- •Lead-in
- •II. Read the text and find the answers to the questions above. Text a
- •Introduction into chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word- combinations.
- •3. Find in the text the synonyms for the following words.
- •4. What notions do these groups of key words describe?
- •5. Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •6. Match the beginnings and the endings of the sentences.
- •Text b fundamental concepts of chemistry
- •1. Read the text again paying attention to the words in bold. Make up your own sentences with these words.
- •2. Match the words from the box with the pictures.
- •3. Translate the sentences into English without using a dictionary.
- •4. Look at the picture and comment on it from the point of view of chemistry.
- •5. Look through the text and find the main concepts of chemistry. Complete the chart. Give a definition for each concept and compare it with the definitions of your groupmates.
- •6. Read the following word-combinations.
- •Ionic bonds
- •7. Watch the video 'What is an Atom?'. Fill in the gaps in the following sentences.
- •8. Prepare the reports upon one of the following topics:
- •9. Surf the Internet. Find the information about new chemical sub-disciplines which have emerged in recent years. Make presentations. Use some useful expressions from the Appendix 1.
- •I . Lead-in
- •II. Read the text and find the answers to the questions above. Text a
- •Inorganic chemistry
- •Ores and Alloys
- •Chemical Bonding
- •Concept of Acids and Bases
- •Coordination Chemistry
- •Nuclear and Radioactivity
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Match the term on the left with the definition on the right.
- •4 . Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •5. Put the words in the right word order to make sentences.
- •With, Coordination, complexes, the, of, chemistry, deals, study.
- •6. Fill in the gaps using the words and word-combinations given below in the correct form. Translate the sentences.
- •7. Write down the words you associate with the term “inorganic chemistry”. Compare your words with the words of your groupmates.
- •Inorganic chemistry
- •8. Render the essence of each paragraph in one sentence. Use these sentences to present the summary of the text for your groupmates.
- •III. Read the following text. What is the meaning of the words in bold? text b types of inorganic chemical reactions
- •1. Practice in reading chemical formulas and equations in the text (see the rules in Appendix 4).
- •2. Each column contains a category and some terms listed under it. Cross out the term that does not fit in each category.
- •3. Define the type of inorganic chemical reaction.
- •4. Look at the picture and comment on it from the point of view of chemistry.
- •5. Read the following words and word-combinations.
- •Uses of sulphuric acid
- •5. Watch the video 'Sulphuric Acid Production'. Decide if the sentences are true (t) or false (f).
- •6. Explain the following words and word-combinations in English.
- •7. Make up the sentences of your own with the words in bold. Provide your own examples of combustion reactions and precipitation reactions.
- •8. Ask different types of questions to the text and answer your groupmates' questions.
- •9 . Prepare a report upon one of the following topics:
- •Lead-in
- •II. Read the text and find the answers to the questions above. Text a analytical chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps using the word-combinations given below. Translate the sentences.
- •4. Match the term on the left with the definition on the right.
- •5 . Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •6. Put the words in the right order to make questions. Then ask the questions to your groupmates.
- •7. Write down the words you associate with the term “analytical chemistry”. Compare your words with the words of your groupmates.
- •Analytical chemistry
- •8. Make up the plan of the text and summarize information.
- •III. Read the following text. What is the meaning of the words in bold? text b titration
- •1. Match the following terms with their definitions:
- •2. Translate the sentences into English without using a dictionary.
- •3. Read the following text about acid-base titration and unscramble the letters in the brackets to find the correct word. Translate the text.
- •4. Rewrite the sentence so that it contains the word in capitals.
- •5. Look at the picture and comment on it from the point of view of chemistry.
- •6. Ask different types of questions to the text “Titration” and answer your groupmates' questions.
- •7. Look through the text b. Make up the sentences of your own with the words in bold.
- •8. Read the text. Which pH indicator is the most acidic? Which one is the most basic? Make up the graph showing the efficient pH range of these indicators. PH indicators
- •Universal pH Indicator
- •Natural pH Indicator
- •Unit 4. Organic chemistry
- •I. Lead-in.
- •II. Read the text and find the answers to the questions above. Text a organic chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps in the following sentences using the text above. Translate the sentences.
