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TOMSK POLYTECHNIС UNIVERSITY

L.V. Pokushalova

GUIDE TO BETTER PROFESSIONAL ENGLISHFOR CHEMICAL STUDENTS

Recommended for publishing as a study aidby the Editorial Board of Tomsk Polytechnic University

Tomsk Polytechnic University Publishing House2011

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Государственное образовательное учреждение высшего профессионального образования

«НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ ТОМСКИЙ ПОЛИТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ»

Л.В. Покушалова ПРОФЕССИОНАЛЬНЫЙ АНГЛИЙСКИЙ ЯЗЫК

ДЛЯ СТУДЕНТОВ ХИМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ

Рекомендовано в качестве учебного пособия Редакционно-издательским советом

Томского политехнического университета

Издательство Томского политехнического университета

2011

УДК 811.111:54(075.8) ББК Ш143.21-923

П79 Покушалова Л.В.

П79 Профессиональный английский язык для студентов химических специальностей: учебное пособие / Л.В. Покушалова; Томский политехнический университет. – Томск: Изд-во Томского политехнического университета, 2011. – 120 с.

Основной целью пособия является развитие профессионально ориентированной иноязычной коммуникативной компетенции студентов. Методическая обоснованность и логичность представленных заданий, разнообразный аутентичный материал дает возможность использовать его как для обучения профессионально ориентированному языку студентов-химиков, так и в рамках элективного или факультативного курса.

Предназначено для бакалавров, обучающихся по направлению (специальности) «Химическая технология и биотехнология».

УДК 811.111:54(075.8) ББК Ш143.21-923

Рецензенты

Кандидат филологических наук, доцент заведующая кафедрой английского языка и бизнес коммуникации ИМОЯК ТПУ

Е.В. Шагрукова

Кандидат психологических наук, доцент ТПУ Л.Н. Антропянская

Кандидат педагогических наук, доцент

заведующая кафедрой английского языка Ижевского государственного технического университета

Л.С. Зникина

© ГОУ ВПО НИ ТПУ, 2011 © Покушалова Л.В., 2011 © Обложка. Издательство Томского политехнического университета, 2011

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UNIT I CHEMISTRY AROUND US

BEFORE YOU READ

1. Problem solving task and topics fordiscussion with your partner.

· Can you give your own definition – what is chemistry?· Explain what the following people do: A designer, a physicist, a chem-

ist, a discoverer, an alchemist.· Why is chemistry so important? Prove that we can not live without

chemistry.· What famous scientists who made a great contribution to chemistry do

you know?· Speak about the influence of chemistry on human society.· Say which of the ideas of the text attracted your attention most of all.

EXTEND YOUR VOCABULARY KNOWLEDGE

2. Complete the sentences using the following words.

§ scientific method§ properties§ experiments§ chemistry§ changes

§ composition§ science§ matter§ law§ branch

1. (1)_________, which is the study of the (2)_________ and(3)_________ of (4)_________ and of the (5)_________ that it under-goes, is a (6)_________ of (7)_________, which itself provides us withthe way of knowing and understanding the universe we live in.

2. In the operation of the (8)_________ we ask questions of the universethrough test and (9)_________.

3. By observing the results we can formulate additional questions, performadditional experiments, and finally develop a tentative explanation ofwhat we have learned.

4. If this tentative explanation is confirmed by others and becomes widelyaccepted, it becomes a (10)_________ and helps us understand better theworld around us.

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VIDEO CLASS «Сhemical Engineering at the University ofMelbourne»

3. Watch an episode from the film and answer the following questions.

1. What is chemical engineering about?2. What does the process of product production usually involve?3. What industries is chemical engineering involved in?4. What does a chemical engineer need to be able to do?5. What do Design engineers do?6. What does managerial role involve?7. What did attract the speaker in engineering?

4. Look through the list of terms and definitions, choose two or threeof definitions you like and ask your partner to guess what term youmean.

Term Definition

a. Volume the amount a three dimensional space an object occupies

b. Massa measure of the amount of matter; measurement youmake using a balance; anything that has mass or takes upspace general properties of all matter

c. Atom smallest unit of an element that maintains the propertiesof that element

d. Element a pure substance made of only one kind of atom ex: car-bon, hydrogen, and oxygen

e. Compoundsubstance that is made from the atoms of 2 or more ele-ments that are chemically bonded consists of many mole-cules ex: water

f. Molecule smallest unit of an element or compound that retains all ofthe properties of that element or compound

g. Propertymay be a characteristic that defines an entire group ofsubstances; can be used to classify an unknown substanceas a member of that group; either intensive or extensive

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GRAMMAR FOCUS

5. Refresh your grammar. Translate the following sentences. Payattention to the Infinitive and the Infinitive constructions.

1. Chemistry is often said to be the central science, as it connects all othersciences.

2. Alchemists discovered many of the chemical processes while trying tochange ordinary metals into gold.

3. Although Antoine Lavoisier was the first to formulate and publish theidea of the conservation of mass, the Russian scientist Mikhail Lo-monosov had reached the same conclusions some years earlier thanLavoisier.

4. We know John Dalton to have stated that all matter was made up of at-oms of different elements.

5. There was a whole century of research to be done before the work ofMarie Curie on radioactivity and of Ernest Rutherford and Niels Bohr onatomic structure finally proved that Dalton was correct.

6. It is necessary to notice the influence of chemistry on science in generaland its position in society.

7. The Russian scientist Mendeleev is known to arrange all elements bytheir atomic weight and chemical properties thus creating the PeriodicTable.

8. Through the study of chemistry we try to learn and understand the prin-ciples and laws that control the activity of all matter.

LISTENING «What is Chemistry»?

6. Listen to the extract and fill in the gaps. More than one word ispossible.

1. Chemistry is the science of materials and the changes that these materi-als _________.

2. Chemistry studies how the components of _________ behave.3. _________ is the statement that summarizes generally observed behav-

ior.4. Scientific thinking helps to _________ all the types of problems that we

can front in our lives.5. Observation enables us to _________ both the problem and the con-

struction and the evaluation of possible solutions to the problem.

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6. Elementary models are based on _________ of atoms and molecules.7. You should be able to understand, explain and predict _________ in the

microscopic world.

DEVELOP YOUR READING SKILLS

Read the text and do the task given below.

Introduction to chemistryChemistry is the central science and impacts

on all facets of our lives. An understanding ofchemistry is necessary to all other sciences fromastronomy to zoology. All of the materials used byengineers and technologists are made by chemicalreactions and we all experience chemical reactionscontinuously, whether it be breathing or baking acake, driving a car or listening to a battery drivenminidisk player.

Chemistry is all around us and affects all as-pects of our lives, from our own basic bodily re-sponses to the very complex and dynamic com-pounds of the planet we live on.

What is chemistry? A popular dictionary givesthis definition: Chemistry is a fundamental branchof knowledge concerned with all aspects of mole-cules, their physical and chemical properties, theircomposition and structure, and their synthesis anduse.

The characteristic feature of the twenty first–century chemistry, its dif-ference from the early periods of its development is that it has now numerousindependent trends, or rather, independent branches of science: electrochem-istry, photochemistry, radiochemistry, low–temperature and high–pressurechemistry, high–temperature and low–pressure chemistry, and so on.

The scope of chemistry is extremely broad. It includes the whole uni-verse and everything, animate and inanimate in it. Chemistry is concernednot only with the composition of matter, but also with the energy and energychanges associated with matter. Through chemistry we seek to learn and tounderstand the general principles that govern the behavior of all matter.

The chemist, like other scientists, observes nature and attempts to un-derstand its secrets: What makes a rose red? Why is sugar sweet? What is oc-curring when iron rusts? Why is carbon monoxide poisonous? Why do peo-

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ple wither with age? Problems such as these – some of which have beensolved, some of which are still to be solved – are part of what we call chemis-try.

A chemist may interpret natural phenomena, devise experiments thatwill reveal the composition and structure of complex substances, study meth-ods for improving natural processes, or, sometimes, synthesize substancesunknown in nature. Ultimately, the efforts of successful chemists advance thefrontiers of knowledge and at the same time contribute to the well–being ofhumanity. Chemistry can help us to understand nature, however, it is not nec-essary to be a professional chemist or scientist to enjoy natural phenomena.Nature and its beauty, its simplicity within complexity, are for all to appreci-ate.

The body of chemical knowledge is so vast that no one can hope to mas-ter it all, even in a lifetime of study. However, many of basic concepts can belearned in a relatively short period of time. These basic concepts have be-come part of the education required for many professionals including agricul-turists, biologists, dental hygienists, dentists, medical technologists, microbi-ologists, nurses, nutritionists, pharmacists, physicians, and veterinarians, toname just a few.

COMPREHENSION

7. Read the text again and decide whether the following statements aretrue (T) or false (F).

1. We can infer that chemistry is a fundamental branch of knowledge.2. In paragraph 2, the characteristic feature of the twenty first–century

chemistry is said to be, its difference from the early periods of its devel-opment.

3. The author writes that every animate and inanimate thing in the universeis governed by general principles.

4. According to the author, even though there are unsolved secrets in na-ture, principles govern these secrets.

5. The author believes that if chemists "advance the frontiers of knowl-edge", they will "contribute to the well–being of humanity".

6. To truly enjoy nature, the author thinks, we must have some knowledgeof chemistry.

8. As you know, there are more than thirty branches of chemistry. Be-low you're given the names of a few chemical sciences. See if youknow what this or that branch deals with. Match the numbers and

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the letters. Then write the definitions. Pay attention to the differentmeaning and usage of the verbs in the middle column of the table.

