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Teaching and Learning The Unit 1 1 - Suggested Teaching Sequence 1 - Objectives 1 - Rules of Notation 1 - , Symbols, and Referents 2 - Metric Prefixes 2 - Linear Activities 3 - Measurement Activities 5 - Measurement Activities 7 - (Weight) Measurement Activities 9 - Measurement Activities 11 Unit 2 12 - Objectives 12 - Suggested Teaching Sequence 12 - Metrics in this Occupation 12 - Metric Units For Offset Press Operation 13 - Trying Out Metric Units 14 - Printing With Metrics 15 Unit 3 16 - Objective 16 - Suggested Teaching Sequence 16 - Metric-Metric Equivalents 16 - Changing Units at 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 Printing 20 Unit 5 21 - Objective 21 - Suggested Teaching Sequence 21 - Metric-Customary Equivalents 21 - Conversion Tables 22 - Any Way You Want It 23 Testing Metric Abilities 24 Answers to Exercises and Test 25 Tools and Devices List References

TEACHING AND LEARNING THE METRIC SYSTEM

This metric instructional package was designed to meet job-related Unit 2 provides the metric terms which are used in this occupation metric measurement needs of students. To use this package students and gives experience with occupational measurement tasks. should already know the occupational terminology, measurement terms, and tools currently in use . These materials were prepared with Unit 3 focuses on job-related metric equivalents and their relation­ the help of experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the , and revised before distribution. Unit 4 provides experience with recogmzmg and using metric instruments and tools in occupational measurement tasks. It also pro­ Each of the five units of instruction contains performance objec­ vides experience in comparing metric and customary measurement in­ tives, learning activities, and supporting information in the form of struments. text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of this package are objective-based evaluation Unit 5 . is designed to give students practice in converting custom­ items, a page of answers to the exercises and tests, a list of metric ary and metric . Students should learn to "think metric" materials needed for the activities, references, and a list of suppliers. and avoid comparing customary and metric units. However, skill with conversion· tables will be useful during the transition to metric in each occupation. Classroom experiences with this instructional package suggest the following teaching-learning strategies: Using These Instructional Materials

1. Let the first experiences be informal to make learning the metric This package was designed to help students learn a core of knowl­ system fun . edge about the metric system which they will use on the job. The exercises facilitate experiences with measurement instruments, tools, 2. Students learn better when metric units are compared to familiar and devices used in this occupation and job-related tasks of estimating objects. Everyone should learn to "think metric." Comparing and measuring. metric units to customary units can be confusing. 3. Students will learn quickly t o estimate and measure in metric units This instructional package also was designed to accommodate a by ·'doing." variety of individual teaching and learning styles. Teachers are encour­ aged to adapt these materials to their own classes. For example, the 4. Students should have experience with measuring activities before information sheets may be given to students for self-study. References getting too much information. may be used as supplemental resources. Exercises may be y.sed in inde­ 5. Move through the units in ' an order which emphasize's the sim­ pendent study, small groups, or whol~-class activities . . All of the plicity of the metric system (e.g., to area to volume). materials can be expanded .by the teacher. ·...

6. Teach one concept at a to avoid overwhelming students with Gloria S Cooper too much material. Joel H. :\lagisos Unit 1 is a general introduction to the metric system of measure­ Editors ment which provides informal, hands-on experiences for the students. T h1 s publicatiO n w as developed pursuant to co n t ract N o . OEC·O· 74-9335 wl!h t he This unit enables students to become familiar with the basic metric Bureau of Occupat iOna l and Ad u lt Education , U .S. Departmen t of Health . Educa· units, their symbols, and measurement instruments; and to develop a t ion and Welfare . However. the opini ons e x pre~sed herein do not necessarily set of mental references for metric values. The metric system of nota­ reflect the p o s1t 10 n o policy of the U .S. Off i~~ of Educat ion and no o f f ic ial endorsemen t by t he US Office of Educat ion should be inferred. tion alsq is explained. ' 1 UNIT ·l OBJECTIVES The student will demonstrate these skills for the Linear, Area, Volume or Capacity, Mass, and Temperature Exercises, using the metric terms and measurement devices listed here.

