Shadowing-Übung: Introduction 2, Why "Portland" cement - Englisch Sprechen Lernen mit Video
Lektion wird erstellt...
1
Okay, so welcome back.
2
In this second unit of this introductory module, I've called it Why Portland Cement?
3
And what we're going to look at in this module is why the composition of cement is as it is.
4
Why Portland cement?
5
99.99% of cement made today is based on what we call Portland cement or more precisely Portland cement clinker.
6
So clinker is these nodules you see in the picture here and that's the material that comes out of the cement kiln.
7
And the name Portland, this is purely a marketing name,
8
this was chosen by Joseph Aspin who was the person who patented the term Portland cement in 1824
9
and what he wanted to do, he he wanted to highlight the appearance of his new material to Portland stone
10
which was then regarded as the best building material in England.
11
So don't worry about this word Portland, it's purely a marketing term.
12
So the dominance of this type of cement is really not by chance.
13
It's a direct consequence of the raw materials which we have available on earth.
14
So here on the left, we see the composition of the Earth's crust.
15
And it's really remarkable to see that we have just eight elements, that's to say oxygen, silicon, aluminium, iron, calcium, sodium, potassium, magnesium.
16
These together make up more than 98% of the Earth's crust.
17
This is quite remarkable, but those of you who may have done some astronomy
18
will realise that it's a direct consequence of the formation of elements in stars.
19
and it also means that this is not just the composition of the Earth
20
but will be the similar composition for all the rocky planets we can imagine in the universe.
21
What this means is that even elements we regard as quite common,
22
like for example copper, are very very much less abundant than these eight rock forming elements,
23
like for example silicon.
24
And this relative abundance of 1 to 1000 will translate in terms of the availability and the cost of these materials.
25
So having seen in the last module how the very large amount of cement is produced,
26
clearly we can't think about making cement out of all the other elements that's in that remaining 2%.
27
So now we can understand that the composition of the earth limits the practical chemistries we can have for cementitious materials.
28
But looking on the bright side, it also means that we can explore all possible options.
29
It means that there's no kind of breakthrough out there that we haven't discovered yet.
30
And what we need to really know in a bit more detail is how cement works
31
to understand how these different elements can be used.
32
So this is what I've illustrated in the next few slides.
33
So this schematic here really tries to explain this.
34
When you mix grey cement powder with water, what you have is grains just floating about,
35
and that is very convenient because it means you have a flowable material, you can cast into moulds, you can make into different shapes.
36
And then we have a chemical process whereby these grey cement grains are dissolving
37
and then the ions are reacting with the water to give us this new solid which are called the hydrates.
38
So in this image here the red areas are the cement hydrates and these have a higher volume of solid
39
and therefore it holds the cement grains together, creating a rigid solid.
40
So let's go back and look at this composition of the earth.
41
Most of those elements are associated with oxygen as oxides,
42
and look at whether these different oxides can react to give us a cementitious material.
43
Now if we take the two alkali oxides, sodium and potassium, the problem here is these produce very, very soluble salts.
44
So maybe in your chemistry lessons you've used sodium hydroxide
45
and you'll know that you can have very strong sodium hydroxide because a very high amount can go into solution without precipitating.
46
So clearly this is no good for producing solid hydrates which hold the structure together.
47
On the other hand, if we look at iron oxide and magnesium oxide, the problem here is that these oxides have fairly low mobility in alkaline solutions,
48
which is the solutions we have in cementitious materials.
49
So what we can see in this image here, this is just a piece of concrete taken from a normal concrete wall.
50
And in this image we have some very bright areas.
51
And these very bright areas are where all the iron oxide is located.
52
And in fact, those bright areas are exactly the same as in the original cement grains.
53
During that whole 30 years, that iron in the cement grains has just stayed in the same place.
54
So it's not doing any harm, but basically it means it's not going out into solution,
55
it's not precipitating new solids and therefore making very little contribution to the bonding and the development of strength.
56
It's a similar story for magnesium.
57
Here in this picture now, we see a blended cement.
58
We're going to talk about that in a few modules time.
59
And in this blended cement, the darker grains, such as in the center of the picture here,
60
you see are now surrounded by a region of dark products.
61
And these darker products are because all the magnesium that was in that slag grain is concentrated in that area.
62
And same situation, this magnesium has not moved into the space between the grains.
63
it's not really contributed to bridging the space between them.
64
So this means we end up with just three oxides, which are really the most useful, and are the essential component for the Portland cement we have today.
65
So this is really in no way a coincidence that we've ended up with this composition.
66
Because if we now look at that ternary system between calcium oxide,
67
silicon dioxide and alumina, we see the composition of Portland cement.
68
And in fact, Portland cement, as we see it here, this is composed of calcium silicates.
69
There's really only one other region in this diagram where we have minerals
70
that will react with water in the way we previously saw and give us cementitious materials.
