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Home , Body height (typography), Cubic metre, Litre, Metre, Millimetre

'DOCUMENT RESUME

ED 13A 755 084 CE 009 744

AUTHOR Cáoper, Gloria S., Ed.; Mag4,sos Joel B., Ed. TITLE q Met,rits for.Theatrical COstum g: ° INSTITUTION Ohio State Univ., Columbus. enter for Vocational Education. SPONS AGENCY Ohio State Univ., Columbus. Center for.Vocational Education. PUB DATE 76 4.

CONTRACT - OEC-0-74-9335 NOTE 59p.1 For a. related docuMent see CE 009 736-790

EDRS PRICE 10-$0.8.3 C-$3.50 Plus Pdstage: DESCRIPTORS *Curriculu; Fine Arts; Instructional Materials; Learning. ctivities;xMeasurement.Instrnments; *Metric, System; S condary Education; Teaching Technigue8; *Theater AttS; Units of Sttidy (Subject Fields) ; , *Vocational Eiducation- IDENTIFIERS Costumes (Theatrical)

AESTRACT

. Desigliedto meet tbe job-related m4triceasgrement needs of theatrical costuming students,'thiS instructio11 alpickage is one of live-for the arts and-huminities occupations cluster, part of aset b*: 55 packages for:metric instrection in diftepent occupations.. .The package is in'tended for students who already knovthe occupaiiOnal terminology, terms, and tools currently in use. Each of the five units in this instructional package.contains performance' objectiveS, learning:Activities, and'supporting information in-the form of text,.exertises,- ard tabled. In. add±tion, Suggested teaching technigueS are included. At the'back of the package*are objective-base'd:e"luation items, a- of answers to' the exercises,and tests, a list of metric materials ,needed for the ,activities4 references,- and a/list of supPliers.t The_material is Y- designed. to accVmodate awariety of.individual teacting,:and learning k. styles, e.g., in,dependent:study, small group, or whole-class Setivity. Exercise8 are intended to facilitate experiences with measutement instrumetts,, tools, ahd devices used in.tAis occupation and lob-related taskS of estimating and measuring. Obit 1, a general introducyon to the bemeasurement, provips0.nformal, 'hands-on experiences for.the stud4tts. This unit enableS siudents to become familiar-witithe Ldsic , their sYmbols, and measureMent instruments; AO to develop a set of mentall .refer.enceS for metriC values.. Themettic System, of notation also is explained.. Unit 2 provides the Metric terms wEich areL used in this occupation and gives experience with occupational-measuremeAt tasks...Unit 3 focuses on job-related.metriceguilraleits and their relationships. Uni 4 provides experience with rec04nizing. and dsing metrc instruments and toolsin occupational measurement tasks. It also pro-vides experience in;comparing.metric and customary measurement instruMents. Unit 5 is deSigned to give students practice in nvertiAa, cuitosary aRd metric' ), eskill -considered

eful,ddeing tht transiticn to metric in ealth otcupation.(BD) .

. t N ; Documentsacci-uired*.by ERIC include many informal unpublished Materials not available from other sources. ERIC makes every effort to ohtain the best copy available. Nevertheless, items of marginal reproducibility are oftenencountered kid this affects the quality of the microfiche and hardcopy reproductions ER_IC Makes available via the ERIC Document.ReproduttionService (EDRS). byEDRS are the best that can be made from EDRS is not responsible for the quality of the original docament. fteproductions supplied _ the original:. ,ey.t 4e TEACHING ANp LEARNING

THE METRIC SYSTEM .(

Th'is metric instructional packagewas designed to meet job-related Unit 2 provides the metric terms which are used in this occupation metric measurement needs of students. To use this' package students and gives experienCe wittee-tcupational measurement tasks. ' should already, know te occupational terminology, measurement terms, and tools currentl9 in use, These materials were prepared,With Unit 3 focuses on job-related metric equivalents and their relation. the help ofexperienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the , and revised before distribution. Unit 4provides experience with recogn g and using metric instruments and tools in occupational measurethent tasks.It also pro. Each of the five units of instruction contains perfonnance objec. vides experience in comparing metric and customary measurementin- tives, learning 'activities, and supporting information in the form ot struments, text, exercises,, and tables.In addition, suggested 'teaching techniques , areincluded. At the back.of this packageare objective-based evaluation l.it 5 is de igned. to give students 'practice inconverting custom- items, a page of answers to the exercises and tests, i list of medic ary and metric measurements. Studentsshould learn to "think metric" materials needed for the gtivities, references, and a list of suppliers. and avoid coMparing cuStomary and Metric units, However, skill with conversion tables will be useful during the traisition to metric in eap occupation, Classroom experiences with this instructional package suggest the f011owing teaching-learning strategies: Using These Instructional Materials

, 1. Let the first experiences be informal to mike learning the metric' This package was designed to help students learn a core of know!. system fun. edgabOut the metric system which they will use on the job.The exerc es facilitate experiences with measurement instruments,tools, 2. Students learn better tvhefi Metric units are compared toakniliar and kvices used in this occupation' and job-relatedtisks of estimktingt iobjects.Everyone should learn to ,"think metric." CO paring nd meIuring. ,metric units to customary Units can be confusing.

3, Students will learn quiCkly to estimate and Measure in metric units This instn. tilonal package also was designed to accommodate a .,by "doing," variety of individual ;aching and learning styles.Teacheiare 'encour.

. aged to adapt these materials to their own classes. For example, the 4. Students should have etnerienCe with measuring activities before information sheets may be give,n to students for self.stutli. References getting too.much information. may be used' as supplemental resources.Exertises may be used in inde- pendent study, small groups, or whole-class activities,All of the 5. Move throUgh the :units' iii.;an order which emphasize§ the sim- materialsCUbe expanded by the teacher. , plicity "ofe the metiic system (e.g., to to Nolume),

6, Teach one concept at a to avoid overwhelming studenti with dl'a S' Cooper too much material. JoeH.' Magisos, Editors Unit 1 is a general introduction to the metric system of measure

ment which provides informal, hands-on experiences for the students. This publication was developed pursuant to contract No. OEC.0.74.9335 with the IhO unit enables students to 'become familiar with the basid metric Bureau of Occupational and AdultlEducation, U.S. Departmxnt ofHealthrjduca . heria do not necessvily units, their symbols, 'auk:measurement instruments; and to develop' a tion and Welfare, However, the opinions expressed reflect the or policy of the U.S. Of lice of Education and noofficial set of mental references for metric values'. The'metric system of nota- cendorsement by the U S Office of Education shouldbe inferred. tion also is explained. s 4 UNIT OBJECTIVES ). The student will demonstrate these skills forthe Linear, Area, Volunle or Capacity, Exercises, using the metlic terms and measurement deiices listed bete.

