Documentos de Académico
Documentos de Profesional
Documentos de Cultura
ITdiapositivas1 (19 1)
ITdiapositivas1 (19 1)
Andrés A. Aristizábal P.
aaaristizabal@icesi.edu.co
2019-1
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Agenda del día
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Información del curso
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Información del curso
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Presentación Objetivos
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Objetivos
Objetivo General
Objetivo General
Al finalizar exitosamente este curso el estudiante será competente en
el empleo de los conceptos y técnicas propias de los lenguajes
formales y de los autómatas que los reconocen, y de algunas de sus
aplicaciones fundamentales.
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Presentación Objetivos
Objetivos terminales
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Presentación Objetivos
Objetivos terminales
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Presentación Estrategias Pedagógicas
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Enfoque
En concordancia con la misión de la Universidad, el aprendizaje de los
temas de este curso será el resultado del proceso de construcción del
conocimiento, adelantado por el estudiante y guiado por el profesor.
Parte fundamental de este proceso es el aprovechamiento del estudio
previo hecho por los estudiantes, como elemento generador de
preguntas, discusiones y conclusiones.
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Discusión
La discusión, orientada por el profesor es el elemento central en
la metodología del curso. Se fundamenta en el estudio preliminar
de las secciones asignadas, en las preguntas de los estudiantes y
en sus respuestas a sus preguntas y a las del profesor, que
alimenten el proceso de aprendizaje activo.
El profesor interviene esencialmente como guía y moderador de
las discusiones, y se encarga de hacer la síntesis final para
socializar el conocimiento consolidado en clase y de indicar al
estudiante la labor que debe realizar como preparación para la
clase siguiente.
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Momentos de la clase
Recordar los objetivos de la sesión de clase.
Presentación y evaluación de la actividad de preparación
desarrollada por el estudiante.
Resolución de diversos ejercicios y problemas de aplicación que
permiten consolidar el tema asignado.
Presentación del tema para la clase siguiente.
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Antes de clase
Preparar, antes de la clase, los temas que asigne el profesor. Es
decir hacer una lectura crítica (análisis y síntesis en forma de
mapa conceptual y llevarlo a clase en forma digital) del tema
asignado.
Indagar sobre los aspectos desconocidos, resolver las preguntas
y los ejercicios planteados.
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Durante la clase
Participar activamente en las discusiones del tema y en la formulación de
preguntas orientadas a resolver las dudas que hayan surgido al realizar las
lecturas previas; para esto, el estudiante deberá llevar a clase, en formato
digital, los mapas conceptuales de las lecturas asignadas.
Después de clase
Consolidar el nuevo conocimiento resolviendo ejercicios y problemas que en la
fase de preparación no haya podido resolver, o que revisten mayor complejidad,
relacionándolo con conocimientos previamente adquiridos.
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Presentación Estrategias Pedagógicas
Estrategias Pedagógicas
Internacionalización
Con el propósito de incentivar el manejo del inglés en el aula de clase, este curso
será utilizado como piloto de clase en inglés, por lo tanto los dos primeros temas
serán en este idioma.
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Presentación Reglas de juego
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Motivación
Se espera que el factor de automotivación sea intrínseco a la condición de
estudiante. Una persona convencida de que el estudio y la formación es la base
de su realización no requiere que lo estén motivando, o dando razones para
estar motivado o para aprender.
Respeto
Respeto por la persona, sus opiniones, creencias y posturas en la vida. Esto
implica un uso adecuado del lenguaje y un trato respetuoso con los demás.
Cada estudiante es libre de preguntar lo que considere pertinente preguntar,
independientemente de los comentarios o burlas de sus compañeros.
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Capacidades y valores
Ejercicio y formación del análisis crítico y autocrítico frente a lo
que dicen los libros, internet, el profesor, sus compañeros, sus
amigos, y sobre todo, frente a lo que piensa y dice uno mismo.
Curiosidad intelectual y por la solución de problemas.
Planeación y perseverancia, relativas ambas a aquello que dé
valor y contribuya eficazmente al objetivo que se persiga.
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Asistencia
La lista de asistencia se utilizará como mecanismo de familiarización con los
nombres de los estudiantes.