Field of Chemistry The Subject Matter1. Organic chemistry

2. Inorganic chemistry

3. Analytical chemistry

4. Physical chemistry

5. Biochemistry

6. Radiochemistry

7. Electrochemistry

8. Magneto chemistry

9. Stereochemistry

10. Enzymology

deals with

covers

considers

treats of

concerns itselfwith

is concernedwith

a) radioactive elementsb) chemical properties and

reactions involving ions insolutions.

c) compounds of carbon.d) methods of separating

pure substances from mix-tures.

e) elements other than car-bon.

f) effects of chemical struc-ture on physical propertiesof matter.

g) substances contained inliving organisms.

h) spatial arrangement of at-oms in molecules.

i) complex substances pro-duced by living cells.

j) the magnetic properties ofcompounds.

9. You are going to read an article about chemical industry. Six sen-tences have been removed from the article. Choose from the sen-tences A–G the one which fits each gap (1–6). There is one extra sen-tence which you do not need to use.

Chemical industryThe chemical industry comprises the companies that produce industrial

chemicals. It is central to modern world economy, converting raw materials(oil, natural gas, air, water, metals, minerals) into more than 70,000 differentproducts. Polymers and plastics, especially polyethylene, polypropylene,polyvinyl chloride, polyethylene terephthalate, polystyrene andpolycarbonate comprise about 80% of the industry’s output worldwide.(1)_____________ The chemical industry itself consumes 26 percent of itsown output. Major industrial customers include rubber and plastic products,textiles, apparel, petroleum refining, pulp and paper, and primary metals.

http://en.wikipedia.org/wiki/Polyethylenehttp://en.wikipedia.org/wiki/Polypropylenehttp://en.wikipedia.org/wiki/Polyvinyl_chloridehttp://en.wikipedia.org/wiki/Polyethylene_terephthalatehttp://en.wikipedia.org/wiki/Polystyrenehttp://en.wikipedia.org/wiki/Polycarbonate

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(2)_______________ The largest corporate producers worldwide, with plantsin numerous countries, are BASF, Dow, Shell, Bayer, INEOS, ExxonMobil,DuPont, and Mitsubishi, along with thousands of smaller firms.

(3)________________ They operate internationally with more than2,800 facilities outside the U.S. and 1,700 foreign subsidiaries or affiliatesoperating. The U.S. chemical output is $400 billion a year. The U.S. industryrecords large trade surpluses and employs more than a million people in theUnited States alone. The chemical industry is also the second largestconsumer of energy in manufacturing and spends over $5 billion annually onpollution abatement.

In Europe, especially Germany, the chemical, plastics and rubber sectorsare among the largest industrial sectors. (4)________________ Since 2000the chemical sector alone has represented 2/3 of the entire manufacturingtrade surplus of the EU. (5)_________________

The chemical industry has shown rapid growth for more than fifty years.The fastest growing areas have been in the manufacture of synthetic organicpolymers used as plastics, fibres and elastomers. (6)__________________The European Community remains the largest producer area followed by theUSA and Japan.

The traditional dominance of chemical production by the Triad countriesis being challenged by changes in feedstock availability and price, labourcost, energy cost, differential rates of economic growth and environmentalpressures. Instrumental in the changing structure of the global chemicalindustry has been the growth in China, India, Korea, the Middle East, SouthEast Asia, Nigeria, Trinidad, Thailand, Brazil, Venezuela, and Indonesia.

A. In the U.S. there are 170 major chemical companies.B. Chemicals are used to make a wide variety of consumer goods, as

well as thousands inputs to agriculture, manufacturing, construction,and service industries.

C. Historically and presently the chemical industry has beenconcentrated in three areas of the world, Western Europe, NorthAmerica and Japan (the Triad).

D. Alcoa is the world’s leading producer of primary aluminum, fabri-cated aluminum, and alumina and is active in all major aspects of theindustry.

E. Chemicals are nearly a $2 trillion global enterprise, and the EU andU.S. chemical companies are the world's largest producers.

F. Together they generate about 3.2 million jobs in more than 60,000companies.

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G. The chemical sector accounts for 12% of the EU manufacturingindustry's added value.

DEVELOP YOUR SPEAKING SKILLS

10. The following concept map offers a good overview ofwhat chemistry studies. Take some time to look it overand make sure you understand all the terms and the rela-tions between them. Be ready to discuss the subject–matter of chemistry.

GRAMMAR FOCUS

Word–Building

Learn and practice the word formation.

Word formation is one of the major mechanisms forthe expansion of the vocabulary.

A common way of making new words in English is byadding standard combination of letters to existing

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words, either at the beginning (prefixes) or at the end (suffixes). By notingthese carefully, you will find it easy to make large increases in your vocabu-lary acquisition.

I. The suffix –ist'Geology is a geologistBiology is a biologistSociology is a ______

A person who studies and applies _____ is a chemistAnthropology is a ____________ is a psychologistArchaeology is a ____________ is a ecologistAgronomy is a ______

II. The suffix –(i)anMathematics is a mathematician

A person who studies and applies Statistics is a ____________ is an obstetrician

But Economics is an economist

Engineering is an engineerA person who applies the study of Architecture is an architect

Medicine is a doctor1

III. The suffix –ion

This suffix converts a verb into the corresponding noun.VERB NOUNto act actionto apply applicationto observe observation

Exercise A: Form nouns from the following verbs: to imagine; to attract;to direct; to construct; to connect; to relate; to fluctuate.

Exercise B: Form verbs from the following nouns: conversion; sugges-tion; production; definition; operation; reduction; population.

Note: to join – junction; to destroy – destruction; to query – question; totransmit – transmission.

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IV. The prefixes in– and un–These prefixes are used to make an adjective negative, e.g. incomplete'

means 'not complete'; 'unconnected' means 'not connected'.Frercise A: Using in– make the following negative: accurate; capable;

direct; essential; frequent.Fxercise B: Using un– make the following negative: able; stable; usual;

critical; reliable; successful; imaginative; true.

Chemistry Word ScrambleStep up to the challenge of our chemistry word scramble. Do youhave what it takes to unscramble the range of word problems relatedto atoms, experiments and the important science topic of chemistry?Give it your best shot to see how many of the chemistry questionsyou can solve in this fun puzzle game. Check your answers usingkeys and have fun with our free chemistry word jumble.

QUESTIONS ANSWERS1. TOAM 1.2. UMIARUN 2.3. ASEB 3.4. REUCTRUST 4.5. OBARNC 5.6. ACTLRYS 6.7. ELNTMEE 7.8. SGA 8.9. EYERNG 9.10. IECSMHT 10.11. IDLSO 11.12. EEETNIMXPR 12.13. EONGDRHY 13.14. ANTCBUSES 14.15. LMUOCELE 15.16. CUOPOMDN 16.17. DAIC 17.18. IIUDQL 18.19. XYNEOG 19.20. IOMUSD 20.

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UNIT II WHAT IS THE PERIODIC TABLE OF THE ELEMENTS?

«It is a huge, efficient resource»!

