MIDTERMS EXAMINATION – MATHEMATICS IN THE MODERN WORLD

1. (P ∨ (¬Q)) ∧ (¬R)

P Q R ¬Q P ∨ (¬Q) ¬R (P ∨ (¬Q)) ∧ (¬R)

T T T F T F F
T T F F T T T
T F T T T F F
T F F T T T T
F T T F F F F
F T F F F T F
F F T T T F F
F F F T T T T

Answer: It is neither a contradiction nor tautology.

2. ((¬P) ∨ (¬Q)) ∧ ((¬P) ∨ Q)

P Q ¬P ¬Q (¬P) ∨ (¬Q) (¬P) ∨ Q) ((¬ P) ∨ (¬Q)) ∧ ((¬P) ∨ Q)

T T F F F T F
T F F T T F F
F T T F T T T
F F T T T T T

Answer: It is neither a contradiction nor tautology.

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 3. (P ∧ Q) ∨ (P ∧ (¬Q)) ∨ ((¬P) ∧ Q) ∨ ((¬P) ∧ (¬Q))
P Q ¬P ¬Q P∧Q P ∧ (¬Q) (P ∧ Q) ∨ (P ∧ (¬P) ∧ Q ((¬P) ((¬P) (P ∧ Q) ∨ (P ∧ (¬Q)) ∨
(¬Q)) ∧ ∧ Q) ∨ ((¬P) ∧ Q) ∨ ((¬P) ∧
(¬Q)) ((¬P) (¬Q))
∧
(¬Q))

T T F F T F T F F F T
T F F T F T T F F F T
F T T F F F F T F T T
F F T T F F F F T T T

Answer: It is a tautology.

4. (P ∨ Q) ∧ (P ∨ (¬Q)) ∧ ((¬P) ∨ Q) ∧ ((¬P) ∨ (¬Q))

P Q ¬P ¬Q P∨Q P ∨ (¬Q) (P ∨ Q) ∧ (¬P) ∨ Q) ((¬P) ((¬P) (P ∨ Q) ∧ (P ∨

(P ∨ (¬Q)) ∨ Q) ∨ Q) ∧ (¬Q)) ∧ ((¬P) ∨ Q)
((¬P) ∧ ((¬P) ∨ (¬Q))
∨
(¬Q))

T T F F T T T T F F F
T F F T T T T F T F F
F T T F T F F T T T F
F F T T F T F T T T F

Answer: It is a contradiction.
 B. Translate each of the following English sentences into logical statements if it is a
proposition. If it is not a proposition, say so and explain why. For the propositions that
cannot be further broken down, assign them a letter.

For example, for the sentence “my dog is cute and I am not a construction worker,” you
should provide the answer P ∧ (¬Q) where P is the proposition “My dog is cute” and Q is
the proposition “I am a construction worker.”(20 points)

1. I am neither a good basketball player nor a good baseball player.

The statement can be represented as ¬P ∧ ¬Q

P represents "I am a good basketball player."

Q represents "I am a good baseball player."

Answer: ¬P ∧ ¬Q, where P is the proposition “I am a good basketball player” and Q is the
proposition, “or a good baseball player”

2. I am not both American and Japanese.

The statement can be represented as ¬ ( P∧ Q)
P represents "I am American."
Q represents "I am Japanese."

Answer: ¬ ( P∧ Q), where P is the proposition “I am American” and Q is the proposition,

“and also a Japanese”

3. 17 is prime and divides 476 implies 17 divides either 68 or 7.

The statement can be represented as (P∧ Q) → (R ∨ S).
P represents "17 is prime."
Q represents "17 divides 476."
R represents "17 divides 68."
S represents "17 divides 7."

4. What time is the movie?

This is not a proposition; it is a question, not a statement that can be evaluated as true or
false.
 5. If I owe you a dollar, then either I am in debt, or you owe me more than a dollar.
The statement can be represented as P→(QVR).
P: "I owe you a dollar."
Q: "I am in debt."

Answer: P→(QVR)., where P is the proposition “I owe you a dollar” and Q is the
proposition, “I am in debt.”

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6. is a rational number.
2

This is an open sentence rather than a proposition, and x is an unquantifiable variable.

7. 2<5 is necessary and sufficient for 4<25.

The statement can be represented as P↔Q.

P represents "2<5."
Q represents "4<25."

Answer: P↔Q, where P is the proposition “2<5” and Q is the proposition, “4<25.”

8. I am not a quick reader, but I can do mathematics easily.

The statement can be represented as (¬P) ∧ ¬Q.

P represents "I am a quick reader," and
Q represents "I can do mathematics easily."