La asistencia al curso se deja al criterio del estudiante, por lo que no se llevará
control de asistencia con fines de pérdida del curso por esta causa.
Todo estudiante que opte por no asistir a una o más sesiones de clase es
responsable de ponerse al día en los temas programados y de cumplir con
cualquier tipo de trabajo o tarea que se asigne.
Las pruebas de cualquier tipo que se realicen en dichas sesiones de clase no se
repetirán, y la nota respectiva para los estudiantes que no hayan asistido a las
mismas, será de 0.0
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Exámenes
Durante la presentación de un examen no está permitido atender llamadas ni
enviar o recibir mensajes de ningún tipo a través del celular o de otros aparatos.
Durante la presentación de un examen no está permitido ausentarse del salón.
Las pruebas y exámenes son individuales. Se considera una falta grave el
fraude o el intento de fraude. Copiar de internet o de trabajos de otros
compañeros para presentarlos como propios es fraude, así sea con el permiso
de los autores originales.
Las pruebas supletorias (que corresponden únicamente a EXAMENES
PARCIALES según el reglamento estudiantil) se realizarán únicamente previa
aprobación del Director de la Carrera o Programa.
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Otras
El uso de celulares y aparatos de funciones similares interactivas
como localizadores están permitidos en clase, siempre y cuando
permanezcan en modo discreto y cuando se conteste para hablar,
se haga por fuera del salón.
Sólo pueden asistir a clase y presentar pruebas y exámenes
quienes estén en las listas oficiales de curso, sin excepción.
El principal medio de comunicación (fuera de las sesiones de
clase) es el correo electrónico.
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Presentación Reglas de juego
Reglas de juego
Normas esperadas de comportamiento y conducta en la relación profesor-estudiante
Otras
El resultado del desarrollo de las asignaciones de trabajo que se tengan como
preparación para clase, deben traerse a clase en medio digital, para exponer en
el video-beam.
La forma de evaluación del curso es la presentada en el primer día de clases y
no es modificable.
Además de lo expuesto en este documento, se deberá tener en cuenta lo
establecido en el documento del Proyecto Educativo Institucional y del
Reglamento Estudiantil.
Las notas se entregan con una sola cifra decimal. Las definitivas estarán entre
1.0 y 5.0 a no ser que se presenten casos de fraude u otras eventualidades.
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Presentación Contenido tematico
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Contenido tematico
1 Repaso [4 sesiones]
Métodos de demostración
Relaciones de equivalencia
Conjuntos numerables y no numerables
2 Autómatas de estado finito [2 sesiones]
Propiedades
Secuencias de Estados
Equivalencia entre Autómatas
Equivalencia de Estados
Minimización de Estados
Pruebas de equivalencia
3 Lenguajes regulares y autómatas finitos [8 sesiones]
Conceptos Básicos
Lenguajes regulares
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Presentación Contenido tematico
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Presentación Contenido tematico
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Presentación Contenido tematico
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Presentación Contenido tematico
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Presentación Contenido tematico
6 Decidibilidad [2 sesiones]
Codificación y Enumeración de Máquinas de Turing
Máquina de Turing Universal
Algoritmos de Aceptación para Lenguajes RE
Lenguajes que no son RE
Lenguajes RE que no son Recursivos
Problemas Indecidibles o Irresolubles
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Presentación Evaluación
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Evaluación
Evaluación
A tener en cuenta
Los CEP pueden ser orales o escritos, individuales o en parejas.
La evaluación de las presentaciones de mapas conceptuales y
participación durante las discusiones y resolución de ejercicios en
el tablero se incluirán en el el ítem CEP.
