The South Carolina Academy of Science
OFFICERS:
P R E S I D E N T – L a ur i e F l a dd
T r i d e n t Te c h n i c a l C o l l e ge
D e p a r t me n t o f Ph y s i c a l Sc i e n c e s
P.O. Box 118067
C h a r l e s t o n, SC 2 9 4 2 3 - 8 0 6 7
8 4 3 - 5 7 4 - 6 0 8 1 / La u r i e . F l a dd @ t r i d e ntt e c h . e d u
I M M . PA S T P R E SI D E N T – P e a rl Fe r na n de s
U SC C o l u mb i a H o n o r s C o ll e ge
H a r p e r C o ll e ge 1 2 6
C o l u mb i a , SC 2 9 20 8
8 0 3 - 7 7 7 - 8 1 0 2 / p e f e r n a n@ ma i l b o x . s c. e d u
P A S T P R E S I D E N T – R obi n B r i g mo n
Sa va n n a h R i ve r N a t i o n a l La b
B u i l d i n g 9 9 9 W / Ai ke n , SC 2 9 8 0 8
8 0 3 - 8 1 9 - 8 4 0 5 / r 0 3 . br i gmo n @ s r n l . d o e . go v
P R E S I D E N T E L E C T – J oh n K a u p
Furman University
Coordinator of Science Ed, Office of Integrated Research
3300 Poinsett Highway
Greenville, SC, 29613
Phone: 864-294-3773 / [email protected]
V I C E P R E S I D E N T – Heather Evans-Anderson
Winthrop University
Department of Biology
212 Dalton Hall
Rock Hill, SC 29733
803-323-2111 ext. 6679 / [email protected]
S E C R E T A R Y – S t e fa ni e B a ke r
W o f f o r d C ol l e ge
D e p a r t me n t o f Bi o l o gy
4 2 9 No r t h C hu r c h S t r e et / S p a r t a nbu r g , S C 2 9 3 0 3
8 6 4 - 5 9 7 - 4 6 7 1 / b a ke r s h @ w o f f o r d. e du
T R E A S U R E R – E dna S t e e l e
C o n ve r s e C o l l e ge
D e p a r t me n t o f Bi o l o gy
580 East Main Street / Spartanburg, SC 29302
864-596-9120 / [email protected]
E X E C U T I V E D I R E C T O R, S C J A S – J oh n K a u p
Furman University
Coordinator of Science Ed, Office of Integrated Research
3300 Poinsett Highway
Greenville, SC, 29613
Phone: 864-294-3773 / [email protected]
A A A S & N A A S R E P. - D on J or da n
U SC C o l u mb i a / D i r e c t o r - M E SA S
C A S / Sc i e n c e E d u c a ti o n C en t e r
Su mw a l t R m. 3 2 3 / C o l u mb i a , SC 2 92 0 8
8 0 3 - 7 7 7 - 7 0 0 7 / d j o r d a n @. s c. e d u
B U L L E T I N / J O U R. E D. - D a vi d F e r r i s
U SC U p s t a t e
D i v. o f N at u r a l Sc i . & E n gi n e e r i n g
8 0 0 U n i ve r s i t y W a y / Sp a r t a n b u r g SC 2 9 2 0 2
8 6 4 - 5 8 7 - 2 4 7 5 / d kf e r r i s @ u s c u p s t a te . e d u
SC Metric Week October 5 – 11, 2014, Governor’s Proclamation
October 1, 2014
Please See Attached
Dear District Leader and/or Math & Science Coordinator:
Celebrating Metric Week in South Carolina 2014 (October 5 – 11 this year) is very important for
grades K-12. An announcement at each school in your district, and encouragement of metric
system activities during and after Metric Week, would be an excellent idea. (Some easy-to-use
ideas on celebrating Metric Week are available online at: http://www.artsandsciences.sc.edu/cse
or www.metric.org.)
As you know, companies (which will eventually employ many of our students) are gradually
producing products to metric system standards. This means that the jobs of tomorrow will
require employees to be able to use metric units.
