Why is the U.S. still not using the metric system?

Just out of curiosity, what do they teach in American math classes before you get to algebra and trigonometry in 11th grade?

I remember we were already into polynomial calculus at that point, and my curriculum wasn't even that demanding compared to others in Germany ...
 
Hopefully, algebra and factorisation.

But if Dommy can't even map (a,b) onto (c,d) by then, maybe not.
 
Just out of curiosity, what do they teach in American math classes before you get to algebra and trigonometry in 11th grade?

I remember we were already into polynomial calculus at that point, and my curriculum wasn't even that demanding compared to others in Germany ...

Well, I may be a special case thanks to my school, but we learned pre-algebra in 7th grade; some basic algebra, some logic, and very basic equations in 8th; parabolas, geometry proofs, logic proofs, and some coordinate geometry in 9th; and now I have more advanced applications of what was taught in 9th grade and constructions in 10th.
 
Hopefully, algebra and factorisation.

But if Dommy can't even map (a,b) onto (c,d) by then, maybe not.

If you're smart, but not super smart, usually this is what you learn (at least here).

11-12 Basic Math
13 Algebra 1
14 Geometry 1 (honors)
15 Algebra 2 (honors)

After that you learn trig and calc and other honor and AP classes.

If you're really smart you take Algebra 1 when you're 12, and Geometry 1 when you're 13, ect.
 
Okay, that rather maps onto how I remember math at school. Although proofs and logic as a whole were rather neglected, unfortunately.
 
Pretty much all lab grade stuff will be metric since scientists in the US use metric too.

I wish that was the case, but it is not. For the common stuff there is usually a metric versions next to the silly units version. But for specialty equipment there is often only one version with the units depending on the location of the company. So the lab is usually a mix of all kinds of units. Of course one can manage with two sets of tools, screws and adapters, but it can be pretty annoying.
 
Using obvious facts to support my opinions is a "debacle"?

I don't see any obvious fact in the links you provided. The only thing that is obvious is that you didn't answer my question: what is the percentage of inhabitants on Earth that doesn't use the the imperial system but was required to learn it in order to pilot an US aircraft or whatever else? This would be a fact, but the question remains unanswered.
If you'd actually read the article it speaks of some 4k planes built for the US and an improved version for export, no numbers to this regard and for what it concerns the article, improved version could very well mean metrical/decimal onboard systems. Further in the article there are numbers in the order of hundreds of these fighters sold in Europe. Let's really exaggerate and talk of 6 thousands of these fighters sold outside anglosaxon countries and suppose a trained personnel of 4 per aircraft, that would make 24k people who had to learn PART of the imperial system. Does it sound like a significative number when compared to billions?

Of course, those are only two examples. There are lots more...

Yeah, plenty. One example are alien U.F.Os, they certainly use the imperial system.

That would be the case if it really was just military equipment. But it's also a lot of other stuff Americans produce. Although Americans have mostly given up producing anything of real value, they still manufacture some high tech equipment and if you need that you better have two sets of tools and screws and everything for a few pieces of equipment made in the US.

Tools and screws are high tech equipment? I am not extraterrestrial, I live outside the US and UK and don't give a damn about the imperial system because there is absolutely NOTHING that comes from the US that requires me to know of give a damn about the imperial system, so is for the vast majority of inhabitants of the planet. If you really want to support this theory bring examples that make mathematically sense, which means something of common usage, not aircraft fighters or some electronic equipment that one person on thousands manages.
 
PS never did "Proofs and logic" otherwise he wouldn't vote for the Labour party!

SNAP!
 
Proof and logic is basically all you do in a maths degree, Quacks.
 
Hopefully, algebra and factorisation.

But if Dommy can't even map (a,b) onto (c,d) by then, maybe not.
I've studied Maths in University and I do not know what you mean by "map (a,b) onto (c,d)". Care to explain me, for instance by PM ?
 
I mean a continuous monotonic function f(x) such that

f(a) = c
f(b) = d

so maps the interval [a,b] to [c,d]. I should have used square brackets in my previous post ;)

EDIT: Obviously a linear function is the easiest way of defining f(x).

EDIT2: For example, f(x) = x*9/5 + 32 maps [0,100] to [32, 212]
 
Shouldn't we also demand that every interval in [a,b] of length x is mapped to an interval of length x*(d-c)/(b-a) in [c,d]?

Not sure what this means for f currently ...
 
Yes we should. That just means that f(x) is a linear map.

EDIT: i.e. f(x) is of the form f(x) = px + q for constants p, q.
 
Yeah, I figured that as well after I saw your edit :)
 
I mean a continuous monotonic function f(x) such that

f(a) = c
f(b) = d

so maps the interval [a,b] to [c,d]. I should have used square brackets in my previous post ;)

EDIT: Obviously a linear function is the easiest way of defining f(x).

EDIT2: For example, f(x) = x*9/5 + 32 maps [0,100] to [32, 212]
Thanks.
Domain and range of a function.
 
Just out of curiosity, what do they teach in American math classes before you get to algebra and trigonometry in 11th grade?

I remember we were already into polynomial calculus at that point, and my curriculum wasn't even that demanding compared to others in Germany ...

I don't remember all the details, but I know I learned Multiplication in third (I think I knew a little before that). I think I learned Long Division in 4th, I don't honestly remember exactly what I learned in fifth. IIRC I learned Pre-Algebra in 6th, 7th and Early 8th, Algebra in late 8th and 9th, and now Geometry in 10th.
 
Wow. About two pages of trigonometry in an Imperial vs. Metric topic. Major derailment.
 
I don't see any obvious fact in the links you provided. The only thing that is obvious is that you didn't answer my question: what is the percentage of inhabitants on Earth that doesn't use the the imperial system but was required to learn it in order to pilot an US aircraft or whatever else? This would be a fact, but the question remains unanswered.
Because it is obviously completely irrelevant to my point and the topic in general? That the export of sophisticated military hardware by the US is clearly pervasive? Because, as Uppi and I have pointed out, it is not limited to military hardware? That a sizeable amount of sophisticated technological equipment which is exported by the US to the entire world is based on non-metric parts and fasteners?

While this predicament apparently doesn't impact you directly, it certainly does many others.
 
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