More and more computer programs that provide solutions to mathematical

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.
Premise - More computer programs provide solutions to mathematical problems in engineering .
Premise - practicing engineers need not have a thorough understanding of fundamental mathematical principles
Conclusion - Training programs for engineers should focus less on math

(A) The effective use of computer programs that provide solutions to mathematical problems in engineering requires an understanding of fundamental mathematical principles.Correct answer
Engineers need to know basic math in order to use the computer programs .
(B) Many of the computer programs that provide solutions to mathematical problems in engineering are already in routine use.
Irrelevant
(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.
Out of scope - if at all , this statement is a mild strengthener
(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. Out of scope
(E) The engineering curriculum already requires that engineering students be familiar with and able to use a variety of computer programs.
Out of scope
Answer A

More use of Comp programmes ( providing math prob) = Unnecessary to have a thorough understanding of fundamental mathematical principles. So, Less emphasis should be placed on mathematical principles = Investing the available space for other important subjects. Using Comp Prog \(≠\)Knowledge of Fundamentals

(A) The effective use of computer programs that provide solutions to mathematical problems in engineering requires an understanding of fundamental mathematical principles.

Clearly contradicts the red highlighted part, this is our Answer.

(B) Many of the computer programs that provide solutions to mathematical problems in engineering are already in routine use.

Irrelevant

(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.

Out of scope and Irrelevant

(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.

Irrelevant

(E) The engineering curriculum already requires that engineering students be familiar with and able to use a variety of computer programs.

Irrelevant

Hence the correct answer is (A)

Premise in Simple Terms :- With advent of computer programs that do all maths it is unnecessary for engineers to have thorough understanding of maths principles.

Conclusion in Simple Terms :- Due to the stated premise, while training engineers it is advisable to lessen importance to maths and use that void to fill in with some other more relevant or important subject.

Note that in a weaken question all answer choices are "True" just choose on of those "True" statements to weaken the "suspect argument"
.

(A) The effective use of computer programs that provide solutions to mathematical problems in engineering requires an understanding of fundamental mathematical principles. - This is the right answer as it addresses both the subjects of the argument - the computer program that serves as the alternative to manual math and the manual ability of the engineers in Math.

(B) Many of the computer programs that provide solutions to mathematical problems in engineering are already in routine use. - Irrelevant to the conclusion so no effect hence we eliminate this choice.

(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. - Learning properties of new composites / materials is different from learning the property itself to operate on the composite / material. If composite / material were the math programs then according to this statement learning properties of this math program is essential whereas this does not weaken the argument. I would treat this as a Mistaken Negation of Answer choice A. Eliminate this choice.

(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. - Absolutely irrelevant to the argument's premise and conclusion. Eliminate. In other words Out of Scope

(E) The engineering curriculum already requires that engineering students be familiar with and able to use a variety of computer programs. - Similar to C does not weaken the conclusion of the argument and this one specifically treads the fine path between Mistaken Reversal (as argument requires one to reduce math and increase something else in curriculum but this states the reverse that curriculum already includes usage of math programs) and out of Scope. Eliminate this as well.

So Answer must be choice A in my view due to aforesaid reasons. if this is the right answer and if the explanation has helped a newbie or someone coming up the learning curve just as me, then please give kudos

Here in this case
X , which computer prog , provides Y , which is solutions to mathematical problems to Y
Thus Z , understanding of fundamental mathematical principles , is unnecessary.
What if Z is required for X.
A directly put up the answer

OFFICIAL EXPLANATION

Solution: A

This is a Weaken question, due to the phrase, “most seriously weakens the argument.” As we read through the problem, two potential holes in the logic quickly appear: first, the final conclusion assumes that other important subjects are being crowded out of the engineering curriculum, but there is no such evidence to be found in the premises. Second, there is a gap between the premise, “computer programs that provide solutions to mathematical problems in engineering are being produced,” and the intermediate conclusion “it is thus increasingly unnecessary for practicing engineers to have a thorough understanding of fundamental mathematical principles.” Even though programs may exist that take care of some mathematical solutions, it is possible that an understanding of mathematical principles is still necessary to use the programs (computers “providing mathematical solutions” and engineering “understanding mathematical principles” are two different things).

Of the five answer choices, three of them strengthen the argument (REMEMBER: a trick of the Testmaker is to include Strengthen options in a Weaken question), and one choice is irrelevant. Only one answer actually weakens the argument.

Answer choice “A” points out the logical gap between using the computer programs and somehow not needing to understand how they work. “A” tells us that understanding math is still a prerequisite for using the programs, thereby correctly undermining the argument.

Answer choice “B” 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, they are being widely used – thus strengthening the argument.

Answer choice “C” 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 “C” gives us one of those subjects, it strengthens the argument, and therefore can’t be the right answer.

“D” 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.

Answer choice “E” is irrelevant. 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 math fundamentals. “E” could still be true and not have it affect the argument.

Dear VeritasKarishma VeritasPrepBrian,

I would like to have a better understanding for the question stem.

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

Here, does it mean we don't have to look at the recommendation (the main conclusion), but have to look at the argument supporting it (the intermediate conclusion)?

Hence, we do NOT need to find fault with the last sentence?
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.

But we need to find fault with this intermediate conclusion instead?
it is thus increasingly unnecessary for practicing engineers to have a thorough understanding of fundamental mathematical principles.

Thank you in advance!

The question stem asks you to weaken the argument given for the recommendation - so you have to weaken the support for the recommendation. Note that the support for the recommendation may or may not have an intermediate conclusion. Here is does have and we are weakening the support by weakening that intermediate conclusion. Alternatively, we could provide additional data that weakens our recommendation. In any case, what I want is some data that tells me that "less emphasis should be placed on mathematical principles" may not be a good idea.

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