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key points heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the equation : $ \text q = \text { m } \times \text c \times \delta \text t $ heat in thermodynamics what contains more heat , a cup of coffee or a glass of iced tea ? in chemistry class , that would be a trick question ( sorry ! ) . in thermodynamics , heat has a very specific meaning that is different from how we might use the word in everyday speech . scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred . we do n't talk about a cup of coffee containing heat , but we can talk about the heat transferred from the cup of hot coffee to your hand . heat is also an extensive property , so the change in temperature resulting from heat transferred to a system depends on how many molecules are in the system . relationship between heat and temperature heat and temperature are two different but closely related concepts . note that they have different units : temperature typically has units of degrees celsius ( $ ^\circ\text c $ ) or kelvin ( $ \text k $ ) , and heat has units of energy , joules ( $ \text j $ ) . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the water molecules in a cup of hot coffee have a higher average kinetic energy than the water molecules in a cup of iced tea , which also means they are moving at a higher velocity . temperature is also an intensive property , which means that the temperature does n't change no matter how much of a substance you have ( as long as it is all at the same temperature ! ) . this is why chemists can use the melting point to help identify a pure substance $ - $ the temperature at which it melts is a property of the substance with no dependence on the mass of a sample . on an atomic level , the molecules in each object are constantly in motion and colliding with each other . every time molecules collide , kinetic energy can be transferred . when the two systems are in contact , heat will be transferred through molecular collisions from the hotter system to the cooler system . the thermal energy will flow in that direction until the two objects are at the same temperature . when the two systems in contact are at the same temperature , we say they are in thermal equilibrium . zeroth law of thermodynamics : defining thermal equilibrium the zeroth law of thermodynamics defines thermal equilibrium within an isolated system . the zeroth law says when two objects at thermal equilibrium are in contact , there is no net heat transfer between the objects ; therefore , they are the same temperature . another way to state the zeroth law is to say that if two objects are both separately in thermal equilibrium with a third object , then they are in thermal equilibrium with each other . the zeroth law allows us to measure the temperature of objects . any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant . we are waiting for the thermometer and the water to reach thermal equilibrium ! at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system . we can use a thermometer to measure the change in a system 's temperature . how can we use the change in temperature to calculate the heat transferred ? in order to figure out how the heat transferred to a system will change the temperature of the system , we need to know at least $ 2 $ things : the number of molecules in the system the heat capacity of the system the heat capacity tells us how much energy is needed to change the temperature of a given substance assuming that no phase changes are occurring . there are two main ways that heat capacity is reported . the specific heat capacity ( also called specific heat ) , represented by the symbol $ \text c $ or $ \text c $ , is how much energy is needed to increase the temperature of one gram of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ . specific heat capacity usually has units of $ \dfrac { \text j } { \text { grams } \cdot\text k } $ . the molar heat capacity , $ \text c_\text m $ or $ \text c_ { \text { mol } } $ , measures the amount of thermal energy it takes to raise the temperature of one mole of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ , and it usually has units of $ \dfrac { \text j } { \text { mol } \cdot\text k } $ . for example , the heat capacity of lead might be given as the specific heat capacity , $ 0.129\ , \dfrac { \text j } { \text { g } \cdot\text k } $ , or the molar heat capacity , $ 26.65\ , \dfrac { \text j } { \text { mol } \cdot\text k } $ . calculating $ \text q $ using the heat capacity we can use the heat capacity to determine the heat released or absorbed by a material using the following formula : $ \text q = \text { m } \times \text c \times \delta \text t $ where $ \text { m } $ is the mass of the substance ( in grams ) , $ \text { c } $ is the specific heat capacity , and $ \delta \text t $ is the change in temperature during the heat transfer . note that both mass and specific heat capacity can only have positive values , so the sign of $ \text q $ will depend on the sign of $ \delta \text t $ . we can calculate $ \delta \text t $ using the following equation : $ \delta \text t=\text t_ { \text { final } } -\text t_ { \text { initial } } $ where $ \text t_ { \text { final } } $ and $ \text t_ { \text { initial } } $ can have units of either $ ~^ { \circ } \text c $ or $ \text k $ . based on this equation , if $ \text q $ is positive ( energy of the system increases ) , then our system increases in temperature and $ \text t_ { \text { final } } & gt ; \text t_ { \text { initial } } $ . if $ \text q $ is negative ( energy of the system decreases ) , then our system 's temperature decreases and $ \text t_ { \text { final } } & lt ; \text t_ { \text { initial } } $ . example problem : cooling a cup of tea let 's say that we have $ 250\ , \text { ml } $ of hot tea which we would like to cool down before we try to drink it . the tea is currently at $ 370\ , \text k $ , and we 'd like to cool it down to $ 350\ , \text k $ . how much thermal energy has to be transferred from the tea to the surroundings to cool the tea ? we are going to assume that the tea is mostly water , so we can use the density and heat capacity of water in our calculations . the specific heat capacity of water is $ 4.18\ , \dfrac { \text j } { \text g \cdot \text k } $ , and the density of water is $ 1.00\ , \dfrac { \text g } { \text { ml } } $ . we can calculate the energy transferred in the process of cooling the tea using the following steps : 1 . calculate the mass of the substance we can calculate the mass of the tea/water using the volume and density of water : $ \text m=250\ , \cancel { \text { ml } } \times 1.00\ , \dfrac { \text g } { \cancel { \text { ml } } } =250\ , \text g $ 2 . calculate the change in temperature , $ \delta \text t $ we can calculate the change in temperature , $ \delta \text t $ , from the initial and final temperatures : $ \begin { align } \delta \text t & amp ; =\text t_ { \text { final } } -\text t_ { \text { initial } } \ \ & amp ; =350\ , \text k-370\ , \text k\ \ & amp ; =-20\ , \text k\end { align } $ since the temperature of the tea is decreasing and $ \delta \text t $ is negative , we would expect $ \text q $ to also be negative since our system is losing thermal energy . 3 . solve for $ \text q $ now we can solve for the heat transferred from the hot tea using the equation for heat : $ \begin { align } \text q & amp ; = \text { m } \times \text c \times \delta \text t\ & amp ; =250\ , \cancel { \text g } \times4.18\ , \dfrac { \text j } { \cancel { \text g } \cdot \cancel { \text k } } \times -20\ , \cancel { \text k } \ & amp ; =-21000\ , \text j\end { align } $ thus , we calculated that the tea will transfer $ 21000\ , \text j $ of energy to the surroundings when it cools down from $ 370\ , \text k $ to $ 350\ , \text k $ . conclusions in thermodynamics , heat and temperature are closely related concepts with precise definitions . heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the following equation : $ \text q = \text { m } \times \text c \times \delta \text t $
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any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant .
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if a water is cooked from 30c to 120c in 90 seconds , how can i find the heating medium temperature ?
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key points heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the equation : $ \text q = \text { m } \times \text c \times \delta \text t $ heat in thermodynamics what contains more heat , a cup of coffee or a glass of iced tea ? in chemistry class , that would be a trick question ( sorry ! ) . in thermodynamics , heat has a very specific meaning that is different from how we might use the word in everyday speech . scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred . we do n't talk about a cup of coffee containing heat , but we can talk about the heat transferred from the cup of hot coffee to your hand . heat is also an extensive property , so the change in temperature resulting from heat transferred to a system depends on how many molecules are in the system . relationship between heat and temperature heat and temperature are two different but closely related concepts . note that they have different units : temperature typically has units of degrees celsius ( $ ^\circ\text c $ ) or kelvin ( $ \text k $ ) , and heat has units of energy , joules ( $ \text j $ ) . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the water molecules in a cup of hot coffee have a higher average kinetic energy than the water molecules in a cup of iced tea , which also means they are moving at a higher velocity . temperature is also an intensive property , which means that the temperature does n't change no matter how much of a substance you have ( as long as it is all at the same temperature ! ) . this is why chemists can use the melting point to help identify a pure substance $ - $ the temperature at which it melts is a property of the substance with no dependence on the mass of a sample . on an atomic level , the molecules in each object are constantly in motion and colliding with each other . every time molecules collide , kinetic energy can be transferred . when the two systems are in contact , heat will be transferred through molecular collisions from the hotter system to the cooler system . the thermal energy will flow in that direction until the two objects are at the same temperature . when the two systems in contact are at the same temperature , we say they are in thermal equilibrium . zeroth law of thermodynamics : defining thermal equilibrium the zeroth law of thermodynamics defines thermal equilibrium within an isolated system . the zeroth law says when two objects at thermal equilibrium are in contact , there is no net heat transfer between the objects ; therefore , they are the same temperature . another way to state the zeroth law is to say that if two objects are both separately in thermal equilibrium with a third object , then they are in thermal equilibrium with each other . the zeroth law allows us to measure the temperature of objects . any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant . we are waiting for the thermometer and the water to reach thermal equilibrium ! at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system . we can use a thermometer to measure the change in a system 's temperature . how can we use the change in temperature to calculate the heat transferred ? in order to figure out how the heat transferred to a system will change the temperature of the system , we need to know at least $ 2 $ things : the number of molecules in the system the heat capacity of the system the heat capacity tells us how much energy is needed to change the temperature of a given substance assuming that no phase changes are occurring . there are two main ways that heat capacity is reported . the specific heat capacity ( also called specific heat ) , represented by the symbol $ \text c $ or $ \text c $ , is how much energy is needed to increase the temperature of one gram of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ . specific heat capacity usually has units of $ \dfrac { \text j } { \text { grams } \cdot\text k } $ . the molar heat capacity , $ \text c_\text m $ or $ \text c_ { \text { mol } } $ , measures the amount of thermal energy it takes to raise the temperature of one mole of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ , and it usually has units of $ \dfrac { \text j } { \text { mol } \cdot\text k } $ . for example , the heat capacity of lead might be given as the specific heat capacity , $ 0.129\ , \dfrac { \text j } { \text { g } \cdot\text k } $ , or the molar heat capacity , $ 26.65\ , \dfrac { \text j } { \text { mol } \cdot\text k } $ . calculating $ \text q $ using the heat capacity we can use the heat capacity to determine the heat released or absorbed by a material using the following formula : $ \text q = \text { m } \times \text c \times \delta \text t $ where $ \text { m } $ is the mass of the substance ( in grams ) , $ \text { c } $ is the specific heat capacity , and $ \delta \text t $ is the change in temperature during the heat transfer . note that both mass and specific heat capacity can only have positive values , so the sign of $ \text q $ will depend on the sign of $ \delta \text t $ . we can calculate $ \delta \text t $ using the following equation : $ \delta \text t=\text t_ { \text { final } } -\text t_ { \text { initial } } $ where $ \text t_ { \text { final } } $ and $ \text t_ { \text { initial } } $ can have units of either $ ~^ { \circ } \text c $ or $ \text k $ . based on this equation , if $ \text q $ is positive ( energy of the system increases ) , then our system increases in temperature and $ \text t_ { \text { final } } & gt ; \text t_ { \text { initial } } $ . if $ \text q $ is negative ( energy of the system decreases ) , then our system 's temperature decreases and $ \text t_ { \text { final } } & lt ; \text t_ { \text { initial } } $ . example problem : cooling a cup of tea let 's say that we have $ 250\ , \text { ml } $ of hot tea which we would like to cool down before we try to drink it . the tea is currently at $ 370\ , \text k $ , and we 'd like to cool it down to $ 350\ , \text k $ . how much thermal energy has to be transferred from the tea to the surroundings to cool the tea ? we are going to assume that the tea is mostly water , so we can use the density and heat capacity of water in our calculations . the specific heat capacity of water is $ 4.18\ , \dfrac { \text j } { \text g \cdot \text k } $ , and the density of water is $ 1.00\ , \dfrac { \text g } { \text { ml } } $ . we can calculate the energy transferred in the process of cooling the tea using the following steps : 1 . calculate the mass of the substance we can calculate the mass of the tea/water using the volume and density of water : $ \text m=250\ , \cancel { \text { ml } } \times 1.00\ , \dfrac { \text g } { \cancel { \text { ml } } } =250\ , \text g $ 2 . calculate the change in temperature , $ \delta \text t $ we can calculate the change in temperature , $ \delta \text t $ , from the initial and final temperatures : $ \begin { align } \delta \text t & amp ; =\text t_ { \text { final } } -\text t_ { \text { initial } } \ \ & amp ; =350\ , \text k-370\ , \text k\ \ & amp ; =-20\ , \text k\end { align } $ since the temperature of the tea is decreasing and $ \delta \text t $ is negative , we would expect $ \text q $ to also be negative since our system is losing thermal energy . 3 . solve for $ \text q $ now we can solve for the heat transferred from the hot tea using the equation for heat : $ \begin { align } \text q & amp ; = \text { m } \times \text c \times \delta \text t\ & amp ; =250\ , \cancel { \text g } \times4.18\ , \dfrac { \text j } { \cancel { \text g } \cdot \cancel { \text k } } \times -20\ , \cancel { \text k } \ & amp ; =-21000\ , \text j\end { align } $ thus , we calculated that the tea will transfer $ 21000\ , \text j $ of energy to the surroundings when it cools down from $ 370\ , \text k $ to $ 350\ , \text k $ . conclusions in thermodynamics , heat and temperature are closely related concepts with precise definitions . heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the following equation : $ \text q = \text { m } \times \text c \times \delta \text t $
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scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred .
