Teaching and Learning The Metric System Unit 1 1 - Suggested Teaching Sequence 1 - Objectives 1 - Rules of Notation 1 - Metric Units, Symbols, and Referents 2 - Metric Prefixes 2 - Linear Measurement Activities 3 - Area Measurement Activities 5 - Volume Measurement Activities 7 - Mass (Weight) Measurement Activities 9 - Temperature Measurement Activities 11 Unit 2 12 - Objectives 12 - Suggested Teaching Sequence 12 - Metrics in this Occupation 12 - Metric Units For Photography 13 - Trying Out Metric Units 14 - Photographing With Metrics 15 Unit 3 16 - Objective 16 - Suggested Teaching Sequence 16 - Metric-Metric Equivalents 16 - Changing Units at Work 18 Unit 4 19 - Objective 19 - Suggested Teaching Sequence 19 - Selecting and Using Metric Instruments, Tools and Devices 19 - Which Tools for the Job? 20 - Measuring Up in Photography 20 Unit 5 21 - Objective 21 - Suggested Teaching Sequence 21 - Metric-Customary Equivalents 21 - Conversion Tables 22 - Any Way You Want It 23 Testing Metric Abilities 24 Answers to Exercises and Test 25 Tools and Devices List References

TEACHING AND LEARNING THE METRIC SYSTEM

This metric instructional package was 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 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 experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revised before distribution. Unit 4 provides experience with recogmzmg and using metric instru~ and. tools in occupational measurement tasks. It also pro Each of the five units of instruction contains performance objec vides experience in comparing metric and customary measurement in tives, learning activities, and supporting information in the form of struments. text, exercises, and tables. In addition, suggested 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, and a list of suppliers. and avoid comparing customary and metric units. However, skill with conversion tables will be useful during the transition to metric in each occupation. Classroom experiences with this instructional package suggest the following teaching-learning strategies: Using These Instructional Materials

1. Let the first experiences be informal to make learning the metric This package was designed to help students learn a core of knowl system fun. edge about the metric system which they will use on the job. The exercises facilitate experiences with measurement instruments, tools, 2. Students learn better when metric units are compared to familiar and devices used in this occupation and job-related tasks of estimating objects. Everyone should learn to "think metric." Comparing and measuring. metric units to customary units can be confusing. 3. Students will learn quickly to estimate and measure in metric units This instructional package also was designed to accommodate a by "doing." variety of individual teaching and learning styles. Teachers are encour aged to adapt these materials to their own classes. 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. may be used as supplemental resources. Exercises may be used in inde 5. Move through the units in an order which emphasizes the sim pendent study, small groups, or whole-class activities. All of the plicity of the metric system (e.g., length to area to volume). materials can be expanded by the teacher. 6. Teach one concept at a time to avoid overwhelming students with Gloria S Cooper too much material. Joel H. Magisos Unit 1 is a general introduction to the metric system of measure Editors ment which provides informal, hands-on experiences for the students. This publication was developed pursuant to contract No. OEC-0-74-9335 with the This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, U .S. Department of Health. Educa· units, their symbols, and measurement instruments; an!] to develop a tion and Welfare. However, the opinions expressed herein do not necessarily set of mental references for metric values. The metric system of nota reflect the position or policy of the U.S. Office of Education and no official endorsement by the U .S Office of Education should be inferred. tion also is explained. ' 1

UNIT OBJECTIVES The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, and 1 Temperature Exercises, using the metric terms and measurement devices listed here.

SUGGESTED TEACHING SEQUENCE EXERCISES

SKILLS Linear Area Volume or Capacity Mass Temperature 1. These introductory exercises may require ° ° (pp. 7 ° 8) (pp. 9 ° 10) (p.ll) two or three teaching periods for all five (pp. 3 4) (pp.5 6) areas of measurement. 1. Recognize and use the millimetre (mm) square cubic centi gram (g) degree Celsius 3 Exercises should be followed in the order unit and its symbol for: centimetre metre (cm ) tCJ centimetre (em) (cm2) kilogram (kg) given to best show the relationship 2. Select, use, and read the cubic metre between length, area, and volume. appropriate measuring metre (m) square (m3) instruments for': metre 3. Assemble the metric measuring devices (m2) litre (I) (rules, tapes, scales, thermometers, and 3. State or show a physical reference for: millilitre (ml) measuring containers) and objects to be measured.* 4. Estimate within 25% height. width, or the area of capacity of the mass of objects the temperature of 4. Set up the equipment at work stations of the actual measure length of objects a given surface containers in grams and kilo· the air or a liquid for use by the whole class or as individu grams alized resource activities. 5. Read correctly metre stick, metric measurements a kilogram scale A Celsius thermometer tape measure, and on graduated and a gram scale 5. Have the students estimate, measure, and metric rulers volume measur- record using Exercises 1 through 5. ing devices 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 (rom not MM) . 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. A space separates the numerals from the unit symbols ( 4 l 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 in the reference digits ( 45 271 km not 45,271 km). section. 6. A zero precedes the decimal point if the number is less than one (0.52 g not .52 g). 7. Litre and metre can be spelled either with an -re or -er ending.

Information Sheet 1 2

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES

Quantity Metric Unit Symbol Useful Referents Multiples and Submultiples Prefixes Symbols Length millimetre mm Thickness of dime or paper 1 000 000 = 106 mega (meg'a) M clip wire 3 centimetre em Width of paper clip 1 000 = 10 kilo (k-ilo ) k metre m Height of door about 2 m 100 = 102 hecto (hek'to ) h kilometre km 12-minute walking distance 10 = 101 deka (dek'a) da Area square Area of this space Base Unit 1 = 10° centimetre em 2 0 .1 = 10-l deci ( des 'i) d D 2 0.01 = 10- centi (sen'ti) c 3 square metre m2 Area of card table top 0.001 = 10- milli (ntil'f) m

6 hectare ha Football field including sidelines 0.000 001 = 10- micro (m-i'kro) J.l and end zones

Volume and millilitre ml Teaspoon is 5 ml Capacity litre 1 A little more than 1 quart Table 1-b cubic centimetre em 3 Volume of this container CD cubic metre m3 A little more than a cubic yard

Mass milligram mg Apple seed about 10 mg, grain of salt, 1 mg gram g Nickel about 5 g kilogram kg Webster's Collegiate Dictionary metric ton ( 1 000 kilonams) t Volkswagen Beetle