In addition, I believe that one of the reasons for poor scores made by U.S. students in
international tests lies in the disadvantage that they do not have the knowledge to easily work
with metric system units - a knowledge that the competing students from the rest of the nations
of the world possess. A research study in the 1970s showed that from 6 to 8 months of
elementary arithmetic could be eliminated from educational curriculums by the simple adoption
of the metric system.
We now have over two hundred teachers and administrators certified as Metric Specialists in our
Certification Program for South Carolina. These individuals serve as metric resource persons and
may help you develop activities as we celebrate Metric Week. Also, a teacher or administrator
who plans to become a Certified Metric Specialist may reach me by phone at (803) 777-7007 or
email [email protected] (Center for Science Education, College of Arts & Sciences, Sumwalt,
University of South Carolina, Columbia, SC 29208).
The certification is recommended and approved by the South Carolina Academy of Science
(SCAS) and coordinated with the State Department of Education and the Office of Metric
Programs at the National Institute of Standards & Technology, USC Department of Commerce.
Special thank you goes to Governor Nikki R. Haley for her support of this worthwhile endeavor.
Sincerely,
COUNCILORS:
V i v i a n C o u n t s , B en e d i c t C o l l e g e, 2 0 1 5
S a n d r a G r a y , C l e ms o n U n i v er s i t y , 2 0 1 5
M i c he l e H a r m o n, U S C - A i k en , 2 0 1 5
T o m A b r a h a ms e n, M i d l a n d s T ec h n i c a l C o l l e g e, 2 0 1 6
R a d m a n A l i , M o r r i s C o l l eg e, 2 0 1 6
M i ke F a r m e r , U S C U p s t a t e, 2 0 1 6
C h a r l e s K e i t h, U S C - B ea u f o r t , 2 0 1 6
W a l t e n a S i m p s o n, S C S t a t e U n i v er s i t y , 2 0 1 6
Mei-Quin Chen, The Citadel, 2017
Neval Erturk, Converse College, 2017
Caryn Outten, USC-Columbia, 2017
Melissa Pilgrim, USC – Upstate, 2017
Bill Wabbersen, Savannah River Site, 2017
B i l l P i r k l e , U S C - A i k e n , e m er i t u s
J i m P r i v e t t , U S C - S u mt er , em er i t u s
D a v i d S t r o u p , F r a n c i s M a r i o n , e m er i t u s
COMMITTEE MEMBERS:
D a v d S l i m m e r , H i g h S c h o o l R es ea r c h A w a r d s
B i l l P i r k l e , U n d er g r a d R es ea r c h C o m m i t t e e a n d
G o v er n o r ’ s A w a r d s C o m m i t t e e
R a d m a n A l i , U n d er g r a d R es ea r c h C o m m i t t e e
T o m R o o p , T ea c h er o f t h e Y ea r C o m m i t t e e
Dave McNamar a, S pons or s hip C ommit t ee
D a v e S t r o up , S p o n s o r s h i p C o m m i t t e e
W a l t e n a S i m p s o n, P u b l i c i t y C o m m i t t e e
Vivian Counts, Publicity Committee
P e a r l F e r n a n d e x , N ec r o l o g y C o m m i t t e e
D a v e G a mg e m i , S C J A S C o m m i t t e e
L i n d a S i nc l a i r , S C J A S C o m m i t t e e a n d T ea c h er o f t h e
Y ea r C o m m i t t e e
T om Falvey, S CJAS C ommit t ee
Roger S chmi dt, SC J AS C ommit t ee
E dna S teele, SC JAS C ommit t ee
T o m R o o p , T ea c h er o f t h e Y ea r C o m m i t t e e
M i c he l e H a r m o n, E l ec t r o n i c J o u r n a l
Don Jordan, USC
http://www.artsandsciences.sc.edu/cse click on programs then metric for information on CMS.
******
Check out the USMA & National Institute of Standards (NIST) Metric Programs
at www.metric.org & www.nist.gov/metric It will be FUN! and others at:
http://www.artsandsciences.sc.edu/cse click on Programs then Metric
Teachers- these sites have something for all grades!
