- •Exercises
- •1. Learn the following active words and use them in the sentences of your own
- •3. Look through the text and write out the English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •7. Give short answers to the following questions:
- •9. Translate the following sentences:
- •5. Translate the following sentences paying attention to the participle:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Translate the following chains of words. Define what parts of speech they are
- •3. Look through the text and find the English equivalents to the following words and word combinations; use tem in the sentences of your own.
- •10. Translate the following sentences:
- •11. State the power change that takes place in each of the following devices.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and expressions. Use them in the sentences of your own.
- •4. Answer the following questions:
- •5. Work in pairs. Put questions to your partner and he (she) will answer them.
- •8. Translate the following sentences paying attention to the words need and turn:
- •9. Put all possible questions to the following sentences:
- •10. Define the following words according to the model given below.
- •Exercises
- •Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences, paying attention to the gerund:
- •7. Translate the following sentences paying attention to the words in bold type:
- •8. Put 5 questions to the text beginning with what.
- •9. Speak on the story told by the early Scandinavians.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Look through the text and find the English equivalents of the following words and word combinations, use them in the sentences of your own:
- •5. Find the gerund in the text, define its function.
- •7. Put questions to the words in bold type.
- •8. Translate the following sentences paying attention to both, both...And:
- •9. Fill in the blanks with prepositions:
- •10. Translate into Russian:
- •11. Form five sentences combining suitable parts of the sentence given in Columns I and II:
- •12. Describe Franklin's kite experiment.
- •13. Give a short summary of the text.
- •Exercises
- •1. Learn the following active words and Expressions
- •3. Look through the text and find the English equivalents of the following words and word combinations, use them in the sentences of your own:
- •7. Make up a story of Franklin's kite experiment using the following sentences and sentences of your own (our sentences are given in a disorderly way):
- •10. Use the following expressions in sentences of your own:
- •11. Speak on magnetism.
- •Exercises
- •8. For the names of the countries given in Column I find the names of the nations given in Column II:
- •10. Speak on:
- •11. Make an outline of the text.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Define the functions of the participle and the gerund in the text.
- •4. Answer the following questions:
- •5. Fill in the blanks with suitable words and word combinations given below:
- •6. For the verbs in (a) find suitable nouns in (b).
- •7. For the nouns in (a) find suitable attributes in (b):
- •8. (A) Translate the following word combinations:
- •11. The following statements are not true to the fact. Correct them:
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following word chains into Russian, define what part of speech the words are.
- •4 Translate into Russian:
- •8. Form 10 sentences using the following words:
- •10. Translate the following sentences paying special attention to the words in bold type:
- •11. Retell the text.
- •12. (A) Fill in the blanks with prepositions, if necessary; (b) retell the text:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Look through the text and find the English equivalents to the following words and word combinations. Use them in your own situations.
- •3. Write out antonyms to the following words:
- •4. Translate the following sentences paying attention to the infinitive
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Translate the following sentences paying special attention to the infinitive:
- •7. Fill in the blanks with the words one or for:
- •8. Write out from the text all the sentences where the infinitive is used, and define its function.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •3. According to the models given below form sentences combining suitable parts of the sentence given in Columns I, II, III, IV,
- •5. Work in pairs, ask your fellow-students the following questions:
- •6. Form six sentences combining suitable parts of the sentence given in Columns I and II:
- •7. Explain why:
- •8. Define the meaning of the following words:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences using the infinitive constructions:
- •Find in (b) synonyms to the words in (a):
- •5. Translate the following questions into English and answer them:
- •7. Translate the following sentences paying special attention to the words in bold type:
- •8. What are the different meanings of the following words?
- •10. Speak on the work of the following scientists using the words given below:
- •Exercises
- •2. Answer the following questions:
- •4. Compare:
- •6. Translate the following sentences paying special attention to the words in bold type:
- •8. Fill in the blanks with suitable prepositions if necessary and make up sentences with the following infinitives:
- •9. Translate the following sentences:
- •10. Speak on:
- •Conditional Sentences
- •2. Translate the following sentences:
- •3. Translate the following sentences paying special attention to the word provided:
- •Exercises
- •1.Learn the following active words:
- •5. Complete the following sentences:
- •6. Fill in the blanks with among or between:
- •8. Put all possible questions to the following sentences:
- •10. Form new words of the same root, define what parts of speech they are:
- •11. Speak on:
- •Exercises
- •1.Learn the following active words:
- •2. Look through the text and find the examples illustrating modality.
- •3. Answer the following questions:
- •4. Translate the following phrases into English using the word combinations given below:
- •5. Define the meaning of the prefixes in the following words and translate them into Russian:
- •6. Translate the following sentences:
- •7. Work in pairs. Put questions to your fellow-student and let him answer them:
- •8. Translate the following sentences paying special attention to the words in bold type:
- •10. Complete the following sentences:
- •11. Speak on the heating effect of an electric current.
- •12. Translate the following text.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences into Russian:
- •4. Fill in the blanks with where, which, when, who, that:
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Fill in the blanks with either should or would:
- •Exercises
- •12. Look at Fig. 11, name a, b, c, d, e and describe the figure.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences paying special attention to the impersonal construction:
- •3. Answer the following questions:
- •4. Complete the following sentences:
- •5. Define the meaning of the following words:
- •6. Choose the right term and explain the statement:
- •7. Translate the following text:
- •8. Look at Fig. 12 and speak on power generation in Russia.
- •9. Retell the text.
- •Exercises
- •1. Learn the following active words:
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences:
- •3. Define the function of the words in bold type:
- •4. Translate the following sentences:
- •6. Define the function of the words one and bat:
- •7. Form sentences using the following word combinations.
