- •Contents
- •The Human Body
- •Active vocabulary.
- •Lead in work with the text.
- •Read and translate the text. Human body
- •Diseases
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text. Diseases
- •Language development.
- •Speaking
- •Infectious diseases
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text.
- •Infectious Diseases
- •Language development.
- •V. Speaking.
- •Infections Diseases. Scarlet Fever and Measles
- •Lead-in
- •Lead in. Work with the text.
- •Read and translate the text. A disease agent
- •Scarlet Fever
- •Language development.
- •V. Speaking.
- •Infectious diseases. Pneumonia and influenza
- •Lead-in
- •Lead in. Work with the text.
- •III. Read and translate the text. Pneumonia
- •Influenza
- •IV. Language development.
- •V. Speaking.
- •Medical examination. At the Gp’s Surgery.
- •Active vocabulary.
- •II. Lead in. Work with the text.
- •III. Read and translate the text,. Medical Examination at the gp s Surgery
- •IV. Speaking
- •The Working Day of a Medical Student
- •Read and translate the text. The Working Day of a Medical Student
- •Language development.
- •Speaking.
- •My future speciality
- •Active vocabulary
- •Lead in. Work with the text.
- •Read and translate the text. My future speciality
- •Speaking.
- •Chemistry
- •Active vocabulary
- •Lead in. Work with the text.
- •Language development.
- •Speaking.
- •Organic Chemistry
- •I. Active vocabulary.
- •II. Lead in. Work with the text.
- •III. Read and translate the text. Organic Chemistry
- •IV. Language development
- •V. Speaking
- •Chemical analysis
- •Active vocabulary
- •Lead in. Work with the text.
- •Read and translate the text.
- •Language development.
- •Speaking.
- •Chemical compounds
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text.
- •Language development.
- •Speaking.
- •Carbohydrates
- •Active vocabulary
- •Lead in. Work with the text.
- •Read and translate the text. Carbohydrates
- •Speaking.
- •Proteins
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text. Proteins
- •Language development.
- •Fats and oils
- •I. Active vocabulary.
- •Lead in. Work with the text.
- •Read the text. Fats and oils
- •Speaking.
- •Medicine. The Usage of Drugs
- •I. Active vocabulary
- •II. Lead in. Work with the text.
- •III. Reading and translate the text.
- •IV. Language development.
- •IV. Speaking.
- •Pharmacy: science, technology, industry
- •Active vocabulary
- •III. Read and translate the text. Pharmacy; sciewc.E, technology, industry
- •Chemist's Shop
- •Active vocabulary.
- •II. Lead in. Work with the text.
- •Read and translate the text. Chemist's Shop
- •IV. Language development
- •V. Speaking
- •Things to have in year child medicine cabinet
- •Active vocabulary.
- •II. Lead in. Work with the text.
- •III. Read and translate the text. Drugs
- •IV. Language development
- •Speaking
- •Drugs, obtaining, standards.
- •Active vocabulary.
- •Administration of Drugs
- •Lead-in. Work with the text.
- •Read and translate the text. Administration of Drugs
- •Language development
- •V. Speaking
- •Cardiovascular Drugs
- •Active vocabulary.
- •Lead in. Work with the text.
- •Cardiovascular Drugs
- •IV. Language development.
- •V. Speaking
- •Drugs that fight infection and drugs that prevent infectious diseases
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text.
- •Language development.
- •Speaking.
- •Gastrointestinal drugs
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text.
- •Language development.
- •Speaking.
- •Gastrointestinal disorders
- •Active vocabulary
- •Lead in. Work with the text.
- •Read and translate the text. Gastrointestinal Disorders
- •Language development.
- •V. Speaking.
- •I. Active vocabulary
- •II. Lead in. Work with the text.
- •Read and translate the text
- •IV Language development
- •V. Speaking
- •Active vocabulary
- •Lead in. Work with the text.
- •Read and translate the text
- •IV. Language development
- •. Is often discussed but the fact is that many of them have a special importance
- •The inactive substances include and pharmacologically inactive compounds.
- •V. Speaking
- •Medicinal plants
- •Read and translate the text. Medicinal plants
- •III.Language development:
- •V. Speaking.
- •Tincture and Waters-Aromatic
- •I. Active vocabulary.
- •Lead in, work with the text.
- •Read and translate the text. Tinctures
- •Waters-aromatic
- •IV. Speaking.
- •Solutions
- •Active vocabulary.
- •Lead in. Work with the text.
- •Read and translate the text. Solutions
- •Language development.
- •V. Speaking.
Read and translate the text.
Chemical Compounds
There are three big classes of chemical compounds: acids, bases and salts. What are acids? In Latin, the word meaning "sharp" is acidits. Think of the acute mouth sensation that the mention of rhubarb, lemon juice and vinegar produces and you will understand the derivation of the word. These substances are "sharp" or sour.
Acetic acid is present in vinegar; ants' stings and stinging nettles contain formic acid; citric acid is one of the substances found in citrus fruits such as lemon; grape juice includes tartaric acid; sour milk presents us lactic acid; green apples are rich with malic acid; sour taste of rhubarb and spinach is stipulated by oxalic acid. Finally, in our stomach, hydrochloric acid provides digestion.
In the laboratory you can find the following acids: hydrochloric acid, nitric acid, sulphuric acid, phosphorous acid, carbonic acid.
Some acids, such as citric, boric and tartaric, are solids, butyric acid is a liquid. Many acids arc water solutions of gases. In most cases, however, the significant acid properties do not become evident until the substance has been dissolved.
Chemically, the action of acids is due to the presence of hydrogen ions, H+, that determines its chemical properties. An acid is a substance whose water solution yields hydrogen ions. Acids turn litmus from blue to red and conduct electricity,
What are bases? Bases are substances whose properties are chemically opposed to those of acids. While acids are sour, bases are usually bitter, if you rub some sodium hydroxide solution between your fingers, you will note that it feels slippery. All solutions of strong bases feel the same way because they react with the oil of your skin to actually make soap.
All bases contain the hydroxyl radical, OH-, determining chemical properties of bases. Thus, a base is any substance whose water solution yields hydroxyl ions.
As chemically opposed to acids, bases have opposite properties. To summarize, bases often taste bitter, feel slippery, turn red litmus blue, turn colorless phenolphtalein red, contain one or more of the hydroxyl groups, neutralize acids and finally conduct an electric current in water solutions. Among the most important are sodium hydroxide, potassium hydroxide and so on.
Neutralization is the action between an acid and a base to form a salt and water. The hydrogen ion (H+) of acids combines with the hydroxyl ion (OH ) of the base to form water. These ions are charged particles that make all special properties of acid and base vanish.
The metal of the base is now free to join with the nonmetal, or radical of the acid to form salt. Thus, a salt is the product other then water, obtained by neutralizing an acid with a base.
Language development.
Find the odd word in each row.
Liquid, solid, water, gas.
Sweet, sharp, sour, bitter.
Act, neutralize, yield, dilute.
Acid, ion, base, alkali.
Complete the sentences.
There are 3 classes of chemical compounds: .. .
The Latin word acidus means ... .
There are such acids: ....
You can meet such acids in the laboratory: ....
Bases are substances ....
Bases react with acids ... .
Neutralization is ... .
Answer the questions.
I How many classes of chemical compounds do you know?
What are acids? Name all the acids you know.
What properties do acids possess?
What are bases?
What are the properties of bases?
What is the difference between acids and bases?
What is neutralization?
What is salt? What way are salts obtained in?