_ SUGGESTED TEACHING1SEQUENCE EXERCISES

. . , ''t SKILLS t Lirwar Ara or Capacity Slim , Temperature 1. These introductory exercises may require ' (pp.th 10) (p. 11) (PP. 34) (Pp. 5 6)t (pp. 7 .0)

two or three teaching periods for all five . , , of measurement. . 1. Recognize Ind use the (mm) square cubic* grim (1, (1)

unit md its symbol f9r: (cm3) i 1 (°C) 2. Exercises should be followed in the order centimetre (ern) (cm2) ' Err (kg) given to best show,the relationship eubicibetre 2. Select wm. wrid md the 1

between length, area, and volume. appropriate rumoring metre (m) square (m3) 1 I instruments for: i , metre ; , ,, , (mi), (I) , . 3. Assemble the metric measuring devices 3. Slate or show i (rules, tapes, scales, thermometers, and physical reference for: millilitre (m1) measuring containers) and objects to be ` measured.*, 4. Estiniste within 25% .. height, width, or the arm of . opacity of themass of objects *the temperature of of ahetus1 mewsre length of objects a given surface containen ingraros irlir kilo- the air or a 4. Set up the equipment at stations - / Fill for use by the whole class or as individu- r . A Celsius thermometer alized resource activities. 5. Reed correctly metre stkk, metric irmurements a l!iloism scale tape meson, Ind ow Er:dueled add a imm mak . metric mks rots* mum- gy 5. Have the students estimate, measure, and w Hog deice record using Exercises 1 through 5. t

6. Present information on notation and make Table 1 available.

Follow, up with group discussion of RULES OF NOTATION

activities. 1. Symbols are not capitalized atiless the unit is a proper name (rnm not MM).

2. Symbols are not followedly periods (in not in,).

3. Symbols are not followed by an 8 for plurals (25 g riot 25 gs).

4.'A space sparates the numerals'trom the unit symbols (4 I iwt 41).

5. ,Spaces, nOt commis, are used to separ* large nuntrs into groups of three . *Other school departments may have devices which can be used, Metric suppliers arelisted in the referenre digits (45 271 km not 45,271 km). , section, 6. A zero precedes the decimal pointifithe is less than onel(0.52 g not .52 g).

7. Litre slid metre can be spelled either With an -re or -er ending.

, Infoation Sheet 1

, Is (d r METRIC UNITS:SYMB)01AS, AND REFERENTS METRIc PREFIXES '

metric unit Multiplesand Quantity Symbol Useful Referents Prefixes .. VSTbols Sfibmultiples

Length millimetre mm, ickneu of dime a RP& 1000000=106 mega (mrii0 M clip wire ,

4 11 000,= 103.. kilo ik1145) . centimetre Width of paper clip 1

P'hecio (iilli ti)) metre ,.m Heightof'door &bait 2 100 = 102

/a) km 12minute walking distance : 10 =10 deuek di

,. .

. 1 . 100 Area square Area of this space , 2 centimetre cm e d , 0.1 = 10-1 deci (dill)

1

. 0.01 z. 10-2etnti (sIni) c ,

2 .muue metre m Areaof cud table top , 0.001 r. 10-3 millit(ni111) -. . .. %

, ha footbalifield including sidelines 0,000 001 .-: 10-6 micro (mTkr-o) and end zones

Volume an& millilitre ml Teaspoon is 5 ml I 4 - t Capality Table 1-1; litre I A little more than 1

cubic 3 centimetre' cm Volume of this container

0 . _ .

) m3 A little More than a cubic II

Mass Milligram 1 mg ' Apple seed about 10 mg, grain of

salt; 1 mg ...... - .

, gJ -'` Nidel about 5 g r. .F. . ic e , kg 0,-- \ Websters Collegiate Dictionary . ,. mettle ( 4 / (1000 ) t'__..j, Volkswagen Beetle -r

0 OCIE CORM FOR VOCAT1 T)ibla 1-a 411

, LINEAR MEASUREMENT ACTIVITIES 3. Choose a partner to stand it your side. Move apArt Metre, Centimetre, Millimetre so that you can put one end ota metre \stick,on your partner's shoulder and the other end on THE METRE (m) yotir shoulder. Look at the ipace between you. A. DEVELOP A FEELING FOR1HE ON METRE

k up one of the metre 1THAT IS ifiE WIDTH OF A METRE! sticks and stand it up on the floor, Hold it in Place. with one hand., Walk aand the B. DEVELOP YOUR ABILITY TO ESTIMATE IN r stick, Now stand next to

. Now you will improve your ability to Oimate in metres. 1, the sta. With your othr hand, touch yourself where Remember where the length and height bf a metre was on your the top of the metre stick, , body.- comes on you. For each of the following items:

Estimatg the size of the items and write your estimain the THAT IS HOW HIGH A METRE IS! ESTIMATE . Measure the size with your litre stick

, 4 and write the answer in the MEASUREMENT column.

. I Decidd how clo e your estimate was tO the actual measure. If 2, Hold one arm out straight ybur estimate was within 25% of the actual measure ion are a at shoulder height. Pht "Metric Marvel." the metrestick along this arm until thdend hits' the How Close end, of your fingers. Where EstimateMeasurdment, Were You? is &Ile other end of the .(m)" (m) metre stick? Touch your. 1. Height of door knob self at that end. item floor,

2a`fleight of door.

t, I 3. Length of table.. THAT IS HOW LONG A METRE IS! 4. Width, of tab

5. Length of wall of this room.

Distaice from yowto wall,

Exercise 1 (continued on next,page) I t 4 * 4. ,, 0

, -,,.: "o , 41i. THE C TIMET,I,Itg (cni) iItl'a\MILLIMETRE, /- .. le ., # . There are 100 centiteres in one, metrO. If there- are,4 metrl.and There at'e 10 in one eintjinetre. When Ateasureme 1 4 ,j, ' 'r 'C: :1 Regimens', you write 403 cm [ (4:ix 100 cm) + 3 cm = 4'00 cm- 2 and 5 millimetres, ou write 25 mml(2x 10 min) . , + 3 cm4, + 5.= = mm iL 5 mm].' There are 1 0.00 min in , i . re. ii . , 4 ., . , .%

A. °DEVELOP A Eik1N0 FOR, THE SIZEOF A GEfiTINETgE A. I / DEVELOP A FEELINGTOR THE SIZE OF A MILIMETRE' '8.1 .:' ..., , r r \ +4 . 41, ,/ ?. 4 a Using a marked in millimetres, measure: 1% 1 Hold Vihetric luler ag:alnst the width of yourthum6nail. ' , , , . HoWyridi. , is'it? k , cin I. 1. Thickness of a paPer,clip wire, mtn ',.2. Metoure your thumb, from'the firstjointO the . 1 .4.Thfcinessi Your finOrillaii. mm , "Cm . 'd t . 8 " . . , t, 3. Width of your fingernail. the metrric railer to find theidn of your palm. , , f en1 4. Diameter (width)of a coin. n'ah

4,Measure, your indei br pointing fingq. How long is it? 45, Diameter (thickiess)bof yãur pencil: /min pi 1 ern 6.!Width of a postage stamp! 1\mm 5;'':114easu*our wrist witha tapemeasure. Alat is the distance

tound it? cm -

r, ?t .? 6..UseLthe tape measure to find your waist.size-. cm B DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIAETRES 1 I I + 0. It ' , B, DEVELOP Y1/40Ult ABILITy TO ESTIMATE IN CENTIMETRES 101' You are now ready tmestimate in millimetres.' For each of the following items, follow the procedures used for estimating in You are row readi to estimate in centimetres. For each of the metres, .following items, follow the procedures used for estimating in How Close metres r-r` Estimate .Measurement Were You? 1.1 How Close (mm) (mm) ateMeasurementWere You? 1. Thicess of a (cm) (cm)

1. Lekof a pgper 1 2. Diameter (thickness) clip. of a bolt. IIIIII11 2, Diameter (width) 3. Length of a bolt. of a coin. 4,, Nth of a sheet 3. Width of a of paper. , 1.,bstagestamp. =11 5. of a board 4. Length of a 4:4kness or desk top. , pencil. It 6. Thickneis of 4 5. Aidth of a sheet button. ,of paper. ' i

THE CENTER fOR,VOCATIONAL EDUCATION Exercise 1 4 4 1 2 1 s AREA MEASUREMENT.ACTIVITIE§ DEVEL P YOUR ABILITY TO ESTIMATE IN SQUARE CENTI TREO SquareCrtimeire, g'qu'aeMetre ,t 10, You/4re nbw ready to d'evelop sour ability to estimate r- in square centimetreS.

