Bill et al:
Sorry you disagree that test questions should not include science questions
with the SI. There are two parts to going metric. First and foremost is to
teach and use the SI exclusively science. The second part is day-to-day
applications.
First it's necessary to learn and understand what the SI is, its cohesiveness
and how it is used regularly in science in practical and meaningful ways. The
US is far behind in science and technology training and the SI is integral to
science.
Second, everyday use of the SI in the marketplace won't stick until the US
decides the SI will be metric in the marketplace. It's useless to try to force
people to learn something like the SI in the marketplace which they won't use.
People don't care if a bottle of water is a liter or a quart since they have
nearly the same volume. Same for other products.
The head of a national consumer organization has said as much except she added
that UNIT PRICE IS THE MOST IMPORTANT for comparison shopping since price
(cost) is key. Once the US decides to convert, then all unit prices must be in
SI to avoid confusion (chaos).
Use reinforces understanding and that's why the SI needs to be taught and used
in science classes, courses and materials. That's why the SI was easily
accepted in the 138,000 student public school system here.
Stan Doore
----- Original Message -----
From: Bill Hooper
To: U.S. Metric Association
Sent: Tuesday, March 13, 2007 12:54 PM
Subject: [USMA:38178] Re: metric in the classroom
On 2007 Mar 13 , at 11:43 AM, STANLEY DOORE wrote:
The test example ...
They should have questions using the SI in science applications.
----- Original Message ----- From: "Howard Ressel" <[EMAIL PROTECTED]>
For example, Sally walked 200 m Bill walked 2 km, how far did they walk
together.
I disagree with Stanley's criticism of the New York test Howard described. We
need to introduce children to the perfectly normal way in which metric units
are used in ordinary affairs. Using metric distances instead of Ye Olde English
feet for a simple question in addition, with necessary unit conversion (2 km to
2000 m), is just what is needed at an elementary level.
It is not the sophisticate power of a fully rationalized system that is
necessary for the average student or adult consumer. It is plain and simple
situations like "how far did they walk together" or how many 200 mL glasses of
milk can we fill from a 2 L milk jug" etc. that are needed. These give the
necessary practice at using the simple, common metric units and also show how
large these units are on a human scale by describing realistic situations where
they are used. (Thus, students learn that either 200 m or 2 km are reasonable
distance to walk, and that a couple hundred millilitres is a reasonable size
for a glass or a cup and two litres is one appropriate size for serving
containers for drinks.)
Sure, when the are studying science, the use of newtons of force and
kilograms of mass would be necessary to calculate an acceleration in metres per
second squared in a physics class, but that's not something we should be doing
in 3rd grade arithmetic.
Regards,
Bill Hooper
Fernandina Beach, Florida, USA
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Make It Simple; Make It Metric!
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