# Metric Rules. Activity 7. In this activity you will: Introduction. The Problem. Math Concepts Measurement. Science Concepts Data collection

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1 . Math Concepts Measurement Geometry Activity 7 Science Concepts Data collection Metric Rules Materials TI-73 calculator Yardstick Meter stick In this activity you will: Collect data by measuring different linear objects Develop a strategy to determine the conversion factors needed to convert from one linear measurement to another Use ratios to compare two different units of measure by division Explore standards of measure Investigate significant digits in measurement and in unit analysis Introduction The United States is the only major country in the world that does not use the metric system (SI) System International. Is the United States progressing in the conversion from English to metric units? What is the possible impact of going totally metric and how can the power of technology show us the way? The Problem In this activity, you will measure length in the English and metric system (SI). You will use your measurements to calculate conversion factors within each system and from one system to the other. Using the lists on the TI-73, you will determine the relationships within each system and between the two systems.

2 106 Data Collection Activities for the Middle Grades with the TI-73, CBL and CBR Activity Collecting Data 1. Measure the lengths and widths of the following items in inches, feet, centimeters and meters: Desk, chalkboard, and textbook. Record in Table 1 on the student data sheet. Find the linear conversion factors in the English system of measure. 2. Set your mode as pictured below by pressing. and selecting the needed options. 3. Execute the SetUpEditor command to set up your lists. a. Press - and then pick the letter S from the text editor (press - t). b. Move your cursor down to the command SetUpEditor and press b to select it. Press b to execute it. c. Press 3 and enter, in L1, the numbers 1 through 6 to represent the respective items measured. 4. Name the list to the right of L1, IN for inches. a. To do this, move to the top of L2, press - m. Then press -t, select the letters needed, and select Done. Press b to complete the naming of the list. b. Repeat this process to name another list, FT.

3 Activity 7: Metric Rules 107 c. Enter the measured items 1 through 6 as elements in the appropriate list from Table 1. Use the fraction and unit keys as explained in the TI-73 manual. 5. Calculate the ratio of inches to feet by dividing the measurements in the IN list by the measurements in the FT list. a. Highlight L2, press - t, select the quotation marks ( ), then select Done and press b. b. Press - v and select list IN. c. Press F - v and select list FT. d. Press b - t and again select the quotation marks ( ), and Done when finished. Putting the ratio of inches/feet in quotations will allow the formula to be viewed at the top of the list as a reminder of the ratio. 6. Press - l to move to the Home screen. a. To find the mean, press - v " " to select MATH, then 3:mean(. Then press - v and select L2 from the Ls menu. b. Press E b to calculate the mean of L2 on the Home screen. What is the relationship between the two measurements and this mean? What are the units of this value? This is the approximate conversion factor from feet to inches. What is the exact conversion factor? The units of this value are inches per foot. How do you use this factor to change feet to inches using unit analysis?

4 108 Data Collection Activities for the Middle Grades with the TI-73, CBL and CBR 5 ft 1 12in * 1ft Answer questions 1-3 on the student data sheet. 7. Repeat the process to approximate the conversion factor from inches to feet. Assign the formula FT/IN to L3 as instructed above. Find the mean of L3. Answer questions 4-6 on the student data sheet. What is the relationship between these two units of measure and the mean of the ratio? This is the approximate conversion factor from inches to feet and the unit of measure is feet per inch. How can you find an approximate or exact fraction equivalent to this decimal? How does one change from inches to feet using unit analysis? Converting The Data 78in 1 1ft * 12in Find the linear conversion factors in the metric system. 1. Press 3 and enter the numbers 1 through 6 to represent the respective items measured in L4. a. Name the list to the right of L4, CM for centimeters, and the list to the right of CM, M for meters. b. Enter the measured items 1 through 6 as elements in the appropriate list from Table Find the conversion factor to convert from centimeters to meters. a. Highlight L5 and use the formula CM/M. Remember to enclose the formula in quotes so you can view the ratio. b. Go to the Home screen to find the mean of L5. Answer questions 7-8 on the student data sheet. 3. Repeat the process, dividing lists M/CM to establish the conversion factor for changing from centimeters to meters in L6. Answer questions 9-10 on the student data sheet. Find the linear conversion factors from metric to English and vice versa.

5 Activity 7: Metric Rules Go past L6 to name list INCM (inches to centimeter conversion factor). a. Highlight INCM and use the formula CM/IN to determine the factor to change inches to centimeters. b. Find the mean of INCM List. Answer questions on the student data sheet. 5. Go past INCM to name list MFT (meters to feet conversion factor). a. Highlight MFT and use the formula FT/M to determine the factor to change from inches to centimeters. b. Find the mean of MFT List. Answer questions on the student data sheet. Analyzing The Data Compare your calculated conversion factors to the TI-73 conversion factors. 1. Go to a cleared Home screen. a. Press Y - select 1:Length from the CONVERSIONS menu. b. Then pick 5:ft from the LENGTH menu and 4:inch.

