Measurements in Power, Structural, and Technical Systems

Measurements in Power, Structural,
and Technical Systems

Unit: Introduction to Power, Structural, and Technical Systems
Problem Area: Basic Areas of Power, Structural, and Technical Systems
Lesson: Measurements in Power, Structural, and Technical Systems
¢ Student Learning Objectives. Instruction in this lesson should result in students

achieving the following objectives:
1 Identify units of measurement used in the S.I. metric system and the U.S.
conventional system.
2 Convert measurements between and within the S.I. metric system and the
United States customary system of measurement.
3 Identify and use measurements on rulers and tape measures.
¢ Resources. The following resources may be useful in teaching this lesson:

E-unit(s) corresponding to this lesson plan. CAERT, Inc. http://www.mycaert.com.
“Metric Conversions,” Wight Hat Ltd. Accessed March 12, 2015. http://www.metric-
conversions.org/.
Metric4Us. Accessed March 12, 2015. http://www.metric4us.com/.

Page 1 u www.MyCAERT.com
Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

¢ Equipment, Tools, Supplies, and Facilities
ü Overhead or PowerPoint projector
ü Visual(s) from accompanying master(s)
ü Copies of sample test, lab sheet(s), and/or other items designed for duplication
ü Materials listed on duplicated items
ü Computers with printers and Internet access
ü Classroom resource and reference materials
¢ Key Terms. The following terms are presented in this lesson (shown in bold italics):
> area
> International System of Units (SI)
> length
> mass
> measurement
> metric system
> ruler
> temperature
> United States customary system of measurement
> volume
> weight
¢ Interest Approach. Use an interest approach that will prepare the students for the
lesson. Teachers often develop approaches for their unique class and student situations. A
possible approach is included here.
Before introducing the topic of the lesson, ask the students what the United
States, Myanmar, and Liberia have in common. Since some of the students may
be unfamiliar with Myanmar and Liberia, invite them to find the locations on a
map or tell them where they are located. You may be given some wild answers.
In time, tell them they are the only three countries in the world that have not
adopted the metric system of measure.


CONTENT SUMMARY AND
TEACHING STRATEGIES
Objective 1: Identify units of measurement used in the S.I. metric system and the
U.S. conventional system.
Anticipated Problem: What units of measurement are used in the S.I. metric system
and the U.S. conventional system?
I. Measurement is the act of determining the extent, dimension, or quantity of

something. The use of accurate and exact measurements often is essential in
agricultural power, structural, and technology systems applications.
A. Physical quantities or properties are measured or calculated numerically. Units of

measurement are used for time, distance, mass, and temperature. From these,
other measurement forms (e.g., volume, area, and weight) are derived. The United
States customary system and the International System of Units gauge these
quantities by using different units. For example, the inch and the centimeter
measure length, but they measure length with different units. Both systems of
measurement are used in the United States.
B. General measuring in the United States is handled using the United States
customary system, commonly known as the American system or English units. The
United States customary system of measurement is a system of measure
based on imperial units used in countries influenced by the British Empire. The
United States has continued to use the United States customary system of
measurement because of heavy use by citizens in everyday life and the preexisting
system’s strong incorporation into this country’s products and government
infrastructure.
1. The system for measuring length in the United States customary system is
based on the inch, foot, yard, and mile.
2. The most widely used area units are the square foot and the acre.
3. The cubic inch, cubic foot, and cubic yard are typically used for measuring vol-
ume.
4. Fluid volume is measured by the fluid ounce, cup, pint, quart, and U.S. gallon.
5. Dry volume is measured by the dry pint, dry quart, peck, and bushel.
6. Units of weight include ounce, pound, and ton.
7. Most nonscientific measurements of temperature are in Fahrenheit.


