Self-study
Support A science class stored one selection of various fruits at 30 degrees Celsius, a similar selection in similar conditions at 20 degrees, and another similar selection in similar conditions at 10 degrees. ███████ ███ ██████ ██████ ██ ██ ███████ ██████ █████ ██████ ████ █████ ██████ ██ ██ ████████ ███ █████ ██████ ██ ██ ███████ ██████ █████ ████████ ███ █████ █████████ ████ ███ ██████ ███ ███████████ ██ █████ █████ █████████ ██ ██████ ███ ███████ ███ ██████ ████ ████ ████ ██████
Summarize Argument
The class concludes that the colder the storage conditions for these fruits, the longer they will stay fresh. They support this with an experiment in which similar fruits were stored at 30, 20, and 10 degrees in similar conditions. The fruits at 20 degrees lasted longer than those at 30 degrees, and the ones at 10 degrees stayed fresh the longest.
Identify and Describe Flaw
The class’s reasoning is flawed because they draw a broad conclusion based on a small range of temperatures (10-30 degrees). They assume that colder storage always keeps the fruits fresh for longer, ignoring the possibility that there could be temperatures that are too cold. In other words, just because the fruits lasted longer at 10 degrees than at 30 doesn’t mean they’ll last longer at 0 degrees.
11.
The class's reasoning is flawed ██ ████ ███ █████
a
generalized too readily ████ ███ ██████ ██ ██████ ██ ██████ ██ ███ ███ ████
This is the cookie-cutter flaw of hasty generalization. The class doesn't make a generalization about fruits that they did not test. Instead, they draw a conclusion about “these varieties of fruits,” meaning the fruits that they did test.
b
ignored the effects ██ █████ ███████ ████ ██ ████████ ███ ████████ ██ ███ ████ ██ ████████
The class doesn’t mention other factors, but it doesn’t need to because the experiment controlled for them. By keeping the other conditions similar for each selection of fruits, the class tested the effect of temperature.
c
too readily extrapolated ████ █ ██████ █████ ██ ████████████ ██ ███ ██████ █████ ██ ████████████
The experiment showed that within the narrow range of 10-30 degrees, colder storage keeps the fruits fresh longer. They then apply this to all temperatures, assuming that colder storage always works, without considering that some temperatures might be too cold.
d
assumed without proof ████ ███ ███████████ ███ ████████
The class never mentions a thermometer at all. Even if they did, we have no reason to believe that the thermometer might be unreliable. The flaw in the class’s argument has to do with how they apply their experiment’s findings, not with their thermometer.
e
neglected to offer ███ ███████████ ███ ███ ███████ ██ ██████████
The class concludes that colder storage helps the fruits last longer; they don't need to explain why. Even if they did explain why, this wouldn’t fix the fact that they apply their results too broadly.