DOCUMENT RESUME
ED 134 764 08 CE 009 765
AUTHOR Cooper, Gloria S., Ed.; Magisos, Joel H.,Ed. TITLE Metrics for Food Preparation, Baking, Meat Cutting. 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 0 OEC-0-74-9335 NOTE 69p.; For a related document see CE 009 736-790
EDRS PRICE MF-$0.83 BC-$3.50 Plus Postage. DESCRIPTORS *Curriculum; *Food Processing Occupations; *Foods Instruction; Instructional Materials; Learning Activities; Measurement Instruments; Meat; *Metric System; *Occupational Home Economics; Secondary Education; Teaching Techniques; Units of Study (Subject Fields); Vocational Education
ABSTRACT Designed to meet the job-related metric measurement needs of food preparation, baking, meat cuttingstudents, this instructional package is cne of five for the homeeconomics occupations cluster, part of a set of 55 packages formetric instruction in different occupations. The packageis intended for students who already know the occupational terminology,measurement terms, and tools currently.in use..Each ofthe five units in this instructional package contains performance objectives,learning activities, and supporting information in the form cf text, exercises, and tables. In addition, suggested teachingtechniques are included. Atthe back of the package are objective-basedevaluation items, a page cf answers to the exercises andtests, a list of metric materials needed for the activities, references, and alist of suppliers. The material is designed to accommodate avariety of individual teaching and learning styles, e.g.,independent study, small group, cr whole-class activity. Exercises areintended to facilitate experiences with measurement instruments,tools, and devices used in this occupation and job-related tasksof estimating and measuring. Unit I, a ge-neralintroduction to the metric system of measurement, provides informal, hands-onexperiences for the students. This unit enables students to becomefamiliar with the basic metric units, their symbols, and measurementinstruments; and to develop a set of mental references formetric values. The metric system of notation also is explained. Unit 2provides the metric terms which are used in this occupation andgives experience with occupational measurement tasks. Unit 3 focuses onjob-related metric eguivalents f- their relationships. Unit 4 provides experience with recognizing _sing metric instruments and tools in occupational measurement .. It alsoprovides experience in comparing metric , and customarymeasurement instruments. Unit 5 is designed togive students practice in converting customary andmetric measurements, a skill considered useful during the transition tometric in each occupation. (BE)
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' .n' ;tie, b .4.A4 4.44 414, TEACHING AND LEARNING
THE METRIC SYSTEM
this occupation This metric instructional package was designed to meet job-related Unit 2 provides the metric terms which are used in metric measurement needs of students, To use this packagestudents and gives experience with occupational measurementtasks. should already know the occupational terminology, measurement -terms; and tools currently .in use. These materials wereprepared with Unit 3 focuses on job-related metric equivalents and theitrelation- the h. ft') of experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revisedbefore Unit 4provides experience with recognizing andusing metric distribution. instruments and tools in occupational measurementtasks.It also pro- measurement in- Each of the five units of instruction contains perfpu4nce 'objec- vides ekperience in comparing metric and customary tives, learning activities, and supporting information in the form of struments. text, exercises, and tables.In iddition, suggested teaching techniques in converting custom- are included. At the back of this package areobjective-based evaluation Unit 5 is designed to give students practice Students should learn to "think metric" items, a page of answers to the exercises and tests, a list of metric ary and metric measurements. However, skill with materials needed for the activities, references, and a list of suppliers. and avoid compiring customary and metric units. conversion tables will be useful during the transition tometric in each occupation. Classroom experiences with this instnictional package suggest the Using These Instructional Materials following teaching-learning strategies:
This package was designed to help students learn a coreof knowl- 1. Let the first experiences be informal to make learning the metric edge about the metric system which they will use onthe job.The system fun. exercises facilitate experiences with measurementinstrumtnts, tools, 2. Students learn better when metric units are compared to familiar and devices used in this occupation and job-relatedtasks of estimating objects.Everyone should learn to "think metric." Comparing and measuring. 7. metric units to customary units can be confusing. This instructional package also wa:. d, -igned toaccommodate a 3, Students will learn quickly to estimate and measure in metric units variety of individual teaching and learning st-.),es.Teachers are encour- by "doing," aged.to adapt these materials to their own classes.For example, the before 4. Students should have experience with measuring activities information sheets may be given to students forself-study. References getting too much information. may be used as supplemental resources.Exercises may be used in inde . pendent study, small groups, or whole-classactivities.All of the 5. Move through the units in an order which emphasizes the siin. materials can be expanded by the teacher. plicity of the metric system (e.g., length to' area to volume).
6. Teach 'one concept at' a time to avoid overwhelming students with Gloria S. Cooper Joel H. Nlagisos too much material, Editors Unit 1 is a general introduction to.the metric system of measure . ment which provides informal, hands-on experiences forthe student& This publication 6as developed pursuant to collkis,sNo 0E0.14.9335with the Department of Health, Educa This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, U S. tion and Welfare However,the opinions expressed herein do not necessarily units, their symbols, and measurement instruments; and to develop a reflect the. position or pohcy7of the U S.01 fa of Education and no official set of mental references for metric values. The metric system of nota- endorsement bythe U S. Of fice of Educationshould be inferred, tion also is explained. 4 UNIT OBJECTIVES
The student will lernoiistrate these skills for the Linear, Area, Volume or Capacity, Mass, and Temperature Exercises, using the metric temis andmeasurerrInt devices listed here.
SUGGESTEDTEAClik SEQUENCE ------' EXERCISES , SKILLS Maas Temperaturt Linear Ares Volume or Capacity
These introductory exercises may require (pp, 9 . 101 (p. 11) 1. (pp. 3 .4) ilip, 5 . 6) (p9,7.8) '.' two or three teaching periods forall five..
,. areas of measurement. gram degree Celsius Recognio and use the millimetre (mm) square cubic anti. (0
centimetre metre (Oh ). . °C) Exercises should be followed in the order unit and its symbol for centimetre lcm) (cm1) kilogram (kg) cubic metre given to best show the relationship Select, use, Ind read the , " )) between length, area, and volume, appropfiate meouring metre Im) square (rn instruments for: metre (m2) litre (II ,- 3. Assemble the Metric measuring devices 3 State or show a (rules,,tapes, scales, thermometers, and physice) reference for: millilitre (m1) measuring containers) and objects to be
measured.* cipacity of the mus of objects the temperature of 4. Estimate within 259i height, width, or the area of in grams And kilo the air or a liquid of the actual measure length of objects a given surface rontainei 4. Set up the equipment at work stations grants
for use by the whole class or as individu- i . A Celsius thermometer metre stick, metric measuremenn a kilogram scale alized resource activities. . Reid correctly tape measure, end on graduated and a gram scale volume meuse . Have the students estimate, measure, and metric rulers 5. ing devices record using Exercises 1 through 5.
6. Present information on notation and make Table 1 available.
R UL ES OF NOTATION 7. Follow up with goup discussion of
activitio. 1.-Symbols are not capitalized unless the unit is a proper name(mm not ZtrA
2, Symbols are not followed by periods (m not m.).
3. Symbols are not followed by an s for plurals (25 g not25 gs).
4. A space separates the numerals from the unitsymbols (4) not 41).
Spaces, not commas, are used to seliarate largenumbers into groups of three 'Other school departments may have devices which 5. digits (45 271 'km rt 45,271 kin). ,can be used. letric suppliers are listed in the reference section. 6. A zero precedes the decimal pointifthe nUmber is less than one (0.52 g not .52 g).
7. Litre and metre can be spelled either with an -re or -etending.
MN CENTER FON VOCATIONAL EDUCATION Information Sheet 1 2
METRIC UNITS, SYMBOLS, ANDREFERENTS METRIC PRII1DCES
, q...., .---.... Multiples end Smbol Useful Referents Prefixes Simbols Quantity Metric Unit Submultiples
Length millimetre mrn Thickness of dime or paper 1 000 000 .106 mega (mrii) M11 clip wire
..., 1 000 =103 kilo (as) centimetre an Width of paper clip k -. 100 ,..102 hecto (hek'f6) h metre Height of door about 2 A In da kilometre kni ,12inute walking distance 10 ;101 deka (dek'i)!
Base Unit 1 =100 Area square Area of this space ., _ centimetre cm 1. 0.1 .10 -1 .deci (deTJ),' d . .