C. Countries other than the United States, Liberia, and Myanmar use the
International System of Units (SI) for measuring length, volume, weight, and
temperature. The International System of Units (SI) is a modern standardized
form of the metric system that allows people worldwide to have a common
measurement system to share information accurately.
1. The International System of Units (SI) has been the internationally recognized
standard metric system since the 1960s. The abbreviation SI comes from the
French name le Systmé International d’Unités.
2. The metric system, first adopted in 1791, is a decimal system of measure-
ments in which all units are based on multiples of 10. Since the International
System of Units is a metric system of measurement based on the powers of
10, its units can be easily converted between measurements.
3. The International System of Units (SI) consists of basic units, including the
meter (length), liter (volume), and gram (weight). Names for larger and smaller
units are made by adding prefixes to these basic units.
a. Length is the distance from one point to another. The SI unit of length is
the meter. In making measurements, it is often more convenient to report
length in terms that signify a portion or combination of meters.
b. Area is distance based on measurements of length (i.e., length × width).
The SI unit for area is the square meter (m 2). However, when measuring
plots of land for agricultural purposes, the hectare (ha) is normally used
instead of the square meter (1 hectare = 10,000 square meters).
c. Volume is the amount of space a substance occupies and is based on
measurements of length (i.e., length × width × height). The SI unit of
volume is the cubic meter (m3). However, this measurement is too large for
most scientific work, so scientists normally use the cubic decimeter (0.1 of
a meter)3 to measure volume. One thousand cubic centimeters (1,000
cm3) is equal to 1 liter.
d. Weight is a measure of the pull of gravity on an object. The SI unit of
weight is the Newton. However, the pull of gravity differs when a person
leaves Earth, and many experiments are now conducted in space.
Therefore, scientists commonly measure the mass of an object. Mass is
the amount of matter in an object. The SI unit of mass is the gram. The
weight of an object changes, depending on the gravitational pull on the
matter. Mass, however, remains constant. For example, the moon’s gravity
is approximately one-sixth that of Earth. So someone who weighs 150
pounds on Earth would weigh 25 pounds on the moon.
e. Temperature is the degree of hotness or coldness of an object or
environment. The SI unit for measuring temperature is the Kelvin. However,
the majority of people utilizing the International System of Units use
degrees Celsius in everyday measurements. Celsius utilizes a system based
on multiples of 10, in which there are 100 degrees from the temperature
at which water freezes (0°) to the temperature at which water boils (100°).


4. The International System of Units makes use of prefixes in combination with
units of measure. The prefixes are an international standard.
a. A commonly used prefix is kilo, which is a multiple of 1,000. When used
with meter, it forms the word kilometer and represents 1,000 meters.
Similarly, a kilogram equals 1,000 grams, and a kilowatt equals 1,000
watts.
b. In addition, a symbol is given to each prefix. The prefix symbol can be used
in combination with the symbols for units of measure. The symbol for kilo is
k. It can be used with the m symbol for meter to create km or with the g
symbol for gram to make kg.
Teaching Strategy: Lead a class discussion on why the United States has been slow
to adopt the International System of Units. Assign LS–A. During a class discussion on
measurement, provide examples of the different units of measure. For example, two
socket sets—one using metric and the other using the United States customary system
of measurement—could be on hand. Use VM–A through VM–G during a class
discussion.
Objective 2: Convert measurements between and within the S.I. metric system and
the U.S. customary system of measurement.
Anticipated Problem: How are measurements converted between and within the S.I.
metric system and the U.S. customary system of measurement?
II. Numbers can be converted within the International System of Units by moving the
decimal points accordingly.
A. To convert numbers between units, it is necessary to move the decimal points

using the prefixes in front of the basic unit. When moving from a smaller unit to a
larger unit, it is essential to move the decimal point to the left. When moving from
a larger unit to a smaller unit, it is critical to move the decimal point to the right.
1. Example 1: To change 3 centimeters to hectometers, it is necessary to move
the decimal point four places to the left. The answer would then be 0.0003
hectometers.
2. Example 2: To convert 16 liters to milliliters, it is necessary to move the deci-
mal point three places to the right. The answer would be 16,000 milliliters.
3. Example 3: To change 2.62 grams to kilograms, it is necessary to move the
decimal point three places to the left. The answer would then be 0.00262 kilo-
grams.