We encourage your students to visit www.MetrologyCareers.com, where they can
learn about careers in Metrology (measurement science). Currently, over 25 % of the
metrology workforce is eligible to retire.
SUGGESTED YEAR-ROUND METRIC ACTIVITIES
TO START DURING
SOUTH CAROLINA METRIC WEEK
OCTOBER 5 - 11, 2014
1.
Have a school Open House or Parents’ Night sponsored by the Science and Mathematics Departments and
include a session on “Why we need to teach metric first”.
2.
Devise a Metric Fair for your school with all metric events. Create a Metric Contest, i.e - Crossword Puzzles.
Have awards for the winners.
3.
Write articles for the school or local newspaper promoting the use of metric measurement.
4.
Have the Science and Math Departments plan a metric in-service session for the school faculty.
5.
Metric Survey -- Conduct a survey of the student body and families of students to determine:
 What people know about the metric system.
 How people feel about the ongoing conversion to metric.
 Reasons given in favor of conversion.
 Objections given by those opposed to conversion.
6.
Metric Center -- Collect and catalog recent, significant articles, books and pamphlets on the Metric System to
serve as reference materials.
7.
Shopping Assignments -- Choose a product line such as food, cosmetics, drugs, hardware, medical devices or
sports equipment, and shop for items in that product line which carry labels or descriptions in metric units.
Report findings to the class.
MULTIDISCIPLINARY PROJECTS/ACTIVITIES
8.
ART -- Design posters and bulletin boards to illustrate the Metric System. Make up cartoons to illustrate the
humorous aspects of metric conversion. Make a mural of the history of the Metric System. Create Metric
Songs. Most art supplies are produced in metric.
9.
ENGLISH -- Write a glossary of metric terms for the average person working with metrics for the first time.
Prepare a series of essays for the school or local newspaper on the advantages of the ongoing metric
conversion in the U.S. Have a “Metric Bee” using words taken from a dictionary of metric terms.
10.
HISTORY AND SOCIAL STUDIES -- Prepare and give an illustrated talk on the history of weights and
measures in the U.S. or another country of your choice. Write a brief biographical sketch and description of
James Watt, Andre Ampere, Gabriel Moulton, John Quincy Adams or Napoleon. Make a map of the school
using metric scale.
11.
HOME ECONOMICS -- Research how foreign cooks measure food quantities in metric units. Then find a
metric recipe (or make one) and have students prepare it. Take body measurements in metric units. Determine
size with a metric pattern chart. Research how clothing is sized in some of the countries already using metric.
Ask the lunch room staff to create a “Metric Meal” and have your students prepare signs with metric slogans
beside each food item.
12.
PHYSICAL EDUCATION -- Have a Metric Field Day, with track and field events using the Metric System.
Check with AIMS (Activities Integrating Math & Science) for suggestions.
13.
INDUSTRIAL ARTS -- Measure the standard pieces of lumber such as a 2x4, 1x6, etc., in metric units. What
would the nominal dimensions be in the Metric System? Develop a set of plans for a birdhouse, etc., and then
build the item, using only metric measuring devices.
14.
DRIVER’S TRAINING -- Convert mileage, distances, and highway signs to metric units. Research what
conversion the Department of Transportation now accepts. Write questions that could be included in a state
driver’s test to evaluate a driver’s knowledge of the metric units that are used in motoring.
15.
ME IN METRIC – Ask the students to explore how metric measurements relate to their own bodies.
Check out the United States Metric Association Web-site at www.metric.org where you will find many
links to metric information. One of the best would be the "Metric Guide" for teachers which can be found about halfway
down the home page in the teacher/educators section.
Check out the National Institute of Standards (NIST) Metric Programs at www.nist.gov/kids
It will be FUN!
Did you know that..?









Metric minimizes the likelihood of error.
Metric does not have the numerous conversion factors of other systems.
Metric has one unit for a quantity.
Metric is legal, logical and preferred.
Six months to two years of elementary arithmetic could be eliminated with the adoption of SI-Metric.
IBM during metric conversion reduced fastener part numbers from 38,000 to 4,000.
One bottling industry reduced its container sizes from 53 to 7.
