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In a freshman biochemistry class at Newton University, the teacher

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In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 24 Jul 2015, 09:51
5
00:00
A
B
C
D
E

Difficulty:

  65% (hard)

Question Stats:

61% (01:40) correct 39% (02:02) wrong based on 487 sessions

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In a freshman biochemistry class at Newton University, the teacher assigns the class only ‘A’s, ‘B’s’ or ‘C’s. The average on the semester final for the class of 2012 was five points lower than that of the class of 2011. Therefore, the percent of students who received ‘C’s was greater in 2012 than in 2011.

Which of the following, if true, suggests the conclusion above is not necessarily valid?

There was a greater number of students in the 2011 class than in the 2012 class.
The percent of students who received ‘A’s in 2011 was less than in 2012.
Five more students received ‘A’s in 2012 than in 2011.
The same number of students received ‘B’s in 2011 as in 2012.
The percent of students who received ‘B’s was greater in 2012 than in 2011.
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 24 Jul 2015, 12:21
Can anyone shed some light on why the OA is E?
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 24 Jul 2015, 22:05
The average score relates to weighted mean concept:

A*x+B*y+C*z/x+y+z, where x,y,z is the percent of every type of students (i.e A,B,C). If z is more we get increase of average, if x OR y is more we get decrease

Conclusion says that in 2012 av. score 5 point less than in 2011 because more C. What is the alternative reason?

A. There was a greater number of students in the 2011 class than in the 2012 class. (It doesn't matter, we are interested only in percemt of every type of students)

B. The percent of students who received ‘A’s in 2011 was less than in 2012. (If so, av. score in 2012 could be higher)

C. Five more students received ‘A’s in 2012 than in 2011. (We do not know the percentage, so out of scope)

D.The same number of students received ‘B’s in 2011 as in 2012. (Again, no percentage, out of scope)

E. The percent of students who received ‘B’s was greater in 2012 than in 2011 (It fits the concept)

E
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 25 Jul 2015, 04:27
The first four options can be eliminated based on the reasons given by Temurkhon.

Option E is correct because if more students received a B as compared to the previous year, then the average could go down. So, that is another possible reason instead of the conclusion given in the argument.

Hope this helps :)
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 27 Jul 2015, 00:04
Is this kind of question appear in CR when I take the real test?

I doubt it
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 31 Jul 2015, 05:48
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I'm responding to a PM on this one.

The question is a weakening question because it is looking for information that would make the conclusion less valid. It's not typical of a question you would see on the real test, but it does highlight logic errors that you will see on the real test. The test loves to transition between number and percentage on the real test, and this question does a good job of testing that issue.

If you can understand the logic of the argument and can reason through the answers to see which one would weaken the conclusion, you have skills that would serve you well on the exam...

KW
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 31 Jul 2015, 11:47
Came for the title of the problem - nicely done!
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 08 Aug 2015, 10:22
BicepBrachii wrote:
Came for the title of the problem - nicely done!


I didn't even see the title the first time around. That is classic.
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 13 Nov 2015, 03:03
KyleWiddison wrote:
I'm responding to a PM on this one.

The question is a weakening question because it is looking for information that would make the conclusion less valid. It's not typical of a question you would see on the real test, but it does highlight logic errors that you will see on the real test. The test loves to transition between number and percentage on the real test, and this question does a good job of testing that issue.

If you can understand the logic of the argument and can reason through the answers to see which one would weaken the conclusion, you have skills that would serve you well on the exam...

KW



Why is it not a typical GMAT Question? It looks like a typical one to me . My following question is if its a 700+ Question. I think its 600 level Question. Please advice
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 21 Nov 2015, 08:41
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What I'm getting at here is that it's from a prep company, not the actual GMAT. We do our best to approximate the GMAT, but it's not the same. This particular problem points out an issue that you will see tested on the GMAT, but the GMAT is typically more subtle than this...

As far as the difficulty, it's super hard to determine. Based on the performance of the people taking this one I would probably peg this as a high 600 level...

KW
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 05 Feb 2016, 19:56
NickHalden wrote:
In a freshman biochemistry class at Newton University, the teacher assigns the class only ‘A’s, ‘B’s’ or ‘C’s.
The average on the semester final for the class of 2012 was five points lower than that of the class of 2011.
Therefore, the percent of students who received ‘C’s was greater in 2012 than in 2011.

Which of the following, if true, suggests the conclusion above is not necessarily valid?

There was a greater number of students in the 2011 class than in the 2012 class.
The percent of students who received ‘A’s in 2011 was less than in 2012.
Five more students received ‘A’s in 2012 than in 2011.
The same number of students received ‘B’s in 2011 as in 2012.
The percent of students who received ‘B’s was greater in 2012 than in 2011.


woah..question from hell...
we speak about absolute values, thus, we can eliminate C and D right away, as we do not know what portion of the whole - the numbers given represent.
A - doesn't tell much. for ex. in 2011 - 100 students, and in 2012 - 10 students. for ex. in 2011 - 10 students got C, and in 2012 - 2 student got C. the conclusion still hold true, as in 2012 - 20% got C, while in 2011 - 10% only.
B - if in 2011 the % of A was less than in 2012, then it means that in 2012 more C's would have been, otherwise a drop of 5 points could not have been explained.
E - the only one that weakens the conclusion. for example. in 2011 we had 100 students, all got A. in 2012, we got 100 students, 90 got A, while 10 got B. we clearly see that the average would drop, while no C's at all were registered.
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Re: In a freshman biochemistry class at Newton University, the teacher  [#permalink]

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New post 25 Jun 2018, 10:40
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Re: In a freshman biochemistry class at Newton University, the teacher &nbs [#permalink] 25 Jun 2018, 10:40
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