Teacher:Given the Question and Answer pair, detect whether the answer is acceptable or not. Denote acceptable answer as "yes", otherwise denote as "no". An acceptable answer is consistent with the context in question, detailed, long, and uses general knowledge of English. Answers that are not definite and suggest a variety of options are not acceptable answers.
Teacher: Now, understand the problem? Solve this instance: Question: This question, "Discrete Units of a Continuous Quantity", asks whether units of a continuous quantity should be spoken of as discrete or continuous. The top answer states The rule is simple, and you obviously know it: discrete quantities require the use of "fewer" and continuous quantities require the use of "less". Calorie, as a unit, requires the use of "fewer". Energy, as a continuum, requires the use of "less". "Fewer calories means less energy." I do not understand the logic here though. Calorie is a unit, yes, but it is a continuous unit (it is possible to have half a calorie, or 4.582394 calories). Since a calorie is such a small unit of energy compared to what it is usually used for (food energy and human metabolism), it is very seldom expressed in a fractional form and instead is rounded (usually to the nearest 10 or higher). Why then should "fewer" be used with calorie instead of "less"? Is there another relevant rule than just "continuous quantities use "less" and discrete quantities use "fewer"? 
Answer: We simply don't speak of 5 Energy. The key difference here, mathematically, is rationals vs real numbers. That is, even if you cut your kilocalories in half, you would always have a finite-length number to describe the amount. Hence, the rationals as well as the natural numbers are called countable. The set of Real Numbers on the other hand is an uncountable set, because for every finite-length number, you can have an infinite amount of infinite-length real numbers that start with the finite length number. The details are tricky, I'm not a maths teacher. So far so good. Why then is energy uncountable? It's a historically grown thing. The whys and hows of this fact should be part of a different question, though. (I mean, I really don't know). Suffice to say that the distinction between the measured object and the measurement result is purposeful.
Student:
no