71
And that's this region here, which is the region where we find calcium illuminate cement and calcium sulphur illuminate cement.
72
Small amounts of sulphur is the sort of extra dimension which is not shown in this diagram here.
73
So these other compositions, calcium aluminate,
74
calcium sulphur aluminate, have a lot of advantage because they have less calcium in.
75
You see, they're further away from that calcium oxide corner, means they have less calcium oxide,
76
and therefore there's less CO2 produced chemically during the production of these phases.
77
So that sounds very good, but the problem is that it's not so easy to make these
78
because the raw materials we need are not so widely available.
79
And we have to ask the question, what sources of minerals are there which contain much higher amounts of aluminium to silicon?
80
Most minerals have about the same ratio of silicon to aluminium as in Portland cement, about two to one.
81
To get a composition down here in this alumina rich part of the diagram, we have to go to materials like bauxite.
82
Now bauxite is much more localized than the materials used for making Portland cement.
83
It's estimated that only 10 countries contain about 90% of the reserves of bauxite.
84
And of course bauxite is the first raw material for aluminium production.
85
So the consequence of all this means that it's rather expensive
86
and it means that you cannot produce calcium aluminate cement
87
or calcium sulphur aluminate cement for the same cost as producing Portland cement.
88
We can look at this effect of chemical CO2 and how it's related to composition in more detail on this slide here.
89
So at the top we see the two calcium silicates which are present in Portland cement.
90
These are known as tricalcium silicate or C3S, dicalcium silicate or C2S.
91
And many people have proposed that what we should be doing is making Portland cement with more C2S as opposed to C3S.
92
But the problem here is that the reduction in chemical CO2 is really very marginal.
93
It's only around 10%.
94
And that's more than offset by the much slower kinetics of C2S.
95
So the strength development is much slower.
96
And because the strength development is much slower, this would mean that in practical situations where people need a given strength at a given time,
97
then they will use more cement.
98
And that use of more cement will completely cancel out this 10% saving.
99
So belight-rich clinkers really don't contribute at all to lowering CO2 emissions.
100
Down here, we can see the figures for yellow mite.
101
That's this complex phase called C4A3S bar.
102
and as I said on the previous slide, this has a good reduction potential in terms of lower chemical CO2.
103
But we have the problem of the cost of the raw materials.
104
And finally on this slide I want to point out this line here
105
because many people nowadays are proposing that we should use magnesium-based cements.
106
There can be context in which this might be possible,
107
not now, but if somebody can invent a way of producing magnesium-based cements from magnesium silicate rocks,
108
it might be interesting.
109
But what's happening at the minute, most people are using magnesium carbonate.
110
And what you can see here very clearly is
111
that the chemical CO2 emissions from a breakdown of magnesium carbonate
112
are way higher than they are from the calcium silicate phases we have in Portland cement.
113
So here we come back to that composition of the earth we've discussed in detail,
114
and we compare it with the composition of a typical Portland cement.
115
And you can see the elements present are similar.
116
The big difference between the Portland cement and the composition of the earth is the dominance of this sector for calcium.
117
And this is, as we explained in the last lecture, where the chemical CO2 is coming from.
118
But from a practical point of view, it's very easy to make things with this composition because limestone, which is usually very pure calcium carbonate,
119
is very widely distributed across the globe.
120
And it means that you can make these porthens cements out of limestone.
121
The other elements are generally coming from something like clay, but you can make this almost everywhere in the world.
122
And therefore, transportation of the final product is minimized.
123
So the other important aspect is the pattern of reaction of the Portland cement.
124
And this is shown in this diagram here, which plots the heat evolution, which is a signature of the rate of reaction.
125
And what we can see is at the beginning of the reaction, we have a burst of reaction,
126
and then we have this period here where the reaction remains slow for several hours.
127
From a practical point of view this is extremely important as it gives us time to mix the cement
128
and transport it to the building site.
129
And then after about three hours the reaction takes off again.
130
Now this pattern of reaction means that really it's very very simple to use cementitious materials.
131
Here we see a picture from India where people are making concrete under really quite rustic conditions.
132
But nevertheless, because it's such a robust chemical reaction, it still works, it still gives very good quality building materials.
133
Really, what we're going to see is that for these reasons I've explained to you here,
134
cements based on Portland clinker will be the most important materials for the foreseeable future.
135
They can be made from widely available raw materials, there's an incredible economy of scale, leading to very low cost,
136
and they're very easy to use even by unskilled workers.
137
Given the composition of the earth, this composition, Portland cement clinker, really is the best option.
138
But in the next lecture, what we're going to see, how by replacing part of this Portland cement, we can lower environmental impact.
139
So, thank you very much.