6 110 Data Collection Activities for the Middle Grades with the TI-73, CBL and CBR c. Press b to see the conversion value. This means 1 foot = 12 inches or 12 is the conversion factor (factor you multiply by to change feet to inches). 2. Repeat the procedure: a. Press Y - select 1:Length from the CONVERSIONS menu. b. In this case reverse the order, picking inches first, then feet. c. Press b. This means 1 inch = feet or is the conversion factor (factor you multiply by to change inches to feet). Compare this value to your calculated factor. 3. Repeat this process to determine the other TI-73 conversion factors. Answer questions on the student data sheet. Use the Manual-Fit line to connect the slope of a line to the unit conversion ratio. 4. Set up a scatterplot using the feet as the x-coordinate and inches as the y- coordinate. a. Press - &, select Plot 1, press b. b. Highlight selections as shown below.

7 Activity 7: Metric Rules 111 c. Set an appropriate window. d. Press * ) and discuss the x values as the measurement in feet and the y values as the measurement in inches. 5. Use the Manual-Fit option to position a line through these data points. Set. to 0 decimal places so the slope will be a whole number. See the TI-73 manual for information on the Manual-Fit function. Answer questions on student data sheet.

8 Student Data Collection and Analysis Sheet Name(s) Date Activity 7 Metric Rules Table 1 Item inches feet centimeters meters 1. length of desk 2. width of desk 3. length of chalkboard 4. width of chalkboard 5. length of textbook 6. width of textbook 1. What was the approximate conversion factor you found to convert feet to inches? 2. How did you calculate the conversion factor reported for question 1? 3. Convert 27.5 feet into inches using this factor. 4. What was the approximate conversion factor you found to convert inches to feet? Explain how you calculated this factor. 5. Write the exact conversion factor for inches to feet as a fraction and as a decimal 6. Convert 65 inches into feet using the exact factor. 7. What is the conversion factor you found to convert from meters to centimeters? Explain how you calculated this factor. 8. Convert 2.78 meters into centimeters

9 Activity 7: Metric Rules What is the conversion factor you found to convert from centimeters to meters? Explain how you calculated this factor. 10. Convert 879 centimeters into meters. 11. What is the conversion factor you found to convert from inches to centimeters? Explain how you calculated this factor. 12. Convert 65 inches into centimeters. 13. What is the conversion factor you found to convert from meters to feet? Explain how you calculated this. 14. Change 100 meters to feet. 15. Write a few sentences about how your conversion factors compared to the TI-73 conversion factor. 16. Summarize measuring and converting within the English system and Metric system (SI). 17. What is the unit conversion ratio you would use to convert measurements from feet to inches? 18. Describe any similarities you notice between this ratio and the mathematical expression generated from the manual fit line?

10 114 Data Collection Activities for the Middle Grades with the TI-73, CBL and CBR Teacher Notes Math Strands: Geometry and Measurement Data collection through the measurement of different linear objects. Developing a strategy to determine the conversion factors needed to convert from one linear measurement to another. Comparing two different units of measure by division using ratios. Science Strands: Data Collection Standards of measure, along with significant digits, will be investigated in measurement and in unit analysis. Classroom Management and Safety Students should be careful in the use of measurement devices, watching for errors in reading the rulers and in recording the data. A recorder and reader should be assigned positions in lab teams. A discussion of what is meant by the required measurements is important to standardization of results. The Set Up Students should be somewhat familiar with the use of a ruler and the systems of measurement of length (in particular, centimeters and meters and inches and feet). The CBRè or the CBLè with the motion probe could be used to collect the measures. Use the GAUGE mode on the TI-73, or the multimeter mode on the CBL. The numbers in L1 are to be associated with the measures, such as 1: length of desk, 2: width of desk, and so forth, as demonstrated on the student data sheet. Watch for the use of significant digits in reporting values from the measuring devices and from calculations. Use the. option to set the number of digits reported to be appropriate for the situation. Students may use the CBR to get measures in feet and meters. Students are more likely to find the exact conversion factor of 100. In fact if all elements in L5 are 100, ask the students if it is necessary to find the mean. Naming lists and the Manual-Fit options are explained in the TI-73 Manual. Student Data Collection and Analysis Sheet Key Table 1 values will vary depending on the size of object measured. Look for significant digits and the approximate variations in magnitudes (that is, the meters are 100 the centimeters).

11 Activity 7: Metric Rules Divide the inches by the feet measures feet * the factor from question one. Approximately 330 inches ; Divide the feet by the inch measures. 5. 1/12; Convert 65 inches * 1/12 = feet ; Divide the centimeter measures by the meter measures meters = 278 centimeters ; Divide the meter measures by the centimeter measures centimeters = 8.79 meters ; Divide the centimeter measures by the inch measures inches = centimeters ; Divide the feet measures by the meter measures meters = 328 feet 15. Variations, but the numbers should be close. 16. Variations, but the ease of the powers of 10 should be revealed inches/1 foot 18. The slope is the conversion factor.

12 116 Data Collection Activities for the Middle Grades with the TI-73, CBL and CBR

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