
- •Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfill the exercises.
- •7. Read the text below, use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •8. What are the subjects of the following sciences?
- •9. Here are some definitions. What are they? Complete the sentences.
- •10. Answer the questions.
- •11. 9 Listen to the interview with a senior research engineer called Dr. Michael Blomberg. Dr. Blomberg gives his opinions on future trends in science and technology.
- •12. Work in pairs. Discuss the following quotations about ecological problems.
- •Wordlist
- •Unit 2 the impact of mining and oil extraction on the environment
- •Terms and Vocabulary
- •1. Pay attention to the pronunciation of the following words.
- •Read the text, fulfil the exercises.
- •Match the words with their definitions.
- •9. Answer the questions.
- •10. State whether the sentences are true or false. If true, add the information you know, correct the false ones.
- •11. Read the text through and find the answers to these questions. Remember, you do not have to understand every word to answer the questions.
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •3. Discuss the following points
- •12. 9 You will hear a lecture on impact of some trace elements of ore mineral on the environment. For questions 1-5, choose the best answer a, b, or c.
- •13. Read the text, tell about the impact of different stages of oil extraction on environment Environmental effect of Extracting Delivering, and Using Petroleum Products
- •14. Say in what content these figures are mentioned in the text.
- •15. Complete the sentences according to the text.
- •16. 9 You are going to hear a report about tanker disasters. Work in pairs. List possible causes of tanker disasters. Do you think that most accidents could be avoided or are some inevitable?
- •17. 9 You will hear various people talking about a tanker disaster. You will hear the people twice.
- •18. Imagine you are people from the list in Ex. 17. Act out interviews. Before you begin, decide what attitude you wish to convey by the tone of your voice and the way you speak.
- •19. Imagine you are fisherman or local hotel owners. Plan and write a letter demanding compensation for loss of trade caused by the oil spills.
- •20. Discuss the following facts and figures.
- •21. Discuss the following quotation from the standpoint of the ecological problems in mining and oil production
- •Deepwater Horizon oil spill
- •23. Write a paragraph on one of the topics, make a presentation in group (see Appendix 4 ).
- •Wordlist
- •Unit 3 the problems of power generation
- •Terms and vocabulary
- •A) Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfil the exercises.
- •3. Give Russian equivalents to the following words and set-expressions.
- •4. Match the synonyms.
- •5. Match the antonyms.
- •6. Fill in the correct word from the list below.
- •7. Fill in the necessary preposition.
- •8. Read the examples, join the sentences in every possible way.
- •Join the sentences using the words in brackets. Think of other ways of joining them.
- •Translate the sentences, mind Subjective Infinitive Construction.
- •11. Translate the sentences using Subjective Infinitive Construction
- •12. Complete the sentences according to the text.
- •Answer the questions.
- •Read the text, suggest the title to it.
- •Answer the questions.
- •18. 9 Understanding a lecture
- •19. Read the text attentively, do the task after it. Fukushima Daiichi nuclear disaster
- •20. Working in pairs, discuss one of the energy source, its advantages and disadvantages, its perspectives:
- •21. Read the article and answer the questions below: The Truth about Chernobyl
- •22. Organize a students’ conference “The modern problems of energy generation.
- •Wordlist
- •Unit 4 the greenhouse effect
- •Terms and vocabulary
- •1. Guess the meaning of the words and remember the pronunciation.
- •2. Read the text, fulfill the exercises.
- •3. Complete the table with the appropriate word-formations.
- •5. Translate from Russian into English.
- •Fill in each gap with only one word.
- •7. Match the definitions.
- •8. Complete the following sentences:
- •9. Answer the questions.
- •10. Put the sections of the article from the New Scientist into the correct order. The first section is “ a” and the last is “g”. Looking on the Dark Side of Global Warming
- •11. 9 You will hear a lecture on global warming. For questions 1- 15 fill in the missing information.
- •Read the text without using a dictionary. Speak on the properties and practical applications of ozone
- •5. Is it right that:
- •13. Tell about the greenhouse effect using this picture
- •14. 9 You will hear a man talking about a climatic phenomenon called El Niňo. For questions 10-14, choose the best answer (a, b, c or d) which fits best according to what you hear.
- •15. Discuss the following facts and figures.
- •16. Discuss the following problems. Find some additional information to prove your point of view.
- •Wordlist
- •Unit 5 the impact of chemical elements on human organism
- •Terms and Vocabulary
- •Read the words and remember their pronunciation.
- •Try to recognize the following words, remember their pronunciation.
- •3. Read the text, fulfil the exercises.
- •8. Fill in the necessary prepositions:
- •9. State whether each of the following sentences are true or false, if false, explain why.
- •10. Read the text again and make notes under the following headings. Find some additional information on each of the topics. Talk about the process of toxicokinetics. Use the scheme.