Table 1-a 3 LINEAR MEASUREMENT ACTIVITIES 3. Choose a partner to stand at your side. Move apart Metre, Centimetre, Millimetre so that you can put one end of a metre stick on your partner's shoulder and the other end on I. THE METRE (m) your shoulder. Look at the space between you. A. DEVELOP A FEELING FOR THE SIZE OF A METRE 1. Pick up one of the metre THAT IS THE WIDTH OF A METRE! sticks and stand it up on the floor. Hold it in place with one hand. Walk around the B. DEVELOP YOUR ABILITY TO ESTIMATE IN !viET RES stick. Now stand next to the stick. With your other Now you will improve your ability to estimate in metres. hand, touch yourself where Remember where the length and height of a metre was on your the top of the metre stick body. comes on you. For each of the following items:

Estimate the size of the items and write your estimate in the THAT IS HOW HIGH A METRE IS! ESTIMATE column. Measure the size with your metre stick and write the answer in the MEASUREMENT column.

Decide how close your estimate was to the actual measure. If 2. Hold one arm out straight your estimate was within 25% of the actual measure you are a at shoulder height. Put "Metric Marvel." the metre stick along this arm until the end hits the How Close end of your fingers. Where Estimate :Measurement Were You? is the other end of the (m) (m) metre stick? Touch your 1. Height of door knob self at that end. from floor. 2. Height of door. 3. Length of table. THAT IS HOW LONG A METRE IS! 4. Width of table. 5. Length of wall of this room. 6 . Distance from you to wall. ~CENTER""' VOCATION~ 'OUCATION ·exercise 1 (continued on next page) 4

II. THE CENTIMETRE {em) III. THE MILLIMETRE {mm)

There are 100 cPntimetres in onP metre. If therf> are 4 metre!' and There are 10 millimetres in one centimetre. When a measurf>ment is 3 centimetres, you write 403 em [(4 x 100 em)+ 3 em = 400 em 2 centimetres and 5 millimetres, you write 25 mm [(2 x 10 mm) + 3 em]. + 5 mm = 20 mm + 5 mm]. There are 1 000 mm in 1 m.

A. DEVELOP A FEELING FOR THE SIZE OF A CENTil\1ETRE A. DEVELOP A FEELING FOR THE SIZE OF A l\1ILLIMETRE

1. Hold the metric ruler against the width of your thumbnail. Using a ruler marked in millimetres, measure: How wide is it? em 1. Thickness of a paper clip wire. mm 2. Measure your thumb from the first joint to the end. 2. Thickness of your fingernaiL mm em 3. Width of your fingernail. mm 3. Use the metric ruler to find the width of your palm. em 4 . Diameter (width)of a coin. mm 4. Measure your index or pointing finger. How long is it? 5. Diameter (thickness) of your pencil. mm em 6. Width of a postage stamp. mm 5. Measure your wrist with a tape measure. \Vhat is the distance around it? em

6. Use the tape measure to find your waist size. ____ em B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLIMETRES

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES You are now ready to estimate in millimetres. For each of the following items, follow the procedures used for estimating in You are now ready to estimate in centimetres. For each of the metres. following items, follow the procedures used for estimating in How Close metres. Estimate Measurement Were You? How Close {mm) (mm) Estimate l\1easurement Were You? 1. Thickness of a {em) {em) nickel. 1. Length of a paper 2. Diameter (thickness) clip. of a bolt. 2. Diameter (width) 3. Length of a bolt. of a coin. 4. Width of a sheet 3. Width of a of paper. postage stamp. 4. Length of a 5. Thickness of a board or desk top. pencil. Thickness of a 5. Width of a sheet 6. of paper. button.

~aNnA ""'VOCAnoNAL EDUCATION Exercise 1 5

AREA MEASUREMENT ACTIVITIES B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE Square Centimetre, Square Metre CENTIMETRES You are now ready to develop your ability to estimate in square centimetres. WHEN YOU DESCRIBE THE AREA OF SOMETHING, YOU ARE SAYING HOW MANY SQUARES OF A GIVEN SIZE ITT AKES TO Remember the size of a square centimetre. For each of the COVER THE SURFACE. following items, follow the procedures used for estimating in metres. 2 I. THE SQUARE CENTIMETRE (cm ) How Close Estimate Measurement Were You? 2 2 A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE (cm ) (cm )

1. Take a clear plastic grid, or use the grid on page 6. 1. Index card. 2. Measure the length and width of one of these small 2. Book cover. squares with a centimetre ruler. 3. Photograph.

THAT IS ONE SQUARE CENTIMETRE! 4. Window pane or desk top. 3. Place your fingernail over the grid. About how many squares does it take to cover your fingernail? 2 ___cm 2 II. THE SQUARE METRE (m ) 4. Place a coin over the grid. About how many squares 2 does it take to cover the coin? cm A. DEVELOP A FEELING FOR A SQUARE METRE 5. Place a postage stamp over the grid. About how many squares does it take to cover the postage stamp? 1. Tape four metre sticks together to make a square which ___cm 2 is one metre long and one metre wide. 6. Place an envelope over the grid. About how many 2. Hold the square up with one side on the floor to see how squares does it take to cover the envelope? big it is. ___cm 2 3. Place the square on the floor in a comer. Step back and 7. :Measure the length and width of the envelope in centi- look. See how much floor space it covers. metres. Length em; width em. 4. Place the square over a table top or desk to see how Multiply to find the area in square centimetres. much space it covers. ____ em x em = cm2. How close are the answers you have in 6. and in 7 .? 5. Place the square against the bottom of a door. See how much of the door it covers. How many squares would it take to cover the door? m2 THIS IS HOW BIG A SQUARE METRE IS!

a:3C£NT

B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID METRES

You are now ready to estimate in square metres. Follow the procedures used for estimating in metres. How Close Estimate Measurement Were You? (m2) (m2) 1. Door. 2. Full sheet of newspaper. 3. Chalkboard or bulletin board. 4 . Floor. 5. Wall. 6. Wall chart or poster. 7. Side of file cabinet.

