More Practice Problems

[abares]

Are there any more practice problems available that are relevant to this lesson for logical reasoning and logic games that are not in our book? I made it through homework, but would like some extra practice. When I went to supplementary material section, the logic game and logical reasoning questions didn't really apply to the lesson and appeared to be older.

Are there problems in Logic Games Bible and Logical Reasoning Bible that are not in this book or online?

Thanks,
Annie

[Dave Killoran]

Hi Annie,

Thanks for the question! there are actually tons more questions coming your way that trade on these concepts, so you will have many more opportunities to see these ideas and solve problems that rely on them. However, one of the things we do with Lesson 1 is that we intentionally restrict the number of questions in the Homework. We do this because the focus in Lesson 1 is learning every concept as solidly as possible. That means understanding each idea, knowing all the indicator rules and diagramming approaches, and understanding why each correct and incorrect answer is right/wrong. We want you to know it so well that you could teach those concepts to a class if needed (don't worry, we won't ask you to do that!). We have found that in the past, when we had many more questions, that students tended to do problem after problem instead of really studying each question closely.

A few related notes: First, all of the questions in the LSAT Bibles are included in your course, so you never need to worry about looking for problems there. Second, the Supplementary sections are typically used later in the course (but can be used at any time, including after L1) and they are in a more "random mix" setup, meaning the questions are not divided by type (again, this is intentional). Many of them are older, but the beauty of that is that logic doesn't change from year to year, so looking at older LSAT questions is still incredibly valuable (see http://blog.powerscore.com/lsat/bid/282 ... lder-LSATs for more info on how that works).

Typically what I ask students who want more questions after Lesson 1 is a series of quick-fire questions to test where they are on the concepts. I'd be happy to do that for you (I can post a very short quiz) so just let me know—that will tell us if you should go back to the lesson for more review or if you should move on to doing more problems (which we can help with).

I look forward to hearing back from you. Thanks!

[abares]

Dave,

Thank you so much for the helpful response. And if you don't mind posting the quiz, that would be helpful, thanks!

Best,
Annie

[Dave Killoran]

Hi Annie,

This is informal, but it's designed to test whether you have a correct and instantaneous response to each question. If so, then you have the concepts down well; if you hesitate, or need to look it up (other than when directed), then it tells me that you need more time in the lesson

• 1. “Each of the following, if true, strengthens the argument EXCEPT:” --what type of question stem is this? What characteristic do the four incorrect answers have?
  
  2. What is the difference between a Contender and Loser?
  
  3. "So" typically introduces what argument part?
  
  4. What is the difference between a Main Point questions and a Must Be True question?
  
  5. "Logic Games with more questions are typically more difficult." -- is this statement True or False? Why is True or False?
  
  6. "Furthermore" typically introduces what argument part?
  
  7. How much time to you have, on average, to complete each individual Logic Game?
  
  8. What is a counter premise?
  
  9. What is the difference between a Shell Game answer and a Reverse answer?
  
  10. "In a Fact Set, the conclusion is the most important part." -- is this statement True or False? Why is True or False?
  
  11. "The argument is structured to lead to the conclusion that" -- what type of question stem is this?
  
  12. What is the proper diagram for the following rules in a one-to-one variable set scenario:
  
  D is shorter than E.
  A is taller than B.
  B is taller than C and D.
  F is taller than E.
  
  (Maybe sketch it on a page and then upload the pic.)
  
  
  Please reference the lesson book for the questions below:
  
  13. Lesson 1 , Must Be True question set, #2 (Appearance/behavior question). Why is answer choice (A) incorrect? What type of answer is (A)?
  
  14. Lesson 1 , Must Be True question set, #3 (Waiting Room question). How can (E) be correct even though Mary isn't mentioned?
  
  15. Lesson 1 , Must Be True question set, #4 (Danaxil question). Why is answer choice (B) incorrect?
  
  16. Lesson 1 HW, Must Be True question set, #19 (Decision Makers question). Why is answer choice (D) incorrect?
  
  17. Lesson 1 HW, Must Be True question set, #26 (Coal Tally question). Why is answer choice (D) incorrect?

Good luck!

[abares]

Here are my answers without looking anything up. Thanks!

