Life, the Universe, and Everything

A Course Blog for GET1029/GEK1067

Category: Quiz (page 2 of 3)

Quiz 05 Hints

  • Question 1

Do watch the question as it was phrased–“Given the concepts introduced in class, whose statement, if true, will undermine Lena’s position (i.e., make it more likely to be false)?

  • Question 2

Note that the options only claim that someone has a correct understanding of the concept of political authority, not that everything the person has stated is true.

  • Question 3

Note that the question refers to every instance of the “Sam” Argument. Hope this isn’t mysterious. Remember that I introduced “Sam” as an “Argument Template” (see Slide #16). Each time you fill in a different “X”, you get a different “instance” of the “Sam” Argument. For Lena–she’s basically saying that if you take any government + private pair, different moral standards properly apply to them. Some of you seem to be having trouble parsing the participle clauses in what Bern and Will said. Basically, “A’s being F is a sufficient condition for B’s being G” = “A is F” is a sufficient condition for “B is G“, etc.

  • Question 6

See the Q/A for W06 and look for the bit that begins “You can hold everyone to the same general standards while…” for a hint.

  • Question 8

You can interpret what Gene says as meaning: “A contract may not be necessary. They may be other good reasons for enforcing the proposed rule, e.g., to preserve our sanity.” And do remember you can focus on each person’s second sentence.

Quiz 04 Debrief

The outcome is ok (median = 5), but many more of you were thrown off by Questions 6 and 7 than we originally anticipated. Click through to see…

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Podcast Episode #04

On the quizzes, with a current student guest!

Quiz 03 Debrief

Your average scores are increasing–good job! If you are still struggling with the quizzes, please do reach out to your tutors to see how you can improve. Click through to see… (Question 8 now updated.)

 

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Quiz 03 Hints

  • Question 4

Added a clarifying note to Options A and B–basically, you only need to figure out if Josh was at least objecting to the mentioned premise, not whether he is successful, or non-question begging, in his attack, etc.) Someone asked for help re: Option C. Ok, here’s how you can break it down:

  • A Utilitarian (who previously believes that the Utilitarian Argument against the consumption of factory-farmed meat is sound),
  • but who now agrees with Josh,
  • will have to stop believing that the Utilitarian Argument against the consumption of factory-farmed meat is sound,
  • if she wants to have consistent beliefs.

Another student asks if it makes a difference that Josh’s argument is about whether one should support the existence of factory-farms, while the Utilitarian Argument against the consumption of factory-farmed meat. Yes, these aren’t exactly the same things. But that doesn’t mean the things that Josh said aren’t relevant. You can still think whether what he said constitutes an attack on one of the premises of the Utilitarian Argument against consuming factory-farmed meat, or whether it attacks a premise of the Puppy Argument, or whether a Utilitarian who agrees with Josh would have to abandon the Utilitarian Argument against the consumption of factory-farmed meat, or whether a Utilitarian who agrees with Josh would have to say that shutting down factory-farms is morally wrong, etc.

  • Question 5

Read Norcross carefully–and don’t conflate issues to do with whether a being can be a moral agent with issues to do with whether it can be a moral patient, even though some creatures can be both. (Someone can be both tall and studious; but the basis for the two qualities are quite different.) And if you want to up the stakes a bit to “which of the above statement(s) is/are definitely true?” just to help yourselves focus, that’s fine too. Update: Made a small edit to Statement I–please make sure to check it out. Also, just in case people think too much–you can read Norcross’ talk about “suffering” basically in terms of “experiencing pain” (this pretty much follows from the Hedonism…)

  • Question 8

Read Norcross carefully. Some of the relevant passages are on p. 233.

Quiz 02 Debrief

The overall results improved from the last quiz, from 3.71 to 4.15–good job! There’s still a lot of headroom to grow, of course. But I think many of you are beginning to acclimatize. Click through to see…

 

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Quiz 02 Hints

  • Question 1

General advice that applies to all the questions–if you haven’t, read this.

  • Question 2

Note, Questions 2-3 continue the story from Question 1–but otherwise, everything you really need can be found inside the questions themselves. Hint: Did either of them present an argument against the other person’s moral theory?  Also, reminder that when you present an argument against something, you do have to present an argument the conclusion of which contradicts that something. If you are not sure what an argument is, check out “A Short Lesson on Arguments and Logic”. Also, no need to worry about the strength of their arguments–as long as they have an argument, against the correct target.

  • Question 3

A moral theorist (e.g., a Deontologist or Consequentialist) can believe in all sorts of interesting descriptive theories about the world–but presumably, those theories aren’t strictly speaking, part of her moral theory. To give an example. Hedonic Utilitarians count pleasure and pain as the determinants of the best consequences for the world. But the fact that one such Utilitarian believes that animals can feel pain and another one disagrees doesn’t make either of them not a Hedonic Utilitarian.

