What it means to explain something in science often comes down to

Question

What it means to “explain” something in science
often comes down to the application of mathematics.
Some thinkers hold that mathematics is a kind of
language—a systematic contrivance of signs, the
 (5)  criteria for the authority of which are internal
coherence, elegance, and depth. The application of
such a highly artificial system to the physical world,
they claim, results in the creation of a kind of statement
about the world. Accordingly, what matters in the
 (10)  sciences is finding a mathematical concept that
attempts, as other language does, to accurately describe
the functioning of some aspect of the world.

At the center of the issue of scientific knowledge
can thus be found questions about the relationship
 (15)  between language and what it refers to. A discussion
about the role played by language in the pursuit of
knowledge has been going on among linguists for
several decades. The debate centers around whether
language corresponds in some essential way to objects
 (20)  and behaviors, making knowledge a solid and reliable
commodity; or, on the other hand, whether the
relationship between language and things is purely a
matter of agreed-upon conventions, making knowledge
tenuous, relative, and inexact.

(25)  Lately the latter theory has been gaining wider
acceptance. According to linguists who support this
theory, the way language is used varies depending
upon changes in accepted practices and theories among
those who work in a particular discipline. These
 (30)  linguists argue that, in the pursuit of knowledge, a
statement is true only when there are no promising
alternatives that might lead one to question it. Certainly
this characterization would seem to be applicable to the
sciences. In science, a mathematical statement may be
 (35)  taken to account for every aspect of a phenomenon it is
applied to, but, some would argue, there is nothing
inherent in mathematical language that guarantees such
a correspondence. Under this view, acceptance of a
mathematical statement by the scientific community—
 (40)  by virtue of the statement’ s predictive power or
methodological efficiency—transforms what is
basically an analogy or metaphor into an explanation of
the physical process in question, to be held as true until
another, more compelling analogy takes its place.

(45)  In pursuing the implications of this theory, linguists
have reached the point at which they must ask: If
words or sentences do not correspond in an essential
way to life or to our ideas about life, then just what are
they capable of telling us about the world? In science
 (50)  and mathematics, then, it would seem equally
necessary to ask: If models of electrolytes or E = mc2,
say, do not correspond essentially to the physical
world, then just what functions do they perform in the
acquisition of scientific knowledge? But this question
 (55)  has yet to be significantly addressed in the sciences.    1  
 1. Which one of the following statements most accurately expresses the passage’s main point?

(A) Although scientists must rely on both language and mathematics in their pursuit of scientific knowledge, each is an imperfect tool for perceiving and interpreting aspects of the physical world.
(B) The acquisition of scientific knowledge depends on an agreement among scientists to accept some mathematical statements as more precise than others while acknowledging that all mathematics is inexact.
(C) If science is truly to progress, scientists must temporarily abandon the pursuit of new knowledge in favor of a systematic analysis of how the knowledge they already possess came to be accepted as true.
(D) In order to better understand the acquisition of scientific knowledge, scientists must investigate mathematical statements’ relationship to the world just as linguists study language’s relationship to the world.
(E) Without the debates among linguists that preceded them, it is unlikely that scientists would ever have begun to explore the essential role played by mathematics in the acquisition of scientific knowledge.

2  
 2. Which one of the following statements, if true, lends the most support to the view that language has an essential correspondence to the things it describes?

(A) The categories of physical objects employed by one language correspond remarkably to the categories employed by another language that developed independently of the first.
(B) The categories of physical objects employed by one language correspond remarkably to the categories employed by another language that derives from the first.
(C) The categories of physical objects employed by speakers of a language correspond remarkably to the categories employed by other speakers of the same language.
(D) The sentence structures of languages in scientifically sophisticated societies vary little from language to language.
(E) Native speakers of many languages believe that the categories of physical objects employed by their language correspond to natural categories of objects in the world.