- •4. What notions do these groups of key words describe?
- •5. Make up the questions using the words given and 3 questions of your own. Present them in the form of a dialogue with your partner.
- •6. Read the 10 facts about carbon and match the two parts of each statement. What is the meaning of the words in bold?
- •7 . Make a short report about the importance of carbon in organic chemistry using the information above. If necessary, use the key word-combinations:
- •Organic chemistry
- •III. Read the following text. What is the meaning of the words and word-combinations in bold? text b classification of organic compounds
- •1. Match the words from the box with the pictures.
- •2. Translate the sentences into English without using a dictionary.
- •3. What are the scientific contributions made by the following organic chemists? Tell your partner about them. If necessary, use the Internet.
- •4. Look at the picture and comment on it from the point of view of chemistry. Say what classes these organic compounds belong to.
- •5. Read the following text and choose the correct word among suggested to fill in the gaps.
- •3 Accidental organic chemistry discoveries
- •Penicillin
- •Saccharin
- •Mauveine
- •6. Watch the video ‘Are artificial sweeteners really safe?’ Decide if the statements are true (t) or false (f).
- •I. Lead-in
- •II. Read the text and find the answers to the questions above. Text a physical chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps in the following sentences using the text above. Translate the sentences.
- •4. Find in the text the synonyms for the following words.
- •5. What notions do these groups of key words describe?
- •6. Read the following text about thermodynamics and unscramble the letters in the brackets to find the correct word. Translate the text.
- •7. Noun, verb, adjective, adverb, participle or preposition? What are the underlined words in each sentence?
- •8. Read the following quotations. What do they mean? Discuss them with your groupmates. Express agreement or disagreement.
- •Physical chemistry
- •III. Read the following text. What is the meaning of the words and word-combinations in bold? text b colloids
- •Help the student to solve the problems concerning colloids.
- •2. Find ten words in the wordsearch from the text b. (→, ↓)
- •3. Match the words from the box with the pictures.
- •4. Translate the sentences into English without using a dictionary.
- •5. Look at the picture and comment on it from the point of view of chemistry.
- •6. Read the following words and word-combinations.
- •How does soap work?
- •Active vocabulary unit 1
- •Translation practice text 1 chemistry around us
- •Text 2 enzymes
- •Vitamins
- •Text 4 micelle
- •Text 5 environmental chemistry
- •Text 6 cell phone chemistry
- •Text 7 alcohols
- •Text 8 keto-enol tautomerism
- •Text 9 coordination chemistry
- •Text 10 liquid-liquid extraction
- •Appendices
- •Chemical elements
- •How to read chemical formulas
- •How to read chemical equations
- •Irregular verbs
- •Useful expressions for making a presentation
- •References
8. Read the following quotations. What do they mean? Discuss them with your groupmates. Express agreement or disagreement.
The nature of the chemical bond is the problem at the heart of all chemistry. (Bryce Crawford)
The underlying physical laws necessary for the mathematical theory of a large part of physics and the whole of chemistry are thus completely known, and the difficulty is only that the exact application of these laws leads to equations much too complicated to be soluble. (Paul Dirac)
The alchemical tradition assumes that every physical art or science is a body of knowledge which exists only because it is ensouled by invisible powers and processes. Physical chemistry, as it is practiced in the modern world, is concerned principally with pharmaceutical or industrial research projects. It is confined within the boundaries of an all-pervading materialism, which binds labor to the advancement of physical objectives. (Manly Palmer Hall)
Chemistry has been termed by the physicist as the messy part of physics, but that is no reason why the physicists should be permitted to make a mess of chemistry when they invade it. (Frederick Soddy)
Use the following phrases to express your agreement or disagreement:
-
Agreement
Disagreement
I quite agree with the quotation.
Я вполне согласен с цитатой.
I agree with the quotation in principle.
В принципе я согласен с цитатой.
I agree with the quotation in a sense.
Я согласен с цитатой в некотором смысле.
I agree with the quotation whole–heartedly.
Я всей душой согласен с цитатой.
I’m afraid I have to disagree with the quotation.