B. Measurements can be converted between the U.S. customary system and the
International System of Units. The key operation is to multiply or divide units, just
like numbers. The strategy is to set up multiplication or division to get all
unwanted units to cancel out. If all unwanted units do not cancel out, the problem
has been set up incorrectly. Present the following examples:
1. Example 1: 15 in. = _____ cm.
a. STEP 1: The outcome unit is centimeters.
b. STEP 2: Structure the derived equation so the units cancel out, leaving only
the desired outcome unit: in. × cm. / in. = cm.
c. STEP 3: Place the numbers into the derived equation using the learned
equivalents. At least one volume, length, and weight equivalent should be
committed to memory. The most commonly used equivalents are 1 gal. =
3.79 L, 1 in. = 2.54 cm, and 1 lb. = 0.45 kg. By knowing one equivalent
conversion and understanding prefixes, it is possible to do any conversion.
15 in. × 2.54 cm. = 1 in.
NOTE: Place the equivalent in the equation as a proportion.
d. STEP 4: Perform the mathematical task as indicated by the equation.

NOTE: In mathematics, the term “per” refers to division, as 2.54 cm. per
in.
2.54 cm.
15 in. × = 38.1 cm.
1 in.
Therefore, 15 in. = 38.1 cm.
This method works equally as well within either system, as shown in the following
two examples:
2. Example 2: 15 in. = _____ yd.
a. STEP 1: The outcome unit is yards.
b. STEP 2: Derive an equation that will yield the desired outcome unit.
yd.
in. × = yd.
in.
c. STEP 3: Put the numbers into the derived equation, placing the appropriate
equivalent in the proportion position.
1 yd.
15 in. × = 0.42 yd. (rounded off to the nearest tenth)
36 in.


3. Example 3: 15 ft. = _____ cm.
a. STEP 1: The outcome unit is centimeters.

b. STEP 2: Derive an equation that will yield the desired outcome unit. The
derived equation will have two proportions in it this time.
in. cm.
ft. × × = ? cm.
ft. in.
NOTE: The two proportions are inches to feet and centimeters to inches.
c. STEP 3: Place the numbers and equivalents into the equation.

12 in. 2.54 cm.
15 ft. × × = 457.2 cm.
1 ft. 1 in.
Therefore, 15 ft. = 457.2 cm.
NOTE: These calculations can be done extremely fast on a computer once the
derived equation has been set up.
4. Example 4: A recent research report found a significant yield increase in corn

when a certain micronutrient was added at the rate of 20 kilograms per hect-
are. No gains were noted below this rate, and toxicity levels occurred at higher
rates, thereby decreasing yields. Your fertilizer spreader is calibrated in pounds
per acre. Can you make this conversion accurately?
a. STEP 1: The outcome units are pound and acre.
b. STEP 2: Derive equations that will yield the desired outcome units.
lb.
(1) Equation 1: kg. × = lb.
kg.
acre(s)
(2) Equation 2: ha × = acre(s)
ha
c. STEP 3: Place the numbers and equivalents in the equations.

1 lb.
(1) Equation 1: 20 kg. × = 44.4 lb.
0.45 kg.
1 acre
(2) Equation 2: 1 ha × = 2.5 acres
0.4 ha
20 kg. 44.4 lb. 17.6 lb.
Therefore, = =
1 ha 2.5 acres 1 acre