WHEN YOU DESCRIBE 111 AKA OF S_METHIN, U ARE 3 . SAYING HOW MANY SQUAR1S OF A GIVEN SIZE IT TAKES TO Remeniber the siie qf a square 3entimetre.lor etch of the following itent, follow the 'protedures used for estimating in COVER THE SrtACE., . metres.

THE SQUARE CENTIMETRE (cm' ) ' e How Close Estimite, MeasurementWere You?

A. DEVELOP A yEEL1NG FOR kSQUAR;CENTIMETRE (cm2 ) (cm2 ) '

1.'rake a clear plastic grid,or use the grid on page 6: 1. Index card. a 2. Book cover. 2. Measure the length and width ofone of thesezmall' =.1=11MM squares with aocentimeire ruler. 3:Photograph.

' \' 4. %yew pane or THAT IS ONE SQUARETITIMEtRE! desk top)

3.'Place your fingernail over the grid. Abont how ma* squares\ does, it take to cover your fingernail? ' '7'71,-102 I ILfruSQUARE METRE (m2) 4. Place a coin over the grid. Abdut how many squares

does it take to cove? tile coin? cm2 A.DEV P A FEELING FOR A SQUARE METRE

5. Place a postage stamp over the grid. About how many , stij squares does it take to cover the postage stamp? 1. Tape four metrecks together to make a square which is one mitre long and one metrevidt.

4.:Place an'envelope over the grid. About how many 2. Hold the,squarkup with one side on the floor to,see how squares does it take to cover theenvelop'e? big it is;

3. Place the square on the floor in a corner. Step back and Measure the length and width of the envelope in centi 'look. See liow much ,floor space it covers.

metres. Length' cm; width cnt 4. Place the square overt table top or desk to see how Multiply to find the area in square centimetres. much space i coveN

cm x ,cm cm2.How 5. Place the square against the bottom of a door. See hoW close are the answers 'you have in 6. and in 7.? much of ardoor it covers. How manY squares would it take torver the door? m2

THIS IS HOW BIG A SQUARE hETRE IS! 4

\ bercise 2 (continuedon next paie)

14 15 'DEVELOP YOUR ABItITY TO ESTIMATE IN SQUARE qNTIMET\RE 'GRID METRES s, I .

e now ready to estimate in square metres. follow the procedures used for estimating in metres.

, \ HOW Close EstimateMeasurement *re You?

(m2 ) (m2

1.. Door. f 2.full gheet of o

, newspaper.

3. Ghalkboard or if. bulletin bO\ard. , 4. Floor.

, 5: Wall. .

6:Wall chart or poster.

Side of tile cabinet.

4

Exercise 2 VOLUME MEASUREMENTkTIVITIES

Cubic Centimetre, Litre., Mjllilitie, Cubic Metre

, r

; ( L THEpax (cm3) a B. DEVELOP YOUR ABILIfY TO ESTIMATE IN CUBIC A.DEVELOP A FEEL NG FOR THE CUBIC CENTIMETRE CENTIMETRES

Ai. Pick up a Colored plastic cube. Measure its,lengtli, You are now ready to develogyoir aLility.to estimate heAht, and width in centimetres. in cubic centimetres. r 4 rl?'HAT IS ONE CUBIC CENTIMETRE! Reme the size of a cubic centimetre. For each of the fo96vig items, use the procedures for estimating in Find the volume o`fplaItie1itr e box. metres.

How Close , a. Place a ROW of cubes against thebottom of fkasurerntWere You? ,. of thtbTk. How Many cubes fit in'the row. Estimate (cm3)t (cm' ) b. Plicelnother ROW Of cubes *hist an idining side of the box. How many rows fit iniide the box 1. Index card file , . to make one layer of cubes? *x., . .

How Many cubes in each row." 2. Freeze'r container. , INIM.=41 HOMnsuly cubesin the layer in thebottom of the \3. Paper clipkox.

box? , 4. Box of staples.

c. Stand a RON!' cubes up againstthe side of the box. How\ many LAYERS would fit in the box? IL ME LITRE (I)

443 , Hosc many cubes in each layer? . A. 'DEVELOP A FEELING FOR A LITW How many cubes lit in the boxaltogether?_

THE VOLUME OF, THE tciX Is CUBIC, 1.!Take a one litre beaker and fill it with .

CENTI RES 2. Pour the water into piper cups, fillingeach' is fullas you

d. Iviasure t e length,width,* height of the box in usually do. How many cups do you fdl? cm; width cm; centimetres, Length \`- THAT IS HOW MUCH IS IN ONE LITRE! height cm. Mul iply these tofind , 3. Fill the littcontainer with rice. the volume in cubic centiihetres. THAT IS HOW MUCH fl TAKES TO FILL A ONE . x cm x.1momissif..1cm = LITRE CONTAINER! Are the answers the sameoti c. and cl.?

THECENTER FOR VOCITIONAL EDUCATION Eiercise 3 (continued on next page)

n u 1

,igVELOP YOUR ABILITY to ESTIMATEIN B. DP4LOP IkfR 01140 TOESTIMATE IN MILLILITRES "

ou are now rey tode4lopyour ability to estimate k YOUtare now ready to estimate inmillilitres. Follow the . To w tio and one-haltlitres, you write 2.5 lr s procedures used for estimating metres. 2.5,1itres.\Twrite ne-half litre, yoiwrite 0,5 I,or 0.5 litre. To Write, wo aiç three-fourths litres,you write How Close 17511 or 05 litres. Estimate,likasurement Were Yon?

, .(m1) IP (m1)

For each of the following items,use the procedures for 1. Small juice can.] estimating in metres. 2. Piper CupOr tea 9 1 °Ematesti Measurement' : (1) ' (1) 3.16oft drink can. 1. iiumsi freezer. container. 4. Bot.tle...... 11.11111 Large freezer 'container. . IV; THE CUBIC METB,F)((m3)

,Small freezer container, DEVELOP.AFEE*FOR' A CUBIC METiiE

tottleor jug. 1. Place a one metre square on the floor next tothe wall. 0 Ill HE mularrat (ml,) 2. ?pure a metreP th all

Picture a box that woul., fit into that space. There ire 1 000.inillihtres inone htr 1 ,1,1itre.Half litzeIs 506.millilitres,or 0.5'litre THAT IS THE VOLUME OF ONE CUBIC METRE! v ' A. DEVELOP A PEELING FOR A. MILLILITRE DEVELOP YOUR ABILIT'YTO ESTIMATE4IN cipme mETRES A I ' 1 1. Examine a centimetre, cube. Anything whichholdst/ For each of the following items, follow the estnnating proced- 1 cm3olds 1 ml, .. ures used before. , v 'V 2. Pill a 1 millilitre measuringspoon with rice. Empty the e' How Cloge 4stimateMeasurement Were You? spoon into your hand. CarNlly pour the rice intoa , a , small pile on a sheft ofpaper. `(m3) (m3 )

THIT IS HOW CH ONE MILLILITRE)I ! 1.Office desk.

