When I was 16, I went to high school in California for half a year as an exchange student. I am from Germany and as a junior, I would have had something like my 4th or 5th year of chemistry in school, but out of necessity (or laziness) I took beginner’s chemistry.
For exercises I had been paired with two girls who used to try to make fun of me (I think; I never really figured out what their deal was), and asked me stupid questions about myself or Germany. I remember they once asked laughingly whether I like oranges because I was wearing a t-shirt with an orange print.
Well, then one day, there we go. Converting exercises. You have students from 9th to 12th grade in groups of 3-4, trying to convert imperial measurements to metrics. And then metrics to metrics. Basically, for a couple of weeks, we just converted stuff like 14 cm to mm or dm. I forgot so much about my time abroad but the most vivid memory I have is of the girls looking at each other (after a couple of days and repeated explanations) and one says “the decimal system just makes no sense” and the other one quietly and slowly nods in agreement. I ask them how it makes no sense. “Well it just makes no sense.” It’s just base 10 everything and the rest is practice, it’s not different from inches to feet. “No but you see this makes sense. There are 12 inches in a foot”, continued by a list of how many shmekels make up a whoopsiedoodle and how many dingelings fit into a hybotron.
I understand how you first have to get accustomed to new units and how conversion might need practice when you aren’t familiar with the prefixes, especially when you aren’t too experienced in the stem field. But I am still flabbergasted by the statement that having a system where everything is just base 10 and then you shift the decimal point around makes no sense. We are talking about fellow juniors here. How do you make it to age 16/17 never having heard of a decimal point or having trouble with base 10 conversion? HOW CAN YOU SAY IT MAKES NO SENSE?! It’s the simplest, most logic based system there is!
IMO metric also allows you to reason about things in your head more easily because doing base-10 calculations in your head is doable.
For example, “Each 1m section of a pipeline contains 20L of oil. The goal is to empty a 200 km section of pipe into trucks. If each truck can handle 20 tonnes of oil, how many trucks would be needed?” In metric that calculation is 20 * 1000 * 200 = 4 million L. 20 tonnes is approx 20,000 L since 1L of water is 1kg, so it’s going to be at least within an order of magnitude of that for oil. 4M / 20k = 200.
With US customary units it would be "Each 1 foot section of a pipeline contains 1.5 gallons of oil. The goal is to empty a 100 mile section of pipe into trucks. If each can handle 20 tons of oil, how many trucks will be needed? To handle that calculation you’ll have to convert feet to miles. Gallons to pounds, pounds to tons, etc. You can do it on paper, but all those weird conversions add massively to the difficulty.
Crude is approximately the same as water, about 0.8 to 0.9 g/mL. But, even if it were significantly less dense, like gasoline (0.74 g/mL) it’s still good for an order-of-magnitude calculation. Knowing that 1L has a mass of 1kg is especially useful since many of the liquids we commonly encounter are water-based.
Exactly, we also had this early on. Also with imperial measurements or some random antique ones. I remember the worst conversion exercises were in grade 5, where you had to convert a large number, say 5316, to a number if the base was 8, not 10. This felt completely useless and took a lot of time but it also wasn’t necessarily hard. And it made sense because math usually does.
When I was 16, I went to high school in California for half a year as an exchange student. I am from Germany and as a junior, I would have had something like my 4th or 5th year of chemistry in school, but out of necessity (or laziness) I took beginner’s chemistry.
For exercises I had been paired with two girls who used to try to make fun of me (I think; I never really figured out what their deal was), and asked me stupid questions about myself or Germany. I remember they once asked laughingly whether I like oranges because I was wearing a t-shirt with an orange print.
Well, then one day, there we go. Converting exercises. You have students from 9th to 12th grade in groups of 3-4, trying to convert imperial measurements to metrics. And then metrics to metrics. Basically, for a couple of weeks, we just converted stuff like 14 cm to mm or dm. I forgot so much about my time abroad but the most vivid memory I have is of the girls looking at each other (after a couple of days and repeated explanations) and one says “the decimal system just makes no sense” and the other one quietly and slowly nods in agreement. I ask them how it makes no sense. “Well it just makes no sense.” It’s just base 10 everything and the rest is practice, it’s not different from inches to feet. “No but you see this makes sense. There are 12 inches in a foot”, continued by a list of how many shmekels make up a whoopsiedoodle and how many dingelings fit into a hybotron.
I understand how you first have to get accustomed to new units and how conversion might need practice when you aren’t familiar with the prefixes, especially when you aren’t too experienced in the stem field. But I am still flabbergasted by the statement that having a system where everything is just base 10 and then you shift the decimal point around makes no sense. We are talking about fellow juniors here. How do you make it to age 16/17 never having heard of a decimal point or having trouble with base 10 conversion? HOW CAN YOU SAY IT MAKES NO SENSE?! It’s the simplest, most logic based system there is!
IMO metric also allows you to reason about things in your head more easily because doing base-10 calculations in your head is doable.
For example, “Each 1m section of a pipeline contains 20L of oil. The goal is to empty a 200 km section of pipe into trucks. If each truck can handle 20 tonnes of oil, how many trucks would be needed?” In metric that calculation is 20 * 1000 * 200 = 4 million L. 20 tonnes is approx 20,000 L since 1L of water is 1kg, so it’s going to be at least within an order of magnitude of that for oil. 4M / 20k = 200.
With US customary units it would be "Each 1 foot section of a pipeline contains 1.5 gallons of oil. The goal is to empty a 100 mile section of pipe into trucks. If each can handle 20 tons of oil, how many trucks will be needed? To handle that calculation you’ll have to convert feet to miles. Gallons to pounds, pounds to tons, etc. You can do it on paper, but all those weird conversions add massively to the difficulty.
There’s a reason why the American science community has long converted to metric. You just can’t do calculations like this quickly enough.
well how dense is the oil
Not as dense as those teenagers
True, also i side note. Tanker turks are measured in Volume here. Thats makes it easier
I’m imagining a tank wearing a fez.
tanker trucks
Crude is approximately the same as water, about 0.8 to 0.9 g/mL. But, even if it were significantly less dense, like gasoline (0.74 g/mL) it’s still good for an order-of-magnitude calculation. Knowing that 1L has a mass of 1kg is especially useful since many of the liquids we commonly encounter are water-based.
.8 to .9 for crude (where water is 1)
Fuck me we did those conversions in primary school in Italy in the eighties. Can’t remember what year exactly but we were prolly 7yo?
Exactly, we also had this early on. Also with imperial measurements or some random antique ones. I remember the worst conversion exercises were in grade 5, where you had to convert a large number, say 5316, to a number if the base was 8, not 10. This felt completely useless and took a lot of time but it also wasn’t necessarily hard. And it made sense because math usually does.
ok how about this america abopts the metric system but every moves on to base 12.
Fifth grade prepared me for base whatever, bring it on
Ok in base pi what is 10
Oh that’s a great question, we only did integers as bases - my guess would be 100.58 (or 100.18)? But I absolutely admit defeat here.
Non-integer base, anyone?
2i is also fun