5. Example 5: 96°F = _____°C. The conversion formula is 5/9 (°F – 32).
a. STEP 1: 5/9 (96° – 32) or 5/9 (64)

b. STEP 2: 320/9
c. STEP 3: 35.5°C
Teaching Strategy: Demonstrate how to convert measurements, and give the

students some practice exercises. Work these out together. Use VM–H through VM–I
during a class discussion. Assign LS–B.
Objective 3: Identify and use measurements on rulers and tape measures.
Anticipated Problem: How are rulers and tape measures identified and used?
III. Most construction in this country is handled using standard English measurement,
which is units in inches, feet, and yards. Metric measurements are units in
millimeters, centimeters, and meters—used in many other countries.
A. Linear distance is the amount of space between two points. It can be measured
with a tape measure, which is a type of flexible ruler that rolls or winds up. The
markings may differ, depending on their purpose. A measuring tape used in
carpentry often uses a spring, which allows it to roll up. The metal hook on the
end of the tape measure is called a floating tang. It is attached to the tape by
loose rivets that allow the tape to be accurate when measuring from the inside or
outside. A tape measure can range in size from 1 ft. to 300 ft. in length. The 100-
foot wind-up tape is a device useful in building layout work where distances of
more than 30 feet must be measured. Little maintenance is required. However,
bending a measuring tape can cause it to break or tear.
B. An electronic tape measure is a tool that uses a laser to determine linear
distance. It is accurate and displays a reading on a digital screen. Advantages of
use over traditional tape measures include increased accuracy, ease of use, and
increased range. These tools often display readings in multiple measurement units
with the push of a button.
C. A ruler is a thin strip of wood, metal, or plastic with a straight edge and markings
in whole and fractional units of length (e.g., inches or centimeters) used in
measuring length. Two types of scale rulers or scales are used in design work: the
architect’s scale and the engineer’s scale.
1. The architect’s scale is commonly used for architectural plans, landscape
plans, and construction work. Its markings are similar to those found on rulers
and tape measures. The architect’s scale can be used easily for scale mea-
surements of 1/16, 1/8, and 1/4 inch. A ruler can be used to read the plan pre-
pared with an architect’s scale. The preferred scale for design work is 1/8 or 1/4.
With 1/8 scale, 1/8 of an inch on the plan represents 1 foot. One inch on the


plan represents 8 feet (1 inch equals 8 × 1/8, or 8/8). If the chosen scale is fol-
lowed strictly, all measurements will be accurate.
2. The engineer’s scale is used in surveying. It is divided into tenths and is used
to produce 1/10-, 1/20-, 1/50-, and 1/100-scale drawings.
Teaching Strategy: Display an assortment of tape measures and rulers. Discuss

how they are used in agriculture power, structural, and technology systems. Give the
students the opportunity to practice measuring with the different tools.
¢ Review/Summary. Use the student learning objectives to summarize the lesson.

Have students explain the content associated with each objective. Student responses can
be used in determining which objectives need to be reviewed or taught from a different
angle. If a textbook is being used, questions at the ends of chapters may be included in
the Review/Summary.
¢ Application. Use the included visual master(s) and lab sheet(s) to apply the
information presented in the lesson.
¢ Evaluation. Evaluation should focus on student achievement of the objectives for the
lesson. Various techniques can be used, such as student performance on the application
activities. A sample written test is provided.
¢ Answers to Sample Test:

Part One: Matching
1. e
2. b
3. h
4. f
5. c
6. a
7. i
8. j
9. d
10. g
Part Two: Multiple Choice

1. b
2. d
3. a
4. d


5. a
6. c
Part Three: Short Answer

1. It is easier for researchers to communicate with one another when information
developed in one country is reported in the same units of measurement all over the
world.
2. It is easier to convert units of measurement within the International System of Units
because it is based on units of 10.
3. Americans are familiar with the U.S. customary system of measurement and do not
easily adapt to change. Converting the infrastructure from the U.S. customary
system to the International System of Units would be costly because of existing
infrastructure based on the customary system.


