Khan Academy Ed Talks with Judy Heumann

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Kind: captions
Language: en

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- Hello, and welcome to Ed
Talks with Khan Academy.

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I'm Kristen DiCerbo, the
chief learning officer

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here at Khan Academy.

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And today I am excited
to welcome Judy Heumann,

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who is an international
disability rights activists.

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And look forward to talking
to her about her work

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and how we can help
learners with disabilities

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succeed in the education space.

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Before we get started,

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I wanna remind you that
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Next if you want to listen
to other guests we've had,

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or to relisten to this
episode in an audio version,

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you can find a podcast
version of our Ed Talks

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in homeroom chats under Homeroom
with Sal the, the podcast.

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So take a look for that
wherever you get your podcasts.

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As I said today, I am excited
to welcome Judy Heumann.

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She is an international
disability rights activist.

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She's also an author, she's
written more than one book,

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but her latest is "Rolling
Warrior: The Incredible,

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Sometimes Awkward, True Story
of a Rebel Girl on Wheels

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Who Helped Spark a Revolution."

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And this is a book even for
kids who are about 10 years old.

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So that's a good space.

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If you have kids on your holiday lists,

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take a look for this option. Welcome Judy.

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- Hi, so happy to be with you.

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- Thanks for joining us. (indistinct)

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- Yeah. I was gonna say,
in addition to that book,

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the original book, which came out in 2020

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is for adults and it's called,

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it's not that there's
anything pornographic in it,

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it's just the writing is more for adults.

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So it's called "Being
Heumann: An Unrepentant Memoir

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of a Disability Rights Activist."

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And one of the differences
between this book

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and the "Rolling Warrior"

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is we had a group of
young people work with us

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on the transition from the
adult book to the youth book.

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And so you'll see,

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not only is the cover different,
the title is different,

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the layout is different, the
chapter names are different.

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The story is essentially the same,

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but it's for a younger reading audience.

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And then for all of you
who are Japanese readers,

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the Japanese have come out

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with a translation of "Being Heumann".

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And here it is.

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So if any of you are in Japan
or know people in Japan,

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same book in Japanese.

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I was very happy that
people that I knew in Japan

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from the disability community
wanted to translate the book.

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And you can get the book
also in Great Britain.

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This is their version, same book,

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sorry, guys, a little more boring cover,

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but same (indistinct)

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And if I could also say
I'm one of the people

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in an academy nominated
film called "Crip Camp".

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And I think "Crip Camp is
a really important film

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and it's probably for 10 or 11 year olds

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and up and it's R-rated.

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So some schools have
not been able to show it

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because of that until the
upper grades of high school,

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but certainly all of you
should be watching it.

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It's a great documentary.

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It's won the Peabody
Award and many others.

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And it is, as I said, a documentary.

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And I think from an
educational perspective,

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while it's not talking about pedagogy,

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it has a number of people like myself.

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We had our disabilities
when we were younger.

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And I think it allows you to, in part,

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see some of the differences that existed

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in the '40s, '50s, '60s, and early '70s,

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before there was any
legislation in the United States

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that was meaningful and
made it a requirement

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that disabled children go to school.

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- Excellent.

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Well, you just took a whole
lot of my recommendations.

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I recommend all those things,

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but particularly I found "Crip Camp"

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to be an excellent piece of
work and I also recommend it.

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So speaking of your
story, let's start there.

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Tell us a little bit about how
your experiences growing up

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influenced who you are today.

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- Well, I was 18 months
old when I had polio

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and I learned when I was 36

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that a doctor had told my
parents that he recommended

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they put me in an
institution when I was two.

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And the reason I tell you
I didn't learn about this

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till I was way an adult,

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was my parents never
wanted me to know this,

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which I think was a very
good thing actually,

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but they were, they passed away

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German-Jewish refugees.

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And so for any of you who know the history

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under Hitler in the Holocaust,

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the first group of people
that they were killing

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were disabled people.

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And so my parents obviously,

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'cause they also lost all their families,

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were reconstructing and
starting a new family.

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So we were on the road to,
from my parents perspective,

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raising me like they intended to raise me

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if I didn't have a disability.

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But they began to realize that
that wasn't really the case.

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I mean, accessibility in the '40s, '50s,

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'60s started changing in
Brooklyn, in New York city,

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but still not significantly.

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I started using a wheelchair.

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I use braces and crutches,

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but I wasn't really able
to walk independently.

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On polio quadriplegic, my
arms are not very strong.

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So I wasn't using a motorized wheelchair

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'cause they didn't even exist then.

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They started slowly coming in in the '60s

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and then more in the '70s.

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And I did get a motorized
wheelchair in the late '60s

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and I've used one ever since.

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And we could go back to that,

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but for those of you
who work with children

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who have physical disabilities,

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mobility is something
which is very important.

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And

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sometimes people look at
using a motorized wheelchair

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as something which is not
gonna advance your strength.

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But I think the reality
is that we really need

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to look at what children need.

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And one of the things children
need is to be able to be

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as independent as possible
with their friends.

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And also, I didn't get
a motorized wheelchair

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till my late teens, 2021.

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So I had never gone across
the street by myself.

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I had never just gone out

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and walked around the neighborhood.

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I couldn't take a bus,
I couldn't take a chain,

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they weren't accessible.

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All of those things, from
an educational perspective,

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kids beginning as they're getting older

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to go across the street
and visit a neighbor.

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And as they're getting even older,

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taking a bus to go someplace,

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being able to go to the
store by themselves.

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Those are things I couldn't do by myself.

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Now, of course I can.

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But I really think when
we think about education,

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there's the classroom,

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but there is life and
life also does impact.

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So when my mother took me to school,

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the principal denied me
the right to go to school

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because he said I would be a fire hazard.

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So this again was before we had
any of these laws in the US.

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And so I was home.

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I wasn't homeschooled

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'cause there wasn't anything
like that at that time.

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My mother was teaching me.

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And then in the first grade,

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the teachers started coming
to the house twice a week,

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once for an hour, once
for an hour and a half.

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So until the middle of the fourth grade,

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I was getting two and a half hours a week

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of educational training.

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Then I went to segregated
education, special ed classes.

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And quite frankly, they
were not comparable

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to the same classes for
non-disabled children.

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And then I went to college
and wanted to be a teacher,

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was denied my teaching license

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because in writing, they
said I couldn't walk.

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So then I sued the board of education

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and the judge remanded the
case back to the board of ed,

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who did grant me another medical

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and I did get my teaching license

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and I taught in New York for three years.

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But during all that time, I was learning.

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And when you look at "Crip
Camp" and read the book,

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you'll get a chance to understand

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what many of us were going
through and still go through.

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And that is discrimination
that we experience

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and what both our families

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and we as individuals,
as we're growing older,

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what responsibilities we
need to take for ourselves

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and how we individually
and more collectively

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have been working together,
not only to improve the system,

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but also to give ourselves
stability and confidence,

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because one of the issues that,

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this is not just disability
issue, but race or religion,

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which is different or sexual
orientation, whatever,

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and disabled people come
from all of those categories.

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Black, Asian, indigenous, Latino,

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gay, straight, Muslim, whatever.

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So I think what's important about where,

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for those of you who are
doing anything in education

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is really to understand
some of the very important

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additional issues that are beneficial

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for families and disabled kids,

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to be able to get the
kind of support they need.

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So that assuming they're
getting a decent education,

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they are not fearful of
going out into the world,

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getting a job and being competitive.

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- Yeah.

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That issue of establishing
your own independence

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is such a key, both psychological issue

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and issue that we all
go through growing up,

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but it has different
elements as we're thinking

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about learners with disabilities.

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When you think about students (indistinct)

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Yeah, yeah. Right, right, right.

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Yeah.

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Thinking about schools
as many of the folks

00:12:37.360 --> 00:12:41.510
who are joining us today are
related to either schools

00:12:41.510 --> 00:12:44.180
or teaching and elements,

00:12:44.180 --> 00:12:47.240
just broadly, how do you think about the,

00:12:47.240 --> 00:12:51.200
what are the needs of learners
with disabilities in schools?

00:12:51.200 --> 00:12:53.880
What should folks that are
in schools be thinking about

00:12:53.880 --> 00:12:56.270
in order to ensure that those students

00:12:56.270 --> 00:12:59.023
get that education that they need?

00:13:00.180 --> 00:13:03.083
- Well, the word disability is so broad.

00:13:03.980 --> 00:13:08.980
And so there isn't one
approach for all kids.

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Now, that's also true for
non-disabled children.

00:13:13.800 --> 00:13:18.370
So I think what we
really need to understand

00:13:18.370 --> 00:13:21.540
is every child is different

00:13:22.550 --> 00:13:27.070
and whether or not you have any kids

00:13:27.070 --> 00:13:31.360
that are defined as having a
disability, as I was saying,

00:13:31.360 --> 00:13:34.270
not all kids learn the same way.

00:13:34.270 --> 00:13:38.843
And part of what we're
needing to do is to enable

00:13:40.700 --> 00:13:45.470
the teacher to have
knowledge and confidence

00:13:45.470 --> 00:13:49.070
that they can look at what
the needs of the child are.

00:13:49.070 --> 00:13:54.070
And I do believe we need to
be getting our universities

00:13:55.470 --> 00:13:59.310
to be doing a better
job of teaching teachers

00:13:59.310 --> 00:14:04.310
and administrators about how
to have effective classes

00:14:04.410 --> 00:14:08.340
and for teachers to
have some more knowledge

00:14:08.340 --> 00:14:10.550
about the types of needs

00:14:10.550 --> 00:14:15.550
that some students identified
with disabilities or not.

00:14:15.890 --> 00:14:17.163
I mean, when I taught,

00:14:22.527 --> 00:14:25.040
there were no children who were identified

00:14:25.040 --> 00:14:27.960
in my three years of teaching
who had disabilities.

00:14:27.960 --> 00:14:32.253
On the other hand categorically,
quite a number of them did.

00:14:33.560 --> 00:14:37.580
They had things like learning
disabilities or dyslexia

00:14:37.580 --> 00:14:39.360
at a time when those words

00:14:39.360 --> 00:14:41.063
weren't even known in this system?

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I think it's teachers
knowing how to teach reading

00:14:46.310 --> 00:14:51.310
'cause that's a very big
issue in younger grades

00:14:51.410 --> 00:14:55.950
that I think phonetically
learning is very important

00:14:55.950 --> 00:15:00.910
and it's been shown to really
help children learn to read

00:15:00.910 --> 00:15:04.083
and also in some cases,

00:15:05.030 --> 00:15:08.520
not result in the child
needing additional services,

00:15:08.520 --> 00:15:11.290
but if they do at least you know

00:15:11.290 --> 00:15:13.910
that you've clearly been
working with the child

00:15:13.910 --> 00:15:18.910
and the family to help them
get the kind of supports

00:15:19.470 --> 00:15:20.423
that they need.

00:15:21.420 --> 00:15:26.420
I think having an
assistant in a classroom,

00:15:28.630 --> 00:15:31.890
which may happen if you
have a disabled student,

00:15:31.890 --> 00:15:36.370
can be very helpful and trying
to have that assistance,

00:15:36.370 --> 00:15:39.050
not just work with the disabled kids,

00:15:39.050 --> 00:15:41.550
sometimes it needs to be that way.

00:15:41.550 --> 00:15:44.890
But I would say by large,

00:15:44.890 --> 00:15:47.250
you want the child to be in the classroom

00:15:47.250 --> 00:15:52.100
and be as integrated and
as included as possible.

00:15:52.100 --> 00:15:54.600
And I think it's not being afraid,

00:15:54.600 --> 00:15:58.410
I think it's really not only
learning about the child,

00:15:58.410 --> 00:16:02.960
but learning about the disability
that the child may have

00:16:02.960 --> 00:16:06.980
and really be there because you believe

00:16:06.980 --> 00:16:08.950
that the child can learn

00:16:08.950 --> 00:16:11.050
like the other children in your classroom.

