Logical Thinking F2020 Assignment 2 Solution and Rubric

Logical Thinking, Fall 2020
Assignment #2
Please read the following instructions:
1. Please print out this document and write your answer in the space
provided.
2. Plagiarism or Cheating is not allowed. Even if you cheat in only one

question, you will be marked zero in the entire assignment.
3. Some of the questions are from Chapter 1 of the book. Contact me in

office hours if you are unable to access the book from the link in the
portal
4. To submit: Staple the sheets, sign the declaration on the last page and
hand it over to me in class.
5. SECTION: ____________________________________________________________________________
6. ROLL NUMBER:
____________________________________________________________________________
7. NAME: ____________________________________________________________________________
8. SUBMISSION DATE:
____________________________________________________________________________
Total marks: 270
Submission Due date: 23-24 November, 2020 (first class of that week)
Assignment #2 30-Nov-20 Page 1

Your not-so-secret powers – Polya’s recommended problem-solving techniques
■ Make a list of the known information.

■ Make a list of information that is needed.
■ Draw a diagram.
■ Make an organized list that shows all the possibilities.
■ Make a table or a chart.
■ Work backwards.
■ Try to solve a similar but simpler problem.
■ Look for a pattern.
■ Write an equation.
■ If necessary, define what each variable represents.
■ Perform an experiment.
■ Guess at a solution and then check your result.
■ Use indirect reasoning.
Link to download book:

https://www.dropbox.com/s/yqd4rrp8t46pgsl/Mathematical%20Thinking%20and%20Quan
titative%20Reasoning.zip?dl=0
(Ignore the sign-up / sign in dialog box and click on the download arrow near the top-right of
the screen)

1. With a friend or family member, play three games of 3-Spot Sprouts. Did each of the 3-
Spot Sprouts that you played have at least 2(3) = 6 moves and at most 3(3)-1 = 8 moves?
Rubric: 3.3 for each game. If any game takes more than 8 or less than 6 moves, then 1.5.
Game #1
Start Player #1, Move #1 Player #2, Move #1
Player #1, Move #2 Player #2, Move #2 Player #1, Move #3
Player #1, Move #5 Player #2, Move #5 (…)

Game #2

Game #3
Rubric:
3.3 marks for each completed game, 10 marks if all 3 games are completed according to the
rules.
-1 mark per game if number of moves in that game is less than 6 or greater than 8.

2. In a 2-Spot Sprouts game, the second player can always play in a manner that will guarantee a
win. In the following exercises, you are asked to illustrate a winning strategy for the second player in
three situations.
a. In a 2-Spot Sprouts game, the first player makes the first move as shown here:
What move can the second player make to guarantee a win? Explain how you know this
move will guarantee that the second player will win.
Answer:
As there are four possible moves for Player 2 and only one move guarantees a win, that is the best
move to make.

b. In a 2-Spot Sprouts game, the first player makes the first move as shown here:
What move can the second player make to guarantee a win? Explain how you know this
move will guarantee that the second player will win.
Answer:
As a result of Player 2’s move, Player 1 is left with only one possible (to draw a loop around B),
which is easily countered by Player 2. After that point, Player 1 cannot draw another line as the two
live spots cannot be connected without crossing existing lines.

c. In a 2-Spot Sprouts game, the first player draws a curve from A to B and the second player draws
a curve from B back to A as shown here:
At this point, the game can progress in several different ways. However, it is possible to show that
regardless of how the first player responds on the third move, the second player can win the game on
the fourth move.
Choose, at random, a next move for the first player and demonstrate how the second player can win
the game on the fourth move.
Answer:
This is one possible sequence after choosing a move at random for the first player:
If the student chose some other move for the first player, please check whether they perform all the
moves of the game correctly.
Rubric:
5 marks for each part of Q2, if performed correctly
3 marks for a decent effort
0 marks for consistently playing the game incorrectly

Rubric for Q3:
3.3 for each part that is correct with supporting inductive reasoning. 0 if no reasoning. 2 if reasoning
provided but some silly mistake in answer.
3. Use inductive reasoning to find the most probable next element in the list:
a. 1, 8, 27, 64, 125, ?
Answer: 63 = 216, as each number is the cube of a natural number.
b. 3/5, 5/7, 7/9, 9/11, 11/13, 13/15, ?
Answer: 15/17, as each number is a fraction, where the numerator is the denominator
of the previous item in the list and the denominator is the next odd number.
c. 2, 7, -3, 2, -8, -3, -13, -8, -18, ?
Answer: -18 + 5 = -13, as each number is found by adding 5 to the previous item and the
next number is found by subtracting 10 from it. -18 was the result of subtracting 10 from
-8, so it was time to add 5 to -18 to get the next number.
Rubric for Q4 and Q5:
5 marks each if correct answer with supporting inductive reasoning.