Exercise 2 7 VOLUME MEASUREMENT ACTIVITIES Cubic Centimetre, Litre, Millilitre, Cubic Metre

3 I. THE CUBIC CENTIMETRE ( cm ) B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE CENTIMETRES

1. Pick up a colored plastic cube. Measure its length, You are now ready to develop your ability to estimate height, and width in centimetres. in cubic centimetres. THAT IS ONE CUBIC CENTIMETRE! Remember the size of a cubic centimetre. For each of 2. Find the volume of a plastic litre box. the following items, use the procedures for estimating in metres. a. Place a ROW of cubes against the bottom of one side How Close of the box. How many cubes fit in the row? ____ Estimate Were You? 3 (cm ) b. Place another ROW of cubes against an adjoining side of the box. How many rows fit inside the box 1. Index card file to make one layer of cubes? ____ box. How many cubes in each row? ____ 2. Freezer container. How many cubes in the layer in the bottom of the 3. Paper clip box. box? ____ 4. Box of staples. c. Stand a ROW of cubes up against the side of the box. How many LAYERS would fit in the box? ___ _ II. THE LITRE (1) How many cubes in each layer? ____ How many cubes fit in the box altogether? ____ A. DEVELOP A FEELING FOR A LITRE THE VOLUME OF THE BOX IS ___ CUBIC 1. Take a one litre beaker and fill it with water. CENTIMETRES. 2. Pour the water into paper cups, filling each as full as you d. l\1easure the length, width, and height of the box in usually do. How many cups do you fill? centimetres. Length em; width em; THAT IS HOW MUCH IS IN ONE LITRE! height em. Multiply these numbers to find ·the volume in cubic centimetres. 3. Fill the litre container with rice. 3 ------em x em x em = cm • THAT IS HOW MUCH IT TAKES TO FILL A ONE Are the answers the same in c. and d.? ---- LITRE CONTAINER! a3C£Nn0R K>R VOCAT>ONAL £DUCATlON Exercise 3 (continued on next page) 8

B. DEVELOP YOUR ABILITY TO ESTL\1ATE IN LITRES B. DEVELOP YOUR ABILITY TO ESTIMATE IN MILLILITRES

You are now ready to develop your ability to estimate in You are now ready to estimate in millilitres. Follow the litres. To write two and one-halflitres, you write 2.5 I, or procedures used for estimating metres. 2.5 litres. To write one-half litre, you write 0.5 I, or 0.5 How Close litre. To write two and three-fourths litres, you write Estimate ~asurement Were You? 2.751, or 2.75 litres. (mi) (ml)

For each of the following items, use the procedures for 1. Small juice can. estimating in metres. How Close 2. Paper cup or tea Estimate ~asurement Were You? cup. (l) (l) 3. Soft drink can. 1. Medium-size freezer container. 4. Bottle. 2. Large freezer 3 container. IV. THE CUBIC METRE (m ) 3. Small freezer container. A. DEVELOP A FEELING FOR A CUBIC METRE

4. Bottle or jug. 1. Place a one metre square on the floor next to the wall. Ill. THE MILLILITRE (ml) 2. Measure a metre UP the wall. 3. Picture a box that would fit into that space. There are 1 000 millilitres in one litre. 1 000 ml = 1litre. Half THAT IS THE VOLUME OF ONE CUBIC METRE! a litre is 500 millilitres, or 0.5 litre = 500 ml.

A. DEVELOP A FEELING FOR A MILLILITRE B. DEVELOP YOUR ABILITY TO ESTIMATE IN CUBIC METRES

1. Examine a centimetre cube. Anything which holds For each of the following items, follow the estimating proced 1 em 3 holds 1 ml. ures used before. How Close 2. Fill a 1 millilitre measuring spoon with rice. Empty the ~asurement Were You? spoon into your hand. Carefully pour the rice into a (m3) small pile on a sheet of paper. THAT IS HOW MUCH ONE MILLILITREIS! 1. Office desk. 3. Fill the 5 ml spoon with rice. Pour the rice into another 2. File cabinet. pile on the sheet of paper. 3. Small room. THAT IS 5 l\1ILLILITRES, OR ONE TEASPOON! 4. Fill the 15 ml spoon with rice. Pour the rice into a third pile on the paper. THAT IS 15 MILLILITRES, OR ONE TABLESPOON!

~·NTER 'OR VOCAT>ONAC

The mass of an object is a measure of the amount of matter in the :Mass object. This amount is always the same unless you add or subtract some (kg) matter from the object. Weight is the term that most people tise when they mean mass. The weight of an object is affected by gravity; the 1. 1 kilogram box. mass of an object is not. For example, the weight of a person on earth 2. Textbook. might be 120 pounds; that same person's weight on the moon would be 20 pounds. This difference is because the pull of gravity on the moon 3. Bag of sugar. is less than the pull of gravity on earth. A person's mass on the earth 4. Package of paper. and on the moon would be the same. The metric system does not Your own mass. measure weight--it measures mass. We will use the term mass here. 5.

The symbol for gram is g. B. DEVELOP YOUR ABILITY TO ESTIMATE IN KILOGRAMS The symbol for kilogram is kg. There are 1 000 grams in. one kilogram, or 1 000 g = 1 kg. For the following items ESTIMATE the mass of the object in kilograms, then use the scale or balance to find the exact mass Half a kilogram can be written as 500 g,or 0.5 kg. of the object. Write the exact mass in the MEASUREMENT A quarter of a kilogram can be written as 250 g,or 0.25 kg. column. Determine how close your estimate is: Two and three-fourths kilograms is written as 2.75 kg. How Close Estimate Measurement Were You? (kg) (kg) I. THE KILOGRAM (kg) 1. Bag of rice. DEVELOP A FEELING FOR THE MASS OF A KILOGRAM 2. Bag of nails. Large purse or Using a balance or scale, find the mass of the items on the table. 3. Before you find the mass, notice how heavy the object "feels" briefcase. and compare it to the reading on the scale or balance. 4. Another person. 5. A few books.

~ONTER - VOCAnoNA'- 'OUCATOO• Exercise 4 (continued on next page) 10

II. THE GRAM (g)

A. DEVELOP A FEELING FOR A GRAM B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRAMS

1. Take a colored plastic cube. Hold it in your hand. You are now ready to improve your ability to estimate in Shake the cube in your palm as if shaking dice. Feel the grams. Remember how heavy the 1 gram cube is, how heavy pressure on your hand when the cube is in motion, then the two gram cubes are, and how heavy the five gram cubes when it is not in motion. are. For each of the following items, follow the procedures used for estimating in kilograms. THAT IS HOW HEAVY A GRAM IS! How Close 2. Take a second cube artd attach it to the first. Shake the Estimate Measurement Were You? cubes in first one hand and then the other hand; rest (g) (g) the cubes near the tips of your fingers, moving your 1. Two thumbtacks. hand up and down. 2. Pencil. THAT IS THE MASS OF TWO GRAMS! 3. Two-page letter and envelope. 3. Take five cubes in one hand .and shake them around. 4. Nickel. THAT IS THE MASS OF FIVE GRAMS! 5. Apple. 6. Package of margarine.