0,01 .10 centi (sIn'ti) c
z 0,001 =10-3 milli (AT) mn Area of card table top square metre , .:, ii hectare ha Football field including sidelines 0.000 001 =10-6 micro (mi'lcrO) and end zones
.. ,
Volume and millilitre ml Teaspoon is 5 ml , Capacity P Table 1-b litre I A little more than 1 quart ,
, cubic 3 centimetre cm Volume of this container 4=7 _i *
cubic metre m3 A little more than a cubic yard
Apple seed about 10 mg, grain of Mass milligram mg salt, 1 mg , .
gram g Nickel about 5 g
kilogram kg Webster's Collegiatttictionary
metric ton . a,....N...... ,.i..,.....,,..(1 000 kilograms) t Vdkswagen Beetle
CCTHE CENTER FOR VOCATIONAL EDUCATION Table 1-a , 4
LINEARMEASUREMENT ACTIVITIES . 3./ghoose,a partner to stadd 'at your side. Move apart Metre, Centimetre, Millimetre so thit you can' put one end of a metre stick oR
a your partner's shoulder, and the other end on, I. THE METRE (m) yonr shoulder. Loo It at the space between you. A DEVELOPA'FftLINGFOR THE SIZE OF A KURE
1, Pick up one of the metre THAT IS.THE WIDTKOF A !ORE! ., sticks and stand it up bn the , N floor, Hold it in Iplace with one hand. Walk around the, B..DEVELOP YOVR A,BiLITY TO:ESTIMATE \IN METREW
, stick. Now stand' next to Now you will imprOe your ability to estimate in metres. ,the sticky With your other , hand, touch yourself 'Where 'Rethember where theileagttrand'height of a metre was on your
ol the top of the metre stick body: s comes on you. 0,01 For each 'of theloltosingitems:
Estimate the size of the items and %lite your estimate in the THAT IS HOW HIGH A METRE IS! ESTIMATE column. Measure the size with your Metre stick and write therNyer in the MEASUREMENT column
Decide hOw close your estimate was to the actual nieasure. If 2, Hold one arm out straight your estimate was within'25% of the actual measure you are a at ,ihoulder height. Put "Metric Mar-vel." the metre stick along this \ arm untttlie'end hits the How Closeu!.. end of your fingers. there 'Estimate*asurementWere You? is the other end of the
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 HOV LONG A N1ETRE IS! 4, Width of table,
Length of wall of , this room,
Distance from , 3 you to walt THE CENTER FOR VOCATIONAL EDUCATION Exercise 1 continued on next page) '411 4 n THE MILLIVETRE (mm) THE CENTIMETRE (cm)
There are 10 millimetres in one centimetre. When a measurement is There are 100 centimetres in one metre. If there are 4 metresand 2 centimetres and 5 millimetres, you write 25 mm [(2 x 10 mm) 3 centimetres, you write 403 cm [(4 x 100 cm) + 3 cm =400 cm + 5 mm = 20 mm + 5 mm]. There are1 000 mm in 1 m. , + 3 cm).
A. DEVELOP A FEELING FOR THE SIZE OF A CENTIMETRE A. DEVELOP A FEELING FOR THE SIZE OF A MILLINETRE'
Using a ruler marked in millimetres, measure: 1. Hold the metric ruler against the width of your thumbnail. How wide is it? cm 1. Thickness of a paper clip wire. 111111 Measure your thumb from the first joint to the end. 2. 2. Thickness of your fingernail. mm
3. Width of your fingernail. I11111 3. Use the metric ruler to find the width of your palm. 4, Diameter (width)of a coin. cm
5. Diameter (thickness) of your pencil. mm 4. Measure your index or pointing finger. How long is it?
cm 6. Mdth of a postage Stamp. mm
5. Measure your wrist with a tape measure. What is the distance around it? cm tt cm 6. Use the tape measure to find your waist size. 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 Were You? metres. EstimateMeasurement How Close (mm) (mm) EstimateMeasurementYiere You? 1. Thickness of a (cm) (cm) nickel. Length of a paper 1. 2. Diameter (thickness) clip. of a bolt. =10 6.11MM
2. Diameter (width) 3, Length of a bolt. of a coin. ,11.mar eM 4. Ilidth of a sheet Width of a 3. of paper. !=14. postage stamp. emmiwww,..0 5. Thickness of a board Length of a 4. or desk top. pencil. 6. Thickness of a ;5. ffidth of a sheet button. 011.1.1111=I of paper. pRaw10.
ocTHEcumFOR VOCATIONAL EDUCATION Exercise 1
12 13 AREA MEASUREMENT ACTIVITIES B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRES Square Centimetre, Square Metre
You are now ready to develop your ability to estimate in square centimetres.
\mEN yoc DESCRIBE THE AREA OE SOMETHING, YOU ARE SAYING HOW NINY SQUARES OF A GIVEN SIZE IT TKES TO Remember thsize of a square centimetre. For each of the following items, follow the procedures used for estimating in COVER THE SURFACE. metres.
How Close I. THE SQUARE CEN'FIMETRE (cm' ) EstimateltkasurementWere You?
(cm2 ) A. DEVELOP A FEELING FOR A SQUARE CENTINIETRE (cm` )
1, Index card, 1. Takea clear plastic grid, or use the grid on page 6, REW,
2. Measure the length and width of one of these small 2. Book cover. .=1 squares with a centimetre ruler, Photograph.
Window pane or THAT IS ONE SQUARE CENTIMETRE! desk top:
3 Place your fingernail over the grid. About how many squares does it take to Cover your fingernail? -Cm2 11. THE SQUARE MZTRE (m2) 4. Place a coin over the grid. About how many squares
does it take to cover the coin? cm1 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 squi:re which is one metre long and one metre wide. -C2111 6, Place an envelope over the grid. About how many 2. Hold the square up with one side on the floor to see how snuares does it take to cover the envelope? big it is,
2 3. Place the square on the floor in a corner. Step back and
7. Measure the length and width of the envelope in centi- look. See how much floor space it covers.
metres, Length cm; width cm. 4. Place the square over a table top or desk to see how Multiply to find the area in square centivtres. much space it covers.
cm x cm = cm', How 5. Place the square against the bottom of a door. See how close are the answers you have in 6. and in 7.? much of the door it covers. How many squares would it
take to cover the door? m2
THIS IS HOW BIG A SQUARE METRE IS!
CC, THE CENTER OR VOCATION& EDUCATION Exercise 2 (continued on next page)
15 B. DEVELOP YOUR ABILITY TO ESTIMATE IN SQUARE CENTIMETRE GRID METRES
You are now ready to estimate in square metres. Follow th2 procedures used for estimating in metres,
How Close EstimateMeasurementWere You?
(m2 ) (m2 )
1. Door, emm.w11.1
2. Full sheet of newspaper.
3. Chalkboard or bulletin board. WOW.. wm.o.Wm.
4. Floor,
5. Wall.
6. Wall chart or poster.
7. Side of file cabinet,
03 - MINTER FON VOCATIONAL EDUCATION Exercise 2
16 VOLUME MEASUREMENT ACTIVITIES
Cubic Centimetre, Litre, Millilitre,Cubic Metre
I. THE CUBIC CENTIMETRE (cm3 )
B. DET,LOP 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 tcr develop your ability to estimate height, and width in centimetres. in cubic centimetres.
THAT IS ONE CUBIC CENTIMETRE! Remember the size of a cubic centirmre. For each of the following items,URthe procedures for estimating in 2. Find the volume of a plastic litre.box. metres. How Close a. Place a ROW of cubes against the bottomof one side EstimateIttasurementWere You?. of the box. How many cubes fit in the row? (cm,) (CI111) b. Place another ROW of cubes ap nst an adjoining side Index card file of the box. How many rows fit inside the box 1. box. to make one layer of cubes? Freezer container *.11= How many cubes in each row? 2.
How many cubes in the layer in the bottom of the 3. Paper clip box. 11
box? 4. BoN of staples.
c. Stand a ROW of cubes upagainst the side of the box.
How many LAYERS would fit in the box? II.THE LITRE (1)
How many cubes in each layer? A. DEVELOP A FEELING FOR A LITRE How many cubes fit in the box altogether?
THE 701.,UME OF THE BOX IS _CUBIC 1. Take a ane litre beaker and fill it with water.