0 marks if answer provided (correct or not) without reasoning.
4 marks if reasoning is correct, but silly mistake in answer.
4. Use inductive reasoning to predict the next letter in the following list:
O, T, T, F, F, S, S, E, . . .
Answer: One, Two, Three, Four, Five, Six, Seven, Eight, Nine, …
Therefore, the answer is N.
Hint: Look for a pattern that involves letters from words used for counting.
5. Use inductive reasoning to predict the next symbol in the following list.
Hint: Look for a pattern that involves counting numbers and symmetry about a line.  
Answer: Each symbol is a counting number, from 1 to 5, and its mirror image, placed
next to each other. The next symbol will be formed using the next counting number, 6:

6. The Foucault Pendulum For the World’s Fair in 1850, the French physicist Jean Bernard
Foucault (foo-ko) installed a pendulum in the Pantheon in Paris. Foucault’s pendulum had a
period of about 16.4 seconds. If a pendulum with a length of 0.25 meter has a period of 1
second, find the length of Foucault’s pendulum.
The data in this table may help you:
Length of Pendulum Period (in heartbeats)

1 1
4 2
9 3
16 4
Answer:
The table shows that when the period doubles, it is because the length has quadrupled. When
the period triples, it is when the length has increased by a factor of 9.
So, the period increases by the square root of the increase in length. Or the length increases as
the square of the increase in period.
Representing the increase in the period by p and the increase in the length by l:
l = p2
The factor of increase in the period of Foucault’s pendulum compared to the reference
pendulum is p = 16.4/1 = 16.4
So, the factor of increase in the length is l = p2 = 16.42 = 268.96
The length at which the period is 1 second is 0.25 meters, so the length is 0.25 x 268.96 = 67.24
seconds.
Rubric:
10 marks if valid reasoning is provided and answer is correct.
0 marks if no reasoning provided.
-2 for each missing or incorrect step in reasoning.
-1 for silly mistake in calculations.

Rubric:
2 marks for each correct answer with reasoning
0 marks if no reasoning provided
No deduction for calculation mistakes
7. Open Page 12 of the book and attempt the following questions:
17 (on Page 12).

Answer: No effect
19 (on Page 12).

Answer: 150 inches
As distance travelled is time*time*6.
21 (on Page 12).

Answer: The distance is quadrupled.
As this is what happens from 1 second to 2 seconds, and from 2 seconds to 4 seconds.
23 (on Page 12).

Answer: 0.5 second
1.5 inches is ¼ of 6 inches.
So time required is √¼ = ½ seconds.
24 (on Page 12).

Answer: 1.5*1.5*6 = 13.5 inches

8. Determine whether the following arguments are inductive or deductive:
Argument Inductive Deductive

A number is a “neat” number if the sum of the cubes of
its digits equals the number. Therefore, 153 is a “neat”
number.  
Since
11 x (1)(101) = 1111
11 x (2)(101) = 2222
11 x (3)(101) = 3333
11 x (4)(101) = 4444
11 x (5)(101) = 5555
we know that the product of 11 and a multiple of 101 is

a number in which every digit is the same.
The following equations show that n2 - n + 11 is a prime
number for all counting numbers n = {1, 2, 3, 4,.... }
n=1 (1)2 - 1 + 11 = 11  
n=2 (2)2 - 2 + 11 = 13  
n=3 (3)2 - 3 + 11 = 17  
n=4 (4)2 - 4 + 11 = 23  
When trying to decide, you may ask yourself the following questions:
- Can there be a counter-example to the conclusion?
- Is there a pattern or is there a structure in the argument?
- Is there a general rule among the premises?
- True or False: (the conclusion is not about something in the future) OR (the conclusion
is about something in the future AND the general rule has explanatory power).
- Is it well-bounded, such that its claims can be verified within those bounds?
- Is the conclusion specific?
- Is the conclusion well-bounded? That is, does it talk about specific instances from the
same world as the general premises in the argument?
- Gut check: Do you feel confident betting your life on it, as long as the premises are true?
Rubric:
4+3+3
Don’t worry about reasoning here.

