PT158.S3.Q2 > Question

SECTION 1 · rc

PASSAGE 1

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7

PASSAGE 2

Question 8 Question 9 Question 10 Question 11 Question 12 Question 13

PASSAGE 3

Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20

PASSAGE 4

Question 21 Question 22 Question 23 Question 24 Question 25 Question 26 Question 27

SECTION 2 · lr

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20 Question 21 Question 22 Question 23 Question 24 Question 25

SECTION 3 · lr

SECTION 4 · lr

The educator concludes that schools should require students to take interdisciplinary courses, rather than courses in individual academic disciplines. He supports this by saying that few problems faced in daily life can be effectively solved by applying knowledge from any single academic discipline alone.

The educator assumes that students can’t combine knowledge from different disciplines unless they learn to do so in an interdisciplinary course. In other words, he assumes that schools have to teach interdisciplinary courses in order for students to combine knowledge across disciplines. He also assumes that one of the goals of schools should be to teach students to effectively solve problems faced in daily life.

This weakens the educator’s argument because, if students can effectively solve problems faced in daily life using only common sense, why does it matter whether schools teach interdisciplinary courses? Students can solve these problems either way.

This weakens the argument because it provides a consequence of switching to an interdisciplinary teaching model. If teachers are more effective in teaching single subjects, the quality of education may decline if the educator's suggestion is followed.

This strengthens the argument by addressing the assumption that students can’t combine knowledge from different disciplines unless they learn to do so in an interdisciplinary course. If that assumption is true, interdisciplinary teaching becomes much more necessary.

Irrelevant— the premise tells us that “few” problems can be solved using knowledge from any single academic discipline. It follows that some problems can be effectively solved this way, so (D) doesn’t affect the argument either way.

Irrelevant— just because courses aren't designed to teach students how to solve problems faced in daily life doesn’t mean that they won’t teach students to solve these problems.

PrepTest 158 - Section 3 - Question 2

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