1. Do you agree with this quotation? What does it mean to you?Give reasons and arguments of your point of view.

57La

58Ce

59Pr

60Nd

61Pm

62Sm

63Eu

64Gd

65Tb

66Dy

67Ho

68Er

69Tm

70Yb

71Lu

89Ac

90Th

91Pa

92U

93Np

94Pu

95Am

96Cm

97Bk

98Cf

99Es

100Fm

101Md

102No

103Lr

AlkaliMetal

AlkalineEarth

BasicMetal

HalogenNobleGas

NonMetal

RareEarth

Semi–Metal

TransitionMetal

1H

2He

3Li

4Be

5B

6C

7N

8O

9F

10Ne

11Na

12Mg

13Al

14Si

15P

16S

17Cl

18Ar

19K

20Ca

21Sc

22Ti

23V

24Cr

25Mn

26Fe

27Co

28Ni

29Cu

30Zn

31Ga

32Ge

33As

34Se

35Br

36Kr

37Rb

38Sr

39Y

40Zr

41Nb

42Mo

43Tc

44Ru

45Rh

46Pd

47Ag

48Cd

49In

50Sn

51Sb

52Te

53I

54Xe

55Cs

56Ba *

72Hf

73Ta

74W

75Re

76Os

77Ir

78Pt

79Au

80Hg

81Tl

82Pb

83Bi

84Po

85At

86Rn

87Fr

88Ra **

104Rf

105Db

106Sg

107Bh

108Hs

109Mt

110Ds

111Rg

112Cn

113Uut

114Uuq

115Uup

116Uuh

117Uus

118Uuo

http://chemistry.about.com/library/blh.htmhttp://chemistry.about.com/library/blhe.htmhttp://chemistry.about.com/library/blli.htmhttp://chemistry.about.com/library/blbe.htmhttp://chemistry.about.com/library/blb.htmhttp://chemistry.about.com/library/blc.htmhttp://chemistry.about.com/library/bln.htmhttp://chemistry.about.com/library/blo.htmhttp://chemistry.about.com/library/blf.htmhttp://chemistry.about.com/library/blne.htmhttp://chemistry.about.com/library/blna.htmhttp://chemistry.about.com/library/blmg.htmhttp://chemistry.about.com/library/blal.htmhttp://chemistry.about.com/library/blsi.htmhttp://chemistry.about.com/library/blp.htmhttp://chemistry.about.com/library/bls.htmhttp://chemistry.about.com/library/blcl.htmhttp://chemistry.about.com/library/blar.htmhttp://chemistry.about.com/library/blk.htmhttp://chemistry.about.com/library/blca.htmhttp://chemistry.about.com/library/blsc.htmhttp://chemistry.about.com/library/blti.htmhttp://chemistry.about.com/library/blv.htmhttp://chemistry.about.com/library/blcr.htmhttp://chemistry.about.com/library/blmn.htmhttp://chemistry.about.com/library/blfe.htmhttp://chemistry.about.com/library/blco.htmhttp://chemistry.about.com/library/blni.htmhttp://chemistry.about.com/library/blcu.htmhttp://chemistry.about.com/library/blzn.htmhttp://chemistry.about.com/library/blga.htmhttp://chemistry.about.com/library/blge.htmhttp://chemistry.about.com/library/blas.htmhttp://chemistry.about.com/library/blse.htmhttp://chemistry.about.com/library/blbr.htmhttp://chemistry.about.com/library/blkr.htmhttp://chemistry.about.com/library/blrb.htmhttp://chemistry.about.com/library/blsr.htmhttp://chemistry.about.com/library/bly.htmhttp://chemistry.about.com/library/blzr.htmhttp://chemistry.about.com/library/blnb.htmhttp://chemistry.about.com/library/blmo.htmhttp://chemistry.about.com/library/bltc.htmhttp://chemistry.about.com/library/blru.htmhttp://chemistry.about.com/library/blrh.htmhttp://chemistry.about.com/library/blpd.htmhttp://chemistry.about.com/library/blag.htmhttp://chemistry.about.com/library/blcd.htmhttp://chemistry.about.com/library/blin.htmhttp://chemistry.about.com/library/blsn.htmhttp://chemistry.about.com/library/blsb.htmhttp://chemistry.about.com/library/blte.htmhttp://chemistry.about.com/library/bli.htmhttp://chemistry.about.com/library/blxe.htmhttp://chemistry.about.com/library/blcs.htmhttp://chemistry.about.com/library/blba.htmhttp://chemistry.about.com/library/blhf.htmhttp://chemistry.about.com/library/blta.htmhttp://chemistry.about.com/library/blw.htmhttp://chemistry.about.com/library/blre.htmhttp://chemistry.about.com/library/blos.htmhttp://chemistry.about.com/library/blir.htmhttp://chemistry.about.com/library/blpt.htmhttp://chemistry.about.com/library/blau.htmhttp://chemistry.about.com/library/blhg.htmhttp://chemistry.about.com/library/bltl.htmhttp://chemistry.about.com/library/blpb.htmhttp://chemistry.about.com/library/blbi.htmhttp://chemistry.about.com/library/blpo.htmhttp://chemistry.about.com/library/blat.htmhttp://chemistry.about.com/library/blrn.htmhttp://chemistry.about.com/library/blfr.htmhttp://chemistry.about.com/library/blra.htmhttp://chemistry.about.com/library/blrf.htmhttp://chemistry.about.com/library/bldb.htmhttp://chemistry.about.com/library/blsg.htmhttp://chemistry.about.com/library/blbh.htmhttp://chemistry.about.com/library/blhs.htmhttp://chemistry.about.com/library/blmt.htmhttp://chemistry.about.com/library/bl110.htmhttp://chemistry.about.com/library/bl111.htmhttp://chemistry.about.com/library/bl112.htmhttp://chemistry.about.com/od/elementfacts/a/Ununtrium.htmhttp://chemistry.about.com/od/elementfacts/a/Ununquadium.htmhttp://chemistry.about.com/od/elementfacts/a/ununpentium.htmhttp://chemistry.about.com/od/elementfacts/a/ununhexium.htmhttp://chemistry.about.com/od/elementfacts/a/ununseptium.htmhttp://chemistry.about.com/od/elementfacts/a/ununoctium.htmhttp://chemistry.about.com/library/blla.htmhttp://chemistry.about.com/library/blce.htmhttp://chemistry.about.com/library/blpr.htmhttp://chemistry.about.com/library/blnd.htmhttp://chemistry.about.com/library/blpm.htmhttp://chemistry.about.com/library/blsm.htmhttp://chemistry.about.com/library/bleu.htmhttp://chemistry.about.com/library/blgd.htmhttp://chemistry.about.com/library/bltb.htmhttp://chemistry.about.com/library/bldy.htmhttp://chemistry.about.com/library/blho.htmhttp://chemistry.about.com/library/bler.htmhttp://chemistry.about.com/library/bltm.htmhttp://chemistry.about.com/library/blyb.htmhttp://chemistry.about.com/library/bllu.htmhttp://chemistry.about.com/library/blac.htmhttp://chemistry.about.com/library/blth.htmhttp://chemistry.about.com/library/blpa.htmhttp://chemistry.about.com/library/blu.htmhttp://chemistry.about.com/library/blnp.htmhttp://chemistry.about.com/library/blpu.htmhttp://chemistry.about.com/library/blam.htmhttp://chemistry.about.com/library/blcm.htmhttp://chemistry.about.com/library/blbk.htmhttp://chemistry.about.com/library/blcf.htmhttp://chemistry.about.com/library/bles.htmhttp://chemistry.about.com/library/blfm.htmhttp://chemistry.about.com/library/blmd.htmhttp://chemistry.about.com/library/blno.htmhttp://chemistry.about.com/library/bllr.htmhttp://chemistry.about.com/library/weekly/aa010103d.htmhttp://chemistry.about.com/library/weekly/aa010103d.htmhttp://chemistry.about.com/library/weekly/aa010103e.htmhttp://chemistry.about.com/library/weekly/aa010103e.htmhttp://chemistry.about.com/library/weekly/aa010103a.htmhttp://chemistry.about.com/library/weekly/aa010103a.htmhttp://chemistry.about.com/library/weekly/aa010103f.htmhttp://chemistry.about.com/library/weekly/aa010103g.htmhttp://chemistry.about.com/library/weekly/aa010103g.htmhttp://chemistry.about.com/library/weekly/aa010103b.htmhttp://chemistry.about.com/library/weekly/aa010103b.htmhttp://chemistry.about.com/library/weekly/aa022303a.htmhttp://chemistry.about.com/library/weekly/aa022303a.htmhttp://chemistry.about.com/library/weekly/aa010103c.htmhttp://chemistry.about.com/library/weekly/aa010103c.htmhttp://chemistry.about.com/library/weekly/aa010103h.htmhttp://chemistry.about.com/library/weekly/aa010103h.htm

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BEFORE YOU READ

2. Problem solving task and topics for discussion with your partner.

1. Why do we call the modern periodic table an encyclopedia of the prop-erties of all the known elements?

2. The modern periodic table isn't the only way to categorize the elements.What are some other ways you could list and organize the elements?

3. Why is the periodic table a product of the contributions of chemists frommany countries?

4. How can we unravel the properties of elements and predict their chemi-cal behaviour?

5. Does intelligent use of the periodic table continue to give rise to newdiscoveries?

6. What physical laws underlie the Periodic System?7. What was Mendeleyev Table attacked for at first?8. What fundamental principles of the Periodic Table are revealed when it

is compared with a house?

EXTEND YOUR VOCABULARY KNOWLEDGE

3. Choose the correct answer.

1. At present, over _______ substances are known.a. 13 millionb. 330 thousandc. 340 hundredd. d.130 million

2. Substances differ from one another in _______a. conditionb. appearancec. constructiond. composition

3. What are substances identified by?a. their properties and compositionb. their places and their differencesc. their particles and consumptiond. their density and melting point

4. What does hydrogen gas form burning in oxygen?a. air

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b. icec. waterd. gas

5. What is the melting point of a substance?a. a chemical propertyb. a natural propertyc. a physical propertyd. a biological property

6. Which gas is given off during respiration?a. oxygenb. nitrogenc. ozoned. carbon dioxide

7. Distribute the substances in order of their abundance in the Earth:a. ironb. aluminumc. silicond. calcium

8. Chlorine is a part of _______ family of elementsa. nobleb. halogenc. metallicd. alkaline

It might be interesting …

Question: What Are the Elements in the Human Body?Answer: Most of the human body is made up of water, H2O, withcells consisting of 65–90% water by weight. Therefore, it isn'tsurprising that most of a human body's mass is oxygen. Carbon,the basic unit for organic molecules, comes in second. 99% of the

mass of the human body is made up of just six elements: oxygen, carbon, hy-drogen, nitrogen, calcium, and phosphorus.1. Oxygen (65%), 2. Carbon (18%), 3. Hydrogen (10%), 4. Nitrogen (3%),5.Calcium (1.5%), 6. Phosphorus (1.0%), 7. Potassium (0.35%), 8.Sulfur(0.25%), 9. Sodium (0.15%), 10. Magnesium (0.05%),11. Copper, Zinc, Selenium, Molybdenum, Fluorine, Chlorine, Iodine, Man-ganese, Cobalt, Iron (0.70%), 12. Lithium, Strontium, Aluminum, Silicon,Lead, Vanadium, Arsenic, Bromine (trace amounts)

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Some chemical records

ElementsSmallest atom : Hydrogen (H)Largest atom : Cesium (Cs)Heaviest atom : Uranium (U); isotope 238Element of lowest boiling point : Helium (He); –269°C (4 K)Element of highest boiling point : Rhenium (Re); 5596°C (5869

K)Most dense element : OsmiumMost abundant elements in the universe : H and HeMost abundant element on the earth : OxygenMost abundant element in the human body : Oxygen

LANGUAGE WORK. LOGICAL CONNECTION

4. Read the text and choose the appropriate headings 1–6 for A–Epassages. There is one extra heading you don’t need to use:

1. Mirror of the greatest Laws of nature2. Sand House3. Arrangement of chemical elements4. Big House5. Drawbacks of the Periodic Table6. Proper position of elements

TEXT A.Bird's–Eye View of the Periodic System

AA first glance at Mendeleyev Periodic System reveals a great deal. The

first feeling is one of surprise, as if in the midst of standard large–panelbuildings we suddenly saw a house of very strange, but elegant architecture.

