- •1. Learn the following active words and use them in the sentences of your own
- •3. Look through the text and write out the English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •5. Give short answers to the following questions:
- •7. Translate the following sentences:
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Translate the following chains of words. Define what parts of speech they are
- •3. Look through the text and find the English equivalents to the following words and word combinations; use tem in the sentences of your own.
- •4. Translate the following sentences paying attention to the participle:
- •1. Learn the following active words and expressions. Use them in the sentences of your own.
- •4. Answer the following questions:
- •5. Work in pairs. Put questions to your partner and he (she) will answer them.
- •8. Translate the following sentences paying attention to the words need and turn:
- •9. Put all possible questions to the following sentences:
- •10. Define the following words according to the model given below.
- •13. Describe Fig. 2.
- •Exercises
- •Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences, paying attention to the gerund:
- •7. Translate the following sentences paying attention to the words in bold type:
- •8. Put 5 questions to the text beginning with what.
- •9. Speak on the story told by the early Scandinavians.
- •10. Make an outline of the text.
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Look through the text and find the English equivalents of the following words and word combinations:
- •5. Find the gerund in the text, define its function.
- •8. Translate the following sentences paying attention to both, both...And:
- •9. Fill in the blanks with prepositions:
- •10. Translate into Russian:
- •11. Form five sentences combining suitable parts of the sentence given in Columns I and II:
- •12. Describe Franklin's kite experiment.
- •13. Give a short summary of the text.
- •Exercises
- •1. Learn the following active words and Expressions
- •Look through the text and find the English equivalents of the following words and word combinations:
- •8. Make up a story of Franklin's kite experiment using the following sentences and sentences of your own (our sentences are given in a disorderly way):
- •11. Use the following expressions in sentences of your own:
- •13. Speak on magnetism.
- •15. Describe Figs 3 and 4.
- •Exercises
- •8. (A) For the names of the countries given in Column I find the names of the nations given in Column II:
- •10. Speak on:
- •11. Make an outline of the text.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Define the functions of the participle and the gerund in the text.
- •4. Answer the following questions:
- •5. Fill in the blanks with suitable words and word combinations given below:
- •6. (A) For the verbs in Column I find suitable nouns in Column II.
- •7. (A) Translate the following word combinations:
- •10. The following statements are not true to the fact. Correct them:
- •11. Make an outline of the text.
- •12. Retell the text.
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following word chains into Russian, define what part of speech the words are.
- •4 Translate into Russian:
- •8. Form 10 sentences using the following words:
- •10. Translate the following sentences paying special attention to the words in bold type:
- •11. Retell the text.
- •12. (A) Fill in the blanks with prepositions, if necessary; (b) retell the text:
- •1. Learn Active Words and Expressions
- •2. Look through the text and find the English equivalents to the following words and word combinations. Use them in your own situations.
- •The Infinitive
- •2. Translate the following sentences paying attention to the infinitive
- •3. Translate the following sentences paying special attention to the words in bold type:
- •4. Translate the following sentences paying special attention to the infinitive:
- •5. Fill in the blanks with the words one or for:
- •6. Write out from the text all the sentences where the infinitive is used, and define its function. .
- •1. Active Words and Expressions
- •3. According to the models given below form sentences combining suitable parts of the sentence given in Columns I, II, III, IV,
- •5. Work in pairs, ask your fellow-students questions:
- •6. Explain why:
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •1 Learn the following active words and expressions and use them in the sentences of your own.
- •3. (A) Find the non-finite forms of the verb in the text; (b) define their functions.
- •4. Translate the following words and define what parts of speech they are:
- •5. Write out the adjectives with the suffix -able from the text. Translate them.
- •7. Answer the following questions:
- •9. Translate the following word combinations and use them in sentences of your own:
- •Exercises
- •2. (A) Give headings to each paragraph of the text; (b) explain why you have given such headings.
- •3. Translate the following sentences:
- •4. Define the non-finite forms of the verb met in the text.
- •5. Put 10 questions to the text.
- •6. Translate the following sentences:
- •7. Speak on:
- •Exercises
Exercises
I. Translate the following sentences:
1. When placing an iron core within the coil, we greatly increase the magnet's efficiency. 2. If suspended so that it :an rotate freely, the solenoid may be observed tq point north md south when the current flows. 3. This circuit can be
closed, if necessary. 4. When placed in a strong magnetic field, iron becomes magnetized. 5. When speaking about a direct current, we mean a continuous current.
II. Translate the following sentences and change them according to the model given below.
Model: It is the sun that is an unlimited source of almost all kinds of energy.
The sun is an unlimited source of almost all kinds of energy.
1. It is in the electrical appliance that the electric energy is changed into heat. 2. It is an increase in temperature that increases the molecular motion. 3. It was Ampere who showed the difference between the current and the charges. 4. It is at the power station that electricity is produced. 5. It is the magnetic effect of the current that is the subject of this article. 6. It is the unit of current that is named after Ampere.
III. Fill in the blanks with where, which, when, who, that:
1. We know ... Oersted established the connection between an electric flow of current and a magnetic needle. 2. The great scientists Volta, Ampere and Yablochkov may be named among those ... have greatly contributed to electrical engineering. 3. The end ... the lines of force leave the coil after passing through its core will act like a north magnetic pole. 4. ... there is a certain connection between electricity and magnetism was proved by experiments. 5. ... he placed the wire parallel to the needle he" saw ... the needle deflected. 6. A wire ... is wound in the form of a solenoid acts like a magnet as long as it is carrying a current.
