Table of Contents
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 Broadcast Announcing 13 - Trying Out Metric Units 14 - Broadcasting 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 Broadcast Announcing 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 instruments 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. l\lagisos 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 pu rsuant to contract No. OEC-0-74-9335 w ith t he This unit enables students to become familiar with the basic metric Bureau of Occupational and Adu l t Education. U.S. Department of Heal th , Educa· units, their symbols, and measurement instruments; and to develop a t ion and Welfare. However. t he 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 tion also is explained. endorsement by the U S Office o f Education should be inferred. 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. 9. 10) (p. 11) two or three teaching periods for all five (pp. 3. 4) (pp. 5. 6) (pp. 7 ·8) areas of measurement. 1. 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 (cm 3 ) (oC) 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 (mJ) 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 (mm 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 1 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 1 000 = 103 kilo (k-llo) k centimetre CUl Width of paper clip 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 = 10-1 deci (des'f) d D 2 0.01 = 10- centi (sen'ti) c 3 square metre m2 Area of card table top 0.001 = 10- milli ( niil'i) m 6 hectare ha Football field including sidelines 0.000 001 = 10- micro (m1'kro) }J. and end zones
Volume and millilitre ml Teaspoon is 5 ml Capacity litre I A little more than 1 quart Table 1- b cubic centimetre em 3 Volume of this container []
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 kilol(ramS) 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 l'v1ETRES 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 l\1ETRE IS! 4 . Width of table. 5. Length of wall of this room. 6. Distance from you to wall. a:3CENTER '0R VOCAT>ONAL
II. THE CENTIMETRE (em) III. THE MILLIMETRE (mm)
There are 100 centimetres in one metre. If there are 4 metres and There are 10 millimetres in one centimetrP. When a measurement is 3 centimetres, you write 403 em [(4 x 100 em)+ 3 em = 400 cin 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 CENTIMETRE A. DEVELOP A FEELING FOR THE SIZE OF A l\ULLIMETRE
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. ____ mm em 4. Diameter (width)of a coin. 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. What 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 :Measurement Were You? 1. Thickness of a (em) (em) nickel. 1. Length of a paper 2. Diameter (thickness) clip. of a bolt. Diameter (width) 2. 3. Length of a bolt. of a coin. 4. Width of a sheet 3. Width of a of paper. postage stamp. 5. Thickness of a board 4. Length of a or desk top. pencil. 6. Thickness of a 5. Width of a sheet button. of paper.
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 ITTAKES 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? ___cm 2 II. THE SQUARE METRE (m2) 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. 2 ---·Cm 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!
~NnR O'OR VOCATOONAL EDUCAT>ON Exercise 2 (continued on next page) 6
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 ESTil'v1ATE 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 Measurement Were You? 3 3 (cm ) (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 . Measure 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!
~CENTER R>R ,acA"OONAL '0UCAT!ON Exercise 3 (continued on next page) 8
B. DEVELOP YOUR ABILITY TO ESTIMATE 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 Measurement Were You? 2.751, or 2.75 litres. (ml) (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 Measurement Were You? cup. (I) (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. III. 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 = 1 litre. 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 ri9e. Empty the Measurement 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 MILLILITRE IS! 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 MILLILITRES, 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!
o::3'·NT·R •OR VOCATIONAC WUCATOON Exercise 3 9 MASS (WEIGHT) MEASUREMENT ACTIVITIES Kilogram, Gram
The mass of an object is a measure of the amount of matter in the l\lass 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 use 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 5. Your own mass. measure weight--it measures mass. We will use the term mass here.
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. 3. Large purse or Using a balance or scale, find the mass of the items on the table. briefcase. Before you find the mass, notice how heavy the object "feels" and compare it to the reading on the scale or balance. 4. Another person. 5. A few books.
a:3CENnR FOR VOCAnoNAC 'DUCATOON Exercise 4 (continued on next page) 10
II. THE GRAl\1 (g)
A. DEVELOP A FEELING FOR A GRA.l\1 B. DEVELOP YOUR ABILITY TO ESTIMATE IN GRA.MS
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 arid 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 tjps of your fingers, moving your 1. Two thumbtacks. hand up and down. 2. Pencil. THAT IS THE MASS 0 F TWO G RA.MS! 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 GRA.MS! 5. Apple. 6. Package of margarine.