9. Finding Counter-examples Open the book to Page 13 and answer the following questions:
Rubric:
2 for each part
2 marks if a valid counter-example is identified
0 if the counter-example is not valid
33 (on Page 13).

Answer:
Not true for Z-, 0 or 1. Also not true for real numbers between 0 and 1.
36 (on Page 13).

Answer:
All pairs of x and y where x and y have different signs. This equality only holds true where both
x and y are positive and where both x and y are negative.
38 (on Page 13).

Answer:
x=1
39 (on Page 13).

Answer:
The sum of any two odd numbers is also even, and the product of two odd numbers is always
odd.
OR
an example such as: 3+5 = 8, but 3*5=15
42 (on Page 13).

Answer:
101, 111, 131
There are many more.

10. Watch this video about the Monty Hall problem:

https://www.youtube.com/watch?v=Xp6V_lO1ZKA&t=238s
You can also find it on YouTube by searching for: “Probability and the Monty Hall problem |
Probability and combinatorics | Precalculus | Khan Academy”
Answer these questions based on what you learned in the video:

a. Why is the probability of winning when you switch = 2/3 ?
Answer:
We need to compare the probabilities of winning and losing for each strategy.
Strategy 1: Never Switch
In this case, the probability of winning remains the same even after the host shows the goat
behind one of the other two curtains. Similarly, the probability of losing does not change either,
since no further action is taken.
So, the probability of winning is the probability of picking the car correctly by sheer chance,
which is 1/3.
So, the probability of losing is 1 - 1/3 = 2/3
Strategy 2: Always Switch

When we always switch, the thing to realize is that we can only win if we initially picked one of
the goats. Since we always switch after the host shows us the goat, the only thing that is left to
chance is what we picked initially. What is the probability of picking one of the two goats?
P(Picked Goat 1 or Picked Goat 2) = P(Picked Goat 1) + P(Picked Goat 2) = 1/3 + 1/3 = 2/3
So, the probability of winning is 2/3.
And we can lose in this scenario only if, initially, we had picked the car. What is the probability
of picking the car? P(Picked Car) = 1/3
So, comparing the probability of winning in the two different strategies, it’s clear that it is
double when the strategy to always switch.
Rubric: I have provided the full reasoning for this puzzle here. Assign 5 marks if the student
provides reasoning that corresponds to the section highlighted in yellow.
b. Imagine a variation of the Monty Hall problem where there are four doors, three goats and
one car. What is the probability of winning the car when your strategy is to never switch after
the host shows you a goat behind one of the other doors?
Answer:
Since the strategy is to never switch, it does not matter what the host shows us.
The probability of winning is simply the probability of picking the car by sheer chance.
P(winning car when we never switch) = ¼
Rubric: 5 marks if this or analogous reasoning is provided

11. A farmer needs to get a dog, a rabbit, and a basket of carrots across a river. The farmer has
a small boat that will only stay afloat carrying the farmer and one of the animals or the farmer
and the carrots. The farmer cannot leave the dog alone with the rabbit because the dog will eat
the rabbit. The farmer cannot leave the rabbit alone with the carrots because the rabbit will eat
the carrots. How can the farmer get across the river with the critters and the carrots?
Answer:
1. Farmer crosses with the rabbit, leaving the dog and the carrots behind.
2. Farmer leaves the rabbit on the far side and crosses back.
3. Farmer crosses over with the dog.
Status check: Rabbit and dog are on far side with the farmer, carrots are on the near side.
4. Farmer crosses back with the rabbit.

5. Farmer drops off the rabbit, picks up the carrots and crosses over with the carrots.
Status check: Carrots and dog are on far side, rabbit is on the near side.
6. Farmer crosses back to pick up the rabbit.

7. Farmer crosses over to the far side with the rabbit.
Status check: Carrots, rabbit and dog are on far side with the farmer.
Rubric:
10 marks if all three animals are on the far side without any violations during the crossings.
-3 marks if dog and rabbit are together without the farmer

-3 marks if rabbit and carrots are together without the farmer
-1 if farmer crosses with more than one animal

-1 if farmer crosses with an animal and the carrots
-10 if farmer crosses with all three together.

