Introduction to Engineering and Technology Concepts

1
Introduction to Engineering and Technology
Concepts

• Unit Eight
• Chapter Three
• Standard Measurement

2
Instructions for Success

• Each chapter of every unit will begin with a
  Mindjog. This is a warm up question that you
  should answer in your workbook in the proper
  chapter.
• Please take notes as you move through the
  presentations in the notebook that has been
  provided.
• Sections will come up in each presentation with
  an assignment notice. Turn to the section
  detailed on the slide in your workbook and
  complete the assignment before proceeding.
• Good luck!

3
Objective

• Students will utilize standard measurement by
  applying it to a rule.

4
Mindjog!

• On your worksheet, please respond to the
  following question 
• When laying down beams and joints in West Point
  Bridge Designer, you and your team mate probably
  did not take into account measurement, only cost,
  correct? How important is getting these beams
  the correct size?

5
Measurement

• We discussed measurement in Chapter Two and
  stated that there are two types of accuracy
  standard and precision.
• Many production settings do not require precise
  measurement. Standard measurement is often given
  to the foot, inch, or fraction of an inch.
• However production applications need a more
  precise size. Think about laboratory testing,
  metals, and specific parts.
• Using standard accuracy and the US Customary
  System, we are going to do some basic ruler
  measurements (Wright, 2004).

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Why?

• Learning how to properly measure with the ruler
  is a common tool that you will use in everyday
  life, and you and your partner may want to
  request a ruler when building your bridge.
• It will help to make sure all of your angles are
  the same size, decreasing possible issues that
  might arise in the bridge otherwise (Wright,
  2004).

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The Ruler

• Below is a the edge of a ruler that is shown
  going up to 3 and ½ inches (or 3 1/2, 3.5).
• These next few slides will define what each of
  the marks on the ruler means.

8
Sixteenths

• Each mark on the ruler, or rule, is called a
  sixteenth.
• In one inch, there are 16 sixteenths. As a
  fraction, that is 16/16. 16/16, as with any
  number over itself, is one whole. Therefore,
  16/16 equals one whole, or one inch.
• You will see an arrow highlighting all the
  sixteenths and then you will see the marks in the
  ruler change color, showing you the sixteenths.

1
2
3
9
Eighths

• Every other sixteenth is called an eighth. There
  are 8 eighths in an inch (8/8 1).
• The arrow will now appear, showing you the
  eights.

1
2
3
10
Eighths (continued)

• Remember that some eights can be reduced, unlike
  sixteenths, the lowest numbers on the rule.
• For instance, if you were measuring something
  that was 4 eighths of an inch, youd have ½.
  How?
• Essentially, you see how many times the numerator
  (top number) goes into the denominator (bottom
  number).

1
2
3
2
Four divides into four one time, and it divides
into eight twice, or one half.
4
8
Because
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Quarters

• Every fourth mark on the ruler is called a
  quarter. There are 4 quarters in 1.
• Like eighths, some quarters can be reduced.
  Lets see which marks are quarter marks.

1
2
3
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Halves

• Every eighth mark on the ruler is called a half.
  There are 2 halves in 1.
• Lets see where the halves are on the rule.

1
2
3
13
Whole Numbers

• Every sixteenth mark on a rule is a whole number.
  
• Lets see the whole numbers.

1
2
3
14
Actual Measurement

• One perfectly fine method of measuring is to lay
  an object beside a ruler and count every mark.

• Consider that the pen already reaches past the 1
  mark, but not beyond the 2 mark. Therefore, we
  know that it is 1 and somethingnow lets count.
• It looks to be around 1 and 10/16 of an inch.
  While this is correct, notice that you have an
  even number over another even number in the
  fraction. It can be reduced.

15
Reducing Fractions

• With the pen example, we have a measurement of 1
  and 10/16 of an inch. Normally, when you have an
  even number over another even number, it can be
  reduced into a smaller form.
• What number goes into both ten and sixteen?
• Two.
• Two divides into 10 five times where it divides
  into 16 eight times.
• The number five cannot be divided by any other
  number, therefore our faction is in its smallest
  form.
• The measurement should now read 1 and 5/8 inch.
• Lets look at another way to measure this pen.

16
Actual Measurement

• Instead of counting every sixteenth of an inch,
  we could note that the mark the pen ends on looks
  like an eighth.
• We could simply count the eighths (or every other
  mark) until we reached five eights.

17
Final Example

• Lets measure a sunflower.

• It looks just under one inch. We know that there
  are 16 sixteenths in 1, therefore this sunflower
  appears to be around 15/16th of an inch.
• 15/16th do not share any common numbers that they
  can be reduced by, therefore the answer is 15/16.

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Assignment 1

• Please turn to the section in your workbook
  entitled, Unit Eight, Chapter 3 Standard
  Measurement.
• Complete the extension questions under the
  Assignment 1 header before moving onto the
  next section of slides.

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BEFORE MOVING ON

• Did you complete the Assignment 1 Section
  under the Unit Eight, Chapter Three Standard
  Measurement section of your workbook?
• If you have, please proceed to the next slide.

20
Unit Eight Completed!

• Please close this presentation and let your
  instructor know that next class you and your
  partner are ready to enter the Technology
  Education Laboratory.
• After you complete the bridge building exercise,
  you launch Unit Nine, Chapter One.

21
References

• Wright, R. (2004) Technology The
  Goodheart-Willcox Company, Inc.