Sample Test
Name ________________________________________
Measurements in Power, Structural,

and Technical Systems
u Part One: Matching
Instructions: Match the term with the correct definition.
a. area f. metric system

b. International System of Units (SI) g. temperature
c. length h. United States customary system of
measurement
d. mass i. volume
e. measurement j. weight
_____1. The act of determining the extent, dimension, or quantity of something

_____2. A modern standardized form of the metric system that allows people worldwide to have
a common measurement system to share information accurately
_____3. A system of measure based on imperial units used in countries influenced by the British
Empire
_____4. A decimal system of measurements in which all units are based on multiples of 10
_____5. The distance from one point to another
_____6. Distance based on measurements of length (i.e., length × width)
_____7. The amount of space a substance occupies and is based on measurements of length
(i.e., length × width × height)
_____8. A measure of the pull of gravity on an object
_____9. The amount of matter in an object
____10. The degree of hotness or coldness of an object or environment


u Part Two: Multiple Choice
Instructions: Circle the letter of the correct answer.
1. The International System of Units (SI) makes it easier to convert units of measurement
because it is based on units of _____.
a. 1
b. 10
c. 20
d. 100
2. 18 kilograms is equal to _____ grams.
a. 0.018
b. 0.18
c. 1,800
d. 18,000
3. One inch is equal to _____ centimeters.

a. 2.54
b. 25.4
c. 1.61
d. 0.21
4. 28.3 grams is equal to _____ kilograms.
a. 2.83
b. 28.3
c. 0.283
d. 0.0283
5. If a field is 15,400 feet long, it is approximately _____ meters long.
a. 4,693
b. 6,900
c. 7,770
d. 2,224
6. The standard measure for length in the metric system is _____.
a. kilogram
b. millimeter
c. meter
d. centimeter


u Part Three: Short Answer
Instructions: Answer the following.
1. Why is the International System of Units used in research?
2. Why is it easier to convert units of measurement within the International System of Units?
3. Why has the United States been so slow to convert to a metric system?


VM–A
SI BASE UNITS
Name Unit Symbol Quantity Symbol
meter m length l
kilogram kg mass m
second s time t
ampere A electric current I
Kelvin K thermodynamic temperature T
candela cd luminous intensity Iv
mole mol amount of substance n


VM–B
LENGTH EQUIVALENTS
Unit Divisions SI Equivalent
Exact relationships shown in boldface.
International
1 inch (in.) 25.4 mm
1 foot (ft.) 12 in. 0.3048 m
1 yard (yd.) 3 ft. 0.9144 m
1 mile (mi.) 1,760 yd. 1.609344 km
Survey
1 link (li.) 33 /50 ft. or 7.92 in. 0.2011684 m
1 (survey) foot (ft.) 1200 /3937 m 0.3048006 m
1 rod (rd.) 25 li. or 16.5 ft. 5.029210 m
1 chain (ch.) 4 rd. 20.11684 m
1 furlong (fur.) 10 ch. 201.1684 m
1 survey (or statute) mile (mi.) 8 fur. 1.609347 km
1 league (lea.) 3 mi. 4.828042 km
Nautical
1 fathom (ftm.) 2 yd. 1.8288 m
1 cable (cb.) 120 ftm. or 1.091 fur. 219.456 m
1 nautical mile (NM or nmi) 8.439 cb. or 1.151 mi. 1.852 km


VM–C
AREA EQUIVALENTS
1 square survey foot 144 square inches 0.09290341 m2
(sq. ft. or ft.2)
1 square chain (sq. ch.) 4,356 square feet (survey) 404.6873 m2
or (ch.2) or 16 square rods
1 acre 43,560 square feet 4046.873 m2
(survey) or 10 square
chains
1 section 640 acres or 1 square mile 2.589998 km2
(survey)
1 survey township 36 sections or 4 square 93.23993 km2
(twp.) leagues