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which is the correct shortened version of heat , q , or q ?
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key points heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the equation : $ \text q = \text { m } \times \text c \times \delta \text t $ heat in thermodynamics what contains more heat , a cup of coffee or a glass of iced tea ? in chemistry class , that would be a trick question ( sorry ! ) . in thermodynamics , heat has a very specific meaning that is different from how we might use the word in everyday speech . scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred . we do n't talk about a cup of coffee containing heat , but we can talk about the heat transferred from the cup of hot coffee to your hand . heat is also an extensive property , so the change in temperature resulting from heat transferred to a system depends on how many molecules are in the system . relationship between heat and temperature heat and temperature are two different but closely related concepts . note that they have different units : temperature typically has units of degrees celsius ( $ ^\circ\text c $ ) or kelvin ( $ \text k $ ) , and heat has units of energy , joules ( $ \text j $ ) . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the water molecules in a cup of hot coffee have a higher average kinetic energy than the water molecules in a cup of iced tea , which also means they are moving at a higher velocity . temperature is also an intensive property , which means that the temperature does n't change no matter how much of a substance you have ( as long as it is all at the same temperature ! ) . this is why chemists can use the melting point to help identify a pure substance $ - $ the temperature at which it melts is a property of the substance with no dependence on the mass of a sample . on an atomic level , the molecules in each object are constantly in motion and colliding with each other . every time molecules collide , kinetic energy can be transferred . when the two systems are in contact , heat will be transferred through molecular collisions from the hotter system to the cooler system . the thermal energy will flow in that direction until the two objects are at the same temperature . when the two systems in contact are at the same temperature , we say they are in thermal equilibrium . zeroth law of thermodynamics : defining thermal equilibrium the zeroth law of thermodynamics defines thermal equilibrium within an isolated system . the zeroth law says when two objects at thermal equilibrium are in contact , there is no net heat transfer between the objects ; therefore , they are the same temperature . another way to state the zeroth law is to say that if two objects are both separately in thermal equilibrium with a third object , then they are in thermal equilibrium with each other . the zeroth law allows us to measure the temperature of objects . any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant . we are waiting for the thermometer and the water to reach thermal equilibrium ! at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system . we can use a thermometer to measure the change in a system 's temperature . how can we use the change in temperature to calculate the heat transferred ? in order to figure out how the heat transferred to a system will change the temperature of the system , we need to know at least $ 2 $ things : the number of molecules in the system the heat capacity of the system the heat capacity tells us how much energy is needed to change the temperature of a given substance assuming that no phase changes are occurring . there are two main ways that heat capacity is reported . the specific heat capacity ( also called specific heat ) , represented by the symbol $ \text c $ or $ \text c $ , is how much energy is needed to increase the temperature of one gram of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ . specific heat capacity usually has units of $ \dfrac { \text j } { \text { grams } \cdot\text k } $ . the molar heat capacity , $ \text c_\text m $ or $ \text c_ { \text { mol } } $ , measures the amount of thermal energy it takes to raise the temperature of one mole of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ , and it usually has units of $ \dfrac { \text j } { \text { mol } \cdot\text k } $ . for example , the heat capacity of lead might be given as the specific heat capacity , $ 0.129\ , \dfrac { \text j } { \text { g } \cdot\text k } $ , or the molar heat capacity , $ 26.65\ , \dfrac { \text j } { \text { mol } \cdot\text k } $ . calculating $ \text q $ using the heat capacity we can use the heat capacity to determine the heat released or absorbed by a material using the following formula : $ \text q = \text { m } \times \text c \times \delta \text t $ where $ \text { m } $ is the mass of the substance ( in grams ) , $ \text { c } $ is the specific heat capacity , and $ \delta \text t $ is the change in temperature during the heat transfer . note that both mass and specific heat capacity can only have positive values , so the sign of $ \text q $ will depend on the sign of $ \delta \text t $ . we can calculate $ \delta \text t $ using the following equation : $ \delta \text t=\text t_ { \text { final } } -\text t_ { \text { initial } } $ where $ \text t_ { \text { final } } $ and $ \text t_ { \text { initial } } $ can have units of either $ ~^ { \circ } \text c $ or $ \text k $ . based on this equation , if $ \text q $ is positive ( energy of the system increases ) , then our system increases in temperature and $ \text t_ { \text { final } } & gt ; \text t_ { \text { initial } } $ . if $ \text q $ is negative ( energy of the system decreases ) , then our system 's temperature decreases and $ \text t_ { \text { final } } & lt ; \text t_ { \text { initial } } $ . example problem : cooling a cup of tea let 's say that we have $ 250\ , \text { ml } $ of hot tea which we would like to cool down before we try to drink it . the tea is currently at $ 370\ , \text k $ , and we 'd like to cool it down to $ 350\ , \text k $ . how much thermal energy has to be transferred from the tea to the surroundings to cool the tea ? we are going to assume that the tea is mostly water , so we can use the density and heat capacity of water in our calculations . the specific heat capacity of water is $ 4.18\ , \dfrac { \text j } { \text g \cdot \text k } $ , and the density of water is $ 1.00\ , \dfrac { \text g } { \text { ml } } $ . we can calculate the energy transferred in the process of cooling the tea using the following steps : 1 . calculate the mass of the substance we can calculate the mass of the tea/water using the volume and density of water : $ \text m=250\ , \cancel { \text { ml } } \times 1.00\ , \dfrac { \text g } { \cancel { \text { ml } } } =250\ , \text g $ 2 . calculate the change in temperature , $ \delta \text t $ we can calculate the change in temperature , $ \delta \text t $ , from the initial and final temperatures : $ \begin { align } \delta \text t & amp ; =\text t_ { \text { final } } -\text t_ { \text { initial } } \ \ & amp ; =350\ , \text k-370\ , \text k\ \ & amp ; =-20\ , \text k\end { align } $ since the temperature of the tea is decreasing and $ \delta \text t $ is negative , we would expect $ \text q $ to also be negative since our system is losing thermal energy . 3 . solve for $ \text q $ now we can solve for the heat transferred from the hot tea using the equation for heat : $ \begin { align } \text q & amp ; = \text { m } \times \text c \times \delta \text t\ & amp ; =250\ , \cancel { \text g } \times4.18\ , \dfrac { \text j } { \cancel { \text g } \cdot \cancel { \text k } } \times -20\ , \cancel { \text k } \ & amp ; =-21000\ , \text j\end { align } $ thus , we calculated that the tea will transfer $ 21000\ , \text j $ of energy to the surroundings when it cools down from $ 370\ , \text k $ to $ 350\ , \text k $ . conclusions in thermodynamics , heat and temperature are closely related concepts with precise definitions . heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the following equation : $ \text q = \text { m } \times \text c \times \delta \text t $
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at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change .
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how much heat energy should be added to a mixture of 10g of hydrogen and 40g of he to change the temperature by 50degree centigrade kept in a closed vessel ?