- •11. Read the text and answer the questions. Toxic heavy metals
- •Mechanisms of toxicity
- •Some principle processes of toxicity
- •Some other reaction of human organism to xenobiotic
- •Dose in the Exposure-Response relationships
- •Interaction of xenobiotics with each other
- •Carcinogenesis
- •More on carcinogenesis
- •Toxicity testing
- •Wordlist
- •Final tests
- •Variant 1
- •Variant 2
- •Appendix 1 Glossary
- •Practical part
- •The result processing
- •Questions
- •Laboratory work № 2
- •Investigation of physiological characteristics of organism adaptation to low temperature
- •Theoretical introduction
- •Practical part
- •Questions
- •Laboratory work № 3 Study of calculation method of depletion time for non-renewable resources
- •Theoretical introduction
- •Practical part
- •Questions
- •Appendix 3 project work Types of Anthropogenic Impact in Tomsk Territory
- •Appendix 4 Tips for making presentation
- •Introduction
- •Reducing anxiety
- •If you think you can, you can.
- •If you think can’t, you’re right.
- •Defining objective
- •Structure of presentation. Getting started
- •Involving the audience
- •The main content
- •Conclusion
- •Dealing with questions
- •Using your voice
- •Intonation and stress
- •Body language
- •Preparing visuals
- •Appendix 5
- •Supplementary reading
- •Actual ecological problems of the biosphere
- •Acid rain's effect on plants and wildlife
- •The Science of the Ozone Hole
- •The Special Features of Polar Meteorology
- •Chemical Processes Leading to Polar Ozone Depletion
- •What Is Being Done?
- •Montreal Protocol
- •Unit 2 the impact of mining and oil extraction on the environment
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •Unit 3 the problems of power generation
- •Complete the table
- •Answer the questions.
- •18. Understanding a lecture
- •2) Make up a discussion on some problem using the following as phrase-openings:
- •Assignments
- •Unit 4 the greenhouse effect
- •Unit 5 the impact of chemical elements on human organism
- •References
- •Content
- •Man and environment
- •634050, Г. Томск, пр. Ленина, 30
The Science of the Ozone Hole
Evidence that human activities affect the ozone layer has been building up over the last 20 years, ever since scientists first suggested that the release of chlorofluorocarbons (CFCs) into the atmosphere could reduce the amount of ozone over our heads.
The breakdown products (chlorine compounds) of these gases were detected in the stratosphere. When the ozone hole was detected, it was soon linked to this increase in these chlorine compounds. The loss of ozone was not restricted to the Antarctic - at around the same time the first firm evidence was produced that there had been an ozone decrease over the heavily populated northern mid-latitudes (30-60N). However, unlike the sudden and near total loss of ozone over Antarctica at certain altitudes, the loss of ozone in mid-latitudes is much less and much slower - only a few percentage per year. However, it is a very worrying trend and one which is the subject of intense scientific research at present. More on this in Part IV of the tour.
Many of these findings have since been reinforced by a variety of internationally supported scientific investigations involving satellites, aircraft, balloons and ground stations, and the implications are still being quantified and assessed. In trying to understand how the ozone loss occurs and the things that need to happen to destroy so much ozone, it helps to think of it as a 'recipe'. We need several ingredients to make the ozone loss occur. We'll now look at these 'ingredients' one at a time.
The Special Features of Polar Meteorology
We start by looking at the way the atmosphere behaves over the poles - the features of the meteorology in the stratosphere.
The figure to the right shows schematically what happens over Antarctica during winter. During the winter polar night, sunlight does not reach the south pole. A strong circumpolar wind develops in the middle to lower stratosphere. These strong winds are known as the 'polar vortex'. This has the effect of isolating the air over the polar region.
Since there is no sunlight, the air within the polar vortex can get very cold. So cold that special clouds can form once the air temperature gets to below about -80C. These clouds are called Polar Stratospheric Clouds (or PSCs for short) but they are not the clouds that you are used to seeing in the sky which are composed of water droplets. PSCs first form as nitric acid trihydrate. As the temperature gets colder however, larger droplets of water-ice with nitric acid dissolved in them can form. However, their exact composition is still the subject of intense scientific scrutiny. These PSCs are crucial for ozone loss to occur.
So, we have the first few ingredients for our 'ozone loss recipe'. We must have:
Polar winter leading to the formation of the polar vortex which isolates the air within it.
Cold temperatures; cold enough for the formation of Polar Stratospheric Clouds. As the vortex air is isolated, the cold temperatures persist.
Chemical Processes Leading to Polar Ozone Depletion
It is now accepted that chlorine and bromine compounds in the atmosphere cause the ozone depletion observed in the `ozone hole' over Antarctica and over the North Pole. However, the relative importance of chlorine and bromine for ozone destruction in different regions of the atmosphere has not yet been clearly explained. Nearly all of the chlorine, and half of the bromine in the stratosphere, where most of the depletion has been observed, comes from human activities.
The figure above shows a schematic illustrating the life cycle of the CFCs; how they are transported up into the upper stratosphere/lower mesosphere, how sunlight breaks down the compounds and then how their breakdown products descend into the polar vortex.
The main long-lived inorganic carriers (reservoirs) of chlorine are hydrochloric acid (HCl) and chlorine nitrate (ClONO2). These form from the breakdown products of the CFCs. Dinitrogen pentoxide (N2O5) is a reservoir of oxides of nitrogen and also plays an important role in the chemistry. Nitric acid (HNO3) is significant in that it sustains high levels of active chlorine (as explained soon).