VM–D
FLUID VOLUME EQUIVALENTS

Most common measures shown in italics.
Exact conversions shown in boldface.
1 minim (min.) ~ 1 drop or 0.95 grain of 61.61152 FL
water
1 U.S. fluid dram (fl. dr.) 60 min. 3.696691 mL
1 teaspoon (tsp.) 80 min. 4.928921 mL
1 tablespoon (Tbsp.) 3 tsp. or 4 fl. dr. 14.78676 mL
1 U.S. fluid ounce (fl. oz.) 2 Tbsp. or 1.041 oz. av. of 29.57353 mL
water
1 jigger (jig.) 3 Tbsp. 44.36028 mL
1 U.S. gill (gi.) 4 fl. oz. 118.2941 mL
1 U.S. cup (cp.) 2 gi. or 8 fl. oz. 236.5882 mL
1 (liquid) U.S. pint (pt.) 2 cp. or 16.65 oz. av. of 473.1765 mL
water
1 (liquid) U.S. quart (qt.) 2 pt. 0.9463529 L
1 (liquid) U.S. gallon (gal.) 4 qt. or 231 cu. in. 3.785412 L
1 (liquid) barrel (bbl.) 31.5 gal. or ½ hogshead 119.2405 L
1 oil barrel (bbl.) 42 gal. or b hogshead 158.9873 L
1 hogshead 63 gal. or 8.421875 cu. ft. 238.4810 L
or 524.7 lb. of water


VM–E
DRY VOLUME EQUIVALENTS

1 (dry) pint (pt.) 33.60 cu. in. 0.5506105 L
1 (dry) quart (qt.) 2 pt. 1.101221 L
1 (dry) gallon (gal.) 4 qt. or 268.8025 cu. in. 4.404884 L
1 peck (pk.) 2 gal. 8.809768 L
1 bushel (bu.) 4 pk. or 1.244 cu. ft. 35.23907 L
1 (dry) barrel (bbl.) 7.056 cu. in. or 3.281 bu. 115.6271 L


VM–F
MASS EQUIVALENTS
Most common measures shown in italics.
Exact conversions shown in boldface.
Avoirdupois
1 grain (gr.) 1 /7,000 lb. 64.79891 mg
1 dram (dr.) 2711/32 gr. 1.771845 g
1 ounce (oz.) 16 dr. 28.34952 g
1 pound (lb.) 16 oz. 453.59237 g
1 U.S. hundredweight (cwt.) 100 lb. 45.359237 kg
1 (short) ton 20 cwt. 907.18474 kg
Troy
1 grain (gr.) 1/7,000 lb. av. or 1/5,760 lb. t. 64.79891 mg
1 pennyweight (dwt.) 24 gr. or 7.777 carats 1.555174 g
1 troy ounce (oz. t.) 20 dwt. 31.10348 g
1 troy pound (lb. t.) 12 oz. t. or 13.17 oz. av. 373.2417 g


VM–G
SI PREFIXES
1000m 10n Prefix Symbol Since Short Scale Long Scale Decimal
10004 1012 tera T 1960 Trillion Billion 1000000000000
10003 109 giga G 1960 Billion Milliard 1000000000
10002 106 mega M 1960 Million 1000000
10001 103 kilo k 1795 Thousand 1000
10002/3 102 hecto h 1795 Hundred 100
10001/3 101 deca da 1795 Ten 10
10000 100 (none) (none) NA One 1
1000–1/3 10–1 deci d 1795 Tenth 0.1
1000–2/3 10–2 centi c 1795 Hundredth 0.01
1000–1 10–3 milli m 1795 Thousandth 0.001
1000–2 10–6 micro F 1960 Millionth 0.000001
1000–3 10–9 nano n 1960 Billionth Milliardth 0.000000001
1000–4 10–12 pico p 1960 Trillionth Billionth 0.000000000001