CE1: ,IMETRES, 2. Pour the water into paper cups, filling each as full as you d. Measure the length, width, and height of thebox in usually do. How many cups do you fill? cm; centimetres. Length 'cm; width THAT IS HOW MUCH IS IN ONE LITRE! height cm. Multiply these numbers tofind 3. Fill the litre container with rice. the volume in cubic centimetres,
3 THAT IS HOW MUCH IT TAKES TO FILL A ONE C111 X Cm X = . LITRE CONTAINER! Are the answers the same in c. and d.?
Exercise 3 THE CENTER FOR VOCATIONAL EDUCATION (continued on next page)
19 10 8
1.1
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 m Millilitres. Follow the litres. To write two and one-half litres, 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 Wlite EstimateMeasurementWere You? 2.75 1, or 2.75 litres. (ni) (Int)
For each of the following items, use the procedures for 1. Small juice can.
estimating in metres. 2. Paper.cup or tea How Close cup. EstiMateMeasuremeat Were You?
(1) (1) 3. Soft drink can. ..m.=. Medium-size 4. Bottle. freezer container. ...11=1111
2. Large freezer
container. 11=111m e% IV. THE CUBIC METRE (m3)
3. Small freezer A. 'DEVELOP A FEELING FOR A CUBIC METRE cc Itainer. =MYIww=MMM
Attie or jug, 1. Place a one metre square on the floor next to the wall.
2. Msasure a metre UP the wall. 111. .dE MILLILITRE (m1)
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 litre500 ml. c
A. DEVELOP A FEELING FOR A IOLLILITRE B. DEVELOP YOURABILITY TO ESTIMATE IN CUBIC METRES
1. Examine a centimetre cubo, Anything which holds For each of the followingitems, follow the estimating proced- 1 cm3 holds 1 ml. ures used before. How Close 2, Fill I I. millilitre measuring spoon with rice. Empty the EstimateMeasuremen:Were You? spocnintoyour hand. Carefully pour the rice into a (mi ) (mi small pile on a sheet of paper.
THAT IS HOW MUCH ONE MILLILITRE IS! 1, Office desk. ommormilwam.
3. Fill the 5 ml spoon with rice', Pour the rice into another 2. File cabinet. .11 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!
20 THE CENTER FOR VOCATIONAL EDUCMION Exercise 3 21 9 MASS (WEIGHT) MEASUREMENTACTIVITIES
Kilogram, Gram
The mass of an object is a measure of the amount of matter in the Mass object. This amount is always the same unless youadd or subtract some (kg) matter from the object. Weight is the term that mostpeople use when 1, 1 kilogram bok. they mean mass, The weight of an object is affected by gravity; the 1111%. 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 wouldbe 3, Bag of sugar, 20 pounds. This difference is because the pull of gravity on the moon is less than the pull of gravity on earth. A person's tilass on theearth 4. Package of paper. and on the moon would be the same. The mC:ric system does not 5. Your own mass. measure weightit:measures mass,We will use the term mass here. f
The symbol for gram is g. DEVELOP, YOUR ABILITY TO ESTIMATE IN KILOGRAMS
The sYmbol for kilogram is kg. For the following items ESTIMATE the mass of the object in There are 1 000 grams in one kilogram, or 1 000 g = 1 kg, ilograms, 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 column, Determine how close your estimate is: A quarter of a kilograecan bewritter. as 250 g,or 0,25 kg, How Close Two and threefourthS kilograms is written as 2.75 kg. Estimate MeasurementWere You?
(kg) (kg)
L THE KILOGRAM (kg) 1. Bag of rice. 1==rootommwm DEVELOP AFEELINGsFOR THE MASS OF A KILOGRAM 2. Bag of nails. ,.. allow==.4 3. Large purse or Using a balance or scale, findthe mass of the items on the table. briefcase. "feels" . Before you find the mass, notice how heavy the object . and compare it to the reading on the scale or balance., 4. Another person, Won==m1Pml
5. A few books.
THE CENTER FOR VOCATIONAL EDUCATION Exercise 4 frokinued on next paie)-/ "01
22 23 t.1
10
,H. THE GRAM (g)
A. DEVFLOP A FEELING FOR A GRIM B. DEVELOP YOlik ABILITY TO ESTIMATE IN GIAMS
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 him heavy the five gram cubes when it is not in motion. are. For each eff the following items, follow the procedures used for estimating in kilograms. THAT IS HOW HEAVI. A GRAM IS!
How Close, EstimateMeasurementWere You? 2. Take a second cube and attach it to the first. Shake the cubes in first one hand and then the other hand; rest (g) (g) the cubes near the tips of your fingers, moving your Two thumbtuks, hand up and down.
6 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.
THE CENiER FOR VOCATIONAL EDUCATION Exercise 4 TEMPERATUREMEASUREMENT'ACTIVITIES
Degree Celsius
DEGREE CELSIUS(DC) ESTIMATE IN DEGREES I. B. DEVELOP YOUR ABILITY TO CELSIUS Degree Celsius (°C) is themetric measure for temperature.
write down how many degrees CELSIUS For each item, ESTIMATE and A. DEVELOP A FEELING FOR DEGREE Celsius you think it is. Then measureand write the MEASURE- MENT. See how close your estimatesand actual measure. Take a Celsius thermometer,Look at the marks on it. ments are. How Close Find (Agrees. 1, EstimateMeasurementWere You? 4 WATER FREEZES AT ZERODEGREES CELSIUS(0°C) Co Co Mx some hot and WATER BOILS AT 100 DEGREESCELSIUS (100°C) cold water in a `1C. Is the ,2, Find the temperature,of the room. container. Dip your about right? room, cool, warm, or finger into the faucet iiito a container. water. 3. Put some hot water from the °C. Dip your finger Find the temperature. 2. Pour out some of Is the water very hot, quickly in and out of the water. the water. Add some hot, or just warm? hot water. Dip your with a thermonter.. finger 9tic_ily into 4. Put some cold water in a container Find the temperature. °C. Dip your finger intc the water. ,... the Water. Is it cool, cold, or verycold? 3 Outdoor tempera- withithe inside Of your,elbow around th ture. 5. Bend youVarm After about three minutes bottom of the thermometer. 4. Sunny window find the temperature. °C. YOur skin tempera. Mx of ice and water. tare is not as high asKur body temperature. 5. 6.Temperature at 'NORMAL BODY TEMPERATUREIS 37 DEGREES floor. .MINrE/ CELSIUS (37°C).
7..Temperature at A FEVER IS39°C. ceiling. A VERY HIGH FEVERIS 40°C.
t Exercise 5, THE CENTER FOR VOCATIONALEMOTION (DC y ,
27 '12
UNIT METRICS IN THIS OCCUPATION
Changeover to the metric system is under way. Large corporations arealready using metric measurement to compete in the world market.The metric system has been used in
OBJECTIVES various parts of industrial and scientific communitiesfor years. Legislation, passed in 1975, authorizes an orderly transitiop to use of themetric system. As businesses and The student Will recopize and use the metric industries make this metric changeover, employees Willneed to use metric measurement terms, units, and symbols used in this occupa- in jobrelated tasks. tion. .1 Table 2 lists those nietric terms which are m'ost commonly used in thisoccupation. I, Given a metric unit, state its use in this These tern are replacing the measurement units usedcurrently. What kinds of job- occupation. related tasks use measui men t? Think ofthe many different kinds of measurements you -novrrnakeaiid Ilse Table 2 to discuss the metric terms which replacethem. See if you _Given a measurement-1A in this occupa- can add to the list6f uses beside each metric term. tion, select the appropriate metric unit and measurement tool.
SUGGESTED TEACHING SEQUENCE
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 Nktrie Abilities."
28
THE CENTER FOR VOCATIONAL EDUCATION Information Sheet 2 29 13
METRIC UNITS FOR COOKING,BAKING, MEAT CUTTNG
, Unit Symbol Use Symbol Use Quantity Quantity Unit
Measuring, ordering, and receiving dry ingredients, meat, and ant Mut kilogram kg or containers of fruit; product ais( e I.,pork loin), quintity (continued) rndlimetre mint Thicknes of sliced meat or bacon; thickness of dough Length e purchase (flour, sugar, curing ingredients, meat carcass).