What is it that is surprising about Mendeleyev Table? To begin with, thefact that its periods, its storeys, have different floor plans. Unlike ordinaryhouses, the "storeys" of Mendeleyev's Big House are numbered from top tobottom, because any new "storey" may be attached to the bottom of theTable.

The first storey, or first period of the Mendeleyev Table, has only tworooms or boxes. The second and third have eight each. The next two storeys(the fourth and fifth) have eighteen rooms each, like a hotel. The two below

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(the sixth and seventh) have even more rooms, thirty–two each. Have youever seen such a building?

Still that is the form of the Big House of chemical elements known asthe Periodic System.

BArchitect's whim? Not at all! Any building has to be designed in accor-

dance with the laws of physics; otherwise the least breath of wind will de-stroy it. The physical laws that underlie the architecture of the Periodic Sys-tem are strict. According to them each period of the Mendeleyev Table con-tains a definite number of elements. For instance, the first period has twoelements, no more and no less. That is what the physicists affirm and thechemists fully agree with them. But they didn't always agree. The chemistswho were discovering new elements almost every year were finding it harderand harder to know where to put the newcomers. Some scientists were scep-tical. They declared that Mendeleyev Big House of chemical elements wasbuilt on sand. Among those who attacked the "architecture" of MendeleyevPeriodic System was the German chemist Bunsen, who developed themethod of spectroscopic analysis.

CThere were attempts before Mendeleyev to put chemical elements into

some kind of order. But they were not successful. The Englishman Newlandsprobably came the closest to the truth. He suggested a "Law of Octaves".Newlands arranged the elements in order of increasing atomic weight andfound that as in music where each eighth note repeats the first at a higherlevel, the properties of every eighth element resembled those of the first.

DMendeleyev Table was not particularly lucky at first. Its "architecture"

came under furious attack, for much in it required explanation. It was easierto discover half–a–dozen new elements than to find a proper position forthem in the Table. Only on the first floor did things seem satisfactory. Thisfloor is occupied now by hydrogen and helium. The nuclear charge of the hy-drogen atom is +1, and that of the helium atom +2. There clearly are not andcannot be any other elements between them. There are no nuclei or other par-ticles in nature, whose charges are fractional numbers.

EEven a first acquaintance with a thing or a phenomenon, a bird's–eye

view of it, if you like, is often useful. Mendeleyev Periodic System of ele-ments can hardly be called a thing or a phenomenon. It is rather a kind ofmirror reflecting the essentials of one of the greatest laws of nature, the Peri-odic Law.

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Prove your partner that Periodic System is a Big House of ChemicalElements using information from the text and helpful expressions givenbelow

– As we know…– Actually…– As it has been declared in the text …– As regards to me …– In my opinion …– To tell you the truth…– According to the text I consider …

VIDEO CLASS «The Periodic Table and Periodicity»

5. Watch the episode about the Periodic Table and fill in the gaps.

1. In many ways the periodic table can organize our knowledge of the_________ of chemistry.

2. Elements in the periodic table are divided by _________.3. Periodic table organizes _________.4. The elements are arranged in order of _________.5. Each row across or _________ shows one kind of relationship.

GRAMMAR FOCUS

6. Open the brackets using the correct form of the Passive Voice.You probably remember that the Passive is formed by the appro-priate tense of the verb “to be” plus “Past Participle”, e.g.

THE ACTIVE BECOMES IN THE PASSIVEsubstances Substancesreaction Reactionsolution Solution isPeople use experiments Experiments are USED

structure Structurechemicals Chemicals

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1. A very significant contribution to the world science (to make) by Rus-sian people.

2. The Periodic System of elements (to speak) of as the beginning of thenew era in chemistry.

3. Many thousands of experiments (to make) by the scientists before thePeriodic Law (to discover).

4. As a result the scientist created the system of classification in which allthe elements (to arrange) in order of increasing their atomic weights ineight groups.

5. In this table some gaps (to leave) for unknown elements.6. The discovery of scandium (to follow) by the discovery of gallium in

1879 and of germanium in 1886.7. Many new previously unknown elements (to discover) since that time

and filled the gaps in the periodic table.8. One of these new–found elements (to call) mendelevium, it was the ele-

ment number 101.

DEVELOP YOUR SPEAKING SKILLS

TEXT Ba. Read about the interesting facts and scientific explanations and ex-

plain WHAT? WHERE? WHY?

"It never occurred to me that the Periodic System should begin preciselywith hydrogen."

Whose words do you think these are? Most likely they belong to one ofthe investigators who undertook the task of drawing up a new periodic sys-tem.

Well, the above phrase in quotation marks was written by none otherthan D.I.Mendeleyev appeared in his famous "Foundations of Chemistry", atextbook used in his time by tens of thousands students.

Now why was the author of the Periodic Law mistaken?In his time there were all grounds for such mistakes. The elements were

then arranged in the Tat in order of increasing atomic weight. The atomicweight of hydrogen is 1.008, of helium – 4.003. Hence why not assume thatthere might be elements with atomic weight of 1.5, 2, 3, and so on? Or ele-ments lighter than hydrogen, with atomic weight smaller than unity?

Mendeleyev and many other chemists thought this quite possible. Andthey were supported by the astronomers, representatives of a science very farremoved from chemistry. It was the astronomers that first proved that new

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elements could be discovered not only in the laboratory and not only by ana-lyzing terrestrial minerals.

In studying the total solar eclipse of 1868 the English astronomerLockyer and the French astronomer Janssen passed the light of the solar co-rona through a spectroscope prism. In the spectral line: they observed somethat could belong to none of the elements known on Earth. Thus was discov-ered helium (the name comes from the Greek for "solar"). The English physi-cist and chemist William Crookes discovered helium on Earth only twenty–seven years later.

His discovery proved contagious. Astronomers began to observe distantstars and nebulae. Their findings were scrupulously published in chemicaljournals. The new elements were given pompous names such as coroniumand nebulium, archonium and protofluorine. Apart from their names, chem-ists knew nothing about them.

But as soon as the physicists tackled the Periodic System, they foundthat atomic weights were an unreliable footing for the Periodic Law: theywere replaced in this function by the nuclear charge, or the atomic number ofthe element.

In passing from element to element in the Periodic System this chargeincreases by one unit each time.

Time passed and more precise astronomic instruments scattered themyth of the mysterious nebulae. The scientists proved that the latter were at-oms of long known elements, atoms that had lost some of their electrons andtherefore gave unfamiliar spectra. The "business cards" of the celestialstrangers proved false.

b. Before reading text C discuss the following problem solving topicswith your partner and compare your opinion with the informationgiven below.

1. How did Mendeleyev know that there were gaps in the table?2. How was he able to predict the properties of the “missing”, yet–to–be–

discovered elements?3. Do you know how the gaps have been filled in?4. What was the date of the element’s discovery?5. Which scientist or scientists discovered “new” elements since the time

of Mendeleyev?

TEXT C.Mendeleyev Periodic Table

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Original Russian Version

1) Why did Mendeleyev leave gaps in his periodic table?When Mendeleyev arranged the elements, he had to skip places to maintainthe similarity in properties of the elements in the vertical columns (groups).He was certain that there were missing elements (elements that were yet to bediscovered). For example, in group IV (the carbon group), he knew that tincould not occupy the place immediately below silicon. He left a gap for theelement that was yet to be discovered and called this element eka–silicon. Bystudying the properties of the elements in this group, he was able to predictthe properties of eka–silicon.

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2) What were the drawbacks of Mendeleyev Periodic Table?Mendeleyev periodic law could not satisfactorily explain the positions of allthe elements. (For example, the positions of tellurium and iodine.) And, therewas no place for noble gases.In spite of the drawbacks, a modified version of Mendeleyev periodic tablewas used for nearly 50 years.

3) What are the outstanding features of Mendeleyev Periodic Table?Mendeleyev

• arranged the known elements in a tabular form.• numbered the elements according to their atomic mass (mass num-

ber).• arranged them in an increasing order of the atomic mass.• did not place odd elements in the main groups (Fe, Co, Ni).

4) How was Mendeleyev classification of elements improved over theearlier versions?Mendeleyev correlated all the known and observed features such as pe-

riodicity, triads (groups) and chemical properties.Mendeleyev first listed the known elements in an ascending order of

their atomic mass.Li Be В С N О F

Na Mg Al Si P S Cl Each row (period) had seven elements. In each row (period), the first

element had similar properties as the first element in the previous row (pe-riod). As hydrogen did not fit into the pattern, Mendeleyev (and also Meyerearlier) started the first row with lithium.

LISTENING «Reading the Periodic Table of Elements»

7. Listen to the extract about the Periodic Table of Elements and markthe following statements with T (True) or F (False).

1. Understanding how to read the periodic table of elements is important tochemistry and physical science students.

2. The table helps to predict what elements, chemical and physical proper-ties are.

3. There are eighty vertical columns which are called groups or families.

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4. Elements in the same group or family have similar and identical charac-teristics.

5. Elements in periods are not alike in properties.6. Each box in the periodic table contains information about all the ele-

ments of the table (name, symbol, atomic number, atomic mass).7. Metals are in low left side of the periodic table.

