DOCUMENT RESUME LD096 126 SE 01.8 027 TITLE Metric System. INSTITUTION .Delaware state Dept. of Public Instruction, Dover.; Del Mod System, Dover, Del. SPONS AGENCY Natiortal Science roundation, Washington, D.C. RFPORT NO NSF-GO-6703 PUB DATE 30 Jun 73 NOTE 8p. EDPS PRICE MF-$0.75 HC-$10.50 PLUS POSTAGE DESCRIPTORS *Autoinstruct(londikrogramq; *General Science; *Measurement;\MetricActeet *Middle Schools; Science Education; *Secondary,_ hoof Science; Teacher Developed'MaterOlis; Units of Study (Subject\, Fields) IDENTIFIFRS *Del Mods System . ABSTRACT This autoinstructional unit deals with' the identification of units of measure in the metric system and the construction of relevant conversion tables. Students in middle school or in grade ten, taking a General Science 0:ourse, can handle this learning activity. It is recommended that high, middle or low level achievers can use the program. Eighteen minutes is the suggested time needed. Three behavioral objectives'are given and the equipment and materials needed to help the students achieve the objectives are Hsted. A student guide and a vocabulary list' are also included in the packet. (ES) yo , US DEPARtMENTOF HEALTH EDUCATION& WELFARE NATIONAL INSTITUTE OF EDUCATION tow.()0C0t,ft N 1 P4AS 13,.. t4 14 I P140 out XA 1 'YAS 1(k. kI I W OA: 100 PE RYON OW 014(.4NI/A ION Oki O.N ATINt. it 110IN1S 0 01i S1 Alk: 0 00 NOT 14tiSSAkeiC41, kiC Pitt SENT Ok k i(Ak NAT INstolul I. 01 OIJ( 4110N 1,05, f ION OW Pt)ey METR I C SYSTEM Prepared By Diane Sisk Sci_(_nee Teacher, NEWARK SCHOOL DISTRICT a.. June 30, 1973 Planted and ca4zminated .though the oWee the Vet Mod Component Cc .c.dinatoA OA the State Depintment oiPubtic Inztituation, _John G. Town,6 end Buitding,'DoveA, Veiaakae. 19901 1 Pitepautc.on u j thi.s ineno:,.c,tph'wasqippotted by the Nationa.e. Fewidatiim (3. lant1Vo. G.W. 6703 .tuthe DeeMildSyistom,P.0. 1.3cx192, Dove,t, Veto:Me 19901 Tigl. COUNCIL OF PRLiiiEi'AS THE UNIVERSITY OF DELAWARE E. Arthur Trabant, Na.idet Daniel C. Neale, CootdinatiAg Couoca TC.I.Ott2kEducatioq Robert L. Uffelman, CookoUnatuA DELAWARE STATE COLLEGE Luna I. Mishoe, Phe,6aekt M., Milford Caldwell, Cowrdioati.00 Ctni co Tcachot Educcaioll Ralph Hazeltor, Coutdburtoll DELAWARE TECHNICAL AND COMMUNITY COLLEGE Paul K. Weatherly, Plidellt Ruth M. Laws, CookdblatbtliCoNac« td L(LictztA:on Ethel L. Lantis,.CcoAdbtaton STATE DEPARTMENT OF PUBLIC INSTRUCTIW: Kenneth C. Madden, Si.ate. SupoiioHtici: Randall L. Broyles, C,,,Ad.illatiuq Tearl:cit Educat6q1 John F. Reiher, DEL MOD SYSTEM Charlotte H. Purnell, Stat: .ccr*: John A. Bolig, 2cscaPch 0,1w,stc't 11 AT TEACHER'S GUIDE Packet Number - AT 389.152 S Subject - 'General Science Grade - Middle Schooland Grade 10 Level -.H M L Prerequisites - mathematics of fractions and decimals Behavioral Objectives - 1. Given a list of thefolltwing words; liter, pound, gram, quart, meter, and yard, the student shouldidentify which word measures mass, volume, and length andwhich system, metric and English, each word belongs. 2. Given a list of metric prefixes;milli-,centi-, deci-, Deca-, Recto -, and Kilo-, and basic unit(liter, meter, gram), the student should write each metric unit in its fractionaland decimal form, and he should construct three conversion tables, onemeasuring length, one measuring mass, and one measuring volume,using base .ten. 3. Given a metric conversion test, the studentshould correctly solveA gr. ten out of fifteen problems. EsuipantaallMaterials - (*included in packet; **mustbe prepared in advance) **laminated papers to be posted in carrel(metric, prefixes, meter-metric length, liter-metric volume, 'gram - metric mass,AA,BB) * papers A through in envelope **envelope X - teot **scrap paper * Script * Student guide * Vocabulary list *Cassette tape 414' Slides- 5 **Slide Viewer Time - 18 minuies Space Required - _carrel other NOTE: (Carrell must be providedwith 110-120 v, 60 cycle electricity) METRIC .SYSTEM Today, you will begin the firstof several tapes on themetric system. You will learn how thesystem.developed and how to convert,from one metric unit to another metric,unit. If you'do,not understand any part of the instruction, you canalways rewind the tape and hearit again. Occasionally, you will hear a shortinterlude of music, stop ' the tape and carry out theinstruction as indicated thenproceed with. the tape. Suppose you have just returnedfrom a fishing trip. A friend asks you if you caught anyfish and the lepgth of thelongest in the, catch. You would probably answer byholding your hands apart, perhaps12 inches or more If your luck was poor and youcaught a small fish, you probablyshow,the size by holding two fingers'close together. Would you have trouble describingthe exact size of the fish? Yes, you would.. To be more exact, youwould use a standard of measurement, such as a foot. A standard Is simply a convenientbasis which is set-up and establishedby authority as a rule of measurement. The standat4s of measurement used today- canbe traced to ancient units of measurements. Turn the viewer to slide one. Read the caption. Before the present units werestandardized, the ancient units of measurement- were compared withthe parts of thy- body. For example, an inch was the breadth of thethualb,a mile was1,000 paces, a span was the distancefrom the tip of thethudb to the tip, of the little finger when the fingers werespread apart, and a palm was the breadth of four fingers held together. 