Good Morning All:
I am the Executive Director of a new nonprofit created to drive Science, Technology, Engineering, and Mathematics (STEM) curricula towards greater focus and coherence; we believe that no single change would impact this objective more successfully than metric-only STEM instruction. I am getting some state- level traction and I have been asked to submit a paper stating my case. The GREAT news is that interest has come relatively fast (6 months) but the flip side is that I have not been able to fully flush out my thoughts and gather facts/ feedback on some key points. I am hoping that this very knowledgeable group will help me craft the most effective, but accurate, messages. Any and all comments (positive or negative) are greatly appreciated. 1. US customary units- I have stopped calling it the US customary system. The word system used to describe customary units is a misleading term; its not a true system. It is more correctly described as a hodge-podge of traditional artifacts and international legacies clustered and upheld through our continued teaching of them. I intentionally used the word teaching instead of usage because the reason customary units are still part of consumption is because thats what most Americans were taught in school and we are focused on education. I then attempt to demonstrate this point with the below table. Questions- What do you think of my new catch-phrase to describe our collection of customary units and the visual representation of it? I agree, there must be a better way to visually illustrate it but I can figure it out? US customary (length) 1 mile= 8 furlongs=320 rods=1760yd= 5280ft= 63,360in 1 furlong= 125MI= 40 rods= 220yd= 660ft= 7920in 1 rod= .003125MI = 0.025 furlong = 5.5yd= 16.5ft = 198in Yard (standard)= 000568181818MI= 00454545455 furlong= 0.181818182 rods, =3ft, =36in 1 foot= 0.000189393939MI, =.00151515152 furlong, =.0606060606 rod, 1/3yd, =12in 1 inch= 1.57828283 × 10-5 miles=.000126262626 furlong, =.00505050505 rod, =.0277777778yd, .0833333333ft 2. SI units- I am trying to convey the true system of SI units. I state that not only are the SI units connected but that the SI measures themselves have defined relationships. I am particularly interested to know if a spatial measurement (length, area, & volume) correlation/ relationship exists? If so, how would you explain it to a 6 year old. And how would you explain the relationship between meter and liter to a 6 year old? My background is not in Science; I am learning as I go and would greatly appreciate any interesting connection points between SI measures. I have noticed lots of research around the question of why US students have so much trouble understanding spatial measurement. Is one factor the use of our customary units? Would metric-only instruction significantly improve a students understanding of spatial measurement? If so, how? 3. Healthcare- Any numbers about accidental injuries/ deaths related to conversion errors. This feeds into the issue of educating a workforce to think and live in an inch-pound world but financially rewarding occupations that function in a Metric one. (Side note, I became interested in the inch-pound/ metric debate after my then infant son was prescribed a double dose of medication, from what we assume was a weight conversion error. Unfortunately, he was born with some medical issues but he is now a healthy, funny little man) 4. Military- Any numbers about accidental injuries/ deaths (or even miscommunications) related to, again, educating people to think in inch-pound world then asking them to function in a (stressful) metric environment. Also, I would like to think about an approach (or defense) to any possible this is anti-American conversations by pointing out that the military uses metric units extensively. How could I make this point delicately but clearly? Any thoughts? Like you, I personally believe full metrication is the best approach. That said, Metric Rules is only focused on addressing deficiencies in STEM instruction. By not directly promoting consumption and production changes, I hope to keep the conversation centered on the best path towards creating a STEM-literate workforce. I wish to stay out of the quagmire of politics. I truly appreciate your consideration and time answering these questions. I am new to this movement but this I know, it will take our entire team for us to be successful! The complexity and general disinterest is simply too great. Metric-only STEM instruction would only be a base hit (although I think its a double) compared to the homerun of full conversion. But, at this point, I am just happy to be in the game . Cordially, Bridget Nagarajan <http://www.metricrules.org/> Metric Rules Metric Only STEM Education in the USA <https://plus.google.com/u/0/b/114220258180708881510/> Description: Description: Description: Description: google <http://www.twitter.com/metricrules> Description: Description: Description: Description: twitter <http://www.facebook.com/metricrules> Description: Description: Description: Description: facebook <http://www.linkedin.com/company/metric-rules> Description: Description: Description: linkedin <http://www.metricrules.org/feed/> Description: Description: Description: RSS The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential and/or privileged material. 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