Modul (Buku Ajar) Dasar Bahasa Inggris Sains

Modul Bahasa Inggris Dasar Untuk Prodi Kimia
THE LANGUAGE OF CHEMISTRY
Authors:
Wasinton Simanjuntak and Team
DEPARTMENT OF CHEMISTRY
THE FACULTY OF MATHEMATICS AND NATURAL SCIENCE
LAMPUNG UNIVERSITY
2018
1
TABLE OF CONTENTS
Unit 1. CHEMISTRY TODAY...........................................................................1
Unit 2. THE PHASE OF MATTER ...................................................................7
Unit 3. SOME BASIC DEFINITIONS .............................................................11
Unit 4. BASIC PROPERTIES OF SUBSTANCE ..........................................16
Unit 5. ENERGY.............................................................................................20
Unit 6. CHEMICAL EQUATION .....................................................................24
Unit 7. STOICHIOMETRY 1 ..........................................................................28
Unit 8. STOICHIOMETRY 2 ..........................................................................32
Unit 9. GENERAL CLASSIFICATION OF CHEMICAL REACTIONS ............35
Unit 10. BASIC PROPERTIES OF GASES ...................................................39
Unit 11. THE PROPERTIES OF IDEAL GASES ..............................................42
Unit 12. THE MECHANISM OF BREATHING ...............................................46
Unit 13. GASES AND THE INTERNAL COMBUSTION ENGINE .................49
Unit 14. LABORATORY EXEPRIMENT 1..................................................... 52
Unit 15. LABORATORY EXEPRIMENT 2 .....................................................56
Unit 16. CARBON DIOXIDE ..........................................................................59

2
Unit 1
Activity 1.
Read the following text and answer the questions.
CHEMISTRY TODAY
To make it simple, chemistry is the study of matters, their properties, their changes,
and the energy which accompany any change of matter (1). The effects of chemistry,
for better or worse, are all around you and within you (2). Your body functions by a
complicated series of chemical processes, which are only partly understood (3).
There are thousands of man-made chemicals to treat the symptoms or even the causes
of illness, to eliminate a headache, or even to stop the spread of a cancer (4). You
walk on carpets of synthetic fibers, and the same synthetic fibers are in many kinds of
clothing (5). You also use household chemicals to clean, polish, and bleach (6). To
feed the expanding population of our earth, agriculture must be expanded and made
more efficient (7). The discovery of a process to manufacture ammonia cheaply has
had a enormous impact on the world, since ammonia and its salts are necessary for
making fertilizers (8). Since then, chemists have developed herbicides, pesticides,
and fungicides, without which large-scale production of foodstuffs would simply not
be possible (9). The continuous development of chemistry we see today is possible
as a result of contribution of many chemists, who devoted their life to this field (10).
As an example, the American chemist Linus Pauling was awarded the Noble Prize in
Chemistry in 1954 for developing new ideas on the bonding of atoms, helping the
synthesis of numerous chemicals we know today (11). In this modern era, we can see
that every aspect of live, even politics and international relations, is affected by
chemistry (12).
3
Questions:
1. According to the passage, what is the main object of chemistry?
2. How the discovery of ammonia affects the agriculture?
3. What are the examples of household chemicals we use in every day live?
4. What are the examples of man-made chemicals mentioned in the text?
5. What is an example of chemical process in our body?
Activity 2.
Learn the following words and use them in your own sentences.
1. Chemical .................................................................................................
2. Synthetic .................................................................................................
3. Chemical process ...................................................................................
4. Impact .....................................................................................................
5. Expand ....................................................................................................
6. Discovery ................................................................................................
Activity 3. Consulting dictionary
Derive the verb form of the following noun
Noun Verb
Development
Fertilizers
Clothing
Production
Food
4
Activity 4 : Sentence and Predicate
Direction: Choose the correct answer in the incomplete sentences, and choose the
incorrect answer in the underlined choices.
1. Plants continuously …………..the oxygen in the atmosphere, otherwise it would

soon be exhausted.
A. to replenish
B. replenishes
C. replenish
D. are replenished by
2. Budi Utomo was one of the first educators interested…….. a nationwide

education during the Indonesian struggle for liberty.
A. in establishing
B. for establishing
C. establishing
D. to establish
3. Our knowledge about lightning …………to understand life, since lightning

probably has important role in the formation of life
A. might help us
B. might helps us
C. helping us
D. might helping us
4. The labor organization……….by the workers ten years ago has grown to a
current membership of more than two million.
A. found
B. founded
C. was found
D. was founded
5
5. According to the law in Indonesia, if a person does not have an attorney, the court
…….one.
A. will appoint
B. appointed
C. would appoint
D. appointing
6. On the first try, most people are failing to pass the test for driving
A B C D
license.
7. Methane in wetland is produced by soil bacteria that consumes

A B C
organic matter
D
8. Human bones composed primarily of calcium, phosphorous,

A B C
and a fibrous substance known as collagen.
D
9. The gold used in jewelry is not strong enough unless it be

A B C D
alloyed.
10. Indonesia has import all carpet wools in recent years because
A B C
domestic wools are too fine and soft for carpet
D
6
Present Tenses
1. Rainbow has seven colors. Simple Present

2. Most of Indonesian people like jengkol. Tense (1)
3. I am teaching English. Present Continuous Tense (2)
4. Kartono has sent flowers to Kartini”. Present Perfect Tense

(3)
5. I have been teaching in Lampung Present Perfect

University since 1988”. Continuous Tense (4)
Joke of the day:
Gentleman : “Lady, you put too much postage on this letter!”

Lady : Oh, dear!, I hope it won’t go too far!”.
Intermezzo:
The end of a Dream
Tired of sleeping on the floor, a young man saved up for years to buy a real bed. For
the first time in his life, he became the proud owner of a bed which had springs and a
mattress. Because the weather was very hot, he carried the bed on to the roof of his
house. He slept very well for the first two nights, but on the third night, a storm blew
up. A gust of wind swept the bed off the roof and sent it crashing into the courtyard
below. The young man did not wake up until the bed had struck the ground.
Although the bed was smashed to pieces, the man was miraculously unhurt. When he
woke up, he was still on the mattress. Glancing at the bits of wood and metal that lay
around him, the man sadly picked up the mattress and carried it into his house. After
he had put it on the floor, he promptly went to sleep again
7
Unit 2
Activity 1.
Read the following text and answer the exercise that follows.
THE PHASE OF MATTER.
The general definition of matter is anything that has mass and occupies space,
consists not only of things that we can see and touch, but also such things as air,
which we cannot see (2). Matter can exist in three phases, namely solid, liquid, and
gas, but several kinds of matter can exist in all three phases, even simultaneously
under special conditions (3). A solid consists of particles arranged into a definite and
rigid shape that does not change much with temperature (4). A liquid also has a
definite volume, but unlike a solid, a liquid does not have a shape of its own (5). The
particles making up a liquid may flow to assume the shape of the container (6). A
liquid changes volume only to a small extent, although often to a greater extent than a
solid (7). In contrast with a solid or liquid, the particles of a gas completely fill any
container (8). If the container is not rigid, changes in temperature can lead to large
changes in the volume of a gas (9). Another important difference is that gases can be
expanded and compressed over enormous ranges of volume (10). This property
suggests that the particles of a gas are much more widely separated from one another
than the particles of a liquid or solid (11).
Exercise:
1. Write the basic properties of solid mentioned in the text.
2. What is special conditions in sentence 3 refer to?.
3. What is the similarity of solid and liquid mentioned in the text?.
4. What is the meaning of compressed mentioned in sentence 10?.
5. What are the differences between gas and solid and liquid mentioned in the
text?.
8
Activity 2.
1. Solid ........................................................................................................
2. Liquid ......................................................................................................
3. Gas .........................................................................................................
4. Phase ......................................................................................................
5. Particles ..................................................................................................
6. Simultaneously........................................................................................
Activity 3. Consulting dictionary
Derive the noun form of the following verb
Verb Noun
Change
Arrange
Suggest
Compress
Expand
Activity 4 : Sentence and Object
incorrect answer in the underlined choices
1. The two main …………..are direct current and alternating current.