IV. Translate the following sentences paying special attention to the words in bold type:
1. Rubber is a very poor conductor of electricity. 2. This is the very appliance which I need for my experiment. 3. Lo-monosov was born in the family of a poor peasant. 4. All metals are poor insulators of an electric current. 5. The Soviet Union is a great country. 6. Next summer I shall have a rest in the country. 7. The rest of the story should be translated at home. 8. Electricity at rest or in a static condition does no work. 9. Heat causes many chemical reactions. 10, What causes the electrons to flow along the wire? 11. Short circuit may be the cause of fire.
V. Fill in the blanks with either should or would:
1. The development of industry ... be impossible without electricity. 2. This research work ... never have been completed without help. 3. We ... like to read English articles on our specialty. 4. ... it be possible to live at a very low temperature? 5. What ... you say, if you were late for the lesson? 6. Energy must be supplied to the circuit and this energy ,.. be equal in amount to that spent in the circuit.
VI. Fill in the blanks, with suitable prepositions, make up sentences with the following infinitives:
to equip ... ; to depend ... ; to compare ... ; to consist ... ; to contribute ... ; to be interested ... ; to be familiar ...
VII. Compare:
Potential energy and kinetic energy.
A series circuit and a parallel circuit.
A conductor and an insulator.
The magnetic effect of an electric current and the heating effect of an electric current.
VIII. Make up five questions using the verbs given below. Ask your comrades to answer them.
Model: How long does it take you (him, her) to get to the Institute? It takes me (him, her) 25 minutes to get there.
to go, to prepare, to translate, to learn, to do
IX. Form nouns from the following verbs and translate them:
to invent, to connect, to discover, to achieve, to observe, to state, to contribute, to conduct, to produce, to operate, to deflect
Give a short summary of the text.
Look at Fig. 10 and describe Oersted's discovery.
LESSON SEVENTEEN
GENERATORS
Great generators in our power stations, which rotate at a constant speed day and night, summer and winter, are able to generate electric energy only because of the electromagnets.
rt is calculated that these machines produce more than 99.99 per cent of all the world's electric power.
Although used to operate certain devices requiring small currents for their operation, batteries and cells are unlikely to supply light, heat, and power on our modern large scale. It is dynamo-electric machines that are used for this purpose. These are machines by means of which mechanical energy is
turned directly into electric energy with a loss of only a few per cent.
There are two types of dynamos, namely, the alternator and the generator (Fig. 11). The former provides a. c. while the latter supplies d. c, similar to the current from a battery. Both of them must be turned by some outside source of mechanical energy, such as , water power, for example. 'Where cities are far from water power, the mechanical
energy for the generator mostly comes from burning coal, which operates a steam turbine which turns the generator. Both-generators and alternators consist of the following principal parts: an armature and an electromagnet. The former generally serves as a rotor in d. с generators while it is the magnetic system that serves this purpose in alternators. The latter is usually called a stator for it is in a static condition "In order to get a strong e. m. f., the rotors in large alternators rotate at a speed of thousands of revolutions per minute (г. р. т.). In this connection one could add that the speed of rotation will control the output voltage of the generator in the following manner:
1. The faster the armature is rotated, the more voltage the generator will produce.
2. The slower the rotation, the less the output voltage. Electric power stations which supply electricity over long
distances are at present always equipped with large alternators. These supply us with much greater quantities of current than anything ever supposed by Volta, Oersted and Ampere.
In order to produce electricity under the most economical conditions, the generators must be as large as possible. In addition to it, they should be kept as fully loaded as possible all the time. It is interesting to note here that the biggest generators ever installed at any hydroelectric station in the world are those installed in the USSR. As you are likely to remember, the Kuibyshev and Volgograd sta-tions have 125,000 kilowatt generators and the Bratsk hydroelectric station has twenty 225,000 kilowatt gener-
ators. Soviet scientists are known to develop 500,000 kilowatt generators which are to be installed at the Krasnoyarsk station.
Large installations with turbo-generators of 200,000 to 300,000 kW power are being constructed in different parts of the Soviet Union. The eight generators of the Konakovo thermo-electric station not far from Moscow are planned to have 2,400,000 kW of rated capacity.
Our industry is most likely to produce even greater power installations for thermo-electric stations which play such an important part in the electrification plan of the USSR.
It goes without saying that the dynamo invented by Faraday in 1831 would seem to be a most primitive apparatus compared with the powerful, highly-efficient machines that are in use today. Nevertheless, these generators and alternators work on the same principle as the one invented by the great English scientist. When asked what use his new invention had, Faraday is said to have asked in his turn: "What is the use of a new-born child?" As a matter of fact, the "new-
born child" soon became an irreplaceable device we cannot do without^
Fig. 11 shows the principles the construction of an elementary d. с generator is based upon. We see the armature, the electromagnet, the shunt winding, the commutator and the load.
Active Words and Expressions
Alternator генератор переменного тока
Armature якорь
Calculate считать
Equip оснащать, оборудовать
Operate работать, функционировать
revolutions per minute
(r: p. m.) обороты в минуту
Rotate вращаться
shunt шунт, параллельная цепь
thermo-electric station термоэлектростанция
turbine турбина
winding обмотка