DEVELOP YOUR SPEAKING SKILLS

8. You have read enough about Periodic System of elements. Test yourcomprehension. Summarize information and make a reportabout any Element of Periodic Table you like using support-ing material given below. The following concept map offers agood overview of element. Take some time to look it over andmake sure you understand all the terms and the relations be-tween them. Good Luck.

· Give a chemical definition of element, and comment on the distinctionbetween the terms atom and element.

· You should know the names and symbols of the more common ele-ments, including those whose symbols are derived from their Latinnames.

· Describe, in your own words, the Laws of Chemical Change: mass con-servation, constant composition, and multiple proportions.

· Explain how these laws follow from Dalton's atomic theory.· Define atomic number and mass number, and explain the relation be-

tween them.· Define isotope and nuclide, and write the symbol for a nuclide of a

given element with a given number of neutrons.· Explain the purpose of a mass spectrometer and its general principle of

operation.· Describe the atomic weight scale.· Find the molecular weight or formula weight from a chemical formula.· Define the unified atomic mass unit, and write out the mass numbers of

the proton, neutron, and electron.

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Concept Map

DISCUSSION QUESTIONS

9. Choose any question you like and know well and hold a discussionwith the group about it

1. Air was once thought of as a pure element – it didn’t seem to our humansenses to be “made up” of anything, so the idea made sense. With ad-vances in laboratory equipment and techniques, however, JosephPriestley was able to prove that air is actually a combination of elements.Discuss how scientific discoveries can change our sometimes–simpleways of perceiving the world.

2. Explain how the ancient Greeks reasoned that wood was made up of dif-ferent amounts of the four basic elements (as they saw them): earth, air,fire, and water.

27

3. Discuss what characteristics make an inorganic element valuable to hu-man society. Is it the element’s rarity, usefulness, monetary worth, oranother measure of value? Explain why different inorganic elementswere more prized at different points in human history. Which inorganicelements do you think are the most valuable today? Why?

4. Discuss the idea of alchemists trying to transmute lead into gold. Does itseem foolish? If we could develop the technology to build atoms fromtheir subatomic particles, how would this change our world? How wouldwe measure wealth? What would make one country more powerful thanany other?

5. The element hydrogen is a highly flammable gas, but when two atoms ofhydrogen are combined with one atom of oxygen, the result is water,which certainly doesn’t burn. Explain how such different compoundscan exist and yet still contain the element hydrogen. How can you de-termine how certain chemical compounds will react?

6. Debate whether an element that is made by scientists in a linear accel-erator by the collision of high–speed particles and that exists for only afraction of a second should be considered an element.

SKILL PRACTICE: WRITINGSCIENCE FAIR PROJECT

What if ... ?Imagine that one day, out of nowhere,one of the elements in the periodic tablesuddenly starts to disappear from the faceof Earth. Depending on the element, theresults could be cataclysmic. Choose oneof the elements from the table; then writea fictionalized “firsthand” account of the day their element disappeared. (Anexample: the day Earth lost its iron—buildings crumble, bridges collapse,blood gradually becomes anemic, and so on.) In order to accomplish this end,you will need to research some of the basic uses of the elements, for example,where do they appear in nature, if at all? How are they used by scientists, en-gineers, artists, doctors, and so on? Where are their presences crucial? Howwould life be different without them? Would life even be able to survive?When your projects are complete, try to make presentation of your dramaticwork.

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GRAMMAR FOCUSWord–BuildingLearn and practice the word formation.Word formation is one of the major mechanismsfor the expansion of the vocabulary. The followinginformation and exercises facilities extend your vo-

cabulary acquisition.

I. The suffix –ion (–ation, –ition)This suffix forms nouns from verbs with the meaning of: process or re-

sult of doing something. Thus operation means: process or result of operat-ing. Other nouns formed in this way are: ‘addition’ (process or result of add-ing) from (to) add, ‘subtraction’ from subtract, ‘division’ from divide,‘multiplication’ from multiply.

Exercise: Using –ation, make nouns from the following verbs:apply; adapt; specialize; compute; calculate; isolate; combine; explain;

investigate.

II. The suffix –mentThis suffix forms nouns from the corresponding verb, e.g. 'measure-

ment from the verb (to) measure.Exercise: By adding –ment, form nouns from the following verbs: equip;

move; adjust; establish; attach; improve; state.

III. The suffix –ityThis suffix forms nouns from the corresponding adjectives, e.g. 'activ-

ity' from the adjective active; 'probability' from probable, and 'simplicity'from simple.

Exercise A: Form nouns from the following:alkaline; relative; potential; complex; equal; reliable; acid.

Note: the adjective able becomes 'ability'.Exercise B: Applying the principle given in the Note above, make adjec-

tives corresponding to the following nouns:availability; adaptability; stability; responsibility.

IV. The prefix–suffix –enThis is used either as a prefix to adjectives (or occasionally nouns) to

form a verb (e.g. 'enable', 'enlarge', etc.) or more commonly as a suffix, e.g.'widen' (from wide).

Exercise: By adding –en, form verbs from the following:length; strength; tight; weak; loose; short; deep; height.

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UNIT III MATTER: SYMBOLS, FORMULAS, EQUATIONS

BEFORE YOU READ

1. Problem solving task and topicsfor discussion with your partner.

· Who were the first to use symbolsfor chemicals?

· Why are symbols useful in describing chemical elements?· What are symbols for the following elements: carbon, copper, gold and

helium?· Explain why the symbol of an element often differs from the formula of

the element.· What do we mean by a chemical equation?· In your own words give the definition of chemical formula.· What information does a chemical formula of a compound provide?

EXTEND VOCABULARY KNOWLEDGE

2. Place the letter of the term beside the correct definition.

Definition Term___________1. A combination of chemical symbols that

shows the composition of a compound.a. Atom

___________2. A substance that contains two or moreelements combined in a fixed proportion.

b. Chemicalformula

___________3. The smallest particle of which an elementcan exist.

c. Compound

___________4. The tendency of an atom to gain or loseelectrons in reacting with other atoms.

d. Empirical

___________5. A particle formed by the combination oftwo or more atoms.

e. Molecule

___________6. Based on observation or experimentation f. Valence

___________7. A sign of an element g. Chemicalequation

__________8. A short and simple representation of achemical reaction.

h. Symbol

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LISTENING «Chemical Elements»

3. Listen to the abstract and fill in the gaps. More than one word ispossible:

1. The most abundant elements in the human body are oxygen, carbon,__________ and nitrogen.

2. The symbol consists of first letters of the … .3. A given compound always contains elements in exactly the same

__________.4. __________ is a substance made of two or more different elements

joined together in a specific way.5. According to the law of constant composition a given compound always

contains the same __________ of the elements of which it is composed.6. Atoms are not created or __________ in a chemical reaction.

GRAMMAR FOCUS

4. Refresh your grammar. Fill in the gaps the proper tense

Present Simple: always/ usually/ sometimes/ generally/ never.Chemical formula shows the composition of a compound.Present Continuous: now/ at the moment/ around now.Look. The chemist is identifying the composition of elements.Present Perfect Simple: before now/ from then until now/sinceThe practice of using symbols for by chemicals has been known since Alche-mists century.Present Perfect Continuous: from then until now/ since (without stopping)Since the 19th–century chemists have been working out the system for writ-ing chemical formulas.

1. Usually a symbol is not only a sign of an element, it also ________ oneatom of that element.a. is denotingb. has denotedc. denotesd. has been working out

2. The subscript "2" means that two atoms of the element hydrogen________ together to form a molecule.a. have joined

31

b. is joiningc. joinsd. have been joining

3. Iridosmine is a rare mineral. It ________ in Russia and in North andSouth America.a. is foundb. has been foundc. is findingd. has found

4. Beryllium was once used as a portable source of neutrons. Since the 19thcentury it ________ in medicine to produce radon gas, used for cancertreatment.a. usesb. has usedc. has been usingd. is using

5. By now, about 115 elements have been discovered out of which 92 havebeen found in nature and the rest are man–made.a. is discoveringb. is discoveredc. has been discoveringd. have been discovered

6. Now lecturer ________ symbols and group of symbols as ‘short hand’ toconveniently represent elements, compounds and reactions between them.a. showsb. has shownc. is showingd. has been showing

7. Since 19th century Beryllium ________ as additive in products liketoothpaste, hair creams and even food items.a. has been used,b. is used,c. has been using,d. is using

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VIDEO CLASS «Chemical Elements»

5. Watch an episode about chemical elements and match the begin-nings with their endings:

1. Iron is a metal a. copper, nickel, zinc2. Carbon in its ordinary form is b. calcium, sulfur and oxygen3. Neon c. four elements4. The coins that you pay with are d. is a gas that lights up signs5. Silicon and oxygen e. helium6. Every star is full of f. make concrete bricks and glass7. Someday you will fill your car

withg. you see it every day

8. Every living thing is mostly madeof

h. sodium and chlorine

9. Salt is i. hydrogen10. Chalk is j. coal

COMPREHENSION

6. Read the text and decide whether the following statement true (T) orfalse (F).

1. Atoms and molecules of an element are different from the atoms andmolecules of another element.

2. All the molecules of a compound are similar in their properties but theyare different in properties from the molecules of another compound.

3. A chemical equation is a short and simple representation of a chemical re-action.

4. A balanced chemical equation shows that atoms are neither created nordestroyed during a chemical reaction. They are only rearranged.

5. A substance made of the same type of atoms and molecules is called anelement.

6. Molecular formula of a compound is definite and it shows the elementspresent in the compound and the number of atoms of these elements in amolecule of the compound.

All the living and non–living things and substances around us are made upof matter. The simplest form of matter is called an element. By now, about

33

115 elements have been known out of which 92 have been found in nature andthe rest are man–made.