00:16:11.910 --> 00:16:15.390
So I think those are all
very important points

00:16:15.390 --> 00:16:20.310
and it may mean that you
need to get some literature,

00:16:20.310 --> 00:16:23.530
look at some of the
organizations that are out there

00:16:23.530 --> 00:16:25.643
that could provide you with assistance.

00:16:26.780 --> 00:16:30.910
But I think the most important thing

00:16:30.910 --> 00:16:35.910
is that the classrooms of
today, meaning now 2021,

00:16:37.660 --> 00:16:39.950
continue to change every year

00:16:39.950 --> 00:16:42.460
with the diversity in our schools.

00:16:42.460 --> 00:16:47.460
Cultural diversity, language
diversity, food diversity.

00:16:47.530 --> 00:16:49.173
I mean, I'll tell you a story.

00:16:50.470 --> 00:16:52.780
The second year I was teaching,

00:16:52.780 --> 00:16:57.780
the first year I taught special
ed and I was an itinerant,

00:16:58.110 --> 00:17:01.670
which meant the teacher
didn't wanna teach a class,

00:17:01.670 --> 00:17:03.270
they asked me.

00:17:03.270 --> 00:17:08.240
And so I was teaching a myriad of classes.

00:17:08.240 --> 00:17:11.300
The second year I had a second grade class

00:17:11.300 --> 00:17:16.300
and one day, one of my students
who was a very good student,

00:17:17.710 --> 00:17:19.123
I really liked her,

00:17:20.100 --> 00:17:23.100
she was having a little rough day.

00:17:23.100 --> 00:17:27.390
And her mother would bring
her to school and pick her up.

00:17:27.390 --> 00:17:30.737
And so when she came to pick
her up this day, I said,

00:17:30.737 --> 00:17:33.280
"Could you please speak to Diana

00:17:33.280 --> 00:17:38.280
and just tell her that she
had a little rambunctious day

00:17:39.030 --> 00:17:42.060
and just talk to her
about it. No big deal."

00:17:42.060 --> 00:17:45.517
The next morning, her mother said to me,

00:17:45.517 --> 00:17:47.900
"She will not do that again,

00:17:47.900 --> 00:17:52.900
I had her kneel rice for three
hours saying some prayers."

00:17:57.200 --> 00:18:02.200
I felt terrible because I had no idea

00:18:04.780 --> 00:18:09.780
that, really, I was not
hard with the mother.

00:18:09.940 --> 00:18:10.773
It was just like,

00:18:10.773 --> 00:18:13.470
I knew mother came here
to (indistinct) school.

00:18:13.470 --> 00:18:15.040
Everyday she was really engaged,

00:18:15.040 --> 00:18:18.083
so I never said another word.

00:18:19.730 --> 00:18:23.960
Those kinds of things
where we need to know more

00:18:23.960 --> 00:18:26.730
about the cultures of the families--

00:18:26.730 --> 00:18:28.333
- Of the family, yeah.

00:18:31.049 --> 00:18:32.830
Yeah, that makes sense.

00:18:32.830 --> 00:18:36.983
What are some things that
we can do to, you mentioned,

00:18:37.827 --> 00:18:39.815
when the students in the classroom,

00:18:39.815 --> 00:18:43.095
we want them to integrate with their peers

00:18:43.095 --> 00:18:46.325
and have those interactions
that are so important.

00:18:46.325 --> 00:18:49.450
What are things we can
do to work with students

00:18:49.450 --> 00:18:51.340
or that students themselves can do

00:18:51.340 --> 00:18:53.933
to help make sure that that's happening?

00:18:55.975 --> 00:18:56.808
- I mean, first of all,

00:18:56.808 --> 00:18:59.983
I think the teacher sets the example.

00:19:01.160 --> 00:19:05.440
And if you are setting an example

00:19:05.440 --> 00:19:08.973
that this child is not
being distinguished,

00:19:10.056 --> 00:19:12.210
they may be getting some assistance,

00:19:12.210 --> 00:19:16.320
they may be sitting in a
different place in the classroom,

00:19:16.320 --> 00:19:21.320
but it's to allow for the students

00:19:21.740 --> 00:19:25.900
to really learn and respect different ways

00:19:25.900 --> 00:19:27.920
that children learn.

00:19:27.920 --> 00:19:32.920
And I think depending on the age,

00:19:34.740 --> 00:19:36.300
younger children really

00:19:36.300 --> 00:19:40.010
are pretty into accepting each other.

00:19:40.010 --> 00:19:45.010
And if there is any bullying going on,

00:19:45.580 --> 00:19:47.830
I think that's something which really

00:19:47.830 --> 00:19:50.830
needs to be addressed right away.

00:19:50.830 --> 00:19:53.490
And that shouldn't be just because,

00:19:53.490 --> 00:19:55.830
typically if somebody is bullying,

00:19:55.830 --> 00:19:58.710
they're not just gonna be
bullying the disabled kid.

00:19:58.710 --> 00:20:01.790
And I think, we're hearing that

00:20:03.200 --> 00:20:07.370
one of the effects of
the COVID period is that

00:20:07.370 --> 00:20:10.430
kids are exhibiting more angry behavior

00:20:10.430 --> 00:20:12.910
in classrooms than before.

00:20:12.910 --> 00:20:17.230
So I think it's just a
mix of what's going on.

00:20:17.230 --> 00:20:20.390
Some of the universities in your area

00:20:20.390 --> 00:20:23.450
also have teachers who are knowledgeable

00:20:23.450 --> 00:20:25.283
about inclusive education.

00:20:26.180 --> 00:20:29.310
That's something that you
also may wanna call on.

00:20:29.310 --> 00:20:34.310
And I hope that you were
receiving some education in school

00:20:34.330 --> 00:20:37.000
about working with students
who have disabilities.

00:20:37.000 --> 00:20:40.460
But by large, I think
it's you treat the student

00:20:40.460 --> 00:20:42.623
like you treat any other student,

00:20:43.820 --> 00:20:46.820
and that sets an example for the class

00:20:46.820 --> 00:20:50.093
about what you're expecting
through your leadership.

00:20:51.700 --> 00:20:52.670
- Right. Right.

00:20:52.670 --> 00:20:53.603
That makes sense.

00:20:55.190 --> 00:20:59.643
We have a comment that
came in from Facebook,

00:21:00.900 --> 00:21:03.187
from (indistinct), who says,

00:21:03.187 --> 00:21:06.850
"I feel we have youth with
invisible disabilities,

00:21:06.850 --> 00:21:10.520
things such as anxiety, panic
attacks, social anxiety."

00:21:10.520 --> 00:21:11.760
This reminded me of your comments,

00:21:11.760 --> 00:21:15.177
especially now it seems like
some of those are there.

00:21:15.177 --> 00:21:19.380
"And those can, can go under
the radar in our system.

00:21:19.380 --> 00:21:23.700
How do we ensure that we're making sure

00:21:23.700 --> 00:21:26.347
we're serving all students
who may need help?"

00:21:27.330 --> 00:21:30.260
- I wish I had an answer or a magic wand.

00:21:30.260 --> 00:21:34.970
I think your point is very well taken.

00:21:34.970 --> 00:21:39.170
And those children have always been there.

00:21:39.170 --> 00:21:44.170
But I do think we are seeing
it in a much more extreme way,

00:21:45.530 --> 00:21:47.470
there are more students.

00:21:47.470 --> 00:21:52.470
And it really is a district
issue, a principal issue,

00:21:54.200 --> 00:21:58.640
meaning really looking at social workers

00:21:58.640 --> 00:22:02.520
and school psychologists and
others who need to be there.

00:22:02.520 --> 00:22:04.500
So that as a teacher,

00:22:04.500 --> 00:22:07.320
you can be given some basic skills

00:22:07.320 --> 00:22:10.260
on how to be working
with students like this,

00:22:10.260 --> 00:22:13.668
who may not be identified
as having a disability.

00:22:13.668 --> 00:22:16.610
They may need to be identified

00:22:16.610 --> 00:22:19.790
in order to be able to
get appropriate supports,

00:22:19.790 --> 00:22:24.090
but not to pull them out of a classroom,

00:22:24.090 --> 00:22:26.830
but rather to make sure that they can get

00:22:26.830 --> 00:22:29.570
some accommodations that could be helpful.

00:22:29.570 --> 00:22:34.570
So, they could be anything
from extended school,

00:22:34.780 --> 00:22:37.590
I'm sorry, extended time for testing.

00:22:37.590 --> 00:22:42.590
Or I really think some of
the flaws in our system

00:22:43.520 --> 00:22:46.050
are now really becoming more apparent,

00:22:46.050 --> 00:22:48.950
like not having enough
school social workers

00:22:48.950 --> 00:22:51.110
or a school psychologist.

00:22:51.110 --> 00:22:54.770
And, if you have time,

00:22:54.770 --> 00:22:59.770
it's also getting other teachers
who can really be working

00:23:00.050 --> 00:23:03.640
with families and trying to
address some of these issues

00:23:03.640 --> 00:23:06.570
from a fiscal perspective
with school boards

00:23:06.570 --> 00:23:09.090
and city governments and state government.

00:23:09.090 --> 00:23:09.923
So it's--

00:23:09.923 --> 00:23:11.732
- So that leads into my next question.

00:23:11.732 --> 00:23:13.320
(laughs)

00:23:13.320 --> 00:23:16.973
Your history of activism is so impressive.

00:23:18.210 --> 00:23:22.460
How do you advise folks
to maybe start getting

00:23:22.460 --> 00:23:24.220
into a little bit of advocacy

00:23:24.220 --> 00:23:27.190
or activism in their communities?

00:23:27.190 --> 00:23:30.653
- First of all, anybody in
education is an activist,

00:23:31.553 --> 00:23:34.410
that's the way I feel about it.

00:23:34.410 --> 00:23:39.410
You have a commitment to
working in a classroom,

00:23:40.890 --> 00:23:45.640
knowing that there's
all kinds of diversity,

00:23:45.640 --> 00:23:49.360
families with different income
levels, different needs.

00:23:49.360 --> 00:23:51.300
And in some way,

00:23:51.300 --> 00:23:55.740
teachers are also a little
social workers, right?

00:23:55.740 --> 00:23:58.090
We have lots of responsibilities.

00:23:58.090 --> 00:23:59.370
- Yes.

00:23:59.370 --> 00:24:04.370
- I think some people will
get active in a union,

00:24:04.410 --> 00:24:07.980
will get active in teacher associations.

00:24:07.980 --> 00:24:11.810
So for me, the work that
I've done in advocacy

00:24:11.810 --> 00:24:16.810
has typically not been, I mean,
I advocate on my own behalf,

00:24:17.480 --> 00:24:20.870
but the majority of
the work that I've done

00:24:20.870 --> 00:24:23.680
has been collaborating with others

00:24:23.680 --> 00:24:27.780
who have similar views and objectives.

00:24:27.780 --> 00:24:30.483
And I think that's really
what we're talking about.

00:24:31.330 --> 00:24:35.330
Is what do we need to do to ensure

00:24:35.330 --> 00:24:37.620
that children in our classrooms

00:24:37.620 --> 00:24:39.660
are getting the right education?

00:24:39.660 --> 00:24:42.790
And in part, that means
what are we getting?

00:24:42.790 --> 00:24:45.010
What do we need as teachers

00:24:45.010 --> 00:24:47.930
to be able to be as effective as possible?

00:24:47.930 --> 00:24:50.910
And at the end of the day
for disabled children,

00:24:50.910 --> 00:24:55.910
my belief is children need to
be in integrated classrooms.

00:24:56.200 --> 00:24:58.130
They need to be getting the support

00:24:58.130 --> 00:25:02.760
so that they are living
in the world of today.

00:25:02.760 --> 00:25:05.390
And that the other students also

00:25:05.390 --> 00:25:09.190
see them as valuable
members of the community.

00:25:09.190 --> 00:25:11.320
And we have a range of people

00:25:11.320 --> 00:25:13.900
with various forms of disabilities.

00:25:13.900 --> 00:25:16.850
Some people don't have
a good day every day

00:25:16.850 --> 00:25:18.800
and it may be because of their disability

00:25:18.800 --> 00:25:20.610
and it may be because of COVID

00:25:20.610 --> 00:25:23.093
and they're having more acting out.

