As an actual person engaged in science education and with a few peer reviewed publications as a grad student and postdoc, I agree with Ted's reply here. You get better science epistemology if you understand why older systems of units were used, which involves everything in OP... https://twitter.com/jessesingal/status/1197558506909515776

If you understand how units arise you can appreciate the science of measurement better. Why is Fahrenheit the way it is? Why is celcius? Why is the electron negative? Knowing where it comes from strengthens epistemology, whereas *hand waves* "it comesfrom no where" does not.

This seems to me to be a conceptual error in learning science that I've seen cause students to fail to solve problems, build upon previous course work, and gain important insights to make their own novel contribution to the field.

More practically, IME there is almost always a profound insight gained by reading original historical science papers. Situating your pedagogy in our current place of history and explaining how and why we believe these things makes science better. Leave the Platonism to math.