Thickness of meat cuts; diameter of cui,gs; dimenions of pus, centimetre cram Ordering and receiving supplies, quo* purchase (flour, sum work surfaces, smoke hose, equipment, refrigeration and dry metric ton meat, potatoes). storage Ares. proof bolt; portion size. thicknes of (at covering;
'clothing size; diameter of cookies', forming and shaping dough; and Amo be house, dry storage, refrigeration and freezing, eleining degree Celsius C utentil site. Temperature sanitizing temperatures, hot holding, dough proofing,equipment
, opetating temperatures (e.g., oven, fryer, pill). metre m Dimension; of work surfaces, smoke house, storage areas, kitchen: .4
rolls o$ wrapping paper, Presto kilopasila kl'a Air and steam prtsure.
square centimetre cm1 Arts Work nufacte, refriprated and dry storage are's, paper products, Onners, unitizes, curing solutiona, fruit juice, psticides. Dilutions millilitrea per litre mill
storage racks, square metre m Adding dry ingredients to liquids (cleaners or beverales). grime per litre in
millilitre ml Measuring liquid ingredients, cleaners, asilizers, oils; stoop size, Volume (Capacity Measuring or stating the energy value of food', energyrequirements kJ frozen ur canned fruit tins, storage con4iners, preparation bowls; Food energy kilojoule of people, energy content of diets. (100 filorieaPple, about 400 kJ) fresh, frozen, canned, dehydrated foods
intake. . MJ Calculating or reporting total daily, weekly, or annual Measuring liquid ingredients, cleaners, end unitizera, sits of megajoule hire I . frozen or canned fruit containers, refrigeration or dry storage iilojoulea per gram kJIg container:, preparation bowls, ref ngerstor and freezer ism.' Calculating sizes of portions and servinp, counting food egiergy
. " , value intake, planning menus, making purchasing decision. kilopulea per kiloiram kJ lkg cubic metre mt Storage space.
kilojouls per day kJd Measunng, ordering, and receiving dry ingredients, meat, and cars Energy content of diet or energy requirements. (2000 caloriediet, Mau gram g or container' of 'fruit; product size (e.g.,loaf of bread, cookie), about 8000 kJ/d) Mjkl finding male of liquid inuredients; portion size (ei., ma ofpork Megijouleo per day ... chops, vegetables. rout).
freezer sizes. Capacity could be given in cubic metres orlitres. A final decision has not been made by U.S.appliance manufacturer' for refrigerator and Obtain current information from Asociationof Home Appliance Manufacturers. Table 2
THE CENTER FOR VOCATONAL EDUCATION
31
30 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 tothe item. 18. Diameter of cookie Then actually measure the item and write down your answersusing the correct metric symbols. The more you practice, the easier itwill be. 19.Length of knife
Estimate Actual 20Oven door height
Length 21.Diameter of pqe tin
1. Dimensions of work area 22.Length of whip
2.Length of walk-in freezer 23. Arm reach 3.Length of steam table Area 4.Dimensions of roasting pan 24. Work table.
5.Diameter of hamburger bun 25.Kitchen floor
6.Length of whip 26. Steam table pan
7.Broiler door height 27.Grill
8.Diameter of pizza tray 28.,Cutting board
Tray width 9. 29.Pre-cut wrapping paper
Diameter of luncheon meat 10. 30.Sheet pan
11 Length of knife 31. Waxed paper for one sandwich° 12, Door height Volume/Capacity 13.Dimensions of work area 32. Sauce pan,
14.Thickness of your finger 33.Loaf pan
15.Width of a saw blade 34.No. 8 scoop
16.Working stance width 35.Fruit tin
17.Baking pan height 36.Storage container
Exercise 6
(DCTHEarmFOR VOCATIONAL EDUCATION
33 Estimate Actual Estimate Actual _ t
57, Cup of flour . , 37.Bucket 58. Ten servings of uncooked 38Small box or package spaghetti .. ..
59. Two servings of neat , 39.Mixing bowl -...-- 40, Cardboard box 60, Bag of sugar n.Immml=.41.Jar Temperature 61.Ice water, 42.Serving ladle
t 62. Work area Mass
43. Empty measuring cup 63.Proofing area
44.Full measuring cup 64.Refrigerator.
45. Box of ingredients 65. Hot oven ,
n __
46.Teaspoon of sugar 66.Display case "-"". , , 47. Teaspoon of nonfat milk 67. Dry Storage . . 48, Scoop of salt 68.Freezer MI.NII , , Empty casserole 49 69. Dishwater temperature
5).. Casserole full of water
"u1.l'easpoon of flour
52: Scoop of sugar INI
1 53Serving of pastry
64. Meat or vegetable portion
55.Bread or pastry portion
56,Slice, of cheese Exercise 6
THE CENTER FOR VOCATIONAL EDUCATION (continued)
2 A. 16
COOKING WITH METRICS
It is important to know what metrid Measurement to use. Show 14. Mass of potatoes what measurement to use in the following situations. 15.Mass of a cut of meat
1. Dimensions of pan: 16.Energy value of one serving of roast beef a. Length 17. Temperature of oven b. Width 18. Temperature of frying oil c. Depth 19. Temperature of freezer
2.Thickness of meat 20. Temperature for hot holding foods 3.Reconstitute dry milk 21. Energy requirement per day of an adult male 4-Mass of one portion of baked main entree 22. Mass of additives
5.Your uniform size: 23.Prepare sanitizing solution with powdered cleaner a. ChestS bust 24.Diameter of a bun b. ;Waist 25.Area of wrapping paper c. Trouser - skirt length 26. Capacity of sauce pan
6.Area of storage space 27.Mass of full can of fruit
7.Area of broiler grid 28.Temperature of proofing area 82 Capacity of stock pot 29.Capacity of pastry bag 9. Capacity of mixing bowl .1.1 30. Temperature of meat cutting area 10. Capacity of individual casserole 31.Length of "tail" on steak
32.. Energy galue of one serving 11.Capacity of spoon or ladle of vegetables
12. Capacity of french fryer 33.Diluting concentrated fruit juice 13. Capaciti of vegetable can 11MME,
Exercise 7
37 36 a METRIC-METRIC .EQUIVALENTS UNIT Centimetres and Millimetres
OBJECTIVE
The student will recognize and use met. ric equivalents. 3 4 , 5
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 cm + 7 rm. in a larger or smaller metric unit. There are 10 mm in each cm, so 1 mm = 0.1 cm(one-tenth of a centimetr). This meanS that 7mm=0.7 cm,so57mm = 5 cm+ 7nim , = 5 cm +,0,7 cm = 5.7cni. Therefore 57 mm is the sate as 5.7th..
. , SUGGESTED TEACHING SEQUENCE Now measure the paper clip. It is 34 mm. This is the same as3,cm + mm. Since each Millimetre is 0.1 cm (one-tenth of a centimetre), 4 mm = cm. So, the paperclip is Make available the Information Sheets '34m1Ti-3 cm+4 mm (38) and the associated Exercises = 3 cm + 0,4 cm (8 . 14), one at a time. = 3.4 cm. This meansthat 31 mm is the same as 3.4 cm.
2 As soon as you have presented Information Sheet 3 Information, have the students complete each Exercise.
Now you try some. 3. Check their answers on the pagetitled ANSWE9 TOEXftCISES AND a )26 mm = cm e )132 mm cm TEST. b ) 583 mm = cm f )802 mm = cm Test performance by using Section Bof 4. c )94 mm crn g )1 400 mm = _L. cm "Testing Metric Abilities." . cm d ) 680 mm = _____cm h )2 307 mm =_2.
Exercise 8
THE CENTER FOR VOCATIONAL EDUCATION 3 9
3 8 18 (millilitres Metres, Centimetres, and Millimetres to Litres 1 There are L00 centiutres in one metre. Thus, There are 1 000 millilitres in one litre. This means th4t
2m 2 21100cm. 200cm, 2 000 millilitres is the same as 2 litres, 3m 2 3a100cm. 300cm, 3000 ml is the same as 3 litres, 8m 8 x100cm 800cm, 4 000 ml is the same as 4 litres, 36m236:100 cm= 3600cm. 12 000 ml is the same as 12 litres. There are 1 000 millimetres in one metre, so Since there are 1 000 millilitres in each litre, one way to change milli 2m2 2:1000mm. 2000mm. litres to litres is to divide by 1 000. For example, 3m. 3x1000 mm= 3000mm,
6m' 6 x100Ornm= 6000mm, 1 000 1 000 ml rg litre = 1 litre. 24m 224 x1000 mm22400Ornm. Or 2 000 From your work with decimals you should know that 2 000 ml = Two litres = 2 litres.
