In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories. Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature. Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to students, more reflection in the teachers’ own classroom strategies, and more personal responsibility for student learning.

1. LOGIC:
CATEGORICAL PROPOSITIONS

2. WHAT
IS
LOGIC?

4. BRAIN STORMING ACTIVITY
•What logic is
•What logic is not
•What logic seems to be
•Where logic is most pertinent in our
lives

5. LOGIC – LOGOS - REASON
• The word "logic" originates from the Greek word "logos",
which has a variety of translations, such as reason,
discourse, or language
• defined as the study of the laws of thought or correct
reasoning, usually understood in terms of inferences or
arguments

6. KEY TERMS
•Subject term- the concept about which the
pronouncement is made
•Predicate term- term designating the concept which
is affirmed or denied of the subject
•Copula (linking verb)- word expressing agreement or
disagreement between the subject and the predicate

7. KEY TERMS
•Quality of Propositions
If the copula is “IS” OR “ARE” then the proposition
is AFFIRMATIVE, but if the copula is “IS NOT” OR
“ARE NOT”, the proposition is NEGATIVE.

8. KEY TERMS
•Quantity of Propositions
• - The article “no” before the subject signifies the
universality of the proposition.
• The article “no” is the indicator of the quality and quantity
of the proposition as negative and universal respectively.)

9. CATEGORICAL PROPOSITIONS: OVERVIEW

10. KEY TERMS
•Quantity of Propositions
• - The article “no” before the subject signifies the
universality of the proposition.
• The article “no” is the indicator of the quality and quantity
of the proposition as negative and universal respectively.)

11. CATEGORICAL PROPOSITIONS: VENN DIAGRAM

12. ACTIVITY 1
•Direction: Determine whether the following
propositions are affirmative or negative
•propositions.
•Write + (plus sign) if the proposition is
affirmative while – (negative sign) if the
•proposition is negative.

13. ACTIVITY 1 TEST I
•1. All men are created in the image and likeness of God.
•2. Architecture is the art of building.
•3. Some cellular phones are not Nokia units.
•4. Traveling without food is tiring.
•5. All illegal acts are not moral acts.

14. ACTIVITY 1 TEST II
•Direction: Underline the subject and
encircle the predicate terms of the
following propositions, and classify
the propositions as A, E, I, O.

15. ACTIVITY 1 TEST III
•Using the Categorical Proposition
Overview Table, create 3 Categorical
Propositions.

16. CATEGORICAL PROPOSITIONS: OVERVIEW