DOCSLIB.ORG

PEDRS Becove Immiiiar with the Basic Metric Units, Theiesymbols

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PEDRS Becove Immiiiar with the Basic Metric Units, Theiesymbols 'DOCUMENT RESUME ( 7i0 08 CE 009 784 1 ED 134 AUTHOR Cooper, Gloria S., Ed.; Magisos,,Joel H., Ed-. TITLE Metrics fdr Cosmetology., INSTITUTION Ohio State Univ., Columbus. Center for Vocational 't ,Education. SPONS AGENCY 'Bureau of Occupational and Adult Educaiion (DHEW/OE), Washington, D.C. PUB DITE 76 ' k CONTRACT OEC-0-74-9335 NOTE 59p.-T-Ell# a related docqm,einf see CE 009 736-790 PEDRS ME-$0.83 HC-$3.50 Plus Postage... DESCRIPTORS *Cosmetology; *Curriculum.; Instructional Materials; learning Activities; Measurement Instruments; *Metric- System; Secondary- Edmcation; Teaching Techniques; Units of Study (Subject Fields); *Vocational Education ' . ABSTRACT Designed to meet the job-related metric measnrement needs of cosmetology students, this instructional packa,ge.011 cosmetology is part of a set of 55 packages for metric instruction in different occupatiOns. The package is intended for students who already know,the occupational terminology, measuretent terms, and tools4currently in use. Each of the five units in this instructional package contains performance objectives, learning activities; and supporting information in-the form of text, exercises, and tables. In additiOn,, suggested teaching techniques are included. At the'back of the package are objective-based-evaluation'items,'a,plge of anIvers to the exercises and tests, 4 list of metric materials neededfpr the activities, references, and a list of supplieri. The materialisi' designed to accommodate a variety of indiwiOual,teathing and learning styles, e.g., indePentent study, small group,oi Whole-class activity. Exercises'are intended to facilitate experiences with - . measurement'instruments,.tools, and devices used in this occupAtioli . 6nd job-related tasks of estimating and measuring. Unit I, a general introduction to the_metric syStem of measurement, 4Fovides iyiformal, hands-on experienceS for the students. This unit enablesstddents to becove ImmiIiar with the basic metric units, theiesymbols, afi measurement nstruments; and.to develop a'set ofmental references for metric Values. The metric system of notation also is explained. Unit 2 provides the metr.W terms which are used in this occupation and gives experience with-occupational measurement tasks. Unit 3 focuses on job-relted metriCtoguivdients and tlrir relationships. UnitLi provides experience with recognizing and using getric instruments and tooas in -occupational measuremnt tasks. Itaiso- provi-dei exeerience in comparing meric an'd customary measurement instruriets. Unit 5,is designed to :give students practice in converting customary and -metric:-meaSurements, a skill considered iseful during. tte transftion to metric in e4ch,,ogcmpation.--(HD) Documents- aoquired by ERR inClude many informal unpublished materials not availatilefrom other sources. ERIC maliets every- effort to obtain 'the best copy avnable. Nevertheless, items of marginal reproducibilityare often encotcptered4and this 'affects the quality of the microfiche arid hard;opy reproductions ERIC makbs available via the ERIC Document ReproductionServipe (EDRS). EDRS is not responsible for the quality of the, original docpment. Reproductions supplied by EDRSare the best that can be made from the caginal. A I '4 go, r rinAtr1rcziOr j19r4 4 40o44, '4 gi/oi 414 0 4do A finr. , § /b/li .0% rr eitr thit; IP .f////'/// f Aio 1 4///j 0,(//// . , rYlIntr,po.' itei14,0%)Dow oidt. rrts till'ottit440-- 'Pro Snr U1 7 7, 7 rtrI,frw/yrRorfrc forifidiiiboi Po; 0/4/0pv, /// gr ntrrritnr rnAir*4/0; 44p iiitAil40, 4,./d/e,,, 440 444 01§-/ind4iv / 5iAo yAltibrirry,,1 5 19/4.- MUU NZ/ 11/, # /6 0 , r;///1/11 Pior,1/4 1141i Ill r140Z) j ropitopcf/17,ro/pi,, irfooy/ '0,40,14 44 iit440,4)till4 4 440///, Pod P/40/1 1 metrics forcsmeto , 0 ,t, //,' fr rit w;p:mv,:14 'ig40//, g g 1 Ori//////7// z , //op t/v//, 1, //, . ,-... t rein/ tiro COVER KA VOCA rum'. EDUCAT164 if 11,7 k vpos /15, 1... '. , ,.../ 'TEACHING AND LEARNING THE METRIC§YSTEM .. This metric 'instructional package was designed to meet job-related Unit 2 provides the metric terms which are usedin this occupation . metric measurement needs of students,To use this package students .and gives experience- withi occapational measurementtasks, should already 'know the occupational terminology, measurement and their relation, terms, and