Scientists use symbols and group of symbols as ‘short hand’ to conven-iently represent elements, compounds and reactions between them.

The practice of using symbols for by chemicalswas started centuries ago Alchemists. They usedmysterious symbols to keep their knowledge secret.John Dalton, who propounded the theory that allmatter is made of atoms, simplified these symbols.

J.J. Berzelius of Sweden proposed for the firsttime that the first letter of the name of an element beused as its symbol. At that time, many scientists opposedthis suggestion strongly. But after almost 100 years, itwas accepted by all. Thus, each element is expressedby a single letter or two letters of the English alphabet.In most cases, the first letter of the name of an ele-ment is taken the symbol. For example, the symbolsH for hydrogen, S for sulphur. For two or moreelements having names beginning with the same let-ter, one of them is symbolized by the first letter,while for the others one more letter is added to de-cide their symbols, in such cases, the first letter iswritten in capital and the second in small letters. For ex-

ample, symbolizing C for carbon, Cl is used as symbol for chlorine, Ca for cal-cium.

A symbol is not only a sign of an element, it also denotes one atom of thatelement. Thus, H the symbol for hydrogen, also represents one atoms of hydrogen.

Chemical formula and Chemical equationAt the heart of chemistry are substances – elements or compounds – all

of which have a definite composition which is expressed by a chemical for-mula.

A chemical formula is the short scientific method of representing onemolecule of an element or a compound.

What are chemical formulas and how are they used?In order to make it easier to describe elements and molecules, chemical

formulas are used. For example, H represents one atom of hydrogen and "O"represents one atom of oxygen. If we want to represent two atoms of hydro-gen, instead of writing H H, we write H2. The subscript "2" means that two

34

atoms of the element hydrogen have joined together to form a molecule. Asubscript is only used when more than one atom is being represented.

Chemical formula – A chemical formula or molecular formula is a wayof expressing information about the atom s that constitute a particular chemi-cal compound. The chemical formula identifies each constituent element byits chemical symbol and indicates the number of atoms of each element foundin each discrete molecule of that compound. If a molecule contains more thanone atom of a particular element, this quantity is indicated using a subscriptafter the chemical symbol (although 19th–century books often used super-scripts) and also can be combined by more chemical elements. Chemicalformulas may be used in chemical equation s to describe chemical reaction s.For ionic compound s and other non–molecular substances an empirical for-mula may be used, in which the subscripts indicate the ratio of the elements.The 19th–century Swedish chemist Jakob Berzelius worked out this systemfor writing chemical formulas.

DEVELOP YOUR SPEAKING SKILLS

7. The following concept map offers a good overview ofchemical formulas. Take some time to look it over andmake sure you understand all the terms and the relationsbetween them. Be ready to discuss the subject–matter ofchemical formulas.

Concept map

35

8. Extend your knowledge keeping in mind the rules for reading andwriting chemical formulas. Write down the chemical formula of so-dium sulfite and say what the total number of atom is? Use the fol-lowing key words and expretions: to be equal(to), the number of,atom, molecule.

A chemical formula is the short scientific method of representing onemolecule of an element or a compound.

A chemical formula is written using the symbol of the element, the for-mula of the radical and their valence. The following steps are involved inwriting a formula:1. Write down the symbols of the elements/ions, which combine to form a

molecule of the compound, side by side.2. Write the valencies of the elements /ions as the superscript on the right

hand side.3. Interchange the valencies of the elements /ions and write as the subscript4. The radical must be written in brackets, before the subscript is written.5. Whenever applicable, simple ratios of the valencies must be written.6. The final formula is written without any sign of the charge.

Chemical equation – A chemical equation may be described as achemical reaction or a means of writing out and describing such a phenome-non. The coefficients next to the symbols and formulae of entities are the ab-solute values of the stoichiometric numbers. The first chemical equation wasdiagrammed by Jean Beguin.

FormA chemical equation consists of the chemical formulas of the reactants (thestarting substances) and the chemical formula of the products (substancesformed in the chemical reaction). The two are separated by an arrow symbol( , usually read as "yields") and each individual substance's chemical for-mula is separated from others by a plus sign.As an example, the formula for the burning of methane can be denoted:

CH4 + 2 O2 CO2 + 2 H2OThis equation would be read as "CH four plus O two yields CO two and Htwo O." But for equations involving complex chemicals, rather than readingthe letter and its subscript, the chemical formulas are read using IUPAC no-menclature. Using IUPAC nomenclature, this equation would be read as"methane plus oxygen yields carbon dioxide and water."This equation indicates that oxygen and CH4 react to form H2O and CO2. Italso indicates that two oxygen molecules are required for every methanemolecule and the reaction will form two water molecules and one carbon di-oxide molecule for every methane and two oxygen molecules that react.

http://en.wikipedia.org/wiki/Chemical_formulashttp://en.wikipedia.org/wiki/Arrow_%28symbol%29http://en.wikipedia.org/wiki/Plus_signhttp://en.wikipedia.org/wiki/Methanehttp://en.wikipedia.org/wiki/IUPAC_nomenclaturehttp://en.wikipedia.org/wiki/IUPAC_nomenclaturehttp://en.wikipedia.org/wiki/Oxygenhttp://en.wikipedia.org/wiki/Carbon_dioxide

36

9. Here are some chemical formulas, common symbols and equations.Remember how to read them.

Write down and try to pronounce the chemical fomulas of the followingsubstances: aluminium chloride, aluminium oxide, aluminium hyroxide,aluminium nitride

СН4 + 2О2 ® СО + 2Н2О [¢si: ¢eıt∫ ¢f : ¢pl s ¢tu: ¢m lkju:lz əv ¢ou ¢tu:¢gıvz ¢si: ¢ ou ¢pl s ¢tu: ¢m lkju:lz əv ¢et∫ ¢tu ¢ou ]

H+ + NaHCO3 ® Na+ + H2CO3 ® Na+ +H2O + CO2 [¢hadrəd ən ¢aıən ¢pl s¢en ¢pl s ¢ıə ¢eıt∫ ¢si: ¢ou ¢θri: ¢gıvz ¢neıtrıəm ¢aıən ¢pl s ¢eıt∫ ¢tu: ¢si: ¢ou ¢θri:¢gıvz ¢neıtrıəm ¢aıən ¢pl s ¢eıt∫ ¢tu: ¢ou ¢pl s ¢si: ¢ou ¢tu:]

4HCl + O2 = 2Cl2 + 2H2O [¢f : ¢m lkju:lz əv ¢eıt∫ ¢si: ¢el ¢pl s ¢ou ¢tu: ¢gıvz¢tu: ¢m lkju:lz əv ¢si: ¢el ¢ənd ¢tu: ¢m lkju:lz əv ¢eıt∫ ¢tu: ¢ou]

AcOH ↔ AcO – + H+ [¢ıə ¢si: ¢ou ¢eıt∫ ¢f :mz ¢ənd ız ¢f :md frəm ¢eı ¢si:ksıd ən ¢aıən ¢pl s ¢hadrd ən ¢aıən]

AcO – – acyloxy ion

Common symbolsSymbols are used to differentiate between different types of reactions to de-note the type of reaction:· " = " symbol is used to denote a stoichiometric relation.· " " symbol is used to denote a net forward reaction.· " " symbol is used to denote a reaction in both directions.· " " symbol is used to denote an equilibrium.

DEVELOP YOUR WRITING COMPREHENSION

10. Write down the chemical formulas of the following elements.

Helium potassium thoriumUranium sulfur hydrogenIron silica magnesium

11. Give the name the chemical elements and compounds.

Na, Si, Al, Fe, Mg, He, Ne, Ar, Xe, Kr, C02, CaO, MgO, N20, NO, H2, CH4,C2H4, H2S, CaCО3. MgCO3, H2SiО3, MgSiO3, Fe2SiО4, NaAlSi3Og8, FeS2.

http://en.wikipedia.org/wiki/Chemical_equilibrium

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12. Pronounce the following.

Tc43, Pm61,Bi83, H1, Li7, U238, K40, Sn112, Sn114, H2, Li6, B10, B11.

13. Give the Russian equivalents.

Carbon dioxide, fulvic acid, humic acid, magnesium silicate, aluminium sili-cate, olivine, sulfides, chlorides, carbonates, basalt, carbonic acid, ferroussilicate.

14. Read the equation using the verbs in the box and two models ofreading.

To give, to react, to interact, to be equal to, to be, to run, to yield,to produce, to make

Model: 4HC1 + О2 =2Cl2+ 2H2O1. Four molecules of [eıt∫ sı: el] plus [ou tu:] give two molecules of [s: eltu:] and two molecules of [etı∫ tu: ou].2. Four molecules of hydrochloric acid plus oxygen is equal to two mole-cules of chlorine and two molecules of water.1. CaSO4×2H2O →CaSO4+ 2H2O2. Fe2O3 + H20 → 2 FeOOH3. Fe2SiO4 + l/2 O2 + H2O →Fe2O3 + H2SiO44. Fe2+ 4HCO3+ 1/2O2— Fe2O3 + 4H2CO3

15. Try to interpret a chemical formula.

If you can read a chemical formula correctly, you can check the balance on achemical equation. One of the biggest problems students is correctly readingthe number of atoms inside parenthesis. Let us practice this skill first, with acouple of examples.

Example 1. How many atoms of each element are there in one formula unitof ammonium sulfide?

Ammonium Sulfide is (NH4)2S

Remember that a subscript pertains only to the element that precedes it,unless it precedes parenthesis, in which case it is a multiplier for each ele-ment in the parenthesis.