Fill the 5 ml ;oil with rice. Pour/0erice into another 2. File cabinet. pile o, the sheeird aper. ) 3. Small room. T1At 18 5dMILLILITRES,OR ONE TEASPO(0

1 4. Fithe 15 ml spoon yiith rice. Pour the riceinto,a third pile on the paper. . T IS 15 M1LLILITVS, OR ONE TABLESPOON! A FOA VOCATIONAL EDUCATION ,. Exercise 3

20 f 9 MEASpEMENT ACTIV 4 MASS (WEIGHT)

Kilogram, Gram ,

ir.... . , Tbemass of an object is a measure of the amount of matter in the Mass object.,Thisamountikliaps thesa&e unlessyou add ot subtract some a (kg) mattertom the object. Weight is the terrn that most people use en 'they mean mass. The weight of an object is affected by ; the 1.4lograin box. .M1111.11 iriss of an object isnat, For example, the weiglit of g person on exth,. 2. Tex hook. might be 120 pounds; that same pe'n's weight on the mdon would be 3. Bag of sugar. 'ilds.20 pou This difference ii becaui the pull of gravity on,themoon is less than the pull of gravity on . A j)elion's mass on the earth 4. Package of paper. and on the moon would be file same. The metric system does not ' Your own mass. measure weightit measures mass, We will useNI termmass here. 7

The'symbol for gram is . B. DEVELOP YOUR ABIL TY TO STIMFE INKILOGRAMS The symbol for:kilogram is kg. For the,followiy items ESTIMATE theVass of the,object in There are 1 000 in one kilogram 4;1,000 g =.1 kg. (kilograms, then use,the scale or balance to find the exict mass Half,a kilogram can be written as 500 g or 0.5 kg: of the object. Writhe xact mass in theIMEASUREMENT

A of a kilogram can be writter as 0 g,or 0:25 kg, column. Determinth I seOffi ".. ate ).s;

Two and thregourths kilograms is written as 2.75 kg. How Close EstiinateMeasurementWere Yon?

(kg) (kg)

I, THE KILOGRAM (kg) 1, Bag of rice.

IAELOP A FEELING FOR THE MASS OF A KILOGRAM 2. Bag of nails.

3. Large purser Using a balance or scale, fiAd the mass of the items on the table, briefc Before yofind the mass, notice how heavy the object "feels" and coml.. to the reading on the scale or balance. 4. Another person.

*5. A few books. IP .0101110 11101.1MM

THE CENTER FOR VOCATIONAL EDUCATION Exercise 4 (continued on next page) 23 22 I.

Cot

4.4{ 4 I \TtftGRAM (g)

I A.DEVELOP A FEELING FOR A GRAM Bo DEVELOP YOUR ABILITYTOESTIMATE IN G,RAMS

1. Take a colored 'plastic 614. 1,14,,itin4oppirpd; .You are now ready to impoyeyour ability to estimate in Shake the cube-Kyetl, m as if 'sh*ing dice. Feel the 4 ,grarns. hemem)er how heavylthe 1 gram vbeis, how hepy presiure on your h4nd when thecube\isln Motion, then' the two gram cubNre, and how heavYthgifive,gram cubes wheftis notin motion., are. For each'of the follong ifems;lolloithe procediss

,THTI ' 0 HEA YV A G AMR IS') used for eitimating in kilograms. ..; V1

6 How Close aket econd cube and attach it tbthe firist Shake the Estimate *asurementWere You? cubes inrst One hand and then'the other hand; rest (g) .'01(g) the-cubes;, ear the tips of your fingers, moving your 1. Two thumbtacks. hand up and down. 2'. Pencil. THAT IS THE MASS OF TWO GRAMS! 711MINIF $ 3. Two.page letter .and envelope, 3. Take five cubes in one hand and shake them around: 4. Nickel. THAT6-THE MASS OF FIVE GRAMS' 5. Apple. ) , 6. Package Of =Nam' e.

4#4b

ER FOR VOCATIONAL EDUCATION Exercise 4

21 'TEMPERATUREMEASUREMENTACTIVITIE'§

Degree Celsius

Nj

I, DEGREECELSIU6'14C) B. DEVELOP YOUR ABILITY TO ESTIMATE IN DEGREES CELSIUS Degree Celsius (0C) is the metricmeasure for temperature. 1

write down '6v many degrees CELSIUS For each item, ESTIMATE and A.DEVELOP A FEEL*G FOR DEGREE Celsius you think it is. Then measuremd write the MEASURE. MENT. pee how close your estimates andactual measure- Take a Celsiustherinometer, Lo 'ok at the marks on it. ments are. Vow ,Close 1. Find 0 degrees. EstintateMeasurement Were you? (00 . WATER FREEZES ATZERODEGREES CELSIUS (0°C) (°c)

WATER BOILS AT 100 DEGREES CELSIUS(100°,C) Nix some hot and cold water in a Find the temperature of the room. Is the .2., container,. Dipiyour about right? , room cool, warn; or finger,into the contimer. 3. Putsome hot water from thefauCet into water. .1M.M.1.110 Find the temperature. °C. Dip your finger 2. Pour put some f Is the water very}wit, ! quickly in and out of,the water. the water. Add some hot, or just warm? hot water. Dip your.

4. Put some cold water in a containerWith 'a' therrmter. finger gt.!ILinto Find the temperature. °C. Dip your f ger into the water. the water, Is it cool, Cold, or verycold?, Outdoor tempera. - elbow around the 5: Bend your arm with the inside of your ture. bottom of the thermometer. Afterabout three 4. Sunny window Al. find the temperature. °C. Your skin tempeta. Mix of ice and water. ture is not as high as yourbody temperature. 5. Temperature at NORMAL BODY TEMPERATUREIS 37 DEGREES 6. floor. CELSIUS (37°C). Temperature at,v, A FEVER IS 39°C. 7. ceiling. A VERY HIGH FEVER IS40°C.

S.

Exercise 5 rm compFoe VOCATIONAL EMOTION

; 27 2 6 12

UNIT METRICS INTH4OCCIADATION

Changeover to the metric systea is underwa Large corporations are all!y using metric measurement to'cotripete in the world mark ,The metric system has beeb used in OBJECTIVES various parts of indusiAl and sciintific communitifor years,, Legislation, passed in 1975, authorjus aworderly transition touse of the etric system. As businesses and . The student will recognize and use the metric industries make this metric changeover, employewill need to use metric measurement tens, units, and symbols used in this occupa- in job-related tasks. tion.

Table 2 lists those metric terms wllichare most commonly used in this occupation. Given a metric unit, state itsuse in this These terms are replacing t!he measurement units usedcurrently. What kind's of job- occupation, related tasksuse measurement? Think of the many different kinds of measurementsyou now make and use Table 2 to discussithe metric terms which replace them. Seeif you Given a meastireent task in thisoccupa- can add to the list' of uses beside each metric terin.

tion, select, the Oropriate metric unit , and measurement tool.

