Try finding the average height of the students in your class using feet and
inches, then using metric units.
Next try them with a problem that a friend and I had a few years ago -what
should the approximate diameter of a sphere be if it is to accommodate 2000
tons of water. (They may assume that one long ton (2240 lbs) equals one
short ton (2000 lbs) equals one tonne). I did this problem mentally when it
was presented to me. My reasoning was:
One tonne of water has a mass of one cubic metre.
We need to construct a sphere of volume 2000 cubic metres
If we work in units of 10 metres, we need to find the radius
and therefore the diameter of a sphere with volume 2 units.
If you made it simpler, by requiring a cube rather than a sphere, the answer
works out at 10*(2)^0.333 metres or approximately 13 metres.
I had the answer, while my friend, who was working out the same problem had
started off : 2000*2240/62.5 to get the volume. (BTB, I am a Brit, so used
tones of 2240 lbs - another good reason for the metric system).
You might also like to warn your students about the hazards of drinking in
the UK - our pints are larger than yours.
Martin
From: [email protected] [mailto:[email protected]] On Behalf
Of Paul Rittman
Sent: 12 October 2013 18:25
To: U.S. Metric Association
Subject: [USMA:53319] Presenting the metric system to the innumerate
I like to present the metric system to college students by first getting
them to see the value of a decimalized system of accounting. I tell them
that Thomas Jefferson asked Congress in the 1790s (as Sec of State, not as
Prez) to decimalize the dollar when it was adopted as the nation's currency,
as opposed to the 1 pound=20 shillings=240 pence system used by Britain.
I've typically let them see the utility of this system of counting, by
taking our year (2013), and asking them if we had 2013 pennies, how much
money would we have, expressed in terms of dollars and cents? The exercise
is designed to show people how easy it is, to recon 2013 pennies in blocks
of 100. You don't even have to do any multiplication or division, you just
move the decimal and arrive at $20.13. I then tell them how easy it is to
convert 1000 grams to kilograms, etc.
The last time I tried this, I received a shock. I had 3 students volunteer
an answer, and the first two got it wrong. Fortunately, the third student
did state that 2013 cents was equal to 20 dollars and 13 cents, but I was
shocked that the rest of the class was either silent or guessed wrong. I'm
wondering if this is symptomatic of the group of students as a whole
(college freshmen). Now I'm sure that some knew, but simply didn't feel like
voicing their opinion in a large group of people; some others might have
been bored (has been known to happen in classes!)-but I'm still thinking
that quite a few didn't know.
I think in the spring, I'll give my students a short, anonymous survey to
see if they can understand mathematical concepts like this.
But in the meantime, my suspicions remain strong that many adults are close
to being innumerate, if not already there.
And I'm wondering how to present the metric system to them-to students who
have no desire or ability to convert inches to feet to yards to miles, etc.
If they don't even bother with that, what difference would the metric system
make to them? What attracted me to it was the standardization of it (there
was only one kilometer, one gram, etc.), which made remembering statistics
much easier. Of course students wouldn't see this as much of an advantage.
But apart from the ease of converting among units, what other benefits can
be presented to the man in the street?