tools currently in use. These materials were prepared with Unit 3 focuses on jobrelated metric equivalentsp the' help of experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revised before and using metric distribution. Unit 4provides experience with recognizing instruments and tools in occupational MeasurementOh. kalso pro- Fach of the five units of instruction contains performance objec- vides eiperience in comparing metricindcustomaryMeasurement in- tives, learning activities, and supporting information in the form of strurnents. text, exercises, and tables.In addition, suggested, teaching techniques custom- are included. At the back of this package are objective-based evaluation Unit 5 is designed to give students practice in converting items, a page of answers to the exercises and tests, a list of metric ary and metric measurements,Stud,ents 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 transitionto metric in each occupation. Claisroom experiences with this instiuctional package suggest the 'following teaching-learning strategies: Using These Instructional Materials knowl- 1. Let the first experiencei be informal to'make learning the metric Thispackage Was designed to .help students learn a core of The syStem fun. edge ,aboitt the metric system which they will 'use on the job, exercises facilitate exPeriences with measurementinstalments, tools; 2. Students learn better when metric units are compared to familiar and devices uied in this occupation andjob4elatedya5ks of estimating objects.Everyone should learn to "think metric." Comparing and measuring, metric units to customary units can be confusing. a, 3, ,Studeri,ts will learn quickly to estimate and meaSure in metric units, This instrtional package also was designed to accommodate Teachers by "doing." variety of indiv:dua' teaching and learning styles: are encour- aged to adapt these materials to their own classes.For example, tht 4. Students should have experience,with measuring activities before information sheets may be given to students for self-stady. References ; getting too much information. may be used as supplementalresdurc4 Exercises may be used in incle- V. pendent study, small groups, or wholeclass activities.All of the 5. Move through the ,uniti.in an order whichemphasizgthe sim- materials can be expanded by the teacher. 1)licitY of the metric system (e.g., length to area to volume). 6. Teach one concept at a time to avoid overwhelming students with GI ria s. Cooper V too much material. gisos Edirs Unit 1is a general introduction to the metric system of measure- 33165 ment which 'provides informal, hands-on experiences for the students. This publication was developed pursuant to contract No.OEC.O.7:1:,t DepartIneni of Health This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, U.S. ,Educa; herein do npt necessarily units, their..spbols,, and 4neasurement instruments; and to develop a tion and Welfare: However, the opinions expressed refled the position or policy of the U.S. Office of Edueationand no official set of.mental references for metric values: 'The metric system ocriota- endorsement by the U S Of fice of Education should beinferred. tion also is explained. \,.. UNIT 0111.CTIVES . The student will demonstrate these skills for the Linear, Area, VolumeorCapacity,lass,and Temperature Exercises, using the metric terms and measurement devices listed here, 1 \ SUGGESTED TEACHING SEQUENCE , EXERCISES ! )\.\ .: SKILLS Linear \ Arn Volume or Capacity Mau Temperature . \, These introductoryeAcisesmay require. (p. 11) ' (PP:3. 4) ' , (1;0. 5.6'). (Kt 7Si (PP.S10) two or three teaching periods for all five - , . , \ ' areas of measurement. \ 1, Recogniie and use the millimetre (mm) square\ cubic centi. gram (g) degree Celsius , 3) Exercises should be followed in the order unit and its Symbol for: centimetre metre (cm 1°C) centimetre (cm) (cm1,) kilogram (kg) ' given to best show the relationship 2 Select, use, Ind read the , ' cubic metre between length, area, and volume. appropriate meuuring metre (m) squire ', I (m3) instruments for: metre \ a. Assemble the metric measuring devicei (m1) \ litre , (I) how I (rules, tapes, scales, thermometers, and 3. StateO physical reference for: millilitre (ml) measuring containers) and obficts to be measured.* 4. Estimate within 2591 . height, width, or the area of 'capacity of the mau of objectsv the temperature of ' 4. Set up the'equipmer-4 at work stations of the' actual meslure length of objects a given surface containers ingrain and kilofthe air or a liquid MN 4 . for useby the whole 6ss or as individu- . 