A. kinds of electrical current
B. kind of electrical currents
C. kind of electrical current
D. kinds of electrical curents
9
2. During the dry season, most trees lose……

A. their leaf
B. their leaves
C. the leaf
D. the leafs
3. Based on the results of intensive researches, doctors have concluded that in
addition to regular exercise, a diet rich in … is good for the heart
A. fruits and vegetables
B. a fruit and vegetable
C. the fruits and vegetables
D. fruit and vegetables
4. Before included as endangered species, ……were hunted for their ivories.
A. an elephant
B. elephants
C. the elephant
D. that elephant
5. It is widely recognized …….. have made communication faster and easier
through the use of e-mail and the Internet.
A. It is that computers
B. that it is computers
C. computers that
D. that computers
6. One of the most distinctive plant found in Australia is
A B C
the Bottle Brush flower.
D
7. Our understanding electricity depends on the knowledge of
A B C
atoms and the subatomic particles of which they are composed
D
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8. Sloths spend most of its time hanging upside down from

A B
trees and feeding on leaves and fruit
C D
9. Those of you who have a family history of heart diseases
A
should make yearly appointments with their doctors
B C D
10. In advanced stages of anorexia, the patient is unable to feed
A B C
themself
D
Past Tenses
1. Nina prepared semur jengkol for Simple Past Tense (5)

their dinner yesterday”.
2.
a. I was watching Extravaganza at eight o’clock Past
last Saturday. Continuous
Tense
b. Kartini was dining with grilled petai while Kartono
(6)
was smooking Gudang Garam last night.
c. Kartini was frying salted fish when Kartono came
to visit her”
3. After Kartini had finished her homework, Past Perfect Tense (7)
she went to bed”.
Past Perfect
4. Neng Geulies had been studying for two years
ContinuousTense
at the University of Antah Berantah before
(8)
she enrolled in Chemistry Department in 2006”.
11
Unit 3
Activity 1.
Read the following text and answer the exercise that follows
SOME BASIC DEFINITIONS.
One of the requirements for successful studying of chemistry is to realize that there
are many terms that we must learn to use, and some of them are necessary from the
beginning (1). It is then important to know some basic definitions we need from the
beginning of the study (2). Atom is the smallest particle of an element that retains the
chemical properties of the element (3). All matter is composed of different kinds of
atoms, and matter that is composed of only one kind of atom is known as an element
(4). In modern time, each of more than a hundred known elements is given a name
and chemical symbol, to simplify the presentation of elements in many purposes (5).
A compound is composed of two or more atoms chemically combined in definite
proportions (6). A molecule is the smallest unit of a compound that retains the
chemical characteristics of the compound (7). Most of the research done in chemistry
involves the study of the transformation of one compound into another, so you will
spend much of your time examining molecules: their shapes, the forces holding them
together, and their chemical and physical properties (8). A substance is a form of
matter that has a definite composition (9). Table salt or sugar, the oxygen and
nitrogen of the air, or diamonds (pure carbon) are several examples of substance (10).
Each of these substances differs from the other by its composition, its taste or smell,
or its ability to dissolve in water (11). A mixture is a combination of two or more
substances in which each substance retains its identity (12). A cup of coffee, with
sugar and milk, is a mixture of many substances, as is a soft drink, or a piece of
cement (13). A mixture can be homogeneous or heterogeneous (14). A homogeneous
12
mixture has the same composition throughout the mixture (15). If you stir table salt
into pure water, the salt dissolves and the mixture is a homogenous solution (16). A
solution is homogeneous mixture of two or more substance (17). The material
dissolved is called the solute and the medium in which it is dissolved is solvent (18).
A mixture of solid grains of a compound salt and grains of sand is heterogeneous,
since particles of each component of the mixture remain separate and can be observed
as individual substance (19). In either a homogeneous or a heterogeneous mixture,
the components can be separated into pure substances by physical means, that is,
without changing the specific atom ratios within the particles (20). For example, the
component of the solution of nickel in water could be separated by evaporating the
water to leave the nickel compound as a green solid (21). Pure liquid water can be
recovered by condensing water vapor (22). Components of a heterogeneous mixture
can also be separated physically (23). The component of a mixture can also be
separated by chemical means, but this involves changing the atom ratio within the
compounds (25). This is often done in chemical analysis, where the components of a
mixture are transformed into new substances that can in turn be observed or separated
by physical means (26).
Activity 2.
Use your own word as much as possible to write the definition of the following
terms.
1. Molecule .................................................................................................
2. Solution ...................................................................................................
3. Solute ......................................................................................................
4. Mixture ....................................................................................................
5. Physical means .......................................................................................
6. Chemical means .....................................................................................
13
Activity 3. Vocabulary study
Choose the word or phrase from column 2 which best indicates the meaning of the
word in column 1 based on the text above.
Column 1 Column 2
1. Solvent a. Keep the same

2. Retains b. Dissolving component of solution
3. Solute c. Transforming liquid into vapor
4. Evaporation d. can be observed as individual component
5. Heterogeneous e. Dissolving component of solution
6. Condensation f. Transformation of vapor into liquid
Activity 4 : Connector and Modifier

1. Alternating current is used in the lights and appliances in most homes.

A. Instead direct current
B. Instead of direct current
C. That instead direct current
D. For direct current instead
2. Many studies have revealed that even in high-risk individuals, the tendency to
develop cancer can be reduced ……..the amount of fruit and vegetable in the diet.
A. to increase
B. for increase
C. for increasing
D. by increasing
14
3. North Pole is an extremely cold place, and………….

A. so does South Pole
B. so has South Pole
C. so is South Pole
D. so South Pole
4.Cooking oil made from soy does not become saturated when heated, and …………
A. neither oil made from corn
B. oil made from corn does either
C. neither does oil made from corn
D. oil made from corn either
5.Not only…….generates electrical energy, but it also produces energy for other
fission reactors.
A. A nuclear breeder reactor
B. It is a nuclear breeder reactor
C. Is a nuclear breeder reactor
D. Does a nuclear breeder reactor
6. Some metals such gold, silver ,copper, and tin occur naturally d
A B C
and are easy to work
D
7. In Indonesia, rice is cultivated more than any the other food
A B C
crops.
D
8 Because the price of fossil fuels, and the concern that they
A B
might run out, many countries have been investigating alternative
C D
sources of energy.
15
9. Development of nuclear energy is still pursued by many countries

A B
in spite unfortunate accidents like the one in Russia
C D
9. Because none of food is as nutritious for a baby as its mother’s ,
A B C
milk, many women are returning to the practice of breast feeding
D
Future Tenses
1. At the end of this semester, Inem will marry Simple Future Tense
the sleepy Kartono. (9)
2. In January next year, they will be traveling Future Continuous

around the world for honey moon. Tense (10)
3. We will have finished our examinations at Future Perfect

the end of this month”. Tense (11)
4. Madona will have been studying chemistry Future Perfect

for two years by next semester”. Continuous Tense
(12)
5. We would make cassava cake last Past Future Tense

Saturday. (13)
6. Kartini told Kartono that she would be Past Future

dining with Arjuna in Bukit Randu Continuous Tense
Restaurant last Saturday”. (14)
7. If Kartono had found a job, he Past Future Perfect

would have married Kartini last year. Tense (15)
8. Last January I should have been Past Future Perfect

teaching at Lampung University for 19 years. Continuous Tense
(16)
16
Unit 4
Activity 1.
BASIC PROPERTIES OF SUBSTANCE
Your friends recognize you by your physical appearance: height, weight, hair color,
and so on (1). The same is true for chemical substance (2). Each substance has a set
of physical properties, properties that can be measured and observed without
changing the atom ratios within the substance (3). Such properties include color, the
temperature in which a substance melts or boils, density, and physical state (4). As
an example, elemental bromine and iodine clearly differ from one another in their
color and physical state (5). Chemical properties, on the other hand, are properties
that matter exhibits when it undergoes a change in atom ratios within the particles (6).
When gasoline burns in your automobile engine or metals corrode, their chemical
composition changes (7) The physical properties of substance can be classified
further as extensive and intensive (8). Extensive properties are those that depend on
the amount of matter present (9). Thus, the volume and mass of a sample are
extensive properties, as they both are directly proportional to the amount matter in the
sample (10). In contrast, intensive properties do not depend on the amount of sample;
they are the same, no matter what the sample size (11). The temperature at which a
sample melts and the color of a material is both intensive properties (12). Water is
colorless and freezes at 00 C, whether you have a spoonful or a ton of it (13). No two
substances have the same combination of chemical and physical properties under the
same conditions, so we can use these differences to identify substances (14). Many of
the physical properties of oxygen and nitrogen are very similar; for example, both are
17
colorless gases at room temperature (15). However, a burning match will go out if it
is put into a flask of nitrogen, but it will burn brightly in oxygen (16). Thus, although
have the same physical properties, the two gases have different chemical properties
(17).
Activity 2.
1. Colorless .................................................................................................
2. Exhibit .....................................................................................................
3. Physical properties ................................................................................
4. Extensive properties ...............................................................................
5. Undergoes ..............................................................................................
6. Corrode ...................................................................................................
7. Composition
8. Melt
Fill column 2 with the synonym of the words in column 1 in the following table.
Column 1 Column 2
Exhibit
Classified
Amount
Properties
Present
Measured
Size
Ratio
18
Activity 4 : Word Choice and Agreement
1. The Health Department will not permit the usage of a new drug until it has been
proven conclusively that the effects …… rats can be generalized for human
beings.
A. in
B. at
C. for
D. on
2 . ……… a statistician is employed to tabulate the variables, the effectiveness of a
project on a general population is difficult to measure.
A. Unless
B. With
C. Because
D. Since
3. In biology, the classification of plants begins with those …….the simplest
structures and progresses up to the most highly organized forms.
A. which having
B. that having
C. having
D. are having
4. With …….. .. technology for desalination, saline water could be treated to obtain
fresh water.
A. developing of
B. developed of
C. the development of
D. developed for
19
5. Almost all living organisms…………..chemical reactions involving oxygen to

produce energy.
A. are depending on
B. dependent on
C. depend on
D. depend to
6. Although blood making residue in urine sample, in most cases it
A B
cannot be detected without the aid of a microscope.
C D
7. The visible range of lights for human beings lying between 400
A B C
and 900 nanometer wavelength.
D
8. In a laboratory, the exhaust fan is placed nearly of the wall