3  
 3. According to the passage, mathematics can be considered a language because it

(A) conveys meaning in the same way that metaphors do
(B) constitutes a systematic collection of signs
(C) corresponds exactly to aspects of physical phenomena
(D) confers explanatory power on scientific theories
(E) relies on previously agreed-upon conventions

4  
 4. The primary purpose of the third paragraph is to

(A) offer support for the view of linguists who believe that language has an essential correspondence to things
(B) elaborate the position of linguists who believe that truth is merely a matter of convention
(C) illustrate the differences between the essentialist and conventionalist positions in the linguists’ debate
(D) demonstrate the similarity of the linguists’ debate to a current debate among scientists about the nature of explanation
(E) explain the theory that mathematical statements are a kind of language

5  
 5. Based on the passage, linguists who subscribe to the theory described in lines 21–24 would hold that the statement “The ball is red” is true because

(A) speakers of English have accepted that “The ball is red” applies to the particular physical relationship being described
(B) speakers of English do not accept that synonyms for “ball” and “red” express these concepts as elegantly
(C) “The ball is red” corresponds essentially to every aspect of the particular physical relationship being described
(D) “ball” and “red” actually refer to an entity and a property respectively
(E) “ball” and “red” are mathematical concepts that attempt to accurately describe some particular physical relationship in the world

auradediligodo · Accepted Answer

Hi everyone,
Took 13:10 minutes and got 4/5 correct.

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P1

In paragraph one we are given that scientific concepts often are explained through mathematics. Some people even think of mathematics as a language and believe that mathematics can describe the physical word in statements. Lastly we are given that the objective of mathematics as a language is to attempt to describe the world in a way similar to the way other languages work.

Brief summary : mathematics is a language and its goal is to describe the physical world

P2

If we look into the pursuit of scientific knowledge we will find important questions about the role between language and what language refers to. A debate about how significantly language impacts the pursuit of knowledge has been going on for years among people who study languages. There might be 2 main scenarios: in the first one, language is significantly connected to objects and behaviors; on the other hand, in the second scenario, language is just made up of conventions, making knowledge quite inexact.

Brief summary : Language and what it refers to

P3

Recently, the view according to which language is made up of conventions is gaining wide currency. We are given that the way a language is used depends upon changes in accepted practice and the theory used in the discipline at hand. Furthermore, the people supporting this view also think that a mathematical statement is true until is disproved. Opponents object that there is no guarantee that such mathematics statement is 100% accurate.

Brief summary : Language is viewed as an ensemble of conventions

P4

Last paragraph works on the implications of the theory mentioned in P3. Linguists and scientists must ask themselves the following question: if language is just a matter of conventions, then how the words that we used will help us in acquiring knowledge?

Brief summary :A important question is yet to be addressed

Main point

The main point of the passage is to investigate the role of language in relation to the acquisition of knowledge.

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1. Which one of the following statements most accurately expresses the passage’s main point?

Pre-thinking

Main point question

Refer to main point and summaries above

(A) Although scientists must rely on both language and mathematics in their pursuit of scientific knowledge, each is an imperfect tool for perceiving and interpreting aspects of the physical world.
 This statement is too extreme

(B) The acquisition of scientific knowledge depends on an agreement among scientists to accept some mathematical statements as more precise than others while acknowledging that all mathematics is inexact.
 In the passage nowhere it is said that scientists acknowledge that all mathematics is inexact

(C) If science is truly to progress, scientists must temporarily abandon the pursuit of new knowledge in favor of a systematic analysis of how the knowledge they already possess came to be accepted as true.
 Such abandonment is never mentioned

(D)   In order to better understand the acquisition of scientific knowledge, scientists must investigate mathematical statements’ relationship to the world just as linguists study language’s relationship to the world.
 This statement is in line with the last sentences of the passage

(E) Without the debates among linguists that preceded them, it is unlikely that scientists would ever have begun to explore the essential role played by mathematics in the acquisition of scientific knowledge.
 No such scenario is presented in the passage

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2. Which one of the following statements, if true, lends the most support to the view that language has an essential correspondence to the things it describes?

Pre-thinking

Strengthen question

From P2: "  The debate centers around whether
language corresponds in some essential way to objects
(20) and behaviors, making knowledge a solid and reliable
commodity;  "

(A)   The categories of physical objects employed by one language correspond remarkably to the categories employed by another language that developed independently of the first.
 This option suggests that 2 languages that evolved independently and still have correspondences between the words used and the objects such words refer to. Correct

(B) The categories of physical objects employed by one language correspond remarkably to the categories employed by another language that derives from the first.
 If one language derives from the other then of course words that describe objects are similar. Out

(C) The categories of physical objects employed by speakers of a language correspond remarkably to the categories employed by other speakers of the same language.
 Similar reasoning used in choice B

