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The Inch-roduction

The Inch-roduction.

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The Inch-roduction

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  1. The Inch-roduction It is a common misconception that students in the junior high school level will never have the need to measure. Fractions are too difficult to reduce and they will learn how to do that in math class. Most students think that when they finally encounter the need to measure, someone will be around to teach them. But most students do not realize they measure everyday, by they telling time, cooking, or weighing themselves in the morning. Learning how to measure correctly will be a life long skill that can be rewarding and fun. Created by Phil Lazowski MCOM 520

  2. An Introduction to Measuring Going as far back in time as Noah's ark, the lack of a yardstick was not a serious drawback. Most measuring was done by one craftsman completing one job at a time, rather than assembling a number of articles piecemeal to be assembled later, it didn't make much difference how accurate the measuring sticks were or even how long they were. Generally, it doesn't make much difference how long is a mile, yard or inch or how heavy is a pound or ounce. What is really important is that everyone means the same thing when referring to each unit of measurement. Measurements must be standard to mean the same thing to everyone. Measurement in the everyday sense means assigning a number to a physical object, such as its length or weight, usually using a measuring instrument, such as a ruler or scale, which is calibrated to compare the object to some standard, such as a meter or a kilogram.

  3. What can be measured ? Work Energy Electrical Current Area Weight Density Volume Mass Time Magnetism Force Torque Speed Power Temperature Distance Stress Power point guides Velocity Pressure Angles

  4. What would you use to measure the length this line? Why? What would you use to measure the length a line on a piece of paper?

  5. English • Inch • Foot • Yard Understanding what system to use when you measure • Metric • Millimeter • Centimeter • Meter • Kilometer

  6. Metric System Multiples and submultiples of metric units are related by powers of ten; the names for these are formed with prefixes. This relationship is compatible with the decimal system of numbers and it contributes greatly to the convenience of metric units. The most commonly used prefixes for values above the base unit are hecto- (hundred), kilo- (thousand) and mega- (million); and the most commonly used for parts of the base value (i.e. below the base value) are deci- (tenth), centi- (hundredth) and milli- (thousandth). Some of the common prefixes are, however, rarely used for some units: the expressions hectometre, megametre and megagram are hardly ever heard, neither are decigram and centigram, while hectogram (often shortened to hecto), megalitre, decimetre and centimetre are commonly used measures in many countries. US Metric Association

  7. The English System English System English units of measurement principal system of weights and measures used in a few nations, the only major industrial one being the United States. It actually consists of two related systems—the U.S. Customary System of units, used in the United States and dependencies, and the British Imperial System. The names of the units and the relationships between them are generally the same in both systems, but the sizes of the units differ, sometimes considerably. The basic unit of length is the yard (yd); fractions of the yard are the inch (1/36 yd) and the foot (1/3 yd), and commonly used multiples are the rod (5 1/2 yd), the furlong (220 yd), and the mile (1,760 yd). The acre, equal to 4,840 square yards or 160 square rods, is used for measuring land area. Definition of the English System of measurements

  8. At the beginning of the ruler Where do I start measuring? From 0 0

  9. 18 8ths= 1 16 16ths= 1 32 32ths= What are those little lines inside the inch? And what do they mean? 1 64 64ths= The more lines there are inside of the inch, the more exact your measurements will be.

  10. 18 inch measurement There are 8 lines inside the inch. 8 - 8ths = 1inch 1

  11. 1 116 inch measurement There are 16 lines inside the inch. 16 - 16ths = 1inch

  12. 1 132 inch measurement There are 32 lines inside the inch. 32 - 32ths = 1inch

  13. inch measurement 164 1 And believe it or not !... There are 64 lines inside the inch. 64 - 64ths = 1inch But whose counting?

  14. First you have to figured how many lines there are from the 0, or starting point of the ruler, to the one inch mark, then you can determine what the bottom number or denominator is in the fraction. Determining what the denominator is

  15. The denominator is? _ 8 __ 16 __ 32 __ 64

  16. Determining what the numerator is 8 1 3 5 7 2 6 4 That’s simple. Count the number of lines just like you would count any thing else. 16 3 9 11 15 1 5 13 7 2 14 6 10 4 12 8

  17. 1 18 inch measurement There are 8 lines from the beginning of the ruler to the 1 inch mark. The denominator must be an 8. 8/8th equals 1 inch. 78 0 18 28 38 48 58 68 88

  18. 1 This is too easy Some fractions need to be reduced though 8 8 18 28 38 48 0 78 58 68