A B
to draw chemical vapor from the room.
C D
9. In many parts of Indonesia, the average mid-day temperature during

A B C
the hot season is been 32 oC.
D
10. The urinary system, including both the kidneys and the bladder, are
A B C
contained in the cavities of the trunk.
D
20
Unit 5
Activity 1.
ENERGY
Energy can be defined as the capacity for doing work, where work is simply the
process of causing matter to move against an opposing force (1). For example, when
we pump up a bicycle tire, we are doing work-we are moving matter (the air in the
pump) against the opposing force of the air already in the tire (2). Like matter,
energy exists in different forms (3). The energy for running the pump to carry out the
work of pumping up a tire could be chemical energy released in our muscles as we
use a hand pump, electrical energy used to drive an electric motor on a compressor, or
heat used in a steam engine running a compressor. Light is also a form of energy (4).
Solar cells can convert light into electrical energy, which could run our compressor or
do other work (5).
Energy can be further classified as either potential energy or kinetic energy (6). Since
one definition of energy is the capacity for doing work, potential energy is the
potential for doing work (7). A piece of matter is said to possess potential energy by
virtue of its position, condition or composition (8). Water at the top of a waterfall
possesses potential energy because of its position; if it falls in a hydroelectric plant, it
does work that leads to the production of electricity (9). A compressed spring,
because of its condition, possesses potential energy and can do work such as making
a clock run (10). Natural gas possesses potential energy (11). Because of its
composition, it will burn, producing heat, another kind of energy (12). When a body
21
is in motion, it also has energy, or the capacity for doing work (13). The energy that a
body possesses because of its motion is called kinetic energy (14). As water falls
from the top of a waterfall, its potential energy becomes kinetic energy (15).
Questions:
1. According to the passage, what is the opposing force?.
2. How the body produce work?.
3. What are the examples of energy mentioned in the text?.
4. How does the waterfall produce electrical energy?.
5. What is the opposing force when you climb a tree?.
Activity 2.
1. Capacity .................................................................................................
2. Waterfall ..................................................................................................
3. Compressor ............................................................................................
4. Heat ........................................................................................................
5. Potential ..................................................................................................
Fill column 2 with the synonym of the words in column 1 in the following table.
Column 1 Column 2
Definite
Make up
Enormous
Widely
Lead to
posses
22
Activity 4 : Parallelism and Redundancy
1. With the support of high technology, microwaves are used for many purposes
including cooking, telecommunications, and………….
A. To diagnose medically
B. Medical diagnosing
C. Diagnosed medically
D. Medical diagnosis
2. A vacuum will neither transmit sound waves nor………

A. conduct heat
B. conducting heat
C. heat is conducted
D. the conduction of heat
4. When subjected to very high temperature, many metals produce flame with the
color depends on the heat and…….
A. how much energy produced
B. the energy it produces
C. production of the energy
D. producing energy
5. Liquid natural gas is produced from natural gas, which often occurs
in the sandstone and limestone…..
A. both together with petroleum
B. both together petroleum
C. together with petroleum
D. both with petroleum
23
6. Antioxidants are not only popular in the United States but also in
A B C
many countries around the world.
D
7. As a first aid for treating minor diarrhea, drink plenty of liquids,
A B
such as, tea, eat soup and banana, and avoiding milk and butter.
C D
8. To catch odor molecules that help them to determine direction,

A
snakes stick out their tongues, move them around, and they retract
B C D
them quickly.
9. The maintenance of posture and move the body are the main
A B C
functions of the cerebellum.
D
10. Blood plasma it is the transportation system for all of the widely
A B C
separated organs in the human body.
D
24
Unit 6
Activity 1.
CHEMICAL EQUATION
Knowledge of just word is not sufficient for successful communication in any

language (1). It is essential to know how to put the words together into sentence (2).
Equations are the sentence of chemistry. Just as there rules of grammar for all
languages, so there are rules governing chemical sentence structure (3). Such rules
must be learned before equations can be read with understanding or written with
meaning (4). A chemist compressed as much information as a possible into an
equation (5). A complete equation for a reaction gives several principal facts about
the reactants and the products involved in the reactions (6). The information includes
in a chemical equation are the chemical formulas, the weight relationships between
the substances taking part in the reaction, and the comparative proportion of products
to reactants (7).
The main functions of the equation are to represent the change that have taken place
in the substance involved and tell the reader as much as possible about these changes
(8). The type of equations to be used depends upon how much information is need in
a given situation (9). Each type of equation conveys a different message as shown by
the following reaction between calcium chloride and sodium phosphate (10).
3 CaCl2 + 2 NaPO4 Ca3(PO4)2 + 6 NaCl
The reaction above tells us that, when calcium chloride and sodium phosphate react
together, they do so in the proportion of 3 moles of calcium chloride to 2 moles of
sodium phosphate (11). The products of this reaction are sodium chloride and
25
calcium phosphate in the proportion of 6 moles to 1 mole (12). Assuming that the
reactants and the products are known, the most important point to be considered in a
chemical equation is the relative quantity of each substance involved in the reaction
(13). An equal number of each kind of atom present in the reactant must appear in the
product, as required by the conservation of mass principle (14).
Activity 2.
1. Conservation of mass .............................................................................

2. Complete equation ..................................................................................
3. Proportion ...............................................................................................
4. Reactant .................................................................................................
5. Product ...................................................................................................
Activity 3.
Write true (T) or false (F) for each of the following statements.
1. Chemical equation represents the relative quantity of each substance involved

in the reaction.
2. The above reaction shows that the products are 1 kilogram of calcium
phosphate and 6 kilograms of sodium chloride.
3. The term unit in the passage may refer to single atom, groups of 10 atoms,
group of 1000 atoms or groups 6,02 x 1023 atoms.
4. A balanced equation reveals the relative number or mole of each kind of atom,
molecule, or ion involved in a given reaction.
5. According to the conservation of mass principle , the same mass of each kind
of atom present in the reactant must appear in the product.
26
Activity 4 : Clause and Point of View
1. Some measurement units from ancient time, such as the barrel and the
pound,………..in modern practices.
A. still are in use
B. are still in use
C. which are still in use
D. which are in use still
2. Paper money ………..by the government in order to reduce cost and avoid misuse
of metallic coins.
A. was issuing
B. which was issued
C. was issued
D. issued
3. Even during favorable conditions for growth, the observations by botanists have
revealed ………..a period of dormancy.
A. that seeds exhibiting
B. that seeds exhibit
C. which seeds exhibit
D. seed that exhibit
4. The jet stream………..commonly takes place at latitude of about thirty to sixty
degrees.
A. a narrow band of wind that
B. is a narrow band of wind that
C. a narrow band of wind which
D. it is a narrow band of wind which
27
5. Dew usually …….. at around seven o’clock when the sun rises up.
A. disappearing
B. disappear
C. disappeared
D. disappears
6. The plastic arts, such as ceramics and accessories, which are
A B C
produced by modeling or molding the materials into interesting
D
shapes and sizes
7. Water currents in the oceans which help transfer of heat from the
A B
equator regions to the poles, thereby maintaining the global
C
environment in a balanced condition.
D
8. Water that streams away from fountains on a mountain forming one
A B
or more rivers that may extend for hundreds of miles.
C D
9. The larva of the weevil insect, which it feeds on the young pods of
A B
cacao plant often destroying an entire crop.
C D
10. By examining of the fossils of pollen, which extremely resistant to

A B
decay, scientists can obtain useful information about the vegetation
C D
in the past.
28
Unit 7
Activity 1.
STOICHIOMETRY 1
The quantitative relationships inherent in a balanced equation mean that an equation

is in essences a statement of the amount of the various substances involved in a given
reaction (1). Such relationships are commonly known as the Stoichiometry of
reaction (2). The coefficient of each substance indicates that the relative number of
moles of substance which is either needed or formed by the reaction (3). Equations
should always be read with these relationships (4). As an example, oxidation of
butane is represented in a balanced equation of (9):
2 C4H10 + 13 O2 8 CO2 + 10 H2O
The above equation does not merely say that butane can be oxidized to carbon
dioxide and water but rather that 2 moles of butane react with 13 moles of oxygen to
produce 8 moles of carbon dioxide and 10 moles of water (5). It is then clear that
because of the quantitative information they contain, balanced molecular equations
can serve as the basis for the calculations which necessarily precede any laboratory
work involving a chemical reaction (6). If we need, it is relatively simple to convert
the mole relationships into grams, pounds, and other quantitative expressions (7).
In practice, stoichiometry is used as a base for the calculation of both material

balances and energy balances involved in a chemical reaction (8). Most stoichiometry
problems involve the basic transformations, or conversions, illustrated below (9). The
arrows indicate that one quantity is converted to the next (10).
29
Quantity A Moles A Moles B Quantity B
The overall conversion from Quantity A to Quantity B requires three basic steps
described below (4). Each of the steps may require one or more unit conversion
factors in order to fulfill the requirement of mass balance as well as energy balance
(11).
1. Conversion of a quantity measured in units like grams or liters into a quantity