'turn to slide two. At one time the common unit of measurement wasthe king's foot. What,would happen to the length of the foot, ifthe king died? When the new king took his place; the unit of measure waschanged. This created a great deal ofconfusion. It was hundreds of years beforeit was decided that measurement should bestandardized to give the same measurement, no matter whobecame king. standardized, but the units did not add up to even sums. The units were A fish might be longer than onefoot, but shorter than two. The problem was solved by using fractionalparts of the foot, and the fish was said to be one and one -half foot long. However, working with fractions is ofte n cumbersome. A completely new system of measurement wasworked out, and' it was called the metric system. The relationships between the units are much simpler. The unit of length in this systemis the meter. This corresoonds, as you know, to the yardin the Englis.4 system. A meter is approximately pm rortymillionth of the distance from theNorth S. ca Pole to. the Equator. Because this diStance does notchange, it is much easier to use than the'dimensions of the foot, hand, thumb, or palm. It was Delambre and Mechain whomeasured a portion of the unit meridian; that is, the meridian that passesthrough Dunkirk, France and Barcelona, Spain. After seven years of 'measuring, these men presented the FrenchAcademy of Science ,with a standard meter made of platinum and iridium. This meter is now kept in Sevres, France. Turn.to slides 3, 4, and 5 and read thecaptions. ,In 1960 an International Bureau of Weights andMeasures changed the standard meter to a multiple of wave lengths of the orange-red line ,spectrum of gas, krypton-86. The standard meter is now 1,650,763.73 times the wavelengths of this gas. The unit of volume in this system is the liter.What units would measure liquids in the Englishsystem? You might say fluid ounces, cups, or gallons, but thestandard is the qtfart. The kilogram is the standard unit of mass, and in the English system,tt is the pound. , Let's recall some'of the unit namesthat-identify mass, volume,and length./ You may have mentioned ounces,pounds, or tons for mass; pints, inches feet, yards, or miles forlength; and fluid ounces, cups, quarts, or gallons forvolume. Notice the units areall different. This is not so with themetric system. This systeM combinesspecific prefixesVith the name of thebasic unit&hether that is gram,liter, What is a or teter, toshow the size of the unit. Let's review. , in front of the prefix? That's right. It is something which goes root word., The oneswhich are frequently use'l aremilli-,centi-, deci-, Deca-, Hecto-, andKilo-,.Milli- is the smallest unitprefix. Each prefix after milli- islarger with Kilo- thelargest. In the envelope, find the paperlabelled A. Look-.t eachprefix. The prefix, milli-, means one - thousandth..How would you,tite it?That's right. You could write it as1/1000 or as 0.001. Re ember either formis correct, only the firstis a fraction while thesecod is a decimal./ and try to work Let's do the next, prefix, centi-. Turn off the cassette. the problem thenehecik your answer with the tape. Use scrap paper It'. can be in the envelope. The prefix, centi-, meansone-hundredth. written as 1/100 or as 0.01. How would you expressthe basic unit? As we have stated,t:he basic unit for mass isthe gram, for volume is the liter, and for length ist:he meter. We can expre,,s the basic unit in a fractional anddecimal form. The fractional form is1/1 and the decimal form is 1.0. How would you expressthe prefix, Deca-? The fractional form of Deca-is 10/1 or in and thedecimal form is 10.0. Take the paper labelled B fromthe envelope. Study the prefixes. expressed as Notice that the pri_.xes, milli-,centi-, and deci-, are and one over somemultiple of ten while theprefixes, Deca.:., Hecto-, Kilo-,.are expressed as somemultiple of ten over one. Remember milli- is larger with Kilo- is the smallest prefix. Each prefix after milli- the largest. When you can express each prefixin its fractional and THIS PAGE WAS MISSING FROM THE DOCUMENT THAT WAS SUBMITTED TO ERIC DOCUMENT RE 'PRODUCTION SERVICE: 4' -4- is 8Q dl equal 8 liters because 8.times 10 di'equal 8 timievl liter.