You would weigh 82 kilograms instead of 180 pounds.
Public Law 103-227 of March 31, 1994, asserts that mathematics and science education, including the metric
system of measurement, will be strengthened throughout the system, especially in the early grades.
All major science and education organizations have encouraged the United States to fully adopt the metric
system as the language of measurement.
The National Association of Academies of Science and the United States Metric Association support our
efforts promoting the metric system and metric training for teachers.


METRIC FACTS
English is the international language of business.
Metric is the international language of measurement.
 The Metric System – How to teach young people what they need to know!
1.
2.
3.
4.
5.
6.
7.
Teach using only the Metric System.
Use rulers and measuring tools that have only metric scale units.
Teach measurement and physical quantities using materials and examples that students can see and touch.
Select, estimate, compare and use appropriate units to measure:
length (meter/centimeter); mass (kilogram/gram); volume (liter/milliliter); temperature (degree Celsius)
Teach by actively involving the students in measuring activities.
Universities and Colleges that educate elementary school teachers should teach the system and how to use it.
Very little time should be given to the Customary System. Teachers must know how to teach the Metric
System and feel confident by doing so.
The change to the metric system is for all people and all disciplines (not just science, engineering and math).
What South Carolina Needs:
A Certified Metric Specialist in each of the over 1,500 Schools in South Carolina.
See http:www.artsandsciences.sc.edu/cse click on programs then Metric for more information
If you want to know how to become a Certified Metric Specialist, write or email
Dr. Don M. Jordan / Center for Science Education / College of Arts & Science / Sumwalt Rm. 323 / USC
Columbia, SC / 29208 [email protected] / 803 777 7007
Mark your calendars now for October 5 - 11, 2014, and incorporate Metric Week Activities into your teaching year-round!
Metric Week in South Carolina is sponsored by the
South Carolina Academy of Science, Founded in 1924 &
The Center for Science Education at USC
The Scale of Things – Nanometers and More
Things Natural
Things Manmade
10-2 m
Ant
~ 5 mm
Dust mite
200 µm
10-4 m
Red blood cells
(~7-8 µm)
The Challenge
1,000,000 nanometers =
1 millimeter (mm)
MicroElectroMechanical
(MEMS) devices
10 -100 µm wide
0.1 mm
100 µm
P
10-5
m
0.01 mm
10 µm
Infrared
Fly ash
~ 10-20 µm
Microworld
Human hair
~ 60-120 µm wide
Head of a pin
1-2 mm
Microwave
10-3 m
1 cm
10 mm
1,000 nanometers =
1 micrometer (µm)
Pollen grain
Red blood cells
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
S
S
S
S
S
S
S
S
Zone plate x-ray “lens”
Outer ring spacing ~35 nm
Visible
10-6 m
O
~10 nm diameter
ATP synthase
0.1 µm
100 nm
Ultraviolet
Nanoworld
10-7 m
10-8 m
Fabricate and combine
nanoscale building
blocks to make useful
devices, e.g., a
photosynthetic reaction
center with integral
semiconductor storage.
0.01 µm
10 nm
Self-assembled,
Nature-inspired structure
Many 10s of nm
Nanotube electrode
10-9 m
Soft x-ray
1 nanometer (nm)
DNA
~2-1/2 nm diameter
Atoms of silicon
spacing ~tenths of nm
10-10 m
0.1 nm
Quantum corral of 48 iron atoms on copper surface
positioned one at a time with an STM tip
Corral diameter 14 nm
Carbon
buckyball
~1 nm
diameter
Carbon nanotube
~1.3 nm diameter
Office of Basic Energy Sciences
Office of Science, U.S. DOE
Version 01-18-05, pmd
Test
Measurement & Nanotechnology
Grades 6 - 12
Answer the following Multiple Choice Questions:
Circle One answer for each question.
Answer the following True or False: Circle One
6. A vitamin C tablet has a mass of 500 mg. That is the same as____.
1. A liter contains 1,000 smaller units called milliliters.
True or
False
False
3. If we convert 6 543.219 meters, to kilometers
we get 6 543 219 km.