in moles (12)
2. Determination of how many moles of a second substance are equivalent to the

number of moles of the first (13).
3. Conversion of the number of moles of the second substance into a mass of

that substance or a volume of a solution of a certain molarity (14)
The following problem will reflect the stoichiometric operations involved in a

chemical reaction (15). What volume of a 0.750 M solution of hydrochloric acid can
be prepared from the HCl produced by the reaction of 25.0 g of NaCl with an excess
of sulfuric acid? (16)
NaCl (s) + H2SO4(l) HCl(g) + NaHSO4(s)
In order to determine the volume of 0.750 M solution that we can prepare, we need
the number of moles of HCl(g) that are available to make the solution (17). The
chemical equation tells us the relationship between the number of moles of gaseous
HCl produced and the number of moles of NaCl reacting (18). The number of moles
of NaCl can be determined from the mass of NaCl used and its formula weight (19).
Solution of the problem requires the following steps (20):
1. Conversion of the quantity of NaCl from grams to moles, using the formula
weight of NaCl (58.5 g/mol) as a conversion factor (21).
1 mol NaCl
25.0 g NaCl x  0.4278 mol NaCl
58.5 g NaCl
30
2. Calculation of the quantity of HCl in moles, using the chemical equation

which indicates that 1 mol of HCl is produced for every 1 mol of NaCl
that reacts (22). Therefore, the amount of HCl produced is 0.4278 moles
(23).
3. Conversion of moles of HCl to the volume of a 0.750 M solution of HCl

(24). This conversion can be done by remember that:
Molarity = moles of solute/1 liter of solution, therefore can be
arranged into: Liters of solution = moles of solute x 1/ molarity (25)
4. Final calculation using the relationships described in step 3 will give the
answer of 0, 570 L as the volume of HCl 0,750 M we can prepare from the
given amount of NaCl (26).
Activity 2.
1. Balanced equation ..................................................................................

2. Formula weight ......................................................................................
3. Molarity ...................................................................................................
4. Conversion factor ....................................................................................
5. Stoichiometric operations .......................................................................
6. Material balance .....................................................................................
7. Energy balance .......................................................................................
8. Conversion ..............................................................................................
9. Quantitative information ..........................................................................
10. Oxidation .................................................................................................
31
Activity 3.
Write true (T) or false (F) for each of the following statements
1. Conversion factor for converting a quantity of compound measured in grams
into a mole is formula weight
2. In a balanced reaction, the number of moles of a second substance can be
determined from the mass ratio of the substances involved.
3. The volume of concentrated sulphuric acid required to make a certain volume
and concentration of sulphuric acid solution is determined by the density and
the purity of the concentrated sulphuric acid.
4. In addition to formula weight, ionic charge of the substance can be used to
balance a chemical reaction.
5. The number of moles of a substance can be determined from the its mass and
its formula weight
Joke of the day:

Kartini : “What made you lose your hair ?”
Kartono : “Worry ”.
Kartini : “What about ?”
Kartono : “Losing my hair ”.
Intermezo:
TIT FOR TAT
A woman in blue jeans stood at the window of an expensive shop. Though she
hesitated for a moment, she finally went in and asked to see a dress that was in the
window. The assistant who served her did not like the way she was dressed.
Glancing at her scornfully, he told her that the dress was sold. The woman walked
out of the shop angrily and decided to punish the assistant the next day. She returned
to the shop the following morning dressed in a fur coat, with a handbag in one hand
and a long umbrella in the other. After seeking out the rude assistant she asked for
the same dress she wanted to see the day before. Not realizing who she was, the
assistant was eager to serve her this time. With great difficulty, he climbed into the
shop window to get the dress. As soon as she saw it, the woman said she did not like
it. She enjoyed herself making the assistant bring almost everything in the window
before finally buying the dress she had first asked for.
32
Unit 8
Activity 1.
STOICHIOMETRY 2
In addition to the basic steps previously explained, there are several common
operations in stoichiometric calculations (1). Conversion of a measured quantity of a
substance to moles of the substance, or the reserve conversion, may involve one or
more of the unit and their cancellations will be a great help in correctly setting up the
calculations.(2)
1. Interconversion between Mass and Moles. The number of moles of a

substance, A, in a given mass of pure A can be determined by using the
following general conversion operation (3)
1 mole A
Mole A  Mass A x
Molar Mass A
Rearrangement of this expression gives an equation that can be used to find the
mass of A that corresponds to a given amount of A in moles (4)
Molar Mass A
Mass A  Mol A x
1 mol A
2. Interconversion between Mass of a Mixture and Mass of a component.

The percent by mass of a component, A, in a sample of a mixture or a
compound can be calculated by the usage of the following general expression
(5)
33
mass A
Percent A  x 100
mass Sample
Where 100 is an exact multiplier (6). When using percent by mass in

problems, it is often convenient to use the grams of component A per 100 g of
sample (g A/100 g sample); this is equal to the percent of A by mass (7). For
example, a sample of coal that contains 0.23% sulfur by mass contains 0.23 g
of sulfur per 100 g of coal (8). The mass of A and the mass of the sample can
be determined from the following expressions (9):
gA
Mass A  Mass Sample x
100 g Sample
100 g Sample
Mass Sample  Mass A x
gA
3. Interconversion between Volume and Mass Using Density. Density is

defined as the mass of a sample divided by its volume (density =
mass/volume) (10) The equation may be rearranged to find the mass of a
given volume of a substance of known density (11):
Mass = density x volume
4. Inter-conversion between Volume of Solution and Moles of Solute Using

Molarity.
The number of moles of a solute A in a given volume of solution of known

concentration; the concentration of a solution; and the volume of the solution
containing a given number of moles of the solute A can each be determined
from the following basic relationships. (12)
Moles A
Molarity 
Volume of solution
Moles of A  Molarity x Volume of solution

34
Activity 2.
Solve the following problems using step by step stoichiometric operation following
the guideline provided.
1. Suppose you have a piece of magnesium metal having a mass of 0.145 g.

How much O2 must there be to consume the magnesium completely, and what
is the mass of MgO produced ?.
Solution:
a. Write a balanced equation for the reaction.
b. Convert the mass of magnesium to moles.
c. Relate the number of moles of Mg to the number of moles of O2

required.
d. Convert the moles of O2 to grams
e. Relate the number of moles of Mg to the number of moles of MgO

produced.
f. Convert the moles of MgO to grams
2. If you burn 454 g of propane as fuel for your car, how much oxygen is
required to burn this amount of fuel completely and how much carbondixide
and water wolud be produced?.
35
Unit 9
Activity 1.
GENERAL CLASSIFICATION OF CHEMICAL REACTIONS
Just as it is convenient to classify the elements as metals and nonmetals, it is

convenient to classify chemical reactions (1). Several common types of reactions are
discussed below (2). However, note that the classifications overlap, and some
reactions fall into more than one class (3).
1. Addition or combination reaction. An addition reaction occurs when two

or more substances combine to give other substance as a product (4). Several
examples are given below (5).
S + O2 SO2 (1)
Ca + Br2 CaBr2 (2)
2K2S + 3O2 2K2SO3 (3)
CaO + SO3 CaSO4 (4)
If the reaction involves both metals and nonmetals, the products are
commonly known as salts (6). Thus the products in equations (2), (3), and (4)
are salts (7)
2. Decomposition reaction. A decomposition reaction occurs when one
compound breaks down (decomposes) into two or more substances (8).
Several examples are given below (9).
2 HgO 2 Hg + O2 (5)
CaCO3 CaO + CO2 (6)
Cu(NO3)2 2 CuO + 4 NO2 + O2 (7)
36
3. Oxidation-reduction reaction. An oxidation-reduction reaction is a

reaction which is accompanied by the change in oxidation number of the
substances involved in the reaction (10). When an atom, either free or in a
molecule or ion, loses electrons, it is oxidized, and its oxidation number
increase (11). When an atom, either free or in a molecule or ion, gains
electrons, it is reduced, and its oxidation number decreases (12). Oxidation
and reduction always occur simultaneously, for if one atom gains electrons
and is reduced; a second atom must provide the electrons and thereby be
oxidized (13). Reactions involving oxidation and reduction are referred to as
oxidation-reduction, or redox, reactions (14). An example is the reaction
between sodium and chloride, in which sodium is oxidized and chlorine is
reduced (15).
0 0 +1 -1
2 Na + Cl2 2 NaCl (8)
As sodium is oxidized, its oxidation number increases from 0 to +1, as

indicated by the small numbers in Equation (9) (16). As chlorine is reduced,
its oxidation number decreases from 0 to -1 (17).
The reducing agent in an oxidation-reduction reaction gives up electrons to

another reactant and causes the other reactant to be reduced (18). Since a
reducing agent loses electrons, it is oxidized (19). The oxidizing agent in a
redox reaction gains electrons and causes the reducing agent to be oxidized
(20). The oxidizing agent picks up electrons during a redox reaction, so it is
reduced (21)
4. Acid-base reaction. An acid-base reaction occurs when a hydrogen ion is

transferred from a Bronsted acid to a Bronsted base (1) The reaction of H2SO4
with Mg(OH)2 is an acid-base reaction (2)
H2SO4 + Mg(OH)2 MgSO4 + 2H2O (9)

