DOCUMENT RESUME ED 134 758 08 AUTHOR Cooper, Gloria S., Ed.; Magisos,, Joel 11, Ed. TITLE, , Mettics for Dietetic Technicians. : INSTITUTION .0hio State Univ., Columbus. Center for Vocational SFONS AGENCY Bureau. of Occupational.and Adult Education (DHE,W/OE), Washington, D.C. 4 PUB DATE 76 CONTRACT- OEC-0-74-9335 NOTE 61p.; For a related document see CE 009736-750 EDRS PRICE MF-$0.83.HC-$3.50 Plu4Postageo, DESCRIPTORS *Curricu um; *Dietetics; Health OccuPations Educatio; Instructional Materials; Learning Activities; Measuretent Instruments; *Metric Sls'tem; '1. Secondary Education; Teach4ag Techniques; Units'of Study (Subject Fields) ; *Vocational Education ABSTRACT W. DesAzied to meet the job-telatedrio tmeasureentm needs of students interested in becoming- dieteticech iciaps, this instructional,package is-one.of,fi*e for the health oc up&tions cldster, A.et* of a set of 55 package's for metric instruc*ion in &ifferent occupations. The package Is intended ,Lor4tudents who already knaw the occupational terminolOgy, measurement terms, and tools currently in use. Each.of the five units in'thisinstrctional package contains performance objectives,,learning activities; and supporting inforiation in the farm Of text;)exerCisei, and tables. In addition, suggested teaching techniques are-inclUded. At thefaCk Of the package are objective-based evaluation...items, a page of answer -to-*he exercises and tests; a.list of.metric Materials needed fot the activities; teferences, and a list of suppliers. The material is designed ta accotmodate a variety of individual teaching and learning styles, e.g., indePendent stUdy,,small group, or whole-class d ' activity. Exetcises are intended to facilitate experiences with laeasprement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring.4pnit.I, a general introduction 'to the metric. systel of measurement, provides.informal,, ,hands-on, experiences for the students. This unit 6nables students. to*- become. familiat with the basic metric units, their symbols, and measurement instruments; and to develop a setOf mental references for metric values. The 40tric, system of nota on.alsa is'explained. Unit,2 provides the.metric turbs which areus d in this occupation and gives experience with ocapailohal measur m nt tasks. Unit 3 fdcuses on job-related metric equivalents and t eir relationships. Unit 4 provides experience With recpgnizing and using metric. ....-itstruments and tools in occupatiotal msh'iurement tasks.iIt also provides experience in comparing metriC aid customary measureAnt. instruments. Unit,5 is designed to give students practice in ,:onverting customary ailt Metric measurementt,,a_skill considered .sefal Wing Ae transition to metric in each' ocCupation. %(AD) .t. 4. , Documents -acquired by ERIC include many irifoimal unpublished-materials not available from other soUrces. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encoupteredond this affects the quality of the microfiche anil harde-opy reproductioni ERIC, makes available via the ERIC Document Repioduction Service (EDRS). EDRS is not responsible for the quality of the original domment. Reproductions supplied by EDRS are the best that can beinade from' the oilginal. ., , ' - ,v \ i 0, \ I. ofivo,, pvit Art rr tr//,r,/,/,.fmr. rrh'07,0% 4fr, 4, 4 4///////oi 41i 40. 1%4 4 4 4ko. ( ' fry1? 4/4 14/Ji, dit,/,/,/:(0,1441%/71/ ,140/1 04,404,r 1 /0 eproorco, I07/111#4fr f /.1/4 gri itoeti, (01416,41//I4,4 'Ad ( 14. ^OP W1//414 "' 1101/4."s" 10% 4% 4.';0.Ut'1, 1!/;il //h rriPtitiyicG 1 rp° Marl ,r4C /t/,,,,/tAiti/J I/ rrirpro/ 00, ffIr/ I 4 441; go" %I 14 C. 0,; far ffity/Hrgo,z).d1016d Smeth w for dieteticiechfliCiaflS t. ". , 1,14, , km,lli USeIDEPARTMENTOF EALTA f EDUCATION & WELF kb, r ,pdh g fri, NATIONAL IATITUTE OF EDUCATION THIS DOCkIMENT HAS BEEN REPRO DIKED EMTLY AS RECEIVED FROM THE PERSON OP ORGANIZATION ORIGIN ATING I T, POINTS OF VIEW OR OPINIONS STATED DO NOTAECESSARILY REPRE A ' / / rik SENT OFFICIAL NATIONAL INSTITUTE OE mph EDUCATION POSITION OR POLICY THE CENTER FOR vOCAMNAL EDUCATIONli 4 41w A r3, TEACHING ANI) LEARNINp THEMETRIoSYSTEM ( .. This metric instructional packagewas designed to meet jobrelated Unit 2 provides tha metric terms which are used in tlais occupation metric measument neeck of students,To use this, package students and gives experience/01So occupational measurement tasks.i: should already know the occupational terminology, measurement terms, and tools currently in use. These materials were prepared with Unit 3 focuses on job-related metric equivalents and4their relation- ,/ the help of experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revised before distributioq, -Unit 4provides experience' with recgnizing and using metric instruments and tools in OccupatiOnal measu ement tasks.It also pro- Each of the five units of instructioncontains performance objec- vides experience in comparing Metric and customary Measurement in- tives, learning activities, and supporting