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key points heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the equation : $ \text q = \text { m } \times \text c \times \delta \text t $ heat in thermodynamics what contains more heat , a cup of coffee or a glass of iced tea ? in chemistry class , that would be a trick question ( sorry ! ) . in thermodynamics , heat has a very specific meaning that is different from how we might use the word in everyday speech . scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred . we do n't talk about a cup of coffee containing heat , but we can talk about the heat transferred from the cup of hot coffee to your hand . heat is also an extensive property , so the change in temperature resulting from heat transferred to a system depends on how many molecules are in the system . relationship between heat and temperature heat and temperature are two different but closely related concepts . note that they have different units : temperature typically has units of degrees celsius ( $ ^\circ\text c $ ) or kelvin ( $ \text k $ ) , and heat has units of energy , joules ( $ \text j $ ) . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the water molecules in a cup of hot coffee have a higher average kinetic energy than the water molecules in a cup of iced tea , which also means they are moving at a higher velocity . temperature is also an intensive property , which means that the temperature does n't change no matter how much of a substance you have ( as long as it is all at the same temperature ! ) . this is why chemists can use the melting point to help identify a pure substance $ - $ the temperature at which it melts is a property of the substance with no dependence on the mass of a sample . on an atomic level , the molecules in each object are constantly in motion and colliding with each other . every time molecules collide , kinetic energy can be transferred . when the two systems are in contact , heat will be transferred through molecular collisions from the hotter system to the cooler system . the thermal energy will flow in that direction until the two objects are at the same temperature . when the two systems in contact are at the same temperature , we say they are in thermal equilibrium . zeroth law of thermodynamics : defining thermal equilibrium the zeroth law of thermodynamics defines thermal equilibrium within an isolated system . the zeroth law says when two objects at thermal equilibrium are in contact , there is no net heat transfer between the objects ; therefore , they are the same temperature . another way to state the zeroth law is to say that if two objects are both separately in thermal equilibrium with a third object , then they are in thermal equilibrium with each other . the zeroth law allows us to measure the temperature of objects . any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant . we are waiting for the thermometer and the water to reach thermal equilibrium ! at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system . we can use a thermometer to measure the change in a system 's temperature . how can we use the change in temperature to calculate the heat transferred ? in order to figure out how the heat transferred to a system will change the temperature of the system , we need to know at least $ 2 $ things : the number of molecules in the system the heat capacity of the system the heat capacity tells us how much energy is needed to change the temperature of a given substance assuming that no phase changes are occurring . there are two main ways that heat capacity is reported . the specific heat capacity ( also called specific heat ) , represented by the symbol $ \text c $ or $ \text c $ , is how much energy is needed to increase the temperature of one gram of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ . specific heat capacity usually has units of $ \dfrac { \text j } { \text { grams } \cdot\text k } $ . the molar heat capacity , $ \text c_\text m $ or $ \text c_ { \text { mol } } $ , measures the amount of thermal energy it takes to raise the temperature of one mole of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ , and it usually has units of $ \dfrac { \text j } { \text { mol } \cdot\text k } $ . for example , the heat capacity of lead might be given as the specific heat capacity , $ 0.129\ , \dfrac { \text j } { \text { g } \cdot\text k } $ , or the molar heat capacity , $ 26.65\ , \dfrac { \text j } { \text { mol } \cdot\text k } $ . calculating $ \text q $ using the heat capacity we can use the heat capacity to determine the heat released or absorbed by a material using the following formula : $ \text q = \text { m } \times \text c \times \delta \text t $ where $ \text { m } $ is the mass of the substance ( in grams ) , $ \text { c } $ is the specific heat capacity , and $ \delta \text t $ is the change in temperature during the heat transfer . note that both mass and specific heat capacity can only have positive values , so the sign of $ \text q $ will depend on the sign of $ \delta \text t $ . we can calculate $ \delta \text t $ using the following equation : $ \delta \text t=\text t_ { \text { final } } -\text t_ { \text { initial } } $ where $ \text t_ { \text { final } } $ and $ \text t_ { \text { initial } } $ can have units of either $ ~^ { \circ } \text c $ or $ \text k $ . based on this equation , if $ \text q $ is positive ( energy of the system increases ) , then our system increases in temperature and $ \text t_ { \text { final } } & gt ; \text t_ { \text { initial } } $ . if $ \text q $ is negative ( energy of the system decreases ) , then our system 's temperature decreases and $ \text t_ { \text { final } } & lt ; \text t_ { \text { initial } } $ . example problem : cooling a cup of tea let 's say that we have $ 250\ , \text { ml } $ of hot tea which we would like to cool down before we try to drink it . the tea is currently at $ 370\ , \text k $ , and we 'd like to cool it down to $ 350\ , \text k $ . how much thermal energy has to be transferred from the tea to the surroundings to cool the tea ? we are going to assume that the tea is mostly water , so we can use the density and heat capacity of water in our calculations . the specific heat capacity of water is $ 4.18\ , \dfrac { \text j } { \text g \cdot \text k } $ , and the density of water is $ 1.00\ , \dfrac { \text g } { \text { ml } } $ . we can calculate the energy transferred in the process of cooling the tea using the following steps : 1 . calculate the mass of the substance we can calculate the mass of the tea/water using the volume and density of water : $ \text m=250\ , \cancel { \text { ml } } \times 1.00\ , \dfrac { \text g } { \cancel { \text { ml } } } =250\ , \text g $ 2 . calculate the change in temperature , $ \delta \text t $ we can calculate the change in temperature , $ \delta \text t $ , from the initial and final temperatures : $ \begin { align } \delta \text t & amp ; =\text t_ { \text { final } } -\text t_ { \text { initial } } \ \ & amp ; =350\ , \text k-370\ , \text k\ \ & amp ; =-20\ , \text k\end { align } $ since the temperature of the tea is decreasing and $ \delta \text t $ is negative , we would expect $ \text q $ to also be negative since our system is losing thermal energy . 3 . solve for $ \text q $ now we can solve for the heat transferred from the hot tea using the equation for heat : $ \begin { align } \text q & amp ; = \text { m } \times \text c \times \delta \text t\ & amp ; =250\ , \cancel { \text g } \times4.18\ , \dfrac { \text j } { \cancel { \text g } \cdot \cancel { \text k } } \times -20\ , \cancel { \text k } \ & amp ; =-21000\ , \text j\end { align } $ thus , we calculated that the tea will transfer $ 21000\ , \text j $ of energy to the surroundings when it cools down from $ 370\ , \text k $ to $ 350\ , \text k $ . conclusions in thermodynamics , heat and temperature are closely related concepts with precise definitions . heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the following equation : $ \text q = \text { m } \times \text c \times \delta \text t $
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here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system .
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thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change '' does this mean that when a system is undergoing a phase change , heat transfer brings about no temperature change ?
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key points heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the equation : $ \text q = \text { m } \times \text c \times \delta \text t $ heat in thermodynamics what contains more heat , a cup of coffee or a glass of iced tea ? in chemistry class , that would be a trick question ( sorry ! ) . in thermodynamics , heat has a very specific meaning that is different from how we might use the word in everyday speech . scientists define heat as thermal energy transferred between two systems at different temperatures that come in contact . heat is written with the symbol q or q , and it has units of joules ( $ \text j $ ) . heat is sometimes called a process quantity , because it is defined in the context of a process by which energy can be transferred . we do n't talk about a cup of coffee containing heat , but we can talk about the heat transferred from the cup of hot coffee to your hand . heat is also an extensive property , so the change in temperature resulting from heat transferred to a system depends on how many molecules are in the system . relationship between heat and temperature heat and temperature are two different but closely related concepts . note that they have different units : temperature typically has units of degrees celsius ( $ ^\circ\text c $ ) or kelvin ( $ \text k $ ) , and heat has units of energy , joules ( $ \text j $ ) . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the water molecules in a cup of hot coffee have a higher average kinetic energy than the water molecules in a cup of iced tea , which also means they are moving at a higher velocity . temperature is also an intensive property , which means that the temperature does n't change no matter how much of a substance you have ( as long as it is all at the same temperature ! ) . this is why chemists can use the melting point to help identify a pure substance $ - $ the temperature at which it melts is a property of the substance with no dependence on the mass of a sample . on an atomic level , the molecules in each object are constantly in motion and colliding with each other . every time molecules collide , kinetic energy can be transferred . when the two systems are in contact , heat will be transferred through molecular collisions from the hotter system to the cooler system . the thermal energy will flow in that direction until the two objects are at the same temperature . when the two systems in contact are at the same temperature , we say they are in thermal equilibrium . zeroth law of thermodynamics : defining thermal equilibrium the zeroth law of thermodynamics defines thermal equilibrium within an isolated system . the zeroth law says when two objects at thermal equilibrium are in contact , there is no net heat transfer between the objects ; therefore , they are the same temperature . another way to state the zeroth law is to say that if two objects are both separately in thermal equilibrium with a third object , then they are in thermal equilibrium with each other . the zeroth law allows us to measure the temperature of objects . any time we use a thermometer , we are using the zeroth law of thermodynamics . let 's say we are measuring the temperature of a water bath . in order to make sure the reading is accurate , we usually want to wait for the temperature reading to stay constant . we are waiting for the thermometer and the water to reach thermal equilibrium ! at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change . thus , heat transfer results in a change in the system 's temperature as long as the system is not undergoing a phase change . the change in temperature resulting from heat transferred to or from a system depends on how many molecules are in the system . we can use a thermometer to measure the change in a system 's temperature . how can we use the change in temperature to calculate the heat transferred ? in order to figure out how the heat transferred to a system will change the temperature of the system , we need to know at least $ 2 $ things : the number of molecules in the system the heat capacity of the system the heat capacity tells us how much energy is needed to change the temperature of a given substance assuming that no phase changes are occurring . there are two main ways that heat capacity is reported . the specific heat capacity ( also called specific heat ) , represented by the symbol $ \text c $ or $ \text c $ , is how much energy is needed to increase the temperature of one gram of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ . specific heat capacity usually has units of $ \dfrac { \text j } { \text { grams } \cdot\text k } $ . the molar heat capacity , $ \text c_\text m $ or $ \text c_ { \text { mol } } $ , measures the amount of thermal energy it takes to raise the temperature of one mole of a substance by $ 1~^ { \circ } \text c $ or $ 1\ , \text k $ , and it usually has units of $ \dfrac { \text j } { \text { mol } \cdot\text k } $ . for example , the heat capacity of lead might be given as the specific heat capacity , $ 0.129\ , \dfrac { \text j } { \text { g } \cdot\text k } $ , or the molar heat capacity , $ 26.65\ , \dfrac { \text j } { \text { mol } \cdot\text k } $ . calculating $ \text q $ using the heat capacity we can use the heat capacity to determine the heat released or absorbed by a material using the following formula : $ \text q = \text { m } \times \text c \times \delta \text t $ where $ \text { m } $ is the mass of the substance ( in grams ) , $ \text { c } $ is the specific heat capacity , and $ \delta \text t $ is the change in temperature during the heat transfer . note that both mass and specific heat capacity can only have positive values , so the sign of $ \text q $ will depend on the sign of $ \delta \text t $ . we can calculate $ \delta \text t $ using the following equation : $ \delta \text t=\text t_ { \text { final } } -\text t_ { \text { initial } } $ where $ \text t_ { \text { final } } $ and $ \text t_ { \text { initial } } $ can have units of either $ ~^ { \circ } \text c $ or $ \text k $ . based on this equation , if $ \text q $ is positive ( energy of the system increases ) , then our system increases in temperature and $ \text t_ { \text { final } } & gt ; \text t_ { \text { initial } } $ . if $ \text q $ is negative ( energy of the system decreases ) , then our system 's temperature decreases and $ \text t_ { \text { final } } & lt ; \text t_ { \text { initial } } $ . example problem : cooling a cup of tea let 's say that we have $ 250\ , \text { ml } $ of hot tea which we would like to cool down before we try to drink it . the tea is currently at $ 370\ , \text k $ , and we 'd like to cool it down to $ 350\ , \text k $ . how much thermal energy has to be transferred from the tea to the surroundings to cool the tea ? we are going to assume that the tea is mostly water , so we can use the density and heat capacity of water in our calculations . the specific heat capacity of water is $ 4.18\ , \dfrac { \text j } { \text g \cdot \text k } $ , and the density of water is $ 1.00\ , \dfrac { \text g } { \text { ml } } $ . we can calculate the energy transferred in the process of cooling the tea using the following steps : 1 . calculate the mass of the substance we can calculate the mass of the tea/water using the volume and density of water : $ \text m=250\ , \cancel { \text { ml } } \times 1.00\ , \dfrac { \text g } { \cancel { \text { ml } } } =250\ , \text g $ 2 . calculate the change in temperature , $ \delta \text t $ we can calculate the change in temperature , $ \delta \text t $ , from the initial and final temperatures : $ \begin { align } \delta \text t & amp ; =\text t_ { \text { final } } -\text t_ { \text { initial } } \ \ & amp ; =350\ , \text k-370\ , \text k\ \ & amp ; =-20\ , \text k\end { align } $ since the temperature of the tea is decreasing and $ \delta \text t $ is negative , we would expect $ \text q $ to also be negative since our system is losing thermal energy . 3 . solve for $ \text q $ now we can solve for the heat transferred from the hot tea using the equation for heat : $ \begin { align } \text q & amp ; = \text { m } \times \text c \times \delta \text t\ & amp ; =250\ , \cancel { \text g } \times4.18\ , \dfrac { \text j } { \cancel { \text g } \cdot \cancel { \text k } } \times -20\ , \cancel { \text k } \ & amp ; =-21000\ , \text j\end { align } $ thus , we calculated that the tea will transfer $ 21000\ , \text j $ of energy to the surroundings when it cools down from $ 370\ , \text k $ to $ 350\ , \text k $ . conclusions in thermodynamics , heat and temperature are closely related concepts with precise definitions . heat , $ \text q $ , is thermal energy transferred from a hotter system to a cooler system that are in contact . temperature is a measure of the average kinetic energy of the atoms or molecules in the system . the zeroth law of thermodynamics says that no heat is transferred between two objects in thermal equilibrium ; therefore , they are the same temperature . we can calculate the heat released or absorbed using the specific heat capacity $ \text c $ , the mass of the substance $ \text m $ , and the change in temperature $ \delta \text t $ in the following equation : $ \text q = \text { m } \times \text c \times \delta \text t $
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at thermal equilibrium , the temperature of the thermometer bulb and the water bath will be the same , and there should be no net heat transfer from one object to the other ( assuming no other loss of heat to the surroundings ) . heat capacity : converting between heat and change in temperature how can we measure heat ? here are some things we know about heat so far : when a system absorbs or loses heat , the average kinetic energy of the molecules will change .