Answer: (¬P) ∧ ¬Q, where P is the proposition “I am a quick reader” and Q is the
proposition, “I can do mathematics easily.”
 9. This statement is not true.
It is impossible to determine if this statement is true or false.
By referencing its own truth value, it produces a paradox. It would indicate it is false if it were
true, which would be contradictory. Again, this would lead to a contradiction if it were untrue
because it would imply that it is true.

10. There are clouds whenever it is raining.

The statement can be represented as P↔Q.

P represents "it is raining,"
Q represents "there are clouds."

Answer: P↔Q, where P is the proposition “it is raining” and Q is the proposition, “there
are clouds.”
 B. Do as indicated. (10 points)
1. Read the definition of language and state why mathematics is a language.

Language is a system of communication that involves the use of symbols, such as

words and gestures, to convey meaning. It serves as a tool for expressing thoughts,
ideas, and information among individuals. Mathematics, although often associated with
numbers and equations, can be considered a language in its own right.

In mathematics, abstract notions are represented by symbols and notations, just as

language utilizes words to express meaning. It facilitates idea transmission as well. Similar to
language, mathematics enables people who are familiar with its symbols and principles to
communicate intricate ideas and concepts to one another. Mathematics has its own grammar and
syntax, which is similar to language grammar in that it establishes a logical and consistent pattern
for expressions and equations. The goal of communicating information is precision in both
language and mathematics. Relationships and concepts can be represented in a clear and
straightforward manner using mathematical expressions. Mathematical reasoning is not limited
by language or culture because it is a universal language. It gives everyone a shared platform for
communication. Similar to how language may be used to describe many facets of the human
experience, mathematical expressions are capable of capturing and communicating a vast array
of concepts and phenomena. Language and mathematics both change and grow with time,
according to Evolution and Development. Languages change to accommodate the introduction of
new ideas and notions. Cultural Significance: Mathematics is vital to the intellectual and cultural
advancement of societies, much like language. It serves as a channel for knowledge transmission
and preservation between generations. Creativity and originality are necessary for both language
and mathematics. New notations and symbols are frequently created in mathematical discoveries,
much like lexicons and linguistic expressions in language.

2. Give an example of a problem that Polya’s problem solving method can be applied.
Example Problem:
You are tasked with designing a rectangular garden that needs to be enclosed by a fence. The
garden must have an area of 36 square meters. Determine the dimensions of the garden to
minimize the amount of fencing needed.
Polya's Problem-Solving Steps:
Understanding the Problem:
Identify the key elements: rectangular garden, area constraint (36 square meters), and the goal
of minimizing the amount of fencing.
Recognize that this is an optimization problem involving calculus.
Devising a Plan:
Break down the problem into smaller, manageable parts. Define variables for the dimensions of
the rectangular garden. Understand the relationship between the dimensions, the area, and the
perimeter (amount of fencing needed).
Formulate an equation that represents the quantity to be optimized, i.e., the perimeter.
Carrying Out the Plan:
Use calculus to find the critical points of the function representing the perimeter.
Set up and solve equations based on the given constraints, such as the fixed area of 36
square meters. Determine whether each critical point corresponds to a minimum,
maximum, or neither by using the second derivative test.
Looking Back:
Evaluate the solution. Ensure that the dimensions obtained make sense in the context of the
problem and satisfy the given constraints.
Reflect on the solution process, considering whether there are alternative approaches or
if the solution could be applied to similar optimization problems.
Here, Polya's approach to problem-solving walks us through the methodical steps of
comprehending the issue, coming up with a strategy, executing the plan, and reflecting afterwards
to assess the resolution. This methodical technique is very helpful for solving optimization and
critical thinking-based mathematical problems.

3. Explain the Fibonacci number.

 Starting with 0 and 1, the Fibonacci sequence is a set of numbers where each number is

the sum of the two numbers that came before it. Its initial conditions are F(0) = 0 and F(1) = 1,

and it follows the recurrence equation F(n) = F(n-1) + F(n-2). The ratio of successive Fibonacci

numbers gets closer to the golden ratio as the sequence goes on, roughly 1.6180339887. There

are prominent examples of this sequence in nature; it affects leaf arrangement, pinecone patterns,

and flower petal patterns. Fibonacci numbers are associated with spirals found in galaxies and

seashells. The sequence is frequently employed in computer science for algorithmic

development, especially in fields like dynamic programming, in addition to its natural occurrences.

Because of its widespread occurrence in both mathematical theory and the natural world, the

Fibonacci sequence continues to enthrall mathematicians and scientists.