SUGGESTED TEACHING SEQUENCE EXERCISES

SKILLS Linear Area Volume or Capacity Mass Temperature 1. These introductory exercises may require (pp. 9- 10) (p. 11) two or three teaching periods for all five (pp. 3 - 4) (pp. 5 . 6) (pp. 7 - 8) of measurement. 1. Recognize and use the (mm) square cubic centi· (g) 3 unit and its symbol for: (cm ) tcl 2. Exercises should be followed in the order 2 centimetre (em) (cm ) (kg) given to best show the relationship 2. Select, use, and read the between length, area, and volume. appropriate measuring metre (m) square (m3) instruments for: metre 3. Assemble the metric measuring devices (m2) (I) (rules, tapes, scales, thermometers, and 3. State or show a physical reference for : millilitre (ml) measuring containers) and objects to be measured.* 4. Estimate within 25% height, width, or the area of capacity of the mass of objects the temperature of 4. Set up the equipment at work stations of the actual measure length of objects a given surface containers _in and kilo· the air or a for use by the whole class or as individu­ grams alized resource activities. 5. Read correctly metre stick, metric measurements a kilogram scale A Celsius thermometer tape measure, and on graduated and a gram scale 5. Have the students estimate, measure, and metric volume measur· record using Exercises 1 through 5. ing devices 6. Present information on notation and make Table 1 available. 7. Follow up with group discussion of RULES OF NOTATION activities. 1. Symbols are not capitalized unless the unit is a proper name (mm not 1Wv1). 2. Symbols are not followed by periods (m not m.). 3. Symbols are not followed by an s for plurals (25 g not 25 gs). 4. A space separates the numerals from the unit symbols (4 I not 41). *Other school departments may have devices which 5. Spaces, ~ot commas, are used to separate large into groups of three can be used. Metric suppliers are listed in the reference digits (45 271 kmnot 45,271 km). · section. 6. A zero precedes the decimal if the is less than one (0.52 g not .52 g). 7. Litre and metre can be spelled either with an -re or -er ending.

~R FOR VOCAT>ONAL •oucAnON Information Sheet 1 2

METRIC UNITS, SYMBOLS, AND REFERENTS METRIC PREFIXES

Quant ity Metric Unit Symbol Useful Referents Multiples and Submultiples Prefixes Symbols Length millimetre mm Thickness of dime or paper 1 000 0 00 = 10 6 mega (meg'a) M clip win: 3 kilo (k-ilo) centimetre ern Width of paper clip 1 000 = 10 k 2 metre m Height of door about 2 m 1 00 = 10 hecto (hek'to) h

km 12- walking d istance 10 = 10 1 deka (dek'a) da Are.a square Area of this space 1 = 10° centimetre em 2 0 .1 = 10 - l deci ( des'i) d D 2 0.01 = 10- centi (sen't1) c

square metre m2 Area of card table top 0.001 = 10- 3 milli (mil'i) m 6 ha Football field including sidelines 0.000 001 = 10 - micro (mi'kro) fJ. and end zones

Volume and millilitre rnl Teaspoon is 5 ml Capacity litre l A little more than 1 quart Tabl e 1- b cubic centimetre em 3 Volume of this container co cubic metre m 3 A little more than a cubic

Mass m illigram mg Apple seed about 10 mg, grain of salt, 1 mg gram g Nickel about 5 g ki logram kg Webster's Collegiate Dictionary metric ton (1 000 kiloll!'ams) t Volkswagen Beetle

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

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

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

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

There are 100 in onP metre. Tf there are 4 metrPs and There are 10 in one cPntimPtrP. \\~'hen a measurement is 3 centimetres, you write 403 em [ ( 4 x 100 em) + 3 em = 400 em 2 centimetres and 5 millimetres, you write 25 mm [ ( 2 x 10 mm) + 3 em]. + 5 mm = 20 mm + 5 mm]. There are 1 000 mm in 1 m.

A. DEVELOP A FEELING FOR THE SIZE OF A CENTiivlETRE A. DEVELOP A FEELING FOR THE SIZE OF A :\IILLIJ\1ETRE

1. Hold the metric against the width of your thumbnail. Using a ruler marked in millimetres, measure: How wide is it? em 1. Thickness of a paper clip wire. mm 2. Measure your thumb from the first joint to the end. 2. Thickness of your fingernaiL mm em 3. Width of your fingernail. ____ mm 3. Use the metric ruler to find the width of your palm. em 4. Diameter (width)of a coin. mm 4. ·Measure your index or pointing finger. How long is it? 5. Diameter (thickness) of your pencil. ____ mm em 6. Width of a postage stamp. mm 5. Measure your wrist with a tape measure. What is the distance around it? em 6. Use the tape measure to find your waist size. _ ___ em B. DEVELOP YOUR ABILITY TO ESTil\1ATE IN MILLIMETRE~

B. DEVELOP YOUR ABILITY TO ESTIMATE IN CENTIMETRES You are now ready to estimate in millimetres. For each of the following items, follow the procedures used for estimating in You are now ready to estimate in centimetres. For each of the metres. following items, follow the procedures used for estimating in How Close metres. Estimate Measurement Were You? How Close (mm) (mm) Estimate Measurement Were You? 1. Thickness of a (em) (em) nickel. 1. Length of a paper 2. Diameter (thickness) clip. of a bolt. 2. Diameter (width) 3. Length of a bolt. of a coin. 4. Width of a sheet 3. Width of a of paper. postage stamp. 5. Thickness of a board 4. Length of a or desk top. pencil. 6 . Thickness of a 5. Width of a sheet 0f paper. button.

