More and More Computer Programs that Provide Solutions to Mathematical Problems in Engineering are Being Produced

Question: More and more computer programs that provide solutions to mathematical problems in engineering are being produced, and it is thus increasingly unnecessary for practicing engineers to have a thorough understanding of fundamental mathematical principles. Consequently, in training engineers who will work in industry, less emphasis should be placed on mathematical principles so that space in the engineering curriculum will be available for other important subjects.

Which of the following, if true, most seriously weakens the argument given for the recommendation above?

(A) The effective use of computer programs that provide solutions to mathematical problems in engineering requires an understanding of fundamental mathematical principles.
(B) Many of the computer programs that provide solutions to mathematical problems in engineering are already in routine use.
(C) Development of composites and other such new materials has meant that the curriculum for engineers who will work in industry must allow time for teaching the properties of these materials.
(D) Most of the computer programs that provide solutions to mathematical problems in engineering can be run on the types of computers available to most engineering firms.
(E) The engineering curriculum already requires that engineering students be familiar with and able to use a variety of computer programs.

Answer: A

Explanation:

A GMAT Critical Reasoning section comprises some facts and statements. GMAT critical reasoning tests the reasoning, logical and analytical thinking abilities of the candidate. The candidate has to deduce the correct option by finding the logically correct argument or by eliminating the irrelevant arguments.

The statement states -More and more computer programs that provide solutions to mathematical problems in engineering are being produced, and it is thus increasingly unnecessary for practising engineers to have a thorough understanding of fundamental mathematical principles. Consequently, in training engineers who will work in industry, less emphasis should be placed on mathematical principles so that space in the engineering curriculum will be available for other important subjects.

Which of the following, if true, most seriously weakens the argument given for the recommendation above?

(A) This choice points out the logical gap between using the computer programs and somehow not needing to understand how they work. It tells us that understanding maths is still a prerequisite for using the programs, thereby correctly undermining the argument.
(B) This choice points out another potential gap (do engineers even use the programs? but then bridges the gap by telling us that not only are the computer programs being produced but they are also being widely used – thus strengthening the argument.
(C) This choice also strengthens the argument: remember one of the logical gaps in the argument deals with the unstated assumption that important subjects might be crowded out of the engineering curriculum. Since it gives us one of those subjects, it strengthens the argument, and therefore can’t be the right answer.
(D)This is very similar in function to “B”. It also points out a gap in the argument and then bridges that gap (can engineers even use the programs?). Since it shows that engineers’ computers can run the programs, it actually strengthens the argument.
(E) It doesn’t matter whether the curriculum requires the students to be familiar with certain computer programs. This does not affect whether the programs supplant the need for engineering students to understand maths fundamentals. It could still be true and not have it affect the argument.

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