SUGGESTED TEACHING:SEQUENCE

1. Assemble metric measurement tools (rules, tapes, scales, thermometers, etc.) and objects related to this occupation.

2. Discuss with students how to read the tools.

3. Present and hive students discuss Information Sheet 2 and Table 2, Ikapie 4. Have students learn occupationally- related metric measurements by complet- ing Exercises 6 and 7,

5. Test performance by using Section A of "Testing Metric Abilities."

Tte CUM FOR VOCATIONAL EDUCATION Information SheetJ 2

28 29 13

J

MeRIC UNIT$ FORTHEATIiiCiL COSTUMING

Use Unit s Symbol

A ; Drafting paper dimensions; designs drawn to scale; / Leigth millimetre button thickness; button spacing.,

Fabric width; patterns; actor's meathements; centiMetre ironing t! work tables; seamand dart ; ( zipper.; desi; shoe . Fabric yarn, thread, and tape lengths. metre

square centimetre Sketch paper; pattern paper. ,

Fabric; acting space; work spacei,.\,torage area. square metre'

ml, Older; cleaningluid; dye solutions; Ming steam Volume/Capacity mWilitre and mangle Irons; sewing machine oil; sprays. litre

cubic metre ms 'Storage and shipping space.

Period and dance cootumes; Floes; weepons;iron; Mass portable coltume racks; diy chemicals; heavy owing, machine lubricant; pins; shipping charges. idlOgram kg

Ming rate of powdered dye to liquid. Dilution or Concentrites grams per litre gfi 1

Mixing rate of liquid 'dye concentrate to liquit millilitres per litre mlll

Oc Presing; mixing and using chemicals and dye Temperature degree Celsius solutions. I

1(4021e 2 THE WENFOR' VOCATIONAL EDUCATION

31 14 (

4

TRYING dUT METRIC UNITS 1/4

To giie you practiCe with metric units, first estimate the measure- .Estimate. Acklival ments of the items below. Write down your bestguess next to the item. Then actually measure the item and write downyour, answets using the 16. Milk container , correct metric symbols. The more you practice, the easier it will be. 171 Dye tub

Estimate Actual 1,8.Small box or package Ieength r r 1.Palm width 19. Pin box

2. Handspan 20. Soft drinkcan

tr. 21. Coffee cup 3.Your height =

4.Length of shears 22. Steam or mangle iron reservoir

5,Index cardkr. Mass 6. Lenih of your arm 23. Textbook

7.Length of cutting table - 24. Nickel

8.Length of pants inseam 25.Yourself

9. Width of shoulder 26. Bolt of fabric

g Area 27,.Box of pins 10. Desk top 28. A litre of water (net) 11.Area of cutting table

e 12. Workroom floor Temperature 29. Room 13. Sheet of paper 30. Outside 14, 'Piece of fabric 31. Hot tap water.

Volume/Capacity . 15. Measwingcup (metric) 32. Lighted stage during rehearsal

THE CENT(R FOR VOCATIONAL EDUCATION Exercise 6

32 33 COSTUMN WITH METRICS Show It is important to know what metric measurement to use. 19.Capacity of storage cabinet what measurementto use in the following'situations. 20. Shoe heel height

1.DimensOndf draftingpaper 21..Ca4ityoi button box 2. Temperahre of dyelution 22. ; Temperature of water in washing

3.Length of fa 4 c'MachineA \ 4.Actor's shoe legth

5. Hem length

6. Mass of breast late 4

1, Width of fabric

8.Mass of box of pins

9. Height of man's hat

10.Quantities for mixing dye solution 4 from powder

(IL, Size of your waist N

12: Volume of sewing machine oil

13. Amount of fabric for Elizabethan gown

14.Length otr inseam

15., Rise of a step

16.Area of an acting space

q!,

17.Area of window

18. Mass of total costume

Exercise 7 THE CENTER KA VOCATIONAL EDUCATION

34, 16

UNIT (METRIC-METRICE9U1VALENTS Centimetres and Millimetres

OBJECTIVE

The student will recognize anduse met- ric equivalents. 2 3 4, 5 64 1 4 3 4 5 Given a meffic unit, state an equivalent book at (the picture of the nail in a larger or smaller metric unit. next to the ruler.' The nail is 57mm long. This is 5 cm + 7 mm. TI\ere are 10 ntn in each cm, so 1 mm 0,1cm (onetenth of a centimetre). This means that 7 =0.7 cm,so 57 mm= bem+7 mm = 5 cm + 0.7 cm,

= 5.7 cm. Therefore 57 min is the same as 5.7cm,

SUGGESTED TEACHING SEQUENC Now masure the paper It is 34 mm, This is thesame ascm + mm. Since each millimetre is 0.1 cm (one- nth of a centitre), 4 1. Make available the Information Sheets me mm = cm. So, the paper clip is 34mm= 3 cm+ 4mm (3 . 8) and.the associated Exercises = 3 cm + 0.4 cm (8- 14), the at a time. = 3,4 cm. This means that 34 mm is the same as 3,44cm.

As soon as you have presented the Information, have the studentS complete Information Sheet 3 each Exercise,

3. Check their answers on the page titled Now you try spme. ANSWERS TO EXERCISES 'VNID a )26 mm TEST. cm e )132 mm = cm

b ) 583 mm cm f )802 mm = cm I'est performance by using Section B of c )94 mm "Testing Metric Abilities." cth g )1 400 mm = cm

d) 686mm= cm h )2 307 mm cm

Exercise &

NI CENTER FON VOCATIONAL EDUCATION

36 37 15

rIletres,Centimetres, andMillimeires Millilitres to Litres There are 1 000 millilitres in one litre, Thisineans that There are 100 centimetres in one metre, Thus,

2m 2 x100cm* 200cm, 2 000 millilitres is the same as 2 litres,

3m 4100cm 300cm, 3 000 ml isthe,sineas 3 litres,

8 m 8 x 100cm=800cm, 4 000 ml is the same as 4 litres, 36m 36 x100cm 3600 cm. 12 000 ml iethe same as 12 litres,

There are 1 000 millimetzes in one metre, so Since there are 1 000'millilitres in each litre, one wayto change milli 2m 2 xl 000 mm 2000mm, litres to litres is to divide'by 1 000, Forexample, tt; 3m. 311000 mmi 3000mm, 6 m 6 x 1000 inm 6000mm, 1 000 1 000 mlijlitreL1litre, 24 m=24 x100Ornm24000mra Or , 2 000 2 000 ml Turo s 2 litres. From your work with decimals you should know that And, as a final example,. one-half of a metre can be written 0.5 m (five-tenths of a metre), 28 000 28 000 ml litres28 litres,. one-fourth of a centimetre can be written 0,25 cm , 1, 000 (twenty-fie hundredths ot a centimetre). What if something holds 500 ml? How many litresis this? This. is This means that if you want to change threefourths of a metreto worked the same way.

millimetres, you would multiply by 1 000. So 500 0.5 litre (five.tenths of a litre ), So 500 ml 500 ml 000litre 0,75 m = 19,75 x 1 000 mm is the same as one.half (0.5) of a litre. 75 x 1 000 mm Change 57 millilitres to litres, 1 000 57 , = 75 x100 mm 57 ml =;(771 lee0,057 litre (fifty.seven thousandths of a

litre). = 75 xl0mm

= 750 mm, This means'that0,75 m = 750 mm.

