Logic and Problem-Solving

Lesson One: Logic-Conjunction Fallacy
Lesson Two: Problem Solving-Research

Lesson One:Logic

Watch the above video about a logical fallacy called a “Conjunction Fallacy” then answer the following questions.

*What is the difference between plausibility and probability?
*Why is the same mental process that we use to land on using the conjunction fallacy also helpful in our day-to-day lives?
*Which one of the following events is more likely to occur:

A-The US declares war on Iran in response to an attack on an oil tanker
B- The US declares war on Iran
C-The US and UK both declare war on Iran

Making it relevant to today:

How does conjunction fallacy contribute to the spread of fake news and conspiracy theories? Where in your day-to-day life or in current politics are you seeing this play out?

A little bit more help with understanding conjunction fallacies

As with all Logic classes, we won’t have homework, but I’d love to hear about your thinking on this one. How do we see this playing out in life today? Have you ever found yourself guilty of the conjunction fallacy? How is this mind/thinking process helpful to us in our day-to-day lives? How do you use it in your day-to-day life?


Lesson Two:Problem Solving

By  now you all should have your annotated bibliography complete. This needed to include at least two resources about your the problem we are trying to solve: teenage use of unhealthy substances like drugs, nicotine, and alcohol.

Remember, that resources need to be quality resources. This means they need to have been published in a journal, newspaper, or peer-reviewed format. Peer-reviewed means that colleagues of the author reviewed the studies in the document to make sure the research was done correctly. For our purposes, we can also use websites that focus on informing families and students about the dangers of smoking, drug use, and alcohol.

An annotated bibliography needs to be formatted in a specific way. For our purposes, we will use the APA rules for formatting. So, it should look like this:

Contributors’ names. (Last edited date). Title of resource. Retrieved from http://Web address for OWL resource.

So, if I wrote a book, you’d write your annotated bibliography like this:

Newell, C. (2020, March 19). Title of my journal article. Retrieved from: (list website)

THEN, I’d write a paragraph summarizing what I wrote in the article. Remember, a paragraph is 3-5 sentences.

Purdue Owl has a plethora of writing resources, including this blurb about the “why” behind an annotated bibliography. This is a good go-to source to remember over the next few years as you’re in school as the standards and writing requirements will only increase as you get older!

Do not hesitate to ask me questions! I know this is new information for a lot of you, but I promise, someday you’ll thank me for having to learn this tough stuff now!

Now that we’ve reviewed Annotated Bibliographies, lets get down to making some progress with our project!

You have each been making a variety of steps towards having a whole, class-wide presentation. I know it’s super hard to make this project still move forward when we are not seeing each other face-to-face.

Let’s focus, then, on creating the ad campaign we’d discussed and practiced. I’d love for each of you to create a poster that combines advertising, information, and warnings about the dangers of utilizing drugs, alcohol, or nicotine as a teenager. You can do this from any of the angles we’ve studied: mental health, physical health, social problems, family problems.

Take a picture of your poster and send it over to me! christa25@gmail.com

Next week we will start discussing how we can turn our research and visuals into a real piece of researched writing. This lesson will combine itself with our academic writing class, but I’ll link it both places. So, you’ll get a “two classes for one project” assignment!

Stay safe and healthy!

-Ms. Newell


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