📺 Gleicher Kanal
✨ Empfohlenes Video
C12
131 Sätze
Unit Conversion & Significant Figures: Crash Course Chemistry #2
Business EnglishUniversity StudentsWorking Adults
C11
218 Sätze
Introduction to Marketing: The Marketing Mix
Business EnglishUniversity StudentsWorking Adults
C12
102 Sätze
Chemical Manufacturing 101 - Texas
Business EnglishUniversity StudentsWorking Adults
C12
333 Sätze
Basic Introduction To Oil & Gas Well Perforating
Business EnglishUniversity StudentsWorking Adults
C11
99 Sätze
FIDIC Yellow Book 2017 Explained #construction #civilengineering #quantitysurveyor
Business EnglishUniversity StudentsWorking Adults
C129
26 Sätze
Docker in 100 Seconds
American AccentBusiness EnglishUniversity StudentsWorking Adults
B26
205 Sätze
Everything You Didn’t Know About Titanium Bikes
Business EnglishUniversity StudentsWorking Adults
C11
56 Sätze
MinuteCement - LC3
Business EnglishUniversity StudentsWorking Adults
C1677 Sätze
Inside PMBOK Guide 8: What Project Managers Must Know | Episode 542
Business EnglishUniversity StudentsWorking Adults
C12
32 Sätze
Day 1.2
Business EnglishUniversity StudentsWorking Adults
C11
92 Sätze
How Things Are Made | An Animated Introduction to Manufacturing Processes
Business EnglishUniversity StudentsWorking Adults
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau C1 basiert auf dem Video „Introduction 2, Why "Portland" cement“. Diese Wörter kommen am häufigsten vor: cement, Portland, material, composition, calcium. Dieses Video enthält 139 Sätze und 2024 Wörter zum Nachsprechen. Der gesprochene Teil dauert 14:22. Der Sprecher spricht gleichmäßig mit etwa 141 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. Nur 80 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also anspruchsvoll.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| cement Substantiv | /səˈmɛnt/ | Zement |
| calcium Substantiv | /ˈkælsi.əm/ | Kalzium, Calcium |
| oxide Substantiv | /ˈɑksaɪd/ | Oxid |
| magnesium Substantiv | /ˌmæɡˈnizi.əm/ | Magnesium |
| silicate Substantiv | /ˈsɪlɪkət/ | Silikat |
| clinker Substantiv | /ˈklɪŋkɚ/ | Schlacke |
| silicon Substantiv | /ˈsɪləˌkɑn/ | Silizium, Silicium |
| bauxite Substantiv | /ˈbɔːksaɪt/ | Bauxit |
| sulfur Substantiv | /ˈsʌl.fə/ | Schwefel |
| aluminium Substantiv | /ˌæl.(j)uˈmɪn.i.əm/ | Aluminium |
| diagram Substantiv | /ˈdaɪ.ə.ɡɹæm/ | Diagramm |
| sodium Substantiv | /ˈsəʊ.di.əm/ | Natrium |
| module Substantiv | /ˈmɑd͡ʒul/ | Modul |
| carbonate Substantiv | /ˈkɑɹbəneɪt/ | Karbonat |
| hydrate Substantiv | /haɪˈdɹeɪt/ | Hydrat |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| go back Verb | zurückgehen, zurückfahren | |
| make up Verb | /ˌmeɪk ˈʌp/ | wiedergutmachen, kompensieren |
| point out Verb | hinweisen | |
| take off Verb | ausziehen, loslösen |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | is based · was chosen · is produced |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've called · haven't discovered · I've illustrated |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | person who patented · solid which are · oxides, which are |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 17 Kurzformen und abgeschwächte Formen, zum Beispiel we're, I've, don't. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: cementitious /ˌsɛmɛnˈtɪʃəs/, emission /ɪˈmɪʃ.ən/, dimension /daɪˈmɛn.ʃən/
- Lange Wörter – auf die Betonung achten: magnesium /ˌmæɡˈnizi.əm/, cementitious /ˌsɛmɛnˈtɪʃəs/, aluminium /ˌæl.(j)uˈmɪn.i.əm/, alumina /əˈl(j)uːmɪnə/, illuminate /ɪˈl(j)umɪneɪt/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): consequence /ˈkɑn.sɪ.kwəns/, whereby /wɛə(ɹ)ˈbaɪ/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: oxide /ˈɑksaɪd/, hydroxide /haɪˈdɹɒks.aɪd/, blend /blɛnd/, compose /kəmˈpəʊz/, dissolve /dɪˈzɑlv/
- /æ/ — offener als „ä“: calcium /ˈkælsi.əm/, magnesium /ˌmæɡˈnizi.əm/, aluminium /ˌæl.(j)uˈmɪn.i.əm/, diagram /ˈdaɪ.ə.ɡɹæm/, potassium /pəˈtæsiəm/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie cement, calcium, oxide.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.