Information Sheet 5 Information Sheet 4 Now you try some, Complete the followingchart. Fill in the following chart, -

metre centimetre millimetre millilitres litres, m cm mm (ml) (I) - 3 000 3 100 1 000 6 000 2 200 8 3 1.1 000 23 5 000 0.3 ' . . 300

80 0,8 0,9 0.6 600 250 2,5 , 25 0,47 118 w , 275 38' 639 Exercise 10 Exercise 9

THE CENTER FOR VOCATIONAL EDUCATION 39 Litres to.Millilitres Kilograms to Grams

Whitlo you do if you need to change litres to millilitres? Remember, To change kilograms tograms, you multiply by 1 000, there are 1 000mi1lilitres inone litre, or 1.litre.= 1 000 ml. 4 kg=, 4 x 1000r 4000g, So, 23 kg = 23 x 1 000 g = 23 000 g, 0.75 kg = 0,75 x 1 000g= 750g. 2 litres 2 x 1 000 ml = 2 000 ml, 7 litres = 7 x 1 000 ml = 7 000 ml, Information Sheet 8 13 litres =13 x 1 000 ml .13 000 ml, Complete the,following chart, 0.65 litre . 0.65 x 1 000 ml. 650 ml.

kilograms yams Information Sheet6 Now you try some. Complete the following kg chart. 4

7 000 litres millilitres 11 L ml 25 000 0.4 8000 5 175 Exercise 13 ' 46 32000 Changing Units Work 0.4 0,53 Some of the things'youuse in this occupation.may be measured in 480 Exercise tl different metric units, Practice,changingeach of the following to metric equivalents by conipleting thesestatements. Grams to Kilograms a ) 500 cm of yarn is There are 1 000 grams inone kilogram.This 'meansthat in

b ) 250 ml of water is 1 2 000 grams is thesame c ) 60 mm hem is as 2 kilograms, + cm d ) 0.5 kg cutting shears is 5 000 g is the same as 5 kg,. g e ) 30 cm pf lace is mm 700 g is the same as 0.7 kg, andso on. f ) 40 g thimble is Jg

g ) 500 ml of machine oil is 1 'C..ss _ ; To change from grams to kilograms, you use the same procedure for h ) 4 cm needle is MITI .1) 1.6 changing from millilitres to litres. m body height is . C111 i 0.5 m2-of-febric is cm2 Information Sheet 7 k ) 2 litresof wittefr7- ml Try the following ones., 11' 30 cm cutting shearsis mm grams kilograms m) 10 in of elastic is , . cmi g kg n ) 20 mm diameter button is - cm ' o ) 390 mm dniftingpaper is 9 000 4 cm 9 000 2yoo 8 (300 , 215 Exercise 12

Exercise 14 UNIT 19 (- SELECTING AN4USING

MgrIQ INSTRUMENTS,TOOLS AND DEVICES OBJKTIVE Seleng an improper tool'or misreading a gage can result in'a faihne to obtain fit and The student will recognize and use maintain style, drape and , For example,cdnstxuction ofa period shirt with A40. instruments, tools, and devices for tnea neck instead of 40-cm'neck will result in a waste oftime, effort, and materials. Here are surement tasks in this occupation. sortie suggestions:

Given metric and Customary tools,. 1. Find out iu.advance whether Customary or metric units,tools, instuments, or instruments, or devices, differentiate products are needed for a given task. between metric and Customary.

Given a theatrical costuming measure- 2. Examine the tool or instrumenthefore using it7 I ment task, select and use an appropriate

tool, instrument or device. 3.The metric system is a decimal system. Look for unitsmarked off in whole

I, Given a metric measurementtask, judge numbers, tens or tenths, hundreds or hundredths. the metric quantity within 25% and measure within 5% accuracy. 4. Look for metric symbols on the tapes or gagessuch as m, mm, kg, g, kPa.

5. Look for decimal fractions (0,25) or decimal Mixedfractions (2.50) rather' SUGGESTED TEACHING SEQUENCE than common fractions (3/8) on tapes, rules, and gages.

1, Assemble metric and ustoznary measuring tools and evices (rules, 6. Nactice selecting, and using instruments and deles. scales, °C thennometer, wrenches, Don't bolts, wrenches, or other devices which are not fitting Properly. measuring cups, tapes, hem gages) 7. and display in separate groups at, 8. Practice selecting and using tools, instruments, and devices. learning stations.

2. Have students examine metricto/01s and instruments for distinguishing character- istics and compare them with Customary tools and instruments.

3. Have students verbally describe charac- teristics.

Present or Make available Information Sket 9.

. $ 5. Mix metric and Customary tools or equipment at leariiing station. Give studenyxercises 15 and 16.

*Teperformance by using Section C., orTestin'g Metric Abilities."

4%2

OCHECENTERFO4 VOCATIONAL EDUCATION Information Sheet 9 WHICH TOOLS FOR THE JOB? MEASURING UP IN COSTUMING

Practice and prepare to demonstrateyour ability toidentify, For the tasks below, estimate the metric miasuremnt to within select, andum metric-scaled tools and instruments for the tasks given 25% of actial measurement, and verify the estimation bymeasuring to below, You should be `able touse the measurement Vols to the appro- within 5% Tf actual measurement. priate precision of the tool, instrument,or task. Estimate Verify Select and demonstrate or describe use of tools, instruments',or 1.Pants' inseam length devices to: f 2. Number of machine basting stitches 1. Mark a hem to be 10 cm from the floor. per centimetre

2.Stitch a gannent side seam to be 5 cm smaller than it alread 3.Zipper length is.

4.Hat size Estimate the cost of a heavy brocade fabric to constructan '4Italian Renaissance gown. 5.. Length of hem tape

4.Measure an actor for a fitting. 6.Buttonhole size

5.Measure and cut a pattern for a finger tip length cape. 7.Width of hem

6. Determine the length of a storage rack in your costume shop 8.Sleeve length so you can hang 30 Greek costumes.

9.Length of sash cord at waist 7;Prepare and mix a dye solution needed to dye tights.

10.Distance betwee uttons on shirt 8.Alter the waistband on a pair of men'S trousers.

11. Zgth and widof a piece of 9.Measure and press mark an even hem allowance. fabric:

10.Select a _zipper for a costume. . a. length

11. Measure even spaces between tucks, buttons, snaps, and pleats. b. width

12.Determine stitch size. 12. Volume of cleaning fluid in a partly-filled container

13.Measure the length of a dart. 13. Mass of a large headpiece

14.Width of seam allowance

te Exercise 15 Exercise 16 THE CENTER FOR VOCATIONAL EDUCATION A

44 UMT

METRJC.CUSTOMA1YEQUIVAENTS

During the transition period there will be aneed for finding equi ents between, systems. OBJECTIVE Conversion tables list calculated equivalents betweendie two systems, hen a close equivalent is needed, a conversion table can beused to find it. Follow these steps: The student will recognize and use metric

and Cuitomary units interchangeably in order- 1. Determine which conversion table is needed. ing, selling, and using products and supplies in appropriate column; if not listed, fmd numbers yo this occupation. 2. Look up the known number in the can add together tomake the total of the known number. Given a Customary (or metric) measure .