0(3C£NT£R roR VOCATOONAC ON Exercise 4 11 TEMPERATURE MEASUREMENT ACTIVITIES Degree Celsius

I. DEGREE CELSIUS tc) B. DEVELOP YOUR ABILITY TO ESTIMATE IN DEGREES Degree Celsius tc) is the metric measure for temperature. CELSIUS

A. DEVELOP A FEELING FOR DEGREE CELSIUS For each item, ESTIMATE and write down how many degrees Celsius you think it is. Then measure and write the l\1EASURE Take a Celsius thermometer. Look at the marks on it. l\1ENT. See how close your estimates and actual measurements are. 1. Find 0 degrees. How Close WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) Estimate Measurement Were You? tc) tc) WATER BOILS AT 100 DEGREES CELSIUS (100°C) 1. :Mix some hot and 2. Find the temperature of the room. ___°C. Is the cold water in a room cool, warm, or about right? container. Dip your finger into the 3. Put some hot water from the faucet into a container. water. Find the temperature. °C. Dip your finger quickly in and out of the water. Is the water very hot, 2. Pour out some of hot, or just warm? the water. Add some hot water. Dip your 4. Put some cold water in a container with a thermometer. finger quickly into Find the temperature. ° C. Dip your finger into the water. the water. Is it cool, cold, or very cold? 3. Outdoor tempera- 5. Bend your arm with the inside of your elbow around the ture. bottom of the thermometer. After about three minutes find the temperature. °C. Your skin tempera 4. Sunny window sill. ture is not as high as your body temperature. 5. :Mix of ice and water. NORMAL BODY TEMPERATURE IS 37 DEGREES 6. Temperature at CELSIUS (37°C). floor. A FEVER IS 39°C. 7. Temperature at A VERY HIGH FEVER IS 40°C. ceiling.

Exercise 5 12

UNIT METRICS IN THIS OCCUPATION

2 Changeover to the metric system is under way. Large corporations are already using metric measurement to compete in the world market. The metric system has been used in OBJECI'IVES various parts of industrial and scientific communities for years. Legislation, passed in 1975, authorizes an orderly transition to use of the metric system. As businesses and The student will recognize and use the metric industries make this metric changeover, employees will need to use metric measurement terms, units, and symbols used in this occupa in job-related tasks. tion. Table 2 lists those metric terms which are most commonly used in this occupation. • Given a metric unit, state its use in this These terms are replacing the measurement units used currently. What kinds of job occupation. related tasks use measurement? Think of the many different kinds of measurements you now make and use Table 2 to discuss the metric terms which replace them. See if you • Given a measurement task in this occupa can add to the list of uses beside each metric term. tion, select the appropriate 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 have students discuss Information Sheet 2 and Table 2.

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."

0(:3CENTEA O'OR VOCAnoNAL EDUCATOON Information Sheet 2 13 METRIC UNITS FOR PHOTOGRAPHY

Quantity Unit Symbol Use

Linear millimetre mm Film width, printing plates, paper, margins

centimetre em Sheet Illm, print paper, layout, masking sheet*

Area square millimetre mm2 Print paper, retouching, enlarging

square centimetre cm2 Print paper, enlarging

square metre m2 Studio, darkroom

Mass gram g Mass (weight) of powders, crystals, postage

kilogram kg Quantity purchase or use of powders, crystals; supplies, shipping

millilitre ml Water, alcohol, wash-up solution; developing, fixing, hypo solutions; tank and tray capacities** litre I Volume/Capacity cubic centimetre cm3 Capacity of solution tanks, developing tanks and trays**

Pressure kilopascal kPa Air pressure and vacuum settings

Temperature degree Celsius oc Room, darkroom, storage and solution temper- atures; dry mount press

Dilutions/Concentrates millilitres per litre ml/1 Mixing liquid to liquid

grams per litre g/1 Mixing powders and crystals to liquids

Application rates millilitres per square metre ml/m2 Estimating materials needed and applying materials grams per square metre g/m2

*Either centimetres or millimetres may be used. A final decision has not been made by U.S. manufacturers. To obtain current information, contact the National Association of Photographic Manufacturers.

**Capacities of tanks, trays, and reservoirs can be given either in terms of liquid capacity (millilitres and litres) or in terms of cubic volume (cubic centimetres) of the inside space. a3CENTER FOR VOCATIONAL EDUCATOON Table 2 14 TRYING OUT METRIC UNITS

To give you practice with metric units, first estimate the measure- Estimate Actual ments of the items below. Write down your best guess next to the item. Then actually measure the item and write down your answers using the 16. Developing tank correct metric symbols. The more you practice, the easier it will be. 17. Processing tray Estimate Actual 18. Bucket Length Storage space 1. Palm width 19. 20. Small bottle 2. Hand span 21. Jug 3. Your height Small box or package 4. Camera width 22.

5. Diameter of lens Mass 6. Height of tripod 23. 35 mm camera

7. Film width 24. Bottle of developing agent

8. Print paper length 25. Camera tripod

9 . Lamp-to-subject distance 26. Light meter

Area 27. Box or bag of crystals 10. Enlarger easel Temperature 11. Developing tray 28. Indoor 12. Print paper 29. Outdoor 13. Darkroom 30. Darkroom 14. Dry mounting tissue 31. Hot tap water Volume/Capacity 32. 15. Graduate (metric) Cold tap water

a:3CENTER "'"VOCATOONA\- EOUCATOON Exercise 6 15

PHOTOGRAPHING- WITH-. METRICS- - It is important to know what metric measurement to use. Show what measurement to use in the following situations. 16. Temperature of refrigerated storage area

1. Length of print tongs 17. Height of posing bench for adult portraits 2. Length of sheet film 18. Dimensions of a large photo mural 3. Length of a paper cutter bar 19. Distance of a "long shot" 4. Lens-to-subject distance for a portrait 20. Temperature of a mixture of developing solution 5. Lamp-to-subject distance for a portrait 21. Area of a darkroom facility