And, as a final example, one-half of a metre can be written 0.5 m (five-tenths of a metre), 28 000 one-fourth of a centimetre can be written 0.25 cm 28 000 ml = litres = 28 litres. 1 000 (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 litre = 0.5 litrg (five-tenths of a litre1. So 500 ml 0.75 m = 0.75 x 1 000 mm 500 ml 11-17 is the 'same as one.half (0,5) of a litre. 75 x 1 000 mm Change 57 millilitreS to litres. 1 000
= 75 x 57 100 mm 0.057 litre (fifty.seven thousandths old ml :17 btre, = 75 x lOrnm litre).
= 750 mm This means that 0.75 m750 mm
Information Sheet 4 Information Sheet 5.
Fill in the following chart. Now you try some. Complete the following chart.
metre centimetre millimetre htres m cm mm (I)
3 000 3 1 100 1 000
2 200 6 000
3 8
9 14 000 5 OM 28
74 300 0,3 0.8 80 700 600 0.9 0,6 , 2.5 25 250
, 148 0,47 4 a I.. 1 275 639
Exercise 9 Exercise 10
THE CENTER FOR VOCATIONAL EDUCATION ( Kilograms to Grams Litres to Millilitres
TO change kilograms to grams, you multiply by 1 000: What do you do if you need to change htres to millilitres?,Remember, there are 1 000 millilitres in one litre, or 1 litre =1 000 nil. 4 kg =1 x 1 000 g =4 000 g,
23 kg = 23 x 1 000 g = 23 000 g, So, 0.75 kg =0.75 x 1 000 g = 750 g, N0 ml, 2 litres = 2 x 1 000 ml Information Sheet 8 7 litres = 7 x 1 000 ml = 7 000 ml, ('omplete the following chart. 13 litres =13 x 1 000 ml =13 000-ml, L0.65 litre= 0.65 x 1 000 ml = 650 m!. kilograms grams
Information Sheet 6 kg g
Now you try some. Complete the followingchart. - . i 7000
11 litres millilitres 25000 ml 0.4 0,63 8 000 175 EYercise 13 5 40 32 000 Changing Units at Work
0.4 Some of the things you use in this occupation may bemeasured in 0.53 different metric units. Practice changing each of the following to 150 Exercise 11 metric equivalents by completing these statements.
Grams to Kilograms a ) 150 mm boning knife is cm 'There are 1 000 grams in one kilogram. This meansthat b ) 0.5 litre of concentrate is ml c )2 m shelf is cm 2 000 grams is the same as 2 kilograms, d )500 g of sugar is kg
e)250 ml of vanilla is 1 5 000 g is the same as 5 kg, ) 0.5 t of meat is kg 700 g is the same as 0.7 kg, and s() on. g )10 m of wrapping paper is cm h ) 8 cm of freezer tape is mm To change from grams to kilograms, you use the sameprocedure for ri )250 g of shortening is kg changing from millilitres to litres. in :I )40 cm roasting pan is /980-iiil *of Clani j Information Sheet 7 ) /0 cm diameter hamburger is . mm Try the following ones. m) 500 g of flour is kg CCM kil cm n ) 130mm roast-beef knife is g kg o )0.25 littv curing solution is ml
4 000 ) 1 000 kg of potatoes is 9 000 23 000 Min 4 3 .411111.1111111 IMIIII Exercise 12
Exercise 14 dal\THEl WM KO VOCATIONAL EDUCATION 20 UNIT
SELECTING AND USING
OBJECTIVE METRIC INSTRUMENTS TOOLS AND DEVICES
The student will recognize and use Selecting an improper container or misreading a scale or recipe can result in an instruments, tools, and devices for meat undesirable product. For example, using a quIr1 asure instead of a litre measure surement tasks in this occupation. when making filling for a lemon pie can cause lumps al id too stiff a filling. Here are Given metric and Customary tools, some suggestions: instruments, or devices, differentiate between metric and Customary. 1. Find out in advance whether Customary or metric units, tools, instruments, or products are needed for a eventask. Given a meuurement task, select and use an appropriate tool, in- n2. Examine the utensil or equipment before using it. strument or device. 3. The metric system is a decimal system. Look for unitsmarked off in whole Given a metric measurement task, numbers, tens or tenths, hundreds or hundredths. judge the metric quantity within 20% and measure within 2% accuracy. 4. Look for metric symbols on the utensils or equipment, such as m, min, kg,
g, SUGGESTED TEACHING SEQUENCE 5. Look for decimal fractions (0.25) or decimal mixed fractions (2.50) rather Assemble metric and Customary 1. than common fractions (1/2) on measuring cups, storage containers and pans. measuring tools and devices (rules, scales, °C thermometer, and mea- 6. Don't force whips, beaters, choppers, or parts of equipment which are not suring cups) and display at learning fitting properly. stations.
2. Have students examine metric tools and 7. Practice selecting and using utensils, instruments, and equipment. instruments f9r distinguishing character- istics and compare them with Customary tools and instruments.
Have students verbally describe clime- teristics,
4. Present or make available Information Sheet 9 and Temperature Visual located on page 30.
5. Mix mgric and Customary tools or equipment at learning station. Give students filo appropriate Exercises 15 and 16. 44 6. Test performance by using Section C of "Testing Metric Abilities." Information Sheet 9 -; THE CENTER FOR VOCATIONAL EDUCATION 21
WHICH TOOLS FOR THE JOB? MEASURING UP IN COOKING 111 measurement to within Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric estimation by measuring select, and use metric-scaled tools and instruments for the tasks given 20% of actual measurement, and verify the below, You should be able to use the measurement tools to the appro. to within 2% of actual measurement. priate precision of the tool, instrument, or task. Estimate Verify
Select and dmonstrate or describe useof tools, instruments, or 1.Select 2 kilograms of potatoes devices to: or other vegetables.
2.Select a 30 cm diameter saute 1. Measure but a 400 gram portion ofprime roast beef for Pan, \\ a customer, 3.Find the number of 10 cm x that will fit a shelf 2. Determine the size of a steam table pan 10 cm servings you will get in the hot holding area. from a steam table pan.
4.Space pork chops or other Form a meatloaf mixture into a rectanglewhich is 30 cm x 3. portions 3 cm apart on a pan. 60 cm.
.
. 5. Measure the volume of cleaner , Calculate the number of 10 cm x 10 cmservings you will be to be mixed with water for able to get from a steam table pan. cleaning the preparation table.
6. Check proper temperature in Measure and dilute luquid cleaner to beused in cleaning the 5. the iefrigerator or french fryer. preparation table.
7.Measure out a quantity of refrigerator or french fryer. 6. Check proper temperatures in the vegetables needed to make
a soup recipe. .
7. Prepare a stew, 8.Find the volume of food which can be preparedin a stock pot. hold 4 litres of soup, 8. Determine the correct '3tock pot to 9.Proper temperature for roasting crumbs to be used as a 9. Measure out the quantity of bread meats and poultry. topping. 10. Determine the amount ofoil needed to fill the french fryer. 10. Determine the capacity of a french fryer basket. It Measure ouronfldlograniof 11. Find the capacity of a jello mold, flour.
12. Measure out one kilogramof salt or sugar.
13.Cut or identify a 125 gram portion of meat. .._... Exercise 15 .Exercise 16 THE CENTER FOR VOCATIONAL EDUCATION (Food Preparation) Food Preparation) , 4 22
WHICH TOOLS FOR THE JOB? MEASURING UP IN BAKING
Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric measurement to within select, and use metric-scaled tools and instruments for the tasks given 20% of actual measurement, and verify the estimation by measuring below. You should be ab!e to use the measurement tools to the appro. to within 2% of actual measurement. priate precision of the tool, instrument, or task. Estiniate Verify Select and demonstrate or describe use of tools, instruments, or devices to: 1.Measure a quantity of salt which has a mass bf 60 grams.
1. Measure out 2 kg of cookies for a customer, 2.Determine the cake pan size to
2. Determine the size pan that will fill a shelf in the proof box. hold a 60 cm diameter layer cake.
NNW
3. Roll out dough into a rectangle which is 22 cm x 90 cm. 3.Find the number Of 8 cm r8 cn senings you will get from a baking 4. Calculate the number of 8 cm x 8 cm servings yoti will be sheet. able to get from a baking sheet. 4.Space cookies 5 cm apart.
