According to a set of standards, a certain type of substance can contain a maximum of 0.001% phosphorus by mass....
GMAT Problem-Solving and Data Analysis : (PS_DA) Questions
According to a set of standards, a certain type of substance can contain a maximum of \(0.001\%\) phosphorus by mass. If a sample of this substance has a mass of \(140\) grams, what is the maximum mass, in grams, of phosphorus the sample can contain to meet these standards?
1. TRANSLATE the problem information
- Given information:
- Maximum allowable phosphorus: \(\mathrm{0.001\%}\) by mass
- Sample mass: \(\mathrm{140}\) grams
- Need to find: Maximum mass of phosphorus in this sample
- What this tells us: We need to calculate \(\mathrm{0.001\%}\) of \(\mathrm{140}\) grams
2. TRANSLATE the percentage to decimal form
- Convert \(\mathrm{0.001\%}\) to decimal: \(\mathrm{0.001\% = 0.001/100 = 0.00001}\)
- This decimal represents the fraction of the total mass that can be phosphorus
3. SIMPLIFY by calculating the maximum phosphorus mass
- Maximum phosphorus mass = \(\mathrm{0.00001 \times 140}\)
- Using calculator: \(\mathrm{0.00001 \times 140 = 0.0014}\) grams
Answer: \(\mathrm{0.001}\) grams (or .0014)
Why Students Usually Falter on This Problem
Most Common Error Path:
Weak TRANSLATE skill: Students confuse percentage conversion, treating \(\mathrm{0.001\%}\) as \(\mathrm{0.001}\) instead of \(\mathrm{0.00001}\)
They might calculate: \(\mathrm{0.001 \times 140 = 0.14}\), which is 100 times too large. This leads to confusion since this answer seems unreasonably high for such a small allowable percentage, causing them to abandon systematic solution and guess.
Second Most Common Error:
Poor SIMPLIFY execution: Students correctly identify the need to find \(\mathrm{0.001\%}\) of \(\mathrm{140}\) but make decimal multiplication errors
They might misplace decimal points during calculation, getting answers like \(\mathrm{0.14}\) or \(\mathrm{0.014}\) instead of \(\mathrm{0.0014}\). This computational error leads to selecting an incorrect numerical answer.
The Bottom Line:
The key challenge is managing very small percentages and their decimal conversions. Students must be extremely careful with decimal place values when converting tiny percentages (\(\mathrm{0.001\%}\) requires moving the decimal point 5 places to the left total).