К сожалению, мне придется не согласиться с цитатой.
I couldn’t disagree more with it.
Никак не могу согласиться с этим.
With all respect, I disagree.
При всем уважении, я не согласен.
I disagree with it on every point.
Я не согласен с этим по всем пунктам.
9
______________________________________________________________________________
________________________________________________________________________________
. Write down the words you associate with the term “physical chemistry”. Compare your words with the words of your groupmates.Physical chemistry
__________________________________________________________________________________
_________________________________________________________________________________________________________
III. Read the following text. What is the meaning of the words and word-combinations in bold? text b colloids
A colloid is one of the three primary types of mixtures, with the other two being a solution and suspension. A colloid is a solution that has particles ranging between 1 and 1000 nanometers in diameter, yet are still able to remain evenly distributed throughout the solution. These are also known as colloidal dispersions because the substances remain dispersed and do not settle to the bottom of the container. In colloids, one substance is evenly dispersed in another. The substance being dispersed is referred to as being in the dispersed phase, while the substance in which it is dispersed is in the continuous phase.
Properties of colloids. In order to be classified as a colloid, the substance in the dispersed phase must be larger than the size of a molecule but smaller than what can be seen with the naked eye. This can be more precisely quantified as one or more of the substance's dimensions must be between 1 and 1000 nanometers. If the dimensions are smaller than this the substance is considered a solution and if they are larger than the substance is a suspension.
Classifying colloids. A common method of classifying colloids is based on the phase of the dispersed substance and what phase it is dispersed in. The types of colloids includes sol, emulsion, foam, and aerosol.
Sol is a colloidal suspension with solid particles in a liquid.
Emulsion is between two liquids.
Foam is formed when many gas particles are trapped in a liquid or solid.
Aerosol contains small particles of liquid or solid dispersed in a gas.
When the dispersion medium is water, the colloidal system is referred to as a hydrocolloid. The particles in the dispersed phase can take place in different phases depending on how much water is available. For example, Jell-O powder mixed in with water creates a hydrocolloid. A common use for hydrocolloids is in the creation of medical dressings. (Jell-O is a brand name belonging to Illinois-based Kraft Foods for varieties of gelatin desserts, including fruit gels, puddings and no-bake cream pies. The brand's popularity led to "jello" becoming a generic term for gelatin dessert across the U.S. and Canada).
Dispersion Medium |
Dispersed Phase |
Type of Colloid |
Example |
Solid |
Solid |
Solid sol |
Ruby glass |
Solid |
Liquid |
Solid emulsion/gel |
Pearl, cheese |
Solid |
Gas |
Solid foam |
Lava, pumice |
Liquid |
Solid |
Sol |
Paints, cell fluids |
Liquid |
Liquid |
Emulsion |
Milk, oil in water |
Liquid |
Gas |
Foam |
Soap suds, whipped cream |
Gas |
Solid |
Aerosol |
Smoke |
Gas |
Liquid |
Aerosol |
Fog, mist |
An easy way of determining whether a mixture is colloidal or not is through use of the Tyndall Effect. When light is shined through a true solution, the light passes cleanly through the solution, however when light is passed through a colloidal solution, the substance in the dispersed phases scatters the light in all directions, making it readily seen. An example of this is shining a flashlight into fog. The beam of light can be easily seen because the fog is a colloid.
F
igure:
Light being shined through water and milk. The light is not reflected
when passing through the water because it is not a colloid. It is
however reflected in all directions when it passes through the milk,
which is colloidal.
Another method of determining whether a mixture is a colloid is by passing it through a semipermeable membrane. The larger dispersed particles in a colloid would be unable to pass through the membrane, while the surrounding liquid molecules can. Dialysis takes advantage of the fact that colloids cannot diffuse through semipermeable membranes to filter them out of a medium.
Preparation. There are two principal ways of preparation of colloids:
Dispersion of large particles or droplets to the colloidal dimensions by milling, spraying, or application of shear (e.g., shaking, mixing, or high shear mixing).
Condensation of small dissolved molecules into larger colloidal particles by precipitation, condensation, or redox reactions. Such processes are used in the preparation of colloidal silica or gold.
Tasks