00:25:25.150 --> 00:25:30.150
I very much respect the
amount of work that goes on

00:25:30.910 --> 00:25:32.430
for a teacher,

00:25:32.430 --> 00:25:36.223
but really, I think from
an advocacy perspective,

00:25:38.270 --> 00:25:40.760
allowing people to have
more of an understanding

00:25:40.760 --> 00:25:43.320
of what we believe can be done

00:25:43.320 --> 00:25:45.610
and what we need in order to achieve that.

00:25:47.370 --> 00:25:48.630
- Fantastic.

00:25:48.630 --> 00:25:51.950
So if you did have a magic wand

00:25:51.950 --> 00:25:54.050
and we'll get back to that magic wand,

00:25:54.050 --> 00:25:56.480
what are one or two things
that you would like to see

00:25:56.480 --> 00:26:00.440
changed about either schools
or legislation about schools

00:26:00.440 --> 00:26:03.643
or things to improve
on where we are today?

00:26:04.820 --> 00:26:09.530
- Well, one is that all
educators, school board members,

00:26:09.530 --> 00:26:12.500
administrators, principals, teachers,

00:26:12.500 --> 00:26:15.370
believe that all disabled children

00:26:15.370 --> 00:26:18.250
can learn and have the right to learn.

00:26:18.250 --> 00:26:23.250
And that the education system
has responsibility to teach.

00:26:23.790 --> 00:26:27.420
That universities are doing a better job

00:26:27.420 --> 00:26:29.970
of training teachers.

00:26:29.970 --> 00:26:32.350
Those teachers are equipped

00:26:32.350 --> 00:26:36.130
to effectively work in a classroom,

00:26:36.130 --> 00:26:39.600
and if they have a child or
two children or three children,

00:26:39.600 --> 00:26:41.890
whatever it may be with disabilities,

00:26:41.890 --> 00:26:44.750
that they feel confident

00:26:44.750 --> 00:26:47.430
and that they get the
support that they need.

00:26:47.430 --> 00:26:50.660
But I think still too many universities

00:26:50.660 --> 00:26:55.660
are not training general ed
teachers in basic education

00:26:57.470 --> 00:27:00.090
to work with children
who have disabilities.

00:27:00.090 --> 00:27:03.690
And some universities
are doing better jobs

00:27:03.690 --> 00:27:06.090
where they're offering dual degrees

00:27:06.090 --> 00:27:09.010
or late childhood and primary education,

00:27:09.010 --> 00:27:11.510
but there's still not
enough of that going on.

00:27:11.510 --> 00:27:14.820
So in waving my magic wand,

00:27:14.820 --> 00:27:18.460
it will be that academics
that are teaching

00:27:18.460 --> 00:27:22.520
for training of teachers
really have more knowledge

00:27:22.520 --> 00:27:26.080
about effective ways
of inclusive education,

00:27:26.080 --> 00:27:31.010
which I also believe really
address issues around race,

00:27:31.010 --> 00:27:33.820
because I think what we
were seeing and have seen

00:27:33.820 --> 00:27:38.820
for many years now is that the
biases that teachers may have

00:27:39.980 --> 00:27:42.760
towards certain populations of kids

00:27:42.760 --> 00:27:45.140
may also be resulting

00:27:45.140 --> 00:27:48.113
in higher rates of
suspensions and expulsions.

00:27:49.150 --> 00:27:54.150
So cultural competency I
think is really difficult.

00:27:56.530 --> 00:28:01.530
Honestly, I also think that
salaries need to be raised

00:28:01.710 --> 00:28:04.680
so that people like in Finland

00:28:04.680 --> 00:28:07.120
and Japan and other countries,

00:28:07.120 --> 00:28:10.050
that teachers are earning and respected

00:28:10.050 --> 00:28:12.430
for the work that you're all doing.

00:28:12.430 --> 00:28:17.430
And I think that's something
that is not as strong

00:28:18.850 --> 00:28:20.850
as it needs to be

00:28:20.850 --> 00:28:24.450
and I'm really appreciative of the work

00:28:24.450 --> 00:28:26.193
that most of you are doing.

00:28:28.200 --> 00:28:29.570
- Well.

00:28:29.570 --> 00:28:31.020
That is the end of our 30 minutes.

00:28:31.020 --> 00:28:32.660
I really appreciated all those thoughts.

00:28:32.660 --> 00:28:34.250
Particularly I think
that's an interesting point

00:28:34.250 --> 00:28:37.900
about bias, being biased across groups

00:28:37.900 --> 00:28:39.550
and thinking about where that is.

00:28:40.480 --> 00:28:42.230
Thank you so much for joining us today,

00:28:42.230 --> 00:28:45.740
but thank you more for all
of the work you've been doing

00:28:45.740 --> 00:28:48.810
in activism for learners
with disabilities.

00:28:48.810 --> 00:28:51.450
Look forward to seeing what you do next

00:28:51.450 --> 00:28:54.770
and to picking up your most recent book.

00:28:54.770 --> 00:28:56.080
Thank you.

00:28:56.080 --> 00:28:57.293
- Thank you very much.

00:28:59.430 --> 00:29:01.250
Thank you, interpreter.


Effects of different wavelengths of radiation

WEBVTT
Kind: captions
Language: en

00:00:00.300 --> 00:00:02.210
- We've talked about this in other videos.

00:00:02.210 --> 00:00:03.690
But just as a review,

00:00:03.690 --> 00:00:05.721
things like visible light,

00:00:05.721 --> 00:00:10.300
or the x-rays used when you
go to the doctor's office

00:00:10.300 --> 00:00:12.390
to see what's going on with your bones,

00:00:12.390 --> 00:00:15.480
or the microwaves used to heat your food,

00:00:15.480 --> 00:00:18.980
or the radio waves used for communication.

00:00:18.980 --> 00:00:22.140
That these are all really
the same phenomenon,

00:00:22.140 --> 00:00:23.780
which is that they are all

00:00:23.780 --> 00:00:26.880
different types of electromagnetic waves.

00:00:26.880 --> 00:00:28.960
And the main difference between them

00:00:28.960 --> 00:00:31.750
is their wavelength or their frequencies.

00:00:31.750 --> 00:00:33.570
We know that the longer the wavelength,

00:00:33.570 --> 00:00:35.200
the lower the frequency,

00:00:35.200 --> 00:00:39.340
and the shorter the wavelength,
the higher the frequency.

00:00:39.340 --> 00:00:41.830
Now, what's also interesting
about electromagnetic waves

00:00:41.830 --> 00:00:44.010
is that everything in the universe

00:00:44.010 --> 00:00:45.910
that has any temperature at all,

00:00:45.910 --> 00:00:47.880
which is most things in the universe,

00:00:47.880 --> 00:00:50.040
will emit electromagnetic waves.

00:00:50.040 --> 00:00:51.640
You might look at yourself
right now and say,

00:00:51.640 --> 00:00:53.731
wait, am I emitting electromagnetic waves?

00:00:53.731 --> 00:00:57.410
Well, you're probably not
emitting visible waves.

00:00:57.410 --> 00:00:58.760
You're reflecting visible waves,

00:00:58.760 --> 00:01:00.480
that's why you can see your hand.

00:01:00.480 --> 00:01:04.111
But your body is emitting infrared waves.

00:01:04.111 --> 00:01:07.190
Now, just as almost
everything can emit ways,

00:01:07.190 --> 00:01:09.470
waves can also be absorbed,

00:01:09.470 --> 00:01:11.220
depending on the material,

00:01:11.220 --> 00:01:13.970
depending on the size of the object.

00:01:13.970 --> 00:01:15.210
Now, generally speaking,

00:01:15.210 --> 00:01:19.460
when electromagnetic waves are
absorbed by some substance,

00:01:19.460 --> 00:01:21.520
it's turned into thermal energy.

00:01:21.520 --> 00:01:22.620
You can experience that,

00:01:22.620 --> 00:01:26.260
go outside on a sunny
day, wear a black shirt,

00:01:26.260 --> 00:01:30.410
and a black shirt is not
reflecting much visible light.

00:01:30.410 --> 00:01:31.740
And so it's all being absorbed,

00:01:31.740 --> 00:01:33.310
or most of it is being absorbed,

00:01:33.310 --> 00:01:34.730
and it gets converted to heat.

00:01:34.730 --> 00:01:36.770
You will get much hotter than a friend

00:01:36.770 --> 00:01:39.720
who is wearing a white t-shirt.

00:01:39.720 --> 00:01:41.160
Now, we have to be pretty careful

00:01:41.160 --> 00:01:43.880
as we get to higher
frequencies in visible light.

00:01:43.880 --> 00:01:46.770
Ultraviolet light, that's
what's causing sunburn.

00:01:46.770 --> 00:01:48.220
And the risks only increase

00:01:48.220 --> 00:01:49.790
as you get to higher frequencies,

00:01:49.790 --> 00:01:52.340
like x-rays, and gamma rays.

00:01:52.340 --> 00:01:53.880
What these really high frequency

00:01:53.880 --> 00:01:55.800
electromagnetic waves can do

00:01:55.800 --> 00:01:59.130
is knock out electrons from atoms,

00:01:59.130 --> 00:02:00.310
which would ionize them,

00:02:00.310 --> 00:02:02.300
which would change their
chemical properties.

00:02:02.300 --> 00:02:05.200
That could affect DNA. It
could affect other cell tissue.

00:02:05.200 --> 00:02:06.720
And so that's why it could cause cancer

00:02:06.720 --> 00:02:10.653
or just even kill cells
if they get strong enough.


Waves and Technology

WEBVTT
Kind: captions
Language: en

00:00:00.490 --> 00:00:02.290
- [Narrator] We've already
learned a lot about waves

00:00:02.290 --> 00:00:04.740
and now we're going to connected
to the bit to technology,

00:00:04.740 --> 00:00:06.640
especially the technology that most of us

00:00:06.640 --> 00:00:09.630
use most frequently and
that's our cell phone.

00:00:09.630 --> 00:00:12.730
So pause this video and
think if you can list

00:00:12.730 --> 00:00:15.160
all of the waves that your cell phone

00:00:15.160 --> 00:00:19.453
has to utilize or deal
with or generate waves.

00:00:21.690 --> 00:00:25.040
All right, so the first
thing that some of you

00:00:25.040 --> 00:00:27.890
might have realized is
that your cell phone

00:00:27.890 --> 00:00:30.930
has to deal with sound waves.

00:00:30.930 --> 00:00:34.250
So you have sound
traveling through the air.

00:00:34.250 --> 00:00:37.720
Your phone has to detect that sound.

00:00:37.720 --> 00:00:41.370
And then in most cases, it
needs to digitize that sound.

00:00:41.370 --> 00:00:43.860
And we did other videos
where we talked about

00:00:43.860 --> 00:00:46.360
sampling sound waves so
that you can store it

00:00:46.360 --> 00:00:48.240
as digital information.

00:00:48.240 --> 00:00:49.820
And then depending what's happening,

00:00:49.820 --> 00:00:52.400
that detection is going to
happen with your microphone.

00:00:52.400 --> 00:00:54.260
And if you were recording something,

00:00:54.260 --> 00:00:57.180
say recording a video or
recording an audio file

00:00:57.180 --> 00:01:00.100
that digitize sound wave
would then be stored.

00:01:00.100 --> 00:01:01.970
And then if you wanted to play it back,

00:01:01.970 --> 00:01:04.780
it would have to be turned
back into a sound wave,

00:01:04.780 --> 00:01:08.080
which could then be
emitted by your microphone.

00:01:08.080 --> 00:01:10.130
Now, it could also be that you're on,

00:01:10.130 --> 00:01:12.740
let's say a video call or you are having

00:01:12.740 --> 00:01:15.830
an actual phone call, the
original purpose of phones.

00:01:15.830 --> 00:01:18.450
And so then that digitized information

00:01:18.450 --> 00:01:23.200
is going to be transmitted to a cell tower

00:01:23.200 --> 00:01:25.560
that could be tens of miles away.