~·NT·R ""' VOCAn<>NAC WUCA'OON Exercise4 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 MEASURE Take a Celsius thermometer. Look at the marks on it. MENT. See how close your estimates and actual measure- ments are. 1. F~nd 0 degrees. How Close WATER FREEZES AT ZERO DEGREES CELSIUS (0°C) Measurement Were You? (OC) 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 OBJECTIVES 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 term;, 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."
a:3CENnR FOR VOCAnoNAL EDUCATOON Information Sheet 2 METRIC UNITS FOR BROADCAST ANNOUNCING 13
Quantity Unit Symbol Use
Length/Height kilometre km Distances; travel.
metre m Sports; accident reporting; physical descriptions; short distances.
centimetre em Sports; snowfall; physical description of persons and objects; clothing sizes.
millimetre mm Sports; rainfall; descriptions of physical objects.
square kilometres km2 Weather; land; broadcast signal coverage. ,£\.rea hectare ' ha Crops; farm.
square metre m2 Studio space. 2 square centimetre cm Monitor sizes; graphics.
Volume/Capacity litre 1 Marketing; advertising; sports; engine displacement.
millilitre ml Marketing; advertising; sports; medicine.
cubic metre m3 Transportation vehicles; fuel storage; sports. 3 cubic centimetre cm Medicine.
Mass metric ton t Crop sales; vehicle descriptions.
kilogram kg Drugs; human and animal weights; sports.
gram g Medicine; sports.
Temperature degree Celsius oc Weather.
kelvin K Scientific and technical reporting.
Power kilowatt kW Electrical and mechanical power.
Crop Yield metric tons per hectare t/ha Grain; com.
Speed kilometres per hour km/h Weather; vehicle speeds; sports (racing).
metres per second m/s Sports.
Pressure kilopascal kPa Barometric pressure; tire pressures.
~CENTER F 2. Hand span 20. TV monitor 3. Cables 21. Soft drink can 4. Your height 22. Briefcase 5. Width of monitor Mass 6. Announcer from camera 23. Textbook 7 . Height of light grid 24. Nickel 8. Length of table 25. Yourself 9 . TV close-up lens 26. Portable TV camera Area 27. Portable TV 10. TV monitor screen Temperature 11. TV studio 28. Indoor 12. Record jacket 29. Outdoor 13. Sheet of paper 30. Hot tap water 14. Camera shots 31. Cold tap water 15. Legal envelope 32. Freezer o:3CENnA ""'VOCA""""'- EDUCATOON Exercise 6 15 BROADCASTING WITH METRICS It is important to know what metric measurement to use. Show 19. Volume of a film storage bin what measurement to use in the following situations. 20. Area of a weather chart 1. Length of TV cable 21. Temperature in the studio 2. Mass of neck mike 22. Distance from studio to your home 3. Capacity of desk drawer 23. Width of video and audio tapes 4. Temperature today 5. Distance between flood lights 6. Height of TV camera 7. Mass of headset 8. Length of a football field 9. Height of production set Dl I I I I r 10. Ideal distance from mike ..) I:.: ~ 11. Capacity of a waste basket UJ rr 12. Diameter of a basketball 13. Studio area required for two "-... __,) persons "' - 14. Height of antenna - ' - a 15. Height of cue card letters ,-- (2) 16. Width of teletype sheet 17. Dimensions of a photograph 18. Area of a broadcast studio Exercise 7 16 METRIC-METRIC EQUIVALENTS UNIT3 Centimetres and Millimetres OBJECTIVE 0 > f11JIIlljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljllllj flllljlllljlllljlllljlllljlllljlllljlllljlllljllllj lllljlllljlllljlll 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 long. 