University of Crete

Academic English for Chemistry A handbook for international students

Publisher: University of CreteEditor/ Author: Kallia Katsampoxaki-HodgettsText Design: Kallia Katsampoxaki-HodgettsGraphic Design: Graham Hodgetts (teratakistudio.com)

© 2009 University of Crete Publications

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For permission to use material from this text or product, submit a request by email to: english@chemistry.uoc.gr

Printed in Greece, EU

ISBN

ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES SERIES

Academic English for ChemistryA handbook for international students

UNIVERSITY OF CRETE

Kallia Katsampoxaki-Hodgetts

Introduction

Why was the book written in the first place and what gaps is it intended to fill? There are clear objectives set in this book.

Academic English for Chemistry has been designed to analyze, sequence and present the target language in a way that accords to the goals and objectives of an undergraduate Chemistry programme.

Drawing on the needs, preferences and expectations of the learners involved, this handbook attempts to relate positively to the age and level of the target group. At the same time, it attempts to meet the needs of institutions and English for Specific Academic Purposes teachers.

Warm up activities are designed so as to ensure that the learner is engaged by the text and is willing to authenticate it by taking interest. Stimulating activities challenge students, arouse interest, generate discussion and introduce the topic of the unit. That is why, this section contains photos, pictures, quizzes, diagrams, graphs and tables.

The reading section offers undergraduate students of science a balanced coverage of texts on a large variety of General Chemistry topics. To ensure that the texts are accessible to learners at this early stage, the selection of texts was made in accordance to the criteria of length and density of new information.

Each text incorporates a reading comprehension task. Students are often asked to read for and identify specific information or show understanding of the general gist, match topics to paragraphs and classify information. Skills students are generally expected to develop in this section is skimming and scanning, selecting key points and note-making.

Vocabulary tasks connect in terms of topic, pattern of skill development and focus on lexical features such as synonyms, compound words, verbs of reference and academic vocabulary. The book is written in support of thematically integrated skills and context is seen as vitally important.

The grammar section offers meaningful examples and a variety of techniques for teaching structural units. The grammatical structures are related to the texts the students read in the same unit. Students are encouraged to notice language features for themselves since there is room for an inductive teaching approach to grammar.

The focus on the functions of language, study skills and the writing practice demonstrate the various devices for controlling and guiding content in academic writing. They build on the functions of language such as exemplifying, cause and effect, summarizing, addition and contrast, hedging, avoiding wordy expressions, paraphrasing and summarising.

I hope this textbook will come up to your expectations but I also welcome feedback on how well it applies in various settings.

Kallia Katsampoxaki-Hodgetts

email: english@chemistry.uoc.gr

Syllabus Reading Word meaning

& usageFocus on language

1. Experimental Science and

scientific method

Technical and non technical words &

Word-formation

A, an, the or nothing?