00:01:25.560 --> 00:01:28.130
And I always find that
amazing because the cell phone

00:01:28.130 --> 00:01:31.350
really has, it doesn't transmit
in a particular direction,

00:01:31.350 --> 00:01:33.810
it kind of transmits in every direction.

00:01:33.810 --> 00:01:36.670
So it's got to be pretty powerful
to get to that cell tower

00:01:36.670 --> 00:01:40.230
that might be around five or
10 or even more miles away.

00:01:40.230 --> 00:01:42.620
And then of course, if
you're having a conversation,

00:01:42.620 --> 00:01:45.880
that cell tower is transmitting
electromagnetic waves

00:01:45.880 --> 00:01:47.470
in a bunch of different directions.

00:01:47.470 --> 00:01:48.767
And then this cell phone says,

00:01:48.767 --> 00:01:50.680
"Hey, that's the signal for me."

00:01:50.680 --> 00:01:52.950
And it can take that digital information.

00:01:52.950 --> 00:01:56.610
And then it could use that
to generate a wave pattern,

00:01:56.610 --> 00:01:58.600
which is then emitted
by the microphone again,

00:01:58.600 --> 00:02:00.410
which you'd then hear.

00:02:00.410 --> 00:02:04.390
So sound waves is clearly a
big part of what's going on

00:02:04.390 --> 00:02:07.010
with a lot of technology, not
just cell phones, obviously.

00:02:07.010 --> 00:02:09.160
If you have a stereo system,
if you have a television,

00:02:09.160 --> 00:02:11.650
sound waves are heavily utilized,

00:02:11.650 --> 00:02:13.590
or at least you have to deal with them.

00:02:13.590 --> 00:02:15.890
Now, what other type of wave?

00:02:15.890 --> 00:02:17.990
Well, you might be saying light waves,

00:02:17.990 --> 00:02:19.590
which would be correct,

00:02:19.590 --> 00:02:21.770
but I'm gonna generalize
a little bit more and say,

00:02:21.770 --> 00:02:26.370
electromagnetic waves of which light waves

00:02:26.370 --> 00:02:28.950
are a type of electromagnetic waves.

00:02:28.950 --> 00:02:31.400
How do you use light waves?

00:02:31.400 --> 00:02:34.910
Well, a modern smartphone or
cell phone will have a camera.

00:02:34.910 --> 00:02:39.730
And so it needs a way
to detect light waves.

00:02:39.730 --> 00:02:43.300
So it will detect them and
once again, it will digitize,

00:02:43.300 --> 00:02:45.560
it will store and then of course,

00:02:45.560 --> 00:02:47.810
it has this nice big screen here.

00:02:47.810 --> 00:02:50.430
So it needs a way to take
that digitized information

00:02:50.430 --> 00:02:52.550
and then generate light waves.

00:02:52.550 --> 00:02:56.210
Every pixel on the screen can
generate different frequencies

00:02:56.210 --> 00:02:58.650
of light waves or at least
give the appearance altogether

00:02:58.650 --> 00:03:02.320
of generating different
frequencies of light waves.

00:03:02.320 --> 00:03:04.300
Now, light waves are not the only type

00:03:04.300 --> 00:03:05.940
of electromagnetic wave.

00:03:05.940 --> 00:03:09.230
We've talked about having to
communicate with a cell tower

00:03:09.230 --> 00:03:13.320
that could be 5, 10, 15,
even further miles away.

00:03:13.320 --> 00:03:15.480
Well, those waves it's using to connect

00:03:15.480 --> 00:03:18.940
with your cell tower,
those are radio waves,

00:03:18.940 --> 00:03:21.980
which are another type
of electromagnetic waves.

00:03:21.980 --> 00:03:23.650
Now, are we done?

00:03:23.650 --> 00:03:25.870
Well just to make sure we can
look at this little key here

00:03:25.870 --> 00:03:27.520
that you see at the top of a cell phone,

00:03:27.520 --> 00:03:30.060
and you could see that
cell signal that tells you

00:03:30.060 --> 00:03:32.870
how good of a radio signal it is getting

00:03:32.870 --> 00:03:35.200
from the cell tower,

00:03:35.200 --> 00:03:38.070
but you can also see
this Wi-Fi signal here.

00:03:38.070 --> 00:03:42.140
So Wi-Fi uses different
frequencies of radio waves

00:03:42.140 --> 00:03:45.990
to communicate with the local
network wherever you are.

00:03:45.990 --> 00:03:49.160
But once again, that is more radio waves.

00:03:49.160 --> 00:03:50.460
So I will let you go.

00:03:50.460 --> 00:03:53.010
I encourage you as you
learn anything in any topic.

00:03:53.010 --> 00:03:54.410
Always look at the world around you

00:03:54.410 --> 00:03:57.260
and see how these concepts
that you're learning in school

00:03:57.260 --> 00:03:59.620
or that you're learning
in, say a Physics class

00:03:59.620 --> 00:04:02.553
are connected to things you
do every moment of your life.


Specific Heat Capacity

WEBVTT
Kind: captions
Language: en

00:00:00.170 --> 00:00:01.230
- [Instructor] Hello everyones.

00:00:01.230 --> 00:00:03.610
Today we are going to be
talking about heat capacity,

00:00:03.610 --> 00:00:05.490
also known as thermal capacity.

00:00:05.490 --> 00:00:07.570
Now this is just the
amount of heat required

00:00:07.570 --> 00:00:10.240
to change the temperature of a material.

00:00:10.240 --> 00:00:11.560
So given this definition,

00:00:11.560 --> 00:00:15.020
what units would you expect
heat capacity to have?

00:00:15.020 --> 00:00:16.690
Heat is a form of energy

00:00:16.690 --> 00:00:18.730
and we're describing how
much of that is needed

00:00:18.730 --> 00:00:19.820
to change the temperature,

00:00:19.820 --> 00:00:23.160
so the units for heat capacity
are energy per temperature,

00:00:23.160 --> 00:00:26.030
in SI would be Joules per Kelvin.

00:00:26.030 --> 00:00:28.660
Now, remember, in SI we
use Kelvin for temperature,

00:00:28.660 --> 00:00:30.810
which is the same in magnitude as Celsius.

00:00:30.810 --> 00:00:32.610
So a difference of 1 degree Celsius

00:00:32.610 --> 00:00:34.780
is equal to a difference of 1 Kelvin,

00:00:34.780 --> 00:00:37.040
however, Kelvin does not
have any negative numbers,

00:00:37.040 --> 00:00:40.240
and so 0 Kelvin is as low as you can get.

00:00:40.240 --> 00:00:43.060
Now, you probably already have
an intuitive understanding

00:00:43.060 --> 00:00:43.893
of heat capacity

00:00:43.893 --> 00:00:45.330
even if you haven't heard it phrased

00:00:45.330 --> 00:00:46.943
exactly like this before.

00:00:47.870 --> 00:00:50.440
Imagine you have two pots of
water over the same burner,

00:00:50.440 --> 00:00:51.857
but one of the pots is full of water

00:00:51.857 --> 00:00:54.600
and the other is only about half full.

00:00:54.600 --> 00:00:57.130
You would probably expect
the one with less water in it

00:00:57.130 --> 00:00:58.690
to boil faster,

00:00:58.690 --> 00:01:01.440
and this is actually because
of the heat capacity.

00:01:01.440 --> 00:01:02.820
The pot with the less water in it

00:01:02.820 --> 00:01:04.160
has a lower heat capacity.

00:01:04.160 --> 00:01:05.510
And this is because one of the things

00:01:05.510 --> 00:01:07.000
that heat capacity depends on

00:01:07.000 --> 00:01:09.540
is the mass of the object or system.

00:01:09.540 --> 00:01:12.850
Less water is less mass
xis a lower heat capacity.

00:01:12.850 --> 00:01:14.900
The other thing that the
heat capacity depends on

00:01:14.900 --> 00:01:16.360
is the material.

00:01:16.360 --> 00:01:18.670
This is also something
you are probably already

00:01:18.670 --> 00:01:20.530
intuitively familiar with.

00:01:20.530 --> 00:01:22.630
Imagine you go to a barbecue on a hot day

00:01:22.630 --> 00:01:23.920
and there are two folding chairs

00:01:23.920 --> 00:01:26.120
left open for you to choose between.

00:01:26.120 --> 00:01:28.100
One is made of metal,
the other of plastic,

00:01:28.100 --> 00:01:30.770
and they've both been
sitting out in the sun.

00:01:30.770 --> 00:01:32.490
You'd probably choose the plastic one

00:01:32.490 --> 00:01:34.160
to save yourself some discomfort.

00:01:34.160 --> 00:01:36.280
The reason that the metal
chair would be hotter

00:01:36.280 --> 00:01:39.170
despite both chairs having
been sitting out in the sun

00:01:39.170 --> 00:01:42.420
is because metal and plastic
are different materials

00:01:42.420 --> 00:01:44.690
and have different heat capacities.

00:01:44.690 --> 00:01:47.300
So we know that the heat
capacity of an object or system

00:01:47.300 --> 00:01:51.480
depends on both the mass and
the material it is made of.

00:01:51.480 --> 00:01:53.040
We can actually combine these then

00:01:53.040 --> 00:01:55.930
into something called
specific heat capacity.

00:01:55.930 --> 00:01:57.620
Now the specific heat capacity

00:01:57.620 --> 00:02:00.800
is just the heat capacity per mass.

00:02:00.800 --> 00:02:02.910
This means that the specific heat capacity

00:02:02.910 --> 00:02:05.070
is independent of the mass of the system

00:02:05.070 --> 00:02:07.380
because we're measuring it per mass.

00:02:07.380 --> 00:02:10.810
Therefore, this is constant
for a given material.

00:02:10.810 --> 00:02:12.730
This means it will take
the same amount of energy

00:02:12.730 --> 00:02:14.840
to raise the temperature of 1 kilogram

00:02:14.840 --> 00:02:16.420
of any given material,

00:02:16.420 --> 00:02:18.140
but then for a different material,

00:02:18.140 --> 00:02:20.580
it will take a different amount of energy.

00:02:20.580 --> 00:02:22.740
Given this, what do you expect the units

00:02:22.740 --> 00:02:25.390
of specific heat capacity to be?

00:02:25.390 --> 00:02:26.560
Well, just like heat capacity,

00:02:26.560 --> 00:02:28.250
we have an energy per temperature,

00:02:28.250 --> 00:02:30.410
but now we also have a per mass.

00:02:30.410 --> 00:02:34.800
In SI this is going to be
Joules per Kelvin per kilogram.

00:02:34.800 --> 00:02:36.860
This means that the heat capacity

00:02:36.860 --> 00:02:40.793
and the specific heat
capacity are related by mass.

00:02:41.897 --> 00:02:45.290
so, if you have a specific heat capacity

00:02:45.290 --> 00:02:47.890
and you want to get
the total heat capacity

00:02:47.890 --> 00:02:49.800
for the object or system,

00:02:49.800 --> 00:02:54.170
then you need to multiply by
the object or system's mass.

00:02:54.170 --> 00:02:57.480
Conversely, if you have the
heat capacity and the mass

00:02:57.480 --> 00:02:58.500
and you want to figure out

00:02:58.500 --> 00:03:01.820
what the heat capacity of a material is,

00:03:01.820 --> 00:03:05.080
you can divide the heat
capacity by the mass.

00:03:05.080 --> 00:03:07.040
However, because specific heat capacity

00:03:07.040 --> 00:03:09.570
is a constant property
of a given material,

00:03:09.570 --> 00:03:12.620
we can usually just go ahead
and look up what that value is

00:03:12.620 --> 00:03:14.300
because scientists have already measured

00:03:14.300 --> 00:03:17.300
the specific heat capacities
of lots of materials.

00:03:17.300 --> 00:03:20.090
Let's consider the water in
those pots we talked about.

00:03:20.090 --> 00:03:22.570
Pure liquid water has a
specific heat capacity

00:03:22.570 --> 00:03:27.450
of 4,184 Joules per Kelvin per kilogram,

00:03:27.450 --> 00:03:28.700
but different materials

00:03:28.700 --> 00:03:30.860
have different specific heat capacities.

