In the first two weeks, I learned CSC165 is the course that
help us to understand programming and math languages, which needs precision.
Then, the main thing we learned is quantifies.Quantifies are symbols including a variable that indicates the degree of generality of the expression in which the variable occurs. The symbols include Universal Claim(∀), existential claims(∃), negation(¬) etc.
The sentence comprised by the symbols is called statement. And there is also a negation for the statement. For example, if the statement states that "there is no female students in computer science specialist". Then, the negation will be "there exist at least one female student in computer science specialist", but not "there is no male student in computer science specialist."
The statements also need to be precise. For example, the sentence " The students go to school in the morning." is not precise enough. Because "the students" doesn't show the number of students and the information for students either. "The school" doesn't show which school it is and "morning" doesn't show the exact time.
Then, the converse, contrapositive and negation of a statement is defined. Converse is the reverse of the original implication. Contrapositive is the toggled and reversed implication. Negation is the statement which false the original sentence.
eg. the original statement is: ∀ x ∈ E, F(x) ⇒ L(x)
the converse of it is: ∀ x ∈ E, L(x) ⇒ F(x)
the contrapositive of it is: ∀ x ∈ E, ¬ L(x) ⇒ ¬ F(x)
the negation of it is: ∃ x ∈ E, F(x) ⇒ ¬ L(x)
Then, the converse, contrapositive and negation of a statement is defined. Converse is the reverse of the original implication. Contrapositive is the toggled and reversed implication. Negation is the statement which false the original sentence.
eg. the original statement is: ∀ x ∈ E, F(x) ⇒ L(x)
the converse of it is: ∀ x ∈ E, L(x) ⇒ F(x)
the contrapositive of it is: ∀ x ∈ E, ¬ L(x) ⇒ ¬ F(x)
the negation of it is: ∃ x ∈ E, F(x) ⇒ ¬ L(x)
It cleared up many confusion I had for the different claims. :) Awsome.
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