6. Dimensions of a piece of dry 22. Dimension of a sheet or roll of mounting tissue film 7. Distance of copyboard lights from copyboard Dl I I I l 1 r 8. Capacity of a bottle of opaque ~ solution ~ .:::: ~ 9. Distance of safe light from sensitized materials till u 10. Length of light table '-.... __,) 11. Dimensions of an enlarger easel " - [] I 12. Dimensions of a copyboard ,..... ~ 13. Mass of a quantity of developer C) powder

14. Mass of a quantity of fixer crystals

15. Dimensions of background material for portraits

Exercise 7 16

METRIC-METRIC EQUIVALENTS UNIT3 Centimetres and Millimetres

OBJECTIVE JIIlljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj jlllljlllljllll illlljlllljlllljlllljlllljlllljllll jlllljlllljlllljlll The student will recognize and use met ( ( ric equivalents. 1 2 3 4 5 6 1 2 3 4 5 6

• Given a metric unit, state an equivalent Look at the picture of the nail next to the ruler. The nail is 57 mm lorig. This is 5 em+ 7 mm. in a larger or smaller metric unit. There are 10 mm in each em, so 1 mm = 0.1 em (one-tenth of a centimetre). This means that 7 mm = 0.7 em, so 57 mm 5 em+ 7 mm 5 em+ 0.7 em = 5.7 em. Therefore 57 mm is the same as 5.7 em.

SUGGESTED TEACHING SEQUENCE Now measure the paper clip. It is 34 mm. This is the same .as 3 em + mm. Since each millimetre is 0.1 em (one-tenth of a centimetre), 4 mm = em. So, the paper clip is 1. l\1ake available the Information Sheets 34 mm = 3 em + 4 mm ( 3 - 8) and the associated Exercises 3 em+ 0.4 em (8 - 14), one at a time. = 3.4 em. This means that 34 mm is the same as 3.4 em.

2. 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 some. ANSWERS TO EXERCISES AND TEST. a ) 26mm = em e ) 132mm = em b) 583 mm-= em f ) 802mm = em 4. Test performance by using Section B of c ) 94mm = em g ) 1400 mm em "Testing Metric Abilities." d ) 680mm = em h ) 2 307 mm em

Exercise 8

G:3.,...,... >OR YOCATOONAC

2m= 2 x 100 em= 200 em, 2 000 millilitres is the same as 2 litres, 3m = 3 x 100 em = 300 em, 3 000 ml is the same as 3 litres, 8 m = 8 x 100 em = 800 em, 4 000 ml is the same as -! litres, 36m= 36 x 100 em= 3 600 em. 12 000 ml is the same as 12 litres. There are 1 000 millimetres in one metre, so 2 m = 2 x 1 000 nun = 2 000 mm, Since there are 1 000 millilitres in each litre, one way to change milli 3 m = 3 x 1 000 mm = 3 000 mm, litres to litres is to divide by 1 000. For example, 6 m = 6 x 1 000 nun = 6 000 mm, 1 000 1 000 ml = 1 000 litre = 1 litre. 24 m = 24 x 1 000 nun = 24 000 mm. Or 2 000 From your work with decimals you should know that 2 000 ml = 1 000 litres = 2 litres. one-half of a metre can be written 0.5 m (five-tenths of a metre), And, as a final example, 28 000 one-fourth of a centimetre can be written 0.25 em 28 000 ml = OOO litres = 28 litres. 1 (twenty-five hundredths of a centimetre). What if something holds 500 ml? How many litres is this? This is This means that if you want to change three-fourths of a metre to worked the same way. millimetres, you would multiply by 1 000. So 0.75 m = 0.75 x 1 000 mm 500 ml = 1 ~~~ litre = 0.5 litre (five-tenths of a litre ). So 500 ml is the same as one-half (0.5) of a litre. 75 x 1 000 mm 100 Change 57 millilitres to litres. 1000 75 x 100 mm 57 ml = ~~ litre= 0.057 litre (fifty-seven thousandths of a 1 0 75 x 10 mm litre). 750 mm. This means that 0.75 m = 750 mm.

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

metre centimetre millimetre millilitres m em mm litres (ml) (I) 1 100 1000 3 000 3 2 200 6 000 3 8 9 1-! 000 5 000 23 74 300 0.3 0.8 80 700 0.6 600 0.9 2.5 25 250 1-!8 0.-!7 639 275 Exercise 9 Exercise 10 ~··mAroA VOCAT>ONAL •ouCAT>ON 18 Litres to Millilitres Kilograms to Grams

\Vhat do you do if you need to change litres to millilitres? Remember, To change kilograms to grams, you multiply by 1 000. chere are 1 000 mil!ilitres in one litre, or 1 litre = 1 000 ml. 4 kg = 4 X 1 000 g = 4 000 g, So, 23 kg = 23 X 1 000 g = 23 000 g, 0.75 kg = 0 .75 X 1 000 g = 750 g. 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 grams Information Sheet 6 kg g Now you try some. Complete the following chart. 7 7 000 litres millilitres 11 1 ml 25 000 0.4 8 8 000 0.63 5 175 Exercise 13 46 32 000 Changing Units at Work 0.4 0.53 Some of the things you use in this occupation may be measured in 480 Exercise different metric units. Practice changing each of the following to metric equivalents by completing these statements. Grams to Kilograms a ) 3 100 em film magazine holds ------m There -are 1 000 grams in one kilogram. This means that b ) 750 ml of solution is l c ) 1 250 g of chemical is kg 2 000 grams is the same as 2 kilograms, d ) 3.26 g of acid is mg 5 000 g is the same as 5 kg, e ) 210 mm print paper is em f ) 4 litres of developer is mi 700 g is the same as 0.7 kg, and so on. g ) 500 em of print paper is m h ) 250 ml of solution is l To change from grams to kilograms, you use the same procedure for i ) 500 g of hypo crystals is kg changing from millilitres to litres. j ) 279 mm film is em k ) 0.25 litre of liquid hypo is ml Information Sheet 7 Try the following ones. I ) 1 litre of developer is ml m) 28 em print paper is mm grams kilograms n ) 10 m roll of tape is em g kg o ) 0.5 m lamp-to-subject distance is em 4 000 4 900Q 23 000 8 300 275 Exercise 12