True or
False
4. Nanoscience is the study and development of materials and
structures in the range of 1 nm (109 m) to 100 nanometers
(100 x 109 m = 102 x 109 = 107) and the unique properties
that arise at that scale.
True or
False
5. An angstrom  is within the nanoscale but not
the subatomic scale.
True or
(b) 0.05 g
(c) 0.5 g
(d) 0.5 kg
(a) milligrams
(b) meters
(c) decameters
(d) centimeters
e) micrometers
8. The unit of volume that is the same as one cubic decimeter is the _____.
(a) meter
(b) liter
(d) hectometer
(e) none of these
(c) gram
9. Determine the order of magnitude difference in the sizes of the radii
for Atoms (1010 meter) compared with neutrons (1015 meter).
(a) Order 4
(b) Order 2
(d) Order 6
(e) none of these
(c) order 12
10. How long has it been legal to use the metric system in the U.S?.
(a) 1958.
(b) 1975
False
(c) 1866
End of True/False
Answers: 1. T 2. T 3. F 4. T
7. (d) 8. (b) 9. (e) 10 (c)
(e)
7. The length of a pencil would probably best be measured in ______.
2. A liter has a Volume of 1,000 cubic centimeters.
True or
(a) 5 g
(d) 1921.
5. F 6. (c)
(e) None of these.
Page 1
More Metric Questions including:
Surface Area, Volume & Mass
Consider the box (rectangular Prism) 7 cm by 8 cm by 9 cm and then
answer the questions;
Answer these Multiple Choice Questions:
3. What is the surface area of the 7 cm by 8 cm by 9 cm box?
3. Answer ______________
(a) 191 cm2
(b) 382 cm2
(c) 94 cm2
(d) 32 cm2
(e) None of these
4. If the box is filled brim full of water what is the mass of
the water?
4. Ans = ______________ g
(a) 94 g
(b) 382 g
(c) 500 g
(d) 504 g
(e) None of these
5. Consider a Liter Cube (10 cm by 10 cm by 10 cm) and
compare with the box above 7 cm by 8 cm by 9 cm.
What is the difference in their capacity (volumes) in mL.
Answer the Follow True or False: Circle the correct Answer and write
the answer in the space provide.
5. Ans = _________
(a) 1 000 mL
1. The 7 cm by 8 cm by 9 cm box has a capacity less than one
half liter (500 cm3 or 500 mL).
(a) TRUE
(b) FALSE
1. Answer _________________
2. The 7 cm by 8 cm by 9 cm box has a Volume of 500 cm3.
(a) TRUE
(b) FALSE
2. Answer _______________
End of True/False
Answers: 1. (b) Volume = 504 cm3 or 504 mL 2. (b)
3. (b) {7x8 + 7 x 9 + 8 x 9 twice } 4. (d) 5. (c)
(d) 940 mL
(c) 94 mL
(c) 496 mL
(e) None of these
6. Hello my name is ________________________________
and I am ___________________ cm tall.
7. Hello my School is ______________________________
And we like the Metric System because: ____________***
_______________________________________________***
_______________________________________________****
The End
Page 2
SI (pronounced ess-EYE) is the abbreviation for the Système International d'Unités, the
modernized version of the metric system that the U.S. and other nations have agreed to use. (Do
not abbreviate it as S.I.)
This list is provided to point out the correct way to use the metric system and to show many of
the incorrect examples of its usage that may be given on package labels and in other printed
matter. These correct ways to use SI are set by the international standards that define the SI.
Important in SI-metric:
1. The short forms for SI units (such as mm for millimeter) are symbols, not abbreviations.
2. SI symbols never end with a period unless they are the last word in a sentence.
o RIGHT: 20 mm, 10 kg
o WRONG: 20 mm., 10 kg.
3. SI symbols should be preceded by digits and a space must separate the digits from the
symbol.
o RIGHT: It was 300 mm wide. The millimeter width was given.
o WRONG: It was 300mm wide. The mm width was given.
