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This is the corollary. It's due to Clausius and it says the energy in the universe is conserved.
这是由克劳修斯得到的,这条结论说宇宙间总能量守恒。
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The notion of conservation is that there's ways to transform things such that some aspects of them change but others remain the same.
守恒是指物体某方面的特征,不会因为其他方面特征的改变,而有所改变
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So, what's the conservation of mass if we divide by the atomic masses here?
那么质量守恒是什么呢？,如果我们在这儿按原子质量划分？
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Energy is conserved in all of its forms.
能量在其任何形式都是守恒的。
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We invoke Dalton's Law of molar proportions, we write it subject to conservation of mass.
我们援引了摩尔分数的道尔顿定律，要服从质量守恒定律。
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We write it subject to conservation of mass.
要服从质量守恒定律。
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Another significant finding Piaget had about this phase of development concerns what's called "conservation."
皮亚杰在该发展阶段中的另一个重大发现,就是"守恒"
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The next phase, concrete operations, from seven to twelve, you can solve the conservation problem, but still you're limited to the extent you're capable of abstract reasoning.
下一阶段,具体运算阶段,七到十二岁,儿童可以解决守恒问题,但儿童的抽象推理能力仍然有限
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Before Piaget, nobody noticed that babies had this problem tracking and understanding objects.
在皮亚杰之前,并没有人注意到婴儿在追踪和理解客体上,存在着守恒的问题
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It talks about the conservation of energy.
它讲的是能量的守恒。
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So claims that--about the failure of conservation in children at different ages could be easily tested and systematically tested, and in fact, there's a lot of support for them.
关于不同年龄阶段的儿童,缺乏守恒概念的论断,能够很轻易的得到系统的检验,事实上,有相当多的证据支持这些论断
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Before Piaget, nobody noticed these conservation findings.
在皮亚杰之前,没有人注意到守恒
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All right, now what we're going to learn next time and Bob Field is going to teach the lecture next time, is how heat and work are related, and how they're really the same thing, and how they're related through the first law, through energy conservation.
这节课就到这里,下节课将由Bob，Field讲授,我们将学习功与热量的关系，认识到它们在本质上的相同之处，并通过热力学第一定律，亦即能量守恒定律，把它们联系起来。
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So, clearly, mass is conserved, not mole numbers.
显然是质量守恒，而不是摩尔数守恒。
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