Cho hình vẽ sau:

Hình vẽ trên mô tả thí nghiệm chứng minh:

A. Glixerol hòa tan được Cu(OH)₂ tạo dung dịch màu xanh lam và etanol  không có tính chất này.

B. Glixerol và etanol đều tác dụng được với dung dịch CuSO₄ trong môi trường bazơ

C. Glixerol và etanol đều hòa tan được với Cu(OH)₂ tạo dung dịch màu xanh lam.

D. Etanol hòa tan được Cu(OH)₂ tạo dung dịch màu xanh lam và glixerol không có tính chất này.

Công thức phân tử của clorua vôi là

A. Cl₂.CaO.

B. CaOCl₂.

C. Ca(OH)₂ và CaO

D. CaCl₂

Tiến hành thí nghiệm theo các bước sau:

Bước 1: Cho vào 3 ống nghiệm, mỗi ống 2-3 giọt etyl axetat, sau đó thêm vào ống nghiệm thứ nhất 3 ml dung dịch H₂SO₄ 1M, ống nghiệm thứ hai 3 ml NaOH 3M, ống nghiệm thứ ba 3 ml nước cất. Bước 2: Lắc đều, sau đó đun cách thủy 3 ống nghiệm trong nồi nước nóng 75 ° C  trong 5 phút.

Bước 3: Làm lạnh các ống nghiệm về nhiệt độ thường.

Cho các phát biểu sau:

(a)Sau bước 3, chất lỏng ở ba ống nghiệm đều phân thành hai lớp.

(b)Sau bước 3, chất lỏng ở ba ống nghiệm đều trở thành đồng nhất.

(c) Sau bước 3, có hai ống nghiệm chất lỏng trở thành đồng nhất và ở ống nghiệm còn lại chất lỏng phân thành hai lớp.

(d) Sau bước 1, có hai ống nghiệm chất lỏng phân thành hai lớp và ở ống nghiệm còn lại chất lỏng trở thành đồng nhất.

(e) Sau bước 1, chất lỏng ở cả ba ống nghiệm đều phân thành hai lớp.

(g) Ở bước 2,có một ống nghiệm xảy ra phản ứng thủy phân este.

Số phát biểu đúng là

A. 1.  

B. 2.  

C. 3.  

D. 4.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.

  An air pollutant is defined as a compound added directly or indirectly by humans to the atmosphere in such quantities as to affect humans, animals, vegetation, or materials adversely. Air pollution requires a very flexible definition that permits continuous change. When the first air pollution laws were established in England in the fourteenth century, air pollutants were limited to compounds that could be seen or smelled - a far cry from the extensive list of harmful substances known today. As technology has developed and knowledge of the health aspects of various chemicals has increased, the list of air pollutants has lengthened. In the future, even water vapor might be considered an air pollutant under certain conditions.

  Many of the more important air pollutants, such as sulfur oxides, carbon monoxide, and nitrogen oxides, are found in nature. As the Earth developed, the concentration of these pollutants was altered by various chemical reactions; they became components in biogeochemical cycles. These serve as an air purification scheme by allowing the compounds to move from the air to the water or soil. On a global basis, nature's output of these compounds dwarfs that resulting from human activities.

          However, human production usually occurs in a localized area, such as a city. In such a region, human output may be dominant and may temporarily overload the natural purification scheme of the cycles. The result is an increased concentration of noxious chemicals in the air. The concentrations at which the adverse effects appear will be greater than the concentrations that the pollutants would have in the absence of human activities. The actual concentration need not be large for a substance to be a pollutant; in fact, the numerical value tells us little until we know how much of an increase this represents over the concentration that would occur naturally in the area. For example, sulfur dioxide has detectable health effects at 0.08 parts per million (ppm), which is about 400 times its natural level. Carbon monoxide, however, has a natural level of 0.1 ppm and is not usually a pollutant until its level reaches about 15 ppm.

The word "These" in the second paragraph is closest in meaning to _________.

A. the various chemical reactions

B. the pollutants from the developing Earth

C. the compounds moved to the water or soil

D. the components in biogeochemical cycles

Mark the letter A, B C or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

The flowering pebble is a plant that looks like a stone and grows in arid areas.