4. Symbols always are written in the singular form (even when more than one is meant).
o RIGHT: 1 mm, 500 mm, 1 kg, 36 kg
o WRONG: 500 mms, 36 kgs
o BUT: It is correct to pluralize written-out metric unit names: 25 kilograms, 250
milliliters
5. The symbol for a compound unit that is a quotient of two units is indicated by a solidus or
by a negative exponent.
-1
o RIGHT: km/h or km·h (for kilometers per hour)
o WRONG: kmph or kph (do not use p as a symbol for "per".)
o BUT: It is correct to say or write "kilometers per hour".
6. The meaning of an SI symbol can be changed if you substitute a capital letter for a lower
case letter.
o RIGHT: mm (for millimeter, which means 1/1000 of a meter)
o WRONG: MM or Mm (M is the prefix for mega, which means one million; a
megameter is a million meters)
The symbol for liter (or litre) may be either a capital el (L) or a lowercase el (l); both are
correct. In the U.S., Canada, and Australia, the capital el (L) is preferred, but most other nations
use the lowercase el (l).
More information for students and teachers can be found at
www.metric.org
Examples of incorrect SI-metric usage:
Correct Usage
Examples of Incorrect Usage
For
km
Km, km., KM, kms, K, k
kilometer
m
M, m.
meter
mm
Mm, mm., MM
millimeter
L or l
L., l.
liter
mL or ml
ML, Ml, mL., ml., mls
milliliter
kg
KG, KG., Kg, Kg., kgr, kgs, kilo
kilogram
g
G, G., g., gr, gm, GR, GM, GRM, grms
gram
1
µg
mcg
microgram
h
hr, hrs, HR, h., HR., HRS.
hour
sec, S, SEC, sec., s., S.
second
cc
cubic centimeter
km/h
KPH, kph, kmph, km/hr
kilometer per hour
kHz
KHz, KHZ, Khz
kilohertz
MHz
MHZ, Mhz
megahertz
hPa
HPa, HPA, Hpa, mb
hectopascal
kPa
KPa, KPA, Kpa
kilopascal
°C
C, deg C, ° C, C°
degree Celsius
K
°K, deg K
kelvin
s
cm
3
1
Because the handwritten symbol "µg" looks almost exactly like "mg" and is therefore a frequent
cause of overdoses, the abbreviation "mcg" is preferred in the medical field. See The Joint
Commission recommendations.
Some explanations:
The spellings of meter and metre [or liter and litre] are both correct. In the U.S., the meter and
liter spellings are used most often; but the English-spellings used in most other nations are metre
and litre.
In a strict sense, spelling and pronunciation are matters of language and are not set by the
international standards that define SI. But, in keeping with the pronunciation of the other SI units
involving prefixes, which all accent the first syllable, the USMA-preferred pronunciation of the
word, kilometer, is KILL-oh-meet-ur, (not kill-AHM-it-ur).
NIST
National Institute of Standards and Technology
SI Teacher Kits Available for Educators
September 2014
Attention Teachers! Did you know that you can obtain a free set of metric education resources
for use in your classroom? Contact the NIST Metric Program:
Email:
[email protected] and include your name, school, subject, grade level, phone number, and mailing
address. The NIST SI Teacher Kit a classroom set of metric rulers (300 mm ruler), laminated
metric conversion cards ,SI Education CD, and other measurement resources.
Our website www.nist.gov/metric has numerous educational materials that can be downloaded
and freely reproduced. These resources are helpful to students as they become familiar with the
SI, develop reference points or that innate understanding of how much a quantity is, and learn
more about SI basics. Your students may find Everyday Estimation and Becoming Familiar with
the SI helpful. In addition, there are several Unit Conversion resources available.
Popular Links: •Education Resources; •Becoming Familiar with the SI •Everyday Estimation
Please note the following Recommendation from NIST:
FAQ: My students are having difficulty using dual measurement unit tools, such as rulers
that use both inches and centimeters. They keep mixing up the units! What can I do to
improve their learning experience?