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(NH4)2S

2 atoms of nitrogen; 8 atoms of hydrogen; and 1 atom of sulfur.

Example 2. How many atoms of each element are there in one formula unitof barium nitrate?

Barium Nitrate = Ba(NO3)2

Now, the subscript 3 pertains only to the oxygen, but the subscript 2 becomesa multiplier for each element in the parenthesis. Therefore;

Ba(NO3)2

1 atom of barium; 2 atoms of nitrogen; and 6 atoms of oxygen.

16. Check your partner’s practical skills. List the names of NaHCO ,(Na CO ), (Na B O ), NaCl, NaOH, (H O) , KOH, Ca(OH),using hits given below

a. sodium hydrogen carbonateb. sodium bicarbonatec. "baking soda"d. sodium carbonatee. "washing soda"f. sodium tetraborateg. "borax"h. sodium chloridei. "table salt"j. sodium hydroxidek. "caustic soda"l. "lye"m. hydrogen hydroxiden. dihydrogen monoxideo. "water"p. potassium hydroxideq. "potash"r. calcium hydroxides. "lime"

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DEVELOP YOUR SPEAKING SKILLS17. Make up your own communication on any chemical element you

like bearing in mind the following points and your own information.

1. What was the date of the element’s discovery?2. Which scientist or scientists discovered the element?3. Where was the element discovered?4. Under what circumstances was it discovered?

18. You are given description of two elements of the Periodic table.Give the names and symbols of the element.

1. It is silvery, lustrous, soft, intensely radioactive. It readily oxidizes onexposure to air, turning from almost pure white to black. Radium is lumines-cent, corrodes in water to form its hydroxide. Although is the heaviest mem-ber of the alkaline–earth group it is the most volatile. It is used in luminouspaint (in the form of bromide). It and beryllium were once used as a portablesource of neutrons. It is used in medicine to produce radon gas, used for can-cer treatment. At the beginning of the 19th century it was used as additive inproducts like toothpaste, hair creams and even food items.

2. It is lustrous, silvery metal, one of the so–called platinum group ofmetals. It is the densest metal known, although only by the narrowest mar-gins. It is uneffected by water and acids, but dissolves with molten alkalis. Itspowder reacts slowly with the oxygen of the air and gives off detectableamounts of its tetroxide vapour. It is used in a few alloys and in industry as acatalyst. At one time it was to be encountered in the nibs of high–qualityfountain pens, compass needles, long–life gramophone needles and clockbearings. It is mainly found alloyed with other platinum metals, from which itis recovered commercially. The most important ores are either iridosmine andosmiridium. Iridosmine is a rare mineral found in Russia and in North andSouth America. Less of 100 Kg are produced each year. There is little de-mand for the metal, which is difficult to fabricate.

19. Chemistry quiz

Self–Check Quiz (you are allowed to use hints given below)

1. A change in which one or more substances are converted into new sub-stances is a __________

a. physical changeb. nuclear reaction

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c. chemical changed. chemical fusion

2. New substances produced by a chemical reaction are __________.a. resultantsb. reactantsc. productsd. coefficients

3. __________ is a way to describe a chemical reaction using chemicalformulas and symbols.a. Synthesisb. A physical lawc. The law of conservation of matterd. A chemical equation

4. As a result of the experiments of Lavoisier, you know that in a chemicalreaction, the mass of the products __________.a. is twice as great as the mass of the reactantsb. always equals the mass of the reactantsc. is less than the mass of the reactantsd. cannot be predicted based on the mass of the reactants

5. The chemical formula for a compound tells __________ .a. how stable the compound isb. what type of chemical bond it formsc. what elements it containsd. how electrons are arranged

6. The law of conservation of mass states that __________ .a. matter can be created and destroyed but does not change formsb. in a chemical reaction, efforts should be made to preserve rare ele-

ments without changing themc. in a chemical reaction, matter is not created or destroyed, but is

conservedd. in a chemical reaction, the final mass of the products is always

greater than the starting mass of the reactants7. In chemical equations, __________ represent the number of units of

each substance.a. numbers in front of the chemical formulasb. reactantsc. productsd. precipitates

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8. Which reactant correctly balances the following equation: 4Al +__________ → 2Al2O3?a. 3O2b. O3c. 3Od. 2O2

9. What is the correct number to write in front of mercury(II) oxide (HgO)in the following equation: HgO → 2Hg + O2?a. 1b. 4c. 2d. 3

10. Which of the following symbols in a chemical equation means "pro-duces"?a. →b. +c. [p]d. (aq)

11. Why is oxygen written with a subscript 2 in CO2?a. Its mass is twice as great as the reactants'.b. Carbon always bonds to two oxygen atoms.c. Each molecule of carbon dioxide has two oxygen atoms.d. Its mass increases by two times as a result of the reaction.

12. What does it mean for a chemical equation to be balanced?a. The solid products weigh the same as the reactants.b. The reactants and the products are written with the same coeffi-

cients.c. There are the same number of atoms of each element on both sides

of the equation.d. The number of reactants is equal to the number of products.

13. A(n) __________ is a substance that speeds up a chemical reactionwithout being permanently changed itself.a. inhibitorb. exothermc. catalystd. endotherm

14. Which of the following statements about energy–releasing reactions istrue?

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a. The products are more stable.b. The products are less stable.c. The bonds of the products have more energy than those of the reactants.d. The energy released is always in the form of heat.

15. Which of the following statements about energy–absorbing reactions is true?a. The reactants are less stable.b. The bonds of the reactants have more energy than those of the

products.c. The energy supplied is always in the form of electricity.d. The reactants are more stable.

16. __________ reactions release heat energy.a. Endothermicb. Catalyzedc. Exothermicd. Inhibited

17. __________ reactions absorb heat energy.a. Exothermicb. Endothermicc. Inhibitedd. Catalyzed

18. In a chemical equation for an endothermic reaction, how is the energyrequirement indicated?a. The word energy is written as a product.b. The word energy is written as a reactant.c. A letter E appears in boldface type over the arrow.d. A Greek letter, gamma, is drawn over the arrow.

Now submit your answers. If you got all correct, you are on your way tobecoming a Champion in Chemistry. If you had problems, you had betterlook over the material again.

GRAMMAR FOCUS

Word–BuildingLearn and practice the word formation.

Word formation is one of the major mechanisms forthe expansion of the vocabulary. The following infor-mation and exercises facilities extend your vocabularyacquisition.

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I The suffix –alThis forms adjectives from the corresponding nouns, e.g. 'practical'

practice, 'theoretical' from theory. Adjectives from the names of sciencesending in –ics also take this suffix, e.g. mathematics –mathematical.

Note: theory – theoretical; geometry – geometrical; hypothesis – hypo-thetical; technique – technical; machine – mechanical; centre – central; air –aerial; cycle – cyclical.

II. The prefix inter–This is added to verbs and derivatives to give the extra meaning of: be-

tween, among, one with the other, e.g. interconnection, interaction.Exercise A: Form adjectives from the following: dependent; related; na-

tional.Exercise B: Form verbs from the following, using the prefix inter– in all

cases: act; breed; change; connect.The suffix –izeThis forms verbs from nouns and adjectives, and has the meaning: to

cause to be or have, or: to subject to a process of, e.g. analogizing is equiva-lent to: subjecting (the problem) to a process of analogy.

Note: frequently spelt –iseExercise: By adding –ize form verbs from the following:standard; special; local; pressure; theory; sterile; popular; familiar; neu-

tral; optimum.

Note: analyse, from analysis; paralyse, from paralysis; minimize, fromminimum; maximize, from maximum; and utilize, from use.

In technical literature this suffix is sometimes used with the names ofpersons or places associated with certain processes, e.g. macadamize (roadengineering), pozzuolize (geology and engineering), and pasteurize (foodtechnology).

III. The prefix dis–This is attached to words, mainly verbs and their derived adjectives and

nouns, to give a negative or opposite meaning,e.g.: disconnect the opposite of to connect;

disorganized, meaning not organized, etc.Exercise A: Add the prefix dis– to form opposites of the following:

(nouns): ability; advantage; appearance; order; use.(verbs): agree; like; prove; integrate.(adjective): similar.

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UNIT IV WHAT IS CHEMICAL ENGINEERING?WHAT DO CHEMICAL ENGINEERS DO?

BEFORE YOU READ

1. Problem solving task and topics for discussion with your partner.

1. What a chemist is, what a chemist does, and what type of salary and ca-reer opportunities you can expect as a chemist.

2. What reasons make you choose to be a chemist: interest, curiosity; riskexcitement; moral inclination sense of community; good heath; diligenceand being good with the hands?