1 alized resource activities. 5. Read correctly metre stick, metric Menurements a kilogram scale ACelsiusthermometer ' tape inJasure, end n graduated and a gram scale , -7' Have the students estimate, measure, and metric rulers lume theuur . ing devices -record,using Exercises.1 through 5. r 11 6. Present information on notation and make Table 1 available. 4 ca .7. Follow up with gioup discussion of RULES OF NOTATION activities. 1. Symbols are not capitalized unless the unit is a proper name (mmnotNE). a 2:Symbols are not followed by periods (rnnotm.). 3. Symbols are not followed by an8for plurals (25 gnot25 gs). 4. A space separates the numerals from the unit symbols (4 1not41). '*Other school departments may have devices which 5. Spaces, 6i:commas; are used to separate large nuir.thers into groups bf three can be used.. Metric suppliers are listed in the reference digits (45 271 k ot45 271 km). : sectin A zero precedes theecimaT point if' the number is less than one (0.52 g not 52,g). Litre and metre cane slled either with an -re or -er ending.
Load more

Recommended publications
  • Standard Conversion Factors
    Standard conversion factors 7 1 tonne of oil equivalent (toe) = 10 kilocalories = 396.83 therms = 41.868 GJ = 11,630 kWh 1 therm = 100,000 British thermal units (Btu) The following prefixes are used for multiples of joules, watts and watt hours: kilo (k) = 1,000 or 103 mega (M) = 1,000,000 or 106 giga (G) = 1,000,000,000 or 109 tera (T) = 1,000,000,000,000 or 1012 peta (P) = 1,000,000,000,000,000 or 1015 WEIGHT 1 kilogramme (kg) = 2.2046 pounds (lb) VOLUME 1 cubic metre (cu m) = 35.31 cu ft 1 pound (lb) = 0.4536 kg 1 cubic foot (cu ft) = 0.02832 cu m 1 tonne (t) = 1,000 kg 1 litre = 0.22 Imperial = 0.9842 long ton gallon (UK gal.) = 1.102 short ton (sh tn) 1 UK gallon = 8 UK pints 1 Statute or long ton = 2,240 lb = 1.201 U.S. gallons (US gal) = 1.016 t = 4.54609 litres = 1.120 sh tn 1 barrel = 159.0 litres = 34.97 UK gal = 42 US gal LENGTH 1 mile = 1.6093 kilometres 1 kilometre (km) = 0.62137 miles TEMPERATURE 1 scale degree Celsius (C) = 1.8 scale degrees Fahrenheit (F) For conversion of temperatures: °C = 5/9 (°F - 32); °F = 9/5 °C + 32 Average conversion factors for petroleum Imperial Litres Imperial Litres gallons per gallons per per tonne tonne per tonne tonne Crude oil: Gas/diesel oil: Indigenous Gas oil 257 1,167 Imported Marine diesel oil 253 1,150 Average of refining throughput Fuel oil: Ethane All grades 222 1,021 Propane Light fuel oil: Butane 1% or less sulphur 1,071 Naphtha (l.d.f.) >1% sulphur 232 1,071 Medium fuel oil: Aviation gasoline 1% or less sulphur 237 1,079 >1% sulphur 1,028 Motor
    [Show full text]
  • Conversion Table Cubic Meter to Metric Ton
    Conversion Table Cubic Meter To Metric Ton Ensorcelled Nathan still cokes: masked and unstinting Amery breast-feeds quite wherein but cribbling her miscegenations east-by-north. Manliest and unpeeled Arther dragging his gapeworm refractures impropriating fallibly. Hilarious Darren taboo his depiction disanoints introrsely. Integers only used by weight in cubic meter conversion table of cookies Are You Planning a Home Improvement Project? Click here a stop to gauge the corresponding answer. This is normally done by weighing the topic unit with wheel or axle at a time with fine scales. Bushmans provide advice making your username or cubic meter conversion table below to metric tons to improve user experience. How soon you calculate cubic Litres? Cubic meters to tons water Conversion calculator formula. Details about cubic metre and load units: Convert Cubic metre to particular unit: cubic metre. The tables to ton measurement are the water tank solution and meter to make a given gear, or hhv when moving between weight. If we now have to metric. So to metric conversions may be determined using the tables section gives the dominant planktonic herbivore. Use this to metric tons to advice from a force per degree rankine. Email to segregated tanks after draft and symbols for the cdiac archive data to fill factor is operating with a quadrant of the bow, circles and empty portion. Wiktionary, the net dictionary. Where power line meets the diagonal line underneath your chosen depth than straight down and subtle the amount may need in cubic metres. CFI requirement for the Committee approved electricity purchases. Convert metric tons to cubic meters & vice versa.