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 TEACIDNG 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. :Make 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) 680 mm = em h) 2 307 mm em Exercise 8 a:3CENT£R ""' VOCATK>NAC 'OUCATOON 17 r Metres, Centimetres, and Millimetres Millilitres to Litres There are 100 centimetres in one metre. Thus, There are 1 000 millilitres in one litre. This means that 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 1 00 em = 800 em, 4 000 ml is the same as 4 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 2m = 2x1000mm = 2000mm, Since there are 1 000 millilitres in each litre, one way to change milli· 3 m = 3 x 1 000 mm = 3 000 nun, litres to litres is to divide by 1 000. For example, 6 m = 6 x 1 000 nun = 6 000 mm, 1000 1 000 ml = 1 000 litre = 1 litre. 24 m = 24 x 1 000 mm = 24 000 mm. Or · 2 000 . From your work with decimals you should know that 2 000 ml = 1 000 htres = 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 500 ml = 0.5 litre (five-tenths of a litre ). So 500 ml 0.75 m = 0.75 x 1 000 mm 1 ~~~litre = is the same as one-half (0.5) of a litre. 75 x 1 000 mm 100 Change 57 millilitres to litres. 1 000 75 x 100 mm 57 ml = 1 o~b litre = 0.057 litre (fifty-seven thousandths of a 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 litres m em mm (ml) (I) 1 100 1 000 3 000 3 2 200 6 000 -::··J"j 3 c:. .. ~ ~. 9 1-1 000 ~.:::".. · 5 000 2J"<., .. 74 300 0.3 0.8 80 700 0.6 600 0.9 2.5 25 250 148 0.47 639 275 Exercise 9 Exercise 10 ~NT£R""' VOCAnoNAL EDUCATOON 18 Li tres to M illili tres Kilograms to Grams What do you do if you need to change litres to millilitres? Remember, To change kilograms to grams, you multiply by 1 000. there are 1 000 millilitres in one litre, or 1 litre = 1 000 mi. 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 millili tres 11 I 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 11 different metric units. Practice changing each of the following to metric equivalents by completing these statements. Grams to Kilograms a ) 500 em of film is ------m There are 1 000 grams in one kilogram. This means that b ) 250 ml of solution is 1 c ) 5 em letter is mm 2 000 grams is the same as 2 kilograms, d ) 2 500 kg of wheat is t e ) 8 mm of snow is em 5 000 g is the same as 5 kg, f ) 3 000 m of highway is km 700 g is the same as 0.7 kg, and so on. g ) 40 litres of gasoline is ml ? ) 2 kg of poison is g To change from grams to kilograms, you use the same procedure for ~ ) 10 t of grain is kg changing from millilitres to litres. J ) 5 m length of control cable is mm k ) 500 g of precious metal is kg Information Sheet 7 1 ) 500 ml of tape head cleaner is 1 Try the following ones. m) 15 mm of rain is em grams kilograms n ) 2.5 em diameter cable is mm g kg 0 ) 2 400 mm display panel length is em 4 000 4 P ) 50 em TV screen diagonal length is mm 9000 23 000 8 300 275 Exercise 12 ' ~NT Some of your news and sports copy contain measurements. Use For the broadcast announcing tasks below, estimate