(D) The sentence structures of languages in scientifically sophisticated societies vary little from language to language.
 The sentence structure is irrelevant

(E) Native speakers of many languages believe that the categories of physical objects employed by their language correspond to natural categories of objects in the world.
 What native speakers believe is irrelevant

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3. According to the passage, mathematics can be considered a language because it

Pre-thinking

Detail question

From P1: "  Some thinkers hold that mathematics is a kind of
language—a systematic contrivance of signs,  "

(A) conveys meaning in the same way that metaphors do
 Not mentioned

(B)   constitutes a systematic collection of signs
 In line with pre-thinking

(C) corresponds exactly to aspects of physical phenomena
 Not mentioned

(D) confers explanatory power on scientific theories
 Not mentioned

(E) relies on previously agreed-upon conventions
 Not mentioned

----------------------------------------------------------------------------------------

4. The primary purpose of the third paragraph is to

Pre-thinking

Purpose question

The third paragraph describes the view of those who think that language is made of conventions

(A) offer support for the view of linguists who believe that language has an essential correspondence to things
 Opposite

(B)   elaborate the position of linguists who believe that truth is merely a matter of convention
 In line with pre-thinking

(C) illustrate the differences between the essentialist and conventionalist positions in the linguists’ debate
 The conventionalist theory only is presented

(D) demonstrate the similarity of the linguists’ debate to a current debate among scientists about the nature of explanation
 Out of scope

(E) explain the theory that mathematical statements are a kind of language
 Not the intended purpose

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5. Based on the passage, linguists who subscribe to the theory described in lines 21–24 would hold that the statement “The ball is red” is true because

Pre-thinking

Inference question

Because a convention according to which such object is red is established

(A)   speakers of English have accepted that “The ball is red” applies to the particular physical relationship being described
 In line with pre-thinking

(B) speakers of English do not accept that synonyms for “ball” and “red” express these concepts as elegantly
 Not in line with pre-thinking

(C) “The ball is red” corresponds essentially to every aspect of the particular physical relationship being described
 Not in line with pre-thinking

(D) “ball” and “red” actually refer to an entity and a property respectively
 Not in line with pre-thinking

(E) “ball” and “red” are mathematical concepts that attempt to accurately describe some particular physical relationship in the world
 Not in line with pre-thinking

----------------------------------------------------------------------------------------

It is a good day to be alive!

sssanskaar · Answer

Hi L0S3R , Thanks for reaching out! How do I answer this question candidly?

hmmm.. Well, for me, this control on the timing came from practicing at least 2 hard RCs daily. I also initially started a habit of reading editorials to get familiar with the flow of the author's thoughts. There are certain typical structures that you will get familiar with once you read/practice a good bunch of RC passages - for example - Introducing an idea and elaborating on the same, discussing an idea and then evaluating pros and cons, presenting two sides of the debate on a point, proposing more research over a certain subject after listing down its advantages etc Once you get the hang of the structure, it gets easier. You now need to keep your focus on the important details of the paragraph while being in the flow of the passage. What I would suggest to you is that you write a summary of each para and extremely short notes while reading the passage. Initially, it may take time but this habit will certainly help you to build a skill of making mind maps automatically WITHOUT WRITING EVEN A SINGLE LETTER (in a shorter amount of time)! Also, I went through this RC guide by the legendary nightblade354

, and this single article helped me a lot to improve my accuracy and timing on RC. https://gmatclub.com/forum/mod-nightbla ... l#p2325769 See, to be honest, RC does not require mastery of a tremendous number of concepts as compared to the number of concepts required in CR and SC. It call comes down to just two main points- 1. Understanding the structure of the passage and 2. Dissecting specific portions of the passage to understand inferences. Adding one last point I can see that you have already achieved 80% accuracy in this passage! That's great man! Kudos! Keep practicing and you will surely see the improvement in your timing! Lastly, look for explanations that our beloved Sajjad1994 bhai keeps posting for the questions. Understand and ask why were you not able to discern those correctly. What went wrong. What did you miss. Note those down. For example - I always used to miss out on questions just because I had this bad habit of not verifying the answers by going back and checking in the passage. Learn from those mistakes and keep pushing

A little secret: Improving on RC is much easier than improving on CR

Sajjad1994 · Answer

Explanation

5. Based on the passage, linguists who subscribe to the theory described in lines 21–24 would hold that the statement “The ball is red” is true because

Difficulty Level:   650

Explanation

An extrapolation question. There’s nothing about balls, red or otherwise, in the passage; instead we have to apply the passage’s ideas to this concrete example. But which ideas? The key is to check out  lines 21-24  and recognize that we’re talking theory 2 here—the one that believes language to be un-fixed, a matter of common agreement. To those holding this view, the English sentence  “The ball is red”  is true simply because all English speakers agree upon what  “ball”  and  “red”  mean. That’s  (A).