ment, find the metrie (or CustOmary) 3. Read the equivalent(s) from the nextcolumn. equivalent on a conversion table. table which Table n the next page gives anexample of a metric-Customary conversion Given a Customary unit, state there. ou can use or practice infinding approximate equivalents. Table 3 canbe used with Exercise

placement unit. 7, Part 2 and Part 3.,

Below is a table of metric-Customary equivalents 'eh tells you what the metric replace- Exercise 17, Part 1 and Part A..lhe ments for Customary Units are.* Thistablf can be used wit symbol = means "nearly equal to." SUGGESTED TEACHING SEQUENCE f

1.Assemble packages and eontainers of materials. 1 tsp 5 ml 1 cm = 0.39 inch 1 inch P. 2.54 cm 1 ml = 0.2 tsp 1 tbsp = 15 rid 1 m 3.28 feet 1 = 0,305'm 1 ml = 0,07 tbsp 2. Present or make available Information, , 1f1 oz = 29.6 ml 1 m 1.09 1 yard = 0.91 m 1 = 33.8 a oz Sheet 10 Ind Table 3. 1 cup = 237 ml 1 km = 0.62 1 mile = 1.61 km 1 1= 4.2 cups 1 pt = 0.47 1 1 cm2 = 0.16 sq in 1 sq in = 6.5 crii! 1 I= 2.1 pts 3, Have students find aivroximate'metric. 1 m2 k 10.8 sq ft 1 sq ft = 0,09 ni2 1 1 1.06 qt 1 qt Customary equivalents by using 1 gal = 3.79 l 1 m2 = 1.2 sq yd 1 sq yd 0.8 m2 11 0.26 gal Exercise 17. 1 oz = 28.3 g 1 hectare = 2.5 acres 1 acre = 0,4 hectare 1 gram = 0.035 oz 1 lb = 0.45 kg,i4 1 cm3 = 0.06 cu in 1 cu iv-- 16.4 cm' 1 kg = 2.2 lb Tot performance by,using Section D of . 1 ton = 907.2 kg I m3 =-35,3 cu ft 1 cu ft = 0.03 in3 1 metric ton = 2205 lb "Toting Metric Abilities." 7. 1 psi = 6.895 kPa 1 m3 = 1.3 cu yd 1 cu yd = 0.8 m3 1 kPa0.145 psi

,

Adapted fromLet's Measure Metric. ATeacher's Introduction to MetricMeasurement.Division of Educationa edesign and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus, OH432154975,

THE CENTER FOA VOCATIONAL EDUCATION Information SOet 10

47 46 22

,CONVERSION:TABLES

MILLIMETRES AND CENTIMETRES TO

mm cm in, , mm cm in. min cm in,

100 10,0 3.9 10 1.0 .4 1 0,1 0.04

200 20.0 7.9 20 2.0 .8 2 , 0,2

300 30,0 11.8 30 s.o ,. 4.2 3 ' . 0.3 0.12 f 400 40.0 15,7 . 40 . 4.0 1.6 4 0.4 0,16

500 50,0 19.7 , 50 5.0 2.0 5 0.5 0.20 600 80.0 23.6 60 6.0 2,4 6

700 71 70.0 27.6 70 7.0 2.8 00,67 7 D 000...322842

800 80,0 31.5 80 8.0 , 3,2 8 0.8

90.0 35.4 90 9.0 3.5 9 0.9 0,d 1000 ;,100.0 39.4 / .

INCHES TO CENTIMETRES AND MILLIMETRES

_ _ in, 'an mm . in, cm in. cm mm

10 25.4 254.0 1 2.5 25.4 1/8 0,3 3.2 ;1 20 508.0 2 ,7 q).8 . 5.1 50,8 '1/4 0.6 6.4 , 30 i 4.2 762.0 3 7.6 76.2 3/8 1,0 9,5

40 10:1 6 1016.0 4 't . 10.2 101,6 1/2 1.3 12.7

50 127,0 1270.0 5 12.7 127.0 5/8 1.6 15.9 ( 60 152.4 1524.0 .6 15.2 152,4 3/4 ' 1,9 19.1 70 177.8 1778,0 7 17,8 177,8 7/8 2.2 221 50 /- 203.2 2032.0 8 20,3 203,2 , 90 228.6 2286.0 9 22.9 228.6 ,

THE CENTER FORyOCATIONAL EDUCATION Table 3

48 49 ANY WAY YOU WANT IT

1 ) 50 cm = in. k )1 1J8 in, = mm 1.You are working as a theatrical costuming assistant. With the change

to metric measurement, some patterns, fabric, directions and notions j) 65 mm in. 1) 4 3/4 in..= cm used in theatrical costuming will be available only iimetric sizes. You will need to be familiar with approximate Customary equivalents Complete the Requisition Form using the itemslisted. Convert in order to select correct pattern sizes and quantities of supplies for the Customary quantities to metric before filling out theform.' proper fit, drape and style in garment construction. You will also Complete all the information (Date, For, No., etc.). need Customary equivalents to order supplies in metric units. To Order the following theatrical costuming supplies: develop your skill, use Table 3 and Information Sheet 10 and give the approximate metric quantity (both numbers and unit)-for each of a ) 1 doz. 10 in, zippers the following Customary quantities. b ) 11b. dressmaker's pins c ) 7 yds. of colored taffeta Customary Quantiiy Metric Quantity d ) 1/2 dd. 4 in. seam rippers t e ) 2 pairs of 8 in. bent halidle shears a )1/2 cup.of dye concentrate f ) Two 1 pt. bottles of liquid dye concentrate . b )3 in. hem REQUISITION c ) 1/2 in, seam allowance , d )3/4 in..button ., Date ,

e )5 yds. of muslin ., 4 , .. For . f )4 oz. package of powdered dye , , )1 pt. of sewing machine oil

No. ' Date Wante'd: i h )20 yd. spool of.thead. , .

i)2 oz. ball of linen thread Deliver to

. )9 in. by 12 in. draftingpajer ITEM k )2 in. needle QTY UNIT ,

1 )4 ft oz., of liquid dye concentrate , . m) ,.44,0., - 4 in. wide sponge k , ., n )2prh of cleaning fluid ,

o )0 in. pants inseam

2. Use the conversion tables from Table.3 to convert the following:

a) 15mm= e )30 in.= cm

b )81 cm = in.f )24 in.= cm Requestedby

c )30 cm = in.g )4 in. = cm Approvedby d)22 mm=. Jn h )5/8 in. = mni

Exercise 17 (11:11CTHE CENTER EOR VOCATIONAL EDUCATION

50 . 50 24

SECI1ON A 6. The correct way to write twelve 11. Estimate the length of the line thousand millimetre; is: segment below: One kilogram is about the1113A1 of s: t [A] 12.000 mm. I Use ids convergiiin table to answer questions 15 and 16. [A ]23 grams [A]nickel [131 12.000 mm

\ [B], 6 centimetres [El ] apple seed [C]12 000mm cm in. am in. [C]40 millimetres ICJbuketball [D]12 000 mm 10 3.9 1 .4 (D )14 pasaals [D IVolkswagen "Beetle" 20 7,9 2 .8 SCflON B , 80 11.8 7 -3 1.2 0, 2. A square metre is about the 40. 15.7 4 1,6 area of: 7. A piece of fabric 200 centimetres 127 Estimate the length of the line 50 19,7 6 2,0 long also has a length of: segment below: 60 216 6 2,4 [A ]this sheet of paper 'z 70 27.6 7 2.8 (A)0.02 metre 1---1 [B]a card table top 80 31.5 8 3.2 [A J.1fmillimetres (11)2 metres 90 35.4 9 3.5 [C]a bedspread [B]4 centimetres 100' 39,4 , (CI 0.2 metrekt ID] la postage stamp

