21 May EXPLAIN AND JUSTIFY YOUR ANSWER WITH REFERENCE TO THE MEANING OF EACH OF THESE TERMS.
Tutor-marked Assignment 1
Weight: This exercise is worth 15% of the final grade.
Due: After completing Unit 2 of Study Guide I
We suggest that you review Units 1 and 2 of Study Guide I, then complete this assignment
without using books or notes. Doing so will help you prepare for the final examination.
Once you have finished, feel free to go back to Units 1 and 2 to check any points you are
not sure of, then if you wish to revise your answers you may. Once you are satisfied with
your completed assignment, use the assignment drop box on the course home page to
submit it to your tutor for marking. It will be returned to you so that you can see where
your strengths and weaknesses lie.
Part A (30%)
Instructions: Determine whether the following passages contain arguments, explanations,
or descriptions. Explain and justify your answer with reference to the meaning of each of
these terms.
Example: The film Patch Adams was an illuminating portrayal of medical education
because it highlighted the importance of treating patients as people and not just as
the locations of disease.
Govier, Trudy. A Practical Study of Argument, 5th ed. Belmont, CA: Wadsworth, 2001, p. 43.
Answer: This passage contains an argument because the author is attempting to
convince the reader that Patch Adams is an illuminating portrayal of medical
education, on the basis of the premise that this film shows how important it is to treat
patients as persons, not as examples of diseases.
1. The Surprise Quiz that Never Happens
A logic teacher announces, “There will be a surprise quiz given during one of the next
three class-meetings.†. . . [A student in the class claims that] such a quiz is impossible.
Here’s the proof: Will the quiz be given during the third meeting of class? If it were,
then the quiz wouldn’t have taken place during either of the first two classes. At the
end of the second class, we’d know that the quiz must happen during the third class,
so we would be able to figure out the date of the quiz in advance. So a quiz during the
third class wouldn’t be a surprise. Therefore, the surprise quiz can’t happen during
the third class. So will it happen during the second? We already know that it can’t
Philosophy 252: Critical Thinking / Tutor-marked Assignment 1
happen during the third class. At the quizless end of the first class, we’d be able to
figure out that there must be a quiz during the second class. Thus a quiz during the
second class wouldn’t be a surprise. So it follows that the quiz couldn’t take place
during the second class either. The only remaining possibility is the first class; but we
know this, so that wouldn’t be a surprise either. It follows that a surprise quiz is
impossible.
Martin, Robert M., There Are Two Errors in the Title of This Book: A Sourcebook of
Philosophical Puzzles, Problems, and Paradoxes. Peterborough, ON: Broadview Press,
2002, p. 81.
Answer: This passage contains an argument because the author is trying to convince
readers that the possibility of a surprise quiz is impossible, based on the premises
provided that – if the quiz were to be on the first day, the quiz would be anticipated. If
the quiz was not held on the first day, it would be expected to be on the second day. And
if the quiz were not held on either of the first two days, it would be held on the third day.
This provides proof in support of the conclusion, “that a surprise quiz is impossible.â€
2. A Heavenly Perfume
In Egypt, Persia, and Japan, orris powder was made from the dried root of the iris and
used prodigiously in the art of perfumery. Orris has an odor not of iris but of violets.
Until the recent development of chemical scents, most violet-perfumed products
were made from orris, it being cheaper to produce than violet extract. Orris also has
the ability to strengthen the odors of other perfumed substances and has been used
for centuries as a fixative in the manufacture of powders and perfumes.
Orris came to prominence in Europe during the excesses of the French court prior to
the Revolution. It was used to mask the unpleasant smells of stale body odor
prevalent in high society, since bathing was considered unhealthy. One story tells of
an argument between Louis XIV and his mistress Madame de Montespan that
concluded with the lady telling the king that, for all her faults, she didn’t smell as
badly as he.
Orris powder was employed to scent and preserve the odoriferous and often liceinfested coiffures of the French aristocracy. Orris was mixed with flour to make a
stiffener, so that the hair could be molded into fanciful sculptures studded with
ribbons, pearls, beads, and artificial flowers.
Large quantities of Iris germanica var. florintina are grown in Mexico today for their
roots, which are shipped to France for use in the cosmetic industry.
2
Philosophy 252: Critical Thinking / Tutor-marked Assignment 1
Smith, Andrew. Strangers in the Garden: The Secret Lives of Our Favorite Flowers. Toronto:
McClelland and Stewart, 2004, p. 83.
Answer: This passage contains a description because the author is describing what orris
powder is, including a detailed description of the history of orris powder, how orris
powder is made, and its uses in perfumed-products, the cosmetic industry, and in history.
3. Why does passing an electric current through the metal filament of a light bulb
produce light? The explanation is that the electrical energy makes the electrons in
some of the atoms of the filament metal jump outward to an orbit with a higher
energy level. This higher orbit is unstable, and after a while the electron will pop back
into its original orbit; when it does this, it emits energy in the form of light.
Martin, Robert M., There Are Two Errors in the Title of This Book: A Sourcebook of
Philosophical Puzzles, Problems and Paradoxes. Peterborough, ON: Broadview Press,
2002, p. 165.
Answer: This passage contains an explanation regarding energy in the form of light,
specifically about the conduction of an electric current through metal objects, and the
behavior of the electrons involved in this exchange of energy.
4. I don’t understand why people object to using animals for medical research. First,
medical research leads to our understanding of disease and disease prevention. This
provides the foundation for the effective treatment of disease and the saving of lives.
Even though there is the possibility that animals may suffer, researchers are always
trying to minimize that suffering. If there was a choice between using animals in
medical research and saving human lives or not using animals and putting human
lives in jeopardy, which alternative do you think most people would support?
Answer: This passage contains an argument because the author is trying to convey the
controversial subject of animal testing, and concluding that animal testing be done on
animals in substitute of humans. The premises provided support the conclusion, in that
to understand disease prevention and treatments, a scientific study would be practiced
on animals to save human lives.
5. I’ve often wondered how they get the caramel into the Caramilk chocolate bars. At
first I thought they used large syringes to inject the bars with the caramel but that’s
silly. I did some research and found out that they simply use moulds. They pour the
top half of the chocolate into the moulds, once they are cool they fill them with
caramel and then pour the bottom half of the chocolate bar.
Philosophy 252: Critical Thinking / Tutor-marked Assignment 1
Answer: This passage contains a description of Caramilk chocolate bars, and how they are
made, specifically how the caramel is injected into the chocolate bars.
6. It is often
said that natural peanut butter is a better option than processed peanut
butter for those looking to lose weight. But if you take a look at the calorie count for 1
tablespoon of natural peanut butter that contains only peanuts, compared to that of
processed peanut butter that has sugar added, this claim comes into doubt. Kraft
processed whipped peanut butter has 70 calories per tablespoon whereas Adams all
natural peanut butter has 100 calories per tablespoon. In terms of calorie
consumption, natural and processed peanut butter are not much different.
Answer: This passage contains an argument because the author is trying to convey to the
audience the conclusion that, “in terms of calorie consumption, natural and processed
peanut butter are not much different.†The premises provided the difference between the
two items, and the quantitate date supporting the conclusion.
Part B (50%)
Instructions: Determine whether the following passages contain arguments. If so, analyze
and diagram all arguments contained in the passage by bracketing and labeling the
premises and conclusions in the passage and then diagramming them by using the circled
numbers, direction arrows and brackets as shown in Units 1 and 2 of Study Guide I. If
they are not arguments, determine whether the following passages contain explanations
and descriptions. Explain and justify your answer with reference to the meaning of each
of these terms.
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