a3C£HTER roR VOCATIONAL EDUCAnON Exercise 1 5 AREA MEASUREMENT ACTIVITiES B. DEVELOP YOUR ABILITY TO ESTI\1ATE IN SQUARE Square Centimetre, Square Metre CENTLMETRES You are now ready to develop your ability to estimate in square centimetres. \\l-1£0.' YOU DESCRIBE THE AREA OF SOi\IETHING, YOU ARE S.-\ YING HO\V \L-\NY SQL-\RES OF A GIVEN SIZE IT TAKES TO Remember the size of a square centimetre. For each of the COVER THE SURFACE. following items, follow the procedures used for estimating in metres. 2 I. THE SQUARE CENTIMETRE (cm ) How Close Estimate Measurement Were You? (cm2. ) 2 A. DEVELOP A FEELING FOR A SQUARE CENTIMETRE (cm )

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

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

~OR VOCATOONAC

B. DEVELOP YOUR A~I LIT Y TO ESTIMATE IN SQ.UARE CENTIMETRE GRID iv1ETRES I ' ' ' i I I I I You are now ready to estimate in square me tres. Follow the i procedures used for esti'mating in metres.

How Close Estimate J\.1easurement Were You? I I (m2) (m2:) . I 1. Door. - I I I .2. Full sl;leet of ' newspaper. _L 3 . Chalkboard or . bulletin board. .. ·- - 4 . Floor. 5. Viall. 6. \Vall chart or poster. I I 7. Side of fi fe cabinet. ----

.. I

I .. I '

I I i . I I

'. ' .. -

' ;

Exercise 2 7 VOLUME MEASUREMENT ACTIVITIES Cubic Centimetre, Litre, l\1illilitre, Cubic Metre

3 I. THE CUBIC CENTIMETRE ( cm ) B. DEVELOP YOL'R ABILITY TO ESTil\lATE IN CUBIC A. DEVELOP A FEELING FOR THE CUBIC CENTIMETRE CENTil\1ETRES

1. Pick up a colored plastic cube. Measure its length, You are now ready to develop your ability to estimate height, and width in centimetres. in cubic centimetres. THAT IS ONE CUBIC CENTil\IETRE! Remember the size of a cubic centimetre. For each of 2. Find the volume of a plastic litre box. the following items, use the procedures for estimating in metres. a. Place a ROW of cubes against the bottom of one side How Close of the box. How many cubes fit in the row? ____ Estimate :Measurement Were You? 3 3 (cm ) (cm ) b. Place another ROW of cubes against an adjoining side of th~ box. How many rows fit inside the box 1. Index card file to make one layer of cubes? ____ box. How many cubes in each row? ____ 2. Freezer container. How many cubes in the layer in the bottom of the 3. Paper clip box. box? ____ 4. Box of staples. c. Stand a ROW of cubes up against the side of. the box. How many LAYERS would fit in the box? ____ 11. THE LITRE (l) How many cubes in each layer? ____ How many cubes fit in the box altogether? _ ___ A. DEVELOP A FEELING FOR A LITRE THE VOLUME OF THE BOX IS _ __ CUBIC 1. Take a one litre beaker and fill it with . CENTHviETRES. 2. Pour the water into paper cups, filling each as full as you d. Measure the length, width, and height of the box in vsually do. How many cups do you fill? centimetres. Length em; width em; THAT IS HOW .MUCH IS IN ONE LITRE! height em. Multiply these numbers to find the volume in cubic centimetres. 3. Fill the litre container with rice. ---em x em x em = ---cm3. THAT IS HOW:t\HJCH IT TAKES TO FILL A ONE Are the answers the same in c. and d.? LITRE CONTAINER!

~·NT·R ffiR VOCAT>ONAC WUCAT>ON Exercise 3 (continued on next page) 8

B. DEVELOP YOUR ABILITY TO ESTI~1ATE IN B. DEVELOP YOUR ABILITY TO ESTIM.ATE IN 1\-ITLLILITRES

You are now ready to develop your ability to estimate in You are now ready to estimate in millilitres. Follow the litres. To write two and one-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 write Estimate Measurement Were You? 2.75 I, or 2.75 litres. (ml) (ml)

For each of ·thP. fol!O\ving items, use the procedures for 1. Small juice can. estimating in inetres. How Close 2. Paper cup or tea Estimate Measurement Were You? cup . (l) (I) 3. Soft drink can. 1. Medium-size freezer container. 4. Bottle. 2. Large freezer 3 container. IV. THE CUBIC METRE (m ) 3. Small freezer container. A. DEVELOP_-\ FEELING FOR A CUBIC ~viETRE . 4. Bottle or jug. 1 . Place a one metre square on the floor next to the wall. III. THE l\1ILLILITRE (ml) 2. Measure a metre UP the wall. 3. Picture a box that would fit into that space. There are 1 000 millilitres in one litre. 1 000 ml = 1 litre. Half THAT IS THE VOLUl\1E OF ONE CUBIC l\IETRE! a litre is 500 mi!lilitres, or 0.5 litre = 500 ml.