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why is heat transferred from water ice to the surroundings when it melts ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group .
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is there a easier or quicker way to divide ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group .
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what is 27 divide into 2 ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows .
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what strategies do most people use for division ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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how did numbers and words come into the world ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array .
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is 100 divided by 5 equal 13 ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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why are we supposed to know how to do division in our heads ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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how was division made/ created ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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what is a easier way to not get messed up with subtraction and division ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group .
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how would be an easier way to know when to divide or when to multiply ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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y does the artacales have to be so long ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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so is division easier than multiplication ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group .
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how do you divide numbers with decimals ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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what is the normal age to learn division ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ .
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can we use a multiplication problem to solve a division problem if it is the same equation backwards ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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how are multiplication and division related ?
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what is division ? division lets us separate a number of objects into equal-size groups . the symbol for division is $ \div $ . to divide , we need to know the total number of objects . we also need to know either the number of groups or the number of objects in each group . equal groups let 's look at an example : the big pink bubble gum company is holding a bubble blowing contest . they have $ \maroonc { 18 } $ gumballs to share equally between $ \blued { 3 } $ people . a division problem always starts with the total number of objects . the total number of gumballs is $ \maroonc { 18 } $ . the gumballs will be divided equally between $ \blued { 3 } $ people . so the number of equal groups is $ \blued { 3 } $ . in this problem , we are dividing $ \maroonc { 18 } $ gumballs into $ \blued { 3 } $ groups . we can show this with the expression $ \maroonc { 18 } $ $ \div $ $ \blued { 3 } $ . let 's try another one the big pink bubble gum company decides to use $ \maroonc { 16 } $ gumballs in the competition . they will have $ \greend { 4 } $ people blowing bubbles . using arrays we can use arrays to show division . an array is an arrangement of objects in equal-size rows . $ 18 $ gumballs shared equally between $ 3 $ people can be shown with this array : the $ 18 $ gumballs have been divided equally between $ 3 $ rows . this array shows the expression $ 18 \div 3 $ . when we divide $ 18 $ gumballs into $ 3 $ groups , how many gumballs are in each group ? we can find the answer to the division problem by counting the number of dots in each row . $ 18 \div 3 = 6 $ practice problem 2 practice problem 3 this array has $ \goldd { 35 } $ dots divided into $ \blued { 5 } $ equal rows . equal shares this type of problem is similar to the ones we just solved . however , in this case , we know the number of objects in each group instead of the number of equal groups . let 's look at an example : peng 's pony rides has $ \goldd { 20 } $ ponies . the ponies take kids on rides all day . at the end of the day , the ponies rest in their stables . each stable holds $ \blued4 $ ponies . we have a total of $ \goldd { 20 } $ ponies . we also know the number of equal shares in each group . each stable holds $ \blued { 4 } $ ponies . we can use division to figure out how many stables peng needs for all his ponies . the expression for $ \goldd { 20 } $ ponies divided into equal groups of $ \blued { 4 } $ is $ \goldd { 20 } $ $ \div $ $ \blued { 4 } . $ let 's try another problem peng 's pony rides has a total of $ \goldd { 20 } $ ponies . they built bigger stables . each stable now holds $ \purpled { 10 } $ ponies . connecting division and multiplication the array shows a total of $ \purpled { 30 } $ dots . the dots have been divided into $ \goldd { 6 } $ equal rows with $ \blued { 5 } $ dots in each row . the equation $ \purpled { 30 } $ $ \div $ $ \goldd { 6 } = \blued { 5 } $ represents the array . we could also say the array is made up of $ \goldd { 6 } $ rows of dots with $ \blued { 5 } $ dots in each row . the equation $ \goldd { 6 } $ $ \times $ $ \blued { 5 } $ = $ \purpled { 30 } $ also represents the array . in both equations , $ \purpled { 30 } $ is the total number of dots , $ \goldd { 6 } $ is the number of equal-size groups , and $ \blued { 5 } $ is the number of dots in each group . let 's try another one .
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what is division ? division lets us separate a number of objects into equal-size groups .
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what is the easyest divion ?
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age twenty and looking rather goth when i ’ m in the galleries at the museum of modern art in new york , i obviously spend a good deal of time looking at the art . but i also watch people look at the art and listen to what they have to say . the comments that people make can be quite thoughtful and visitor comments and questions have added enormously to my appreciation of the art over the years . still , there are many comments that are born of pure befuddlement . and many of these target picasso . many people seem to believe that picasso ’ s abstraction of the human figure , his penchant for reconfiguring the body by mis-aligning a nose or an eye , for instance , is the result of his inability to draw . nothing could be farther from the truth . there is an old anecdote that tells of picasso , who , upon emerging from an exhibition of drawings by young children , says , “ when i was their age i could draw like raphael , but it took me a lifetime to learn to draw like them. ” perhaps this quote is apocryphal , but it points to something undeniably true : picasso was an extraordinary craftsman , even when measured against the old masters . that he chose to struggle to overcome his visual heritage in order to find a language more responsive to the modern world is an important triumph that has had a vast effect upon our world . picasso ’ s art has transformed and inspired not only artists , but also architects , designers , writers , mathematicians , and even philosophers . we may look at picasso 's art in museums , but his art—via these translators—has therefore had a profound influence on what we see in our everyday life . just think of the advertisements for products we buy , buildings in which we live and work , books we read , and even the way we conceive of reality . `` my kid could make that '' there is no question that picasso ’ s art has had a most profound impact on the twentieth century . while picasso suggests the value of unlearning the academic tradition , it is important to remember that he had mastered its techniques by a very early age . his father , don josé ruiz blasco , was a drawing teacher and curator at a small museum . the young picasso began drawing and painting by age seven or eight . by age ten , picasso assisted his father , sometimes painting the minor elements of the elder ’ s canvases . soon after his father became a professor at the art academy in barcelona , the young picasso completed the entrance examinations ( in record time ) and was advanced to the school ’ s upper-level program . he repeated this feat when he applied to the royal academy in madrid . picasso in paris like van gogh had done before him , picasso arrived in paris determined to work through the avant-garde ’ s techniques and subjects to better understand such art . an example of his explorations of the achievements of contemporary art in paris can be seen by comparing a painting by degas to one by picasso . it is not surprising that picasso , the great draftsman , would be interested in the work of the “ odd man out ” degas , who nearly alone among the impressionists retained the primacy of line . in the example woman ironing , picasso has infused a somewhat maudlin weariness to his attenuated and curiously sensual laborer . still , picasso understands degas ’ s experimentation with abstraction . note how in degas ’ s image , the luminous negative space defined between the arms refuses to recede beyond the figure , remaining trapped instead . likewise , picasso defines and centers an almost identical form . notice , too , the bowl that picasso places in the lower right corner . like everything in this canvas , it is roughly formed with a dry brush . still , the simple strokes of white and dark gray that define the volume speak to the magical pleasure of rendering space , a love that picasso carries with him through out his career . family of saltimbanques this great , early painting by picasso portrays a family of saltimbanques . these are wandering circus performers that move from town to town—never truly welcome , and only briefly tolerated for their ability to entertain . like so many of picasso ’ s early subjects during his so-called blue and rose periods in the first years of the twentieth century , here is a group of disenfranchised , alienated people that live on the fringes of society . this particular group includes characters from the sixteenth-century italian performing tradition of commedia dell ’ arte . one such figure is the rogue wit known as the harlequin , who wears a suit of multicolored triangles . picasso seems to have identified with such characters at this time . as he often reminded people , he was very poor at this point in his career . a spaniard in france who did not yet speak the language , and still an unknown artist only in his mid-twenties , picasso might well have felt an affinity with itinerant outsiders such as the saltimbanques . the laundry barge in paris in 1904 , picasso rented a studio in an old , dilapidated building filled with artists and poets . located at 13 rue ravignan , the building was dubbed the bateau-lavoir ( or laundry barge ) by poet-in-residence , max jacob . it is at this time that picasso first came into contact with french painter henri matisse , as well as american ex-pat gertrude stein , who—along with her brother leo—was one of the foremost patrons of modern art in paris . essay by dr. beth harris and dr. steven zucker additional resources : pablo picasso on the metropolitan museum of art 's heilbrunn timeline of art history cubism on the metropolitan museum of art 's heilbrunn timeline of art history portrait of gertrude stein at the metropolitan museum of art
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age twenty and looking rather goth when i ’ m in the galleries at the museum of modern art in new york , i obviously spend a good deal of time looking at the art . but i also watch people look at the art and listen to what they have to say .
