Apunte Ingles I - Ingenieria Quimica 2015

UTN
FACULTAD REGIONAL CRDOBA
INGLES I
Seleccin de Material y Ejercitacin
MBA Lic. ADRIANA DEZA
2014
INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza
INTRODUCCIN
Esta recopilacin y ejercitacin no est pensada como una autogua de estudio, sino como soporte de clases
presenciales. Busca colaborar con el desarrollo de tus propias habilidades lectoras e interpretativas de textos
escritos en idioma ingls que versen sobre cuestiones relacionadas a tu opcin de estudios universitarios, es decir,
la Qumica en general y la Ingeniera Qumica en particular.
Los textos que se incluyen son, en su mayora, originales, por ello se cita la fuente informtica de la cual se
obtuvieron. La ejercitacin es gradual y orientativa, dirigida a que internalices estrategias que te permitan inferir el
significado de palabras, de frases o de estructuras opacas para un hispano-parlante, minimizando el uso del
diccionario, es decir, promoviendo su utilizacin como ltimo recurso, abordando eventualmente las bsquedas de
un modo inteligente y efectivo.
Nos apoyaremos en tu Weltanshauung, tu Cosmovisin de alumno universitario argentino, de habla hispana, que
a tu edad ya ha tenido una virtual sobreexposicin meditica a la lengua inglesa desde la infancia.
Recurriremos a la Gramtica, ciencia que estudia los elementos de una lengua y sus combinaciones y a la
Gramtica Comparada, para establecer relaciones entre ambas lenguas, haciendo permanentes anlisis lexicos,
semnticos y sintcticos a partir de tus propios conocimientos y de los nuevos conceptos que vayas adquiriendo.
Te invito a compartir dos mdulos de aprendizaje, en los que reforzars tus capacidades de lector autnomo y
competente y desarrollars tus habilidades intelectuales superiores: reconocimiento, comprensin, aplicacin y
anlisis, sntesis y evaluacin de informacin relevante en idioma extranjero, en un ambiente de respeto y
cordialidad, para que la instancia alica resulte satisfactoria para todos quienes participan.
Te invito a que compruebes cuntas cosas no sabas que sabas
Downloaded from Digital Engineering Library @ McGraw-Hill (www.digitalengineeringlibrary.com) Copyright 2004 The McGraw-Hill
Companies. All rights reserved. Any use is subject to the Terms of Use as given at the website.
UNIDAD 1 DEFINICIN IDEA GENERAL PALABRAS Y SIGNIFICADOS TRANSPARENTES

COGNADOS FRASE SUSTANTIVA SUSTANTIVOS ARTCULOS SUFIJOS CASO GENITIVO
Gas Laws
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Gases behave differently from the other two commonly studied states of matter, solids and
liquids, so we have different methods for treating and understanding how gases behave
under certain conditions. Gases, unlike solids and liquids, have neither fixed volume nor
shape. They are molded entirely by the container in which they are held. We have three
variables by which we measure gases: pressure, volume, and temperature. Pressure is
measured as force per area. The standard SI unit for pressure is the pascal (Pa). However
atmospheres (atm) and several other units are commonly used. The table below shows the
conversions between these units.
Units of Pressure
1 pascal (Pa)
1 N*m-2 = 1 kg*m-1*s-2
1 atmosphere (atm)
1.01325*105 Pa
1 atmosphere (atm)
760 torr
1 bar
105 Pa
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Volume is related between all gases by Avogadro's hypothesis, which states: Equal
volumes of gases at the same temperature and pressure contain equal numbers of
molecules. From this, we derive the molar volume of a gas (volume/moles of gas). This
value, at 1 atm, and 0 C is shown below.
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The Ideal Gas Law assumes several factors about the molecules of gas. The volume of the
molecules is considered negligible compared to the volume of the container in which they
are held. We also assume that gas molecules move randomly, and collide in completely
elastic collisions. Attractive and repulsive forces between the molecules are therefore
considered negligible.
Previously, we considered only ideal gases, those that fit the assumptions of the ideal gas
law. Gases, however, are never perfectly in the ideal state. All atoms of every gas have
mass and volume. When pressure is low and temperature is low, gases behave similarly to
gases in the ideal state. When pressure and temperature increase, gases deviate farther
from the ideal state. We have to assume new standards, and consider new variables to
account for these changes. A common equation used to better represent a gas that is not
near ideal conditions is the Van der Waals equation, seen below.
SIGNIFICADOS: En un texto encontramos palabras cuyo significado se puede deducir con