(B)  The issue is why  “The ball is red”  is true, not whether there might or might not be better ways of saying it, e.g.  “The sphere is scarlet.”

(C)  Contrary.  “Essential correspondence”  is part of theory 1, not 2.

(D) ’s entity vs. property distinction isn’t a key element of either theory.

(E) “The ball is red”  is a conventional-language sentence that is true for different reasons, depending on which theory one supports. That has nothing to do with mathematics, which is a parallel but totally different aspect of the passage.

Answer: A

Explanation Credit: Kaplan LSAT

Sajjad1994 · Answer

Explanation

4. The primary purpose of the third paragraph is to

Difficulty Level:   Hard

Explanation

The first sentence of  Paragraph 3  makes it clear that the Paragraph’s topic is theory 2, the one described in  lines 21-24 , and if you’re wondering whether the author strays from it, take note of the signposts:  “According to linguists who support this view,”  (lines 26-27);  “These linguists argue that”  (lines 29-30); and  “Under this view,”  (line 38). These Keyword phrases alone tell us that all along,  Paragraph 3  is embroidering the theory that language is fluid and a matter of convention.

(A)  evokes theory 1 not 2.

(C)  is wrong in asserting that  Paragraph 3  is a compare/contrast vehicle between the two theories. In fact, theory 1 is left behind by the time we get to  Paragraph 3 , and it’s no wonder: Inferably theory 1 poses fewer problems for the idea of math as language (if it’s precise, it’s precise, right?). The author’s real interest is in whether language is in fact vague and changing, and that’s why he devotes all of  Paragraph 3  (and Paragraph 4) to that issue.

(D)  According to the last sentence  (lines 54-55)  the debate in science has barely begun, so it’s hard to see what  (D)  is talking about, let alone define  Paragraph 3  in  (D) ’s terms. What  Paragraph 3  does do is show that the same linguistic issues may apply in science as elsewhere, but that’s the  “elaboration”  to which correct choice  (B)  refers.

(E)  hearkens back to  Paragraph 1 . By  Paragraph 3  we’re exploring just what kind of language mathematics is.

Answer: B

Explanation Credit: Kaplan LSAT

sssanskaar · Answer

8 minutes, all correct. Another beautiful LSAT passage! 
The trick in solving all 700 level passages is to read the passage slowly and then use that advantage in solving the questions.

VirFortis · Answer

How were you able to read slowly (the passage and the questions/answer choices) and answer all questions in 8 mins? Can you please elaborate on your strategy? It would really be helpful, in using that to understand what I am doing wrong and fixing that.

PS: I also read the passage slowly and It took 16m 30s for me to complete the passage - reading and answering the questions - got 4/5 correct.

Thanks.

rickyah · Answer

Very beautiful passage

Could anyone explain why B in question 5 is wrong? 5. Based on the passage, linguists who subscribe to the theory described in lines 21–24 would hold that the statement “The ball is red” is true because (A) speakers of English have accepted that “The ball is red” applies to the particular physical relationship being described (B) speakers of English do not accept that synonyms for “ball” and “red” express these concepts as elegantly See line 25 - 32: (25) Lately the latter theory has been gaining wider acceptance. According to linguists who support this theory, the way language is used varies depending upon changes in accepted practices and theories among those who work in a particular discipline. These (30) linguists argue that, in the pursuit of knowledge, a statement is true only when there are no promising alternatives that might lead one to question it. Imo choice B states the bolded part of the passage. What I understand from it is that we have a word for something because of consensus that we don't have better words to express it. What is actually the problem with choice B? Could anyone please explain? Thanks a lot.

VirFortis · Answer

This is how I understood it -The option B talks about the elegance of the words which more precisely means if they are the best words to express the statement. But that's not what is asked.