the metric your knowledge of metric language to complete the following statements. measurement to within 20% of actual measurement, and verify the estimation by measuring to within 2% of actual measurement. Estimate Verify 1. A long distance is measured in 1. Temperatures: 2. Velocity is measured in and a. at the studio 3. A very large mass is measured in b. at the airport 4. Large land areas are measured in 2. Area of the studio 5. A medium sized mass is measured in 3. Diameter of TV cable in millimetres 6. Common temperatures are measured in 4. Height of lectern in centimetres 7. A small mass is measured in 5. Length of pointer in centimetres 6. Area of a weather chart 8. A small area is measured in 7. Height of loading door in rr •.e tre ~ 9. Medical pills are measured in and 8. Volume of a film storage bin 10. A small quantity of liquid medicine is measured in ---- 9. Distance of accent light from 11. High jump and pole vault performances are reported in announcer 10. Distance from your house to 12. Precipitation is measured in ------the studio 13. Electrical power is measured in ------11. Area of rear projection screen 12. Height of letters on cue card 13. Length of poster board for flip chart Exercise 15 Exercise 'i6 G:3C£NT"' O'OR VOCATIONAL "'UCATOON 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 and 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 ::::o 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 ::::o 15 ml Sheet 10 and Table 3. 1 m ~ 1.09 yards 1 yard ~ 0.91 m 1 1 ~ 33.8 fl oz 1 fl oz ::::o 29.6 ml 1 km ::::o 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 ::::o 0.16 sq in 1 sq in ~ 6.5 cm 11 ~ 2.1 pts 1pt=::::0.471 2 2 Customary equivalents by using 1 m ::::o 10.8 sq ft 1 sq ft ~ 0.09 m 11;:::, 1.06 qt 1 qt;:::, 0.95 1 2 2 Exercise 17. 1 m ::::o 1.2 sq yd 1 sq yd ~ 0.8 m 11 ::::o 0.26 gal 1gal::::o3.791 1 hectare ::::o 2.5 acres 1 acre ~ 0.4 hectare 1 gram ::::o 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;::::: 2.2 lb 1lb:::::: 0.45 kg 3 3 "Testing Metric Abilities." 1 m ::::o 35.3 cu ft 1 cu ft ::::o 0.03 m 1 metric ton :::::: 2205.lb 1 ton:::::: 907.2 kg 1 m 3 ::::o 1.3 cu yd 1 cu yd ~ 0.8 m 3 1 kPa:::::: 0.145 psi 1 psi ::::o 6.895 kPa *Adapted from Let's Measure Metric. A Teacher's Introduction to Metric Me asuremen t. Division of Educational Redesign and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus, OH 43215, 1975. ~<, METRES TO FEET FEET TO METRES m ft. m ft. m ft. ft. m ft. m ft. m 100 328.08 10 32.81 1 3.28 100 30.48 10 3.05 1 0.30 200 656.17 20 65.62 2 6.56 200 60.96 20 6.10 2 0 .61 300 984.25 30 98.43 3 9.84 300 91.44 30 9.14 3 0.91 400 1312.34 40 131.23 4 13.12 400 121.92 40 12.19 4 1.22 500 1640.42 50 164.04 5 16.40 500 152.40 50 15.24 5 1.52 600 1968.50 60 196.85 6 19.69 600 182.88 60 18.29 6 1.83 700 2296.59 70 229.66 7 22.97 700 213.36 70 21.34 7 2.13 800 2624.67 80 262.47 8 26.25 800 243.84 80 24.38 8 2.44 900 2952.76 90 295.28 9 29.53 900 274.32 90 27.43 9 2.74 1000 3280.84 1000 304.80 MILES TO KILOMETRES KILOMETRES TO MILES miles kilometres :niiles kilometres kilometres miles kilometres miles 10 16.1 1 1.6 10 6.2 1 0.6 20 32.2 2 3.2 20 12.4 2 1.2 30 48.3 3 4.8 30 18.6 3 1.9 40 64.4 4 6.4 40 24.9 4 2.5 50 80.5 