Rubric:
5 marks for each part of Q 12 if answer is correct and correct reasoning provided.
0 marks if no reasoning provided.
4 marks if reasoning is correct but mistakes in calculations.
12. Counting at Gauss’ party

a. If 15 people greet each other at a meeting by shaking hands with one another, how many
handshakes will take place?
Answer:
Each person has to shake hands with 14 other people. But each handshake accounts for two
people. So, number of handshakes: 15 x 14 / 2 = 105.
Alternatively, it is the sum of series:

14 + 13 + 12 + … 3 + 2 + 1 = S
Two ways to calculate this sum:

S + S =
14 + 13 + 12 + … + 3 + 2 + 1
+ 1 + 2 + 3 + … + 12 + 13 + 14
15 + 15 + 15 + … + 15 + 15 + 15 = 15 * (14) = 2S
S = 15 * (14) / 2 = 105
14 + 13 + 12 + … + 10 + 9 + 8
+ 1 + 2 + 3 + … + 5 + 6 + 7
15 + 15 + 15 + … + 15 + 15 + 15 = 15 * (7) = 105
b. Find the sum of the first 15 natural numbers.
Answer:
Either using the formula Sum = n(n+1)/2 and setting n=15:
15(16)/2 = 15*8 = 120
Or simply adding 15 to the sum of the first 14 natural numbers, which is 105 (as calculated in
part a): 15 + 105 = 120.
OR:
S = 1 + 2 + 3 + … + 13 + 14 + 15
S + S =
1 + 2 + 3 + … + 13 + 14 + 15
+ 15 + 14 + 13 + … + 3 + 2 + 1
16 + 16 + 16 + … + 16 + 16 + 16 = 16 * (15) = 2S
S = 16 * (15) / 2 = 8 * 15 = 120
OR:
S = 1 + 2 + 3 + … + 13 + 14 + 15

S – 15 = 1 + 2 + 3 + … + 12 + 13 + 14 = S’
And:
14 + 13 + 12 + … + 10 + 9 + 8
+ 1 + 2 + 3 + … + 5 + 6 + 7
15 + 15 + 15 + … + 15 + 15 + 15 = 15 * (7) = 105 = S’
S – 15 = 105
S = 105 + 15 = 120

13. Muzzammil, Zarmeen, Runaas, and Eemaan are attending UCP. One student is a computer
science major, one is a chemistry major, one is a business major, and one is a biology major.
From the following clues, determine which major each student is pursuing.
a. Muzzammil and the computer science major are next-door neighbors.
b. Zarmeen and the chemistry major have attended UCP for 2 years. Runaas has attended UCP
for 3 years, and the biology major has attended UCP for 4 years.
c. Eemaan has attended UCP for fewer years than Muzzammil.
d. The business major has attended UCP for 2 years.
Answer:
Computer Science Chemistry (2y) Business (2y) Biology (4y)

Muzzammil x.a x x y.c
Zarmeen (3y) y x.b x.b.d x.b.b
Runaas (3y) x y x.b.d x.b
Eemaan x x y.c x
Rubric:
10 marks if correctly identified each student’s major with reasoning similar to above.
-2 for each incorrect major
-2 in case one student is assigned more than one major
-2 in case one major is assigned to more than one student

14. Map Coloring The following map shows seven countries in the Indian subcontinent. Four
colors have been used to color the countries such that no two bordering countries are the same
color.
a. Can this map be colored, using only three colors, such that no two bordering countries are
the same color? Explain.
Answer:
Myanmar, Bangladesh and India need to have different colours since all three have borders
with each other.
But Pakistan does not border either of them, so it can be coloured pink or yellow and that way,
we can use just three colours.
Rubric:
5 marks if this or similar reasoning is provided.
0 marks if no reasoning is provided (regardless of the yes/no response).

b. Can this map be colored, using only two colors, such that no two bordering countries are the
same color? Explain.
Answer:
Myanmar, Bangladesh and India need to have different colours since all three have borders
with each other.
So, no, three is the minimum number of colours required for this map, if we wish all bordering
countries to have different colours.
Rubric:
5 marks if this or analogous reasoning is provided.

