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Implications of the change to the metric system in our daily lives are discussed. Advantages of the metric system are presented, especially its decimal base and ease of calculation which are demonstrated by several worked examples. Some further sources of information are listed. A world map indicates the few remaining countries that have not yet adopted the metric system. (LS)

A short discussion of the need for measurement and the development of ancient measurement systems is given. The English system is traced through its transitions. An account of the development of the metric system is presented from the original defining of the standards through to the recent general conferences on its revision and simplification. A chart of "The International System of Units" (the modern metric system) is given which explains the seven base units. (LS)

This study investigated (1) the nutritional status of urban American disadvantaged children, (2) the relationship of nutritional status to mental growth and development, (3) the relationship of physical maturation to the development of perceptual-motor factors of intelligence, and (4) if found, the effects of undernutrition on intellectual achievement and physical development. Subjects were 60 Detroit 5-year-olds, half of whom were disadvantaged. Sex and race were also controlled in the sample. Results showed few, if any, nutritional deficiencies. Negro children appeared slightly taller and heavier as a group when compared to the norms of Caucasian children measured over 3 decades ago. With the exception of a marked positive correlation between height and psychological performance test scores in boys, no relationship between physical measures and intelligence test scores was found. It was felt that if a nutritional deficiency existed in the children, it was at a level that permitted physiological adaptation by the child so that growth was not appreciably affected. Re-examination of the data is suggested, since results imply that other factors exert a more profound influence on mental development in the children studied than do nutritional and physical growth variables, per se. (Author/DR)

Examples from daily life used to describe the difference between weight and mass are given. The concept of mass is analyzed and a four stage program for developing the concept is outlined. A final demonstration which graphically shows that weight is relative and mass is constant is described. (AJ)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

Discusses continuing problems with universal adoption of an international system of units--particularly the confusion over weight and mass. Suggests a remedy to the situation. (CP)

Activities suitable for children of ages six through nine years were designed to introduce metric weights. The activity sequence and its administration are described in detail. (SD)

Presents physics problems relating human body weight, activity, and energy expenditure. (SL)

Examines strategies used by first grade children in performing a seriation task, using materials varying in length or weight. Most first-grade children employed a concept-task-strategy in serially ordering objects by length and weight. In addition Piaget's observation that length can be serially ordered before weight was upheld. (CP)

Explains how the forces of tension and buoyancy are involved in the support of a loading body by a waterbed. Solves the equilibrium equations for the shape of the membrane and deals with the weight of N bodies and the fullness of the waterbed. (GA)

Presents a summary and comparison of various views on the concepts of mass and weight. Includes a consideration of gravitational force in an inertial system and apparent gravitational force on a rotating earth. Discusses the units and methods for measuring mass and weight. (GS)

This article gives a historical background, a discussion of the International Bureau of Weights and Measures, and an introduction to the International System of Units (SI). Base, derived, and supplemental units are discussed. Prefixes, matters of form, and possible adaption problems are also considered. (LS)

This article describes a course for people interested in weight control. (PD)

Compared institutionalized and public school retardates to normal elementary and high school students at several mental age levels on three conservation of weight tasks. (Author/SDH)

Adolescents (N=36) categorized as nonobese, obese in a weight control program, and obese who rejected a weight control program were given opportunities to snack and were administered three personality tests. Results indicated the highest level of maturity for nonobese adolescents. Other results are also reported. (Author)

Subjects (N=45) were treated with one of three weight control procedures: (a) attention placebo; (b) covert sensitization; and (c) covert sensitization augmented by false physiological feedback. Although all treatment groups lost weight, there was no differential weight loss among the groups at posttest or a 4-week follow-up test. (Author)

Suggests some improvements and additional units necessary for the International Metric System to expand its use to all measureable entities and defined quantities, especially in the measurement of time and angles. Included are tables of proposed unit systems in contrast with the presently available systems. (CC)

"For seven to nine year old children, it is easier to conserve weight on plasticine rather than on a rubber band or on alcohol in a thermometer . . . Boys perform significantly better than girls." (Author/AL)

Described is an approach for teaching the concept of mass to elementary students. A method for making simple balances and weight sets is also given. (MR)

This is a list and definition of recently formulated abbreviations in French for energy units. This article is meant primarily to be of benefit to translators. (AM)

Discussed is the distinction between weight and mass, and the need to distinguish these concepts in a successful metrication program. (SD)

The distinction between mass and weight is discussed. (DT)

Provides demonstrations using digital display instruments of some of the mass and pH-related topics covered in first-year chemistry courses. (CP)

Investigates the shape a liquid takes, due to its surface tension while suspended upon a wire frame in zero-g, using Lagrange multipliers. Shows how the configuration of soap films so bounded are dependent upon the volume of liquid trapped in the films. (Author/GA)

This article discusses the beneficial aspects of isokinetics--resistive exercise that varies according to the individual's skeletal leverage. (JS)

Offers suggestions concerning the use of the concepts weight, mass, and force with the adoption of the International System of Units (SI) in the United States. (CP)

Describes construction of an exhibit which uses the acceleration of an elevator to distinguish mass and weight. (CP)

Presented are six work cards concerning weight. (MM)

The use of the single pan balance to determine the mass of objects is described. (SD)

THE RESEARCH OF LOVELL AND PIAGET IS CITED IN A DISCUSSION OF CONCEPT LEARNING IN ELEMENTARY SCHOOL STUDENTS. FOLLOWING AN INTRODUCTORY CHAPTER ON CONCEPT FORMATION, THREE CHAPTERS ARE DEVOTED TO NUMBER CONCEPTS AND TO THE APPROACHES OF TEACHING THE NUMBER CONCEPTS OF STERN, CUISENAIRE AND GATTEGNO, PIAGET, AND DIENES. THE NEXT FOUR CHAPTERS DEAL WITH THE CONCEPTS OF QUANTITY, WEIGHT, TIME, AND SPACE. THESE CHAPTERS INCLUDE (1) A GENERAL DESCRIPTION OF THE CONCEPT AND WHAT IS KNOWN ABOUT THE WAY IN WHICH IT IS DEVELOPED IN CHILDREN, (2) A SUMMARY OF THE VIEWS OF PIAGET, (3) A COMPARISION OF THE RESEARCH FINDINGS OF PIAGET AND LOVELL, AND (4) COMPLETE BIBLIOGRAPHICAL INFORMATION FOR STUDIES CITED. OTHER CHAPTERS REVIEW RESEARCH FINDINGS ON THE LEARNING OF THE CONCEPTS OF MEASUREMENT, AREA, AND VOLUME. AN OUTLINE OF THE NUMBER SYSTEM AND SOME TEACHING SUGGESTIONS FOR PROMOTING CONCEPT DEVELOPMENT ARE INCLUDED. THIS DOCUMENT IS AVAILABLE FOR $3.00 FROM THE PHILOSOPHICAL LIBRARY, 15 EAST 40TH STREET, NEW YORK, NEW YORK 10016. (AG)