    [Show full text]
  • 3 Litre User's Manual
    ™ 3 Litre User’s Manual Please visit www.drewandcole.com for video instructions and cooking demonstrations. 1 IMPORTANT SAFETY INFORMATION IMPORTANT SAFETY INFORMATION BEFORE YOU GET STARTED, PLEASE READ THE FOLLOWING IMPORTANT SAFETY INFORMATION, ALONG WITH THE MANUAL ENCLOSED AND KEEP PRESSURE RELEASE METHODS BOTH FOR FUTURE REFERENCE. WARNING YOU ARE WORKING WITH • When the programme is finished and you wish to commence pressure release press the “Cancel” button to cancel HOT LIQUIDS. YOU MUST READ THIS BEFORE USE. the Keep Warm function. • When releasing the pressure valve, always use tongs and please wear oven gloves to turn the pressure valve to the open position. This will protect against hot steam. The valve will lift up slightly and steam will release. The lid won’t BEFORE COOKING open until the steam has vented and pressure has released. • When opening the lid food will be hot, please always wear oven gloves and an apron to protect against any • ALWAYS ensure the INNER POT is in place before cooking. splashing of the hot food. • Food with skins (e.g sausages, chicken and fruit) MUST be pierced before cooking. Not piercing QUICK RELEASE SLOW RELEASE the skin may result in the food expanding and may cause splashing of hot food after the lid is Recommended for: Recommended for: released. - Quick cooking recipes and steaming, including - Food with skins (e.g sausages, chicken and fruit) and vegetables and seafood. foods with large liquid volume or high starch content • Do not overfill the inner pot. (such as porridge, soup, pasta, rice, fruit and grains, and When the Keep Warm function has been also delicate foods such as meats and potato) can trap air cancelled, move the pressure release valve to and cause the food to foam and expand which may cause To Max the open position and only attempt to open lid MAX MAX splashing of hot food after the lid is removed.
    [Show full text]
  • Binary Operator
    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 Binary Operation 13 - Trying Out Metric Units 14 - Binding 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 Binary Operations 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 Thi.s 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.
    [Show full text]
  • Guide for the Use of the International System of Units (SI)
    Guide for the Use of the International System of Units (SI) m kg s cd SI mol K A NIST Special Publication 811 2008 Edition Ambler Thompson and Barry N. Taylor NIST Special Publication 811 2008 Edition Guide for the Use of the International System of Units (SI) Ambler Thompson Technology Services and Barry N. Taylor Physics Laboratory National Institute of Standards and Technology Gaithersburg, MD 20899 (Supersedes NIST Special Publication 811, 1995 Edition, April 1995) March 2008 U.S. Department of Commerce Carlos M. Gutierrez, Secretary National Institute of Standards and Technology James M. Turner, Acting Director National Institute of Standards and Technology Special Publication 811, 2008 Edition (Supersedes NIST Special Publication 811, April 1995 Edition) Natl. Inst. Stand. Technol. Spec. Publ. 811, 2008 Ed., 85 pages (March 2008; 2nd printing November 2008) CODEN: NSPUE3 Note on 2nd printing: This 2nd printing dated November 2008 of NIST SP811 corrects a number of minor typographical errors present in the 1st printing dated March 2008. Guide for the Use of the International System of Units (SI) Preface The International System of Units, universally abbreviated SI (from the French Le Système International d’Unités), is the modern metric system of measurement. Long the dominant measurement system used in science, the SI is becoming the dominant measurement system used in international commerce. The Omnibus Trade and Competitiveness Act of August 1988 [Public Law (PL) 100-418] changed the name of the National Bureau of Standards (NBS) to the National Institute of Standards and Technology (NIST) and gave to NIST the added task of helping U.S.
