Th best way to convert to metric is to drop all non-metric units on products
except for repair parts which are designed to non-metric specs. People will
learn quickly.
Stan Doore
----- Original Message -----
From: Stephen Humphreys
To: U.S. Metric Association
Sent: Thursday, February 04, 2010 5:24 PM
Subject: [USMA:46577] RE: NCTM Web Site Feedback
IMHO that's not a good way of selling metric. It's a very clinical idea that
will work however I'm not sure that in this day and age people would be happy
with the state being that powerful and 'in your face/home/etc'
Feel free to shoot me down......
> From: [email protected]
> To: [email protected]
> Subject: [USMA:46576] RE: NCTM Web Site Feedback
> Date: Thu, 4 Feb 2010 19:12:21 +0000
>
>
> When South Africa went metric, the sale of any imperial-based measuring
> device was banned throughout the country. I believe the same law was passed
> in Australia.
>
> -----Original Message-----
> From: [email protected] [mailto:[email protected]] On Behalf
> Of Pierre Abbat
> Sent: 04 February 2010 17:17
> To: U.S. Metric Association
> Cc: [email protected]
> Subject: [USMA:46574] NCTM Web Site Feedback
>
>
> Referring page: http://www.nctm.org/about/content.aspx?id=6346
>
> The explanation offers no reasons why the customary units should be taught.
> The result of trying to teach two conflicting sets of measuring units for
> over 30 years has been a people who cannot compute or measure well. I know a
>
> Colombian girl whose parents entered the US before she entered school, and
> who does not know her own height in meters. I am a son of immigrants,
> started
> my schooling a few years before the metric system was introduced in the
> schools, have never known my mass except in kilograms, and routinely do
> geometrical calculations in my work. I've also met people studying in
> college
> to be civil engineers or surveyors who had trouble with the mathematics
> involved.
>
> I recommend the following changes:
> *No measuring devices capable of measuring non-metric units, except for time
>
> and angle, shall be allowed in the classroom.
> *Mass and weight shall be distinguished.
> *With the exception of time and angle, problems shall not use only
> non-metric
> units, and at least half of all problems that involve units shall be
> entirely
> in metric units.
> *Non-metric units shall be presented only as defined in terms of metric
> units,
> and only exact conversions shall be used. E.g. an inch may be presented as
> 25.4 millimeters, but no ruler marked in inches may be used. It shall not be
>
> necessary to teach non-metric units. The degree may be excepted, since its
> conversion factor is irrational.
> *Practical examples, such as comparing two packages of strawberries whose
> prices and masses are given, shall be presented in metric units and only in
> metric units. This includes commodities such as gasoline which are currently
>
> sold only in non-metric units. All problems involving such commodities must
> measure them in metric units.
>
> Pierre Abbat
> --
> Don't buy a French car in Holland. It may be a citroen.
>
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