VM–H
CONVERSION FACTORS FOR

ACCEPTABLE UNITS
To convert To convert
Column 1 into Column 2 into
Column 2 Column 1 Column 2 Column 1
Multiply by Acceptable Unit SI Unit Multiply by
Length
0.304 foot, ft. meter, m 3.28
2.54 inch, in. centimeter, cm 0.394
(10 m2)
25.4 inch, in. millimeter, mm 3.94 × 102
(10 m3)
1.609 mile, mi. kilometer, km 0.621
(103 m)
0.914 yard, yd. meter, m 1.094
Area
0.405 acre hectare, ha 2.47
4.05 × 103 acre square meter, m2 2.47 × 104
9.29 × 102 square foot, ft.2 square meter, m2 10.76
2.59 square mile, mi.2 square kilometer, km2 0.386
(103 m2)


To convert To convert
Column 1 into Column 2 into
Column 2 Column 1 Column 2 Column 1
Multiply by Acceptable Unit SI Unit Multiply by
Volume
35.24 bushel (dry), bu. liter, L 2.84 × 102
28.3 cubic foot, ft.3 liter, L 3.53 × 102
2.83 × 102 cubic foot, ft.3 cubic meter m3 35.3
1.64 × 105 cubic inch, in.3 cubic meter, m3 6.10 × 104
3.78 gallon, gal. liter, L 0.265
2.96 × 102 ounce (liquid), oz. liter, L 33.78
Mass
28.4 ounce, oz. gram, g 3.52 × 102
454 pound, lb. gram, g 2.20 × 103
0.454 pound, lb. kilogram, kg 2.205
907 ton (2,000 lb.), ton kilogram, kg 1.10 × 103
Yield and Rate
35.84 32-lb. bushel per acre kilogram per hectare 2.79 × 102
9.35 gal. per acre liter per hectare 0.107
1.12 lb. per acre kilogram per hectare 0.893
Temperature
5/9 (°F – 32) Fahrenheit, °F Celsius, °C (9/5 °C) + 32


VM–I
TEMPERATURE CONVERSION
Temperature Conversion Formulas
°C = K – 273 K = °C + 273
°C = 5/9 (°F – 32) °F = (9/5) °C + 32
°F = 9/5 (K – 273) = 32 K = 5/9 (°F – 32) + 273


LS–A
Name ________________________________________
Transitioning to an
International Standard
Purpose
The purpose of this activity is to analyze a passage and formulate an opinion.
Objective
Read a passage, and articulate an opinion regarding the adoption of the metric system.
Materials
t writing utensil
t paper
Procedure
1. Read and analyze the passage “Transitioning to an International Standard.”
2. Compare the various forms of measurement used in the past (feet, width of thumbnails,
hands, and so on).
3. Prepare to discuss the significance of a standard measurement system in agricultural
power, structure, and technology systems. Also, be prepared to share your opinion on
why America has had difficulty transitioning to the use of the International System of
Units in everyday life.
Transitioning to an International Standard
In almost all traditional measurement systems, dimensions of human body parts were used as a
basis for short distances. The foot was originally the length of a human foot, and the inch was the
width of a thumb. Other units of measurement existed, such as the digit, nail, palm, and span,
but they have not been preserved to quite the same extent.


Before the Norman Conquest of 1066, many inconsistent forms of measurement were used in
Anglo-Saxon England. The inconsistency in these measurement units, varying by region and
individual, spawned numerous challenges in business and government agreements. However,
when the Normans arrived, they brought with them a standard of measurement set during the
reign of Henry I based on the length of his own foot. From this point on, the royal government
deemed the 12-inch foot as the official measurement, inscribing it on a column of St. Peter’s
Church in London.
After this event, the British Parliament continued to standardize various units of measurement and
eventually gave us 5,280 feet in a mile and 4 quarts in a gallon. Although these systems of
measurement originated in England, Europe and the majority of the world have transitioned to the
International System of Units (SI)—a process called metrification. So why has America not made
the switch? Believe it or not, the U.S. government actually adopted the metric system in 1866,
but it has not restricted the use of traditional units. Instead, the United States remains a “soft
metric” country and continues, for example, to label items as “1 gallon (3.79 L)” instead of
forcing the International System of Units to be dominant and labeling items as “4 liters (1.06
gallons).” Although having an internationally consistent measurement system is extremely
valuable, the United States has continued use of the United States customary system because of
heavy use by citizens in everyday life and the preexisting system’s strong incorporation in products
and government infrastructure. Americans are used to their measurement system and find it
difficult to transition. With everything from speed limit signs to milk jugs currently measured in the
customary system, converting these items in business and infrastructure would be difficult for the
citizens and would require a large amount of capital.
For now, the American government has required all federal agencies to use metric measurements
based on the International System of Units and strongly encourages the use of the metric system
in economic practices. The United States stated in the Omnibus Trade and Competitiveness Act of
1988 that “the metric system of measurement is the preferred system of weights and measures
for United States trade and commerce.” As our education system has begun to teach the metric
system more extensively and the economy increasingly becomes globalized, it is likely the people
of the United States will slowly transition, becoming more and more familiar with the International
System of Units.
Science Connections—Some Questions for Investigation