EXTEND YOUR VOCABULARY KNOWLEDGE

2. Place the letter of the term beside the correct definition.

Definition Term____________1. Studies the separation, identification,and quantification of the chemical components of naturaland artificial materials.

a. PhysicalChemist

____________2. Develops a fundamental understandingat the molecular and atomic level of how chemical reac-tions occur.

b. InorganicChemist

____________3. Studies chemical processes in livingorganisms and governs all living organ-isms and living processes.

c. OrganicChemist

http://en.wikipedia.org/wiki/Separation_processhttp://en.wikipedia.org/wiki/Quantificationhttp://en.wikipedia.org/wiki/Chemicalhttp://en.wikipedia.org/wiki/Materialshttp://en.wikipedia.org/wiki/Chemistryhttp://en.wikipedia.org/wiki/Organism

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____________4. Studies scientific structure, properties,composition, reactions, and preparation (by synthesis orby other means) of carbon–based compounds,hydrocarbons, and their derivatives.

d. AnalyticalChemist

____________5. Searches and uses new knowledge aboutchemicals to improve the way we live and develops prod-ucts, such as synthetic fibers, drugs and cosmetics, andprocesses, including oil refining and petrochemical proc-essing, that reduce energy use and pollution.

e. MedicalChemist

____________6. His work is based on understanding thebehavior and the analogues for inorganic elements, andhow these materials can be modified, separated or used–often in product applications.

f. Biochemist

3. Find out with your partner other types of chemists. Give your owndefinition and discuss:

1. Where they work2. What they do3. What they are responsible for

VIDEO CLASS «Сhemical Engineering at University ofBirmingham»

4. Watch an episode about Birmingham University student who isstudying chemical engineering. After watching it answer the follow-ing questions:

1. Why have the speaker decided to enter Birmingham University?2. What skills has the speaker gained during his studies at the university?3. What facilities does the university offer?4. What accommodation options does the university offer?5. What has the speaker been awarded? How did it help him?6. What are the speaker’s future plans?

http://en.wikipedia.org/wiki/Sciencehttp://en.wikipedia.org/wiki/Chemical_reactionhttp://en.wikipedia.org/wiki/Organic_synthesishttp://en.wikipedia.org/wiki/Carbonhttp://en.wikipedia.org/wiki/Hydrocarbon

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DEVELOP YOUR READING SKILLS

What is a Chemical Engineer?· Speak about the influence of engineers on human society.· Do you agree with the following 'Scientists discover the world that ex-

ists; engineers create the world that never was'. If not, give your argu-ments.

About 1.6 million engineers are working, 31,700 of which are chemicalengineers. Most engineers work in manufacturing industries or the profes-sional, scientific and technical servicesindustries including architectural, en-gineering and related services. Thegovernment employs 12 percent ofengineers and 3 percent are self–employed.

Engineers are very creative people– 'Scientists discover the world thatexists; engineers create the world thatnever was'. Science and mathematicsare used by engineers to make the items we use every day. Products from thechemical and process industries ensure these are amongst the most successfuland thriving types of business around the globe. Chemical engineers play avital role in achieving that success.

A chemist is a scientist who studies the composition and properties ofchemicals and the way chemicals interact with each other. Chemists searchfor new information about matter and ways this information can be applied.Chemists also design and develop instruments to study matter. Chemical en-gineers are highly valued by employers for their all–round skills and jobprospects are excellent. Graduates are employed in many sectors, from finechemicals and food products, to utility suppliers, polymers and the oil indus-try.

Chemical engineers use math, physics, and economics to solve practicalproblems. The difference between chemical engineers and other types of en-gineers is that they apply knowledge of chemistry in addition to other engi-neering disciplines. Chemical engineers may be called 'universal engineers'because their scientific and technical mastery is so extensive.

Chemical engineers research, design, and develop chemical processesand equipment, oversee the operation and maintenance of industrial chemi-cal, plastics, pharmaceutical, resource, pulp, and food processing plants andperform duties related to chemical quality control, environmental protection

47

and biochemical or biotechnical engineering. Chemical engineers are em-ployed in a wide range of manufacturing and processing industries, consult-ing firms, government, research and educational institutions.

SPEAKING SKILLS DEVELOPMENT

What do Chemical Engineers do?

Imagine you are a chemical engineer. What would you tell someone in-terested in becoming a chemical engineer about your job? Please share in-formation about your career so that someone thinking about becoming achemical engineer can make an informed decision.· What do you do as a chemical engineer?· What is the best/worst part of your job?· What training did you need? Was it easy/difficult to find a job as a

chemical engineer?· Are you happy being a chemical engineer? Prove it.· What advice would you give someone interested in chemical engineer-

ing?· You are allowed to use a spider–diagram given bellow.

There are a lot of different employment opportunities open to chemists.Some chemists work in a lab, in a research environment, asking questionsand testing hypotheses with experiments. Other chemists may work on acomputer developing theories or models or predicting reactions. Some chem-ists do field work. Others contribute advice on chemistry for projects.Chemical engineers input is valuable at every stage of a project from the ini-tial idea, through to the product emerging at the end of the line and even tothe market. Some chemists write. Some chemists teach. The career optionsare extensive.

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Some chemical engineers make designs and invent new processes. Someconstruct instruments and facilities. Some plan and operate facilities. Chemi-cal engineers have helped develop atomic science, polymers, paper, dyes,drugs, plastics, fertilizers, foods, petrochemicals... pretty much everything.They devise ways to make products from raw materials and ways to convertone material into another useful form. Chemical engineers can make proc-esses more cost effective or more environmentally friendly or more efficient.Look at the spider–diagram you can see that a chemical engineer can find aniche in any scientific or engineering field.

Chemical Engineer's salaries are among the highest of all engineeringdisciplines because of the wide diversity of the field, there has been an in-creasing demand for chemical engineers, although the market has also knownits ups and downs. Even though the engineering field as a whole will see av-erage employment growth in the coming decade, chemical engineers are ex-pected to see a decline in employment of 2 percent. Chemical companiesshould continue to employ chemical engineers to research and develop moreefficient professions to improve existing chemicals as well as new chemicals,but employment in the chemical manufacturing industry as a whole is ex-pected to continue to decrease. The best job opportunities will be found inservice–providing industries. Chemical engineers should find work in theprofessional, scientific and technical services, especially for research in en-ergy and nanotechnology and biotechnology.

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LISTENING»Сhemical Engineering»

5. Listen and mark the following statements with T (True) or F (False).

1. Product uses one of the 50 000 different chemical substances manufac-tured by workers in a chemical industry.

2. Chemical plant and system operators use no equipment to monitor andcontrol the entire production process.

3. Operators make sure that chemicals are mixed in the correct ratios andthat reaction rates, temperatures and may other variables are on target.

4. Chemistry isn’t based on science but in industrial scale it is still an art.5. Chemical plant and system operators should know everything about the

materials but it is not essential to know how they will react on the vari-ous conditions.

6. No factors can affect the chemical process.7. To ensure the uniform quality of the product is the function of the com-

puter.

DEVELOP YOUR SPEAKING SKILLS

6. Look through the chemical engineers’ duty discuss with your part-ner and rearrange them in order of importance. May be some dutiesare missed. Mention your own ideas.

Main duties

Chemical engineers perform some or all of the following duties:· Conduct economic and technical feasibility studies in areas related to

chemical, petroleum, pulp and paper, food or other processing industries· Conduct research into the development or improvement of chemical en-

gineering processes, reactions and materials· Evaluate chemical process technology and equipment and determine

production specifications· Design and test chemical processing and associated plants and equip-

ment· Oversee the construction, modification, operation and maintenance of

pilot plants, processing units or processing plants

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· Establish and conduct quality control programs, operating proceduresand control strategies to ensure consistency and adherence to standardsfor raw materials, products and waste products or emissions

· Prepare contract documents and evaluate tenders for the process aspectsof industrial construction

· Supervise technicians, technologists and other engineers· May work in an administrative capacity, for example, in the develop-

ment of guidelines and specifications for the handling of dangerouschemicals, environmental protection, or standards for foods, materialsand consumer goods

· Chemical engineers may specialize in the products and processes of aparticular industry such as pulp and paper manufacturing, pharmaceuti-cals, petroleum refining, energy processing, plastics, metal extractionand refining, or adhesives and coatings production. They may also spe-cialize in areas that are in various industries such as process control, pol-lution control or fermentation processes.

7. Look though the scientific explanation «What is Chemical Engineer-ing»? and give your own one.

To describe in one sentence what Chemical Engineering is a sheer im-possibility, as it is one of the most diverse engineering disciplines. However,the description in Webster's at least forms a nice introduction to the tradi-tional field of Chemical Engineering:The branch of engineering that deals with the manufacture of chemicalson a large scale, esp. with the design and operation of the plan andequipment involved.

To clear up one misconception: chemical engineering is not chemistryalthough it originated from this discipline. Also, chemical engineering has anoverlap with chemistry and other disciplines such as mechanical engineering,materials science, and physics.

Chemical engineering basically is applied chemistry. It is the branch ofengineering concerned with the design, construction, and operation of ma-chines and plants that perform chemical reactions to solve practical problemsor make useful products.

Chemical Engineering is about transforming raw materials into valuableand desirable products, creating durable products and services and producingthe enabling technology and know–how for a sustainable future. Chemicalengineers input is valuable at every stage of a project – from the initial idea,through to the product emerging at the end of the line and even to the market.

http://everything2.com/title/Chemical+Engineerhttp://everything2.com/title/diversehttp://everything2.com/title/Webster%2527s+Dictionaryhttp://everything2.com/title/chemistryhttp://everything2.com/title/mechanical+engineeringhttp://everything2.com/title/materials+sciencehttp://everything2.com/title/physics

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LANGUAGE WORK. LOGICAL CONNECTION

8. Many students who are interested in chemistry think of chemicalengineering as their major – what is the difference? Both disciplinesdeal with much the same things and there is much overlap, but thebasic differences are novelty and scale. Read the sentences and fill inthe blanks with proper word (A or B).

Chemist – A; Chemical engineer – B.

1. A __________ is more likely to be developing new compounds and ma-terials; a __________ is more likely to be working with existing sub-stances.

2. A __________ deals with large scale reactions with factory scaleequipment.

3. The __________ deals with small amounts of materials in glassware ona laboratory. bench. The __________ deals with large scale reactionswith factory scale equipment.

4. A __________ may make a few grams of a new compound, while a__________ will scale up the process to make it by the ton, and at aprofit.

5. The __________ will be more concerned with heating and coo