A. deserted

B. damp

C. dry

D. barren

Cho 5,4 gam Al tác dụng hết với H₂SO₄ đặc, thấy có 39,2 gam H₂SO₄ tham gia phản ứng, thu được sản phẩm khử X duy nhất. X là

A. H₂S.

B. SO₂.

C. SO₃.

D. S.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

TEACHING IN INDIA

by Elise Cooper

  ‘Elise in India’. That was the name of my blog last year when I took a year out between school and university. I was lucky enough to get a teaching job abroad through an international organization. I was going to work in a school attached to a children’s home in north-west India. There were eight of us on the week-long introduction course in the capital, Delhi. As well as advice and ideas for teaching we were given information about health and local customs, and learned a few essential phrases in the local language.

  Another course member, Lucy, was coming to the same school as me and we were both nervous when we set off on the 15-hour bus ride to the children’s home. I had worked as a classroom assistant before, but here I wouldn’t be much older than some of my pupils. How would I manage? My worries disappeared once we reached the home. Our rooms were on the top floor above the girls’ bedrooms and from the window we looked out across flat fields full of fruit trees and could just see the snow-covered mountain tops in the distance.

  There were 90 children in the home, aged between five and 20. In addition there were a small number of pupils who came in each day from the area around. Although they were a little shy to start with, they were so keen to ask us questions that we quickly became friends.

  Lucy and I taught four lessons a day, mainly spelling, reading and general knowledge. We had a textbook but since it wasn’t very exciting, we tried to make the lessons more interesting with activities and games. This wasn’t always easy: there was a mixture of ages in each class because pupils had begun their education at different times. Like schoolchildren everywhere, they didn’t always behave perfectly in class. However, they used to send us notes apologizing afterwards, or thanking us for an interesting lesson, so we didn’t really mind.

  The best fun came after school, though. We spent many happy hours playing games or football or just chatting with the children. On Friday afternoons, Lucy and I were in charge of sport, which had just been introduced at the school. Trying to organize fifty children into cricket teams is something I’ll never forget. Another of my memories is playing in goal for a boys’ football game. Even though Lucy and a group of little girls joined in as extra goalkeepers, we still managed to let the other side score!

  I was terribly sad to leave. I felt I had learned as much as - if not more than - my pupils from the experience.

Which adjective best describes the job of getting pupils’ attention to the general knowledge lessons?

A. effortless

B. time-consuming 

C. simple

D. challenging

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 23 to 27. Fill in the appropriate word in question 26

The reality is that everyone uses jargon. It is an essential part of the network of occupations and pursuits which make up society. All jobs have an element of jargon, which workers learn as they (23)____________  their expertise. All hobbies require mastery of a jargon. Each society grouping has its jargon. The phenomenon turns (24) to be universal and valuable. It is the jargon element, which, in a job, can promote economy and precision and thus help make life easier for the workers.

When we have learned to command it, jargon is something we readily take (25) _____________ in whether the subject is motorcycling, baseball or computers. It can add pace, variety and humor to speech - as when, with an important event approaching, we might slip into the related jargon. We enjoy the mutual showing off which stems from a fluent use of terminology, we enjoy the in-jokes (26) _____________ shared linguistic experience permits. (27) _____________, we are jealous of this knowledge. We are quick to demean anyone who tries to be part of our group without being prepared to take on its jargon. And we resent it when some other group, sensing our lack of linguistic awareness, refuses to let us in.

(Source: The Cambridge Encyclopedia of the English Language by David Crystal)

A. who

B. which

C. what

D. when

Cơ chế điều hoà hàm lượng glucôzơ trong máu tăng diễn ra theo trật tự nào?

A. Tuyến tuỵ → Insulin → Gan và tế bào cơ thể → Glucôzơ trong máu giảm

B. Gan → Insulin → Tuyến tuỵ và tế bào cơ thể → Glucôzơ trong máu giảm

C. Gan → Tuyến tuỵ và tế bào cơ thể → Insulin → Glucôzơ trong máu giảm

D. Tuyến tuỵ → Insulin → Gan → tế bào cơ thể → Glucôzơ trong máu giảm

Hiđrocacbon X là đồng đẳng của benzen có công thức phân tử C₈H₁₀. Khi tác dụng với brom có mặt bột sắt hoặc không có mặt bột sắt, trong mỗi trường hợp đều tạo được một dẫn xuất monobrom. Tên của X là

A. 1,2-đimetylbenzen

B. 1,4-đimetylbenzen.

C. 1,3-đimetylbenzen

D. Etylbenzen.