- •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 9 coordination chemistry
Complexes or coordination compounds are molecules that posess a metal center that is bound to ligands (atoms, ions, or molecules that donate electrons to the metal). These complexes can be neutral or charged. When the complex is charged, it is stabilized by neighboring counter-ions.
Coordination chemistry emerged from the work of Alfred Werner, a Swiss chemist who examined different compounds composed of cobalt (III) chloride and ammonia. Upon the addition of hydrochloric acid, Werner observed that ammonia could not be completely removed. He then proposed that the ammonia must be bound more tightly to the central cobalt ion. However, when aqueous silver nitrate was added, one of the products formed was solid silver chloride. The amount of silver chloride formed was related to the number of ammonia molecules bound to the cobalt (III) chloride. For example, when silver nitrate was added to CoCl3·6NH3, all three chlorides were converted to silver chloride. However, when silver nitrate was added to CoCl3·5NH3, only 2 of the 3 chlorides formed silver chloride. When CoCl3·4NH3 was treated with silver nitrate, one of the three chlorides precipitated as silver chloride.
The resulting observations suggested the formation of complex or coordination compounds. In the inner coordination sphere, which is also referred to in some texts as the first sphere, ligands are directly bound to the central metal. In the outer coordination sphere, sometimes referred to as the second sphere, other ions are attached to the complex ion. Werner was awarded the Nobel Prize in 1913 for his coordination theory. The following table is a summary of Werner's observations:
Initial compound |
Resulting compounds upon adding AgNO3 |
CoCl3·6NH3 |
[Co(NH3)6]3+(Cl-)3 |
CoCl3·5NH3 |
[Co(NH3)5Cl]2+(Cl-)2 |
CoCl3·4NH3 |
[Co(NH3)4Cl2]+(Cl-) |
CoCl3·3NH3 |
[Co(NH3)3Cl3] |
As the table above shows, the complex ion [Co(NH3)6]3+ is countered by the three chloride ions. The multi-level binding of coordination complexes play an important role in determining the dissociation of these complexes in aqueous solution. For example, [Co(NH3)5Cl]2+(Cl-)2 dissociates into 3 ions while [Co(NH3)4Cl2 ]+(Cl-) dissociates into 2 ions. By applying a current through the aqueous solutions of the resulting complex compounds, Werner measured the electrical conductivity and thus the dissociation properties of the complex compounds. The results confirmed his hypothesis of the formation of complex compounds. It is important to note that the above compounds have a coordination number of 6, which is a common coordination number for many inorganic complexes. Coordination numbers for complex compounds typically range from 1 to 16.
Properties of Coordination Complexes. Some methods of verifying the presence of complex ions include studying its chemical behavior. This can be achieved by observing the compounds' color, solubility, absorption spectrum, magnetic properties, etc. The properties of complex compounds are separate from the properties of the individual atoms. By forming coordination compounds, the properties of both the metal and the ligand are altered.
Metal-ligand bonds are typically thought of Lewis acid-base interactions. The metal atom acts as an electron pair acceptor (Lewis acid), while the ligands act as electron pair donors (Lewis base). The nature of the bond between metal and ligand is stronger than intermolecular forces because they form directional bonds between the metal ion and the ligand, but are weaker than covalent bonds and ionic bonds.
Common Ligands. Monodentate ligands donate one pair of electrons to the central metal atoms. An example of these ligands are the haldide ions (F-, Cl-, Br-, I-). Polydentate ligands, also called chelates or chelating agents, donate more than one pair of electrons to the metal atom forming a stronger bond and a more stable complex. A common chelating agent is ethylenediamine (en), which, as the name suggests, contains two ammines or: NH2 sites which can bind to two sites on the central metal. An example of a tridentate ligand is bis-diethylenetriammine. An example of such a coordination complex is bis-diethylenetriamine cobalt III.
Complex compound/ion |
Coordination number |
Oxidation State of Metal Atom |
[Fe(CN)6]4- |
6 |
2+ |
[Co(NH3)4SO4]- |
5 |
1+ |
[Pt(NH3)4]2+ |
4 |
2+ |
[Ni(NH2CH2CH2NH2)3]2+ |
6 |
2+ |
Complex ions can form many compounds by binding with other complex ions in multiple ratios. This leads to many combinations of coordination compounds. The structures of certain coordination compounds can also have isomers, which can change their interactions with other chemical agents. The binding between metal and ligands is studied in metals, tetrahedral, and octahedral structures. There are many pharmaceutical and biological applications of coordination complexes and their isomers.
