zoom-like small booklet stories inspired by items found in nature. The classic duck/rabbit ambiguous drawing is provided as a kickoff visual aid.

forall x is a full-featured textbook on formal logic. It covers key notions of logic such as consequence and validity of arguments, the syntax of truth-functional propositional logic TFL and truth-table semantics, the syntax of first-order (predicate) logic FOL with identity (first-order interpretations), translating (formalizing) English in TFL and FOL, and Fitch-style natural deduction proof systems for both TFL and FOL. It also deals with some advanced topics such as truth-functional completeness. Exercises with solutions are available. It is provided in PDF (for screen reading, printing, and a special version for dyslexics) and in LaTeX source code. A proof editor/checker for the proof system used is available at http://proofs.openlogicproject.org/.