15. The following bar graph shows the percents of the U.S. population, age 25 and over, who
have attained bachelor’s degrees or higher for selected years from 1940 to 2000.
a. During which 10-year period did the percent of bachelor’s degree or higher recipients
increase the most?
Answer:
Between 1970 and 1980.

Or
In the 1970’s.
Rubric: 5 marks
b. What was the amount of that increase?

Answer: 16.2 – 10.7 = 5.5
Rubric: 5 marks

16. Palindromic numbers read the same from left to right as they read from right to left. For
instance, 37,573 is a palindromic number. Find the smallest palindromic number larger than
1000 that is a multiple of 5.
Answer:
It has to be a number with 5 in the units digit as 0 in the units digit would require having 0 in
the thousands digit. Which would effectively make it less than 1000.
So: ____ ____ ____ _5_

_5_ ____ ____ _5_
_5_ _0_ _0_ _5_
Rubric:
10 marks if clear reasoning is provided
5 marks if the reasoning is sketchy
0 marks if no reasoning
17. Is the set of natural numbers a proper subset of the set of whole numbers?
Hint: Table on Page 33 of the book
Answer: No because the set of whole numbers includes 0 while the set of natural numbers
does not.
Rubric: 5 marks if reasoning is provided, 0 marks if no reasoning
18. Is the set of real numbers a proper subset of the set of rational numbers?
Hint: Table on Page 33 of the book
Answer: No, because, in fact, the set of rational numbers is a proper subset of the set of real
numbers.
Rubric: 5 marks if reasoning is provided, 0 marks if no reasoning
19. List all the subsets of the following sets:

a. {s, u, n}
Answer:
Sets with no elements: {}
Sets with one element: {s}, {u}, {n}
Sets with two elements: {s, u}, {s, n}, {u, n}
Sets with three elements: {s, u, n}
Rubric:
3 marks if all subsets listed
-0.5 if any subset is missing
-0.5 for each pair of duplicates
Minimum in case of negative marking: 1
b. {aanna, dawaana, chawanni, athanni}

Answer:

Shortening element names to a, d, c and t:

Sets with one element: {a}, {d}, {c}, {t}
Sets with two elements: {a, d}, {a, c}, {a, t}, {d, c}, {d, t}, {c, t}
Sets with three elements: {a, d, c}, {a, d, t}, {a, c, t}, {d, c, t}
Sets with four elements: {a, d, c, t}
Rubric:
Minimum in case of negative marking: 1.5
c. {I, II}
Answer:
Sets with one element: {0}, {1}
Sets with two elements: {0, 1}
Rubric:
Minimum in case of negative marking: 0.5

20. Draw Venn diagrams to check whether the following pairs of expressions are equal for all
sets A, B and C:
a. A’ ⋃ (B ⋃ C) and (A’ ⋃ B) U (A’ ⋃ C)
Answer:
A B
v ii vi
i
iv iii
viii vii
C
Regions in (B ⋃ C): {i, ii, iii, iv, vi, vii}

Regions in A’ ⋃ (B ⋃ C): {i, ii, iii, iv, vi, vii, viii}
Regions in (A’ ⋃ B): {iii, vi, vii, viii} ⋃ {i, ii, iii, vi} = {i, ii, iii, vi, vii, viii}
Regions in (A’ ⋃ C): {iii, vi, vii, viii} ⋃ {i, iii, iv, vii} = {i, iii, iv, vi, vii, viii}
Regions in (A’ ⋃ B) U (A’ ⋃ C): {i, ii, iii, vi, vii, viii} ⋃ {i, iii, iv, vi, vii, viii}
= {i, ii, iii, iv, vi, vii, viii}
As the number of regions in both expressions is the same and as we have not specified any
limitations on the size or nature of these sets or the relations between them, we have proved
that the two expressions are equal for all sets A, B and C.
Rubric:
5 marks if answer is correct and working is provided as above or by correct sketching and
shading of Venn diagrams
2 marks if partial reasoning provided
b. A ⋂ (B’ ⋂ C) and (A ⋃ B’) ⋂ (A ⋃ C)
Answer:
A B
v ii vi
i
iv iii
viii vii
C