00:03:30.860 --> 00:03:34.260
So let's think back to our
chairs at a barbecue example

00:03:34.260 --> 00:03:37.720
and how the metal chair is
hotter than the plastic chair.

00:03:37.720 --> 00:03:40.810
Now metal folding chairs are
typically made of aluminum,

00:03:40.810 --> 00:03:42.620
which has a specific heat capacity

00:03:43.606 --> 00:03:47.250
of 897 Joules per Kelvin per kilogram.

00:03:47.250 --> 00:03:48.540
Solid plastic, however,

00:03:48.540 --> 00:03:49.940
has a specific heat capacity

00:03:51.320 --> 00:03:55.060
of 1,670 Joules per Kelvin per kilogram.

00:03:55.060 --> 00:03:57.320
So you can see from the
specific heat capacities

00:03:57.320 --> 00:04:00.190
that since the sun is providing
the same amount of energy

00:04:00.190 --> 00:04:01.500
to both chairs,

00:04:01.500 --> 00:04:03.020
the temperature of the metal chair

00:04:03.020 --> 00:04:04.980
is getting much more increased

00:04:04.980 --> 00:04:08.640
because it needs less energy
to increase its temperature

00:04:08.640 --> 00:04:12.030
because it has a lower
specific heat capacity.

00:04:12.030 --> 00:04:14.840
Now that we see how the material
changes the heat capacity,

00:04:14.840 --> 00:04:17.100
let's talk a bit more about the mass

00:04:17.100 --> 00:04:19.560
and go back to our example of the pots.

00:04:19.560 --> 00:04:21.890
So in these pots, we
have pure liquid water,

00:04:21.890 --> 00:04:24.720
which we know now has a
specific heat capacity

00:04:24.720 --> 00:04:29.050
of 4,184 Joules per Kelvin per kilogram.

00:04:29.050 --> 00:04:31.300
Now the pots themselves
also have a heat capacity,

00:04:31.300 --> 00:04:33.700
but we're going to ignore
that to simplify the problem.

00:04:33.700 --> 00:04:36.570
If this pot has 2
kilograms of water in it,

00:04:36.570 --> 00:04:38.770
we can calculate how
much energy it will take

00:04:38.770 --> 00:04:41.550
to change the temperature of this water.

00:04:41.550 --> 00:04:43.470
Let's say that the initial
temperature of the water

00:04:43.470 --> 00:04:44.950
is about 300 Kelvin,

00:04:44.950 --> 00:04:47.260
which is approximately room temperature.

00:04:47.260 --> 00:04:48.860
And suppose we want to use this water

00:04:48.860 --> 00:04:49.910
to make some white tea,

00:04:49.910 --> 00:04:54.190
which has made best with water
that's at about 355 Kelvin.

00:04:54.190 --> 00:04:56.610
Based off our understanding
of heat capacity now,

00:04:56.610 --> 00:04:59.630
we can figure out how many
joules it is going to take

00:04:59.630 --> 00:05:04.610
to raise the water from
300 Kelvin to 355 Kelvin.

00:05:04.610 --> 00:05:07.420
We have the specific
heat capacity and a mass,

00:05:07.420 --> 00:05:08.980
and we know we can multiply those

00:05:08.980 --> 00:05:11.340
to get a total heat capacity.

00:05:11.340 --> 00:05:13.020
And we know that by definition,

00:05:13.020 --> 00:05:16.390
heat capacity is the energy
required per temperature,

00:05:16.390 --> 00:05:18.780
which means that if we
multiply the heat capacity

00:05:18.780 --> 00:05:20.210
by the change in temperature,

00:05:20.210 --> 00:05:23.170
we'll find out what
the energy required is.

00:05:23.170 --> 00:05:24.380
In fact, this relationship

00:05:24.380 --> 00:05:27.120
is an important thermodynamic equation.

00:05:27.120 --> 00:05:29.980
Lower case c is commonly used
for specific heat capacity

00:05:29.980 --> 00:05:31.700
and Q for heat.

00:05:31.700 --> 00:05:34.220
So this is exactly what
we've just worked out.

00:05:34.220 --> 00:05:35.640
The heat or energy required

00:05:35.640 --> 00:05:38.470
equals the specific heat
capacity times the mass,

00:05:38.470 --> 00:05:40.290
times the change in temperature.

00:05:40.290 --> 00:05:42.830
Let's go ahead and put our values in here.

00:05:42.830 --> 00:05:43.683
The mass,

00:05:44.700 --> 00:05:46.183
specific heat capacity,

00:05:47.510 --> 00:05:49.010
and the change in temperature.

00:05:50.000 --> 00:05:52.250
As always, we can use
our units to guide us.

00:05:52.250 --> 00:05:53.340
Specific heat capacity

00:05:53.340 --> 00:05:56.430
has a unit of Joules
per Kelvin per kilogram,

00:05:56.430 --> 00:05:59.160
we're multiplying mass that
has a unit of kilograms,

00:05:59.160 --> 00:06:01.520
so those kilograms will cancel out.

00:06:01.520 --> 00:06:03.620
We're also multiplying by
a change in temperature,

00:06:03.620 --> 00:06:05.160
which is measured Kelvin.

00:06:05.160 --> 00:06:06.770
And so that will also cancel out,

00:06:06.770 --> 00:06:09.710
leaving us just with
joules which is an energy,

00:06:09.710 --> 00:06:10.930
just like we want.

00:06:10.930 --> 00:06:12.900
In this case, if we
multiply this together,

00:06:12.900 --> 00:06:14.500
we would find that the energy required

00:06:14.500 --> 00:06:18.000
would be 460.24 kilojoules.

00:06:18.000 --> 00:06:20.350
Now, let's consider the other pot.

00:06:20.350 --> 00:06:22.930
If this pot has 1 kilogram of water,

00:06:22.930 --> 00:06:24.970
how would that change our calculation?

00:06:24.970 --> 00:06:25.803
Pause the video

00:06:25.803 --> 00:06:28.480
and think about what its
heat capacity would be.

00:06:28.480 --> 00:06:30.440
So because we still have the same material

00:06:30.440 --> 00:06:32.690
and therefore the same
specific heat capacity,

00:06:32.690 --> 00:06:35.720
the total heat capacity is
going to decrease by half

00:06:35.720 --> 00:06:38.100
because of the mass is half.

00:06:38.100 --> 00:06:40.650
And since we still want to
raise the water's temperature,

00:06:40.650 --> 00:06:41.640
the same amount,

00:06:41.640 --> 00:06:43.210
this means that the energy required

00:06:43.210 --> 00:06:45.970
is going to decrease by half as well,

00:06:45.970 --> 00:06:50.200
now requiring 230.12 kilojoules.

00:06:50.200 --> 00:06:51.480
So now we can see how the mass,

00:06:51.480 --> 00:06:53.983
as well as the material
affect heat capacity.

00:06:55.010 --> 00:06:57.290
Today we talked about heat capacity.

00:06:57.290 --> 00:06:59.370
We learned that it is the
amount of heat required

00:06:59.370 --> 00:07:01.160
to change the temperature of a material

00:07:01.160 --> 00:07:03.970
and that it is measured
in Joules per Kelvin,

00:07:03.970 --> 00:07:06.540
and that it depends on
both the mass of the system

00:07:06.540 --> 00:07:09.170
and the materials that
the system is made up.

00:07:09.170 --> 00:07:10.470
We did a couple of examples

00:07:10.470 --> 00:07:13.630
to help us quantify this
intuitive understanding we have

00:07:13.630 --> 00:07:15.530
of the world around us.

00:07:15.530 --> 00:07:16.450
And I encourage you

00:07:16.450 --> 00:07:18.670
to think about the ways
he capacity pops up

00:07:18.670 --> 00:07:20.400
in your everyday life.

00:07:20.400 --> 00:07:23.140
For example, why are some
things drier than other things

00:07:23.140 --> 00:07:26.290
when you unload the dishwasher?
Have a think about that.

00:07:26.290 --> 00:07:27.470
Thank you so much for joining us.

00:07:27.470 --> 00:07:29.240
I hope you learned a
little bit of something,

00:07:29.240 --> 00:07:31.190
and we'll see you again next time. Bye.


Titrations of polyprotic acids

WEBVTT
Kind: captions
Language: en

00:00:00.190 --> 00:00:02.210
- [Instructor] A
polyprotic acid is an acid

00:00:02.210 --> 00:00:06.000
with more than one proton that
it can donate in solution.

00:00:06.000 --> 00:00:09.610
An example of a polyprotic
acid is the protonated form

00:00:09.610 --> 00:00:12.120
of the amino acid alanine.

00:00:12.120 --> 00:00:14.730
Here's a dot structure
showing the protonated form

00:00:14.730 --> 00:00:16.440
of the amino acid alanine,

00:00:16.440 --> 00:00:19.780
and we can represent this as H2A plus.

00:00:19.780 --> 00:00:21.770
Let's say we're doing a titration

00:00:21.770 --> 00:00:23.820
with the protonated form of alanine,

00:00:23.820 --> 00:00:26.250
and we're adding sodium hydroxide

00:00:26.250 --> 00:00:29.450
to an aqueous solution
of the protonated form.

00:00:29.450 --> 00:00:33.340
The protonated form of alanine
has two acidic protons.

00:00:33.340 --> 00:00:36.290
So one acidic proton is on the oxygen,

00:00:36.290 --> 00:00:38.460
and the other acidic proton is one

00:00:38.460 --> 00:00:40.920
of the protons bonded to the nitrogen.

00:00:40.920 --> 00:00:42.680
The proton bonded to the oxygen

00:00:42.680 --> 00:00:44.820
is the more acidic of the two.

00:00:44.820 --> 00:00:47.420
Therefore, when we add
some hydroxide anions

00:00:47.420 --> 00:00:48.370
to the solution,

00:00:48.370 --> 00:00:52.380
the hydroxide anions will pick
up this proton and form water

00:00:52.380 --> 00:00:55.290
and convert the protonated form of alanine

00:00:55.290 --> 00:00:59.180
into the overall neutral
form of alanine, HA.

00:00:59.180 --> 00:01:01.620
Let's say that we start
out in our titration

00:01:01.620 --> 00:01:05.130
with one mole of the
protonated form of alanine,

00:01:05.130 --> 00:01:08.500
and then we add in our hydroxide anions.

00:01:08.500 --> 00:01:11.990
After we've added in one
mole of hydroxide anions,

00:01:11.990 --> 00:01:15.680
we've completely neutralized
the protonated form of alanine,

00:01:15.680 --> 00:01:19.807
and H2A plus is converted into HA.

00:01:19.807 --> 00:01:22.050
So one mole of H2A plus reacts

00:01:22.050 --> 00:01:24.380
with one mole of hydroxide anions

00:01:24.380 --> 00:01:27.183
to form one mole of HA.

00:01:28.740 --> 00:01:32.680
So now we have one mole of HA in solution.

00:01:32.680 --> 00:01:35.750
And if we continue to
add hydroxide anions,

00:01:35.750 --> 00:01:38.980
hydroxide anions react with HA

00:01:38.980 --> 00:01:41.970
and take one of the acidic
protons on the nitrogen

00:01:41.970 --> 00:01:43.920
to form A minus.

00:01:43.920 --> 00:01:47.040
A minus is the conjugate base to HA.

00:01:47.040 --> 00:01:50.250
It would take another
mole of hydroxide anions

00:01:50.250 --> 00:01:55.250
to completely neutralize the
HA and to turn it into A minus.

00:01:55.340 --> 00:02:00.020
So one mole of HA reacts with
one mole of hydroxide anions

00:02:00.020 --> 00:02:04.780
to form one mole of A minus.

00:02:04.780 --> 00:02:06.830
So going back to the protonated form

00:02:06.830 --> 00:02:08.820
of the amino acid alanine,

00:02:08.820 --> 00:02:12.110
since the protonated form
has two acidic protons,

00:02:12.110 --> 00:02:15.250
we call this a diprotic acid.

00:02:15.250 --> 00:02:17.700
So let me go ahead and
write in here diprotic.