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who is the publisher of this website ?
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a `` fallen woman '' in the 1840s and 1850s , victorian artists and writers increasingly turned their attention to modern life , including topics they considered to be social problems such as prostitution and the limited employment opportunities for women . these were decades when the costs of the industrial revolution came to the attention of the victorian public . parliamentary reports and newspapers chronicled low-wage and child labor , long hours in factories and mines , crowded cities , and , perhaps most painful to the victorians , the increased autonomy of women in a world of wage labor and economic insecurity . writers such as harriet martineau wrote about the need for increased employment opportunities for middle-class women ( becoming a governess or dressmaker were virtually the only options at that time ) . a common trope in the literature of the period is the `` fallen woman '' —a woman who became a prostitute , usually due to dire economic circumstances . thoughts of the past is an example of this familiar theme . the artist places his figure in front of the window looking out onto the thames river crowded with boat traffic . waterloo bridge can be seen in the distance and not far away is the strand , a bustling london thoroughfare , popular with prostitutes during the victorian period . the woman stares not at the busy scene , but soulfully out at the viewer , her eyes focused somewhere in the distance . she pauses from brushing her hair , perhaps , as suggested by the title , to remember some episode from her past . visual clues visual clues in the painting implicate her as a prostitute . the showy purple dressing gown , her untended plants , the man ’ s glove and walking stick on the floor , and the money and jewelry on the table beside her ( perhaps payment from the owner of the glove ) all provide the viewer with evidence of her status as a “ fallen woman. ” her red hair , a popular feature with pre-raphaelite painters , also relates to traditional images of the prostitute mary magdalene , who is often shown with red hair . on the floor beside her feet is a small bunch of violets . in the language of flowers , something all victorians were familiar with , violets were a symbol of faithfulness , and the fact that they have been cast aside to wither and die may speak to the multiple liaisons that is the reality of prostitution . the river in the background adds to the symbolism of the picture . during the victorian period the problem of the prostitute was often discussed in terms of the threat to public health from disease . the river too was a public health issue , most notably during the “ the big stink '' in the summer of 1858 when central london was permeated with the smell of raw sewage rising from the river . stanhope , who had a studio on the river on chatham place at blackfriars just below one occupied by dante gabriel rossetti , would have been intimately aware of both the picturesque quality of the thames and its sanitation issues . it is also the case , that in the narratives of victorian art and literature , women forced into prostitution often committed suicide , usually by drowning ( see for example , george frederick watts 's famous painting , found drowned , of 1848-50 ) . the end suggested for the young girl in the painting is bleak indeed . it is critical to remember that these paintings ( and works of literature ) do not represent the true lives these women lived . nevertheless , these narratives allow us to see the victorians trying to come to terms with the dire problems and profound changes wrought by urbanization and industrialization . stanhope and the pre-raphaelites john rodham spencer stanhope was born in yorkshire and was educated at rugby and oxford . in 1850 he worked with the artist watts and was introduced to the artistic circle of little holland house , where he met rossetti and other members of the pre-raphaelite brotherhood . in 1857 he was asked by rossetti to participate in a project to paint frescoes on the walls of the oxford union . during the project he became friends with edward burne-jones , who was to become an important influence in his art . thoughts of the past provides the viewer with much to think about . rossetti tells us that the painting was originally conceived as part of a diptych , showing an “ unfortunate ” in two separate phases of her life . it would be fascinating to know what the artist intended for the other panel . perhaps it would have shown the viewer just how the young woman came to find herself in this situation . as is typical with victorian paintings , the detailed symbolism helps us understand the narrative . stanhope has given us a haunting image of a young woman remembering the innocence of youth rather than confronting the bleakness of her future . essay by dr. rebecca jeffrey easby additional resources : this painting at the tate spencer stanhope in the google art project this painting on the victorian web this painting in the google art project
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the river in the background adds to the symbolism of the picture . during the victorian period the problem of the prostitute was often discussed in terms of the threat to public health from disease . the river too was a public health issue , most notably during the “ the big stink '' in the summer of 1858 when central london was permeated with the smell of raw sewage rising from the river .
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was the victorian british era 's proliferance of prostitution a problem of the lack of opportunity for women to earn a living by `` honest '' means , or a problem of the lack of marital fidelity on the part of the married men who patronized them ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers .
|
how many different tribes were there ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet .
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did the native americans share a common god ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet .
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how many types of languages did native americans speak ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers .
|
did every tribe have a different language or a different , unique way of communicating ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets .
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was inter-tribal or intra-tribal warfare common ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others .
|
how did tribes resolve their conflicts or issues ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others .
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how many tribes were there ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco .
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what did common indian names mean ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others .
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were wars between tribes common ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming .
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when was the first practice of slavery start ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming .
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what year did the first tribe appear ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ?
|
did hunters and gatherers live in more places than just the west ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers .
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where do hawai'i and alaska fit in ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet .
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if in fact the native americans did come over the bering strait 12,000 years ago then should n't all the 562 tribes that were in the americas be all from the same group originally and then gradually split apart over time ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers .
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what stuff do you need to preserve a animal hide ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving .
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why did the chinookans practice slavery ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco .
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was slavery common in native american tribes ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains .
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what is the time period that the pomo existed in the area ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
|
even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ?
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how would they think throwing fish bones would bring back more fish ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people .
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what made the groups of indigenous peoples in ca different ( this article only mentions microclimate and food-getting practices ) ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers .
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why is the great basin speaking about the throws ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards .
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in processing the buffalo meat , what happens to the bones of the carcass ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet .
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do the bones disappear or did native americans use the bones ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers .
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why was there so many different tribes ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving .
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when the passage states that chinookan tribes would practice slavery , is it referring to a system more akin to the chattel slavery in the us during the 1800s or something else ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others .
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why was religion so important to the native american tribes and , were there certain enmity between tribes and why ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ?
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did the apache and navajo hunt bison primarily in the west or south west ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ?
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when did hunters and gatherers live nomadically ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency .
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can somebody tell me how to preserve animal hides please ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet .
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did the native americans make any advances in technology that we know today ?
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overview many different groups of american indians , with distinct cultures based on their resource allocation and climate , inhabited the western region of north america . hunting , gathering , and fishing supplied most of the food for native peoples throughout the west , especially along the columbia and colorado rivers . although hunting and gathering could be challenging and unpredictable , the bountiful west provided ample food and trading goods , which allowed natives to establish sedentary villages . geographic and temporal setting : the diverse west the west of united states , extending from the top corner of washington , through california and into parts of nevada , utah , colorado , and idaho , was home to a diverse array of native american groups living off bountiful natural resources much before lewis and clark ever discovered the region ’ s riches . it is hard to generalize about the cultural practices of native groups in the west since the climate and resources varied immensely , creating microenvironments which different groups used to advantage . some tribes that lived in the pacific northwest include the makah and the kwakiutl people . over one hundred federally-recognized tribes lived in modern california . the great basin—the vast expanse of land between the rocky mountains and the sierra nevadas—was home to the mono , paiute , bannock , shoshone , ute , and gosiute peoples , among others . common food practices : hunting , gathering , and fishing most western native people fished , hunted and gathered in the bountiful land . along the colorado river , native americans gathered a variety of wild food and planted some tobacco . acorns were a pivotal part of the californian diet . women would gather and process the acorns . they removed toxins from the pulp inside the nut and made it into flour , creating a less perishable source of nourishment . in the pacific northwest , people foraged for pine nuts , wild plants , and more . buffalo and bison also roamed the pacific northwest , proving an easy target for hunters . along the coast of modern-day california , natives hunted small mammals , snakes , and lizards . in the great basin , fishing sustained the native people . salmon was plentiful along the columbia and colorado rivers . native fishermen would use large harpoons to stab the fish swimming through the rushing water , along with complex trapping systems . however , a natural disaster like a mudslide or earthquake could completely disrupt the salmon patterns . the great basin natives were the first to create canoes to aid the fishing process and secure a surplus of fish in preparation for times of scarcity . evidence suggests that the western american indians had an extremely healthy , protein- and nutrient-rich diet , much more so than other groups in the plains or northeast who relied on farming . societal organization : distinct , yet connected communities salmon dominated trade networks as well as diets . the dalles , the area upstream of long narrows on the columbia river , became a central trading point for networks that extended to the plains and to the pacific . the chumash indians of the region near modern-day santa barbara were known for their trade fairs , where they would trade marine mammals for shells from the pacific northwest and hides from the plains . acorns were often used as currency . many western indians , including the acjachemen native people of california , lived in compact , easy-to-build , and easy-to-move wikiups made of wood , leaves and brush . others , in resource-rich areas mostly in the pacific northwest , lived in more permanent and established villages . the structure of shelter oftentimes indicated the sustainability of the food source—the more plentiful the fish and acorns in the area , the more likely the native peoples lived in intricately-designed homes within societies that were there to stay . social and religious norms : resources dictate wealth the great concentration of resources also created rigidly stratified class structures throughout the west . villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving . people generally identified with family-based bands called tribelets . a tribelet would include a few hundred to a thousand people that aligned culturally , but hunted and gathered in smaller units of 10-12 people . in areas with sparse natural resources , native groups were more nomadic and less connected to other groups . even monotonous tasks like hunting and gathering had spiritual significance to western american indians . some groups would pray for good hunting luck , and others developed rituals around such processes . in the great basin , sahaptin-speaking people would throw salmon bones back into the columbia river as to rejuvenate the supply of fish for the following season . what do you think ? how did proximity to natural resources determine social position in the west ? what do you think would happen to societal structure of a large village near the river if natural resources were depleted , by overfishing or natural disaster ? how would the group ’ s lifestyle and social organization change ? when did hunters and gatherers live nomadically ? when did they establish villages ? why ?
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villages were comprised of thousands of people , organized by a complex social system in which men would hunt and fish and women would harvest and prepare the meat for food and trade . the chinookan people , whose strategic position along the columbia river ensured fishing and hunting success , practiced slavery to complete the laborious tasks required to process large animals like bison and buffalo . in less densely populated areas , sociopolitical organization and tribal relationships were constantly evolving .
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when the article says that the indians practiced slavery , what exactly does that mean ?