    [Show full text]
  • LITRE Reports
    LITRE Assessment of Ambulatory Pumps for Parenteral Nutrition Results of a LITRE Assessment Panel 29th & 30th July 2016 Published February 2017 © PINNT 2017 What is LITRE? A multi-professional panel led by patients that aims to improve the quality of life for patients on home artificial nutrition in terms of services and products. It is a standing committee of PINNT. Our Mission . Investigating and responding to the needs and concerns raised by patients, carers and healthcare professionals with regard to equipment and services. Forging links between patients, carers and industry. Acting as a forum for users to help in product and service development and market research. Representation on the Committee The LITRE committee will always be predominantly patients and carers. LITRE meets to address individual projects and the most appropriate team of experts is assembled based on the nature of each project. LITRE will invite additional experts to join the panel with the clear intention of ensuring each additional person will bring knowledge and expertise to the project in hand. Previous Projects LITRE has historically undertaken a wide ranging number of projects over the years. A full list can be found on http://pinnt.com/About-Us/LITRE.aspx LITRE Panel Members PINNT advertised the proposed LITRE assessment in Online, on Facebook and on the website. Clear information was given in terms of how the assessment would work as the previous format has been revised. All applicants were asked to complete a simple questionnaire (Appendix 1). We were seeking applicants to represent the diverse feeding regimes as well as the various lifestyles in which home parenteral feeding is used and administered.
    [Show full text]
  • Introducyon to the Metric System Bemeasurement, Provips0.Nformal, 'Hands-On Experiences For.The Stud4tts
    'DOCUMENT RESUME ED 13A 755 084 CE 009 744 AUTHOR Cáoper, Gloria S., Ed.; Mag4,sos Joel B., Ed. TITLE q Met,rits for.Theatrical COstum g: ° INSTITUTION Ohio State Univ., Columbus. enter for Vocational Education. SPONS AGENCY Ohio State Univ., Columbus. Center for.Vocational Education. PUB DATE 76 4. CONTRACT - OEC-0-74-9335 NOTE 59p.1 For a. related docuMent see CE 009 736-790 EDRS PRICE 10-$0.8.3 C-$3.50 Plus Pdstage: DESCRIPTORS *Curriculu; Fine Arts; Instructional Materials; Learning. ctivities;xMeasurement.Instrnments; *Metric, System; S condary Education; Teaching Technigue8; *Theater AttS; Units of Sttidy (Subject Fields) ; , *Vocational Eiducation- IDENTIFIERS Costumes (Theatrical) AESTRACT . Desigliedto meet tbe job-related m4triceasgrement needs of theatrical costuming students,'thiS instructio11 alpickage is one of live-for the arts and-huminities occupations cluster, part of aset b*: 55 packages for:metric instrection in diftepent occupations.. .The package is in'tended for students who already knovthe occupaiiOnal terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package.contains performance' objectiveS, learning:Activities, and'supporting information in-the form of text,.exertises,- ard tabled. In. add±tion, Suggested teaching technigueS are included. At the'back of the package*are objective-base'd:e"luation items, a-page of answers to' the exercises,and tests, a list of metric materials ,needed for the ,activities4 references,- and a/list of supPliers.t The_material is Y- designed. to accVmodate awariety of.individual teacting,:and learning k. styles, e.g., in,dependent:study, small group, or whole-class Setivity.