Exercise 14 19 4 SELECTING AND USING OBJECTIVE METRIC INSTRUMENTS , TOOLS AND DEVICES The student will recognize and use Selecting an improper tool or misreading a scale can result in an improper sales form, instruments, tools, and devices for mea wasted time and materials, loss of customers, or injury to self or fellow workers. For surement tasks in this occupation. example, mixing chemicals at 52°F instead of 52°C (about 126°F) would mean the crystals • Given metric and Customary tools, wouldn't go into the solution properly and film or paper could be ruined in processing. instruments, or devices, differentiate Here are some suggestions: between metric and Customary. 1. Find out m advance whether Customary or metric units, tools, instruments, or pro ducts are needed for a given task. • Given a measurement task, select and use an appropriate tool, in 2. Examine the tool or instrument before using it. strument or device. •Given a metric measurement task, 3. The metric system is a decimal system. Look for units marked off in whole numbers, judge the metric quantity within 20% tens or tenths, hundreds or hundredths. and measure to a 2% accuracy. 4. Look for metric symbols on the tools or gages such as m, mm, kg, g, kPa, etc.

SUGGESTED TEACHING SEQUENCE 5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather than common fractions (3/8). 1. Assemble metric and Customary mea suring tools and devices (rules, scales, 6. Some products may have a special metric symbol such as a block M to show they are <>c thermometer, wrenches, light metric. meters, graduates) and display in separate groups at learning stations. 7. Don't force devices which are not fitting properly. 2. Have students examine metric tools and 8. Practice selecting and using tools, instruments, and devices. instruments for distinguishing character istics and compare them with Customary tools and instruments. 3. Have students verbally describe charac teristics. 4. Present or make available Information Sheet 9. 5. Mix metric and Customary tools or equipment at learning station. Give students Exercises 15 and 16. 6. Test performance by using Section C of "Testing Metric Abilities."

3. Position copyboard lights. 2. Amount of liquid solution in partly filled bottle or jug 4. Expose print paper for a 210 mm by 280 mm Size of a sheet of contact print- enlargement. 3. ing paper 5. Measure lens-to-subject distance for portrait or copyboard work. 4. Floor space of a darkroom 5. Area covered by an enlarger 6. Plac~rocessing trays a safe distance from the safe light. lamp 60 em from copyboard 7. Mount photo for exhibit. 6. Temperature of a darkroom 8. Pour the proper amount of developer in a tray to develop one piece of sheet film. 7. Volume of a quantity of mixed print developer 9. Develop roll films, film packs, and small sizes of sheet film in a small tank. 8. Distance between lens and copyboard for photographing copy 10. Space two sheets of film on hangers in a tank. 9. Area of a light table 11. Prepare or take from stock the amount of solution needed for small tank developing. 10. Temperature of a refrigerated area for storing supplies 12. Select pre-cut dry mounting material for a photo to minimize waste. 11. Capacity of a developing tray or sink 13. Check temperature of developing or printing solution.

Exercise 15 Exercise 16 a3C£>n>R O'OR VOCATIONAL EDUCATK>N 21 UNIT ------~ 5 METRIC-CUSTOMARY EQUIVALENTS During the transition period there will be a need for finding equivalents between systems. OBJECTIVE Conversion tables list calculated equivalents between the two systems. When a close equivalent is needed, a conversion table can be used to find it. Follow these steps: The student will recognize and use metric and Customary units interchangeably in order 1. Determine which conversion table is needed. ing, selling, and using products and supplies in this occupation. 2. Look up the known number in the appropriate column; if not listed, find numbers you can add together to make the total of the known number. • Given a Customary (or metric) measure ment, find the metric (or Customary) 3. Read the equivalent(s) from the next column. equivalent on a conversion table. Table 3 on the next page gives an example of a metric-Customary conversion table which • Given a Customary unit, state the re you can use for practice in finding approximate equivalents. Table 3 can be used with Exercise placement unit. 17, Part 2 anq Part 3.

Below is a table of metric-Customary equivalents which tells you what the metric replace ments for Customary units are.* This table can be used with Exercise 17, Part 1 and Part 3. The SUGGESTED TEACHING SEQUENCE symbol::::: means "nearly equal to."

1. Assemble packages and containers of materials. 1 em ::::: 0.39 inch 1 inch ::::::: 2.54 em 1 ml::::::: 0.2 tsp 1 tsp::::: 5 ml 2. Present or make available Information 1 m ::::: 3.28 feet 1 foot ::::::: 0.305 m 1 ml::::::: 0.07 tbsp 1 tbsp:::::: 15 ml Sheet 10 and Table 3. 1 m ::::::: 1.09 yards 1 yard ::::::: 0.91 m 1 l ::::::: 33.8 fl oz 1 fl oz :::::: 29.6 ml 1 km ::::::: 0.62 mile 1 mile ::::::: 1.61 km 11::::::: 4.2 cups 1 cup:::::: 237 ml 2 2 3. Have students find approximate metric 1 cm ::::: 0.16 sq in 1 sq in ::::::: 6.5 cm 11::::::: 2.1 pts 1 pt:::::: 0.47 1 2 2 Customary equivalents by using 1 m ::::: 10.8 sq ft 1 sq ft::::::: 0.09 m 11::::::: 1.06 qt 1 qt:::::: 0.95 1 2 2 Exercise 17. 1m ::::: 1.2 sq yd 1 sq yd ::::::: 0.8 m 11::::::: 0.26 gal 1 gal::::: 3.79 1 1 hectare ::::::: 2. 5 acres 1 acre ::::::: 0 .4 hectare 1 gram ::::::: 0.035 oz 1 oz:::::: 28.3 g 3 3 4. Test performance by using Section D of 1 cm ::::::: 0.06 cu in 1 cu in ::::::: 16.4 cm 1 kg::::::: 2.2lb 1lb :::::: 0.45 kg 3 3 "Testing Metric Abilities. " 1 m ::::: 35.3 cu ft 1 cu ft::::::: 0.03 m 1 metric ton ::::::: 2205 lb 1 ton:::::: 907.2 kg 3 1 m ::::: 1. 3 cu yd 1 cu yd::::::: 0.8 m 3 1 kPa::::::: 0.145 psi 1 psi :::::: 6.895 kPa

* Adal?ted from Let's Measure Metric. A Teacher's Introduction to Metric Measurement. Division of Educational Redes1gn and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus, OH 43215, 1975.