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an american painter born in england during the nineteenth century—an expanse of time that saw the elevation of landscape painting to a point of national pride—thomas cole reigned supreme as the undisputed leader of the hudson river school of landscape painters ( not an actual school , but a group of new york city-based landscape painters ) . it is ironic , however , that the person who most embodies the beauty and grandeur of the american wilderness during the first half of the nineteenth century was not originally from the united states , but was instead born and lived the first seventeen years of his life in great britain . originally from bolton-le-moor in lancashire ( england ) , the cole family immigrated to the united states in 1818 , first settling in philadelphia before eventually moving to steubenville , ohio , a locale then on the edge of wilderness of the american west . early years cole worked briefly in ohio as an itinerant portraitist , but returned to philadelphia in 1823 at the age of 22 to pursue art instruction that was then unavailable in ohio . two years later , cole moved to new york city where he exchanged his aspirations of painting large-scale historical compositions for the more reasonable artistic goal of completing landscapes . for instruction , cole turned to a book , william oram ’ s precepts and observations on the art of colouring in landscaping ( 1810 ) , an instructional text that had a profound effect on cole for the remainder of his artistic career . an important ally and an influential patron cole found quick success in new york city . in the year of his arrival , 1825 , john trumbull , the patriarch of american portraiture and history painting , and the president of the american academy of design `` discovered '' cole , and the older artist made it an immediate goal to promote the talented landscape painter . in the months to follow , trumbull introduced cole to many of the wealthy and prominent men who would become his most influential patrons in the decades to follow . one such man was luman reed , an affluent merchant who , in 1836 , commissioned cole to paint the five-canvas series the course of empire . landscapes imbued with a moral message it is in this series—and in many of the paintings to follow—that thomas cole found the aesthetic voice to lift the genre of landscape painting to a level that approached history painting . during the eighteenth and nineteenth centuries , great artists aspired to complete large-scale historical compositions , paintings that often had an instructive moral message . landscape paintings , in contrast , were often though more imitative than innovative . but in the course of empire , cole was able to take the american landscape and imbue it with a moral message , as was often found in history paintings . indeed , the landscapes cole began to paint in the 1830s were not entirely about the land . in these works , cole used the land as a way to say something important about the united states . the oxbow : more than a bend in the connecticut river a wonderful illustration of this is cole ’ s 1836 masterwork , a view from mount holyoke , northampton , massachusetts , after a thunderstorm , a painting that is generally ( and mercifully ) known as the oxbow . at first glance this painting may seem to be nothing more than an interesting view of a recognizable bend in the connecticut river . but when viewed through the lens of nineteenth-century political ideology , this painting eloquently speaks about the widely discussed topic of westward expansion . when looking at the oxbow , the viewer can clearly see that cole used a diagonal line from the lower right to the upper left to divide the composition into two unequal halves . the left-hand side of the painting depicts a sublime view of the land , a perspective that elicits feelings of danger and even fear . this is enhanced by the gloomy storm clouds that seem to pummel the not-too-distant middle ground with rain . this part of the painting depicts a virginal landscape , nature created by god and untouched by man . it is wild , unruly , and untamed . within the construction of american landscape painting , american artists often visually represented the notion of the untamed wilderness through the `` blasted tree , a motif cole paints into the lower left corner . that such a formidable tree could be obliterated in such a way suggests the herculean power of nature . if the left side of this painting is sublime in tenor , on the right side of the composition we can observe a peaceful , pastoral landscape that humankind has subjugated to their will . the land , which was once as disorderly as that on the left side of the painting , has now been overtaken by the order and regulation of agriculture . animals graze . crops grow . smoke billows from chimneys . boats sail upon the river . what was once wild has been tamed . the thunderstorm , which threatens the left side of the painting , has left the land on the right refreshed and no worse for the wear . the sun shines brightly , filling the right side of the painting with the golden glow of a fresh afternoon . manifest destiny when viewed together , the right side of the painting—the view to the east—and that of the left—the west—clearly speak to the ideology of manifest destiny . during the nineteenth century , discussions of westward expansion dominated political discourse . the louisiana purchase of 1804 essentially doubled the size of the united states , and many believed that it was a divinely ordained obligation of americans to settle this westward territory . in the oxbow , cole visually shows the benefits of this process . the land to the east is ordered , productive , and useful . in contrast , the land to the west remains unbridled . further westward expansion—a change that is destined to happen—is shown to positively alter the land . although cole was the most influential landscape artist of the first half of the nineteenth century , he was not completely adverse to figure painting . indeed , a close look at the oxbow , reveals an easily overlooked self-portrait in the lower part of the painting . cole wears a coat and hat and stands before a stretched canvas placed on an easel , paintbrush in hand . the artist pauses , as if in the middle of the brushstroke , to engage the viewer . this work , then , in a kind of `` artist in his studio '' self-portrait—is akin , in many ways , to charles willson peale ’ s 1822 work the artist in his museum . in each , the artist depicts himself in his own setting . for peale , this was his natural history museum in philadelphia . for cole , this was the nature he is most well known for painting . lasting influence although he only formally accepted one pupil for instruction—this was , of course , frederic edwin church—thomas cole exerted a powerful influence on the course of landscape painting in the united states during the nineteenth century . not content to merely paint the land , cole elevated the landscape genre to approach the status of historical painting . the landscape painters who followed during the middle of the nineteenth century—church , durant , bierstadt , and others—would often follow the trail that cole had blazed . essay by dr. bryan zygmont additional resources : this painting at the metropolitan museum of art cedar grove , the thomas cole national historic site hudson river school on the metropolitan museum of art 's heilbrunn timeline of art history thomas cole on the metropolitan museum of art 's heilbrunn timeline of art history on cole 's the course of empire carl pfluger , the views and visions of thomas cole , the hudson river review , vol . 47 , no . 4 ( winter 1995 ) , pp . 629-35
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further westward expansion—a change that is destined to happen—is shown to positively alter the land . although cole was the most influential landscape artist of the first half of the nineteenth century , he was not completely adverse to figure painting . indeed , a close look at the oxbow , reveals an easily overlooked self-portrait in the lower part of the painting .
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what is `` pait '' or `` figure pait '' ?
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an american painter born in england during the nineteenth century—an expanse of time that saw the elevation of landscape painting to a point of national pride—thomas cole reigned supreme as the undisputed leader of the hudson river school of landscape painters ( not an actual school , but a group of new york city-based landscape painters ) . it is ironic , however , that the person who most embodies the beauty and grandeur of the american wilderness during the first half of the nineteenth century was not originally from the united states , but was instead born and lived the first seventeen years of his life in great britain . originally from bolton-le-moor in lancashire ( england ) , the cole family immigrated to the united states in 1818 , first settling in philadelphia before eventually moving to steubenville , ohio , a locale then on the edge of wilderness of the american west . early years cole worked briefly in ohio as an itinerant portraitist , but returned to philadelphia in 1823 at the age of 22 to pursue art instruction that was then unavailable in ohio . two years later , cole moved to new york city where he exchanged his aspirations of painting large-scale historical compositions for the more reasonable artistic goal of completing landscapes . for instruction , cole turned to a book , william oram ’ s precepts and observations on the art of colouring in landscaping ( 1810 ) , an instructional text that had a profound effect on cole for the remainder of his artistic career . an important ally and an influential patron cole found quick success in new york city . in the year of his arrival , 1825 , john trumbull , the patriarch of american portraiture and history painting , and the president of the american academy of design `` discovered '' cole , and the older artist made it an immediate goal to promote the talented landscape painter . in the months to follow , trumbull introduced cole to many of the wealthy and prominent men who would become his most influential patrons in the decades to follow . one such man was luman reed , an affluent merchant who , in 1836 , commissioned cole to paint the five-canvas series the course of empire . landscapes imbued with a moral message it is in this series—and in many of the paintings to follow—that thomas cole found the aesthetic voice to lift the genre of landscape painting to a level that approached history painting . during the eighteenth and nineteenth centuries , great artists aspired to complete large-scale historical compositions , paintings that often had an instructive moral message . landscape paintings , in contrast , were often though more imitative than innovative . but in the course of empire , cole was able to take the american landscape and imbue it with a moral message , as was often found in history paintings . indeed , the landscapes cole began to paint in the 1830s were not entirely about the land . in these works , cole used the land as a way to say something important about the united states . the oxbow : more than a bend in the connecticut river a wonderful illustration of this is cole ’ s 1836 masterwork , a view from mount holyoke , northampton , massachusetts , after a thunderstorm , a painting that is generally ( and mercifully ) known as the oxbow . at first glance this painting may seem to be nothing more than an interesting view of a recognizable bend in the connecticut river . but when viewed through the lens of nineteenth-century political ideology , this painting eloquently speaks about the widely discussed topic of westward expansion . when looking at the oxbow , the viewer can clearly see that cole used a diagonal line from the lower right to the upper left to divide the composition into two unequal halves . the left-hand side of the painting depicts a sublime view of the land , a perspective that elicits feelings of danger and even fear . this is enhanced by the gloomy storm clouds that seem to pummel the not-too-distant middle ground with rain . this part of the painting depicts a virginal landscape , nature created by god and untouched by man . it is wild , unruly , and untamed . within the construction of american landscape painting , american artists often visually represented the notion of the untamed wilderness through the `` blasted tree , a motif cole paints into the lower left corner . that such a formidable tree could be obliterated in such a way suggests the herculean power of nature . if the left side of this painting is sublime in tenor , on the right side of the composition we can observe a peaceful , pastoral landscape that humankind has subjugated to their will . the land , which was once as disorderly as that on the left side of the painting , has now been overtaken by the order and regulation of agriculture . animals graze . crops grow . smoke billows from chimneys . boats sail upon the river . what was once wild has been tamed . the thunderstorm , which threatens the left side of the painting , has left the land on the right refreshed and no worse for the wear . the sun shines brightly , filling the right side of the painting with the golden glow of a fresh afternoon . manifest destiny when viewed together , the right side of the painting—the view to the east—and that of the left—the west—clearly speak to the ideology of manifest destiny . during the nineteenth century , discussions of westward expansion dominated political discourse . the louisiana purchase of 1804 essentially doubled the size of the united states , and many believed that it was a divinely ordained obligation of americans to settle this westward territory . in the oxbow , cole visually shows the benefits of this process . the land to the east is ordered , productive , and useful . in contrast , the land to the west remains unbridled . further westward expansion—a change that is destined to happen—is shown to positively alter the land . although cole was the most influential landscape artist of the first half of the nineteenth century , he was not completely adverse to figure painting . indeed , a close look at the oxbow , reveals an easily overlooked self-portrait in the lower part of the painting . cole wears a coat and hat and stands before a stretched canvas placed on an easel , paintbrush in hand . the artist pauses , as if in the middle of the brushstroke , to engage the viewer . this work , then , in a kind of `` artist in his studio '' self-portrait—is akin , in many ways , to charles willson peale ’ s 1822 work the artist in his museum . in each , the artist depicts himself in his own setting . for peale , this was his natural history museum in philadelphia . for cole , this was the nature he is most well known for painting . lasting influence although he only formally accepted one pupil for instruction—this was , of course , frederic edwin church—thomas cole exerted a powerful influence on the course of landscape painting in the united states during the nineteenth century . not content to merely paint the land , cole elevated the landscape genre to approach the status of historical painting . the landscape painters who followed during the middle of the nineteenth century—church , durant , bierstadt , and others—would often follow the trail that cole had blazed . essay by dr. bryan zygmont additional resources : this painting at the metropolitan museum of art cedar grove , the thomas cole national historic site hudson river school on the metropolitan museum of art 's heilbrunn timeline of art history thomas cole on the metropolitan museum of art 's heilbrunn timeline of art history on cole 's the course of empire carl pfluger , the views and visions of thomas cole , the hudson river review , vol . 47 , no . 4 ( winter 1995 ) , pp . 629-35
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it is wild , unruly , and untamed . within the construction of american landscape painting , american artists often visually represented the notion of the untamed wilderness through the `` blasted tree , a motif cole paints into the lower left corner . that such a formidable tree could be obliterated in such a way suggests the herculean power of nature .
