• Description

Logic permeates the entire scientific world and contributes, directly or indirectly, with the rigor that characterizes it. It is a basic knowledge for all scientific disciplines, and especially for computer science, both in its theoretical aspect and in the most practical and applied aspect.

The logical foundations that this subject provides are projected towards other subjects of the computer science degrees. Given this fundamental nature, logic is located at the initial levels of these degrees, close to other fundamental subjects such as algebra and calculus, and also close to subjects in the areas of programming or computer architecture.

• The subject within the syllabus as a whole

The Logic subject is related to the other subjects of a mathematical nature and provides students with the logical-mathematical foundations that will facilitate the study of subsequent subjects in different areas of knowledge.

It is fundamental for the entire area of programming languages because of its importance in providing algorithms with a good logical structure, and because of its relevance in the verification and formal derivation of algorithms.

It is also essential for the study of database subjects that follow the relational model as a data model, since the standard language is based on predicate logic, SQL, for its manipulation.

Finally, it provides the necessary knowledge for the study of subjects in the area of computer technology, since the correct operation of hardware requires a good logical design.

• Professional fields to which it applies

The Logic subject enhances skills that are useful and important when interpreting and analyzing problems, as a preliminary step to solving them mechanically. One of the objectives is to learn to formalize using logical language. In the professional activity of computer science, the task of proposing mechanized solutions to problems that are often poorly or poorly specified is common. The skills and aptitudes necessary to formalize and to validate or refute reasoning are, fundamentally, the same ones that allow detecting the problems of a poorly or not at all correct specification.

Day by day artificial intelligence and its methods gain importance in many professional fields related to computer science. In that case, logic would be an excellent introductory tool.

• Prior knowledge

It does not require any specific prior knowledge, except those that are essential for access to technical degrees at the University.

• Information prior to enrolment

It does not require having previously taken other subjects of the degree.

• Learning objectives and results

General objective:

• To know the fundamentals of the logic of statements and predicates and know how to apply their basic methodologies.

Competences:

• Specific competence of the degree:
  • Ability to understand and use the scientific bases of software development to analyze each problem at the appropriate level of abstraction for each situation and to apply the acquired skills and knowledge to address and solve it.
• Competences of the course:
  • To learn to formalize natural language expressions using predicate logic.
  • To acquire skills to validate reasonings in predicate logic using the natural deduction method.
  • To acquire skills to validate reasonings in predicate logic using the resolution method.
  • To understand semantics of logic and know how to apply it in the validation of reasonings.

• Content

The content of the course is divided into two didactic modules that have a remarkable interrelation between them.

Module 1: Logic of statement

• Logic of statements and its language
• Natural deduction
• Truth and falsehood: alternative and complement of natural deduction
• The algebra of statements
• Resolution

Module 2: Predicate Logic

• Predicate logic and its language
• The natural deduction
• Truth and falsehood in predicate logic
• Normal forms
• Resolution

As it can be seen in this table of contents, the topics of the first module are repeated in the second. The variation consists of the formalism used (more complex in the second part than in the first one).

In addition, there are two more modules that are not evaluable and that remain as annex and extension material. 

Module 3: Logic and Boolean Algebra

Module 4: Set Theory

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

Textual modules.

Four textual modules published by the UOC. All the concepts that are exposed in the learning modules are illustrated with examples. In addition, each module contains a number of self-assessment exercises, all of them solved.

Educational software.

The UOC has developed educational software that facilitates and supports the learning of the most important topics of the course. It allows solving different exercises, guiding and informing about the correctness or not of the solutions. It is a tool that that is also used in self-assessment and continuous assessment.

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model