2. What’s the matter? Matter &

energy

Collocations Adjective suffixes

3. Earth and Atmosphere

Confusing words The Present tenses

4. Laboratory safety issues

Laboratory equipment & labels

Adjective prefixesThe Past tenses

5. Periodic Table and the structure of

the atom

Synonyms Simple past or present perfect

6. From electricity to electrochemistry

Compound words in science

Modality and cautious language

7. Chemical Bonding Academic vocabulary and

verbs of reference

Hypothetical statements

8. Uncertainty in measurement?

Numbers, symbols and charts

Mathematical terms & geometric figures

Numerical Prefixes

9. Distillates Defining terms and Abbreviations

Relative pronouns & clauses

10. Nuclear fission and fusion

Singular or Plural The passive

11. Alternative energy sources:

friend or foe

Formal and informal words

Tenses

Unit outlineSkills Listening Writing

Note-taking The history of alchemy: listening

for gist

Note-making:paragraph headings

Avoiding Plagiarism Energy types:Listening for specific

information

Selecting key points & writing titles or

subtitles

Adverbs and the author’s voice

The Water phase:Completing graphs

Line graphs in writing

Giving instructions Following instructions

Writing a report

Conjunctions Element Classification

Paragraph cohesion & coherence

Hedging Electrolysis experiment

The Paraphrasing process

Avoiding wordy expressions

Ionic & Covalent bonds

Re-writing and proof-reading

Reading and writing chemical formulae

Following chemistry

conventions

Charts & diagrams in writing

Expressing Purpose Petroleum refining and fractional

distillation:Describing a process

Describing a diffusion process

Making comparisons Natural vs. Induced Radioactivity

Discussion essay

Expressing cause and effect

Greenhouse effect Summary writing

UNIT 1 CHEMISTRY: AN EXPERIMENTAL SCIENCE

Listening task: You will hear a teacher describing the history of alchemy. Take notes and answer the questions.

What were the alchemists aiming at?

Did alchemists finally manage to transmute base metals

into noble metals?

Has chemistry always been a science?

One of the most important aspects of academic skills is the ability to

extract relevant information by note-taking. The following questions

will give you some helpful tips:

Do not write down every word you hear. Decide what is

important.

Find the purpose of the text/speech.

Focus on the main ideas rather than supplementary points,

examples and details.

Use lists, diagrams, symbols or abbreviations that will help

you organize and remember what you heard. (e.g. &, =, p., %)

What is experimental science?

What is the difference between an experimental study

and an empirical (field) study?

What is chemistry, and why should you study it? It goes without

saying that chemistry is everywhere. Everything around us is

made up of very tiny particles that can only be visible through a

scanning electron microscope: your pen, your book, your skin,

the food you eat and the clothes you wear. Everyone with a

curiosity about life should have a fundamental understanding

of chemistry. But still, when did people begin to study a subject

of such enormous complexity?

In the early history, it was difficult to distinguish alchemy from its more illegitimate cousin, chemistry. A central concern at

the time was the discovery of the elixir of life and the

Philosopher's Stone. The most famous objective of the

alchemists though was the transmutation of base metals such

as lead into noble metals such as gold. Only in the eighteenth

century does the modern science distinctly part ways with the

ancient pseudo science.

Today, much of the body of chemical knowledge

consists of abstract concepts. Yet, at the same time, there is a

logical progression from the study of elementary concepts to

theorizing. Scientific theories consist of logical steps and they

are the outcome of hard work and a close scrutiny of natural

events. But, what does it take to account for a well-established theory, namely, a law? Laws are often presented to students as

though each resulted from a quick flash of insight on the part of

the scientist. A moment's thought will show this is not so.

A theory is the basis upon which millions of facts about

hundreds of thousands of individual substances are brought

together and arranged in a systematic way. It is in fact

composed of generalized hypotheses, reasons and

explanations that need to be tested via application again and

again. Only then can theories be reliable. Due to diverse

hypotheses, a theory is constantly replicated so that it can

become a law, and support a hypothesis without exception.

Scientists employ a broad selection of research methods

in order to prove or disprove their hypotheses. Although

experimental studies are the most prominent ones in science,

you will also find that empirical, correlational and case studies

are prevalent too. When scientists replicate previous

experiments they tend to change one variable and notice the

changes of other variables in controlled conditions, that is, they

conduct an experimental study. When they use mathematical

techniques in order to determine the statistical connection

between variables, they use correlational studies. Unlike the

experimental studies, they do not prove any causal relationship

between the variables. Empirical studies can often be time-

consuming since they entail observation of the subjects for a

long time. They can be either extensive or intensive, in which

case, scientists restrict the object of their study and often

conduct a case study.

Over the centuries, we can recall times when scientists

observed natural phenomena. They conducted numerous

experiments, drew rational conclusions, analyzed them and

eventually classified the data collected. Much of the body of

chemistry has been established as a result of further

experimentation or by elaborate formulation of principles. It

wouldn’t be far-fetched to conclude that scientists gained

knowledge via experimentation and they now have gained insights into technology via application of trial-and-error

methods.