informationin the form of struments. t'ext, exercises, and tables.In addition, shgested teaching techniques 'are included. At the back of this package are objective-based evaluation Unit 5 is designed to give students practice in converting custom- items, a page of answers to the exercises and tests,a list of Metric ary and metric measurements. Students Should learn to "think metric" materials needed for the activities, references, anda list of suppliers. and avoicNomparing custóinary and metric units, 11-lowever, skill with conversion tables will be useful duringrthe transition to metric inieach occupation. Classroom experiences with this instructional package suggest the 0 following teaching-learning strategies: Using These Instructional Materials Let the first experienCes be informal to make le1/4arning the metric This package was designed to' help students learn a core of know!. 'system fun: edge -about the metric system which they will use on the job.The exercises facilitate experiences with measurement instruments, tools, Students learn better when metric units ire cOmpared to faMiliar and devices used in this occupation and job-relatell tasks of es ttmah objects.Everyone should learn to "think metric.' Comparing and measuring., metric units to customary units can be confusing, tiO0 Students will learn quickly to estimate andmeasure in metricnits This in,uctional package-also was designed to accommodate a by "doing." variety of individual teaching and learning styles. Teachers 'Ire encour- aged to adapt theR materials to their own classes:For example, the Students should have experience with measuring activities before information sheets may be given to students for self-stddy. References getting too much information, may be used as supplemental resources. Efercises may be.used in inde- pendent study, small groups, or whole-class adivities.All of the 5. Move through the units in an order whichemphAesthe. sim. plicity .of the Metric system (e.g., length to areato volume). materials can lbe expanded by the teacher, Teach one concept at a time to avoid overwpelming students with loria S Cooper too much material. el 'H. Magisos.'\ ditors Unit 1is a general introduction to the metric system ofmeasu ment which provides informal, hancislon experiences for the students. This publication was developed pursuant to contract No. OEC.0.749335 with the This unit enables students to become familiar with the.basic metric '8.ureau of Occupational and Adult Education, U.S, Departnient of Health, Educa units, their symbols, and-measurement instruments; and to developa tion and Welfare. However, the opinions expressed hirein do nat necessarily set of mental references for _metric values. The metric system 9f note- reflect the position or policy of the U.S. Office of Education and no official tion also is explained. endorserilent by the U.S Office of Education should be inferred, 7 UNIT OBJE:CTNES The student will demonstrate these skills for the Linear, Area,Volyne or Capacity) Mass and Temperature Exercises, using the metric terms and measurementdivices listed here. r SUGGESTED TEACHING SEQUENCE EXERCISES .... , SKILLS Mak Temperature Linear A* Yoluma or Capacity a These introductory exercises may require (p, 11) (Pp.") IP. 5 . 61 IPP. 7 . 8,) ' (MO 1°) for all five two or three teaching periods i I , ' le r areas of measurement. gram (g) degree Celsius / Recognize and use the millimetre (mm) !spare cubic centi (DC) , unit and its symbol for: centimetre mete (Cm)) Exercises should be followed in the order , 2. centimetre (cm) (cm2) kilogram (kg) cubic metre given to best shOW the relationship 2 Select, use, and read the (m) square 03) between length, area, and volunle. appropriate messuring metre i . instruments for: metre , (m2) litre (I) 3. Assemble the metric measuring devices i 3, , State ihow s (rules, tapes, scales, thermometers, and physical reference for: millilitre (m1) measuring containers) and objects to be P. ' 4 measured.* the mos of objects the temperature of Estimate within 25% height, width, or the area of capacity of in grams and kilo: the air or I liquid of the actual meaiure length of objects given surface containers 4. Set up the equipment atwork stations 111 grams individu r foruse by the whole class or,as // .11 a kilogram scale A Celsius thermometer 5, Read corryctly metre stick, metric messuremenig alized resource activities. ,tape Areasure, and on graduated, . and a gram'scale volume mtallir Hive the students estimate, measure, and metric rulers 5. , ' ine device, record using ExerciSes 1 through 5. , 6. Present information on notation and make Table 1 available,. RULES OF NOTATION 7. Follow up with group discussionof (mm not MM). 1. Symbols are not capitalized,unless the unit is a proper name 2, ,Symbols are not followed by periods (m not tn.). 3. Symbols are not followed by an s for plurals (25 g not25 gs). 4. A space separates the numerals from the unit symbols(4,1 not 41), 5.