Regions in (B’ ⋂ C): {iv, v, vii, viii} ⋂ {i, iii, iv, vii} = {iv, vii}
Regions in A ⋂ (B’ ⋂ C): {iv}
Regions in (A ⋃ B’): {i, ii, iv, v} ⋃ {iv, v, vii, viii} = {i, ii, iv, v, vii, viii}
Regions in (A ⋃ C): {i, ii, iii, iv, v, vii}
Regions in (A ⋃ B’) ⋂ (A ⋃ C): {i, ii, iv, v, vii}
As the two expressions include different regions, and as we have not limited the three sets or
the relations between them in any way, we have proved that for any three sets A, B and C, these
two expressions are not equal.
Rubric:
5 marks if answer is correct and working is provided as above or by correct sketching and
shading of Venn diagrams
2 marks if partial reasoning provided

21. Draw a Venn diagram with each of the given elements in the correct region:
U = {e, h, r, d, w, s, t }
A = {t, r, e}
B = {w, s, r, e}
C’ = {s, r, d, h}
Answer:
First, work out C.
C= (C’)’ = {e, w, t}
U
A B
r s
e
t w
d, h C
Rubric:
10 marks if correct elements identified for each region.
-1 for each incorrectly placed element

22. A Television Survey A survey of 250 families in a housing society was taken to determine
how they acquired their television service. The survey found that the families acquired their
television service through a cable service, through a satellite service (dish antenna), or by
using a regular antenna. Of the families surveyed:
 155 used a cable service.
 142 used a satellite service.
 80 used an antenna.
 64 used both a cable service and a satellite service.
 26 used both a cable service and an antenna.
 55 used both a satellite service and an antenna.
 14 used all three methods to acquire their television service.
How many of the families in the survey:
a. used only a cable service to acquire their television service?
b. used only a satellite service to acquire their television service?
c. did not use any of the three methods?
Answer:
In this Venn diagram, the numbers represent the size of each region:
U
A S
80 – 55- 142 –
(55-14) - 14
(55-14) -
26
14 64
250-80 –
26-14 64-14
(142 –
(55-14) - 155 – (64-
64) – 14) - 26
155 - 26 C
U
A S
13 41 37
14
12 40
4 89
C
a. 89 families used only a cable service

b. 37 families used only a satellite service
c. 4 families did not use any of these methods

Rubric:
3+3+4 marks if correct answers supported by Venn diagram or other clear and correct
reasoning
0 if no reasoning provided
-1 from each incorrect answer, as long as serious attempt at reasoning is made

23. A Famous Puzzle The mathematician Augustus De Morgan wrote that he had the
distinction of being x years old in the year x2. He was 43 in the year 1849.
a. In which year was Augustus De Morgan born?
Answer:
He was born 43 years before 1849, that is, in 1806.
Rubric:
3 marks if correct answer. No deduction for silly mistake.
0 if incorrect answer
b. Explain why people born in the year 1980 might share the distinction of being x years old in
the year x2.
Note: Assume x is a natural number.
Answer:
We need to look a number between 1980 and 2080 that is the square of another natural
number. With the assumption that people born are highly unlikely to live to 100.
402 = 1600
502 = 2500
452 = 2025
Someone born in 1985 will be 45 years old in 2025, that is, in 452.
Rubric:
7 marks if correct and sensible reasoning similar to above is provided
4 marks if correct but partial reasoning provided
c. What is the next year after 1980 for which people born in that year might be x years old in
the year x2.
The next natural number after 45 is 46. Doing the calculations:
462 = 2116
2116 – 46 = 2070
So, someone born in 2070 will be 46 years old in 2116, that is, in 462.

24. If it were two hours later, it would be half as long until midnight as it would be if it were an
hour later. What time is it now?
‫اگر ابھی سے دو گھنٹے کے بعد کی بات کریں تو رات کے بارہ بجٹے میں جننا وقت رہنا وہ ابھی سے ابک گھنٹے بعد کی نسبت آدھا ہوگا۔ ابھی کنا وقت‬
‫ہوا ہے؟‬
Answer:
Understand problem:
Let’s call the present time t.
We need to carefully extract the mathematical relationship from this statement.
Devise plan:
Now, writing the sentence as an expression:
24 – (t + 2) / 24 - (t + 1) = 1/2
Carry out plan:
Solving this expression, we get t = 21
Review solution:
If the current time is 9 pm, then two hours from now is 11 pm and one hour from now is 10
pm. And it is half as long until midnight from 11 pm compared to 10 pm.
Rubric:
13 marks if correct answer and adequate reasoning similar to the above is provided
8 marks for correct but partial reasoning, regardless of response
+2 marks if solution is reviewed/checked