1. Why is the International System of Units (SI) used extensively in much of the world?
2. What is the importance of having an international measurement system in relation to
economics and government?
3. Why has the United States been slow to convert to the International System of Units?


LS–B
Name ________________________________________
U.S. to Metric Conversions

Purpose
The purpose of this activity is to practice converting values between the United States
customary system of measurement to the International System of Units.
Objective
Convert the given values from U.S. units to metric units.
Materials
t calculator
t pencil
t eraser
Procedure
Perform the following conversions:
1. 2.5 in. = __________ mm

2. 100 in. = __________ m
3. 3 ft. = __________ mm
4. 100 ft. = __________ m
5. 1.5 yd. = __________ mm
6. 100 yd. = __________ m
7. 500 mi. = __________ km
8. 20 mi. = __________ m
9. 10,000 yd. = __________ km
10. 5,000 ft. = __________ km


LS–B: Answer Key
U.S. to Metric Conversions

1. 63.5 mm
2. 2.54 m
3. 914.4 mm
4. 30.5 m
5. 1371.6 mm
6. 91.4 m
7. 804.7 km
8. 32,186 m
9. 9.14 km
10. 1.52 km


Measurements in Power, Structural, and Technical Systems

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Measurements in Power, Structural,

and Technical Systems

¢ Student Learning Objectives. Instruction in this lesson should result in students

3 Identify and use measurements on rulers and tape measures.

¢ Resources. The following resources may be useful in teaching this lesson:

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

I. Measurement is the act of determining the extent, dimension, or quantity of

A. Physical quantities or properties are measured or calculated numerically. Units of

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

A. To convert numbers between units, it is necessary to move the decimal points

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

a. STEP 1: The outcome unit is centimeters.

15 in. × 2.54 cm. = 1 in.

NOTE: Place the equivalent in the equation as a proportion.

d. STEP 4: Perform the mathematical task as indicated by the equation.

Therefore, 15 in. = 38.1 cm.

2. Example 2: 15 in. = _____ yd.

a. STEP 1: The outcome unit is yards.

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

a. STEP 1: The outcome unit is centimeters.

c. STEP 3: Place the numbers and equivalents into the equation.

4. Example 4: A recent research report found a significant yield increase in corn

a. STEP 1: The outcome units are pound and acre.

c. STEP 3: Place the numbers and equivalents in the equations.

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

a. STEP 1: 5/9 (96° – 32) or 5/9 (64)

Teaching Strategy: Demonstrate how to convert measurements, and give the

Objective 3: Identify and use measurements on rulers and tape measures.

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

Teaching Strategy: Display an assortment of tape measures and rulers. Discuss

¢ Review/Summary. Use the student learning objectives to summarize the lesson.

¢ Answers to Sample Test:

Part Two: Multiple Choice

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019

Part Three: Short Answer

Lesson: Measurements in Power, Structural, and Technical Systems

Copyright © by CAERT, Inc. | Reproduction by subscription only. | L160019