One recommended education best practice is to teach the SI by using the SI. Students must build
proficiency and confidence working with metric measurements before they can effectively make
comparisons with other measurement systems. Use single system measurement tools whenever
possible. Using dual unit measuring equipment can confuse learners because it is easy to select
and use the wrong scale. When possible, acquire metric measuring devices (meter sticks,
kilogram or gram scales, and Celsius thermometers). If dual unit measurement tools are used
(e.g., those using U.S. customary units), block the non-metric units from view. For example, use
opaque tape, an index card, or paint to cover up inches on a dual unit ruler.
FAQ: How do I get a metric ruler?
Metric rulers are available from many retail vendors, which can be identified by using search
terms such as "metric rule," "meter stick," or "metric stick." Printable rulers such as the
centimeter Color-square rules, can be color printed on to overhead transparency sheets to make
inexpensive metric rulers. You may also be interested in similar printable teaching aids that
create a liter cube or a cubic decimeter box, which are easily constructed using cardstock.
The National Institute of Standards and Technology (NIST) is an agency of the U.S. Department
of Commerce.
Learn more about us from our video, Making Connections.
The National Institute of Standards and Technology (NIST) Summer Institute for Middle School
Science Teachers is a two-week workshop for middle school science teachers featuring hands-on
activities, lectures, tours, and visits with NIST scientists and engineers in their laboratories.
Teachers who participate in the NIST Summer Institute gain:
 Increased understanding of the subjects they teach
 Increased understanding of how scientific research is performed
 Materials and resources to implement what they learned at NIST in their classrooms
 Increased enthusiasm for science
 A network of scientists and engineers at NIST with whom to consult

Teachers finish the NIST Summer Institute with a wealth of new knowledge about core topics
such as forensics and materials science, and materials to integrate these topics into their
classroom while meeting curriculum standards.
For more information:
http://www.nist.gov/iaao/teachlearn/index.cfm
Our website www.nist.gov/metric has numerous educational materials that can be downloaded and freely
reproduced. These resources are helpful to students as they become familiar with the metric system (e.g., developing
reference points or that innate understanding of how much a quantity is) and learn more about SI basics. There are
several Unit Conversion resources on our website (http://www.nist.gov/pml/wmd/metric/unit-conversion.cfm).
Your students may find Everyday Estimation (http://www.nist.gov/pml/wmd/metric/estimation.cfm) and
Becoming Familiar with the SI (http://www.nist.gov/pml/wmd/metric/si-familiar.cfm) helpful.
Testimonials about NIST Summer Institute
"This is a remarkable experience and I can’t really put into words how much fun I am having."
"This program has opened up so many doors and has rejuvenated my passion and love of teaching
science."
The NIST Research Experience for Teachers is a follow-on program that provides two local
middle school science teachers with six weeks of real-world research experience at NIST.
Completion of the NIST Summer Institute is a prerequisite for participating in the Research
Experience for Teachers.
The National Institute of Standards and Technology (NIST) is an agency of the U.S. Department of
Commerce.
The Seven Basic Units in the Metric System
The Magnificent Seven
The International System of Units (SI) or Metric System is established by international agreement. It
provides a logical and interconnected frame work for all measurements in science, industry, and
commerce. Officially abbreviated SI, the system is built upon a foundation of seven base units below. All
other SI units are derived from these units.
1. Length
Meter m
The SI unit of speed is meter per second (m/s); The SI unit of acceleration is the meter per
second per second (m/s2); The SI unit of Area is square meter (m2); The SI unit of Volume is
the cubic meter (m3).
The Liter (1 cubic decimeter) [as will as the milliliter (mL)] is accepted for use in SI and is
commonly used to measure fluid volume.
2. Time
Second s
3. Electric Current
Ampere A
4. Luminous Intensity
5. Temperature
Candela cd
Kelvin K or Celsius C
Zero degrees Celsius is 273.15 K; 37  C is normal body temperature
6. Mass
Kilogram kg
The gram, g, is used to measure small quantities such as candy.
1 gram is the mass of H20 in 1 cubic centimeter at 4  C.
