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Ohio State Univ., Columbus. Center for Vocational EDES PRICE DOCUMENT RESUME ED 135 959 08 CE 009 748 AUTHOR Cooper, Gloria S., Ed.; Magisos, Jool H., Ed. TITLE Metrics for Architectural, Civil, Mechanical Drafting. INSTITUTION Ohio State Univ., Columbus. Center for Vocational Education. SPONS AGENCY Bureau of Occupational and Adult Education (DHEW/OE), Washington, D.C. PUB DATE 76 CONTRACT OEC-0-74-9335 NOTE 69p.; For related documents see CE 009 736-790 EDES PRICE MF-$0.83 HC-$3.50 Plus Postage. DESCRIPTORS *Architectural Drafting; *Architecture; *Civil Engineering; Communications; *Curriculum; Engineering Draw:Ing; Instructional Materials; Learning Activities; Mass Media; Measurement Instruments; *Metric System; Secondary Education; Teaching Techniques; Units of Study; *Vocational Education ABSTRACT Designed to meet the job7related metric measurement needs of architectural, civil, mechanical drafting:students, this instructional package is one of six for the.communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package.is intended for students who already know the occupational terminology, measurement 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, exercises,-and tables. In addition, suggested teaching techniques are included. At the .back of the package:are objectivebased:evaluaticon items, a page of answers to the exercises and tests,.a listof metric materials needed for theactivites, references, and a list of suppliers. The material is designed to accommodate.a variety of individual teaching and.learning styles,. e.g., independent'study, small group, or whole-class activity. Exercises areisitendd to facilitate experiences with measurement instruments, tools, and .devices used in this occupation and job-related tasks of estimating and measuring. Unit IL, a general introduction to the.metric system of .measurement, provides informal, hands-on experiences for the students. This unit enables students to become:familiar with the basic metric units, tAeir symbols, and measurement.instruments; and to deVelop a set of mental references for metric values. The.metric system of notation also is explained. Unit 2 provides the:metric terms which are_used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job7related metric eqUiv'elents 'and-their-relationships'. Dnit-4 providesAaapprience::with recognizinT and using metric instruments and tools in oCcupational measurement-tasks.._It.also provides experience_in Comparing metric &ha customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurementsi; skill considered useful during the transition to metric in each .'occupation. (HD) ' 'Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes.every_.; effort to obtain the best copy available. Nevertheless, items of margMal reproducibility are often encountered and this affects the';:3 quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDES).r1 EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fro& T r ,,,;.,#4011 /1, " 1/11 /411//e4 prk 6!,//y, /7k% p/0/1 4, re 7//os /4,4 94 790/1 74 iv ve 9/ 0,1 , I h 101 4101 " V vy#1/1/1#0, if74 ///, 014 0,,6 rip/,/rft/fr/ /10/ Fe /A V 4,4 4 4 44 td, 41§,4,1Iff411/'A ',I/ 4h 0,14 0 , " //4/// WO" /04//, PO^t/l/k0p- 1, 7 714; r '4/// 71 f p rf 7/ ell / 0, /A. / kil§ /44,4 9/,,,,p.#011 A q/ / 7/, / 4 4 .14 4/0',/i//7// Top , 1//, t 1/e/014/1/4"4/'WY// Olt"II; .w/woh"VVY// 0/4 1/ 7//,'# 7%, b////14 % Vol 1//,.71//7, (0, 141,tio 4 ////1 (4"////// 1/// /r ,///01/ /,11/0/ ;/I. II, 1 . ,f/ir/ 4,114 rpril4 111. PV,I, yr!I' // 44' .01 , /// d //.//// 41.1%)i/ / /:/ /8/// inrryl of ri I rok v tyt,' 7p//7//,7,,,f, g q///4, IN/or,lizze 004/./, ///// *low/ U//, 14,,o '&9/ 11,i/q/, w/yo, //i, //4 " % Rdh 7/1 1,1 4 4 4 ko '6,41/ - archi median ,//ellifI /el /11/.1po. U RPAI+Rit-Nf () Hi to. tPr. DU(rioN6tu-Au *//,, 7 414tIoNal. //, , /'',11/////i/11 jrI/id (Our.,tinN TEACHING AND LEARNING THE METRIC SYSTEM This 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 with occupational measurement tasks. should already know the occupational terminology, measurement terms, and tools currently in use. These materials were prepared with 1.113 focuseson job-related metric equivalents and their relation- the help of experienced vocational teachers, reviewed by experts, tested sh ips, in classrooms in different parts of the United States, and revised before . distribution. Unil provides experience with recognizing and using metric instruments and tools in occupational measurement tasks.It also pro- Each of the five units of instructioncontains performance objec- vides experience in comparing metric and customary measurement in- tives, learning activities, and supporting information inthe 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, reierences,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 expetiences with this instructional package suggest the following teaching-learning strategies: Using These Instructional Materials 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 instrumentstools, Students learn better when metric unitsare compared to familiar and devices used in this occupation and'job-related tasks of esUmating objects,Everyone should learn to "think metric."Comparing and Meaglring. metric units to customary units can be confusing. Students will learn quickly to estimate and measure in metric units This instructional package Pso 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 Students should have experience with measuring activities before information sheets may be given to students for self-stildy. References getting too much information. may be used as supplemental resources. Exercises may be used in Mde- pendent study, small groups, or whole-class activities.All of the , Move through the units in an order which emphasizes the sim- plicity of the metric system (e,g., length toarea to volume), materials can be expanded by the teacher. Teach one concept at a time to avoid cierwhelming students with Gloria S Cooper Coo much material, Joel H. Magisos Editors Unit 1is a general introduction to the metric system ofmeasure- ment which provides informal, hands-on experiences for the students. This publication was developed pursuant to contract No, OEC.0.74.9i35 with the This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, U,S. Department of Health, Educe. units, their symbols, and measurement instruments; and to developa !ion 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. Of fice of Education and no official endor.sernent by the,U.S Of Vice of, E should he inferred:, ; tion also is explained. iducatiOn UNIT OBJECTIVES The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, and Temperature Exercises, using the metric terms and measurement devices listed here. SUGGESTED TEACHING SEQUENCE EXERCISES SKILLS Linear Area Volume or Capacity Mus Temperature 1. These introductory exercisa may require (01), 3 .4) Ipp. 5 .6) (p).1 . 8) (1.11).9 '10) (p, II ) two or three teaching periods for all'five .,...................... , areas of measurement. Recognize and use the millimetre (mm) square cubic centi. gram (g( degree Celsius 2. Exercises should be followed in the order unit and its symbol for: centimetre metre (cm3) 1°C) centimetre (cm) (cm2) kilogram (kg) given to best show the relationship 2 Select, use, and read the cubic metre between length, area, and volume. appropritte measuring metre (m) square 031 instruments for: metre 3. Assemble the metric measuring devices (m1) litre (I) State or show a (rules, tapes, scales, thermometers, and physical reference for: milliRtre (m1) measuring containers) and objects o be measured.* Estimate within 25% height, width, or the area of capacity of the mass of objects the temperature or containere the air or a liquid 4, Set up the equipment at work stations of the actual measure length of objects a given surface in grams and kilo. giama for use by the whole class or as individu- alized resource activities. 5. Read correctly metre stick, metric measurements a kilogram scale A Celsius thermometer tape measure, and on graduated And a gram stale 5. Have the students estimate, measure, and metric rulers volume meanr . ing devi^oi record using Exercises 1 through 5. 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(rnrn notMM).
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