91Ó°ÊÓ

In 1990 major engine repairs were performed on 10 percent of the cars that had been built by the National Motor Company in the 1970 s and that were still registered. However, the corresponding figure for the cars that the National Motor Company had manufactured in the 1960 s was only five percent. Which one of the following, if true, most helps to explain the discrepancy? (A) Government motor vehicle regulations generally require all cars, whether old or new, to be inspected for emission levels prior to registration. (B) Owners of new cars tend to drive their cars more carefully than do owners of old cars. (C) The older a car is, the more likely it is to be discarded for scrap rather than repaired when major engine work is needed to keep the car in operation. (D) The cars that the National Motor Company built in the 1970 s incorporated simplified engine designs that made the engines less complicated than those of earlier models. (E) Many of the repairs that were performed on the cars that the National Motor Company built in the 1960 s could have been avoided if periodic routine maintenance had been performed.

Step by step solution

01

Understanding the Problem

We need to explain why a lower percentage of cars from the 1960s required major engine repairs compared to cars from the 1970s, despite being older.

02

Analyzing Given Options

Let's evaluate each option: (A) Discusses inspection requirements, not addressing repair needs directly. (B) Talks about driving habits, which doesn't impact repair statistics directly. (C) States that older cars (e.g., from the 1960s) are more likely to be scrapped when major repairs are needed, possibly explaining why fewer are repaired. (D) Simplifies engine designs in the 1970s could explain higher repair percentages, but isn't directly the most telling. (E) Suggests a lack of maintenance in 1960s cars, making it less likely to impact new repairs.

03

Selecting the Best Explanation

Option (C) is the most plausible choice since it indicates that cars from the 1960s are more likely discarded rather than repaired, providing a convincing reason for the lower repair percentage compared to cars from the 1970s.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

logical reasoning

Logical reasoning is the foundation of this exercise. When confronted with a problem, particularly like the one about car repairs, the goal is to find a rational explanation for the given data. The exercise presents a situation where a discrepancy exists—a higher percentage of 1970s cars needed repairs compared to those from the 1960s. Logical reasoning helps us derive why this might be the case.

To apply logical reasoning, consider:

• The different factors or conditions influencing the scenario.
• The potential implications of each influence on the observed outcome.
• Any underlying assumptions that might not be immediately obvious.

Using this structured approach enables you to eliminate options and identify the one that best resolves the discrepancy—hence arriving at the correct explanation based on evidence and logical processes.

problem-solving skills

Problem-solving skills are crucial when facing such LSAT-type questions, where differences in outcomes need a plausible explanation. This skill involves analyzing situations from different angles and piecing together data logically.

In our car repair scenario, we notice two different percentages associated with 1960s and 1970s cars. Solving the problem involves dissecting each option given:

• Assess the relevance of inspections, driving habits, and engine designs.
• Determine the impact of maintenance (or lack thereof) on repair needs.
• Evaluate how decisions to discard cars rather than repair them influence statistics.

By breaking down the options like this, you gain a clearer view of how each factor influences the problem, thus allowing you to find the most reasonable explanation.

critical thinking

Critical thinking goes hand-in-hand with logical reasoning and problem-solving. It involves assessing statements critically to judge their validity and relevance to the issue. In LSAT logical reasoning sections, you need to scrutinize each proposed explanation or condition critically.

For example, in our exercise, critical thinking is used to evaluate each option's ability to explain the discrepancy regarding car repairs. You have to:

• Analyze the extent to which each statement addresses the problem.
• Consider any missing information or implicit assumptions.
• Decide which points are most pertinent to the problem's context.

By advancing your critical thinking skills, you become better prepared to sift through competing explanations and choose the one that comprehensively explains the situation.

LSAT preparation

Preparation for the LSAT involves mastering various skills, among which logical reasoning, problem-solving, and critical thinking are prominent. The LSAT tests your ability to deduce and infer – essential for law school preparation.

To optimize your LSAT preparation:

• Practice identifying premises and conclusions in arguments.
• Learn to spot logical fallacies or irrelevant information.
• Engage in exercises that require breaking down complex scenarios into manageable parts.

By regularly practicing with questions like the car repair scenario, you'll refine your ability to think quickly and accurately, a necessity for tackling the LSAT exam with confidence.