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why is cole considered to be american when american painters who painted in england are not considered to be english ?
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rejecting the academy russia experienced tremendous sociocultural conflict in the early 1860s . in 1861 , serfs were liberated and the resulting economic shifts radicalized a number of russia ’ s younger intellectuals . in 1863 , fourteen students at the russian imperial academy of arts refused to participate in the annual gold medal competition because they felt the required subject , “ the entry of odin into valhalla , ” and the academy ’ s continued insistence on the supremacy of history painting was completely irrelevant to contemporary russian life . rejecting the academy had consequences ; it meant rejecting the major patron in russia—the tsarist government . as a result , a number of these artists were compelled to create their own exhibitions , when they could gain permission , in order to produce the income necessary to pursue their careers . an unvarnished representation of contemporary life in 1870 , a number of like-minded artists formed the society for traveling exhibitions ( obshchestvo peredvizhnykh vystavok ) , and became known as the peredvizhniki or передви́жники ( sometimes called the wanderers or itinerants in english ) . this society had as its goals not only to create art that presented an unvarnished representation of contemporary life in russia , but also to bring art out of the capitals and into the countryside—to the people—to create an art for the nation . the first peredvizhniki exhibition opened in st. petersburg in november 1871 and then traveled to moscow in early 1872 . it was met with immediate acclaim by powerful critics such as vladimir vasilevich stasov , who proclaimed it the dawn of a new day for russian art . the early peredvizhnki ’ s exhibitions were a curiosity—the first exhibition traveled to only four cities , but had a total of 30,527 visitors—but by 1877 , the exhibitions were genuinely popular and attracted over 40,000 visitors a year and traveling to eight or more cities . some peredvizhniki canvases were overtly political , such as ilia repin ’ s monumental , volga barge haulers , which portrayed the inhumane conditions under which these men worked , but most were not . land & amp ; identity many of the peredvizhniki gained fame for their depiction of the russian land . the concept of the native land , rodina , had always been a significant factor in the conception of russian national identity , but was rarely depicted in the fine arts . aleksei savrasov ’ s the rooks have returned ( grachi prileteli ) , 1871 caused a sensation for its sensitive portrayal of the russian countryside . in addition , ivan ivanovich shishkin ’ s depictions of the russian forest and arkhip ivanovich kuindzhi ’ s dazzling images of moonlight nights in ukraine celebrated the beauty of the diverse regions of the russian empire . despite the popularity of landscape subjects with the art buying public , critics charged that landscape painting could not advance progressive political agendas and that it was an elitist art for a leisured class . stasov and other critics demanded that landscapes include social commentary and put on view the hardships of life in the country . isaak levitan ’ s vladimirka road is one example of an attempt to respond to these charges by infusing landscape painting with political content . this seemingly unassuming landscape would have been recognized by the majority of russian viewers as the road along which prisoners were marched to exile in siberia . no longer an opposition group during the second half of the 1880s , the peredvizhniki gradually lost their status as a progressive opposition group . the tsar ’ s family began attending exhibitions and purchasing pictures and members of the peredvizhniki , such as repin and vasilii dmitrievich polenov , were even invited to join the imperial academy of arts , the very institution against whom many of the peredvizhniki had rebelled just 20 years prior . younger russian artists were put off by the peredvizhniki ’ s increasingly restrictive membership policies and turned to both indigenous art traditions and contemporary western art practice to forge a path for modern russian art . in spite of this institutional acceptance , the peredvizhniki continued to exist as an organization until 1923 . some members then joined the association of artists of revolutionary russia ( assotsiatsiia khudozhnikov revoliutsionnoi rossii ) . subsequently , soviet critics recast the peredvizhniki as politically progressive , hailing them as precursors to socialist realism . essay by dr. kristen m. harkness additional resources : peredvizhniki exhibition video , national museum , sweden ( english subtitles ) russian school of painting at the state russian museum jennifer r. tischler , '' nineteeth-century russian art : `` ideological realism '' '' , dartmouth college department of russian ( september 2003 )
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in addition , ivan ivanovich shishkin ’ s depictions of the russian forest and arkhip ivanovich kuindzhi ’ s dazzling images of moonlight nights in ukraine celebrated the beauty of the diverse regions of the russian empire . despite the popularity of landscape subjects with the art buying public , critics charged that landscape painting could not advance progressive political agendas and that it was an elitist art for a leisured class . stasov and other critics demanded that landscapes include social commentary and put on view the hardships of life in the country .
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`` critics charged that landscape painting could not advance progressive political agendas `` why did they think that art had to advance progressive political or indeed any other agenda ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature .
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thus , the process is never spontaneous ' should n't the entropy be < 0 ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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$ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium .
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then how can the entropy change for a reaction be positive if the enthalpy change is negative ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product .
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( located before summary at other applications of del g ) .can anybody please explain ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ .
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why do you make delta g equal to zero in hint 2 to find the temperature ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ .
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could anybody tell me how free energy links together the first and second laws of thermodynamics ?
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key points the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . the spontaneity of a process can depend on the temperature . spontaneous processes in chemistry , a spontaneous processes is one that occurs without the addition of external energy . a spontaneous process may take place quickly or slowly , because spontaneity is not related to kinetics or reaction rate . a classic example is the process of carbon in the form of a diamond turning into graphite , which can be written as the following reaction : $ \text c ( s , \text { diamond } ) \rightarrow \text c ( s , \text { graphite } ) $ this reaction takes so long that it is not detectable on the timescale of ( ordinary ) humans , hence the saying , `` diamonds are forever . '' if we could wait long enough , we should be able to see carbon in the diamond form turn into the more stable but less shiny , graphite form . another thing to remember is that spontaneous processes can be exothermic or endothermic . that is another way of saying that spontaneity is not necessarily related to the enthalpy change of a process , $ \delta \text h $ . how do we know if a process will occur spontaneously ? the short but slightly complicated answer is that we can use the second law of thermodynamics . according to the second law of thermodynamics , any spontaneous process must increase the entropy in the universe . this can be expressed mathematically as follows : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0~~~~~~~~\text { for a spontaneous process } $ great ! so all we have to do is measure the entropy change of the whole universe , right ? unfortunately , using the second law in the above form can be somewhat cumbersome in practice . after all , most of the time chemists are primarily interested in changes within our system , which might be a chemical reaction in a beaker . do we really have to investigate the whole universe , too ? ( not that chemists are lazy or anything , but how would we even do that ? ) luckily , chemists can get around having to determine the entropy change of the universe by defining and using a new thermodynamic quantity called gibbs free energy . gibbs free energy and spontaneity when a process occurs at constant temperature $ \text t $ and pressure $ \text p $ , we can rearrange the second law of thermodynamics and define a new quantity known as gibbs free energy : $ \text { gibbs free energy } =\text g =\text h - \text { ts } $ where $ \text h $ is enthalpy , $ \text t $ is temperature ( in kelvin , $ \text k $ ) , and $ \text s $ is the entropy . gibbs free energy is represented using the symbol $ \text g $ and typically has units of $ \dfrac { \text { kj } } { \text { mol-rxn } } $ . when using gibbs free energy to determine the spontaneity of a process , we are only concerned with changes in $ \text g $ , rather than its absolute value . the change in gibbs free energy for a process is thus written as $ \delta \text g $ , which is the difference between $ \text g_ { \text { final } } $ , the gibbs free energy of the products , and $ \text { g } _ { \text { initial } } $ , the gibbs free energy of the reactants . $ \delta \text g =\text g_ { \text { final } } - \text { g } _ { \text { initial } } $ for a process at constant $ \text t $ and constant $ \text p $ , we can rewrite the equation for gibbs free energy in terms of changes in the enthalpy ( $ \delta \text h_ { \text { system } } $ ) and entropy ( $ \delta \text s_ { \text { system } } $ ) for our system : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ you might also see this reaction written without the subscripts specifying that the thermodynamic values are for the system ( not the surroundings or the universe ) , but it is still understood that the values for $ \delta \text h $ and $ \delta \text s $ are for the system of interest . this equation is exciting because it allows us to determine the change in gibbs free energy using the enthalpy change , $ \delta \text h $ , and the entropy change , $ \delta \text s $ , of the system . we can use the sign of $ \delta \text g $ to figure out whether a reaction is spontaneous in the forward direction , backward direction , or if the reaction is at equilibrium . when $ \delta \text g & lt ; 0 $ , the process is exergonic and will proceed spontaneously in the forward direction to form more products . when $ \delta \text g & gt ; 0 $ , the process is endergonic and not spontaneous in the forward direction . instead , it will proceed spontaneously in the reverse direction to make more starting materials . when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ . problem-solving tip : it is important to pay extra close attention to units when calculating $ \delta \text g $ from $ \delta \text h $ and $ \delta \text s $ ! although $ \delta \text h $ is usually given in $ \dfrac { \text { kj } } { \text { mol-reaction } } $ , $ \delta \text s $ is most often reported in $ \dfrac { \text { j } } { \text { mol-reaction } \cdot \text k } $ . the difference is a factor of $ 1000 $ ! ! when is $ \delta \text g $ negative ? if we look at our equation in greater detail , we see that $ \delta \text g_\text { system } $ depends on $ 3 $ values : $ \delta \text g_ { \text { system } } =\delta \text h_ { \text { system } } - \text { t } \delta \text s_ { \text { system } } $ the change in enthalpy $ \delta \text h_ { \text { system } } $ the temperature $ \text t $ the change in entropy $ \delta \text s_ { \text { system } } $ temperature in this equation always positive ( or zero ) because it has units of $ \text k $ . therefore , the second term in our equation , $ \text t \delta \text s_\text { system } $ , will always have the same sign as $ \delta \text s_\text { system } $ . we can make the following conclusions about when processes will have a negative $ \delta \text g_\text { system } $ : $ $ when the process is exothermic ( $ \delta \text h_ { \text { system } } & lt ; 0 $ ) , and the entropy of the system increases ( $ \delta \text s_ { \text { system } } & gt ; 0 $ ) , the sign of $ \delta \text g_ { \text { system } } $ is negative at all temperatures . thus , the process is always spontaneous . when the process is endothermic , $ \delta \text h_ { \text { system } } & gt ; 0 $ , and the entropy of the system decreases , $ \delta \text s_ { \text { system } } & lt ; 0 $ , the sign of $ \delta \text g $ is positive at all temperatures . thus , the process is never spontaneous . for other combinations of $ \delta \text h_\text { system } $ and $ \delta \text s_\text { system } $ , the spontaneity of a process depends on the temperature . exothermic reactions ( $ \delta \text h_\text { system } & lt ; 0 $ ) that decrease the entropy of the system ( $ \delta \text s_\text { system } & lt ; 0 $ ) are spontaneous at low temperatures . endothermic reactions ( $ \delta \text h_\text { system } & gt ; 0 $ ) that increase the entropy of the system ( $ \delta \text s_\text { system } & gt ; 0 $ ) are spontaneous at high temperatures . can you think of any reactions in your day-to-day life that are spontaneous at certain temperatures but not at others ? example $ 1 $ : calculating $ \delta \text g $ for melting ice let 's consider an example that looks at the effect of temperature on the spontaneity of a process . the enthalpy of fusion and entropy of fusion for water have the following values : $ \delta_\text { fus } \text h=6.01 \dfrac { \text { kj } } { \text { mol-rxn } } $ $ \delta_\text { fus } \text s=22.0 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ what is $ \delta \text g $ for the melting of ice at $ 20\ , ^\circ \text c $ ? the process we are considering is water changing phase from solid to liquid : $ \text