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The Five Units in This.Instructionll Packagecontainsperformance Objectives, Learning Activities, Andsupporting'information in the Fort of Text, Exercises, and Tables

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The Five Units in This.Instructionll Packagecontainsperformance Objectives, Learning Activities, Andsupporting'information in the Fort of Text, Exercises, and Tables DOCUMENT EESUME ED 134 767 08 CE 009 771 AUTHOR Cooper, Gloria S., Ed.; hagisos, Joel H., Ed. TITLE Metrics for Blueprint Reading. INSTITUTION Ohio State Univ., Columbus. Center forVocational Educaticn. SPONS AGENCY Bureau of Occupational and Adult Education(DHEW/OE), Washington, D.C. PUB DATE 76 CCNTRACT OEC-0-74-9335 NOTE 59p..; For a related document see CE 009 736-790 ELRS PRICE EF-$0.83 HC-$3.50 Plus Pbstage. DESCRIPTCES *Blueprints; *Curriculum;.Instructional Materials; learning Activities; Measurement Instruments;*Metric System; Secondary Education; TeachingTechniques; *Trade and Industrial Education; Units f Study (Subject Fields) ;Vocational Education ABSTRACT Desdgned to meet the job-related metric measurement needs of blueprint reading students, thisinstructional package is one of eight for the manufacturingoccupations cluster, part of a set of 55 packages for metric instruction indifferent occupations. The package is intended for students who already knowthe owcupational terminology, measurement terms, and tools currentlyin use. Each of . the five units in this.instructionll packagecontainsperformance objectives, learning activities, andsupporting'information in the fort of text, exercises, and tables. Inaddition, suggested teaching techniques are itcluded. At the back of the package are objective-based evaluation items, a page of answers tothe exercises and tests, a list of metric materials neededfor the activities, references, and' a list suppliers. The material is designed to c,Qcompodate a variety of individual teaching andlearning styles, e.g., independent study, small group, orwhole-class activity. Exercises are intended to faciiitate experienceswith measurement instrutents, tools, and devices used in this occupationand job-related tasks of estimating and measuring.Unit I,-a general intxoduction to the metric system of measurement,provides informal, hands-on experiences for the students. This unit enablesstudents to become familiar with the basic metric units, theirsymbols, and measurement instruments; encl.-todevelop a set of mental references for metric values. The metric system of notationalso is explained. Unit 2 provides the metric terms which are used inthis occupation and gives experience with occupationalmeasurement.tasks. Unit 3 focuses on jot-related metric equivalents andtheir relationships. Unit 4 provides experience with ecognizing and using metric instruments and tools in occupational measurementtasks. It also provides experier,ce in comparing metric and customarymeasurement instruments. U- is designed to give students practice in converting ous- y and metric measurements, askill considered useful during tiransition to metric in each occupation. (HD) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDDIS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from theoriginal. , il,, .tylr v.,r/q",/,t,/,,, fr,t '11/ of 4,4, .,,,i/,,,,A.4 g 44 / 11 / 7 / 47 77 74 / // /I .1 1,. ./of..11. 1 iri/11,11// / // / 1.4 1# /1 11/ 4 " 1,74,1 (eV //ma 4 4,, 4 4 144/ v/ 4 4,4 //i 0414, fr" 1 11/,,r 010/////, '944%) 1140 / / 11 , 1/4 ,c,(11,r "1,d/4 0,14 rolb 1/4 ,///, k/010, '/ f tri #(//, ofIr., yrr %JAC ti RAO .4 1/4 fiviff,/,/fOrAP ttirich IC ti olld,t, iit,11:11;to, RAO 7// 0/Vo". Aro/4 (1191.1,%17,1) 04 /// nrrrotprkc// fry r6 roppcb/ '//h m, OP 4 I///n 4// q/oil IN Ai/ipt,/,/1 _ s) metrics forblueprint reading /4 (II, 7.1%,/s, tnr 440,err,'"rh, .1 4 4 '4A 9/;;; / 7,474/114 kik / 1///a/lb// tiny r r 1/* w 7 /41 71p 9/0 4 THE COM FOR VOCADONA1 EDUCATION % // , J r/w //, /1, / 4/0041, 3 TEACHING AND LEARNING THE METRIC SYSTEM This metric instructional package was designed to mee, job-related Unit 2 provides the metric terms which are used inthis occupation metric measurement needs of students. To use this package students and gives experience with occupational measurement tasks. 