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13 Apr 2024, 08:14
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B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
55%
(hard)
Question Stats:
65% (01:57) correct
35%
(02:07)
wrong
based on 197
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Taxonomist: The taxonomic classes of animals on Earth (e.g., birds, mammals, reptiles) have probably almost all been identified by biologists, even though many individual species in some classes remain undiscovered. Thus, to get a good estimate of the total number of animal species on Earth, researchers could count the species in one of the most thoroughly studied classes (the classes in which almost all species have probably been identified), then multiply classes.
The taxonomist's argument is most vulnerable to criticism on the grounds that it
A. confuses a claim about classes of animals with an analogous claim about species in those classes.
B. takes for granted that the average number of species per class of animals is roughly the number in one of the most thoroughly studied classes.
C. fails to adequately address the possibility that biologists could estimate the total number of animal species without considering the number of known classes.
D. conflates the total number of animal species with the total number of animal species that biologists have identified.
E. presumes, without providing justification, that the number of unidentified species in the most thoroughly studied classes of animals and in the less studied classes is roughly the same.
The taxonomist's argument is most vulnerable to criticism on the grounds that it
A. confuses a claim about classes of animals with an analogous claim about species in those classes.
B. takes for granted that the average number of species per class of animals is roughly the number in one of the most thoroughly studied classes.
C. fails to adequately address the possibility that biologists could estimate the total number of animal species without considering the number of known classes.
D. conflates the total number of animal species with the total number of animal species that biologists have identified.
E. presumes, without providing justification, that the number of unidentified species in the most thoroughly studied classes of animals and in the less studied classes is roughly the same.
13 Apr 2024, 14:02
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Here, the author is trying to find a total by multiplying one sample set by the number of sets. This would be like counting the number of people in my house by the total number of houses on my street to find the total number of people on the street. This relies on an assumption that the number of people in my sample (the well-studied class in the argument, the number of people in my house in my example) is representative of the norm or average for the whole group. For instance, what if I live alone, but most houses on my street turn out to have 5 people? Then my estimate will be only about 20% of the right answer.
B addresses this assumption. If the class in question turns out to be atypical, then multiplying by the number of classes could give a very inaccurate result.
A references a claim about the species within the class, but there isn't any claim made about that.
C isn't a flaw. Sure, there might be other ways to get the total, but that doesn't mean that this one wouldn't work. Similarly, if I say that you could get somewhere by bus, my argument isn't flawed just because you could also ride a bike.
D is inaccurate. It's saying that the author doesn't acknowledge the difference between identified species and total species, but they talk all about that. This is why they want to look at a class in which almost all the species have been identified. If it were true that all the classes were roughly equal, this would give us a good idea of the number of remaining unidentified species per class.
E is saying that the author doesn't recognize that some classes have more species than others. Again, this is something the author does recognize. They realize that some classes have a lot of unidentified species, but they think they can use more well-studied classes to overcome this problem.
B addresses this assumption. If the class in question turns out to be atypical, then multiplying by the number of classes could give a very inaccurate result.
A references a claim about the species within the class, but there isn't any claim made about that.
C isn't a flaw. Sure, there might be other ways to get the total, but that doesn't mean that this one wouldn't work. Similarly, if I say that you could get somewhere by bus, my argument isn't flawed just because you could also ride a bike.
D is inaccurate. It's saying that the author doesn't acknowledge the difference between identified species and total species, but they talk all about that. This is why they want to look at a class in which almost all the species have been identified. If it were true that all the classes were roughly equal, this would give us a good idea of the number of remaining unidentified species per class.
E is saying that the author doesn't recognize that some classes have more species than others. Again, this is something the author does recognize. They realize that some classes have a lot of unidentified species, but they think they can use more well-studied classes to overcome this problem.
24 Apr 2025, 06:35
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