Further Reading: Mary T. Baker, 1997, "Where Chemistry meets Archaeology", October

27, Chemistry and Engineering.Wynn, Charles, M., 1991, "Does theory ever become a fact?, Journal

of Chemical Education, 69:741.

Read the text carefully and answer the following questions.

1. How can chemistry be everywhere?

2. What were the objectives of alchemy?

3. Did the objectives of alchemy coincide with those of

chemistry?

4. Why is alchemy considered to be a pseudo science?

5. Explain the difference between a theory and a hypothesis.

6. What makes a theory reliable?

7. Explain the difference between a theory and a law.

8. Why do we need to replicate a theory?

9. What types of research methods are there?

Read the following examples and decide whether they describe a law, a hypothesis or an observation:a. At constant temperature and pressure, the volume occupied by

a gas is proportional to the number of moles of gas present:

V: (T, P) k n where k is proportionally constant.

b. Trapping some smoke in a small glass box, shining a light

through it sideways, and looking at it with a microscope, the smoke

specks show up as bright shiny spots that dance around jerkily.

c. If two gases are in separate containers that share a common

movable wall, the gas that has the higher pressure will tend to

compress (reduce the volume of) the lower pressure gas.

Figure 1 from: https://reich-chemistry.wikispaces.com/file/view/odealgas.gif

When you take notes whilst reading you may find these tips helpful:Underline the main ideas, as well as important keywords.

Write a title for each paragraph in your own words.

Use graphic organisers (e.g. Concept Mapping) for labeling.

There are two main techniques that you can use in order to read and take notes in an effective way. Let's take a look at them.

1. Skimming

Read the text very fast and underline the main ideas in it. Do not read the text word-by-word.

2. Scanninga. Read the text carefully in order to identify specific information. Explain:

what is a theory? which research method show a cause and effect

relationship between variables?

b. Read the text carefully, decide what steps precede others and fill in the diagram: analysis, theory, hypothesis, law, experimentation, observation, generalisation, classification.

Note-making writing practice: Read the text again and write in your own words a title for every paragraph.

Par. A e.g. Chemistry is ubiquitousPar. B

Par. C

Par. D

Par. E

Par. F

Words in the Chemistry field can be technical, non-technical, academic or general. Technical chemistry words are words specialized in the field aiming at getting a scientist’s message

across in a faster and more effective way. Students of Chemistry should be able to learn and distinguish technical and academic words and use them effectively.

Here is an example of technical, academic and general vocabulary in Chemistry:

TECHNICAL ACADEMIC GENERALElectron replicate book

There are many words such as the word derivative that can easily fall within two or more categories:

1. Something derived.2. Linguistics A word formed from another by derivation, such as electricity from electric.3. Mathematics a. The limiting value of the ratio of the change in a function to the corresponding change in its independent variable.b. The instantaneous rate of change of a function with respect to its variable.c. The slope of the tangent line to the graph of a function at a given point. Also called differential coefficient, fluxion.4. Chemistry A compound derived or obtained from another and containing essential elements of the parent substance.5. Business An investment that derives its value from another more fundamental investment, as a commitment to buy a bond for a certain sum on a certain date.

From: http://www.thefreedictionary.com

There are also general words such as visible, which combined with other words such as spectrum make up a technical word or phrase, i.e. visible spectrum.

the visible spectrum

There is a vast array of online technical dictionaries particularly handy for non-native Chemistry students. Here are just a few:www.chemistry-dictionary.comwww.babylon.com/define/24/Chemistry-Dictionary.htmlwww.alphadictionary.com/...Dictionaries/Chemistry