~·NT·R 'OR VOCATOONAC 'DUCATOON Information Sheet 10 22 CONVERSION TABLES

GRAM TO OUNCE OUNCE TO GRAM

I oa. I oz. I oz. oz. I oz. I

100 3.53 10 0.35 1 0.04 10 283 1 28

200 7.05 20 0.71 2 0.07 20 567 2 57

300 10.58 30 1.06 3 0.11 30 850 3 85

400 14.11 40 1.41 4 0.14 40 1134 4 113

500 17.64 50 1.76 5 0 .18 50 1417 5 142

600 21.16 60 2.12 6 0.21 60 1701 6 170

700 24.70 70 2.47 7 0.25 70 1984 7 198

800 28.22 80 2.82 8 0.28 80 2268 8 227

900 31.75 90 3.17 9 0.32 90 2551 9 255

1000 35.27

KILOGRAM TO POUND POUND. TO KILOGRAM MILLILITRES TO FLUID OUNCES FLUID OUNCES TO MILLILITRES

kg lb. kg lb. lb. kg lb. kg ml fl. oz. ml fl. oz. ml fl. oz. fl. oz. ml fl. oz. ml fl. oz. ml

10 22.0 1 2.2 10 4.5 1 0.5 100 3.4 10 .3 1 .03 10 295.7 1 29.6 .10 3

20 4.4.1 2 4.4 20 9.1 2 0.9 200 6.8 20 .7 2 .07 20 591.5 2 59.2 .2 6

30 66.1 3 6 .6 30 13.6 3 1.4 300 10.1 30 1.0 3 .10 30 887.2 3 88.7 .3 9

40 88.2 4 8.8 40 18.1 4 1.8 400 13.4 40 1.4 4 .14 40 1182.9 4 118.3 ..4 12

50 110.2 5 11.0 50 22.7 5 2.3 500 16.9 50 1.7 5 .17 50 1478.7 5 147.9 .5 15

60 132.3 6 13.2 60 27.2 6 2.7 600 20.3 60 2.0 6 .20 60 1774.4 6 177.4 .6 18

70 154.3 7 15.4 70 31.8 7 3.2 700 23.7 70 2.4 7 .24 70 2070.2 7 207.0 .7 21

80 176.4 8 17.6 80 36.3 8 3.6 800 27.1 80 2.7 .8 .27 80 2365.9 8 236.6 .8 24

90 198.4 9 19.8 90 40.8 9 4.1 900 30.4 90 3.0 9 .30 90 2661.6 9 266.2 .9 27

100 220.5 100 45.4 5 ml (4.9 ml)-- 1 teupooD 1 teupoon - 5 ml (4.9 ml) 15 ml (14.8 ml) = 1 Uhle.poon 1 tabl!!pOOD = 15 mJ (14.8 ml)

Table 3 23 ANY WAY YOU WANT IT 1. You are working as a photographer. With the change to metric e ) 474 ml = fl. oz. measurement some of the things you order, sell or use are marked f ) 64 fl. oz. = ml only in metric units. You will need to be familiar with appro g ) 25 ml = fl. oz. priate Customary equivalents in order to communicate with h) 46 kg = lb. customers and suppliers who use Customary units. To develop i ) 38lb. = kg your skill use the Table on Information Sheet 10 and give the approximate metric quantity (both number and unit) for each 3. Complete the Requisition Form using the items listed. Convert of the following Customary quantities. the Customary quantities to metric before filling out the form. Complete all the information (Date, For, Job No., etc.). Customary Quantity Metric Quantity Order the following photographic supplies:

a ) llb. of hypo crystals a ) 6 oz. package of sodium sulfite b ) 1lb. of hypo crystals b) 1 qt. of a developer c ) 50 ft. roll of super 8 mm film c ) 1 oz. of dry chemical d ) 6 sheets of 9 in. by 12 in. poster board d) 1 gal. of solution e ) 10 yd. roll of dry mounting tissue e ) 100-feet film magazine REQUISITION f ) 4 in. wide sponge Date g ) 1 pt. of acetic acid solution For h) 24 in. poster board i ) 50 yd. roll of tape ) 2 lbs. of powdered fixer Job No. Date Wanted k) 3 ft. lens-to-subject distance Deliver to 1 ) 6 ft. lamp-to-subject distance QTY UNIT ITEM m) 4 oz. of boric acid crystals n) 16 fl. oz. of water 0) 10 yd. roll of dry mounting tissue

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

a) 60 g = oz. b ) 300 g = ------oz. c ) 2 oz. = ------g d) 16 oz. = g Requested by Approved by

Exercise 17 24 SECTION A 6. The correct way to write twelve 11. Estimate the length of the line thousand millimetres is: segment below: 1. One kilogram is about the mass of a: [A] 12,000 mm. (A) 23 grams [Al nickel [B) 12.000mm [B] 6 centimetres [ B ] apple seed (C] 12 OOOmm Use this conversion table to [ C ] 40 millimetres answer questions 15 and 16. [ C I basketball [D) 12 000 mm [D] 14 pascals [D I Volkswagen "Beetle" g oz. g oz. 2. A square metre is about the SECTIONB 12. Estimate the length of the line 100 3.53 10 0.35 area of: 7. A print 20 centimetres wide also segment below: 200 7.05 20 0.71 has a width of: [A] this sheet of paper f--l 300 10.58 30 1.06 [A] 200 millimetres 400 14.11 40 1.41 [B] a card table top [A ] 10 millimetres 500 17.64 50 1.76 [B] 0.2 millimetre [ C ) a bedspread [B] 4 centimetres 600 21.16 60 2.12 [C) 2 000 millimetres 700 24.70 70 2.47 (D) a postage stamp [C) 4 pascals 800 28.22 80 2.82 [D] 2 millimetres (D] 23 milligrams 900 31.75 90 3.17 1000 35.27 3. The mass of fixer in powdered form 8. A 7 50 gram package of fixer is is measured in: the same as: SECTIOND [A] 0.75 kilogram [A] grams 13. The metric unit for liquid measure [ B ] millilitres [B] 7.5 kilograms which replaces the fluid ounce is: [C] pascals [C) 75 kilograms [A] gram [D] centimetres [D] 7 50 kilograms [B] millilitre [C] litre

