This does not affect the argument. The author does not claim computers should not be used at all in scientific teaching. The author claims that laboratory experiments specifically should not be replaced by simulated experiments on computers.

This does not affect the argument. Students observing teachers perform experiments is not relevant to the argument, which is about the effects of students simulating experiments with computers.

This does not affect the argument. The author does not claim computers should not be used at all in scientific teaching (such as for teaching terminology). The author claims that laboratory experiments specifically should not be replaced by simulated experiments on computers.

This does not affect the argument. Schools' and universities' investments in computers do not undermine the author’s point that students should not learn to perform experiments by simulating them on computers.

This weakens the argument. By noting that students can learn science effectively without having experience with laboratory equipment, (E) exploits the author’s assumption that students not knowing how to use laboratory equipment is a bad thing.