25. How many children are there in a family wherein each girl has as many brothers as sisters,
but each boy has twice as many sisters as brothers?
‫ مگر ہر بنٹے کے جنٹے بھائی ہیں اس سے دو گنا زبادہ بہنیں ہیں۔ اس خابدان‬،‫ابک خابدان میں ہر بنٹی کے ا تٹے ہی بھائی ہیں کہ جنٹی بہنیں ہیں‬
‫میں کل کنٹے بچے ہیں؟‬
Answer:
Understand the problem:

Each girl has the same number of brothers as sisters
Each boy has twice the number of sisters as brothers
The number of siblings is small because removing one boy creates a doubling effect for boys.
Devise plan:
Let’s represent the number of boys by b and the number of girls by g.
For each girl:

number of sisters = g-1, number of brothers = b
g-1 = b
For each boy:
number of sisters = g, number of brothers = b-1
g = 2(b-1)
Let’s solve these two equations.
Carry out plan:

As g=2b-2,
(2b-2)-1 = b
=> 2b-3 = b
=> b = 3
And as g-1=b
=> g=b+1 => g = 3+1 = 4
So, total number of children in the family: 3+4 = 7
Review solution:
Each girl has three sisters (three girls apart from herself) and three brothers.
Each boy has two brothers (two boys apart from himself) and four sisters.
Rubric:
10 marks if correct solution with reasoning provided
5 marks if incomplete reasoning provided

26. Floor Design A square floor is tiled with congruent square tiles. The tiles on the two
diagonals of the floor are blue. The rest of the tiles are green. If 101 blue tiles are used, find the
total number of tiles on the floor.
Note: The following figure is not drawn to scale.
Answer:
Let’s first try to solve the smallest such problem, that is, for a floor with nine tiles, in a 3x3
arrangement.
Then there are five blue tiles, four in each corner, plus one in the middle.
B = 4+1 = 5
G = 9-5 = 4
The next size of the problem is a 4x4 tiling. This is basically the 3x3 tiling with a border of tiles
around it.
So, B = 5 (from the 3x3 tiling) + 4 (for each corner) = 9
G = 16 (total tiles) – 9 = 7
The next size is 5x5. Again, we get four new blue tiles.
Devise plan:
In a tiling of t by t, the number of “rings” is (t-1)/2. And each “ring” adds 4 blue tiles. Plus the
centrepiece tile.
Carry out plan:

Working backwards from 101 blue tiles, this means that each ring has added 4 tiles to the
centrepiece tile. So, there are 100 blue tiles, in sets of 4, each set being the 4 corners of its
“ring”. So there are 100/4 = 25 rings.
So, it is a tiling of: 25 = (t-1)/2
=> 50 = t-1
=> t = 51
A tiling of 51 x 51.
So, the total number of tiles=51*51 = 2601 tiles
Review solution:
Looking at any half of a diagonal, it contributes 25 blue tiles. As there are four half-diagonals,
that makes 100 blue tiles, plus the centrepiece. That makes 101 blue tiles.

If there are 25 tiles on a half-diagonal, then that must mean that any one side of the floor has
(25*2) + 1 = 51 tiles.
Rubric:
13 marks if all the reasoning is clear and correct

+2 if solution is reviewed
No deductions for silly mistakes
8 marks if partial, correct reasoning provided

27. Navigation and networks Alia wants to walk from point A (top-right of map) to point B
(bottom-left of map), avoiding points C and D.
How many direct routes can Alia take?
B D
We need to make sure we don’t count any direct route that goes through C, or through D.
Are there any direct routes that go through both C and D? No
Devise Plan:
Count the total number of direct routes from A to B. Let’s call that RT.
Count the number of direct routes from A to B, via C. Let’s call that RC.
Count the number of direct routes from A to B, via D. Let’s call that RD.
The answer will be: RT – RC – RD
Carry out plan:

Let’s find the total number of direct routes from A to B:
1 1 1 1
A
4 3 2 1
C
5 4
10 6 3 1
19 9 3
B 24 D
So, RT = 24
The number of direct routes from A to C is 3.
Let’s count the number of direct routes from C to B:
1
C
1 1
2 1
3 1
B4 D
So, the number of direct routes from A to B, via C, RC = 3 * 4 = 12.
There are three direct routes from A to D.