  • Question 4

Don’t overthink this–it’s easier than it looks.

  • Question 5

See my advice for Question 1. And get clear on definitions!

  • Question 6

The DDE isn’t part of this story. For Option C, keep in mind that you are basically comparing implementing the prototype vs not doing so, and the option is talking about the scenario where doing so will increase overall happiness compared to the alternative. (I’ll make that clear in an edit.)

  • Question 7

It’s ok to read “true moral rules” = “true moral norms”. For IV–Imagine a world in which the only true moral rules are X, Y and Z. And it also happens to the the case that when people comply with X, Y and Z, it generally leads to the best outcomes . Question now is this—in such a world, do consequences of actions matter to the moral evaluation of actions for the Deontologist?

  • Question 8

See my advice for Question 1. And get clear on definitions!

Quiz 01 Debrief

Quiz 01 has closed and I fear that the results will be shocking to many of you… The median is 4/8. But please take things in stride–it might surprise you but you aren’t doing ‘badly’ overall. For two reasons. We know from past experience that students will need time to ramp up their level of precise thinking. We are very early in the game with many more practices ahead. Secondly, that’s why the “best 9 of 10 quiz scores” exists. The tutors and I will also be calibrating and adjusting the difficulty level as we go along. Yes, it does seem that the MRQs are harder than MCQs–because the possibility of you “lucking out” for each question is greatly reduced–from 1 in 4 to 1 in 15… The important thing is to use the debrief to figure out the gaps in your understanding!

Click through to see…

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Quiz 01 Hints

  • Question 1

Small edit to make things clearer (“doesn’t work” –> “not satisfactory”). Further hint = Don’t ignore what you’ve been taught in the Webinar. Just noticed something on W02 Slide #25 that, if more explicit, will probably help students. You can edit the last sentence there to “Hausman thinks that this is a serious objection to all Mental-States Theories of well-Being—mental states are only tangentially connected with how things really are.” Think of it this way–mental states are often caused by things happening in reality (e.g., someone punches you–you feel pain), or even reflect reality (e.g., you believe that the E-Lecture is happening because you are seeing and hearing things); but sometimes, they aren’t reflective of reality (e.g., you feel as if you are receiving the  Oscars–you were dreaming….). General advice: A lot of you really need to read the two relevant paragraphs in Hausman (beginning from “But there’s lots of different kinds of pleasures…”) very, very carefully.

  • Question 2

Typo corrected (should be “W02 Slide #21”).

  • Question 3

Small clarification appended to Option B (“i.e., it’s better for me not to plug in”) to make things clearer. If someone asks you whether X might be a Y, the way to proceed is to see if there’s anything about X (in the given information) that makes it not possible for it to be a Y. If so, answer “no”. Further hint = Don’t ignore the setup of the story. General advice: According to the Doctrine of Ethical Hedonism: Pleasure is the only intrinsically good thing–the only thing that is good in itself, rather than derivatively (W02 Slide #21; see also #15).

Update: A student asked me to explain what Claire was saying (“The one thing pleasure is good for is that it causes me to be fulfilled“). Since I did, I thought I should share with the rest of you. Think of a simpler analogy. Imagine someone telling you something like this: “The one [i.e., only] thing these rocks are good for, is that they can be paperweights (i.e., they can cause paper to be weighted down)…”

  • Question 5

General advice: See general advice for Question 3.

  • Question 6

General advice: Read the relevant paragraph in Hausman very carefully. The one quoted in the question itself.

  • Question 7

General advice: Review the material of Slides #29-30 carefully, and as one complete train of thought. If necessary, go replay the recording.

  • Question 8

Small typos corrected (“explanation”–>”explanations”).

Not Sure If You Have Ever Wondered About This…

Suppose students randomly assign answers for the weekly quizzes–what kind of scores will they receive? Wonder no more–the graph is attached. The mean and median score would be a 2 (upon 8). This tells me a few things. First, students need to do better than random just to get at least 3 upon 8, and a lot better than random to get 6-8 marks. Historically, the mean score for the weekly quizzes (the average of the weekly averages) is around 5.8, and the median is usually 6, this means that students are doing significantly better than random–it assures me that most of you are actually understanding most of the concepts and making careful and strict inferences from them (as that’s what the questions ultimately test for). Either that or most of you found good people to emulate. (That’s an inclusive “or”, of course.)

Just to complete the picture–what would happen if all the students assign their answers randomly? I would expect that for each quiz, our class of 448 students will return around 45 students with 0 marks, 120 with 1 mark, 140 with 2 marks, 93 with 3 marks, 39 with 4 marks, 10 with 5 marks, and 2 with 6 marks, and none with 7 or 8 marks. So, yeah–you are definitely doing a lot better than random as a cohort.

Nonetheless, this project video is still epic:

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