A. DEVELOP A FEELING FOR A .rviiLLILITRE . B. DEVELOP YOUR ABILITY TO ESTIMA.TE IN CUBIC \IETRES

1. Examine a centimetre cube. Anything which holds For each of the following items, follow the estimating proced­ 1 cm 3 holds 1 mi. ures used before. How Close 2. Fill a 1 milliljtre measuring spoon with rice. Empty the ·Measurement Were You? spoon into your hand. Carefully pour the rice into a (mJ) small pile on a sheet of paper. THAT IS HOW MUCH ONE MILLILITRE IS! 1. Office desk. 3 Fill the 5 ml spoon with rice. Pour the rice into another 2. File cabinet. pile on the sheet of paper. 3. Small room. TH.-\T IS 5 r-.IILLILITRES. OR ONE TE.\SP00:-; 1 -L Fill the 15 ml spoon with rice. Pour the rice into a third pile on the paper. THAT IS 15 MILLILITRES, OR ONE TABLESPOON!

~ ·~·R >OR VOCAnDNAC WUCAnON Exercise 3 9 MASS (WEIGHT) MEASUREMENT ACTIVITIES 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 you add or subtract so me (kg) matter from the object. Weight is the term that most people use when they mean mass. The weight of an object is affected by ; the 1. 1 kilogram box. mass of an object is not. For example, the weight of a person on 2. Textbook. might be 120 pounds; that same person's weight on the moon would be 20 pounds. This difference is because the pull of gravity on the moon 3. Bag of sugar. is less than the pull of gravity on earth. A person's mass on the earth 4. Package of paper. and on the moon would be the same. The metric system does not 5. Your own mass. measure weight--it measures mass. We will use the term mass here.

The symbol for gram is g. B. · DEVELOP YOUR ABILITY TO ESTIMATE IN The symbol for kilogram is kg.

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

a3'ENTER 'OR VOCATOONAC EOUC ATOON Exercise 4 (continued on next page) 10

II. THE GRAM (g)

A. DEVELOP A FEELING FOR A GRAM B. DEVELOP YOUR ABILITY TO ESTil'vlATE IN GR.-\:\18

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

~·NT·R H>ft VOCMOONAC WUCMOON Exercise 4 11 ACTIVITIES Degree Celsius

I. DEGREE CELSIUS tC) B. DEVELOP YOUR ABILITY TO ESTI~'Lt\.TE IN DEGREES Degree Celsius tc) is the metric measure for temperature. CELSIUS

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

a:3CENnR FCO VOCATIONAL EDUCATOON Exercise 5 12

UNIT METRICS IN THIS OCCUPATION

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

SUGGESTED TEACHING SEQUENCE

1. Assemble metric measurement tools (rules, tapes, scales, thermometers, etc.) and objects related to this occupation.

2. Discuss with students how to read the tools.

3. Present and have students discuss Information Sheet 2 and Table 2.

4. Have students learn occupationally­ related metric measurements by complet­ ing Exercises 6 and 7.

5. Test performance by using Section A of "Testing Metric Abilities."

Information Sheet 2 . 13

Metric Units for Offset Press Operation

Quantity Unit Symbol Use

millimetre mm Length Plates,* blanket, paper, margins centimetre em

gram g Ink, dryer, etch gun Mass kilogram kg Press weight, spray powder

Area square millimetre mm?- Paper, card stock, oil span

2 square centimetre em

square metre m2 Materials

millilitre ml Water, alcohol, wash-up, spray powder,solution** Volume/Capacity litre I

cubic centimetre cm3 Press solution tanks**

_ Pressure kilopascal kPa Air pressure and settings

Temperature degree Celsius oc Room temperature, solution temperature

\ milliii tres per I i tre ml/l Diluting rubber cement, mixing solutions Dilutions/Concentrates grams per litre g/l Mixing solutions

millilitres per square metre ml/m 2 Estimating materials needed and applying Application rates materials grams per square metre g/m 2

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

**Capacities of tanks, trays, and reservoirs can be given either in terms of liquid capacity (millilitres and litres) or in terms of cubic volume (cubic centimetres) of the inside space.

~'NTER ""'VOCATIONAL 'DUCATOON Table 2 14 TRYING OUT METRIC UNITS

To give you practice with metric units, first estimate the measure- Estimate · Actual ments of the items below. Write down your best guess next to the item. Then actually measure the item and write down your answers using the 16. Fountain etch jug correct metric symbols. The more you practice, the easier it will be. 17. Press solution tank Estimate Actual 18. Plate finisher bottle Length 1. Palm width 19. Alcohol safety can

2. Hand span 20. Hand cleaner container

3. Your height 21. Partly-filled ~ottle

4 . Lab press height 22. Stockroom ®r storage space

5. Lab press length Mass 6. Lab press width 23. Yourself

7. Card stock length 24 . A litre of water (net)

8. Card stock width 25. Can of ink

9 . Paper length 26. Container of alcohol

Area 27. Package of paper 10 . ..tPress sheet size - maximum 28. Box of paper stock 11 . Press sheet size - minimum

12. Lab press floor space Temperature 29. Room 13. Oil span for lab press 30. Outside 14. Card stock 31. Lab press room Volume/Capacity 15. Measuring graduate (metric) 32. Hot tap water

o:3'