- •8. Fill in the blanks with the following expressions:
- •9. Complete the following sentences:
- •11. Speak on:
- •12. Translate the following text:
- •Exercises
- •1.Learn the following active words:
- •2. Translate the following sentences paying attention to the participle:
- •3. Answer the following questions:
- •5. Make up six sentences using the following nouns qualified by adjectives.
- •6. Translate the following text without consulting a dictionary and retell the text.
- •If There Were No Electricity
- •7. Describe the following:
- •9. Form statements which are not true to the fact. Ask your fellow-students to correct them.
- •Exercises
- •1. Learn the following active words:
- •3. Define the function of the word do in the following sentences:
- •4. Translate the following questions and answer them:
- •Exercises
- •1 Learn the following active words and expressions and use them in the sentences of your own.
- •8. Answer the following questions:
- •10. Translate the following word combinations and use them in the sentences of your own:
- •Exercises
- •1. Learn the following active words:
- •2. (A) Give headings to each paragraph of the text.
- •3. Translate the following sentences:
- •4. Define the non-finite forms of the verb met in the text.
- •5. Put 10 questions to the text.
- •6. Translate the following sentences:
- •7. Speak on:
- •Exercises
5. Complete the following sentences:
a)
If my friend comes to Moscow, we...
If I had time tomorrow, I...
If my friend had not entered the Institute last year, he...
If I were you, I...
If the teacher had given me the dictionary, I...
If my brother goes to England, he...
b)
Не would have done it, unless...
We should have gone to the country yesterday, provided...
I should finish my work in time tomorrow unless...
She will answer all the teacher's questions, provided...
6. Fill in the blanks with among or between:
1. The Voltaic pile consisted of copper and zinc placed one above another, with flannel moistened in salt water ... them. 2. A wire was connected ... the first disc of copper and the last disc of zinc. 3. There is a great difference ... conductors and insulators of electricity. 4. There are many good conductors; copper and silver are ... the best ones. 5. I found your dictionary ... my books. 6. The scientist determined the difference ... the two methods.
7. Translate the following words and expressions into English:
обращать внимание; на основе чего-л.; электротехника; по этой причине; удовлетворять требованиям; совсем не трудно; тем не менее; наоборот; оказывать сопротивление; в таких условиях; происходить
8. Put all possible questions to the following sentences:
1. The excess electrons will flow towards the point of deficiency.
2. The parallel circuit provides two or more paths for current flow.
9. Apply suitable adjectives to the following nouns. Model: natural phenomena
difference, spark, force, wire, factor, resistance, conductor, ball
10. Form new words of the same root, define what parts of speech they are:
active, to differ, real, ease, conductance, resist
11. Speak on:
Potential difference.
Electromotive force.
Resistance.
LESSON FIFTEEN
THE HEATING EFFECT OF AN ELECTRIC CURRENT
The production of heat is perhaps the most familiar among the principal effects of an electric current, either because of its development in the filaments of our electric lamps or, may be, because of the possible danger from overloaded wires.
As you know, of course, a metal wire carrying a current will almost always be at a higher temperature than the temperature of that very wire in case it does not carry any current. It means that an electric current passing along a wire will heat that wire and may even cause it to become red-hot. Thus, this current can be detected by the heat to be generated when it flows along the wire.
The reader is certain to remember that the heat produced per second depends both upon the resistance of the conductor and upon the amount of current carried through it. As a matter of fact, if some current flowed along a thin wire and then, the same amount of current were sent through a thicker one, a different amount of heat would be developed in both these wires. When the current is sent through the wire which is too thin to carry it freely, then more electric power will be converted into heat, than in the case of a thick wire conducting a small current.
Let us suppose, now, that a small current is flowing along a thick metal conductor. Under such conditions the only way to discover whether heat has been developed is to make use of a sensitive thermometer because the heating is too negligible to be detected by other means. If, however, our conductor were very thin while the current were large, the amount of generated heat would be much greater than that produced in the thick wire. In fact, one could easily feel it. Thus, we see that the thinner the wire, the greater the developed heat. On the contrary, the larger the wire, the more negligible is the heat produced.
Needless to say, such heat is greatly desirable at times but at some other times we must remove or, at least, decrease it as it represents a needless waste of useful power. Thus, when heat is developed in a transmission line, a generator or a motor, it is but a useless waste of electric power and overheating is most undesirable and even dangerous. It is this waste that is generally called "heat loss" for it serves no useful purpose and does decrease efficiency. Nevertheless, one should not forget that the heat developed in the electric circuit is of great practical importance for heating, lighting and other purposes. Owing to it we are able to make use of a large number of appliances, such as: electric lamps that light our homes, streets and factories, electrical heaters that are widely used to meet industrial requirements, and a hundred and one other necessary and irreplaceable things which have been serving mankind for so many years. ln short, many of the invaluable electrical appliances, without which life would seem strange and impossible at present, can be utilized only because they transform electric power into heat.
The production of heat by an electric current is called heating effect. One might also name it light effect provided the heat in the conductor be great enough to make it white-hot, so that it gives off light as well as heat. Take the filament of an electric lamp as an example. We know it to glow because of its heat. By the way, were we able to look inside a hot electric iron, we should see that its wires were glowing too. A similar statement could be applied as well to almost any electric heating devices. All of them give off a little light and a lot of heat. However, it would be quite wrong to decide that electric power is the only possible source of heat. We are provided with some other sources besides electricity. For example, we can obtain heat from chemical reactions by using chemical power and from the sun by employing radiant power. It is quite possible to produce heat by motion and we do get heat from work by making use of mechanical power. Note that in every above-mentioned case, it is work that produces heat, directly or indirectly. Thus, on the one hand, heat can do work, and on the other, work can produce heat. It is the heat engine that turns heat into work.