• 1. “Each of the following, if true, strengthens the argument EXCEPT:” --what type of question stem is this? What characteristic do the four incorrect answers have?
  Strengthen/Support,(X)
  
  2. What is the difference between a Contender and Loser?
  Contenders are answers that cannot be ruled out as incorrect. They can include answers that are confusing--those should never be eliminate on the basis of being confusing. Losers are those that we can rule out as incorrect.
  
  3. "So" typically introduces what argument part?
  Conclusion
  
  4. What is the difference between a Main Point questions and a Must Be True question?
  They're both in first family. Main point question does not have a conclusion in stimulus---that's what the answer contains. Must be true questions will contain a conclusion in stimulus that we accept as true to determine answer.
  
  5. "Logic Games with more questions are typically more difficult." -- is this statement True or False? Why is True or False?
  Not necessarily true because some questions can help to determine the answers to other questions. Games with more rules have a more fixed set of possibilities.
  
  6. "Furthermore" typically introduces what argument part?
  Additional premise
  
  7. How much time to you have, on average, to complete each individual Logic Game?
  8 min. 45 sec.
  
  8. What is a counter premise?
  A counter premise is a counter-argument presented by the author of a stimulus, often to address a point that would weaken his/her argument.
  
  9. What is the difference between a Shell Game answer and a Reverse answer?
  A Shell Game answer looks correct because it uses the same terminology as what appears in stimulus, but is changed slightly so that it is incorrect.
  
  Reverse answer reverses modifiers present in the stimulus that totally change meaning of the answer. For instance if stimulus says that "Some people go to many events," reverse answer would be "Many people go to some events."
  
  10. "In a Fact Set, the conclusion is the most important part." -- is this statement True or False? Why is True or False?
  False--a fact set does not contain a conclusion; it is a set of facts.
  
  11. "The argument is structured to lead to the conclusion that" -- what type of question stem is this?
  Main point
  
  12. What is the proper diagram for the following rules in a one-to-one variable set scenario:
  
  D is shorter than E.
  A is taller than B.
  B is taller than C and D.
  F is taller than E.
  
  
  
  (Maybe sketch it on a page and then upload the pic.)
  
  
  Please reference the lesson book for the questions below:
  
  13. Lesson 1 , Must Be True question set, #2 (Appearance/behavior question). Why is answer choice (A) incorrect? What type of answer is (A)?
  It's an Opposite Answer question. People are in fact, far more aware of their appearance and behavior than other people are.
  
  14. Lesson 1 , Must Be True question set, #3 (Waiting Room question). How can (E) be correct even though Mary isn't mentioned?
  The answer is still true and passes the Fact Test because John and Teresa are not accomplished tennis players. Mary's absence from the answer does not make that statement untrue.
  
  15. Lesson 1 , Must Be True question set, #4 (Danaxil question). Why is answer choice (B) incorrect?
  It's incorrect because the stimulus only states that "no headache pill stops pain more quickly," not that Danaxil will stop pain more quickly than the other pill. So, by taking Danaxil, we do not know for certain that Evelyn's headache will be relieved as quickly; we only know that Jane's headache will not be relieved faster than Evelyn's.
  
  16. Lesson 1 HW, Must Be True question set, #19 (Decision Makers question). Why is answer choice (D) incorrect?
  This makes an incorrect assumption that because they are arguing for ideas that they do not necessarily believe, that decision makers will necessarily make those decisions. They do not have to make the decisions that they argue for.
  
  17. Lesson 1 HW, Must Be True question set, #26 (Coal Tally question). Why is answer choice (D) incorrect?
  The stimulus states that the coal tally consists of the total amount of coal that has been consumed throughout the country but not consumed. It does not specify that it is only the coal produced and consumed in that year--coal can roll over from one year to the next. Answer D is incorrect because the country could have consumed the same amount of coal in 1991 as in 1990, but it may not have produced any coal, forcing it to cut into its reserves, lessening the amount of coal in the tally from 1990 to 1991.

Good luck![/quote]

[Dave Killoran]

Hi Annie,

Thanks for the reply! Very good job—maybe the best I've ever seen on a quiz like this from a closed book test.

I'll have a list of some additional questions that relate to L1 concepts sent over to you shortly. Thanks!