2. Amount of alcohol in normal 18. A quantity of printing ink fountain solution 19. The combined thickness of a 3. Spray powder blanket and packing

20. Maximum image area of a lab press 4. Plate to blanket pressure 21. Dimensions of a lab press: 5. Impression cylinder setting for 4.4 kg bond paper a. Height b. Length 6. Gripper margin of lab press c. Width 7. Initial air blast setting i 8. Blanket size for lab press

9. Overpacking of blanket cylinder Dl I I I I If necessary for proper printing _) pressure c:. ~ 10. Undercut of plate cylinder on Ul u lab press ~ 11. Plate thickness range for lab a;:::: ___,) press 1---- 12. Feeder capacity of lab press t--- f--- a 13. Delivery capacity of lab press f--- I 14. I C) Diameter of ink dampener roller on lab press

Exerci se 7 o::J· ~·R ""' VOC ATOONAC >OUC ATOON 16

METRIC-METRIC EQUIVALENTS UNIT Centimetres and Millimetres

OBJECTIVE rI! ljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljlllljl IIIJ (llllljlllljlllllillljlllljlllljllll!illljlllljllll jill 1111 llj Ill IIIII The student will recognize and use met­ ( ric equivalents. 1 2 3 4 5 6 I I 1 2 3 4 5 6

• Given a metric unit, state an equivalent Look at the picture of the nail next to the ruler. The nail is 57 mm long. This is 5 em+ 7 mm. in a larger or smaller metric unit. There are 10 mm in each em, so 1 mm = 0.1 em (one-tenth of a centimetre). This means that 7 m..'ll = 0. 7 em, so 57 mm 5 em + 7 mm 5 em+ 0.7 em = 5.7 em. Therefore 57 mm is the same as 5.7 em.

SUGGESTED TEACHING SEQUENCE Now measure the paper clip. It is 34 mm. This is the same as 3 em + mm. Since each millimetre is 0.1 em (one-tenth of a centimetre), 4 mm = em. So, the paper clip is 1. :V1ake available the Information Sheets 34 mrn = 3 em + 4 mm ( 3 - 8) and the associated Exercises 3 em+ 0.4 em (8 - 14), one at a time. 3.4 em. This means that 34 mm is the same as 3.4 em .

2. As soon as you have presented the Information, have the students complete Information Sheet 3 each Exercise.

3. Check their answers on the page titled Now you try some. ANS\VERS TO EXERCISES AND TEST. a ) 26mm = em e ) 132 mm em b) 583 mm == em f ) 802 mm em 4. Test performance by using Section B of e ) 94 mm = em g ) 1400 mm em "Testing Metric Abilities." d ) 680 mm = em h ) 2 307 mm em

Exercise 8 17 Metres, Centimetres, and Millimetres Millilitres to Litres There are 100 centimetres in one metre. Thus, There are 1 000 millilitres in one litre. This means that

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

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

metre millimetre centimetre millilitres litres m em mm (ml) (I) 1 100 1 000 3 000 3 2 200 6 000 3 8 9 1-l 000 5 000 23 74 300 0.3 0.8 80 .700 0.6 600 0.9 2.5 25 250 l-l8 O.-l7 639 275 Exercise 9 Exercise 10 ~ENTER H>R VOCA,>ONAC EDUCMOON 18 Litres to Millilitres Kilograms to Grams What do you do-if you need to change litres to millilitres? Remember, To change kilograms to grams, you multiply by 1 000. there are 1 000 millilitres in one litre, or 1 litre = 1 000 ml. 4 kg = 4 X 1 000 g = -l 000 g, So, 23 kg = 23 X 1 000 g = 23 000 g, 0.75 kg = 0.75 X 1 000 g = 750 g. 2 litres = 2 x 1 000 ml = 2 000 ml, 7 iitres = 7 x 1 000 ml = 7 000 ml, Information Sheet 8 13 litres =13 x 1 000 ml =13 000 ml, Complete the following chart. 0.65 litre = 0.65 x 1 000 ml = 650 mi. kilograms grams Information Sheet 6 kg g Now you try some. Complete the following chart. 7 7 000 11 litres millilitres 25 000 I ml 0.4 0.63 8 8 000 175 5 Exercise 13 46 32 000 Changing Units at Work 0.4 0.53 Some of the things you use in this occupation may be measured in 480 Exercise 11 different metric units. Practice changing each of the following to metric equivalents by completing these statements. Grams to Kilograms a ) 500 em of paper is------m There are 1 000 grams in one kilogram. This means that b ) 250 ml of solution is 1 c ) 50 em diameter bottle is. ______mm 2 000 grams is the same as 2 kilograms, d ) 2 500 g of ink is kg 5 000 g is the same as 5 kg, e ) 203 mm plate is em f ) 0.25 litre of fountain solution is ml 700 g is the same as 0.7 kg, and so on. g ) 2 000 kg press is · t h ) 0.5 litre of concentrate is ml To change from grams to kilograms, you use the same procedure for i ) 2 m cut poster is mm changing from millilitres to litres. j ) 500 g of ink is kg k ) 500 ml of gum arabic solution is 1 Information Sheet 7 Try the following ones. I ) 0.5 t of paper stock is kg m) 10m roll of tape is - em grams kilograms g kg n ) 2.5 em diameter roller is mm o ) 15 em ink knife blade is mm 4 000 4 9 000 23 000 8 300 275 Exercise 12

