The document discusses various units of measurement for length, volume, mass, and temperature in both the metric and imperial systems. It provides examples to convert between units and explains how to measure quantities using tools like rulers, graduated cylinders, balances, and thermometers. Key metric units include meters, centimeters, millimeters, liters, milliliters, grams, and degrees Celsius.
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Lesson plans and teaching
This is an interactive presentation which contains the information about Algebra for student-teacher , who are going to teach maths. Further, it contains information about the curriculum alignment and objectives of algebraic teaching which are mentioned in Curriculum of Pakistan.
The PPT is designed for the Math teacher to teach about the unit system and length as an Individual parameter for standard 3rd to 10th.
First, inspire the curiosity of students by showing images instead of directly introducing the topic.
To make the live presentation better ask various questions to students like
-Where else you see the application of measurements?
-How and who invented it?
-Which unit we use for a particular purpose and where?
and more.
This ppt includes,
Learn unit conversion easily with a smart trick.
Understand the SI unit and Imperial unit system.
The value of each unit as well with practice sum.
Mainly focus on the length and its unit.
This preview may not appear the same on the actual version of the PPT slides.
Some formats may change due to font and size settings available on the audience's device.
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
EMAIL queenyedda@gmail.com
- - - - - - - - - - - - -
- Definition of Angles
- Parts of Angles
- Protractor
- Kinds of Angles
- Measuring Angles
The Assignment on the last slide is for them to have a background on the next lesson.
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Lesson plans and teaching
This is an interactive presentation which contains the information about Algebra for student-teacher , who are going to teach maths. Further, it contains information about the curriculum alignment and objectives of algebraic teaching which are mentioned in Curriculum of Pakistan.
The PPT is designed for the Math teacher to teach about the unit system and length as an Individual parameter for standard 3rd to 10th.
First, inspire the curiosity of students by showing images instead of directly introducing the topic.
To make the live presentation better ask various questions to students like
-Where else you see the application of measurements?
-How and who invented it?
-Which unit we use for a particular purpose and where?
and more.
This ppt includes,
Learn unit conversion easily with a smart trick.
Understand the SI unit and Imperial unit system.
The value of each unit as well with practice sum.
Mainly focus on the length and its unit.
This preview may not appear the same on the actual version of the PPT slides.
Some formats may change due to font and size settings available on the audience's device.
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
EMAIL queenyedda@gmail.com
- - - - - - - - - - - - -
- Definition of Angles
- Parts of Angles
- Protractor
- Kinds of Angles
- Measuring Angles
The Assignment on the last slide is for them to have a background on the next lesson.
Principles of measurement including accuracy, precision and significant figures.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
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Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
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During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
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- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
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Topics covered:
UI automation Introduction,
UI automation Sample
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14. Converting Units kilograms grams centimetres litres kilometres metres Joanne Smithies Our Lady & St. Gerards RCP
15. We use different metric units to measure :- Distance Weight Capacity We can use our knowledge of multiplying and dividing by 10, 100 or 1000 to change or convert measurements in one unit to measurements in another unit.
16. We are going to use our knowledge about multiplying and dividing by 100 to convert centimetres to metres and to convert metres to centimetres.
17. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0 0 0
18. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0 0 0
19. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0 0
20. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
21. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
22. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
23. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
24. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
25. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
26. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
27. There are 100 centimetres in 1 metre When we change from cm to m we divide by:- 100 Remember! When we divide by 100 the units move two places to the right. ÷100 This is how we change 427cm into metres:- H T U th hth th 4 2 7 0
28. Therefore:- 427cm = 4.27m ÷100 ÷100 ÷100 cm m H T U t h th 3 2 6 H T U t h th 3 2 6 H T U t h th 4 7 6 H T U t h th 1 6 5 3 H T U t h th 0 4 7 6 H T U t h th 1 6 5 3
30. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
31. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
32. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
33. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
34. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
35. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
36. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
37. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
38. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
39. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = H T U t h th 3 5 1
40. To change from metres to centimetres we MULTIPLY BY 100. REMEMBER When we multiply by 100 we move each digit two places to the left:- 3.51m = 351cm H T U t h th 3 5 1
41. 5.4m 6.2m 12.7m 3m 7.6m 0.54m 0.3m 540cm 620cm 1270cm 300cm 760cm 54cm 30cm x100 Try changing these measurements in metres into centimetres
43. English vs. Metric Units Which is longer? A. 1 mile or 1 kilometer B. 1 yard or 1 meter C. 1 inch or 1 centimeter 1.6 kilometers 1 mile 1 yard = 0.9444 meters 1 inch = 2.54 centimeters
44. Metric Units The basic unit of length in the metric system in the meter and is represented by a lowercase m . Standard: The distance traveled by light in absolute vacuum in 1⁄299,792,458 of a second. Metric Units 1 Kilometer (km) = 1000 meters 1 Meter = 100 Centimeters (cm) 1 Meter = 1000 Millimeters (mm) m km cm mm Which is larger? Click the image to watch a short video about the meter. A. 1 meter or 105 centimeters B. 4 kilometers or 4400 meters C. 12 centimeters or 102 millimeters D. 1200 millimeters or 1 meter
45. Measuring Length How many millimeters are in 1 centimeter? What is the length of the line in centimeters? _______cm What is the length of the line in millimeters? _______mm What is the length of the line to the nearest centimeter? ________cm HINT: Round to the nearest centimeter – no decimals. 1 centimeter = 10 millimeters
47. English vs. Metric Units Which is larger? A. 1 liter or 1 gallon B. 1 liter or 1 quart C. 1 milliliter or 1 fluid ounce 1 gallon = 3.79 liters It would take approximately 3 ¾ 1-liter bottles to equal a gallon. 1 fl oz = 29.573 ml 1 12-oz can of soda would equal approximately 355 ml. 1 quart = 0.946 liters
48. Metric Units Volume is the amount of space an object takes up. The base unit of volume in the metric system in the liter and is represented by L or l . Standard: 1 liter is equal to one cubic decimeter Metric Units 1 liter (L) = 1000 milliliters (mL) 1 milliliter (mL) = 1 cm 3 (or cc) = 1 gram* L kL cL mL Which is larger? A. 1 liter or 1500 milliliters B. 200 milliliters or 1.2 liters C. 12 cm 3 or 1.2 milliliters*
49. Measuring Volume We will be using graduated cylinders to find the volume of liquids and other objects. Read the measurement based on the bottom of the meniscus or curve. When using a real cylinder, make sure you are eye-level with the level of the water. What is the volume of water in the cylinder? _____mL What causes the meniscus? A concave meniscus occurs when the molecules of the liquid attract those of the container. The glass attracts the water on the sides.
51. Measuring Solid Volume We can measure the volume of regular object using the formula length x width x height . _____ X _____ X _____ = _____ 10 cm 9 cm 8 cm http://resources.edb.gov.hk/~s1sci/R_S1Science/sp/en/syllabus/unit14/new/testingmain1.htm We can measure the volume of irregular object using water displacement . Amount of H 2 O with object = ______ About of H 2 O without object = ______ Difference = Volume = ______
52. English vs. Metric Units Which is larger? 1. 1 Pound or 100 Grams 2. 1 Kilogram or 1 Pound 3. 1 Ounce or 1000 Milligrams 1 pound = 453.6 grams 100 kilogram = 220 pounds 1 ounce of gold = 28,349.5 milligrams
53. Metric Units Mass refers to the amount of matter in an object. The base unit of mass in the metric system in the kilogram and is represented by kg . Standard: 1 kilogram is equal to the mass of the International Prototype Kilogram (IPK), a platinum-iridium cylinder kept by the BIPM at Sèvres, France. Metric Units 1 Kilogram (km) = 1000 Grams (g) 1 Gram (g) = 1000 Milligrams (mg) g kg cg mg Which is larger? A. 1 kilogram or 1500 grams B. 1200 milligrams or 1 gram C. 12 milligrams or 12 kilograms D. 4 kilograms or 4500 grams Kilogram Prototype
54. Measuring Mass We will be using triple-beam balances to find the mass of various objects. The objects are placed on the scale and then you move the weights on the beams until you get the lines on the right-side of the scale to match up. Once you have balanced the scale, you add up the amounts on each beam to find the total mass. What would be the mass of the object measured in the picture? _______ + ______ + _______ = ________ g
55. Measuring Mass – Triple-Beam Balance 5 th – Add the amounts on each beam to find the total mass to the nearest tenth of a gram. 1 st – Place the film canister on the scale. 2 nd – Slide the large weight to the right until the arm drops below the line. Move the rider back one groove. Make sure it “locks” into place. 3 rd – Repeat this process with the top weight. When the arm moves below the line, back it up one groove. 4 th – Slide the small weight on the front beam until the lines match up.