The question states that the "ball is red" is held as truth so why are the linguists compelled to do that - because the language speakers have attributed the words to the physical object and that there is no possible alternative to those words. Hence A stands as a good reason.

B - doesn't provide a reason why "ball is red" is accepted as truth instead it says that because synonyms are not elegant enough, they accept this, which assumes that 'elegance' plays a role in this decision making - which is not discussed in the passage.

All in all, You can unravel the meaning and peel off the layers of information based on your personal perspectives and you won't be wrong. That's what we are programmed to do and that's how the world work - we add our perspectives to the context to give wholesome reasoning to the ideas we encounter but IMO, in GMAT's constraints filled to-the-text world, we should stick as close to the text of the passage as possible and don't overthink it. When I did this question and read option B - My question was -"is elegance a factor for choosing a specific word?" - not mentioned in the passage and A seemed a more close to the passage answer and hence I selected that.

Hopefully, if I have not confused you more, this helps.

Please provide Kudos, if helpful.

Posted from my mobile device

Sajjad1994 · Answer

Explanation

3. According to the passage, mathematics can be considered a language because it

Difficulty Level:   700

Explanation

Even students driven daffy by the middle of the text will hopefully recall that the passage begins with the very definition for which Q. 3 asks,  lines 3-4 . (B) substitutes  “collection”  for  “contrivance”  but is otherwise verbatim.

(A), (E)  In theory 2, language is metaphor  (lines 38-44) , relying on agreed-upon conventions  (line 23) . But does it define language? No one’s agreed on that, even less on whether mathematics meets that criterion.

(C)  is a concept from theory 1, not necessarily relevant to math and certainly not presented as a sheer definition of language.

(D)  refers to the way mathematics is used in science, not to what makes math a language. The power to explain is the function and beauty of language but not, insofar as the passage is concerned anyway, its definition.

Answer: B

yash260406 · Answer

CAN YOU PLS PROVIDE WITH A EXPLANATION AS TO WHY THE ANSWER TO Q2 IS A AND NOT C ?

Sajjad1994 · Answer

This is one of the tougher ones, partly because the choices are all long and dense and remarkably similar, and partly just because it’s a logic question  (“support the view that”).  The key is recognizing that the view we need to support—  “that language has an essential correspondence to... things” —is the first of the two theories described  (lines 18-21)  in  Paragraph 2.  In this view, language is fixed and precise. This means that you need to search for a choice indicating language to be  “solid and reliable,”  and you don’t have to search for long, because  (A)  does the job. That two independently-developed languages categorize objects in the very same way supports the notion that there’s something unchanging and definite about the relationship between words and objects; even two totally independent languages both pick up on the same things.

Answer option  (C)  connects the linguistic categories within one unique language and leaves out its correspondence with other languages.

GMAT1034 · Answer

Can we please have an analysis of this passage and questions from verbal experts? I found it quite tough. @MartyMurray @egmat @KarishmaB

egmat · Answer

Aishna1034   I completely understand—this is a challenging passage!  Abstract discussions about the philosophy of science and epistemology rank among the toughest RC topics on the GMAT. Let me break this down systematically.

Passage Structure Map

Paragraph 1 (Lines 1-12): Introduction of the Topic 
 
 Main idea: Mathematics is viewed as a kind of language that scientists use to explain/describe the physical world 
 Key point: Mathematical concepts attempt to accurately describe how the world functions

Paragraph 2 (Lines 13-24): The Core Debate 
 
 Main idea: There's a fundamental question about language's relationship to reality 
 Two competing theories:
 
  Essential correspondence : Language corresponds to objects/behaviors → knowledge is solid and reliable 
  Pure convention : Language-reality relationship is just agreed-upon conventions → knowledge is tenuous and relative

Paragraph 3 (Lines 25-44): The Prevailing View 
 
 Main idea: The "pure convention" theory is gaining acceptance among linguists 
 Key implications for science: Mathematical statements become accepted as "true" not because they essentially correspond to reality, but because of their predictive power and efficiency 
 These statements are held as true "until another, more compelling analogy takes its place" (lines 43-44)

Paragraph 4 (Lines 45-55): The Main Point 
 
  Critical transition : Linguists are now asking—if language doesn't essentially correspond to reality, what CAN it tell us about the world? 
  The author's argument : Scientists and mathematicians need to ask the same type of question about mathematical models 
  The key statement : "But this question has yet to be significantly addressed in the sciences" (lines 54-55)

Question 1- Main Point Analysis

The passage establishes a  parallel  between:
 
  What linguists ARE doing : Examining the relationship between language and what it describes 
  What scientists SHOULD do : Examine the relationship between mathematical models and physical reality

The author's purpose is to argue that scientists need to undertake the same kind of investigation that linguists have been pursuing.