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 and their relation- the help of expenenced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revised before provides experience with recognizing 'andusing metric distribution. Unit 4 instruments and toolS in occupational measurementlasks,It also pro- Each of the five units of instruction contains performance olio- vides experience in comparing metric and customary measurementin- tives, learning activities, and supporting information in the form of struments. text, exercises, and tables.In addition, suggested teaching techniques converting custom . are included. At the back of this package are objective-basedevaluation Unit 5 is designed to give students practice in items, a page of answers to the exercises and tests, a list of metric ary and metric measurements.Students should learn to "think metric" However, skill with materials needed for the activities, referenceand a list of suppliers. and avoid comparing customary and metric units. conversion tables will be useful during tne transition to metricin each occupation, Classroom experiences with this instructiOnal package suggest the following teaching-learning strategies: Using These Instructional Materials of knowl- 1. Let the first experiences be informal to make learning the metric This package was designed to help students learn a core the job.The system fun. edge about the metric system which they will use on exercises facilitate experiences with measurement instruments,tools, Students Jearn better when metric units are compared to familiar 2. and devices used in this occupation and job-relatedtask', of estimating objects.Everyone should learn to "think metric." Comparing and measuring. metric units to customary units can be confusing. fl ,sil,ned to accommodate a 3. Students will learn quickly to estimate and measure in metric Units This instructional package alsO was t.tyit. Teachers are encour- by "doing." variety of individual teaching and learning aged to adapt these materials to their own clas,es.For example, the 4. Students should have experience with measuring activities before information sheets may be given to students for self-study.References getting too much information:'t may be used as supplemental resources.Exercises may be used in inde- pendent study, small groups, or whole-class activities.All of the 5. Move through the units in an order which emphiizes the sim- materials can be expanded by the teacher. plicity of the metric system (e.g., length to area to volume). 6. Teach one concept at ,a time to avoid overwhelming students with Gloria S Cooper too much material. Joel H.lagisos Editors . Unit 1is a general introduction to the metric system of measure- ment which provides informal, hands-on experiences for the students r In* publication was developed pursuant to corn,rxisoNos OEC.0.74,9335 with the This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, US. Dertment cf Health, Educa. expressed herein do not necessarily units, their symbols, and measurement instruments; and to develop a tion and Welfare. However, the opinions ?eflect the.,position Of policy of the U.S. Of fice ofEducation and no oflicial set of mental references for metric values. The metric system of nota- endorsement t:nf ,the U S Of lice of Educationshould be inferred, tion also is expldned. 4 UNIT OBJECTIVES The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, ad Temperature Exercises, using the metric terms and measurement devices listed here. SUGGESTED TEACHING SEQUENCE EXERCISES . SKIIAS Linear Ares Volume or Ns:inlay %is Temperatute 1. These iitroductory exercises may require (pp. 3. 4) (pp. 5 . 6) (pp:7 .8) (pp, 9 .10) y IPA]) two or iree teaching periods for all five areas of measurement. a Recognize and use thy millimetre (min) square cubic centi. gram (g) degree Celsius 3) unit and its symbol lor: centimetre metre (cm 1°C) 2. Exercises should be followed in the order centimetre (cm) (cm2) kilogram (kg) given to best show the relationship 2 Sdect, use, and reld the cubic metre between length, area, and volume, appropriate measuring 4 met re (In) square instruments for: metre 1m2 ) litre (I) .3. Assemble the metric measuring devices . 3. State or show 1 (rules, tapes, scales, thermometers, and physicil reference for: millilitre (ml) measuring'containers) and objects to be measured.* Estimate within 25c-, height, width, or the area of capacity of the Mass of objects the temperature of of '.he actual messure length of objects a given surface containers in grams and kilo the sir or a liquid C 4. Set up the equipmenrat work stations grams for'use by the whole class or as individu- alized resource activities, 5. Read ciirrectly metre stick, metric measurements a kilogram scale A Celsius thermometer.' tape measure, and on graduated and a gram scale 0 5. Have the students estimate, measure, and metric rulers volume measur . ing devices record using Exercises 1 through 5. 6. Present information on notation and make Table 1 available. 7. FolloW up With group discussion of RULES OF NOTATION activities. 1. Symbols are not capitalized unless the unit is a proper name (mm not MM)4 " 2. Symbols are not followed by periods (m not m.). 3. Symbols are not followed by an s for plurals (25 g not 25 gs). 4, k space separates the numerals from the unit symbols (4 I not 41):* *Other school departments may have devices which 5. Spaces, not commas, are used to separate large numbers into groups of three can be used, Metric suppliers are listed inthe reference digits (45 271 km-not 45,271 km), section.
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