And only one direct route from D to B.
So, the number of direct routes from A to B, via D, RD = 3 * 1 = 3
So, the number of direct routes from A to B, without passing through C or through D = 24 – 12 –
3 = 9.
Review solution:
Count the routes, only zero out the counts for C and D:
1 A
1 1 1
1 C 0 2 1
2 1
4 3 3 1
B 9 7 3 0
D

Rubric:
13 marks if correct reasoning provided (either the method in the plan or in the solution
review)
+2 if solution is reviewed correctly
No deduction for silly mistakes
8 marks if correct but partial reasoning provided

Please include this declaration of originality of your work in your assignment with your
signature:
DECLARATION:
I am aware of and understand the University’s policy on plagiarism and I certify that
this assignment is my own work, except where indicated by referencing, and that I
have followed the good academic practices noted above
Signed ...........................................................................................................................

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Logical Thinking, Fall 2020

Please read the following instructions:

2. Plagiarism or Cheating is not allowed. Even if you cheat in only one

3. Some of the questions are from Chapter 1 of the book. Contact me in

Total marks: 270

Assignment #2 30-Nov-20 Page 1

Your not-so-secret powers – Polya’s recommended problem-solving techniques

■ Make a list of the known information.

Link to download book:

Assignment #2 30-Nov-20 Page 2

Start Player #1, Move #1 Player #2, Move #1

Player #1, Move #2 Player #2, Move #2 Player #1, Move #3

Player #2, Move #3 Player #1, Move #4 Player #2, Move #4

Player #1, Move #5 Player #2, Move #5 (…)

Assignment #2 30-Nov-20 Page 3

Start Player #1, Move #1 Player #2, Move #1

Player #1, Move #2 Player #2, Move #2 Player #1, Move #3

Player #2, Move #3 Player #1, Move #4 Player #2, Move #4

Player #1, Move #5 Player #2, Move #5 (…)

Assignment #2 30-Nov-20 Page 4

Start Player #1, Move #1 Player #2, Move #1

Player #1, Move #2 Player #2, Move #2 Player #1, Move #3

Player #2, Move #3 Player #1, Move #4 Player #2, Move #4

Player #1, Move #5 Player #2, Move #5 (…)

Assignment #2 30-Nov-20 Page 5

Assignment #2 30-Nov-20 Page 6

Assignment #2 30-Nov-20 Page 7

5 marks for each part of Q2, if performed correctly

3 marks for a decent effort

0 marks for consistently playing the game incorrectly

Assignment #2 30-Nov-20 Page 8

Rubric for Q3:

a. 1, 8, 27, 64, 125, ?

Answer: 63 = 216, as each number is the cube of a natural number.

b. 3/5, 5/7, 7/9, 9/11, 11/13, 13/15, ?

c. 2, 7, -3, 2, -8, -3, -13, -8, -18, ?

Rubric for Q4 and Q5:

5 marks each if correct answer with supporting inductive reasoning.

Assignment #2 30-Nov-20 Page 9

The data in this table may help you:

Length of Pendulum Period (in heartbeats)

Assignment #2 30-Nov-20 Page 10

7. Open Page 12 of the book and attempt the following questions:

17 (on Page 12).

19 (on Page 12).

21 (on Page 12).

23 (on Page 12).

24 (on Page 12).

Assignment #2 30-Nov-20 Page 11

8. Determine whether the following arguments are inductive or deductive:

Argument Inductive Deductive

we know that the product of 11 and a multiple of 101 is

Assignment #2 30-Nov-20 Page 12

33 (on Page 13).

36 (on Page 13).

38 (on Page 13).

39 (on Page 13).

42 (on Page 13).

Assignment #2 30-Nov-20 Page 13

10. Watch this video about the Monty Hall problem:

Answer these questions based on what you learned in the video:

Strategy 2: Always Switch

Rubric: 5 marks if this or analogous reasoning is provided

Assignment #2 30-Nov-20 Page 14

So: _5_