Why do this problem?
gives practice in converting between a variety of
measures. Don't be put off if your students are not aware of the
meaning of the various reagents: the table can be reconstructed
using knowledge of units alone and a little common sense. Engaging
with a problem containing some unfamiliar elements is a good
general aspect of mathemaical training.
The most intimidating part of this question is the scientific
names of the reagents. Encourage students to see past this to the
mathematical structure of
the problem. If it helps, the names of the reagents could be
replaced by letters.
- What is the question asking mathematically?
- Is it possible easily to rule out certain cards from certain
positions? What possibilities remain?
Change the names of the reagents to letters or something