If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
21. In the passage, the author is primarily concerned with
identifying the kinds of thinking that are used by technologists
stressing the importance of nonverbal thinking in engineering design
proposing a new role for nonscientific thinking in the development of technology
contrasting the goals of engineers with those of technologists
criticizing engineering schools for emphasizing science in engineering curricula
22. It can be inferred that the author thinks engineering curricula are
strengthened when they include courses in design
weakened by the substitution of physical science courses for courses designed to develop mathematical skills
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