facilidad, otras palabras resultan transparentes por su similitud con trminos en espaol.
CONSIGNAS
1. Subraye las palabras transparentes;
2. Marque y explique los cambios de tipografa;
3. Qu relacin tiene la tabla con el texto?
4. Cules palabras son sustantivos? Cules son artculos y adjetivos?
5. Recuerde la funcin que cumple el adverbio en la oracin. En Castellano, la terminacin
ms usual de adverbio es el sufijo mente. Y en Ingls? Cuales son los adverbios en
este texto?
DEFINITIONS
Absolute Entropy (of a substance)

The increase in the entropy of a substance as it goes from a perfectly ordered
crystalline form at 0 K (where its entropy is zero) to the temperature in
question.
Absolute Zero
The zero point on the absolute temperature scale; -273.15C or 0 K;
theoretically, the temperature at which molecular motion ceases.
Adhesive Forces
Forces of attraction between a liquid and another surface.
Alcohol
Hydrocarbon derivative containing an --OH group attached to a carbon atom
not in an aromatic ring.
Allotropes
Different forms of the same element in the same physical state.
Alloying
Mixing of a metal with other substances (usually other metals) to modify its
properties.
http://home.nas.net/~dbc/cic_hamilton/dictionary/a.html
Table of Contents for Chemical Education Resources

Analytical Chemistry
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7.
Analytical Spectroscopy
Chromatography
Forensic Chemistry
Instrumental Analysis
Quantitative Analysis
Statistics in Analytical Chemistry
Software for Analytical Chemistry Biochemistry
Biochemistry
1.
2.
3.
4.
Biochemistry Laboratory
Inorganic Biochemistry
Models for Biochemistry
Software for Biochemistry
http://www.umsl.edu/~chemist/books/texts.html
CONSIGNAS
6. Definiciones: analice las definiciones. Cules son las estructuras que se repiten? Son
transparentes?
7. Qu contiene una Table of Contents?
8. Cules palabras son sustantivos? Cules son adjetivos?
9. Que inferencia puedes hacer en relacin a la sintaxis de la frase sustantiva ms simple
(sustantivo + modificadores)
10. Cules son las funciones de la lengua que encontramos en los textos de esta unidad?
UNIDAD 2 DEFINICIN EXISTENCIA FRASE SUSTANTIVA PRESENTE SIMPLE

PLURALES REGULARES y PLURALES IRREGULARES
States of Matter
Gases, liquids and solids are all made up of microscopic particles, but the behaviors of these
particles differ in the three phases. The following figure illustrates the microscopic differences.
Note that:
Particles in a:
o gas are well separated with no regular arrangement.
o liquid are close together with no regular arrangement.
o solid are tightly packed, usually in a regular pattern.
Particles in a:
o gas vibrate and move freely at high speeds.
o liquid vibrate, move about, and slide past each other.
o solid vibrate (jiggle) but generally do not move from place to place.
Liquids and solids are often referred to as condensed phases because the particles are very close
together. The following table summarizes properties of gases, liquids, and solids and identifies
the microscopic behavior responsible for each property.
Characteristics of Gases, Liquids and Solids, Microscopic Explanation for the Behavior
gas
liquid
solid
It assumes the shape and

volume of its container
Particles can move past one
another
It assumes the shape of the

container which it occupies
Particles can move/slide past
one another
It retains a fixed volume and

shape
Rigid - particles locked into
place
Its compressible
There is a lot of free space
between particles
It isnt easily compressible

There is little free space
between particles
It isnt easily compressible

There is little free space between
particles
A Gas flows easily
A Liquid flows easily
A Solid doesnt flow easily
Its particles can move past

one another
Its particles can move/slide

past one another
Its rigid particles cannot

move/slide past one another
CONSIGNAS
11. Analice las definiciones. Cules son las expresiones utilizadas?
12. Subraye los verbos, y las expresiones verbales.
13. Identifique los verbos en presente simple. Identifique el verbo auxiliar utilizado en este
tiempo verbal.
14. Cules palabras terminadas en s son sustantivos en plural? Cules son verbos
en 3. persona singular del tiempo presente simple?
15. Indique cmo se formaron las oraciones negativas.
MORFOLOGA: Plurales regulares e irregulares.