Exercise 14 U N IT 19

SELECTING AND USING OBJECTIVE METRIC INSTRUMENTS , TOOLS AND DEVICES

The student will recognize and use Selecting an improper tool, misreading a scale or misinterpreting figures can result instruments, tools, and devices for mea­ in improper forms, damaged materials, or injury to self or fellow workers. For example: surement tasks in this occupation. The weight markings on a new German-built offset press were read as 2000 lbs. instead • Given metric and Customary tools, of 2 000 kilograms ( 4400 lbs). The press was placed on a 1 ton elevator. The elevator instruments, or devices, differentiate slowly sank to the basement instead of lifting the press to the third floor. Much time between metric and Customary. and money was lost. Here are some suggestions:

• Given a measurement task, select 1. Find out in advance whether Customary or metric units, tools, instruments, or pro­ and use an appropriate tool, in­ ducts are needed for a given task. strument or device. • Given a metric measurement task, judge 2. Examine the tool or instrument before using it. the metric quantity within 25% and measure within 5% accuracy. 3. The metric system is a decimal system. Look for units marked off in whole numbers, tens or tenths, hundreds or hundredths.

SUGGESTED TEACHING SEQUENCE 4. Look for metric symbols on the tools or gages such as m, mm, kg, g, kPa, etc.

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

'0R VOCAT>ONAC

4. Adjust vacuum for proper sheet feed. 3. Number of sheets of No. 20 bond I paper in stack 90 em high Determine floor space needed for additional lab press. 5. . 4 . Size of new offset blanket: 6 . Calculate the number of sheets of paper in f.eed pile. a. Length

7. Determine blanket to impression cylinder pressure. b. Width 5. Temperature of: 8 . Measure dryer and varnish to be added to ink. a. Lab 9. Determine amount of packing for plate cylinder. b. Outisde c. Paper storage area 10. Order diameter change in No. 1 form roller. 6. Volume of carton containing jugs 11.l.. Check the blanket and plate packing. of concentrate 7. Spacing of ink fountain setting keys 12. Determine capacity of a fountain solution bottle. 8. Working area needed for lab press 9. Mass of large can of ink 10. Volume of plate developer remain- ing in partially full container 11. Amount of dry spray to replenish drum

12. Height of 100 sheets of No. 110 card stock

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

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

1. Assemble packages and containers of materials. 1 em ::::: 0.39 1 inch """- 2.54 em 1 ml:::::: 0.2 tsp 1 tsp::::: 5 ml 2. Present or make availabie Information 1 m """- 3.28 feet 1 """- 0.305 m 1 ml :::::: 0.07 tbsp 1 tbsp "" 15 ml Sheet 10 and Table 3. 1 m """- 1.09 1 yard"""- 0.91 m 11:::::33.8fl oz 1 fl oz ::::: 29.6 ml 1 km """- 0.62 1 mile ::::: 1.61 km 1 I ::::: -±.2 cups 1 cup ::::: 237 ml 2 2 3. Have students find approximate metric­ 1 cm ::::: 0.16 sq in 1 sq in """- 6.5 cm 11:::::: 2.1 pts 1 pt::::: 0.47 l 2 2 Customary equivalents by using 1 m :::: 1 0. 8 sq ft 1sqft:::::0.09m 1 I ::::::- 1.06 qt 1 qt ::::: 0.95 l 2 2 Exercise 17. 1m """- 1.2 sq yd 1 sq yd :::::: 0.8 m 11::::: 0.26 gal 1 gal ::::: 3.79 l 1 hectare:::: 2.5 acres 1 acre :::::: 0.4 hectare 1 gram ::::: 0.035 oz 1 oz ::::: 28.3 g 3 3 4. Test performance by using Section D of 1 cm :::::: 0 .06 cu in 1 cu in:::::: 16.4 cm 1 kg ::::: 2.2 lb 1lb ::::: 0.45 kg 3 3 "Testing :\1etric Abilioies." 1 m ::::: 35.3 cu ft 1 cu ft:::::: 0.03 m 1 metric ton ::::: 2205 lb 1 ton::::: 907.2 kg 3 3 1 m ::::: 1.3 cu yd 1 cu yd ::::: 0.8 m 1 kPa::::: 0.145 psi 1 psi ::::: 6.895 kPa

*Adapted from Let 's .\teasure .\!etric . .-4 Teacher- 's Introduction to :\fetric .\feasurement. Div1sion of Educational Redes1gn and Renewal, Ohio Department of Education, 65 S. Front Street, Columbus. OH -±3215. 19/5.