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Presentación Aplicaciones y relaciones de la Informática Teórica
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Presentación Aplicaciones y relaciones de la Informática Teórica
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Presentación Aplicaciones y relaciones de la Informática Teórica
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Proofs Aims
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Proofs Aims
Aims
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Proofs Concept map
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Proofs Concept map
Concept map
What is a proof? (Section 1.5 pages 52-58)
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Proofs Concept map
Inference rules
Inference rules
Inference rule Tautology Name
p
p → (p ∨ q) Addition
∴p ∨ q
p ∧ q
(p ∧ q) → p Simplification
∴p
p
q ((p) ∧ (q)) → (p ∧ q) Conjunction
∴p ∧ q
p
p → q [p ∧ (p → q)] → q Modus ponens
∴q
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Proofs Concept map
Inference rules
Inference rules
Inference rule Tautology Name
¬q
p → q [¬q ∧ (p → q)] → ¬p Modus tollens
∴ ¬p
p → q
q → r [(p → q) ∧ (q → r )] → (p → r ) Hypothetical syllogism
∴p → r
p ∨ q
¬p [(p ∨ q) ∧ ¬p] → q Disjunctive syllogism
∴q
p ∨ q
¬p ∨ r [(p ∨ q) ∧ (¬p ∨ r )] → (q ∨ r ) Resolution
∴q ∨ r
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Proofs Concept map
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Proofs Exercises
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
a) Alice is a mathematics major. Therefore, Alice is either a mathematics
major or a computer science major
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
a) Alice is a mathematics major. Therefore, Alice is either a mathematics
major or a computer science major
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
a) Alice is a mathematics major. Therefore, Alice is either a mathematics
major or a computer science major
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
a) Alice is a mathematics major. Therefore, Alice is either a mathematics
major or a computer science major
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
b) Jerry is a mathematics major and a computer science major. Therefore,
Jerry is a mathematics major.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
b) Jerry is a mathematics major and a computer science major. Therefore,
Jerry is a mathematics major.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
b) Jerry is a mathematics major and a computer science major. Therefore,
Jerry is a mathematics major.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
b) Jerry is a mathematics major and a computer science major. Therefore,
Jerry is a mathematics major.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
c) If it is rainy, then the pool will be closed. It is rainy. Therefore, the pool is
closed.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
c) If it is rainy, then the pool will be closed. It is rainy. Therefore, the pool is
closed.
R:/ p = It is rainy,
q = the pool will be closed
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
c) If it is rainy, then the pool will be closed. It is rainy. Therefore, the pool is
closed.
R:/ p = It is rainy,
q = the pool will be closed
We have p → q and p as premises and q as conclusion,
therefore
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
c) If it is rainy, then the pool will be closed. It is rainy. Therefore, the pool is
closed.
R:/ p = It is rainy,
q = the pool will be closed
We have p → q and p as premises and q as conclusion,
therefore
p → q
p (modus ponens)
∴q
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
d) If it snows today, the university will close. The university is not closed
today. Therefore, it did not snow today.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
d) If it snows today, the university will close. The university is not closed
today. Therefore, it did not snow today.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
d) If it snows today, the university will close. The university is not closed
today. Therefore, it did not snow today.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
d) If it snows today, the university will close. The university is not closed
today. Therefore, it did not snow today.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
e) If I go swimming, then I will stay in the sun too long. If I stay in the sun too
long, then I will sunburn. Therefore, if I go swimming, then I will sunburn.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
e) If I go swimming, then I will stay in the sun too long. If I stay in the sun too
long, then I will sunburn. Therefore, if I go swimming, then I will sunburn.
R:/ p = I go swimming,
q = I will stay in the sun too long,
r = I will sunburn
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
e) If I go swimming, then I will stay in the sun too long. If I stay in the sun too
long, then I will sunburn. Therefore, if I go swimming, then I will sunburn.
R:/ p = I go swimming,
q = I will stay in the sun too long,
r = I will sunburn
We have p → q and q → r as premises and p → r
as conclusion, therefore
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
e) If I go swimming, then I will stay in the sun too long. If I stay in the sun too
long, then I will sunburn. Therefore, if I go swimming, then I will sunburn.
R:/ p = I go swimming,
q = I will stay in the sun too long,
r = I will sunburn
We have p → q and q → r as premises and p → r
as conclusion, therefore
p → q
q → r (hypothetical syllogism)
∴p → r
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “If it does not rain
or if it is not foggy, then the sailing race will be held and the lifesaving
demonstration will go on,” “If the sailing race is held, then the trophy
will be awarded,” and “The trophy was not awarded” imply the
conclusion “It rained.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “If it does not rain
or if it is not foggy, then the sailing race will be held and the lifesaving
demonstration will go on,” “If the sailing race is held, then the trophy
will be awarded,” and “The trophy was not awarded” imply the
conclusion “It rained.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “If it does not rain
or if it is not foggy, then the sailing race will be held and the lifesaving
demonstration will go on,” “If the sailing race is held, then the trophy
will be awarded,” and “The trophy was not awarded” imply the
conclusion “It rained.”