5 8.0 50 31.1 5 3.1 60 96.6 6 9.7 60 37.3 6 3.7 70 112.7 7 11.3 70 43.5 7 4.3 80 128.7 8 12.9 80 49.7 8 5.0 90 144.8 9 14.5 90 55.9 9 5.6 o::3'·NT·R ffiR VOCATOONAC 'OUCATOON Table 3 23 ANY WAY YOU WANT IT 1. You are working in a broadcast studio. With the change to metric g 10 miles km j 150ft. m measurement some of the things you announce will be stated only h 80 km miles I 15m ft. in metric units. You will need to be familiar with appropriate Customary equivalents in order to communicate with listeners who are acquainted only with Customary units. To develop your 3. Complete the Requisition Form using the items listed. Convert skill use the Table on Information Sheet 10 and give the approxi the Customary quantities to metric before filling out the form. mate metric quantity (both number and unit) for each of the Complete all the information (Date, For, No., etc.). following Customary quantities. Order the following supplies: Customary Quantity Metric Quantity a ) Four 1200 ft. reels of recording tape b ) Two 6 in. dynamic microphones a ) 2 lbs. of a food item c ) Twenty-five 12 in. x 18 in. white show cards b ) 10 tons of grain d ) Four 5 gal. waste cans c ) 100 yd. dash REQUISITION d ) 4 qts. of blood Date------e ) 3/4 in. pipe For f ) 10 acres g ) 8 in. of snow No ..______DateWanted h ) two-gallon can ) 5 miles Deliver to------) 6 ft. high jump QTY UNIT ITEM k ) 25 ft. jump shot ) 1/4 in. wide tape m ) 50 mile per hour wind n ) 6 fl. oz. soft drink o ) 225 lb. heavy weight boxer 2. Use the conversion tables from Table 3 to convert the following: a ) 6 m ft. d 60 miles km Requested by b ) 10m ft. e ) 12ft. m Approved by c ) 80 km/h m.p.h. f ) 75 ft. m ~CENTER""' VOCATK>NAL 'DUCATOON Exercise 17 24 SECTION A 6. The correct way to write twelve 11. Estimate the length of the line Use this conversion table to thousand millimetres is: segment below: answer questions 15 and 16. 1. One kilogram is about the mass of a: [A] 12,000 mm. m ft. m ft. [A] 23 grams [A) nickel [B] 12.000 mm 10 32.81 1 3 .28 [ B J 6 centimetres [B) apple seed [C] 12 OOOmm 20 65.62 2 6.56 [ C] 40 millimetres 30 98.43 3 9.84 [ C] basketball [D] 12 000 mm 40 131.23 4 13.12 [D] 14 pascals [D] Volkswagen "Beetle" 50 164.04 5 16.40 60 196.85 6 19.69 SECTIONB 2. A square metre is about the 70 229.66 7 22.97 area of: 7. A card 90 centimetres wide also 12. Estimate the length of the line 80 262.47 8 26.25 has a width of: segment below: 90 295.28 9 29.53 [A] this sheet of paper [A ] 9000 millimetres f----1 [B] a card table top [A] 10 millimetres [B] 9 millimetres [C] a bedspread [B] 4 centimetres [C] 0.9 millimetre 15. The equivalent of 15m is: [ D ) a postage stamp [C] 4 pascals [D] 900 millimetres [A] 35.32 ft. [D] 23 milligrams [81 15.0 ft. [C 1 49.21 ft. 3. Rainfall is usually measured in: 8. A snowfall of 0.5 metres would be: SECTIOND [D] 60.62 ft. [A] metres [A] 50 centimetres 13. The metric unit for liquid measure [B] rnillimetres [B] 0.05 centimetre which replaces the fluid ounce is: [ C] centimetres [C] 500 centimetres [A] gram 16. The equivalent of 25m is: [ D ] decimetres [D] .005 centimetre [B] hectare [A] 25.0 ft. [C] metre [B] 7 5.62 ft. SECTION C [D] millili~e [C1 82.02 ft. 4. Camera lenses are measured in: 9. For