37
Hydrogen ions are transferred from H2SO4 to the hydroxide ions in Mg(OH)2
in this acid-base reaction (3). In general, an acid-base reaction gives a high
yield of product when either a strong acid or a weak acid is added to a strong
base, when a strong acid is added to a weak base, or when a strong acid is
added to a salt containing the anion of a weak acid (4). These reactions occur
when the pure substances or their solutions are mixed (5)
5. Reversible reaction. A reversible reaction is a reaction that can proceed in

either direction (1). When acetic acid is added to water, the acetic acid reacts
to form hydronium ions and acetate ions in low yield (2). As soon as any
hydronium ions and acetate ions form, some of them react with each other to
give acetic acid (3). This reaction is the reverse of that which occurs when
acetic acid is added to water (4). Both reactions, forward and reverse, then
proceed simultaneously (5). Equation describing reactions that can proceed in
either direction are written with a double arrow (<. >) (6)
CH3CO2H(aq) + H2O(l) <. > H3O+(aq) + CH3CO2-(aq) (10)
The oxidation-reduction reaction of nitrogen with hydrogen is also a

reversible reaction (7).
N2(g) + 3 H2(g) <. > 2 NH3(g) (11)
When a closed container of nitrogen and hydrogen at high pressure is heated

at 300oC, ammonia is produced with a yield of about 50% once the reaction is
complete (when the concentration of ammonia stops changing) (8). If the
container is then heated to 400oC, the reverse reaction occurs and some of the
ammonia decomposes to nitrogen and hydrogen (9). The percentage of
ammonia in the container is reduced to about 35% by the time the
concentration of ammonia again stops changing (10). The extent to which
each of the two opposite reactions takes place can be varied by changing the
quantities of the reactants or by changing the temperature, pressure, or volume
(11). It is then clear for us that a reversible reaction is one that can proceed in
38
two opposing directions, and that the two opposing reactions take place
simultaneously (12)
Activity 2.
Use your own word as much as possible to write the definition of the terms given in
column 1.
Terms Definition
Addition reaction
Decomposition reaction
Redox reactions
Reducing agent
Oxidizing agent
Acid-base reaction
Reversible reaction
Forward reaction
Reverse reaction
Simultaneous reaction
Oxidized state
Reduced state
Yield of reaction
Opposing reactions
39
Unit 10
Activity 1.
BASIC PROPERTIES OF GASES
If you want to understand how gases behave—such as why fresh air rushes into your
lungs when certain chest muscles contract or how gases in a car’s engine move the
pistons and power the car—you need a clear mental image of the model chemists use
to explain the properties of gases and the relationships between them (1). Gases
consist of tiny particles widely spaced, as shown in figure below (2).
The properties of particles of a gas.
Under typical conditions, the average distance between gas particles is about ten
times their diameter (3). Because of these large distances, the volume occupied by the
particles themselves is very small compared to the volume of the empty space around
them (4). For a gas at room temperature and pressure, the gas particles themselves
occupy about 0.1% of the total volume (5). The other 99.9% of the total volume is
40
empty space (whereas in liquids and solids, about 70% of the volume is occupied by
particles) (6). Because of the large distances between gas particles, the attractions or
repulsions among them are weak (7).
The particles in a gas are in rapid and continuous motion (8). For example, the
average velocity of nitrogen molecules, N2, at 20 °C is about 500 m/s (9). As the
temperature of a gas increases, the particles’ velocity increases (10). The average
velocity of nitrogen molecules at 100 °C is about 575 m/s (11). The particles in a gas
are constantly colliding with the walls of the container and with each other (12).
Because of these collisions, the gas particles are constantly changing their direction of
motion and their velocity (13). In a typical situation, a gas particle moves a very short
distance between collisions (14). For example, oxygen, O2, molecules at normal
temperatures and pressures move an average of 10-7 m between collisions (15).
Activity 2.
Complete the following statements based on the passage.
1. The volume occupied by the particles of a gas is very small compared to the
volume of the empty space around them because........................
.................................................................................................................
2. The gas particles are constantly changing their direction of motion and their
velocity because .............................................................................
.................................................................................................................
3. Since the distance between gas particles is very large,
................................................................................................................
4. At room temperature and pressure, ........................................................
.................................................................................................................
5. As the temperature of a gas increases, the particles’ velocity increases
because ..................................................................................
41
Activity 3. Fill column 2 in the following table with the synonym of the words given
in column , based on the passage.
Column 1 Column 2
Distance
Velocity
Motion
Collide
Space
Occupied
Short
Joke of the day:

Kartono : “What is worse than finding a worm when you bite
into an apple!”
Kartini : “Finding a half of worm!”.
Intermezzo:
After the Elections
The former Prime Minister, Mr. Wentworth Lane, was defeated in the recent
elections. He is now retiring from political life and has gone abroad. My friend,
Crawley, has always been a fanatical opponent of Mr. Lane’s political party. After
the elections, Crawley went to the former Prime Minister’s resident. When he asked
if Mr. Lane lived there, the policeman on duty told him that since his defeat, the ex-
Prime Minister had gone abroad. On the following day, Crawley went to the house
again. The same policeman was just walking slowly past the entrance, when Crawley
asked the same question. Though a little suspicious this time, the policeman gave him
the same answer. The day after, Crawley went to the house once more and asked
exactly the same question to the same policeman on duty. This time, the policeman
lost his temper. ‘ I told you yesterday and the day before yesterday,’ he shouted, ‘Mr.
Lane was defeated in the elections. He has retired from political life and gone to live
abroad!’ ‘I know, answered Crawley, ‘but I love to hear you say it!’.
42
Unit 11
THE PROPERTIES OF IDEAL GASES
Activity 1.
If we want to explain why a weather balloon carrying instruments into the upper
atmosphere expands as it rises, we need to consider changes in the properties of the
gases (pressure, volume, temperature, or number of gas particles) inside and outside
the balloon (1). For example, as the balloon rises, the pressure outside of it, called the
atmospheric pressure, decreases (2). But, there are also variations in temperature, and
the balloon might have small leaks that change the number of gas particles it contains
(3).
In a real situation, pressure, temperature, and number of gas particles may all be
changing, and predicting the effect of such a blend of changing properties on gas
volume is tricky (4). Therefore, before we tackle predictions for real world situations,
such as the weather balloon, we will consider simpler systems in which two of the
four gas properties are held constant, a third property is varied, and the effect of this
variation on the fourth property is observed (5). For example, it is easier to
understand the relationship between volume and pressure if the number of gas
particles and temperature are held constant (6). The volume can be varied, and the
effect this has on the pressure can be measured (7). An understanding of the
relationships between gas properties in controlled situations will help us to explain
and predict the effects of changing gas properties in more complicated, real situations
(8).
43
Figure below shows a laboratory apparatus that can be used to demonstrate the
relationships between the properties of gas (9). It consists of a cylinder with a
movable piston, a thermometer, a pressure gauge, and a valve through which gas may
be added to the cylinder’s chamber or removed from it (10).
Apparatus to Demonstrate Relationships Between the Properties of Gases.
The apparatus can be used to determine the relationship between gas volume and
pressure (11). This can be done by holding the number of gas particles constant (by
closing the valve) and holding the temperature constant (by allowing heat to transfer
in or out so that the apparatus remains the same temperature as the surrounding
environment), then we move the piston to change the volume, and finally we observe
the change in pressure (12). When we decrease the gas volume, the pressure gauge on
our system shows us that the gas pressure increases (13). When we increase the gas
volume, the gauge shows that the pressure goes down (14).
For an ideal gas (in which the volume of particles is neglected and the particles
experience no attractions or repulsions), gas pressure and volume are inversely
proportional (15). This means that if the temperature and the number of gas particles
are constant and if the volume is decreased to one-half its original value, the pressure
of the gas will double (16). If the volume is doubled, the pressure decreases to one-
half its original value (17). The following expression summarizes this inverse
relationship (18):
44
The observation that the pressure of an ideal gas is inversely proportional to the
volume it occupies if the number of gas particles and the temperature are constant is
a statement of Boyle’s Law (19). This relationship can be explained in the following
way. When the volume of the chamber decreases but the number of gas particles
remains constant, there is an increase in the concentration (number of particles per
liter) of the gas (20). This leads to an increase in the number of particles near any
given area of the container walls at any time and to an increase in the number of
collisions against the walls per unit area in a given time (21). More collisions mean
an increase in the force per unit area, or pressure, of the gas (22). The general
relationship between the properties of ideal gas is summarized in equation of PV = n
RT, which is commonly known as ideal gas equation or the ideal gas law (23). The
constant (R) in this equation is called the universal gas constant and is the same for
all ideal gases (24).
Activity 2.
Answer the following questions based on the text.
1. What is the purpose of closing the valve of the apparatus mentioned in the
text?.
2. What is the purpose of allowing heat transfer in or out of the apparatus
mentioned in the text?.
3. What are the requirements to determine the relationship between volume and
pressure of a gas?.
4. According to the apparatus, how can you change the volume of a gas?.
5. What happen if the volume of the chamber decreases while the number of gas
particles remains constant?.
6. What happen if the volume of an ideal gas is decreased to one-half its
original value, while the temperature and the moles gas are held constant?.
45
Activity 3.
Arrange the following words to form correct sentences..
1. perfect gas/ law/ the ideal gas/ an equation/ is relationship/which/ the/