A. In groups, read the text again and identify: technical and academic words words that could have a specific meaning in chemistry

and also a general English meaning

B. Word Formation: Fill in the missing words in the table.VERB NOUN ADJECTIVE

visible complexabstract

accountarrange

hypothesismean(s)

diversifyreplicateobserveanalyzeclassifyformulate

C. Choose a word and its derivative from the table in ex. B that can be used appropriately in both sentences.

1a. Due to poor …………………, cars reduced speed in the fog. 1b. Copper (II) sulphate reflects blue light efficiently but it absorbs light of most other colors, especially light in the red area of the ………………spectrum. 2a. Not until Dalton developed his atomic theory, were …………chemicals represented on paper. 2b. She has a darker ……………… than him.3a. Theories are based both on application and …… concepts.3b. ……… metal from ore can be a very time-consuming procedure.4a. Chemistry is by all ………a diverse field.4b. Poor sewage treatment ……… for the exacerbation of the environmental problem.

5a. The most disorderly ……… molecules can achieve is in the gaseous state.5b. The molecules of a gas are constantly in motion and cannot be ……… nor fixed.6a. Matter is ………… into three states: gas, liquid and solid.

6b. The immense variety of chemical products in industry make their ………….

D. Choose a word from the table in ex. B put it in the right form and replace the underlined words or phrases:1. Scientists shouldn't jump to irrational conclusions: they should experiment on and test what they assume explains or brings forth a new invention. 2. The most thorough techniques of examination are all too often inadequate for the tasks faced by a scientist.3. Reproducing (a theory) is essential in order to develop and establish new theories.

E. Choose a word from the table in ex. B to fill in the gaps:1. It is difficult for scientists specializing in a domain to ……… their research interest after specializing in a particular field for a long period of time.2. Quantum mechanics summarise ………………. on the behavior of individual particles, such as molecules and atoms.3. The chemical …………… of a compound is the representation of the elemental composition of that compound.

Articles: a (an), the and zero article (-)

Read the examples and explain what the articles mean. What justifies the use of each article?

( - )Chemistry is everywhere.

A theory needs to be replicated in order to be valid and

reliable.

The food you eat and the clothes you wear are made up

of tiny particles.

The definite article the is used before singular or plural nouns countable or uncountable ones. It is used before:unique objects: the earth, the sun, the moon

seas, rivers, the Thames

mountain ranges, the Alps,

groups of states, the U.S.A.

gulfs, oceans the Persian Gulf

inventions: the wheel, the word processor

the words: the only, the last, the first

the superlative: the best, the worst

nouns with abstract qualities: the supernatural

The article a (an) is used only with singular countable nouns, when we do not define which one we talk about. It is used before:Measurements an/one inch, an ounce, a foot

Fractions a/ one quarter, a/one third

Money a/ one euro, a/one dollar

Weight a/one kilo

Whole numbers a/one hundred

Frequency six times a day, twice a month

Distance/ fuel 50 miles a litre

Distance/speed 70 miles an hour

Zero article (-) is used before:Names of chemical

techniques and processes: distillation, crystallization

Substances: petroleum, gasoline

Materials: rubber, plastic, steel

Compounds, elements: Sulphur oxide

Countries & continents: Japan, Asia

Mountains, islands and lakes: Cyprus, Crete

1. Here is a description of a chromatography experiment. Complete the following sentences with a, an, the, or (-).Some leaves were put into (1) …… mortar with a little sand and

some propanone. (2)……..mixture was then crushed with (3)

…….. pestle. (4)…….. contents of (5)……… mortar were put

into (6)…… boiling tube. (7)……… boiling tube and its

contents were heated to 50 C. To separate a mixture of dyes

we use (8) ……… chromatography.

2. Complete the sentences using a, an, the or zero article.a. Chemistry can change …… environment.

b. …… combustion involves …… burning of …… material in

…… oxygen to form one or more oxides.

c. …… mole is the amount of substance which contains 6 x 1023

particles (Avogadro).

d. …… mass of one mole of ……element or ……. compound

can be found using relative atomic masses.

e. ………quarter (1/4) is more than …… fifth (1/5).

f. Scientists are often attracted by …… unexplained in ……

nature.