5. Measure and dilute sanitizer to be used in cleaning the refrigerator. 5.Measure the volume of sanitizer to be mixed with water for clean-
6. Check proper temperature in the refrigerator or an area ing the refrigerator. where dough is proofed. 6.Check the proper temperature in
7. Prepare and make a cookie recipe. the refrigerator or area where dough is proofed.
8. Determine the correct mixing bowl to hold 4 000 ml of frozen apple slices. 7.Measure out a quantity of flour needed to make a cookie recipe.
9. Measure out the quantity of baking powder to be used for making biscuits. 8.Find the volume of a niixing bowl.
10. Determine the capacity of a storage container." 9.Prepare hot water at the proper temperature for dissolving' granulated yeast.
10.Find the capacity of a storage area. ,,nnww1M10.
11.Slice a loaf of bread into 8 ml slices. it
Exercise 15 Exercise 16
THE CENTER FOR VOCATIONAL EDUCATION (Baking) (Baking)
49 23
MEASURING UP IN MEATCUTTING WHICHTOOLS)FOR THE JOB? measurement to within Practice and prepare to demonstrate your ability to identify, For the tasks below, estimate the metric the estimation by nieasuring to. select, and use metric.scaled tools and instruments for thetasks given 20%'of actual measurement, and verify below. You should be able to use the measurement tools to the appro . within 2% of actual measurement. priate precision of the tool, instrument, or task. Estimate Verify
Select and demonstrate or describe useof tools, instruments, or. 1. Measure out 0.5 kg of sliced devices to: bacon.
1. Measure out a 3.5 kg roast for acustomer. 2.Find diameter of a tenderloin musale. 2. Cut a steak with a standard length"tail" of 7.5 cm.
3.Tie a rolled roast at 5 cm 3, Tie a rolled roast at approximately5 cm intervals. intervals.
steaks you will 4. Calculate the number of 170 gram chops or 4Cut 170 gram chops or steaks be able to get from a loin. from a loin.
be used in cleaning the work 5. Measure and dilute sanitizer to 5. Measure the volume of sanitizer area. to be mixed with water for cleaning the work area. the refrigerator or dry '6. Check for proper temperatures in storage area. 6.Set proper operating temper . ature in the smoke house. 7. Prepare curing solution.
7. Measure the amount of textured hold 6 000 ml of water. 8. Select the correct mixing bowl to vegetable protein granules to make 2.5 kg of 50% ground 9. Measure out an 85 gram portionof meat, meat mixture.
of meat, 10. Slice or cut a 2,5 cm thick piece 8.Select the correct mixing bowl to hold 6 000 ml of water. used for wrapping primal 11. Cut a m2 piece 'of paper to be cuts of meat. 9.Find how many slices of luncheon meat 2 mm thick can be cut from 1kg.
10.Slice or cut a 2.5 cm thick piece of meat.
Exercise 15 Exercise 16 (Meat Cutting) (111:10THE CEPITER FOR VOCATIONAL EDUCATION (Meat Cutting) 51
50 24 U IT METRIC-CUSTOMARY EQUIyALENTS
D ring the transition period there will be aneed for finding equivalents between. systems, close equivalent 'OBJECTIVE Conversion tables list calculatedequivalent's between the two systems. When a table can be used to find it. Followthese steps: . s needed, a conversion The student will recognize and use metric
and Customary units interchangeably in order- 1. Determine Which conversion table isneeded. ing, selling, and using products and supplies in column; if not listed, find numbers you this'occupation, 2. Look up the known number in the appropriate _can add together tomake the totaLof the known number. Given a.Custo ary ,(or metric) measure.
, ment, find the netric (or Customary) , 3. Read the equivalent(s) from the next column. equivalent on adtiversion table. which Table 3 on the next page gives an exampleof a metric.Customary conversion table 3 can be used with Exercise kiven a Customary unit, state the re- ou can use for practicein finding approximate equivalents. Table placement unit. 17, Part 2 and Part 3.
replace. Below is a table of metric-Customaryequivalents'which tells you what the metric 1 and pArt 3. The ments for Custorgyunits are.* This table can be Used with Exercise 17, Part symbol,% means "nearly equal to." SUGGESTED TEACHING SEQUENCE
1. Assemble packages and containers of
materials. 1 tsp 5 ml 1 cm %0.39 inch 1 inch %2.54 cm 1 mk- 0.2'tsp 0,07 tbsp 1 tbsp % 15 ml 1 m %3.28 feet 1 foot %0.305 m 1 ml 2. Present or make available Information 1 oz 29.6 ml 1 m 1.09 yards i yard %0.91 m 1 1% 33.8 11 oz Sheet 10 and Table ; 1 cuir% 237 ml 1 km %0.62 mile 1 mile1.61 kM 1 I% 4.2 cups 1 pt0.47 l 1 cm2 %0.16 sq in 1 sq in %6.5 cm2 , 1 1% 21 pts. z3. Havestudentsfind approximate metric. 1 qt % 0.95 l 1, m2 %.10.8 sq ft sq ft %0.09 m2 1 11.0qt Customary equivalents by using 1 1% 0.26 ga1 1 gal% 3.791 1 %1.2 sq yd 1 sq yd %0.8 m2 Exercise 17., 1 oz 28.3 g 1 hectare %2.5 acres 1 acre 0.4 hectare 1 gram % Q035 oz 114 % 2.210 1 cm,' %0.06 cu in 1 cu Ifl%16.4 6m) 4. Test performance by using Section D of 1 ton %,907,2 kg rn3 35.3 cu ft 1 cu ft%0.03 m3 1 metric ton -% 2205 lb "Testing Metric Abilities." , 1 psi t3.6.895 kPa 1 rn3 %1.3 cu yd 1 cu yd%.0.8 m3 1 kPa 9.145 psi
Adapted from Let's Measure Metric. A Teacher's Introduction to MetricMeasurement, Division of Educational edesign and Renewal, Ohio Department Of Education, 65 S. Front Street,Columbus OH 43215, 1975. (
.CCDENTERFOR VOCATIONAL EDUCATION Information Sheet ,10
'ts 52 25 CONVERSION TABLES ,,..
i CULINARY MEASURES GRAM TO OUNCE OUNCE TO GRAM 1 TO =IC (APPROBATE)
g as. g al. . OA. g 01. g Ow* (&11) nibs ,
100 3.53 10 0.35 1 0.04 10 283 1 28 116 (1 1410 5 . , 112 (1 Th4.) 15 200 7.05 20 0.71 2 0.07 10 567 3 57 1 so oo 300 10.58 SO 106 3 0.11 1 30 830 1 85 2 (1/4 cull) I 3 90 400 14.11 40 1,41 4 0.14 \ 40 1134 4 113 4 (118 eV) 120
5 150 500 17.64 50 1.76 5 0.18 50 1417 5 142 - 6 (3/4 cup) 180 7 210 600 21.16 60 2.12 6 0.21 60 1701 8 170
8 (1 cup) 240 . '100 24.70 70 2.7 7 0.25 70 1984 7 198 16 (2 cups z 1 pint) 480
' 24 (3 cups) 720 800 28.22 80 2.82 8 0,28 80 2268 8 227 . 32 (4 cups g 1 quart) , . 950 (0.95 1) 64 (8 cups x 112 plloo)1950(1,91) 900 31.75 90 3.17 9 0.32 90 2551 9 255 , 128 (16.cup1 OM)3800 (3.81) 1000 35.27
KILOGRAM TO POUNDPOUND TO KILOGRAM MILLILITRES TO FLUID OUNCES FLUID OUNCES TO MILLILITRES
kg lb. kg lb. lb. kg lb, kg ml O. oz. ml 11. oz. ml I a. O. os. ml 11. ot ml O. ot. ml . 0. 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 4 , N 10 44.1 2 4.4 20 9.1 2 0,9 200 6,8 20 .7 2 ,07 20 591,5 2 59.2 ,2 6 L . _
30 66.1 3 81 SO 13.6 - 3 1.4 30010.1 30 1.0 $ .10 30 887,2 3 81,7 .3 9 40 88.2 4 8.8 40 18.1 4 1,8 40013.4 40 1.4 4 .14 40. 1182.9 4 18.3 .4 12
50 110.2 5 11,0 50 22.7 5 2.3 50116.9 50 1.7 5 .17 50 1478.7 51 147.9 .5 15
60 132.3 6 13.2 80 27.2 6 2.7 60020.3 60 2.0 6 .20 60 1774.4 6 177.4 I 18 v
70 154.3 7 15.4 70 31.8 7 3.2 70023,7 70 2.4 7 .24 70 20701 7 207.0 .7 21
80 - 178.4 8 17,6 80 36,3 8 3.6 80027.1 .10 2.7 8 .27 80 2365.9 8 2116.6 .1 24
90 198.4 9 19,8 90 40.8 9 4.1 90030.4 90 3.0 9 .30 ,90 28614 9 266.2 .9 27
100 220.5 100 45.4
5 4.9 )1 tompooa 1 lampoon 5 4. 1...mMIN...1111111 15 m1(141 mli.e.loou 1 tab7a1,5 m1(14.8 mk)
TI41CENTER FON VOCATIONAL EDUCATION Table 3
55 26
ANY WAY YOlf WANT IT
1. You are working in a food service operation as the assistant chef. g 1 3.8 litres cups
With the change to metric measurement some of the things you h ) 180 ml fluid oz. order, sell Or use are marked only in metric units. You will need Complete the Requisition fortiising the items listed. Convert to be familier with appropriate Customary equivalents inorder to 3. communicate with customers and suppliers who use Customary the Customary quantities to metric before filling out the form,
. units, To develop your skill use the Table on Information Sheet 10 Complete all the information (Date, For, Job No., etc.). and give the approximate metric quantity (both number and unit) for each of the following Customary quantities. Order the following food supplies: a ) 12 - 12 poundhams b ) 10 pounds of hamburger patties Customary Quantity Metric Quantity c ) 1 caseof 24 eight ounce water glasses a ) 5 lbs. ofhamburger d ) 12 gallons of milk
b qts. of Hollandaise sauce e ) 20 pounds of sugar f ) 1 quart of vathlla c )1:3/4 in,thick pork chop
d ) 18 in. piano whip REQUISITION e ) 10 lbs. offrozen egg yolks Date f ) 8 tablespoons
g ) 5 oz. ofsliced beef For
h ) 1/2 c. of cooked vegetable
i) 2 in. by 2 in. petits fours Job No, Date Wanted j) 100 lbs. of flour Deliver to k ) 2 0. oz. of cleaner
I) 4 in. slice of cake QTY UNIT ITEM m) 1 gal. of mayonnaise
n 1 pt. of vanilla
o ) 8 fl, oz.glass
, 2. Use the conversion tables from Table 3 to convert thefollowing:
a )12 oz. b)30g oz. c)l6fLoz. ml Requestedby d ) 2lbs. kg Approvedby e ) 5 kg lbs.