~ ' NT'R "'" VOCAnQNAC WUCA'•ON Information Sheet 10 22 CONVERSION TABLES MILLIMETRES TO

mm Inches mm Inches mm Inches mm Inches

100 3.93 10 0.39 1 0.04 0.1 0.004 200 7.87 20 0.79 2 0.08 0.2 0.008 . 300 11.81 30 1.18 3 0.12 0.3 0.012 400 15.74 40 1.57 4 0.16 0.4 0.016 500 19.68 50 1.97 5 0.20 0.5 0.020 600 23.62 60 2.36 6 0.24 0.6 0.024 700 27.56 70 2.76 7 0.28 0.7 0.028 800 31.50 80 3.15 8 0.31 0.8 0.031 900 35.43 90 3.54 9 0.35 0.9 0.035

1 000 mm or 1 metre = 39.37 inches INCHES TO MILLIMETRES

Inches mm Inches mm Inches mm Inches mm

1 25.4 0.1 2.54 .01 0.25 .001 0.03 2 50.8 0.2 5.08 .02 0.51 .002 0.05 3 76.2 0.3 7.62 .03 . 0.76 .003 0.08 4 101.6 0.4 10.16 .04 1.02 .004 0.10 5 127.0 0.5 12.70 .05 1.27 .005 0.13 6 152.4 0.6 15.24 .06 1.52 .006 0.15 7 177.8 0.7 17.78 .07 1.78 .007 0.18 8 203.2 0.8 20.32 .08 2.03 .008 0.20 9 228.6 0.9 22.86 .09 2.29 .009 0.23 10 inches = 254 mm 12 inches or 1 feet = 304.8 mm or 30.48 em

o:3'·NT>R >OR VOCATOONAC WUCAT

a ) 0.004 in. mm Requested by b) 24 in. mm c) 300 mm in. Approved by d) 294 mm m .

~CENT£R O'OR VOCAT>ONAL EOUC ATOON Exercise 17 24 SECTION A 6. The correct way to write twelve 11 . Estimate the length of the Use this conversion table to thousand millimetres is: segment below: answer questions 15 and 16. 1. One kilogram is about the m<~"S of a: [A] 12.000mm. [A] 23 grams [A] nickel [B] 12.000 mm mm in. mm in. [B] 6 centimetres [ B] apple seed [C] 12000mm [C] 40 millimetres 100 3 .94 10 0.39 [ C] basketball [D] 12000mm 200 7.87 20 0.79 [D] 14 pascals [D] Volkswagen "Beetle" 300 11.81 30 1.18 400 15.74 40 1.57 2. A square metre is about the SECTION B 500 19.68 50 1.97 area of: 12. Estimate the length of the line 600 23.62 60 2.36 7. A sheet of paper 20 centimetres segment below: 700 27.56 70 2.76 [A] this sheet of paper wide also has a width of: f-----l 800 31 .50 80 3.15 900 35.43 90 3.54 [B] a card table top [A] 200 millimetres [A] 10 millimetres [ C] a bedspread [B] 2 000 millimetres [B] 4 centimetres [ D] a postage stamp [ C] 2 millimetres [C] 4 pascals [D] 0.2 millimetre 3. Application rates of ink for paper [D] 23 milligrams 15. The equivalent of 290 mm is: are normally given in: 8. A 7 500 gram drum of dry spray [A] 7 .87 in. [A] grams"per square metre is the same as: SECTION D [B] 29.32 in. [B] litres per square metre [A] 7 500 kilograms 13. The metric unit for liquid measure [C] 12.00 in. which replaces the fluid ounce is: [C] kilograms per square centimetre [B] 7.5 kilograms [D] 11.41 in. [A] litre [D] grams per square centimetre [C] 750 000 kilograms [B] gram 16. The equivalent of 460 mm is: [D] 0. 7 5 kilogram 4. The mass of a press is measured in: [ C ] millili tre [A] 11.41 in. [A] centimetres [D] hectare [B] 12.34 in. [B] kilograms SECTION C [C] 18.10 in. 14. The metric unit for liquid measure [C] millilitres 9. For measuring millimetres you which replaces the gallon is: [D] 24.00 in. [D] cubic metres would use a: [A] kilogram [A] scale [B] gram [B] container [C] kilolitre [C] pressure gage [D] litre [D] ruler 5. The correct way to write twenty 10. For measuring kilopascals you grams is: would use a : [A] 20 gms [A] scale [B] 20 Gm. [B] pressure gage [C ] 20 g. [ C] c·ontainer [D] 20 g [D] ruler