SECTION C [D] hectare 15. The equivalent of 250 g is: 4. A small quantity of developer 9. For measuring millilitres you solution would be measured in: 14. The metric unit for mass which [A] 18.0 oz. would use a: replaces the pound is: [A] centimetres [B] 16.0 oz. [A] scale [A] cubic centimetre [B] milligrams [C] 8.81 oz. [B] thermometer (B] pascal [C] kilograms [D] 226.0 oz. [C] rule [C] Celsius [D] millilitres [D] measuring cup or graduate 16. The equivalent of 180 g is: [D] kilogram [A] 3.53oz. 10. For measuring Celsius you would 5. The correct way to write twenty use a: [B) 6.35 oz. grams is: [A] thermometer [C) 1.80 oz. [A) 20 gms (B] scale [D) 18.0 oz. [B) 20Gm. (C] ruler [C) 20 g. [D] measuring cup or graduate [D I 20 g

o:3C£""'R ""' VOCATOONAL •oUCATOON TESTING METRIC ABILITIES ANSWERS TO EXERCISES AND TEST 25

EXERCISES 1 THRU 6 Exercise 10 Exercise 13 The answers depend on the items kilograms grams used for the activities. millilitres litres Part 2. ml l kg g EXERCISE 7 a ) 2.12 oz. f ) 1 892.7 ml 7 7 000 Currently accepted m~tric units of 3 000 3 b ) 10.58 oz. g ) 0.87 fl. oz. 11 (11 000) measurement for each question are 6 000 (6) c ) 57 g h ) 101.4 lb. (25) 25 000 shown in Table 2. Standards in each (8 000) 8 d ) 453 g i ) 17.2 kg occupation are being established (14) 0.4 (400) now, so answers may vary. (14 000) e ) 15.94 fl. oz. (23 000) 23 0.63 (6301 (0.175) 175 EXERCISE 8 300 0.3 a) 2.6 em e) 13.2 em 700 (0.7) b) 58.3 em f) 80.2 em (900) 0.9 Exercise 14 c) 9.4 em g) 140.0 em 250 (0.25) a ) 31m i ) 0.5 kg d) 68.0 em h) 230.7 em ( 470) 0.47 b) 0.75 litre j ) 27 .9 em Part 3. 275 (0.275) EXERCISES 9 THRU 13 c ) 1.25 kg k) 250 ml a ) 169.8 g d) 6 - 22.86 em d) 3 260 mg l ) 1000 ml Tables are reproduced in total. An Exercise 11 b) 0.45 kg by 30.48 em swers are in parentheses. e ) 21 em m) 280mm c ) 15.25 m e ) 9.1 m litres tnillilitres f ) 4 000 ml n) 1 000 em Exercise 9 l ml g ) 5m 0) 50 em h) 0.25 litre metre centimetre millimetre 8 8 000 m em mm EXERCISES 15 AND 16 5 (5 000) TESTING METRIC ABILITIES 1 100 1 000 46 (46 000) The answers depend on the 1. c 9. D 2 200 (2 000) (32) 32 000 items used for the activities. 2. B 10. A 3 (300) (3 000) 0.4 (400) 3. A 11. B 9 (900) (9 .0001 0.53 (530) EXERCISE 17 4. D 12. A (5) (500) 5 000 (0.48) 480 Part 1. 5. D 13. B (7 400) (74 000) 7-! Exercise 12 6. D 14. D 80 a ) 0.45 kg i ) 45.5m 0.8 (8001 7. A 15. c 0.6 (60) 600 grams kilograms b) 0.95 litre j ) 0.9 kg 8. A 16. B (0.025) 2.5 25 g kg c ) 28.3 g k) 0.915 m (0.1-!8) (14.8) 148 d) 3. 79 litres l ) 1.83 m 4 000 4 (6.39) 639 (6 390) e ) 30.5 m m) 113.2 g 9 000 (9) f ) 10.16 em n) 473.6 ml 23 000 (23) g ) 0.47 litre 0) 9.1 m (8 000) 8 h) 60.96 em 300 (0.3) 275 (0.275)

o:3'·NUR "'" VOCATOONAC

SUGGESTED METRIC TOOLS AND DEVICES SUGGESTED METRIC TOOLS AND DEVICES NEEDED TO COMPLETE MEASUREMENT TASKS NEEDED TO COMPLETE OCCUPATIONAL IN EXERCISES 1 THROUGH 5 MEASUREMENT TASKS ( * Optional) In this occupation the tools needed to complete Exercises 6, 15, and 16 are indicated by''*·"

LINEAR MASS A. Assorted Metric Hardware- Hex nuts, washers, screws, cotter pins, etc. Metre Sticks Bathroom Scale B. Drill Bits-Individual bits or sets, 1 mm to 13 mm range Rules, 30 em *Kilogram Scale C. Vernier Caliper-Pocket slide type, 120 mm range Measuring Tapes, 150 em *Platform Spring Scale D. Micrometer-Outside micrometer caliper, 0 mm to 25 mm *Height Measure 5 kg Capacity range *Metre Tape, 10m 10 kg Capacity E. Feeler Gage-13 blades, 0.05 mm to 1 mm range *Trundle Wheel Balance Scale with 8-piece F. Metre Tape-50 or 100m tape mass set *Area Measuring Grid G. Thermometers- Special purpose types such as a clinical *Spring Scale, 6 kg Capacity thermometer * H. 1 Temperature Devices-Indicators used for ovens, freezing/ VOLUME/CAPACITY TEMPERATURE cooling systems, etc. I. Tools- Metric open end or box wrench sets, socket sets, "'Nesting Measures, set of 5, Celsius Thermometer hex key sets 50ml-1000ml J. Weather Devices- Rain gage, barometer, humidity, wind Economy Beaker, set of 6, velocity indicators 50 ml - 1 000 ml K. 1 Pressure Gages- Tire pressure, air, oxygen, hydraulic, fuel, Metric Spoon, set of 5, etc. 1 ml- 25 m1 L. 1 Velocity- Direct reading or vane type meter Dry Measure, set of 3, 50, 125, 250 m1 M. Road Map-State and city road maps * N. Containers- Buckets, plastic containers, etc., for mixing Plastic Litre Box and storing liquids Centimetre Cubes 0. Containers- Boxes, 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 metric measurement devices. The Oh•o State Unn,ers•tv • 1960 Kenny Road • Columbus Oh•o 43210

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

Tools and Devices List