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
5. ¬(r ∧ s) De Morgan’s law using step 4
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
5. ¬(r ∧ s) De Morgan’s law using step 4
6. ¬p ∨ ¬q → r ∧ s Hypothesis
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
5. ¬(r ∧ s) De Morgan’s law using step 4
6. ¬p ∨ ¬q → r ∧ s Hypothesis
7. ¬(¬p ∨ ¬q) Modus tollens using steps 5 and 6
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
5. ¬(r ∧ s) De Morgan’s law using step 4
6. ¬p ∨ ¬q → r ∧ s Hypothesis
7. ¬(¬p ∨ ¬q) Modus tollens using steps 5 and 6
8. p ∧ q De Morgan’s law using step 7
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Proofs Exercises
Exercises
Exercise
Step Reasoning
1. ¬t Hypothesis
2. r → t Hypothesis
3. ¬r Modus tollens using step 1 and 2
4. ¬r ∨ ¬s Addition using step 3
5. ¬(r ∧ s) De Morgan’s law using step 4
6. ¬p ∨ ¬q → r ∧ s Hypothesis
7. ¬(¬p ∨ ¬q) Modus tollens using steps 5 and 6
8. p ∧ q De Morgan’s law using step 7
9. p Simplification using step 8
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “No man is an island,”
“Manhattan is an island” imply the conclusion “Manhattan is not a man.”
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
a) Kangaroos live in Australia and are marsupials.Therefore, kangaroos are
marsupials.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
b) It is either hotter than 40 degrees today or the pollution is dangerous. It is
less than 40 degrees outside today. Therefore, the pollution is dangerous.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
c) Linda is an excellent swimmer. If Linda is an excellent swimmer, then she
can work as a lifeguard. Therefore, Linda can work as a lifeguard.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
d) Steve will work at a computer company this summer. Therefore, this
summer Steve will work at a computer company or he will be a beach bum.
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Proofs Exercises
Exercises
Exercise
What rule of inference is used in each of these arguments?
e) If I work all night on this homework, then I can answer all the exercises. If I
answer all the exercises, I will understand the material. Therefore, if I work
all night on this homework, then I will understand the material.
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “Randy works
hard,” “If Randy works hard, then he is a dull boy,” and “If Randy is a
dull boy, then he will not get the job” imply the conclusion “Randy will
not get the job.”
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Proofs Exercises
Exercises
Exercise
Use rules of inference to show that the hypotheses “All men are
mortal,” “Socrates is a man” imply “Socrates is mortal.”
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Proofs Presentation of next topic
1 Presentación
Información del curso
Objetivos
Estrategias Pedagógicas
Reglas de juego
Contenido tematico
Evaluación
Aplicaciones y relaciones de la Informática Teórica
2 Proofs
Aims
Concept map
Exercises
Presentation of next topic
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
About proofs
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer.
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer. We write down the
statement in the following way p → q
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer. We write down the
statement in the following way p → q
If n is even and m is even, then n + m is even.
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer. We write down the
statement in the following way p → q
If n is even and m is even, then n + m is even.
We assume that the hypothesis in this implication is true, i.e., n = 2k
and m = 2l where k and l are integers.
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer. We write down the
statement in the following way p → q
If n is even and m is even, then n + m is even.
We assume that the hypothesis in this implication is true, i.e., n = 2k
and m = 2l where k and l are integers. We follow that
n + m = 2k + 2l = 2(k + l) and since we know that k + l is an integer,
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Proofs Presentation of next topic
Direct proofs
We assume that the premise is true and use axioms, definitions, and
previously proven theorems, together with rules of inference, to show
that the conclusion must also be true.
Example
The sum of two even integers is an even integer. We write down the
statement in the following way p → q
If n is even and m is even, then n + m is even.