f ) 1/2 cup, ml
OCDIE CENTER FOR VOCATIONAL EDUCATION Exercise 17
57 SECTION A 7. The correct way to write twenty 13. For measuring grams you would 27 I. One kilogram is abou the MRCS VMS is: use a: of a: [A ]20 gms [A]measuring cup IA nickel [B] 20 Gm. [B]scale
[B apple q.,ed [C] 20 g. [C]pressure gage [CIbasketball ID ]20 g [0]ruler
ID IVolkswagen "Beetle" 8. The correct way to write twelve 14, Estimate the length of the line thousand millimetres is: 2, A square metre is about the segment below:
area of: [A ]12,000 mm.
IA lthis sheet of paper [I3 12.000 mm [ 23 gams
PIa card table top [C]12 000mm [B] 6 centimetres
IC [ a bedspread (D)12000 mm IC ] 40 millimetres
ID Ia postage stamp [DI 14.pascals SECTION B
3. Measurement of the dry ingredients 9. A knife blade 20 centimetres for bakery products are usually long is the same as: 15. Estimate the length of the line given in: segment below: [A]0,2 millimetre [A]litres [B]200 millimetres [A]10 millimetres I kilograms [C]2 millimetres [B] 4 centimetres (C ] metres [D]2 000 millimetres [CI4 pascals ID ]Celsius
10, A 154 gram rib steak is the ID I23 milligrams 4. Fluid milk used for making bisquits same as: is measured in: [A]4.54 kilograms SECTION D [A]millilitres [B]454 000 kilograms 16, The metric unit which replaces [B] centimetres the fluid ounce is: [CI0.454 kilogram [C] pascals [Almillilitre IDI 4 540 kilograms [0 ] Celsius Ill] metre SECTION C (CIlitre 5. Temperature for storage, cooking, 11. For measuring millilitres you and baking are measured in: ID] gram would use a: [A ]pascals IA Iruler 17. The metric unit which replaces (B ) degrees Celsius the pound is: 1:13] measuring cup (C ) centeetres IA)centimetre [CIscale [0]millilitres (13] millilitre [A ]pressure gage (CIkilogram 6. Thickness of cuts of meat are 12. For measuring kilopascals you measured in: [DIgram would use a: [A]kilograms 59 [Alscale [B] cubic metres [B]ruler [C]millilitres [C ] measuring cup I D ]centimetres [DIpressure gage TESTING METRIC ABILITIES THE CENTER FOR VOCATIONAL EDUCATION 28
21. The equivalent for 180 nil is: 18. The metric unit which replaces
.the gallon is: [A]3.4 oz.
[ A ]gram 1131 180 ft oz.
[111 litre [CI6,1 fl. oz.
(C]millilitre (DI 32 fl. oz.
ID Jcentimetre
19. The metric unit which replaces the dry ounce is:
(Almillilitre Use this conversion table to answer questions 22 and 23. (13)litre
[CIgram g oz. g oz. (DJcentiMetre
100 3.53 10 0.35 200 7,05 20 0.71 300 10.58 30 1.06 1.41 Use this conversion table to 400 14.11 40 answer questions 20 and 21. 500 17.64 50 1.76 c, 600 21,16 60 2.12
700 . 24.70 70 2.47 800 28:22 80 2,82 ml fl. oz. mi fl. oz. 900 31.75 90 3,17 .i 1000 35.27
100 3.4 10 .3 200 6.8 20 .7 300 10.1 30 1.0 400 13.5 40 1.4 22. The equivalent for 450 g is: 500 16.9 50 1.7 2.0 600 20,3 60 (Al12.00 oz. 700 23.7 70 2,4 PI '0.45 oz. .. 800 27.1 80 2,7 3.0 900 30.4 90 [C]45.00 oz. 1000 33,8 [1:1] 15,87 oz.
23. The equivalent for 910 g is:
[A]32.1 oz.
20. The equivalent for 750 ml is: (BI45,0 oz.
(Al25.4 fl, oz. [C]31.75 oz.
PI 237 fl. oz. [DJ 450 oz.
[C]750 fl. oz.
ID]23.7 fl. oz. 60 TESTIM METRIC ABILITIES THE CENTER FOR VOCATIONAL EDUCATION 29
ANSWERS TO EXERCISES AND TEST
EXERCISES 1 THRU 6 Exercise 10 Fsercise 13 Part 2.
