When I came across the data in Table 1, I was surprised to learn that there are still two different systems in use. I figured by now that there would be a dominant system. Students need to see things like this where competing ideas co-exist even though it leads to some confusion.
In Question 1(a), I resisted the urge many teachers have of telling too much - instead of explaining how the percentages were calculated, I asked students to figure this out. I continued this push not to tell in part (b) where students have to pull information from a graph. If students are familiar with logarithms, they will have to decide what base to use in order to proceed. If several different bases are used by students they can compare and contrast the mathematical models obtained in part (c) using these bases. Students not familiar with logs can log on and learn about them without having to wait until they arise in a future course.
The intention of these questions is to convey a sense of purpose to finding the mathematical model by having students act as fact checkers in Question 1(c).
Finally, I designed the questions in parts (a), (c) and (d) so that students calculate a quantity in two different ways and check if the results are consistent with each other.
These questions will not take a huge byte out of class time. Assign them to your students and see for yourself the power of these powers.