We assume that the hypothesis in this implication is true, i.e., n = 2k
and m = 2l where k and l are integers. We follow that
n + m = 2k + 2l = 2(k + l) and since we know that k + l is an integer,
therefore n + m is even.
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer. It follows that n2 = 4k 2 = 2(2k 2 ).
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer. It follows that n2 = 4k 2 = 2(2k 2 ). Therefore n2 can be
represented as 2m where m = 2k and we conclude that n2 is even.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer. It follows that n2 = 4k 2 = 2(2k 2 ). Therefore n2 can be
represented as 2m where m = 2k and we conclude that n2 is even.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer. It follows that n2 = 4k 2 = 2(2k 2 ). Therefore n2 can be
represented as 2m where m = 2k and we conclude that n2 is even.
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Proofs Presentation of next topic
Proofs by Contraposition
Example
For all integers n, if n2 is odd then n is odd.
Since p → q ≡ ¬q → ¬p the previous statement is equivalent as
saying that for all integers n, if n is even, n2 is even.
We assume the hypothesis of this statement as true, i.e., n = 2k where
k is an integer. It follows that n2 = 4k 2 = 2(2k 2 ). Therefore n2 can be
represented as 2m where m = 2k and we conclude that n2 is even.
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Proofs Presentation of next topic
Proofs by contradiction
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Proofs Presentation of next topic
Proofs by contradiction
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Proofs Presentation of next topic
Proofs by contradiction
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Proofs Presentation of next topic
Proofs by contradiction
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Proofs Presentation of next topic
Proofs by contradiction
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) .
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) . Therefore, there
exists an integer k such that n = 2k + 1
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) . Therefore, there
exists an integer k such that n = 2k + 1 now,
n2 = (2k + 1)2 = 4k 2 + 4k + 1 = 2(2k 2 + 2k ) + 1
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) . Therefore, there
exists an integer k such that n = 2k + 1 now,
n2 = (2k + 1)2 = 4k 2 + 4k + 1 = 2(2k 2 + 2k ) + 1 hence n2 = 2l + 1
where l = 2k 2 + 2k
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) . Therefore, there
exists an integer k such that n = 2k + 1 now,
n2 = (2k + 1)2 = 4k 2 + 4k + 1 = 2(2k 2 + 2k ) + 1 hence n2 = 2l + 1
where l = 2k 2 + 2k therefore n2 is odd.
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Proofs Presentation of next topic
Proofs by contradiction
Example
If n2 is even, then n is even (p → q)
We assume that n2 is even and n is odd (p ∧ ¬q) . Therefore, there
exists an integer k such that n = 2k + 1 now,
n2 = (2k + 1)2 = 4k 2 + 4k + 1 = 2(2k 2 + 2k ) + 1 hence n2 = 2l + 1
where l = 2k 2 + 2k therefore n2 is odd. We have found a contradiccion
since n2 is even and n2 is odd.
