I have been reading basic sciences in African universities, at a time when countries in Africa have been changing their fps system to SI system. A very interesting and challenging period! It took a few years to make the change completely.

Surprisingly, the change was more visible and easier to make in businesses (packaging, volumes, balances), stores and streets (miles, speed signs, shifting to right-hand drive) than in a university lab. Why did they succeed relatively smoothly? You can say that if “there is a will, there is a way”. Although, it is true, the countries were less developed and the changes had not encountered great resistance. At that time there was no student book on experimental science, where all quantities were measured and answers were expressed in SI units.

In the same way, there was no fear of “conversion”, which hurt the introduction of SI in the US. The problem turned to the mathematical manipulation of power-of-ten notation, metric quantities, SI prefixes, internal conversion within the metric system, accuracy, precision and uncertainties of measurement or calculated quantities. This prompted me to write the book on metric measurements and experimental science.

I believe that one important step of many steps to successful metrics in the US is to prepare science teachers to teach the SI system, at least in the upper years of a high school.

…You can compare learning a new system to learning a new language. It seems that it requires constant “conversion”. You can, at first, but for a short time. The same quantity can have different names; so many factors, therefore: calculations, recalculations! This creates a fear! But it’s a hard way to learn! By simply accepting a new language, you constantly forget that messy, tedious (and unnecessary!) way. Without much effort you begin to use this simple “language”. Take example of other nations!

They did it without much effort! I wish the older generation in the US weren’t afraid and
do not object! “The new that comes, comes with pain.”