The answers depend on the items 13 kilogoms grams a )340 g used for the activities, millilitres litres kg g b ) 1.06 oz. ml l EXERCISE 7 , c 1473.1 ml 7 7 000 Currently accepted metric units of 3 000, 3 . d )0.9 kg 11 (11 000), measurement for each question are 6 000 T (6) e )111bs. (25) 25 000 shown in Table 2, Standards in each (8 000)1 8 f )120 ml occupation are being established 0.4 (400), 114 000) (14) g )16 cups now, so answers may vary. 0,63 (630) (23 000) 21_.. h )6.1 fl. oz. (0.175) 175 EXERCISE 8 300 0,3 700 (0.7) e) 13.2 cm Part 3. a) 2.6 cm Exercise 14 '0,9 b) 58.3 cm f) 80.2 cm (900) a )5.4 kg c) 9,4 cm g) 140.0 cm 250 ,(6.25) a )15 cm. i) 0.25 kg b )4.5 kg d) 68,0 cm h) 230.7 cm (470) 0.47 b) 500m1 j) 0.4m, c )240 ml 275 (0.275) c 1200 cm k )0.96 litre EXERCISES 9 THRU 13 d )45.6 litres d )0.5 kg 1 ) 100 mm e )9 kg Tables are reproduced in total, An- Exercise 11, e )0.25 litre m)0.5 kg swers are in parentheses. f )0.95 litre f )500kg n) 13cm millilitres litres g) 1000cmo) 250m1 Exercise 9 1 ml h) 80mm p)lt TESTING METRIC ABILITIES
metre centimetremillimetre 8 000 -1. C 9. B 17, C EXERCISES 15 AND 16 m cm , mni -(5 000) 2. B 10. C ,18. B 3. B 11. B 46 (46 000) The answers depend on the 19. C 1 100 1 000 (32) 32 000 items used for the activities. 4. A 12. D 20. A 2 200 T (2 000) 0,4 (400) 5, B 13. B 21.' C (3 1900), 3 (30 EXERCISE 17 0.53 (530) 6. D 14. B 22. D . (900) (9 000) 9 Part 1. (0,48) 480 7. D 15. A 23. A (5) (500) 5 000 a )2.25 kg i) 5,08 cm by8. D 16. A 74 (7400) ,(74 000) Exercise 12 b )3.8 litres 5.08 cm 0,8 80 (800) woo^. c )1.905 cm j) 45 kg 0.6 (60)_ 600 grams kilograms d )45,72 cm k )59.2 ml (0,025)_ 2.5 25 g kg
e )4.5 kg 1 ) 10.16 cm (0.148) (14,8) 148 4000 4 f )120 ml m) 179 litres (6.39) 639 (6 39J) 9000 (9) g 141,5 g n )0.47 litre
23000 (23) h 118.5 ml o )236.8 ml. (8000) 8 300 (0,3) 275 (0.275) .63 THE CENTER FOR VOCATIONALEOUCATION TEMPERATURE
Boiling water 100°C
Water temperature for sanitizing 82°C
Internal cooked temperature for pork products 77°C
Water temperature for washing hands 44°C
Comfortable room temperature 20°C to 23°C Dry storage 21°C
Refrigeration storage 2°C Water freezes 0°C Pie Crust 220 C
Freezer temperature .24°C Quick br9d 200°C auch frying foods 190°C
Cakes, Cookies, Grilling steaks 180°C
Roasting meat, poultry 165 C Meringues 150°C
VerY ilow oven (Baked beans, Custard) 120°C COMMON COOKING Cooking vegetables in water 100°C TEMPERATURES °C
Visual 1 OCnot come FOR VOCATIONAL EDUCATION
GOVERNMENT PRINTING MICE 1976-757469/6223 Region No, 5-11 64 1 g S 14' SUGGESTED METRIC TOOLS AND DEVICES SUGGESTED METIiIC 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 "V
Assorted Metric HardwareHex nuts, washers, screws, 'LINEAR' MASS A. cotter pins, etc.
B. Drill BitsIndividual bits or sets, 1 mm to 13 mm range Mitre Sticks Bathroom Scale C. Vernier Caliper-Pocket slide type, 120 mm range , 'tittles, cnis *Kilopm Scale 11 MicrometerOutside micrometer caliper, 0 mm to 25 mm Measuring Tapes, 150 cm *Platfomi Spring Scale 5 kg Capacity range *Height Measure 10 kg Capacity E. Feeler page-13 blades, 0.05 mm to 1 nun range *Metre Tape, 10 ni Balance Scale with 8.piece F. Metre Tape-50 or 100 in hipe *Trundle Wheel mass set G.ThermometersSpecial puipose types such as a clinical *Area Measuring Grid . *Spri-ig Scale, 6 kg Capacity thermometer * H.' Temperature DevicesIndicators used for ovens, freezing/ VOLUME/CAPACITY TEMPERATURE cooling systems, etc.
1. ToolsMetric open end or box wrench sets, socket sets, *Nestingileasures, s'et of 5, Celsius Thermometer hex key sets 50 ml . 1 000 ml J. Weather DevicesRain gage, barometer, humidity, wind Economy Beaker, set of 6,' velocity indicators 50 nil . 1 000 ml K.' Pressure GagesTire pressure, air, dygen, hydraulic, fuel, Metric Spoon, set of 5, etc. 1 ml. 25 ml ' VelocityDirect reading or vane Op! meter
Dry Measure, set of 3, M.Road MapState and city road maps 50, 125,250 ml * N. ContainersBuckets, plastic containers, etc., for mixing Plastic Litre Box and storing liquids Centimetre Cubes 0.ContainersBoxes, buckets, eirs, etc., for !tilling and storing dry ingredients
( Most of the above items may be obtained from lot'sl industrial, hardware, and school suppliers. Also, week with your school district's math and science departments and/or local industries for loanof their
THE CENTER FOR yOCATIONAliEDUCATION metric measurement devices.
The Oh,o Stor Untvotite 1960 Km! ROWColotbut Oho 1)210
'Measuring devices currently are not available, Substitute devices (i.e., thermometer) may be used to complete the measurementtask.
Tools and Devices List
67 6 ES I, Metric,in the Kitchen,by Mary Darling, Agricultual Extend&Benin, 1974, Rd** , Room, 1 Coffey Hall, Uniamity of lannesota, ljt, Peal, EN 55108, 4 pages, thc4ystomM *vital Food Preparation,by Wei Rae t 10, paper, 10% dbcount islourmore copies. /aka. 'Journalof the.Arnericenbietttic Association,47, Brochure on future appbcations of metric for food invoicein the borne. Osoba1971%p , , , 3114. Podtive end practical approach, Describe Bre etas towardindividui adoption :461bliiirOlaimion otrtdpse, canalinn of *tont old of met& Dams limited effects of metrication on food preoaration,tone foi nameing, and training ot employee in the um of converted nature, nutrition, and food hopping.' Pintaeh bait meta unite, cone itt a the Uniamittof Kenmelledical Carta. ion Obis for cooking temperethat, end noldireatonarycoaversion Introduction to Metric MeasurementDid, Metrication..RsEffect OFI FOOd Preparation,by Nikita RIP Wdkei.American giderige and !lewd, Ohio Deportment of Educe. Metriikurnal,r2 a4 pige 861, kly/Angid 1974. OH 43215, 1875, 80 pages; 11.5O,
Attica diribing indepadest study op metrintion in foodpreparation for comer id bonimekby Wince.Dualbse implication for lipid end gi0,14,,,,L*910.*. me* Mktd+1151Ind indIPIn puupiiiurJeudvc.Ucu dudy Intrahatly ncmMbon shad dry maaremet, mew* Spoon, wandtogs*perdue conumloos, . IPplY metricpasatiabj and conatioe of maps. Win ads author ha coined some ten not 101 *Old* Or icaddsted "almidird." litrib,4141**Bloirs leg HUNG SUPPLIERS geld Pricfr tad!'liettOtick, 386, remihfiald:%:60028, Dick Mick Company, P,O, Box 1367,Gif:ourg, IL 61401 , 481040 pirehae,'sn,po tinaL bittedoed oda, Up, mobs rib, cubes, height moues, bode wheels, miming ape end spoon, pica Wu,gramilifotur semi; Vele* nall. unit lads, We led depth pp; bake; thermometers,kite Ind other aids. drur, tint Of reetric llitionthipealai mit* CoPorntla, 20flenovU Road, Mem Park 114 07082 ind,ian are Olin*to ksoristiog hatractimalquit/nd podiaideates and mks, phitic calipers and &ebb* pso Cabe for Winners.
...;i0filih3'for Vies* Palled end ' The Cuter tar V pealloaal Ed! INFORMATION SOURIS
voirittirohmthek og\4321el1914i,149 Wallington, American HomeEcoeosn1sAssociation, 2010 Masscbuits Ave., NW., ! D C 30036
.0 'Oil iirrec:to:liaMaid. lay" refines ntsti.,' Information on the made ryins, repute, and pamphlets, Name endaddles of
mile contact person inmost stata. , Iiikuutinnal mated* indned by15 Ont. WAIN*** Americsn Nation! Metric Council, 1625 Mischuatte Amps,NM., Wallington, I. I D C ZOOM , V ocattOrial, Tecisa ical and Adidt Oats, pates, mai sad pamphlets,Metrk Reportereidetic Naked The eintifce Yen* Iducatioe, metric coordinating council repraseling Muni, government,education, Off 48210,44/06 ma; profeeind sad lade orgnisetions.
Armistice of Home Appliance Meadecturm, 20 Mak WickerDrive, Chkago, ,d ihninidatom in 'vocr IL 60600 iducetioa. Cousin* in mile education, Tads iodation dadophsg proluct dodo* ON noof monument units, Ofitdcadon routing ed Nankai metric pact* eed coordinating the metric chapterin the appliance labuction for adult bode edecation, industry. U.S. Deputing of NationalBum of Standards, Office of Information Activities, Commerce, Waddngton, D C free and inexpenive mile chats tad publication, s; filmand