  19. 1 Reducing a fraction There are three easy ways to reduce a fraction. • Take half of each number in the fraction until the numerator is an odd number. • Divide each number by 2 until the numerator is odd. • Find the greatest common factor. 0 38 48 28 58 68 78 88 18 1 2 14 3 4 Any number over the same number is 1 whole 6 divided by 2 =3 and 8 divided by 2 = 4 Half of 2 is 1, and half of 8 is 4 The greatest common between 4 and 8 is 4

  20. 1 What happens after 1 inch? You count the full number of inches and then the number of 1/8ths past it. 1 8 4 8 5 8 6 8 0 18 2 8 7 8 8 8 1 4 1 3 8 3 8 1 1 1 2 1 4 3 4 Half of 2 is 1, and half of 8 is 4 The greatest common between 4 and 8 is 4 Half of 6 is 3 and half of 8 is 4

  21. 5 8 Lets try measuring using a 1/8th inch ruler. 3 4 3 8 1

  22. 3 16 1 Lets try measuring using a 1/16th inch ruler. 5 8 13 16

  23. The End of the Line - See, learning how to read a ruler wasn’t that stressful. There are only a couple of key points to remember and a few rules to memorize. If you can count, you can measure. Now when you go home measure something, you never know you might just have fun. Some Measuring Symbols ‘= foot “ = inch 12” = 1’ 3’= 1 yard Some helpful Web Sites A Dictionary of Units of Measurement Measuring Activities Measurement Conversion Conversion of Weights and Measures Definition of the English System of measurements The ruler game

  24. PA State Math, Science, and Technology Standards • Measuring • Standard 3.1.7 • Explain the parts of a simple system and their relationship to each other. • Describe a system as a group of related parts that work together to achieve a desired result • (e.g., digestive system). • Explain the importance of order in a system. • Distinguish between system inputs, system processes and system outputs. • Distinguish between open loop and closed loop systems. • Apply systems analysis to solve problems. • Describe the use of models as an application of scientific or technological concepts. • Identify and describe different types of models and their functions. • Apply models to predict specific results and observations • (e.g., population growth, effects of infectious organisms). • Explain systems by outlining a system’s relevant parts and its purpose and/or designing a model that illustrates its function. • Identify patterns as repeated processes or recurring elements in science and technology. • Identify different forms of patterns and use them to group and classify specific objects. • Identify repeating structure patterns. • Identify and describe patterns that occur in physical systems • (e.g., construction, manufacturing, transportation), informational • systems and biochemical-related systems. • Explain scale as a way of relating concepts and ideas to one another by some measure. • Apply various applications of size and dimensions of scale to scientific, mathematical, and technological applications. • Describe scale as a form of ratio and apply to a life situation. • Identify change as a variable in describing natural and physical systems. • Describe fundamental science and technology concepts that could solve practical problems. • Explain how ratio is used to describe change. • Describe the effect of making a change in one part of a system on the system as a whole. • Standard 3.2.7 • Explain and apply scientific and technological knowledge. • Distinguish between a scientific theory and a belief. • Answer “What if” questions based on observation, inference or prior knowledge or experience. • Explain how skepticism about an accepted scientific explanation led to a new understanding.

  25. Explain how new information may change existing theories and practice. • Apply process knowledge to make and interpret observations. • Measure materials using a variety of scales. • Describe relationships by making inferences and predictions. • Communicate, use space / time relationships, define operationally, raise questions, formulate hypotheses, test and experiment, • Design controlled experiments, recognize variables, and manipulate variables. • Interpret data, formulate models, design models, and produce solutions. • Identify and use the elements of scientific inquiry to solve problems. • Generate questions about objects, organisms and/or events that can be answered through scientific investigations. • Evaluate the appropriateness of questions. • Design an investigation with limited variables to investigate a question. • Conduct a two-part experiment. • Judge the significance of experimental information in answering the question. • Communicate appropriate conclusions from the experiment. • Know and use the technological design process to solve problems. • Define different types of problems. • Define all aspects of the problem, necessary information and questions that must be answered. • Propose the best solution. • Design and propose alternative methods to achieve solutions. • Apply a solution. • Explain the results, present improvements, identify and infer the impacts of the solution. • Standard 3.6.7 • Explain biotechnologies that relate to related technologies of propagating, growing, maintaining, adapting, treating and converting. • Identify the environmental, societal and economic impacts that waste has in the environment. • Identify and explain the impact that a specific medical advancement has had on society. • Explain the factors that were taken into consideration when a specific object was designed. • Define and describe how fuels and energy can be generated through the process of biomass conversion. • Identify and group basic plant and animal production processes. • explain the impact that agricultural science has had on biotechnology. • Explain information technologies of encoding, transmitting, receiving, storing, retrieving and decoding. • Demonstrate the effectiveness of image generating technique to communicate a story • (e.g., photography, video). • Analyze and evaluate the effectiveness of a graphic object designed and produced to communicate a thought or concept. • Apply basic technical drawing techniques to communicate an idea or solution to a problem. • Apply the appropriate method of communications technology to communicate a thought. • Explain physical technologies of structural design, analysis and engineering, personnel relations, financial affairs, • structural production, marketing, research and design.