(C) ,4 pascals {D I20 metres

3, Zipper lengths are measured in: (1) I23 milligrams 15. The equivalent of 81 cm is: 8. An ironing board 15 metres long [A] dulblitree would also be: [A I11.8 in, 13. The metric unit for mass which [8 ]centimetres [A] 150 centimetres [B]31.9 in. replaces the ounce is: [C] millimetres [13] 15 000 centimetres [CI31,5 in, [A]milligram [D] 'grams [c]1 600 centimetres [D]8.1 in. [131 [D [15 centimetre; 4. An actor's height is measured [C]litre in: [D] gram [A ]kilograms SECrION C 14. The m 1 for liquid measure , [13) centimetres 16. The etivalent of 45 cm is: 9. To measure in centimetres you which fluid ounces is: . 4 e 44 (C)millimetres would use a: (A)15.7 in. [A]millilitres f [DI metres [AItape (11)90 in. [B]milligrams (C) [13,1 measuring cup 17.7 in. 5. The correct way to write twenty [C]grams [DI 45 in. (CIscale. [D]litres-- [A]20 gms (1) ]thennoter

[13] 20 Gm. 10. For measuring millilitres you [C]20 g, would use a: Pi 20 g (A)tape

(131 therremeter

[CImeasuring cup

[1/ ]scale TESTIN METRIC ABILITIES

THE CE;Otli FOFI VOCATIONAL EDUCATION

52 53 25 ANSWERS70 EXERCISES/ND TEST

EXERCISES 1 THRIA Exercise 10 Exercise 13 Part 2. The answers depend on the items kilograms grams a )0.60 in, used for the activities. millilitres litres kg g b )31,9 i ml ' I EXERCISE 7 c )11.8 in. 000 7 d )0.88 in. Currently accepted metric units of 3 000 11 (11 000) . measurement for each question are. 6 000 (6) e )76.2 cm (25) 25 00.0 shown in Table 2. Standards in each (8 000) 8 f )61.0 cm occupation are being established 0.4 (400) (14 000) (14) g )10.2 cm now, so aitvers may vary. 0.63 (630) (23 000) 23 h )15,9 mm (0.175) 175 i) 19.7 in. EXERCISE 8 300 0.3 700 (0.7) j )2,60 in. a) 2,6 cm e) 13,2 cm Exercise 14 k )28.6 mm b) 58.3 cm f) 80.2 cm (900) 0.9

1 ) 1,2.1 cm c) 9.4 cm g) 140.0 cm 250 (0.25) a )5m Ii) 160 cm d) 68.0 cm, h) 230.7 cm (470) 0.47 b )0.25 litre j) 5 000 cm2

, . 275 (0.275) c) 6cm k)2000m1'' EXERCISES 9 THRU 13 Part3. d )500 g 1 ) 300 mm Tables are reproduced in total. An- , Exercise 11 e )300 mm m)1 000 cm a )12 . 25,4 cm swers are in parentheses. f )0.04 kg n )2 cm b )) 0.45 kg litres millilitres g )0,5 litre o )29 cm 6.37 Exercise 9 1 ml a h )40 mm d )610.16 cm metre centimetremillimetre 8 000 e )2 . g0.32 cm mm NERCISES 15 AND 16 2 0.47 litre m cm (5 000) f ) 46 (46 000) The answers depend on the 1 100 )1 00 (32) 32 000' items used for the activities. TESTING METRIC ABILITIES 2.3./200 (2 000) 0,4 (400) (300f (3 000) /0.53 (5301 1. C 9. A 9 (900) ,19 000) EXERCISE 17 ,. (0.48) 480 2. B 10. C (5) (500) 5 000 Part 1, 3.. B 11. B (7 400) (74 000 74 Exercise 12 a )118.5 ml 1, )56.6 g 4. B 12. A 0.8 80 (800) b )7.62 cm j) 22.86 cm by 5 D 13. D 0,6 (60) 600 grams kilograms c )1.27 cm 30.48 cm b". D 14. A kg (0.025) 2.5 25 g d )1.905 cm k )5.08 cm 15. B (14.8) 148 (0148) e )4.55 m 1) 118.4 ml 4000 4 8 A 16. C (6,39) 639 (6 390) 113,2 g m)10.16 cm 9000 (9) f ) n )\ 7,581itres 23000 (23) g')0,47 litre h )18.2 m o )76.2 cm (8000) i

',.. 300 10.31 275 (0.275)

THE CENTER FOR VOCATIO EDUCATION MVO FINN; OFFICE 1516-757-06916251 Region No. 5-11 55 54 SUGGESTED METRIC TOOLS AND DEVICES SUGGESTED METRIC TOOLS AND DEVICES

NEEDED TO COMPLETE MEASUREMENT TASKS NEEDED TO COMER OCCUPATIONAL IN EXERCISES 1 THROUGH 5 MEASURLMENT TARS

(* Optional) In this occupation the tools heeded to complete Exercises 6, 15, and 16 are indicated by "*."

LINEAR MASS A.Assorted Metric HardwareHex nuts, washers, screws, cotter pins, etc.

Metre Sticks Bathroom Scale B. Drill BitaIndividual bits or sets, 1 nun to 13 mm range Rules, 30 cm *Kilogram Scale C. Vernier CaliperPocket slide type, 120 mm range Measuring Tapes, 150 cm *Platform Spring Scale D.MicrometerOutside caliper, 0 mm to 25 mm *Height Measure range *Metre 510kfrgaeaapcaiYty E. Tape, 10 Feeler Gage-13 blades, 0. mm to 1 mm range Balance Scale with 8.piece F. Metre Tape-50 or 100 m ta *Trundle Wheel ' or' set . G. '1 *Area Measuring Grid ThermometersSpecial purp such as a clinical *Spring Scale, 6 kg Capacity thermometer H. VOLUME/CAPACITY ' Temperature DevicesIndicators used forovens, freezing/ TEMPERATURE cooling systems, etc.

4 1. ToolsMetric open end or box wrench sets, socket sets, *Nesting Measures, set of 5, Celsius Thermometer hex key sets 50 ml. 1 000 ml J. Weather DevicesRain gage, barometer, humidity, wind Economy Beaker, set of 6, indicators 50 ml. 1 000 ml K.1. GagesTire pressure, air, , hydnulic, fuel, Metric Sption, set of 5, etc. 1 m1.25m1 L. VelocityDirect reading or vane type meter , set of 3, M.Road MapState and city road maps 50, 125, 250 ml * N. ContainersBuckets, plastic containers, etc., for mixing Plastic Litre Box and storing Centimetre Cubes 0.ContainersBoxes, buckets, cans, etc., for mixing and storing dry ingredients

Most of the above items may be obtained from local industrial, hardware, and school suppliers. Also, check with your school district's math and science departments and/or local industries for loan of their 8 &ENTERFOR VOCATIONAL EDUCATION metric measurement devices.

The OW State Unqmoty r 1960 Kenny hidColurnbm Ohio 13210

I Measuring devices currentlyare not available. Substitute devices (i.e., thermometer) may be used to complete the measurement task.

Tools and Devices List k

57 r gaitt.,Z,11??Q', j:;),4fi 7

ci114.3 ^

4 ^ 0

:9

4,:fiVAt

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