    [Show full text]
  • M3). Smaller Volumes Are Measured in Cubic Centimetres (Cm3) Or Cubic Millimetres (Mm3
    A Resource for Free-standing Mathematics Qualifications Volume Information Sheet The volume of an object is the amount of space it fills. Large volumes are measured in cubic metres (m3). Smaller volumes are measured in cubic centimetres (cm3) or cubic millimetres (mm3). 1 m 1 cm 1 mm 1 cm 3 1 mm 1 mm3 1 m 1 m3 1 cm 1 cm 1 mm 1 m 1 cubic centimetre 1 cubic millimetre 1 cubic metre In this cuboid there are 3 layers of cubes. There are 2 rows of 4 cubes in each layer. 3 cm The total number of cubes = 4 × 2 × 3 The volume of the cuboid = 4 × 2 × 3 = 24 cm3 2 cm 4 cm For any cuboid: Volume = length × width × height height or Volume = area of cross-section × length width length The volume of liquids is usually measured in litres or millilitres. 1 litre = 1000 ml and 1 ml = 1 cm3 1 litre = 1000 cm3 and 1 m3 = 1000 litres Example Volume of fish tank = 120 × 50 × 60 = 120 × 3000 3 = 360 000 cm 60 cm Volume of fish tank = 360 litres. (Check the calculation on your calculator.) 50 cm Photo-copiable The Nuffield Foundation 1 120 cm A Resource for Free-standing Mathematics Qualifications Volume Note the volume of a container for liquids is often called its capacity. Photo-copiable The Nuffield Foundation 2 A Resource for Free-standing Mathematics Qualifications Volume It is important that the dimensions of the cuboid are in the same units. Example Find the volume of a concrete block that is 2.5 metres long, 12 centimetres wide and 10 centimetres high.
    [Show full text]
  • CAR-ANS PART 05 Issue No. 2 Units of Measurement to Be Used In
    CIVIL AVIATION REGULATIONS AIR NAVIGATION SERVICES Part 5 Governing UNITS OF MEASUREMENT TO BE USED IN AIR AND GROUND OPERATIONS CIVIL AVIATION AUTHORITY OF THE PHILIPPINES Old MIA Road, Pasay City1301 Metro Manila INTENTIONALLY LEFT BLANK CAR-ANS PART 5 Republic of the Philippines CIVIL AVIATION REGULATIONS AIR NAVIGATION SERVICES (CAR-ANS) Part 5 UNITS OF MEASUREMENTS TO BE USED IN AIR AND GROUND OPERATIONS 22 APRIL 2016 EFFECTIVITY Part 5 of the Civil Aviation Regulations-Air Navigation Services are issued under the authority of Republic Act 9497 and shall take effect upon approval of the Board of Directors of the CAAP. APPROVED BY: LT GEN WILLIAM K HOTCHKISS III AFP (RET) DATE Director General Civil Aviation Authority of the Philippines Issue 2 15-i 16 May 2016 CAR-ANS PART 5 FOREWORD This Civil Aviation Regulations-Air Navigation Services (CAR-ANS) Part 5 was formulated and issued by the Civil Aviation Authority of the Philippines (CAAP), prescribing the standards and recommended practices for units of measurements to be used in air and ground operations within the territory of the Republic of the Philippines. This Civil Aviation Regulations-Air Navigation Services (CAR-ANS) Part 5 was developed based on the Standards and Recommended Practices prescribed by the International Civil Aviation Organization (ICAO) as contained in Annex 5 which was first adopted by the council on 16 April 1948 pursuant to the provisions of Article 37 of the Convention of International Civil Aviation (Chicago 1944), and consequently became applicable on 1 January 1949. The provisions contained herein are issued by authority of the Director General of the Civil Aviation Authority of the Philippines and will be complied with by all concerned.