h_2 \text o ( s ) \rightarrow \text h_2 \text o ( l ) $ for this problem , we can use the following equation to calculate $ \delta \text g_\text { rxn } $ : $ \delta \text g =\delta \text h - \text { t } \delta \text s $ luckily , we already know $ \delta \text h $ and $ \delta \text s $ for this process ! we just need to check our units , which means making sure that entropy and enthalpy have the same energy units , and converting the temperature to kelvin : $ \text t=20\ , ^\circ \text c+273 =293\ , \text k $ if we plug the values for $ \delta \text h $ , $ \text t $ , and $ \delta \text s $ into our equation , we get : $ \begin { align } \delta \text g & amp ; = \delta \text h - \text { t } \delta \text s \ \ & amp ; = 6.01 \dfrac { \text { kj } } { \text { mol-rxn } } - ( 293\ , \cancel { \text k } ) ( 0.022\ , \dfrac { \text { kj } } { \text { mol-rxn } \cdot \cancel { \text k } ) } \ \ & amp ; = 6.01\ , \dfrac { \text { kj } } { \text { mol-rxn } } -6.45\ , \dfrac { \text { kj } } { \text { mol-rxn } } \ \ & amp ; = -0.44 \ , \dfrac { \text { kj } } { \text { mol-rxn } } \end { align } $ since $ \delta \text g $ is negative , we would predict that ice spontaneously melts at $ 20\ , ^\circ \text c $ . if you are n't convinced that result makes sense , you should go test it out ! concept check : what is $ \delta \text g $ for the melting of ice at $ -10\ , ^\circ \text c $ ? other applications for $ \delta \text g $ : a sneak preview being able to calculate $ \delta \text g $ can be enormously useful when we are trying to design experiments in lab ! we will often want to know which direction a reaction will proceed at a particular temperature , especially if we are trying to make a particular product . chances are we would strongly prefer the reaction to proceed in a particular direction ( the direction that makes our product ! ) , but it 's hard to argue with a positive $ \delta \text g $ ! thermodynamics is also connected to concepts in other areas of chemistry . for example : in chemical equilibrium , we can relate $ \delta \text g $ with the equilibrium constant , $ \text k $ . in electrochemistry , $ \delta \text g $ is related to the cell voltage , $ \text e_\text { cell } $ . summary the second law of thermodynamics says that the entropy of the universe always increases for a spontaneous process : $ \delta \text { s } { \text { universe } } =\delta \text { s } { \text { system } } + \delta \text { s } _ { \text { surroundings } } & gt ; 0 $ at constant temperature and pressure , the change in gibbs free energy is defined as $ \delta \text g = \delta \text h - \text { t } \delta \text s $ . when $ \delta \text g $ is negative , a process will proceed spontaneously and is referred to as exergonic . depending on the signs of $ \delta \text h $ and $ \delta \text s $ , the spontaneity of a process can change at different temperatures . try it ! for the following reaction , $ \delta \text h_\text { rxn } =-120 \dfrac { \text { kj } } { \text { mol-rxn } } $ and $ \delta \text s_\text { rxn } =-150 \dfrac { \text { j } } { \text { mol-rxn } \cdot \text k } $ : $ 2\text { no } ( g ) +\text o_2 ( g ) \rightarrow 2\text { no } _2 ( g ) $ at what temperatures will this reaction be spontaneous ? note : remember that we can assume that the $ \delta \text h $ and $ \delta \text s $ values are approximately independent of temperature .
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when $ \delta \text g=0 $ , the system is in equilibrium and the concentrations of the products and reactants will remain constant . calculating change in gibbs free energy although $ \delta \text g $ is temperature dependent , it 's generally okay to assume that the $ \delta \text h $ and $ \delta \text s $ values are independent of temperature as long as the reaction does not involve a phase change . that means that if we know $ \delta \text h $ and $ \delta \text s $ , we can use those values to calculate $ \delta \text g $ at any temperature . we wo n't be talking in detail about how to calculate $ \delta \text h $ and $ \delta \text s $ in this article , but there are many methods to calculate those values including : estimating $ \delta \text h_ { \text { reaction } } $ using bond enthalpies calculating $ \delta \text h $ using standard heats of formation , $ \delta_f \text h^\circ $ calculating $ \delta \text h $ and $ \delta \text s $ using tables of standard values when the process occurs under standard conditions ( all gases at $ 1\ , \text { bar } $ pressure , all concentrations are $ 1\ , \text m $ , and $ \text t=25\ , ^\circ\text c $ ) , we can also calculate $ \delta \text g $ using the standard free energy of formation , $ \delta_ { f } \text g^\circ $ .
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how would you calculate if its varying temperature and pressure ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method .
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what would i take to get in to marine biology if i need to take chemistry , anatomy , and biology to get into the college , but i want to take biology twice so would i do biology last so i can have two straight years of biology or do something else ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what is the difference between pcr and rt-pcr ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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is a polyunsaturated fat a lipid or a carb ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what is a punnett square ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry .
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what is the difference between biology and science ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what is an endoplasmic reticulum ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior !
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is growth in case of organisms a result of metabolism ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability .
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how do cells obtain energy ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability .
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how do the cells determine which size to evolve before they grow up ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what is spirulina and hidden hunger and brown rust and aleurone groins ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad .
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how many years in college do i have to master to be a biologist ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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is entomology included in biology ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what are all the competitive exams required for a pcb student who is an oci card holder ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead !
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is the avagadros number applicable in the study of biology ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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i want to be a vet when i grow up , what type of biology in necessary to take ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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why mitochondria is called power house of the cell ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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is it better to take ap biology or honors biology in high school ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior !
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can biology prepare a geologist a internship partner with a recreational administrator ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics .
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i want to get a phd in biochemistry of genetic engineering how long on average does it take to get a phd in these fields ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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why do we use latin prefixes and suffixes in biology ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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what is the typical shape of plant cell ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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can i take the ap biology test without labs ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics .
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i was wondering is marine biology different to the tools you would need in general biology ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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which component of blood is found in the highest amount in the blood plasma ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology .
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why is math so important in biology ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology .
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what is the basics of probability mentioned in the eighth paragraph ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability .
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what correctly compares the structures of plant and animal cells ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry .
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do both plant and animal cells have endoplasmic reticulum , where cellular respiration takes place ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer .
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what is meant by magnetic field and magnetic force in physics ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics .
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to become a csi you need to take biology right ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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how do you determine if the parents are a and ab what type of blood will their children have ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other .
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is biology and chemistry the same in most cases ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method .
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what is the difference between ap biology and normal biology on khan academy ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead !
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what are some of the foundation of biology jobs for animals ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ?
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what do you need to become a geneticist ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) .
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like whats the difference between lipids , carbohydrates etc ?
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology . if so , big kudos for thinking ahead ! in my opinion , the only strict prereqs for biology are curiosity , an open mind , and a willingness to think critically about the natural world . if you have those , you can start learning biology without other background , as long as you 're willing to pick up bits of chemistry , physics , statistics , and math along the way . that said , you may find your journey through biology smoother and more satisfying if you already have some familiarity with topics in other areas , particularly chemistry . below are some foundational topics that will help you get the most out of khan academy 's biology materials ( or any biology class ) . general science skills the scientific method . are you rusty on what a hypothesis is or how it gets tested ? how about experiments ? these basic concepts will help you not only in biology , but also in any other area of science ! chemistry general chemistry . get a feel for atoms , molecules , and how they interact with each other . after all , that 's what you ( and all life ) are made up of ! acid-base chemistry . a lot of the chemistry in your body is acid-base chemistry that takes place in watery solutions . knowing what acids and bases are will get you a long way with biochemistry . physics laws of thermodynamics . get a feeling for what energy is and what rules govern its transfer . energy is constantly flowing through ecosystems , organisms , and cells , and is essential to keep these systems running ! statistics basics of probability . probability is a key concept in biology . you do n't need to know tons of details or formulas , but if you understand the basic concepts , that will help you a lot with genetics and population genetics . statistics . remind yourself about the basic ways we can describe sets of data , such as mean , median , and mode . if you go even deeper and learn about hypothesis testing , you 'll definitely be ahead of the curve ! math basic algebra and graphing . most intro bio classes are not that math-intensive , but having an understanding of basic algebra and graphs ( e.g. , the meaning of slope ) will help you understand figures and data in biology . do i have to know all these before starting ? not necessarily ! as i mentioned , you can also learn as you go . you just need to be willing to work on these topics in parallel with your learning of biology . so , do n't be deterred from biology if you have n't yet mastered all of these topics . case in point : i was the poster child for how not to prepare for biology classes . i never took physics in high school , and did n't take it in college until i was a junior ! i was also behind on my chemistry classes for most of undergrad . while i do n't recommend that approach , it goes to show that a motivated person can be successful in biology even if s/he is `` catching up '' on some of the prereqs . what if i do n't like [ chem/physics/stats/math ] ? do n't be deterred from biology if some of these topics are not your favorites ( yet ! ) . biology is a huge , diverse field . all biologists need to have some basic , foundational understanding of chemistry , physics , math , and statistics . but they do n't have to become specialists in all these topics . also , if you had a bad experience with one of these topics in the past , why not give it a shot on khan academy ? you may find it 's more fun than you expect !
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what should i know before starting biology ? if you are curious about biology or plan to study it in the future , you may be wondering what `` prerequisites '' it has – that is , what other knowledge will give you a solid foundation to learn biology .
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ask a question ... what is cell division ?
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