- •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
Translation practice text 1 chemistry around us
Chemical reactions influence the stuff around us and there are numerous instances where chemicals and chemistry helps us live a better life. The cooking of food, the clothes we wear, fertilizers that we use for crops, cement used for building our houses, the power plants that generate electricity, and many other processes depend on chemistry. The human dependence on this natural science is increasing and to understand this, here are a few examples that highlight the importance of chemistry around us.
1. Photosynthesis. Photosynthesis involves energy transformation and is a chemical process wherein plants, algae and some bacteria produce their own food. It is the synthesis of glucose using carbon dioxide and water in presence of sunlight trapped by chlorophyll present in the leaves. The reaction which occurs is depicted as: 6CO2 + 6H2O + Light Energy = C6H12O6 + 6O2. Photosynthesis is the reverse process of respiration. They both are inter-dependent. We get an uninterrupted supply of oxygen, and plants get the carbon dioxide they need. Thus, photosynthesis plays a significant role in our day-to-day life.
2. Color of Meat. There are two types of meat: red and white. Red meat contains a highly pigmented protein called myoglobin that stores oxygen in the muscle cells. More the myoglobin in the cells, the redder is the meat. However, as meat is heated, the proteins break down and shrink in size. When the interior of the meat reaches 170° F, hemichrome (a tan colored compound) levels rise, and the myoglobin becomes metmyoglobin, which gives well-done meat its brown-gray shade. White meat contains glycogen, which has a translucent "glassy" quality when it is raw. When it's cooked, the proteins recombine, or coagulate, and the meat becomes opaque and whitish.
3. Apples Turning Brown. Apples contain an enzyme called polyphenol oxidase (PPO), also known as tyrosinase. Cutting an apple exposes its cells to the atmospheric oxygen and oxidizes the phenolic compounds present in apples. This is called the enzymatic browning that turns a cut apple brown. In addition to apples, enzymatic browning is also evident in bananas, pears, avocados and even potatoes.
4. Crying and Onions. When you cut an onion you break the cells that form the layers in an onion, thus releasing an enzyme alliinase that reacts with a sulfur-containing compound known as 'prensco', which is also released while cutting. This reaction results in the formation of 1-propenyl sulfenic acid. This acid is further converted to propanethiol S-oxide, a volatile sulfur compound, by the enzyme LF-synthase (meaning lachrymatory factor synthesizing enzyme). This gas, known as the lachrymatory factor (crying factor), reacts with the water in our eyes to form sulfuric acid causing a burning sensation in your eyes and indicating the tear gland to secrete tears.
5. Stain Removers. Soap is formed by the reaction between an alkali and a fatty acid. This produces a molecule with one hydrophilic (water-loving) and one lipophilic (fat-loving) ends. The lipophilic ends stick to oil, grease or dirt. These get engulfed in the soap and are washed away with a fresh stream of water, leaving a clean surface behind. This is just a physical reaction that takes place. Soap and stain removers act as emulsifiers which allow oil and water to mix and so the oily mixtures and difficult stains on body and clothes can be removed after application of soap, stain removers and water.
6. Ripening of Fruits. A simple hydrocarbon gas ethylene switches on the necessary genes that stimulate the secretion of the ripening enzymes which catalyze reactions to change the properties of the fruit. Ethylene channelizes the action of several other chemicals called hydrolase, amylase, kinase and pectinase. These enzymes convert starch to sugar, alter the cell walls to make them softer, neutralize acids and cause the fruit to emit an aroma. 7. Fermentation. Fermentation is the conversion of complex substances to simpler ones under anaerobic conditions. The specific product from fermentation is driven by the type of micro-organisms acting on the substance in which the fermentation occurs. The products of fermentation are alcohols or acids and the release of carbon dioxide. For example, wine produced from fruit juice is an alcohol as a result of fermentation by yeast, whereas beer is the result of yeast fermentation of grain. Antibiotics are obtained through fermentation by molds and some bacteria. Yogurt, cheese and vinegar are products of bacterial fermentation. Leavened bread is obtained by yeast fermentation.
8. Sunscreens. Sunscreens are a combination of organic and inorganic compounds. Inorganic chemicals like titanium dioxide or zinc oxide form a physical barrier that reflects or scatters UV waves. Organic components like octyl methoxycinnamate (OMC) or oxybenzone absorb UV rays and release their energy as heat. This protects our skin from sunburns and detrimental effects like cancer.
9. Nail Paint Removers. Nail paint consists of three types of ingredients which are organic solvents and drying agents, thickeners and hardening agents along with coloring agents. The remover is actually an organic solvent that is used as an ingredient in nail paint which may be acetone or ethyl acetate. So when you apply the remover you are just bringing it back to its original state. The solvent molecules get in between the chains of polymers and separate them, making it easy to wipe it off with a ball of cotton.
10. Static Shocks. All materials are made up of electrical charges in the atoms of the material. There are equal quantities of electrons (negative charges) and protons (positive charges) that try to balance each other in the universe. Friction between two materials causes these charges to redistribute. The electrons from one atom are transferred to the other. As we know, like charges repel each other and unlike charges attract each other. Whenever you touch anything that is a good conductor of electricity, the transfer of the extra electrons that have accumulated takes place, and it gives you the static shock. For example, generally in winters, you get a shock when you get out of the car or when you touch the door knob or filing cabinet.