The SI unit of force is the Newton (N). One Newton is a force that applied to a one kilogram object, will
give the object an acceleration of one meter per second per second
2
1 N =1 kg. m/s
The weight of an object is the force exerted on it by gravity. Gravity gives a mass a downward
2
acceleration of about 9.8 m/s
7. Amount of Substance
Mole mol
The mole is the amount of substance of a system that contains as many elementary entities as there are
atoms in 0.012 kilogram of carbon 12.
When the mole is used, the elementary entities must be specified and may be atoms, molecules, ions,
electrons, or other particles.
3
The SI unit of concentration (of amount of substance) is the mole per cubic meter (mol/m )
The base units for time, electric current, amount of substance, and luminous intensity are the same in
both the inch-pound and metric system
Check out these sites: www.nist.gov/kids ; www.usmetric.org ; Also www.artsandsciences.sc.edu/cse
under metric
Magnificent Seven Activity
Draw a picture of seven (objects) cartoon characters, seven
heroes, the seven continents, (You can use any seven objects as
long as each object relates to one of the seven basic units in the
Metric System.
Important: Each object will represents one of the seven basic
units in the metric system.
Identify each character with one of the seven basic units:
Make a statement under the each of the seven pictures or art as
to the relationship to the unit.
Use Landscape and only one page
Use Color
1. Meter (m),
5. Celsius (C),
2. Second (s), 3. Ampere (A), 4. Candela (cd),
6. Kilogram (kg)
7. Mole (mol).
Use landscape and put this on one page 8.5 by 11. Use color. Please sign the back of your art. We will
grade this based on the following information: I will show you an example in class and discuss the Seven
Basic Units in the Metric System.
E+ SUPERIOR
PT
SPREAD
19-20
E EXCELLENT
16-18
7
12-15
9-11
0-8
Total Pts
3
3
3
20
LETTER GRADE
G GOOD
S SATISFACTORY
U UNSATISFACTORY
Wt
4
CLEAR LABEL
CREATIVE PRSENATION OF EACH OF SEVEN
COWBOYS
USE OF COLOR
SPACING
OVERALL ARTISTRY
TOTAL
THE MAGNIFICENT SEVEN
Amount of Substance: Mole
T Ampere (A)
Electric current:
Mass: Kilogram (Kg)
Woody has real substance to
Jessie, who is always ready
Rex the dinosaur weighs more
him, he is not afraid to leave
for an adventure, moves like
Kg than any of his friends,
the house, cares for his
she has an electric current,
yet somehow, the smallest
friends, and he is always
when she hops on Bullseye
Slinky ends up carrying him.
encouraging.
and speeds away.
Luminous Intensity: Candela(cd)
Temperature: Kelvin K, Celsius C
Length: Meter (m)
Buzz Lightyear represents
Mr. Potato head may come off
Slinky represents a meter,
Candela because he emitted
pretty cold, with his sour
because he is longer than all of
intense luminosity when we is
attitude, but he is sure to
his friends. He can stretch up to
ready to blast TO
warm up when Mrs. Potato
a meter in length to save the
INFINITY AND BEYOND!
Head is around.
day!
Time: Seconds (s)
Bullseye is so fast
(speed=m/s) that he can fly
across the room to pick up
Jessie in seconds!
The Magnificent 7: The Seven
Continents
1. North America: North America represents Electric Current, Ampere (A) because it uses
the most electricity out of all of the continents.
2. South America: South America represents Luminous Intensity, Candela (cd) because it
contains one of the most sparking cities in the world seen from space, Brasilia, Brazil.
3. Antarctica: Antarctica represents Temperature, Celsius (C) because it is the coldest
continent with the lowest temperature there reaching −89.2 °C and the highest
temperature reaching −12.3°C.
4. Europe: Europe represents Amount of Substance, Moles (mol) producing an average of
97933400.742927 moles of carbon dioxide per year.
5. Africa: Africa represents Mass, Kilograms (kg) because it has the highest populations,
meaning the greatest mass of people averaging 1,110,635,000 people in currently in
2013.
6. Asia: Asia represents length Meters (m) because it is the largest continent by area
measuring at 44,391,162 square km.
7. Australia: Australia Represents time, Seconds (s) because when you travel there from
the U.S. you gain time, you gain 28,800 seconds.