summarizes/ between/ the properties/ of.
2. the model/is/ideal gas/ to/ predict/ used/ gas/ in/ changes/ properties four/
related.
3. in/ the/ temperature/ increase/ of/ leads/ the/ increase/ gas/ to/ an/ in/ velocity/
average/ the/ of / particles/ gas/ the.
4. container/the/ volume/ increased/ a decrease/ to leads/ pressure/ in gas/ in/ the.
5. in the chamber/ in the number/ the decrease/ particles/ gas/ of / causes the gas/
in the pressure/ a decrease/ of.
6. in the number /the increase / particles/ gas /of/ leads to/ in the container/ an
increase/ with the walls/ in the number/ unit time/ of per/ collisions.
Activity 4.
Fill column 3 with referent of each of the words in column 1 from the text above.
Word Line Referent

it 3
this 7
it 10
system 13
value 16
its 17
relationship 18
equation 24
46
Unit 12
Activity 1.
THE MECHANISM OF BREATHING
The relationships between gas properties can be used to explain how we breathe in
and out, as shown in the figure below (1).
The diaphragm contracts, The diaphragm relaxes

and the chest expands, and the chest returns to
causing the lungs to expand. its original volume,
The increased volume causing the lung volume
decreases the pressure in to decrease. This
the lungs to below the increases the pressure
external pressure, causing in the lungs, causing air
air to move into the lungs to move out of the lungs
faster than it moves out faster than it moves in.
When the muscles of your diaphragm contract, your chest expands, and the volume of
your lungs increases (2). This change leads to a decrease in the number of particles
per unit volume inside the lungs, leaving fewer particles near any given area of the
inner surface of the lungs (3). Fewer particles means fewer collisions per second per
unit area of lungs and a decrease in force per unit area, or gas pressure (4). During
47
quiet, normal breathing, this increase in volume decreases the pressure in the lungs to
about 0.4 kilopascals lower than the atmospheric pressure (5). As a result, air moves
into the lungs faster than it moves out, bringing in fresh oxygen (6). When the
muscles relax, the lungs return to their original, smaller volume, causing the pressure
in the lungs to increase to about 0.4 kilopascals above atmospheric pressure (7). Air
now goes out of the lungs faster than it comes in (8).
Total lung capacity is dependent upon many factors such as weight, sex, age and
activity (9). For example, females tend to have a 20-25% lower capacity than males
(10). Tall people tend to have a larger total lung capacity than shorter people (11).
Heavy smokers have a drastically lower total lung capacity than nonsmokers (10).
Some people, such as elite athletes, have a total lung capacity well above average
(11). The average total lung capacity of an adult human male is about 6 liters of air,
also known as the vital capacity, but only a small amount of this capacity is used
during normal breathing (12).
The amount of air taken into the lungs in a single breath is known as tidal volume
(13). In the average adult, tidal volume is about 0.5 liters (14). The average human
respiratory rate is 30-60 breaths per minute at birth decreasing to 12-20 breaths per
minute in adults (15). Oxygen is the essential component of all breathing gases (16).
The air we inhale is roughly composed of (by volume): 78% nitrogen, 21% oxygen,
0.96% argon, and 0.04% carbon dioxide, helium, and water vapor (17).
Activity 2.
Answer the following questions based on the text.
1. According to the passage, what is the pressure of the atmosphere expressed in

atm?.
2. What is the difference between the pressure of the lung for inhalation and
exhalation?
48
3. During normal breathing, what is the maximum volume of the air used by an
adult for 5 minutes?.
4. During normal breathing, what is the maximum volume of oxygen used by an
adult for 5 minutes?.
5. What is the lung capacity of a female according to the passage?.
Activity 3.
Use the following words in your own sentences to show that you understand their
meaning and use.
1. Breathing ...............................................................................................
2. Expand ....................................................................................................
3. Pressure .................................................................................................
4. Relax .......................................................................................................
5. Lung capacity ..........................................................................................
6. Vital capacity ...........................................................................................
7. Tidal volume ...........................................................................................
8. Breathing gases ......................................................................................
9. Respiration ..............................................................................................
10. Inhale ......................................................................................................
Joke of the day:
Kartini: “We have good news and bad news,

Which one do you want to hear first”
Kartono: “Doesn’t matter, I would like to hear both”
Kartini: “Ok then, good news is no bad news,
and bad news is no good news”
49
Unit 13
Activity 1.
Gases and the Internal Combustion Engine

Now, let’s apply our model for gases to a real situation (1). Because the changes that
take place in a typical car engine illustrate many of the characteristics of gases, let’s
take a look at how the internal combustion engine works, as shown in figure below
(2).
Gases and the Internal Combustion Engine
Liquid gasoline is a mixture of hydrocarbons, with from five to twelve carbon atoms
in each molecule (2). It evaporates to form a gas, which is mixed with air and injected
50
into the engine’s cylinders (cylinder 1) (3). The movement of the engine’s pistons
turns a crankshaft that causes the piston in one of the cylinders containing the
gasoline-air mixture to move up, compressing the gases and increasing the pressure of
the gas mixture in the cylinder (cylinder 2) (4). A spark ignites the mixture of
compressed gases in a cylinder, and the hydrocarbon compounds in the gasoline react
with the oxygen in the air to form carbon dioxide gas and water vapor (cylinder 3)
(4). A typical reaction is (5)
In this representative reaction, a total of 27 moles of gas are converted into 34 moles
of gas (6). The increase in moles of gas leads to an increase in number of collisions
per second with the walls of the cylinder, which creates greater force acting against
the walls and a greater gas pressure in the cylinder (7). The pressure is increased even
more by the increase in the temperature of the gas due to the energy released in the
reaction (8). The increased temperature increases the average velocity of the gas
particles, which leads to more frequent collisions with the walls and a greater average
force per collision (8). The increased pressure of the gas pushes the piston down
(cylinder 4) (9). This movement of the pistons turns the crankshaft, which, through a
series of mechanical connections, turns the wheels of the car (10).
Activity 2.
Do the following exercises based on the text above.

1. The factors contributing to increase the pressure of gas in a cylinder of
the engine mentioned in the text are ..........................
......................................................................................................
2. The function of spark is ................................................................
......................................................................................................
51
3. The effects of increased number of moles of the gas as a results of

combustion mentioned in the text are ......................................
......................................................................................................
4. The maximum numbers of hydrogen atom in one molecule of gasoline
accroding to the passage is ..........................................
5. According to the passage, the simplest compund might be present in
gasoline is ..................................................................
Activity 3.
Fill column 2 in the following table with the effects of each of the events
provided in column 1.
vent Effect
Injection of gaseous
gasoline into cylinder 1
Ignition of the gasoline by

the spark
Combustion of gasoline
Increased moles of gas due

to combustion
Increased temperature of the

gas
Increased pressure of the

gas
Movement of the pistons
Turning of the wheels of the

car
52
Unit 14
Activity 1.
LABORATORY EXPERIMENT 1. STANDARDIZATION OF A BASE
Objective:
The objective of this experiment is to become familiar with making solutions and to
titrate an acid with a base. One solution will be prepared from a solid and one
solution will be prepared by dilution of a concentrated solution.
Materials needed:
Hydrochloric acid, HCl, 12 M (concentrated), sodium hydroxide, NaOH (pellets),