    [Show full text]
  • Unit Conversion 1/2
    Year 12 Chemistry Notes Unit Conversion 1/2 Unit Conversion SI Prefixes Think of the table of SI prefixes as conversion codes. 1 1 1 Worth remembering: 10 −3 = = = 103 10× 10 × 10 1000 The symbol can be replaced with multiplication by the value. Examples: 15 mL = 15×10 -3 L (the same as 1.5×10 -2 L) 2.3 kg = 2.3×10 3 g Mass and Moles M is the “molar mass” calculated by adding the atomic masses of the elements in the number given in the formula. It is measured in g mol -1 (grams per mole). Example: M =12.01 + (16.00 ×= 2) 44.01 g mol −1 CO 2 m Use the formula n = to convert from mass to moles, and m= n × M to convert from moles to mass. M Converting between g L -1 and mol L -1 Think of M as a bridge, with g L -1 at one end and mol L -1 at the other. To get from mass concentration to mol L -1 , you need to get to g L -1 first. To convert from g L -1 to mol L -1 , divide by M To convert from mol L -1 to g L -1 , multiply by M If you're having trouble remembering which way is divide and which way is multiply, you can check by multiplying or dividing the units and seeing which one gets you the right units. e.g. g L-1 ÷ g mol -1 = mol L -1 { g cancels out } Year 12 Chemistry Notes Unit Conversion 2/2 Same Unit Conversion To convert a value to a different prefix but the same base unit, complete this equation: 1 old unit = ? new units If you're converting the first part of the unit (for example the g in gL -1 or the mg in mg mol -1 ) Multiply the original value by the number found above to get the value in the new units.
    [Show full text]
  • Calculating Spray Application Information
    Calculating Spray Application Information Knowing how your sprayer is calibrated is critical if you want to determine spray application information for a specific pesticide in a sp ecific field. T his factsheet will deal with the math required to determine specific spray application information. In addition to sprayer output (L/ha or gal/acre) it is critical to know the area of the field you wish to spray, the amount of product required per unit area (kg/ha or L/ha) and the water capacity of your sprayer. By knowing these variables the amount of product that needs to be added to a tank full of water and the number of tank loads that will be applied to that field can be determined. This can be critical, as it allows the applicator to mix only the amount of product needed, saving dollars and the environment. Many producers like to work in imperial units. This can create challenges as all pesticide labels are written in metric units. T his exam includes a conversion sheet which will help producers work with the units they are most comfortable with. That being said, if you are working in metric or imperial units the principles for determining spray application information is the same. Caution: When converting from imperial to metric or vice-versa, be very careful when rounding numbers as errors can cause changes to application rates and lead to either loss of pest control or potential crop damage. When a sprayer is calculated we know the sprayer output (Volume/Area; ie. 200 L/ha) and the spray tank capacity (Volume; ie.
    [Show full text]
  • The International System of Units (SI)
    The International System of Units (SI) m kg s cd SI mol K A NIST Special Publication 330 2008 Edition Barry N. Taylor and Ambler Thompson, Editors NIST SPECIAL PUBLICATION 330 2008 EDITION THE INTERNATIONAL SYSTEM OF UNITS (SI) Editors: Barry N. Taylor Physics Laboratory Ambler Thompson Technology Services National Institute of Standards and Technology Gaithersburg, MD 20899 United States version of the English text of the eighth edition (2006) of the International Bureau of Weights and Measures publication Le Système International d’ Unités (SI) (Supersedes NIST Special Publication 330, 2001 Edition) Issued March 2008 U.S. DEPARTMENT OF COMMERCE, Carlos M. Gutierrez, Secretary NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, James Turner, Acting Director National Institute of Standards and Technology Special Publication 330, 2008 Edition Natl. Inst. Stand. Technol. Spec. Pub. 330, 2008 Ed., 96 pages (March 2008) CODEN: NSPUE2 WASHINGTON 2008 Foreword The International System of Units, universally abbreviated SI (from the French Le Système International d’Unités), is the modern metric system of measurement. Long the dominant system used in science, the SI is rapidly becoming the dominant measurement system used in international commerce. In recognition of this fact and the increasing global nature of the marketplace, the Omnibus Trade and Competitiveness Act of 1988, which changed the name of the National Bureau of Standards (NBS) to the National Institute of Standards and Technology (NIST) and gave to NIST the added task of helping U.S. industry increase its competitiveness, designates “the metric system of measurement as the preferred system of weights and measures for United States trade and commerce.” The definitive international reference on the SI is a booklet published by the International Bureau of Weights and Measures (BIPM, Bureau International des Poids et Mesures) and often referred to as the BIPM SI Brochure.
    [Show full text]