  26. Use knowledge of material effectiveness to solve specific construction problems (e.g., steel vs. wood bridges). • Differentiate among the different types of construction applications (e.g., microwave tower, power plants, aircrafts). • Explain basic material processes that manufactured objects undergo during production. (e.g., separating, forming, combining). • Evaluate a construction activity by specifying task analyses and necessary resources. • Explain the relationships among the basic resources needed in the production process for a specific manufactured object. • Explain the difference between design engineering and production engineering processes. • Analyze manufacturing steps that affect waste and pollutants. • Explain transportation technologies of propelling, structuring, suspending, guiding, controlling and supporting. • Identify and explain the workings of several mechanical power systems. • Model and explain examples of vehicular propulsion, control, guidance, structure and suspension systems. • Explain the limitations of land, marine, air and space transportation systems. • Standard 3.7.7 • Describe the safe and appropriate use of tools, materials and techniques to answer questions and solve problems. • Identify uses of tools, machines, materials, information, people, money, energy and time that meet specific design criteria. • Describe safe procedures for using tools and materials. • Assess materials for appropriateness of use. • Use appropriate instruments and apparatus to study materials. • Select appropriate instruments to measure the size, weight, shape and temperature of living and non-living objects. • Apply knowledge of different measurement systems to measure and record objects’ properties. • Explain and demonstrate basic computer operations and concepts. • Know specialized computer applications used in the community. • Describe the function of advanced input and output devices (e.g., scanners, video images, plotters, projectors) and demonstrate their use. • Demonstrate age appropriate keyboarding skills and techniques. • Apply computer software to solve specific problems. • Identify software designed to meet specific needs (e.g., Computer Aided Drafting, design software, tutorial, financial, • presentation software). • Identify and solve basic software problems relevant to specific software applications. • Identify basic multimedia applications. • Demonstrate a basic knowledge of desktop publishing applications. • Apply intermediate skills in utilizing word processing, database and spreadsheet software. • Apply basic graphic manipulation techniques. • Explain basic computer communications systems. • Describe the organization and functions of the basic parts that make up the World Wide Web. • Apply advanced electronic mail functions. • Apply basic on-line research techniques to solve a specific problem.

  27. Standard 3.8.7 • Explain how sciences and technologies are limited in their effects and influences on society. • Identify and describe the unavoidable constraints of technological design. • Identify changes in society as a result of a technological development. • Identify and explain improvements in transportation, health, sanitation and communications as a result of advancements • in science and technology and how they effect our lives. • Explain how human ingenuity and technological resources satisfy specific human needs and improve the quality of life. • Identify interrelationships between systems and resources. • Identify and describe the resources necessary to solve a selected problem in a community and improve the quality of life. • identify and explain specific examples of how agricultural science has met human needs and has improved the quality of life. • Identify the pros and cons of applying technological and scientific solutions to address problems and the effect upon society. • Describe the positive and negative expected and unexpected effects of specific technological developments. • Describe ways technology extends and enhances human abilities. The End

  28. Creating a fraction Next, decide how you want to make fractions. You can use a complicated system of subscript and superscript letters, or you can use the fraction maker: While in a Word document, hit Ctrl + F9. You should get some bold braces highlighted in gray. While inside these braces, type (without the quotes) "eq \f(x,y)" where x is the numerator and y is the denominator. Hit Shift + F9 while inside the braces and it will change the equation into a nice fraction. If you don't type the formula correctly, you'll get an error message. Try it again. How do you like your new fraction? I admit the system is a little clunky, but now that you have your nice fraction, you can use Word AutoCorrect to autocorrect it every time. Highlight your new fraction. Go to Tools and then AutoCorrect. Your new fraction should be in the "Replace With" field. Add your fraction (x/y) into the field to be replaced. Now every time you type 1/7, for example, it'll turn into a fraction with the numerator over the denominator.

  29. Practice slide

  30. Practice slide • Freeaudioclips.com 1 \ 8 1 8

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