phenolphthalein solution (1% by mass in ethanol), 10 mL graduated cylinder, 100 mL
graduated cylinder, 500 mL volumetric flask with stopper, 1000 mL volumetric flask
with stopper, 125-mL Erlenmeyer flasks, burets, 25-mL or 50-mL, stirring rod, and
small funnels to fill the burets.
Safety precautions:
Wear approved eye protection in the laboratory at all times. Concentrated
hydrochloric acid is corrosive. In the event of skin contact, wash well with water. If
the skin is blistered or broken, seek professional medical treatment. The dilute
hydrochloric acid is less reactive, but one should exercise similar precautions.
Sodium hydroxide is caustic. Do not handle the solid with your hands. In the event of
skin contact, wash well with water. If the skin is irritated or broken, seek professional
medical treatment. The dilute sodium hydroxide solution is less caustic, but one
should exercise similar precautions. When diluting the hydrochloric acid, remember
53
to add the concentrated acid to water to avoid splattering. Take care in handling the
container as the dilution will generate heat. Dissolving of sodium hydroxide generates
heat. Take care in handling the dilution container.
Disposal:
All solutions in this experiment should be disposed of in the proper waste containers
as provided in the laboratory.
Preparing solutions:
Prepare 1000 mL of 0.1 M hydrochloric acid solution starting with 12 M HCl, using
distilled or deionized water. The solution will be prepared in a 1000-mL volumetric
flask. To prepare the hydrochloric acid solution, determine the amount of 12 M
hydrochloric acid needed. Fill the volumetric flask approximately 75% full with
water. Use a funnel add the hydrochloric acid to the volumetric flask. Carefully, rinse
any residual hydrochloric acid from the graduated cylinder and the funnel into the
volumetric flask using three 5 mL portions of distilled water from a wash bottle.
Stopper the volumetric flask and gently shake the solution. Fill the volumetric flask to
the 1000-mL mark. Stopper the flask and gently shake the solution. If necessary,
adjust the volume of the solution to 1000 mL using distilled water, and shake again.
Label the volumetric flask.
Prepare 500 mL of 0.1 M sodium hydroxide solution starting with solid sodium
hydroxide using distilled or deionized water. The solution will be prepared in a 500-
mL volumetric flask. To prepare the solution, determine the mass of sodium
hydroxide needed. Fill the volumetric flask approximately 75% full with water. Use a
funnel add the sodium hydroxide to the volumetric flask. Stopper the volumetric flask
and gently shake the solution. After the sodium hydroxide has dissolved, fill the
volumetric flask to the 500-mL mark. Stopper the flask and gently shake the solution.
If necessary, adjust the volume of the solution to 500 mL using distilled water, and
shake again. Label the volumetric flask.
54
Diluting solutions:
To dilute a concentrated solution to a lower concentration, the formula to use is Vf Mf

= Vi Mi:
where Mi = molarity of the initial or concentrated solution
Vi = volume of initial or concentrated solution needed
Mf = molarity of diluted or final solution
Vf = volume of diluted or final solution
NOTE: Volume may be in units of mL or L, but the same units must be used for Vi
and Vf.
Procedure:
Rinse a buret with 5 mL of 0.1 M hydrochloric acid solution. Discard the rinse
solution. Repeat the rinsing two more times. Fill the buret with 0.1 M HCl solution.
Adjust the volume to the zero mark. Use a piece of labeling tape to identify this as the
HCl or acid buret. Rinse a second buret with 5 mL of 0.1 M sodium hydroxide
solution. Discard the rinse solution. Repeat the rinsing two more times. Fill the buret
with 0.1 M NaOH solution. Adjust the volume to the zero mark. Use a piece of
labeling tape to identify this as the NaOH or base buret. If necessary, clean the 125-
mL Erlenmeyer flasks. Rinse well with water. Give the flask a final rinse with
distilled or deionized water. The flasks may be left wet for the titrations. Measure 20
mL of 0.1 M HCl into a 125-mL Erlenmeyer flask. Add 3 to 5 drops of
phenolphthalein indicator solution. Record the volume of 0.1 M HCl used. Titrate the
HCl solution with 0.1 M NaOH until the solution just turns pink and the pink color
persists for 30 seconds without fading. Record the volume of 0.1 M NaOH used.
Rinse the 125-mL Erlenmeyer flask well with water. Give the flask a final rinse with
distilled or deionized water. The flask may be left wet for another titration. Repeat the
titration procedure, above, 2 more times. Calculate the molarity of the NaOH solution
for each of the three titrations. If the values of the molarities do not agree, try another
titration.
55
CALCULATIONS:
Assuming the HCl solution is 0.1 M exactly, calculate the concentration of the NaOH
solution using the formula:
MNaOH VNaOH = MHCl VHCl
where MNaOH = molarity of the NaOH solution
VNaOH = volume of the NaOH solution
MHCl = molarity of the HCL solution
VHCl = volume of the HCl solution
Activity 2.
Answer the folowing questions based on the text above.
1. What is solid chemical required for the experiment?.

2. What is concentrated solution required for the experiment?
3. Based on the text, is phenolphthalein a solid or a liquid?
4. What is the main reaction involved in this experiment?
5. What is the secondary reaction involved in this experiment?
6. What is deionized water?
7. What is the property of concentrated HCl that should be considered for
safety?.
8. What is the property of solid NaOH that should be considered for safety?.
9. What is the function of phenolphthalein in this experiment?.
10. what will happen if the volume of NaOH solution added from the buret is in
excess?.
56
Unit 15
Activity 1.
LABORATORY EXEPRIMENT 2. ANALYSIS OF STOMACH ANTACID

TABLETS
Objective:
The object of this laboratory activity is to evaluate the effectiveness of various

antacids with respect to sodium bicarbonate and endeavor to support or disprove the
advertising claims made by the various antacid manufacturers.
Materials needed:
Stomach antacid tablets. sodium bicarbonate (baking soda), hydrochloric acid, HCl,
0.1 M, sodium hydroxide, NaOH (previously prepared and standardized),
bromphenol blue solution, 100 mL graduated cylinder, 250-mL Erlenmeyer flasks,
mortar and pestle, burettes, 25 or 50 mL, small funnels to fit the burettes
Safety precautions:
Wear approved eye protection in the laboratory at all times. Hydrochloric acid is
corrosive. In the event of skin contact, wash well with water. If the skin is blistered or
broken, seek professional medical treatment. Sodium hydroxide is caustic. In the
event of skin contact, wash well with water. If the skin is irritated or broken, seek
professional medical treatment. Stomach antacid tablets used in this experiment have
57
been stored under laboratory conditions and may be contaminated. Do not taste any
materials used in this experiment.
Disposal:
All solutions in this experiment should be disposed in the proper containers provided
in the laboratory. Solid waste can be disposed of in the trash.
Procedure:
Crush one antacid tablet using a mortar and pestle. Weigh the crushed tablet to the
nearest 0.001 g (or the precision of your balance) and transfer it to a 250-mL
Erlenmeyer flask. Add exactly 100 mL of 0.10 M HCl to the flask (you may use a
graduated cylinder to measure the HCl solution) and gently swirl the flask to dissolve
the crushed tablet as completely as possible. Add 2-5 drops of bromphenol blue
indicator solution to the flask. At this point the solution should be yellow, if it is blue,
add additional 0.1 M HCl in 10 mL increments until the solution is yellow.
Titrate the solution with your standardized NaOH until the indicator just turns blue
(this color change is not distinct). Record the volume of NaOH solution required to
neutralize the excess acid. Repeat this procedure two more times using the same
brand of antacid tablet. Repeat the above procedure three more times using a different
brand of antacid tablet or using 0.70 gram portions of sodium bicarbonate (baking
soda) in place of the antacid tablet. (Note: If sodium bicarbonate is used, add the acid
to the sodium bicarbonate very slowly to prevent excess frothing.) At the conclusion
of the experiment, empty the burettes and rinse them three times with distilled or
deionized water.
Calculations:
The moles of 0.1 M HCl consumed by the antacid tablet (or by the sodium
bicarbonate) is given by the formula:
58
molesHCl = (VHCl x MHCl) - (VNaOH x MNaOH)

where: MNaOH = concentration of your standardized NaOH
VNaOH = volume of NaOH used in L
MHCl = concentration of HCl
VHCl = volume of HCl used in L
Activity 2.
Do the folowing exercises based on the text above.
1. List the chemicals required for the experiment and their function.
2. List the apparatus required for the experiment and their function.
3. Based on the text, what is the main component of antacid tablet?
4. What is the main reaction involved in this experiment?
5. What is the secondary reaction involved in this experiment?
6. What is the initial color of the sample in this experiment?
7. What is the final color of the sample in this experiment?.
59
Unit 16
Read the following text and answer the questions that follow
CARBON DIOXIDE
Our biosphere is a complicated mixture of carbon compounds, some being created,

some transformed, and others decomposed at any one time (1). The compound that
links these processes and their materials or products is carbon dioxide (CO2), which is
produced in the biological process of respiration and consumed by photosynthetic
organisms (2). Although carbon dioxide constitutes only about 0.0325% of the
atmosphere, a recent estimate is that the earth’s atmosphere contains 700 billion tons
of carbon in the form of the gas (3). Carbon dioxide is very soluble in water, and
because of this solubility, carbon dioxide mixes very easily with water vapor in the
atmosphere to produce carbonic acid (H2CO3) (4).
Because H2CO3 is a weak acid, solution of carbon dioxide in pure water is slightly
acidic (5). For this reason, the rain that falls even in non-polluted environments is
slightly acidic, and therefore commonly explained as acid rain (6). Because the
solubility of carbon dioxide in water, the oceans are thought to hold roughly 60 times
700 billion tons of carbon in different forms, including carbonic acid, solid metal
carbonates such as calcium carbonate and magnesium carbonate, and organic matter
(7).
Stored
60
Questions:
1. According to the passage;