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Proofs Presentation of next topic
Case disjunction
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Proofs Presentation of next topic
Case disjunction
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Proofs Presentation of next topic
Case disjunction
Example
∀x, y ∈ R, |xy | = |x||y |, where x and y are real numbers
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Proofs Presentation of next topic
Case disjunction
Example
∀x, y ∈ R, |xy | = |x||y |, where x and y are real numbers
We have that p = x and y are real numbers, q = |xy | = |x||y |
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Proofs Presentation of next topic
Case disjunction
Example
∀x, y ∈ R, |xy | = |x||y |, where x and y are real numbers
We have that p = x and y are real numbers, q = |xy | = |x||y |
We know that p ≡ p1 ∨ p2 ∨ p3 ∨ p4 where p1 = x ≥ 0 ∧ y ≥ 0,
p2 = x ≥ 0 ∧ y < 0, p3 = x < 0 ∧ y ≥ 0, p4 = x < 0 ∧ y < 0
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Proofs Presentation of next topic
Case disjunction
Example
∀x, y ∈ R, |xy | = |x||y |, where x and y are real numbers
We have that p = x and y are real numbers, q = |xy | = |x||y |
We know that p ≡ p1 ∨ p2 ∨ p3 ∨ p4 where p1 = x ≥ 0 ∧ y ≥ 0,
p2 = x ≥ 0 ∧ y < 0, p3 = x < 0 ∧ y ≥ 0, p4 = x < 0 ∧ y < 0
Thus, to prove p1 ∨ p2 ∨ p3 ∨ p4 → q we prove
p1 → q ∧ p2 → q ∧ p3 → q ∧ p4 → q
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Proofs Presentation of next topic
Case disjunction
Example
p1 → q : we assume p1 , which tells us that x ≥ 0 ∧ y ≥ 0, then
xy ≥ 0 so |xy | = xy = |x||y |
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Proofs Presentation of next topic
Case disjunction
Example
p1 → q : we assume p1 , which tells us that x ≥ 0 ∧ y ≥ 0, then
xy ≥ 0 so |xy | = xy = |x||y |
p2 → q : we assume p2 , which take us to x ≥ 0 ∧ y < 0, therefore
xy ≤ 0 so |xy | = −xy = x(−y ) = |x||y |
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Proofs Presentation of next topic
Case disjunction
Example
p1 → q : we assume p1 , which tells us that x ≥ 0 ∧ y ≥ 0, then
xy ≥ 0 so |xy | = xy = |x||y |
p2 → q : we assume p2 , which take us to x ≥ 0 ∧ y < 0, therefore
xy ≤ 0 so |xy | = −xy = x(−y ) = |x||y |
p3 → q : we assume p3 , which indicates that x < 0 ∧ y ≥ 0, then
xy ≤ 0 so |xy | = −xy = (−x)y = |x||y |
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Proofs Presentation of next topic
Case disjunction
Example
p1 → q : we assume p1 , which tells us that x ≥ 0 ∧ y ≥ 0, then
xy ≥ 0 so |xy | = xy = |x||y |
p2 → q : we assume p2 , which take us to x ≥ 0 ∧ y < 0, therefore
xy ≤ 0 so |xy | = −xy = x(−y ) = |x||y |
p3 → q : we assume p3 , which indicates that x < 0 ∧ y ≥ 0, then
xy ≤ 0 so |xy | = −xy = (−x)y = |x||y |
p4 → q : we assume p4 , which tells us that x < 0 ∧ y < 0, therefore
xy > 0 so |xy | = (−x)(−y ) = |x||y |
And we have finished our proof
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Proofs Presentation of next topic
Counterexamples
Example
“Every prime number is odd”
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Proofs Presentation of next topic
Counterexamples
Example
“Every prime number is odd”
We can prove that this sentence is false if we can find a
counterexample. That is, if we can find an even prime number.
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Proofs Presentation of next topic
Counterexamples
Example
“Every prime number is odd”
We can prove that this sentence is false if we can find a
counterexample. That is, if we can find an even prime number.
2 is an even number and is also a prime number. Hence, we have
proven that the statement “Every prime number is odd” is false.
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
We must prove that p1 ↔ p2
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
We must prove that p1 ↔ p2
p1 → p2 : We assume p1 which tells us that n = 2k where k is an integer.
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
We must prove that p1 ↔ p2
p1 → p2 : We assume p1 which tells us that n = 2k where k is an integer.
It follows that n + 1 = 2k + 1 then n + 1 is an odd integer.
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
We must prove that p1 ↔ p2
p1 → p2 : We assume p1 which tells us that n = 2k where k is an integer.
It follows that n + 1 = 2k + 1 then n + 1 is an odd integer.
p2 → p1 : We assume p2 . That takes us to n + 1 = 2k + 1 where k is an
integer.
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Proofs Presentation of next topic
Proofs of equivalence
Example
Let p1 = n be an even integer and p2 = n + 1 an odd integer, p1 ≡ p2
We must prove that p1 ↔ p2
p1 → p2 : We assume p1 which tells us that n = 2k where k is an integer.
It follows that n + 1 = 2k + 1 then n + 1 is an odd integer.
p2 → p1 : We assume p2 . That takes us to n + 1 = 2k + 1 where k is an
integer.
It follows that n = 2k therefore n is an even integer.
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Proofs Presentation of next topic
Next class
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