measuring millimetres you would use a: [D 1 85.37 ft. [A ] millimetres [A] scale 14. The metric unit for liquid measure [B] kilometres which replaces the gallon is: [B] ruler [C] metres [A] gram [ C ] thermometer [D] pascals [B] kilolitre [D] container [C] litre [ D ] millilitre 5. The correct way to write twenty 10. For measuring Celsius you would grams is : use a : [A] 20 gms [A] thermometer [B] 20 Gm. [B] container [C] 20 g. [ C ] steel rule [D] 20 g [D] scale o:3'·NTOA O'OA VOCAT>ONA>- •OOCATOON TESTING METRIC ABILITIES ANSWERS TO EXERCISES AND TEST 25 EXERCISES 1 THRU 6 Exercise 10 Exercise 13 EXERCISE 17 The answers depend on the items Part 1. used for the activities. kilograms grams millilitres litres a ) 0.90 kg ) 8.05 km ml l kg g EXERCISE 7 b ) 9 072 kg j ) 1.83 m 7 7 000 Currently accepted metric units of 3 000 3 c ) 91 m k ) 7.625 m (11 000) measurement for each question are 6 000 (6) 11 d ) 3.8 litres I ) 0.635 em shown in Table 2. Standards in each (8 000) 8 (25) 25 000 e ) 1.905 em m) 80.5 km/h (400) occupation are being established t14 000) (14) 0.4 f ) 4 ha n ) 177.6 ml now, so answers may vary. (630) (23 000) 23 0.63 g ) 20.32 em 0 ) 101.25 kg (0 .175) 175 EXERCISE 8 300 0 .3 h ) 7.58 litres a) 2.6 em e) 13.2 em 700 (0. 7) b) 58.3 em f) 80.2 em (900) 0.9 Exercise 14 Part 2. (0.25) c) 9.4 em g) 140.0 em 250 a ) 5m ) 10 000 kg a ) 19.69 ft. f ) 22.86 m d) 68.0 em h ) 230.7 em (470) 0.47 b ) 0.25 litre j ) 5 OOOmm b ) 32.81 ft. g ) 16.1 km 275 (0.275) EXERCISES 9 THRU 13 c ) 50mm k ) 0.5 kg c ) 49.7 m.p.h. h ) 49.7 miles d ) 2.5 t I ) 0.5 litre d ) 96.6 km ) 45.72 m Tables are reproduced in total. An Exercise 11 swers are in parentheses. e ) 0.8cm m) 1.5 em e ) 3.66m j ) 49.21 ft. litres millilitres f ) 3km n ) 25mm Exercise 9 l ml g ) 40 000 ml 0 ) 240cm Part 3. h ) 2 000 g p ) 500mm metre centimetre millimetre 8 8 000 a ) 4 - 366 m c ) 25 - 30.48 em m em mm 5 (5 000) by 45.72 em b ) 2 - 15.24cm d ) 4 - 18.95 litres 1 100 1 000 46 (46 000) EXERCISE 15 2 200 (2 000) (32) 32 000 1. kilometres 7. grams (400) 3 (300) (3 000) 0.4 2. kilometres per hour, 8. square centimetres 9 (900) (9 000) 0.53 (530) metres per second 9. grams, milligrams (5) (500) 5 000 (0.48) 480 3. metric tons 10. millilitres TESTING METRIC ABILITIES 7-! (7 400) (74000) Exerdse 12 4. square kilometres 11. metres 0.8 80 (800) 5. kilograms 12. millimetres 1. c 9. B 0.6 (60) 600 grams kilograms 6. degrees Celsius 13. kilowatts 2. B 10. A g kg (0.025) 2.5 25 3. B 11. B (0.1-!8) (14.8) 148 -! 000 4 4. A 12. A (6.39) 639 (6 390) EXERCISE 16 9 000 (9) 5. D 13. D 23 000 (23) The answers depend on the 6. D 14. c (8 000) 8 items used for the activities. 7. D 15. c 300 (0.3) 8. A 16. c 275 (0.275) -f::I U.S. GOVERNMENT PRINTING OFFICE, 1976- 757- 069/6212 Region No . S- 1 I 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"*·" UNEAR 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-pie<;e 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 ml L. 1 Velocity- Direct reading or vane type meter Dry Measure, set of 3, 50, 125, 250 ml 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 FOR VOCATIONAL EDUCATION metric measurement devices. The Qn,o Statt Un•vtrs•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