A. Carbon dioxide acts as a bridge for different processes in biosphere
B. Carbon dioxide acts as a catalyst for different processes in biosphere
C. Carbon dioxide is a product of different processes in biosphere
D. Carbon dioxide acts as a product and reactant in different biological
processes.
2. The word transformed in sentence 1 is closet in meaning to
A. Converted
B. Produced
C. Specified
D. Stored
3. The word gas in sentence 3 refers to;
A. Carbon
B. Oxygen
C. Atmospheric gas
D. Carbon dioxide
4. A weak acid mentioned in sentence 5 refers to an acid which
A. Soluble in water
B. Has sour taste
C. Vaporizing easily
D. Partly decompose
5. The word this in sentence 6 refers to
A. Solubility of carbon dioxide in water
B. Carbonic acid being a weak acid
C. Carbonic acid being produced at the atmosphere
D. Acid rain
Carbon dioxide is being generated in ever increasing amounts, in part due to the
increase in the population of the earth, in part due to the clearing of forests, and in
61
part due to increased combustion of fossil fuels (1). Indeed, there is fear that this
could lead to a global warming trend caused by the greenhouse effect (2). This effect
is associated with the nature of our atmosphere (3). The atmosphere is transparent
to sunlight in the visible region and at some wavelengths in the ultraviolet region (4).
When the earth’s surface absorbs and reradiates this energy, the infrared energy is
absorbed by carbon dioxide in the atmosphere (5). The energy thus trapped in the
atmosphere could cause a warming of the entire earth, perhaps enough to melt part of
the polar ice caps and raise the level of the oceans and turn part of the now temperate
zones into desert (6). Scientists are still debating the probability of this outcome (7).
Fortunately, the amount of CO2 in the atmosphere is not increasing as rapidly as
might be expected, largely because the ocean is a great CO2 sink (8). As the partial
pressure of CO2 increases, its solubility increases, and it is estimated that the sea has
absorbed roughly half of the increase in CO2 (9). Although this should lead in turn to
an increase in hydrogen ion concentration, it can be controlled through reaction with
carbonate ion (10). The oceans are known to contain enormous quantities of calcium
carbonate produced by sea creatures, part of which decomposes into calcium ions and
carbonate ions (11). Carbonate ion produced from this reaction then reacts with
water to produce bicarbonate ion and hydroxyl ion, which in turn reacts with calcium
ion to produce calcium hydroxide (12). When carbon dioxide enters the seawater,
this gas will react with calcium hydroxide to produce solid calcium carbonate (13).
The whole process then takes place repeatedly (14).
Questions:
6. The word this in sentence 1 refers to

A. Carbon dioxide
B. Increased amount of carbon dioxide
C. Increased population of the earth
D. Clearing of forests
62
7. The word transparent in sentence 4 is closet in meaning to

A. Visible
B. Penetrateable
C. Colorful
D. Clear
8. The words this energy in sentence 5 refers to
A. Visible energy
B. Ultraviolet energy
C. Infrared energy
D. Sunlight
9. The word outcome in sentence 7 could most easily be replaced with
A. Product
B. Ending
C. Conclusion
D. Effect
10. The word partial in sentence 9 is closet in meaning to
A. Alone
B. Incomplete
C. Fractional
D. Unfinished
One of biological processes involving CO2 is photosynthesis (1). It has long been
known that when exposed to light under suitable conditions of temperature and
moisture, the green parts of plants use CO2 from the atmosphere and release oxygen
to it (2). These exchanges are the opposite of those that occur in respiration (3). The
process is called photosynthesis (4). In photosynthesis, carbohydrates are synthesized
from carbon dioxide and water by the chloroplast of plant cells in the presence of
light (5). In most plants, the water used in photosynthesis is absorbed from soil by
the roots and translocated through the xylem of the root and stem to the leaves (6).
63
Except for the usually small percentage used in respiration, the oxygen released in the
process diffuses out of the leaf into the atmosphere through the stomates (7).
Oxygen is the product of the reaction (8). For each molecule of carbon dioxide used,
one molecule of oxygen is released (9). A summary of chemical equation for
photosynthesis is (10):
6CO2 .+ 6H2O C6H12O6 + 6O2
As a result of this process, radiant energy from the sun is stored as chemical energy
(11). In turn the chemical energy is used to decompose carbon dioxide and water
(12). The products of their decomposition are recombined into a new compound,
which is successively built up into more and more complex substances (13). After
many intermediate steps, sugar is produced (14). At the same time, a balance of
gases is preserved in the atmosphere (15).
Questions:
11. The ideas in this passage is best expressed by the title:
A. A chemical Equation
B. The Process of Photosynthesis
C. The Parts of Vascular Plants
D. The Production of Sugar
12. In photosynthesis, water

A. must be present
B. is produced in carbohydrates
C. is stored as chemical energy
D. interrupts the chemical reaction
13. The opposite of photosynthesis is;
A. Decomposition
B. Synthesization
64
C. Diffusion
D. Respiration
14. The combination of carbon dioxide and water to form sugar results in excess of
A. Water
B. Oxygen
C. Carbon
D. Chlorophyll
15. The word stored in sentence 11 is closet in meaning to
A. Retained
B. Converted
C. Discovered
D. Specified
16. In photosynthesis, energy from the sun is
A. changed to chemical energy
B. conducted from the xylem to the leaves of green plants
C. not necessary to the process
D. released one to one for each molecule of carbon dioxide used
17. The word their in sentence 13 refers to
A. Radiant energy and chemical energy
B. Carbon dioxide and water
C. Products
D. Complex substances
18. The word successively in sentence 13 is closet in meaning to
A. with effort
B. in a sequence
C. slowly
D. carefully
19. Besides the manufacture of food for plants, another benefit of photosynthesis is:
A. It produces solar energy
B. It diffuses additional carbon dioxide into the air
65
C. It maintains a balance of gases in the atmosphere

D. It removes harmful gases from the air
20. Concerning the oxygen used in photosynthesis, the following statements are true
except
A. Oxygen is absorbed by the root
B. Oxygen is the product of photosynthesis
C. Oxygen is used in respiration
D. Oxygen is released into the atmosphere through the leaves

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Modul Bahasa Inggris Dasar Untuk Prodi Kimia

THE LANGUAGE OF CHEMISTRY

Wasinton Simanjuntak and Team

Unit 1. CHEMISTRY TODAY...........................................................................1

Unit 2. THE PHASE OF MATTER ...................................................................7

Unit 3. SOME BASIC DEFINITIONS .............................................................11

Unit 4. BASIC PROPERTIES OF SUBSTANCE ..........................................16

Unit 6. CHEMICAL EQUATION .....................................................................24

Unit 7. STOICHIOMETRY 1 ..........................................................................28

Unit 8. STOICHIOMETRY 2 ..........................................................................32

Unit 9. GENERAL CLASSIFICATION OF CHEMICAL REACTIONS ............35

Unit 10. BASIC PROPERTIES OF GASES ...................................................39

Unit 11. THE PROPERTIES OF IDEAL GASES ..............................................42

Unit 12. THE MECHANISM OF BREATHING ...............................................46

Unit 13. GASES AND THE INTERNAL COMBUSTION ENGINE .................49

Unit 14. LABORATORY EXEPRIMENT 1..................................................... 52

Unit 15. LABORATORY EXEPRIMENT 2 .....................................................56

Unit 16. CARBON DIOXIDE ..........................................................................59

Read the following text and answer the questions.

Activity 3. Consulting dictionary

Derive the verb form of the following noun

Activity 4 : Sentence and Predicate

1. Plants continuously …………..the oxygen in the atmosphere, otherwise it would

2. Budi Utomo was one of the first educators interested…….. a nationwide

3. Our knowledge about lightning …………to understand life, since lightning

7. Methane in wetland is produced by soil bacteria that consumes

8. Human bones composed primarily of calcium, phosphorous,

9. The gold used in jewelry is not strong enough unless it be

1. Rainbow has seven colors. Simple Present

3. I am teaching English. Present Continuous Tense (2)

4. Kartono has sent flowers to Kartini”. Present Perfect Tense

5. I have been teaching in Lampung Present Perfect

Joke of the day:

Gentleman : “Lady, you put too much postage on this letter!”

THE PHASE OF MATTER.

Activity 3. Consulting dictionary

Derive the noun form of the following verb

Activity 4 : Sentence and Object

1. The two main …………..are direct current and alternating current.

2. During the dry season, most trees lose……

8. Sloths spend most of its time hanging upside down from

1. Nina prepared semur jengkol for Simple Past Tense (5)

SOME BASIC DEFINITIONS.

Activity 3. Vocabulary study

1. Solvent a. Keep the same

Activity 4 : Connector and Modifier

1. Alternating current is used in the lights and appliances in most homes.

3. North Pole is an extremely cold place, and………….

9. Development of nuclear energy is still pursued by many countries

2. In January next year, they will be traveling Future Continuous

3. We will have finished our examinations at Future Perfect

4. Madona will have been studying chemistry Future Perfect

5. We would make cassava cake last Past Future Tense

6. Kartini told Kartono that she would be Past Future

7. If Kartono had found a job, he Past Future Perfect

8. Last January I should have been Past Future Perfect

BASIC PROPERTIES OF SUBSTANCE

Activity 3. Vocabulary study

Activity 4 : Word Choice and Agreement

5. Almost all living organisms…………..chemical reactions involving oxygen to

8. In a laboratory, the exhaust fan is placed nearly of the wall

9. In many parts of Indonesia, the average mid-day temperature during

Activity 3. Vocabulary study

Activity 4 : Parallelism and Redundancy