00:02:17.700 --> 00:02:20.600
And because there are two acidic protons

00:02:20.600 --> 00:02:23.510
on the protonated form of alanine,

00:02:23.510 --> 00:02:25.870
there will be two pKa values,

00:02:25.870 --> 00:02:29.210
which we can figure out
from the titration curve.

00:02:29.210 --> 00:02:31.800
Next, let's look at the
titration curve for the titration

00:02:31.800 --> 00:02:34.940
of our diprotic acid
with sodium hydroxide.

00:02:34.940 --> 00:02:36.810
On the y-axis is pH,

00:02:36.810 --> 00:02:40.870
and on the x-axis is moles
of hydroxide anions added.

00:02:40.870 --> 00:02:43.350
Before we've added any hydroxide anion,

00:02:43.350 --> 00:02:46.770
so this point right here
on our titration curve,

00:02:46.770 --> 00:02:49.130
we have our diprotic acid present,

00:02:49.130 --> 00:02:52.860
so H2A plus.

00:02:52.860 --> 00:02:57.380
And since we started with
one mole of H2A plus,

00:02:57.380 --> 00:03:00.020
it would take one mole of hydroxide anions

00:03:00.020 --> 00:03:03.630
to completely neutralize the H2A plus.

00:03:03.630 --> 00:03:07.120
So after one mole of hydroxide
anions has been added,

00:03:07.120 --> 00:03:10.300
that brings us to equivalence point one.

00:03:10.300 --> 00:03:14.130
So we go to one mole of
hydroxide anions on the x-axis,

00:03:14.130 --> 00:03:17.570
and we'd go up to where that
intersects our titration curve.

00:03:17.570 --> 00:03:20.150
And this point on our titration curve

00:03:20.150 --> 00:03:22.530
is equivalence point one.

00:03:22.530 --> 00:03:23.880
At equivalence point one,

00:03:23.880 --> 00:03:28.193
all of the H2A plus has
been converted into HA.

00:03:28.193 --> 00:03:32.450
So now we have one mole of HA present.

00:03:32.450 --> 00:03:34.760
Next, let's think about adding 0.5 moles

00:03:34.760 --> 00:03:36.670
of hydroxide anions.

00:03:36.670 --> 00:03:38.430
So that would only neutralize half

00:03:38.430 --> 00:03:41.740
of the H2A plus that
was initially present.

00:03:41.740 --> 00:03:44.610
Therefore, if we go to 0.5
moles of hydroxide anions

00:03:44.610 --> 00:03:47.770
and we'd go up to where that
intersects our titration curve,

00:03:47.770 --> 00:03:51.110
this point represents the
half equivalence point

00:03:51.110 --> 00:03:54.700
or half equivalence point
one for this titration.

00:03:54.700 --> 00:03:56.950
Next, let's look at half
equivalence point one

00:03:56.950 --> 00:03:58.210
in more detail.

00:03:58.210 --> 00:04:00.470
So here is half equivalence point one

00:04:00.470 --> 00:04:02.280
on the titration curve.

00:04:02.280 --> 00:04:05.230
So if we started out
with one mole of H2A plus

00:04:05.230 --> 00:04:07.920
and we've added 0.5 moles
of hydroxide anions,

00:04:07.920 --> 00:04:12.760
we've neutralized half, or
0.5 moles, of the H2A plus.

00:04:12.760 --> 00:04:14.880
Therefore, at the half equivalence point,

00:04:14.880 --> 00:04:18.750
we have half a mole of H2A
plus and half a mole of HA,

00:04:18.750 --> 00:04:22.190
which means the concentration
of H2A plus is equal

00:04:22.190 --> 00:04:24.600
to the concentration of HA.

00:04:24.600 --> 00:04:27.380
And because at this point
we have significant amounts

00:04:27.380 --> 00:04:30.560
of both the weak acid
and its conjugate base,

00:04:30.560 --> 00:04:32.460
we've formed a buffer.

00:04:32.460 --> 00:04:35.890
So notice how the pH changes very slowly

00:04:35.890 --> 00:04:39.720
in this region around the
half equivalence point one.

00:04:39.720 --> 00:04:43.670
So this is called buffer
region one right in here.

00:04:43.670 --> 00:04:45.610
And since we've formed a buffer,

00:04:45.610 --> 00:04:47.900
the Henderson-Hasselbalch
equation tells us

00:04:47.900 --> 00:04:50.330
when the concentration
of the weak acid is equal

00:04:50.330 --> 00:04:53.320
to the concentration
of the conjugate base,

00:04:53.320 --> 00:04:58.210
the pH of the solution is equal
to the pKa of the weak acid.

00:04:58.210 --> 00:05:00.820
In this case, we're
talking about the pKa value

00:05:00.820 --> 00:05:02.580
of the more acidic proton,

00:05:02.580 --> 00:05:06.940
so the proton that's on
the oxygen, NH2A plus.

00:05:06.940 --> 00:05:08.930
So if we find the half equivalence point

00:05:08.930 --> 00:05:13.350
and we go over to where this
intersects with the y-axis,

00:05:13.350 --> 00:05:17.410
the pH at this point should
be equal to the pKa value

00:05:17.410 --> 00:05:19.810
for the more acidic proton.

00:05:19.810 --> 00:05:21.620
So looking at the y-axis here,

00:05:21.620 --> 00:05:24.170
it looks like it's a little bit over two.

00:05:24.170 --> 00:05:25.370
And in reality,

00:05:25.370 --> 00:05:29.343
the value of pKa one is equal to 2.34.

00:05:31.640 --> 00:05:34.010
Next, let's go back to the
first equivalence point,

00:05:34.010 --> 00:05:37.720
which occurred after we added
one mole of hydroxide anions.

00:05:37.720 --> 00:05:40.070
So at this point, we have HA.

00:05:40.070 --> 00:05:43.280
If we think about adding another
mole of hydroxide anions,

00:05:43.280 --> 00:05:46.850
so going from one mole
total to two moles total,

00:05:46.850 --> 00:05:49.480
the extra mole of hydroxide anions

00:05:49.480 --> 00:05:54.480
will completely neutralize the
HA and turn it into A minus.

00:05:54.610 --> 00:05:57.250
So one mole of HA reacts

00:05:57.250 --> 00:05:59.910
with one mole of hydroxide anions

00:05:59.910 --> 00:06:03.793
to form one mole of A minus.

00:06:04.860 --> 00:06:07.400
And since the extra
mole of hydroxide anions

00:06:07.400 --> 00:06:11.100
completely neutralize the
HA and turn it into A minus,

00:06:11.100 --> 00:06:14.860
after we've added a total of
two moles of hydroxide anions,

00:06:14.860 --> 00:06:17.700
we go up to where that
intersects our titration curve,

00:06:17.700 --> 00:06:21.600
and this point represents
equivalence point two.

00:06:21.600 --> 00:06:23.560
So the equivalence point one occurs

00:06:23.560 --> 00:06:25.580
after adding one mole of hydroxide anions,

00:06:25.580 --> 00:06:28.780
and we can see the pH by
going over to the y-axis.

00:06:28.780 --> 00:06:31.990
And equivalence point two
occurs after we've added a total

00:06:31.990 --> 00:06:35.080
of two moles of hydroxide anions.

00:06:35.080 --> 00:06:37.520
Let's go back to our
first equivalence point

00:06:37.520 --> 00:06:40.280
where we had one mole of HA.

00:06:40.280 --> 00:06:41.113
And at that point,

00:06:41.113 --> 00:06:43.460
we've already added one
mole of hydroxide anions.

00:06:43.460 --> 00:06:46.880
And so if we add another 0.5
moles of hydroxide anions

00:06:46.880 --> 00:06:49.310
to give a total of 1.5 moles,

00:06:49.310 --> 00:06:52.300
we would neutralize half of the HA

00:06:52.300 --> 00:06:55.360
and turn half of it into A minus.

00:06:55.360 --> 00:06:58.280
Therefore, we have another
half equivalence point

00:06:58.280 --> 00:07:02.710
after 1.5 moles of hydroxide
anions have been added.

00:07:02.710 --> 00:07:05.930
Let's look in more detail at
half equivalence point two,

00:07:05.930 --> 00:07:08.700
which is right here on our titration curve

00:07:08.700 --> 00:07:12.610
after we've added 1.5
moles of hydroxide anions.

00:07:12.610 --> 00:07:15.020
Since we've neutralized half of the HA

00:07:15.020 --> 00:07:18.030
that was present at equivalence point one,

00:07:18.030 --> 00:07:20.460
now the concentration of HA is equal

00:07:20.460 --> 00:07:23.470
to the concentration of A minus.

00:07:23.470 --> 00:07:25.610
And since we have significant amounts

00:07:25.610 --> 00:07:28.170
of both the weak acid
and its conjugate base,

00:07:28.170 --> 00:07:31.040
we have a buffer present in the region

00:07:31.040 --> 00:07:34.120
around half equivalence point two.

00:07:34.120 --> 00:07:37.580
So we can see the pH is changing
very slowly in this region

00:07:37.580 --> 00:07:39.070
around the half equivalence point

00:07:39.070 --> 00:07:41.420
as hydroxide anions are added.

00:07:41.420 --> 00:07:44.450
And so this represents buffer region two.

00:07:44.450 --> 00:07:46.730
And because the concentration
of weak acid is equal

00:07:46.730 --> 00:07:49.230
to the concentration
of its conjugate base,

00:07:49.230 --> 00:07:52.280
the Henderson-Hasselbalch
equation tells us the pH

00:07:52.280 --> 00:07:55.760
at this point is equal to the pKa value.

00:07:55.760 --> 00:07:58.010
In this case, it would be pKa two,

00:07:58.010 --> 00:08:01.150
so one of the acidic
protons on the nitrogen.

00:08:01.150 --> 00:08:03.490
So we can find the value for pKa two

00:08:03.490 --> 00:08:06.250
by locating half equivalence point two

00:08:06.250 --> 00:08:11.250
and going over to see where
that intersects with our y-axis.

00:08:11.920 --> 00:08:14.130
It looks to be a little bit under 10,

00:08:14.130 --> 00:08:17.700
which matches with the
actual pKa two value,

00:08:17.700 --> 00:08:20.113
which turns out to be 9.87.

00:08:22.300 --> 00:08:25.250
Finally, let's go back to
the two equivalence points

00:08:25.250 --> 00:08:26.900
for our titration curve.

00:08:26.900 --> 00:08:29.560
The number of equivalence
points in a titration curve

00:08:29.560 --> 00:08:31.720
for a polyprotic acid is equal

00:08:31.720 --> 00:08:34.570
to the number of acidic
protons in the acid.

00:08:34.570 --> 00:08:37.850
Therefore, since we
titrated a diprotic acid

00:08:37.850 --> 00:08:39.690
with two acidic protons,

00:08:39.690 --> 00:08:43.303
the titration curve has
two equivalence points.


All in for Education: Keep Khan Academy Free

WEBVTT
Kind: captions
Language: en

00:00:00.240 --> 00:00:02.160
- Hi, everyone! Sal Khan here.

00:00:02.160 --> 00:00:04.270
Just to remind everyone that Khan Academy

00:00:04.270 --> 00:00:06.180
is a not-for-profit organization.

00:00:06.180 --> 00:00:07.860
That means I don't own Khan Academy,

00:00:07.860 --> 00:00:10.470
no one owns Khan Academy,
we are a public charity.

00:00:10.470 --> 00:00:12.290
And we can only do the work we do

00:00:12.290 --> 00:00:15.070
through donations from
folks like yourself.

00:00:15.070 --> 00:00:16.520
So if you're in a position to do so,

00:00:16.520 --> 00:00:19.310
please think about making a donation.

00:00:19.310 --> 00:00:20.143
As a reminder,

00:00:20.143 --> 00:00:23.460
Khan Academy is about the
budget of a large high school,

00:00:23.460 --> 00:00:26.960
but we try to reach all of humanity.

00:00:26.960 --> 00:00:27.793
And last year,

00:00:27.793 --> 00:00:30.510
we had 13 billion learning
minutes on the platform.

