- •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
Text 6 cell phone chemistry
A typical cell phone contains some of the most valuable elements on Earth. With everything from gold to silver, it’s like having a little treasure chest in your pocket. A smart phone is packed with at least 40 elements.
BATTERY. When you turn on your phone, positively charged lithium ions move through a lithium-salt solution that conducts electricity. Electrons flow out of the battery, producing the electric current that powers your phone. The rechargeable battery’s casing is made of aluminum.
CIRCUITRY. The circuit board has gold, copper, and silver—good electrical conductors. The connectors (pins that join circuits to the circuit board) are coated in gold because it’s highly resistant to corrosion. The wiring is copper. Solder—an alloy of tin, silver, and copper—binds parts of the circuit board.
COMPUTER CHIP. The chip is the phone’s brain. It has many transistors made of antimony, phosphorus, and gallium arsenide (GaAs). Transistors act as paths and switches that tell the phone to follow or stop following commands. The chip is embedded with silicon—which has low conductivity—to channel electricity only through the conductive transistors.
TOUCH SCREEN. A thin layer of indium tin oxide—a mixture of indium oxide (In2O3) and tin oxide (SnO2)—conducts electricity. When you touch the screen, a change in the electrical field occurs and communicates your finger’s location to the phone’s chip.
GLASS. Smartphone screens contain aluminosilicate glass, made from the compounds alumina (Al2O3) and silica (SiO2). If you’ve ever dropped your phone and its screen has stayed intact, you can thank potassium ions (atoms that have gained or lost electrons). They help strengthen the glass.
DISPLAY. A cell phone’s display contains several rare earth elements. These elements are spread out widely in Earth’s crust, making them hard to mine. Small quantities of yttrium, europium, and dysprosium help produce the colors on the phone’s liquid crystal display (LCD) screen. Gadolinium, lanthanum, and terbium give the screen its glow.
MICROPHONE AND SPEAKERS. The microphone’s wafer-thin diaphragm, which vibrates when sound waves strike it, is made of nickel. The vibrations are converted into an electrical current that becomes the audio signal.
Magnets vibrate in the speaker to create audible sound. Magnets of neodymium (Nd2Fe14B) are used because they’re the strongest magnets, so even though they’re small, they’re powerful.
Text 7 alcohols
In chemistry, an alcohol is any organic compound in which the hydroxyl functional group (-OH) is bound to a saturated carbon atom. The term alcohol originally referred to the primary alcohol ethyl alcohol (ethanol), the predominant alcohol in alcoholic beverages.
Alcohols have an odor that is often described as “biting” and as “hanging” in the nasal passages. Ethanol has a slightly sweeter (or more fruit-like) odor than the other alcohols.
In general, the hydroxyl group makes the alcohol molecule polar. Those groups can form hydrogen bonds to one another and to other compounds (except in certain large molecules where the hydroxyl is protected by steric hindrance of adjacent groups). This hydrogen bonding means that alcohols can be used as protic solvents. Two opposing solubility trends in alcohols are: the tendency of the polar OH to promote solubility in water, and the tendency of the carbon chain to resist it. Thus, methanol, ethanol, and propanol are miscible in water because the hydroxyl group wins out over the short carbon chain. Butanol, with a four-carbon chain, is moderately soluble because of a balance between the two trends. Alcohols of five or more carbons (pentanol and higher) are effectively insoluble in water because of the hydrocarbon chain's dominance. All simple alcohols are miscible in organic solvents.
Because of hydrogen bonding, alcohols tend to have higher boiling points than comparable hydrocarbons and ethers. The boiling point of the alcohol ethanol is 78.29 °C, compared to 69 °C for the hydrocarbon hexane (a common constituent of gasoline), and 34.6 °C for diethyl ether.
Alcohols, like water, can show either acidic or basic properties at the -OH group. With a pKa of around 16-19, they are, in general, slightly weaker acids than water, but they are still able to react with strong bases such as sodium hydride or reactive metals such as sodium. The salts that result are called alkoxides, with the general formula RO- M+.
Meanwhile, the oxygen atom has lone pairs of nonbonded electrons that render it weakly basic in the presence of strong acids such as sulfuric acid. For example, with methanol.
Alcohols can also undergo oxidation to give aldehydes, ketones, or carboxylic acids, or they can be dehydrated to alkenes. They can react to form ester compounds, and they can (if activated first) undergo nucleophilic substitution reactions. The lone pairs of electrons on the oxygen of the hydroxyl group also makes alcohols nucleophiles. For more details, see the reactions of alcohols section below.
As one moves from primary to secondary to tertiary alcohols with the same backbone, the hydrogen bond strength, the boiling point, and the acidity typically decrease.
Hydroxyl groups (-OH), found in alcohols, are polar and therefore hydrophilic (water loving) but their carbon chain portion is non-polar which make them hydrophobic. The molecule increasingly becomes overall more nonpolar and therefore less soluble in the polar water as the carbon chain becomes longer. Methanol has the shortest carbon chain of all alcohols (one carbon atom) followed by ethanol (two carbon atoms.)
Alcohols have applications in industry and science as reagents or solvents. Because of its relatively low toxicity compared with other alcohols and ability to dissolve non-polar substances, ethanol can be used as a solvent in medical drugs, perfumes, and vegetable essences such as vanilla. In organic synthesis, alcohols serve as versatile intermediates.