Why (D) is Correct

This perfectly captures:
 
 The parallel structure the passage builds (linguistics ↔ science) 
 The prescription (what scientists "must" do) 
 The purpose (to better understand knowledge acquisition) 
 The fact that this is the direction the passage is pointing toward (especially in the final paragraph)

Why Other Answers Fail

(A)  "Both language and mathematics are imperfect tools"
 
 Too general and doesn't capture the main argument 
 The passage isn't primarily about imperfection; it's about investigating the relationship between representational systems and reality

(B)  "Agreement to accept some mathematical statements as more precise"
 
 This is a detail from paragraph 3, not the main point 
 Misses the parallel with linguistics and the call for investigation

(C)  "Scientists must abandon pursuit of new knowledge for systematic analysis"
 
 Too extreme—nowhere does the passage suggest abandoning the pursuit of new knowledge 
 Distorts the author's measured suggestion

(E)  "Without linguist debates, scientists wouldn't have begun exploring"
 
 Contradicts the passage! Lines 54-55 explicitly state this question "has yet to be significantly addressed in the sciences" 
 Scientists HAVEN'T begun this exploration yet—that's the author's point

Common trap in abstract passages : Students often select answers that describe  what the passage discusses  rather than  what the author is ultimately arguing . Choice (A) describes what the passage discusses; choice (D) captures what the author argues.

Question 2: Which statement supports the ESSENTIAL correspondence view?

What you're looking for : Evidence that language naturally/inherently reflects reality (not just by human agreement).

Answer: (A)

Why : If two languages developed  independently  (no contact, no shared origin) yet categorize physical objects in remarkably similar ways, this suggests they're both tracking  real features of the world —not just making up conventions. This supports the essentialist view that there's something natural about how language maps to reality.

Wrong answer traps :
 
 (B) Languages that derive from each other could just share conventions through inheritance 
 (C) Speakers of the  same  language agreeing is just internal convention 
 (E) People  believing  in correspondence doesn't prove it exists

Question 3: Why is mathematics considered a language?

Answer: (B) constitutes a systematic collection of signs

Why : Lines 3-6 directly state: "mathematics is a kind of language—a systematic contrivance of signs, the criteria for the authority of which are internal coherence, elegance, and depth."

The passage  defines  mathematics as a language based on it being a  systematic system of signs .

Question 4: Primary purpose of paragraph 3?

Answer: (B) elaborate the position of linguists who believe truth is merely a matter of convention

Why : Paragraph 3 starts by saying the conventionalist view "has been gaining wider acceptance" (line 25), then spends the entire paragraph explaining  how this view works :
 
 Language use varies with accepted practices 
 Truth = no promising alternatives to question it 
 In science, mathematical statements are accepted as true by convention/predictive power, not essential correspondence

It's elaborating/developing the  conventionalist position .

Question 5: Why is "The ball is red" true for conventionalists?

Answer: (A) speakers of English have accepted that "The ball is red" applies to the particular physical relationship being described

Why : Conventionalists believe truth is about  agreed-upon conventions  (lines 22-24), not essential correspondence. Lines 30-32 explain that for them, "a statement is true only when there are no promising alternatives that might lead one to question it."

So the statement is true because  speakers accept/agree it describes this situation —not because the words "ball" and "red" inherently/essentially correspond to reality.

Wrong answers :
 
 (C) and (D) describe  essentialist views  (correspondence to reality) 
 (E) incorrectly makes it about mathematical concepts

I hope this helps you understand the passage better and how to approach different questions. Please feel free to ask any follow-up questions you may have!

I would strongly recommend you practice Easy/Medium RC questions   here   on these passage types. This will help you practice aggressively on these kinds of passages, and the detailed solutions will help you understand how to read such passages, understand them and approach different question types. Note that these are official questions.

What it means to explain something in science often comes down to

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GMAT Reading Comprehension (RC) Questions

What it means to explain something in science often comes down to

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