00:00:30.510 --> 00:00:34.100
Half of that are students and
families all over the world,

00:00:34.100 --> 00:00:37.440
oftentimes telling us that
this is a learning resource,

00:00:37.440 --> 00:00:39.450
the tutor, the help that their family

00:00:39.450 --> 00:00:41.390
could not otherwise afford.

00:00:41.390 --> 00:00:43.230
The other half is hundreds of thousands

00:00:43.230 --> 00:00:45.260
of teachers using Khan
Academy in the classroom

00:00:45.260 --> 00:00:47.810
to personalize learning,
to make it more engaging,

00:00:47.810 --> 00:00:49.030
for them to have better information

00:00:49.030 --> 00:00:50.380
about where their kids are,

00:00:50.380 --> 00:00:53.790
so that they can do more focus
interventions with students.

00:00:53.790 --> 00:00:56.520
There's some calculations
around social return.

00:00:56.520 --> 00:00:57.690
In the for-profit sector,

00:00:57.690 --> 00:01:00.510
if you've got even a 20 or
30% return on investment,

00:01:00.510 --> 00:01:02.870
that's considered a
very, very good return.

00:01:02.870 --> 00:01:04.280
In the not-for-profit sector,

00:01:04.280 --> 00:01:09.090
if you get even a 2X or
3X benefit to cost ratio

00:01:09.090 --> 00:01:12.820
for a not-for-profit,
that's considered very good.

00:01:12.820 --> 00:01:16.690
Even conservative estimates
of Khan Academy are 500 to one

00:01:16.690 --> 00:01:19.000
to a thousand to one benefit.

00:01:19.000 --> 00:01:20.660
Because we're at a special time in history

00:01:20.660 --> 00:01:22.530
where something like education,

00:01:22.530 --> 00:01:23.780
which has always been scarce

00:01:23.780 --> 00:01:26.970
and frankly always been expensive,

00:01:26.970 --> 00:01:30.000
at least aspects of it,
very important aspects of it

00:01:30.000 --> 00:01:33.210
can now be delivered to tens of millions,

00:01:33.210 --> 00:01:35.170
hundreds of millions of people

00:01:35.170 --> 00:01:37.160
in ways that we could not have imagined

00:01:37.160 --> 00:01:39.180
even 20 or 30 years ago.

00:01:39.180 --> 00:01:40.440
And as I tell everyone,

00:01:40.440 --> 00:01:41.860
as much as Khan Academy has done

00:01:41.860 --> 00:01:43.490
over the last 10 or 12 years,

00:01:43.490 --> 00:01:45.650
and as much as we've done this past year,

00:01:45.650 --> 00:01:47.210
especially during the pandemic,

00:01:47.210 --> 00:01:48.620
we're just getting started.

00:01:48.620 --> 00:01:51.390
We really wanna cover all of
the core academic subjects

00:01:51.390 --> 00:01:53.870
from pre-K through the core of college.

00:01:53.870 --> 00:01:55.960
We wanna meet students where they are,

00:01:55.960 --> 00:01:58.470
and we wanna think about how
do we connect that learning

00:01:58.470 --> 00:02:00.810
to real opportunity, whether
it's getting into college,

00:02:00.810 --> 00:02:02.950
getting a job, or getting
credit in some way.

00:02:02.950 --> 00:02:04.690
And we wanna do it one day

00:02:04.690 --> 00:02:06.930
for billions of people around the world.

00:02:06.930 --> 00:02:08.670
So if you're in a position to do so,

00:02:08.670 --> 00:02:10.280
please think about making a contribution

00:02:10.280 --> 00:02:12.580
of any size to Khan Academy.

00:02:12.580 --> 00:02:14.593
It will go a long, long way.


Part to whole ratio word problem using tables

WEBVTT
Kind: captions
Language: en

00:00:00.250 --> 00:00:01.500
- [Instructor] We're told that one month,

00:00:01.500 --> 00:00:04.810
the ratio of indoor to outdoor play times

00:00:04.810 --> 00:00:08.170
for Yousef's class was two to three.

00:00:08.170 --> 00:00:11.370
They had 30 total play times.

00:00:11.370 --> 00:00:14.240
How many of the play times were indoors?

00:00:14.240 --> 00:00:16.350
How many were outdoors?

00:00:16.350 --> 00:00:18.950
Pause this video and see
if you can figure that out.

00:00:19.810 --> 00:00:21.650
Alright, now let's work
through this together.

00:00:21.650 --> 00:00:23.220
And I'm going to figure this out

00:00:23.220 --> 00:00:25.570
by setting up a little bit of a table.

00:00:25.570 --> 00:00:30.570
So we have our indoor, indoor play times.

00:00:31.690 --> 00:00:32.550
I'll write it out.

00:00:32.550 --> 00:00:34.990
Play times.

00:00:34.990 --> 00:00:37.770
We have our outdoor play times.

00:00:37.770 --> 00:00:41.593
Outdoor play times.

00:00:42.470 --> 00:00:44.970
Then we have our total play times.

00:00:44.970 --> 00:00:48.223
Total play times.

00:00:49.070 --> 00:00:52.750
And then, let me set up
a table here as promised,

00:00:52.750 --> 00:00:55.780
and then, I'm going to
set up two columns here.

00:00:55.780 --> 00:00:57.250
So the first column

00:00:57.250 --> 00:00:59.840
is going to concern
itself with the ratios.

00:00:59.840 --> 00:01:01.463
So this is the original,

00:01:02.830 --> 00:01:04.853
original ratio,

00:01:05.870 --> 00:01:08.523
and here, we're going to
put the actual counts.

00:01:09.500 --> 00:01:11.610
Actual counts.

00:01:11.610 --> 00:01:13.840
So what information do we know?

00:01:13.840 --> 00:01:18.840
We know that the ratio of indoor
to outdoor is two to three.

00:01:19.110 --> 00:01:23.580
So the ratio of indoor to
outdoor is two to three.

00:01:23.580 --> 00:01:24.800
And then we could also think about

00:01:24.800 --> 00:01:26.420
what would be the ratio of either of these

00:01:26.420 --> 00:01:28.240
to total play times?

00:01:28.240 --> 00:01:31.010
Well, for every two indoor play times,

00:01:31.010 --> 00:01:33.280
there are three outdoor play times.

00:01:33.280 --> 00:01:35.940
That means for every
two indoor play times,

00:01:35.940 --> 00:01:38.670
there are five total play times,

00:01:38.670 --> 00:01:40.750
or for every three outdoor play times,

00:01:40.750 --> 00:01:43.240
there are five total play times.

00:01:43.240 --> 00:01:44.300
And now, let's think about

00:01:44.300 --> 00:01:46.560
what we know about the actual counts.

00:01:46.560 --> 00:01:51.300
They tell us that there was
a 30 total actual play times.

00:01:51.300 --> 00:01:53.980
So this is the actual number is 30.

00:01:53.980 --> 00:01:56.050
Now this is useful because
now we can think about

00:01:56.050 --> 00:01:59.090
how do we go from the original
ratios to the actual counts?

00:01:59.090 --> 00:02:00.540
If we take the total,

00:02:00.540 --> 00:02:03.820
we notice that we are multiplying by six.

00:02:03.820 --> 00:02:05.070
So to maintain the ratios,

00:02:05.070 --> 00:02:07.350
we would want to multiply
everything by six.

00:02:07.350 --> 00:02:09.370
So if you multiply this by six,

00:02:09.370 --> 00:02:12.820
you're going to have 12
actual indoor play times.

00:02:12.820 --> 00:02:15.030
And if you multiply this by six,

00:02:15.030 --> 00:02:18.760
you're going to have 18
actual outdoor play times.

00:02:18.760 --> 00:02:21.350
And notice, the ratio still holds up.

00:02:21.350 --> 00:02:24.500
Two is to three as 12 is to 18

00:02:24.500 --> 00:02:28.460
or two is to five as 12 is to 30.

00:02:28.460 --> 00:02:29.980
And so, there we have it.

00:02:29.980 --> 00:02:32.930
We know how many of the
play times were indoors, 12,

00:02:32.930 --> 00:02:34.973
and how many were outdoors, 18.


Announcing Khan Academy India talent search 2021

WEBVTT
Kind: captions
Language: en

00:00:00.320 --> 00:00:01.153
- Hi.

00:00:01.153 --> 00:00:02.170
Mohish here from Khan India team.

00:00:02.170 --> 00:00:05.860
And we are excited to announce
our India talent search 2021.

00:00:05.860 --> 00:00:08.560
We're looking to connect with
passionate science teachers

00:00:08.560 --> 00:00:10.400
and explore ways of working together.

00:00:10.400 --> 00:00:13.420
So if you are an Indian
citizen based out of India

00:00:13.420 --> 00:00:15.410
and are interested joining us,

00:00:15.410 --> 00:00:17.800
then please click on the link
in the description below.

00:00:17.800 --> 00:00:18.860
There are more details there,

00:00:18.860 --> 00:00:21.200
including a message from Sal himself.

00:00:21.200 --> 00:00:22.033
See you there.


National SAT Practice Test Day 2021

WEBVTT
Kind: captions
Language: en

00:00:06.200 --> 00:00:07.033
- Hi, everyone.

00:00:07.033 --> 00:00:08.720
Sal Khan here from Khan Academy.

00:00:08.720 --> 00:00:09.960
I just wanted to welcome you

00:00:09.960 --> 00:00:13.940
to National SAT Practice Test Day.

00:00:13.940 --> 00:00:16.160
Now, a lot of you probably are putting

00:00:16.160 --> 00:00:17.690
a lot of weight into the Sat.

00:00:17.690 --> 00:00:21.560
It is an input into the
college admissions process,

00:00:21.560 --> 00:00:24.270
but the one thing I wanna
emphasize is more important

00:00:24.270 --> 00:00:28.400
than the SAT or your score is your ability

00:00:28.400 --> 00:00:30.840
to practice, your ability
to develop yourself

00:00:30.840 --> 00:00:33.200
and how college ready you can be.

00:00:33.200 --> 00:00:36.050
And one thing that I've seen
in my life over and over again,

00:00:36.050 --> 00:00:38.050
and I've seen in many other people's lives

00:00:38.050 --> 00:00:40.610
is the more that you focus on the process

00:00:40.610 --> 00:00:42.230
versus the outcome.

00:00:42.230 --> 00:00:44.380
One, the more enjoyable it will be,

00:00:44.380 --> 00:00:46.800
but also you'll probably
get a better outcome.

00:00:46.800 --> 00:00:50.400
So as you go into National
SAT Practice Test Day,

00:00:50.400 --> 00:00:52.440
and eventually as you
go into the real SAT,

00:00:52.440 --> 00:00:54.560
or really if you go into
anything in your life

00:00:54.560 --> 00:00:58.580
that might feel important,
focus on the process

00:00:58.580 --> 00:01:01.400
and when you do so you'll
get into kind of a Zen Mode

00:01:01.400 --> 00:01:04.120
and it's really starts
to get a little bit fun.

00:01:04.120 --> 00:01:06.460
So take that mindset into the SAT,

00:01:06.460 --> 00:01:09.250
put your best effort, get into the flow,

00:01:09.250 --> 00:01:14.250
get into that zone if you
will, and do the best you can,

00:01:14.420 --> 00:01:17.260
but don't get fixated
on what the outcome is.

00:01:17.260 --> 00:01:20.320
So with that said, let's get started.

00:01:20.320 --> 00:01:21.340
- Thanks Sal.

00:01:21.340 --> 00:01:22.173
Hi, everyone.

00:01:22.173 --> 00:01:23.630
I'm Lauren from Khan Academy.

00:01:23.630 --> 00:01:25.260
Before we get to the practice test,

00:01:25.260 --> 00:01:27.330
I want us to note that we're
giving away some prizes

00:01:27.330 --> 00:01:29.000
for our live attendees today.

00:01:29.000 --> 00:01:30.730
So be sure to check
out the notes on screen

00:01:30.730 --> 00:01:32.710
and follow the instructions to enter.

00:01:32.710 --> 00:01:35.810
We're giving away five, one
hour SATs tutoring sessions

00:01:35.810 --> 00:01:38.410
with our SAT practice content expert.

00:01:38.410 --> 00:01:42.720
And we're also giving your
way 10 $25 Amazon gift cards.

