US schools should teach the metric system 1st and not introduce children to the obscurantist medieval foot/pound before explaining that all units of electricity and magnetism are metric and the relation of the units of electricity and magnetism to the units of mass and distance.

Simple example that shows why you need metric in science and why foot/pound
is a piece of medieval crap that should be thrown in the garbage bin ofhistory:

Consider a dam, the bottom is a square 5m on each side and holds 4m of H2O,
the average height of the H2O is 40m above a turbine. Assume you can
convert 90% of the potential energy of the H2O into electrical energy.
For how long can you provide a direct current of 2 Amperes at 120 volts?
Volume of H2O = 5x5x4 m^3 = 100 m^3
Density of H2O is 1000Kg/m^3 at 4 deg Celsius, good approximation in the
range of 1-99 deg Celsius.
Mass of H2O = 100 m^3 x 1000 Kg/m^3 = 10^5 Kg
Gravity Acceleration is around 9.8 m/s^2 on the surface of the earth
Weight of H2O = 9.8 x 10^5 Newtons
Potential energy of H2O = 40 x 9.8 x 10^5 = 392 x 10^5 Joules
Duration of electrical current = (0.9 x 392 x 10^5)/(2 x 120) = 1.47 x 10^5
seconds

If the data for this problem was given in non-metric units, the 1st thing
you have to do is convert everything into metric, simply because the Volt
and the Joule are both metric units.

In particular, US schools not introduce children to the obscurantist medieval foot/pound before fully explaining the following concepts:

All the units of electricity and magnetism are metric and derived from the meter, kilogram, coulomb and second. Till exempel, the volt is defined, such as if an electric charge of 1 coulomb changes electric potential by 1 volt, there is energy exchange of 1 joule. As a consequence, an electrical current of 1 amp thru 1 volt for 1 sec delivers energy of 1 joule, which is the kinetic energy of 2 kg moving at 1 m/s. ON THE OTHER HAND, THERE IS NO RELATION BETWEEN AMPERE, VOLT, JOULE AND THE STUPID OBSCURANTIST FOOT/POUND. If you use the volt as a unit of electrical potential difference, you are using the metric system, 1 volt = 1 joule/coulomb and the joule is derived from meter, kilogram and second, THERE IS NO RELATION BETWEEN AMPERE, VOLT, JOULE AND THE STUPID OBSCURANTIST FOOT/POUND.

Similarily, the unit of magnetic field, 1 tesla is defined as if an electric charge of 1 coulomb is moving at a velocity of 1 m/s perpendicular to a magnetic field of 1 tesla, it experiences a force of 1 newton perpendicular to both the magnetic field and velocity vectors.
1 Newton is the force that accelerates 1 kilogram by 1 m/(s^2). THERE IS NO RELATION BETWEEN Tesla, Newton AND THE STUPID OBSCURANTIST FOOT/POUND.
Einstein's famous equation, E = m x c^2 works only in metric and other coherent systems: m is in Kg, c = 3 x 10^8 m/s , E = energy in joules, 1 wh = 3600 (watt-sec or joules). 1 more reason to dump the stupid moronic idiotic foot/pound system and switch to metric.
Thus in the metric system, 1 Kg of matter that gets completely converted into energy, would generate 9 x 10^16 Joules or (9 x 10^16/3600000) = 2.5 x 10^10 KWH
To apply Einstein's famous equation in non-metric units, the unit of energy would be defined as the kinetic energy of 2 units of mass moving at a speed of 1 unit of length/sec and the speed of light in vacuum expressed in units of length/sec.
Since we already have 1 Volt x 1 Amp x 1 sec = 1 Joule of electrical energy, for non-metric units, you would have to define another obscure unit of energy.

As a direct consequence of Maxwell's equations, the electric and magnetic fields of an electromagnetic wave traveling in vacuum, which are 3 dimensional vectors, are perpendicular to each other and the ratio of their magnitude E/B = c , the speed of light in vacuum 299792458 m/s so if the magnetic field B=1 tesla,the electric field E=299792458 newton/coulomb.

Explain how the immune system and vaccines work. Teach appreciation of the work of Edward Jenner, Louis Pasteur, Gaston Ramon and Jonas Salk.

Explain the molecular evidence for evolution, how amino acid sequences of a protein like hemoglobin match, the farther the species, the more mutations in the part of the protein that is there for bulking, the essential part of the protein is however preserved across species. Teach appreciation of the work of Max Perutz.

Explain that most organisms have jumping genes. Teach appreciation of the work of Barbara McClintock and implication for the hysteria over genetically modified food.

US congress passed pl 39-183, the metric act of 1866, which went Into effect in 1866 and prohibits refusing to trade in metric and prohibits refusing to accept a court document because it is in metric.

US congress passed the fair labeling act of 1994, which was signed by president Clinton, requires metric units on all labels.

US is member of la convention du metre.

Let x0 and x1 be 2 entities about to transact. x0 and x1 have the inalienable right to pursuit of happiness, if they want to transact in metric or any other system, they have an absolute right to do it and don't need government permission. A conflict only arises when x0 and x1 want to use 2 different systems. The law should explicitly favor metric if 1 party want it, otherwise law is useless.

There should be a simple law: in any transaction between any 2 entities , call them x0 and x1, if x0 asks it to be conducted in metric, x1 must comply and the transaction should be conducted in metric. If x1 refuses, x0 should get the right to sue x1 for > $1000000/transaction indexed to inflation.

To solve global problems like global warming, we need a globally educated population to make decisions according to the findings of science.