o::3'>NT>R "'" VOCATOONAC >OUCAT>ON TESTING METRIC ABILITIES ANSWERS TO EXERCISES AND TEST 25

EXERCISES 1 THRU 6 Exercise 10 Exercise 13 Part 2. The answers depend on the items a) 0.10 mm used for the activities. litres kilograms grams millilitres b) 609.6 mm ml l kg g EXERCISE 7 c ) 11.81 in. 7 Currently accepted metric units of 3 000 3 7 000 d) 11.57 in. measurement for each question are 6 000 (6) 11 (11 000) e ) 0.39 in. shown in Table 2 . . Standards in each (8 000) 8 (25 ) 25 000 f ) 7.99 in. occupation are being established 0.4 (400) g ) 19.01 in. now, so answers may vary. ( 14 000) (14) (23 000) 23 0.63 (6301 h) 21.06 in. EXERCISE 8 300 0 .3 (0 .175) 175 i ) 215.90 mm. j ) 279.4 mm a) 2.6 em e) 13.2 em 700 (0. 7) Exercise 14 k) 355.6 mm b ) 58.3 em f) 80.2 em (900) 0.9 c) 9.4 em g) 140.0 em 250 (0.25) a) 5 m i ) 2 000 mm l ) 431.8 mm d) 68.0 em h) 230.7 em ( 470) 0.47 b) 0.25 ml j ) 0.5 kg 275 (0.275) c ) 500 mm EXERCISES 9 THRU 13 k ) 0.5 litre d) 2.5 kg l ) 500 kg Tables are reproduced in total. An­ Exercise 11 e) 20.3 em m ) 1000 em Part 3. swers are in parentheses. f ) 250 ml n ) 25 mm a ) 20- 21.59 em x 27.94 em, 9 kg litre~ millilitres g ) 2 t o ) 150 mm Exercise 9 l ml b) 4 - 339.6 g h) 500 ml c ) 18.95 litres metre centimetre millimetre 8 8 000 d ) 50 - 22.225 em x 30.48 em m em mm 5 (5 000) EXERCISES 15 AND 16 1 100 1 000 46 (46 000) The answers depend on the 2 200 (2 000) (32) 32 000 items used for the activities. 0.4 (400) 3 (300) (3 000) TESTING METRIC ABILITIES 9 (900) (9 OOOj 0.53 (530) (5) (500) 5 000 . (0.48 ) 480 EXERCISE 17 1. c 9. D Part 1. 2. B 10. B 74 (7 400) (7 4 000) Exerdse 12 0.8 80 (800) a ) 2.25 kg i ) 0.47 litre 3. A 11. B 0.6 (60) 600 grams kilograms b ) 15.16 litres j ) 29.6 ml 4. B 12. A (0.025 ) 2.5 25 g kg c ) 1.905 em k ) 22.86 em 5. D 13. c (0.148) (14.8) 148 d) 450 kg . l ) 1.27cm 6. D 14. D 4 000 4 (6.39) 639 (6 390) e ) 63.5 em m) 0.61 m 7. A 15. D 9 000 (9) f ) 18.95 litres n) 10.16 em 8. B 16. c 23 000 (23) g ) 9 kg 0 ) 13.65 m (8 000) 8 h ) 60.96 em 300 (0.3 ) 275 (0.275) ~<=m ><>R VOCATOO NAC

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

LINEAR MASS A. Assorted Metric Hardware- Hex nuts, washers, screws, cotter pins, etc. . Metre Sticks Bathroom Scale B. Drill Bits- Individual bits or sets, 1 mm to 13 mm range Rules, 30 em *Kilogram Scale c. Vernier Caliper-Pocket slide type, 120 mm range · Measuring Tapes, 150 em *Platform Spring Scale * D. --Dutside micrometer caliper, 0 mm to 25 mm *Height Measure 5 kg Capacity range *Metre Tape, 10m 10 kg Capacity E. Feeler Gage-13 blades, 0.05 mm to 1 mm range *Trundle Wheel Balance Scale with 8-piece F. Metre Tape-50 or 100m tape mass set *Area Measuring Grid G. Thermometers- Spedal purpose types such as a clinical *Spring Scale, 6 kg Capacity thermometer . 1 VOLUME/CAPACITY H. Temperature Devices- Indicators used for ovens, freezing/ TEMPERATURE cooling systems, etc. I. Tools- Metric open end or box wrench sets, socket sets, *Nesting Measures, set of 5, Celsius Thermometer hex key sets 50 ml - 1, 0.00 ml J. Weather Devices- Rain gage, barometer, humidity, wind Economy Beaker, set of 6, indicators 50 ml - 1 000 ml * K. 1 Pressure Gages-Tir~ pressure, air, oxygen, hydraulic, fuel, Metric Spoon, set of 5, etc. 1 ml- 25 ml L. 1 Velocity- Direct reading or vane type meter , set of 3, 50, 125, 250 ml M. Road Map- State and city road maps * N. Containers--Buckets, plastic containers, etc., for mixing Plastic Litre Box and storing Centimetre Cubes 0. Containers- Boxes, buckets, cans, etc., for mixing and storing dry ingredients

Most of the above items may be obtained from local industrial, hardware, and school suppliers. Also, check with your school district's math and science departments and/or local industries for loan of their FOR VOCATIONAL EDUCATION metric measurement devices.

The Qh oo Stat~ Un•vers•ty • 1960 Kenny Road • Columbus Q.-uo 43210

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

Tools and Devices List