00:01:42.720 --> 00:01:44.390
Okay everyone, let's get started

00:01:44.390 --> 00:01:46.320
on your full full-length practice test.

00:01:46.320 --> 00:01:48.630
The first step is to
log into your official

00:01:48.630 --> 00:01:50.970
SAT practice account on Khan Academy.

00:01:50.970 --> 00:01:55.970
So go to khanacademy.org/sat
and sign into your account.

00:01:56.060 --> 00:01:58.560
If you don't have an account,
you can create one for free

00:01:58.560 --> 00:02:00.268
in just a couple of minutes.

00:02:00.268 --> 00:02:01.780
I'm already signed in.

00:02:01.780 --> 00:02:04.100
So I'm going to click, let's go.

00:02:04.100 --> 00:02:05.530
And once you're logged in,

00:02:05.530 --> 00:02:09.300
you can go ahead and click on
Full Tests at the top here.

00:02:09.300 --> 00:02:10.260
Today we're recommending

00:02:10.260 --> 00:02:12.730
that you take practice test number 10,

00:02:12.730 --> 00:02:14.180
which is the first test you'll see

00:02:14.180 --> 00:02:15.920
after you click on Full Tests.

00:02:15.920 --> 00:02:18.360
Practice tests number 10
is a newest practice test

00:02:18.360 --> 00:02:19.330
on our site.

00:02:19.330 --> 00:02:21.430
And like most of our practice tests,

00:02:21.430 --> 00:02:24.630
it was previously given
as a real SAT exam.

00:02:24.630 --> 00:02:26.770
So it'll give you a great
idea of what to expect

00:02:26.770 --> 00:02:28.850
when you take the SAT in a few weeks.

00:02:28.850 --> 00:02:31.330
If you've already taken
practice tests number 10,

00:02:31.330 --> 00:02:33.280
you can choose one of
these other practice tests

00:02:33.280 --> 00:02:35.700
to take that you haven't taken before.

00:02:35.700 --> 00:02:37.500
Before we start the practice tests,

00:02:37.500 --> 00:02:38.560
I want you to take a minute

00:02:38.560 --> 00:02:40.460
and make sure you have
everything you need.

00:02:40.460 --> 00:02:43.050
So you should have a
pen or a pencil nearby

00:02:43.050 --> 00:02:44.690
along with some scratch paper,

00:02:44.690 --> 00:02:45.523
so you can make notes

00:02:45.523 --> 00:02:47.330
as you work through your math problems.

00:02:47.330 --> 00:02:49.450
You also wanna have an approved calculator

00:02:49.450 --> 00:02:51.090
for the final math sections,

00:02:51.090 --> 00:02:53.820
and you can go to
collegeboard.com to learn about

00:02:53.820 --> 00:02:56.740
what calculators are
approved for the test.

00:02:56.740 --> 00:02:58.500
Generally, most graphing calculators,

00:02:58.500 --> 00:03:00.220
all scientific calculators

00:03:00.220 --> 00:03:02.610
and all four-function
calculators are approved.

00:03:02.610 --> 00:03:04.550
So whatever calculator you have today,

00:03:04.550 --> 00:03:07.090
that will be just fine
for the practice test.

00:03:07.090 --> 00:03:08.680
Another thing important thing to do

00:03:08.680 --> 00:03:11.350
is eliminate as many
distractions as possible.

00:03:11.350 --> 00:03:15.120
So make sure your phone is
off or set to Do Not Disturb

00:03:15.120 --> 00:03:17.030
and make sure you're in a
quiet, comfortable space

00:03:17.030 --> 00:03:19.460
where you can really focus
on your practice tests.

00:03:19.460 --> 00:03:22.250
Also, if you're using a laptop,
make sure it's plugged in

00:03:22.250 --> 00:03:24.900
so that you don't have to
worry about the battery dying.

00:03:24.900 --> 00:03:26.900
Next, let's take a minute to get over

00:03:26.900 --> 00:03:28.260
the structure of the test.

00:03:28.260 --> 00:03:30.190
So you know what to expect.

00:03:30.190 --> 00:03:33.950
The first section is reading
and it is 65 minutes long.

00:03:33.950 --> 00:03:36.150
Then we'll take a 10-minute break.

00:03:36.150 --> 00:03:38.420
The next section is writing and language

00:03:38.420 --> 00:03:40.540
and it is 35 minutes long.

00:03:40.540 --> 00:03:42.900
Right after that section,
we'll move into the math,

00:03:42.900 --> 00:03:46.540
no calculator section,
which is 25 minutes long.

00:03:46.540 --> 00:03:48.830
Then we'll take a five-minute break.

00:03:48.830 --> 00:03:50.870
Then you'll return for the final section,

00:03:50.870 --> 00:03:52.970
which is the math with calculator section,

00:03:52.970 --> 00:03:54.453
which is 55 minutes long.

00:03:55.470 --> 00:03:58.520
We won't be adding in the
optional essay section today,

00:03:58.520 --> 00:04:00.480
but you can practice the
essay on Khan Academy

00:04:00.480 --> 00:04:03.290
after the practice test, if you'd like to.

00:04:03.290 --> 00:04:06.080
So we'll have a timer running
on the screen for each section

00:04:06.080 --> 00:04:07.440
that you can refer to.

00:04:07.440 --> 00:04:09.530
And just like when you take the real SAT,

00:04:09.530 --> 00:04:11.650
you'll hear me announce when
we reached the halfway point

00:04:11.650 --> 00:04:14.630
of each section, and when you
have five minutes remaining.

00:04:14.630 --> 00:04:16.860
I know it's a big commitment
to take a three-hour test

00:04:16.860 --> 00:04:19.270
on a Saturday, but going
through the full test

00:04:19.270 --> 00:04:21.450
in one sitting is really
a great way to prepare

00:04:21.450 --> 00:04:22.910
for the test experience.

00:04:22.910 --> 00:04:25.090
So I applaud all of you
for being here today

00:04:25.090 --> 00:04:26.460
and taking the time.

00:04:26.460 --> 00:04:28.810
So as you're getting
ready to start the test,

00:04:28.810 --> 00:04:30.360
stop (indistinct) a minute and think about

00:04:30.360 --> 00:04:33.290
what your goal is on
the practice test today.

00:04:33.290 --> 00:04:36.220
Maybe you wanna improve your
pacing in a certain section,

00:04:36.220 --> 00:04:38.320
or maybe there's a certain benchmark score

00:04:38.320 --> 00:04:39.680
you're hoping to improve,

00:04:39.680 --> 00:04:41.080
or maybe you just wanna get a sense

00:04:41.080 --> 00:04:42.730
of what the full test is like.

00:04:42.730 --> 00:04:45.020
Whatever your goal is
just take a quick minute

00:04:45.020 --> 00:04:46.920
and write it down on your scratch paper

00:04:46.920 --> 00:04:49.290
and we'll revisit it at the end.

00:04:49.290 --> 00:04:51.210
All right, so we're ready.

00:04:51.210 --> 00:04:53.330
So let's everyone take a deep breath,

00:04:53.330 --> 00:04:55.410
relax and let's get started.

00:04:55.410 --> 00:04:56.260
Please begin now.

00:24:59.607 --> 00:25:02.430
You have 35 minutes
remaining in this section.

00:35:00.340 --> 00:35:02.870
You have 25 minutes
remaining in this section.

00:49:59.740 --> 00:50:02.040
You have 20 minutes
remaining in this section.

00:54:58.730 --> 00:55:01.683
You have 15 minutes
remaining in this section.

01:04:59.547 --> 01:05:02.113
You have five minutes
remaining in this section.

01:09:59.117 --> 01:10:00.863
Stop work on this section.

01:10:06.660 --> 01:10:09.200
Congratulations on completing
the reading section.

01:10:09.200 --> 01:10:11.180
Now it's time for your 10 minute break.

01:10:11.180 --> 01:10:13.030
So grab a snack, use the restroom,

01:10:13.030 --> 01:10:14.420
get up and stretch for a bit.

01:10:14.420 --> 01:10:16.120
And we'll see you back here in 10.

01:20:25.450 --> 01:20:27.450
All right, everyone break is over.

01:20:27.450 --> 01:20:29.670
So it's time to get back to your computers

01:20:29.670 --> 01:20:31.410
and get ready for section two.

01:20:31.410 --> 01:20:32.310
Let's get started.

01:20:33.330 --> 01:20:35.847
Please begin the writing
and language section now.

01:40:33.330 --> 01:40:36.687
You have 15 minutes
remaining in this section.

01:50:33.550 --> 01:50:35.950
You have five minutes
remaining in this section.

01:55:34.373 --> 01:55:35.983
Stop work on this section.

01:55:51.930 --> 01:55:55.017
Please begin the math, no
calculator section now.

02:05:51.257 --> 02:05:54.160
You have 15 minutes
remaining in this section.

02:15:42.030 --> 02:15:44.550
You have five minutes
remaining in this section.

02:20:52.120 --> 02:20:53.853
Stop work on this section.

02:20:59.040 --> 02:20:59.950
Great job.

02:20:59.950 --> 02:21:02.540
You've completed three
out of four sections.

02:21:02.540 --> 02:21:04.980
Now it's time for your five minute break.

02:21:04.980 --> 02:21:06.900
Be sure to stand up and walk around

02:21:06.900 --> 02:21:08.190
and get a drink of water.

02:21:08.190 --> 02:21:09.540
You're in the home stretch.

02:21:09.540 --> 02:21:11.540
We'll see you back here in five minutes.

02:26:19.297 --> 02:26:20.620
All right, everyone,

02:26:20.620 --> 02:26:23.500
time to get back to your
computers for the final section,

02:26:23.500 --> 02:26:26.320
get your calculator ready
and let's get started.

02:26:26.320 --> 02:26:28.853
Please begin the math
calculator section now.

02:46:31.347 --> 02:46:34.180
You have 35 minutes
remaining in this section.

02:56:32.090 --> 02:56:34.620
You have 25 minutes
remaining in this section.

03:01:32.177 --> 03:01:34.850
You have 20 minutes
remaining in this section.

03:06:32.750 --> 03:06:35.440
You have 15 minutes
remaining in this section.

03:16:33.167 --> 03:16:35.900
You have five minutes
remaining in this section.

03:21:34.293 --> 03:21:35.993
Stop work on this section.

03:21:39.270 --> 03:21:40.740
Congratulations, everyone.

03:21:40.740 --> 03:21:43.350
You just completed a
full-length practice test.

03:21:43.350 --> 03:21:45.530
Now I know you're
probably tired right now.

03:21:45.530 --> 03:21:48.060
So after you've had some
time to rest and relax,

03:21:48.060 --> 03:21:49.660
I highly encourage you
to come visit the test

03:21:49.660 --> 03:21:50.690
that you just took

03:21:50.690 --> 03:21:52.140
so that you can go over
what you've got right,

03:21:52.140 --> 03:21:55.300
and what you missed, and you
can see what you need to study.

03:21:55.300 --> 03:21:58.010
And as we wrap up this Practice Test Day

03:21:58.010 --> 03:21:59.940
I want you to think back
to that goal you wrote down

03:21:59.940 --> 03:22:01.220
when we first started.

03:22:01.220 --> 03:22:03.010
Do you think you achieved that goal?

03:22:03.010 --> 03:22:04.500
Why or why not?

03:22:04.500 --> 03:22:06.890
Just take a few quick
moments to reflect on that

03:22:06.890 --> 03:22:09.250
and consider how this might
affect your future plans

03:22:09.250 --> 03:22:10.500
as you study for the SAT.

03:22:14.440 --> 03:22:17.000
Thanks again for participating
in the event today.

03:22:17.000 --> 03:22:19.460
And before you go, don't
forget to enter our raffle

03:22:19.460 --> 03:22:21.030
where you can have a chance to win one

03:22:21.030 --> 03:22:23.320
of our free one hour tutoring sessions

03:22:23.320 --> 03:22:25.800
or $25 Amazon gift cards.

03:22:25.800 --> 03:22:27.582
Have a great day, take care.

03:22:27.582 --> 03:22:28.943
And bye for now.