Muchos sustantivos en ingls forman su plural agregando una s, es; otros cambian su -y
final por la terminacin ies; o la terminacin f o fe por ves. Los sustantivos de origen
griego o latino conservan sus formas plurales del idioma original.
Recordar que en ingls, los adjetivos no asumen formas diferentes por gnero ni nmero.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Analysis and modeling of coupled thermo-hydro-mechanical phenomena in 3D fractured

media
"Criteria" is the plural form of the singular noun "criterion."
"Media" is the plural form of the noun "medium." We frequently hear "media" used as a
singular, especially by the advertising industry, as in mass media.
Many theses were written on the 2001 economic crisis.
The atomic radius is determined entirely by the electrons: The size of the atomic nucleus
is measured in femtometres.
Family Theory Versus the Theories of Families. Author: Kerry Daly
American colonies broke with their mother country in 1776, Argentine ones in 1816.
Label boxes clearly with CAUTION, FRAGILE, GLASS, and HEAVY signs.
Sudden Job Loss Destroys Lives.
LIFE PHENOMENA AND MEASUREMENT ANALYSIS

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The area of this research covers studies aiming to create seeds for innovative technologies based
on creative ideas on living matter concerning techniques for measurements and analyses based
on new principles and methods necessary for the elucidation of life phenomena.
More concretely, it covers new techniques for measurements and analyses of various chemical
processes in cells and for the elucidation of life phenomena of cells, living matter, and ecological
systems ranging from a micro-scale to a macro-scale. It covers studies expected to trigger the
creation of new methodologies and technological development that aim to obtain unique results in
life science technologies. It also includes environmental measurements associated with life
phenomena. In the field of life science, studies in biomolecular science such as structural biology,
which are closely associated with the structures and functions of biomolecules, are actively carried
out. Needless to say, this research area undoubtedly has the molecular science of life phenomena
within its view. It is becoming clearer that the area of chemistry is shifting from "chemistry of
biomolecules" to "chemistry of life phenomena (chemical biology)", which aims at the chemical
elucidation of life phenomena. However, a leaping development in technology for measurements
and analyses related to life phenomena is essential for the progress from science of biomolecules
to that of life phenomena. The science of life phenomena can not make progress without unique
techniques for measurements and analyses of interactions of biomolecules in living matter and cell
or at levels of living matter, cell, individual, and, further, ecology. Studies that are positive for the
development of advanced methods for measurements and analyses based on new concepts by
taking advantage of physical, chemical, and biological phenomena are welcome for the purpose of
elucidating life phenomena including various complex chemical processes. This research area
includes studies on measurements and analyses covering environment related to life phenomena.
de http://www.seimei.jst.go.jp/en/ryoiki/index.html
CONSIGNAS
1. Subraye todas las palabras que considere que estn en plural.
2. Identifique los plurales Griegos y Latinos. Cules son las formas ms utilizadas en este
texto? Cules son las formas singulares de esos mismos trminos?
3. Subraye los verbos, y las expresiones verbales. Cual es el tiempo que predomina?
4. Qu funciones de la lengua predominan?
Repaso de lo visto en las Unidades I y II. Reconocimiento de palabras transparentes y de

relaciones lgico semnticas entre las ideas. Inferir significado por la morfologa de las
palabras. Formas plurales. El Caso Posesivo o Caso Genitivo y sus formas usuales. La frase
sustantiva. El tiempo verbal Presente Simple.
Laws of Chemistry
Summary of Major Chemistry Laws
By Anne Marie Helmenstine, Ph.D., About.com
Avogadro's Law
Equal volumes of gases under identical temperature and pressure conditions contain equal
numbers of particles (atoms, ion, molecules, electrons, etc.).
Boyle's Law
At constant temperature, the volume of a confined gas is inversely proportional to the pressure
to which it is subjected.
Charles' Law
At constant pressure, the volume of a confined gas is directly proportional to the absolute
temperature.
Dalton's Law
The pressure of a mixture of gases is equal to the sum of the partial pressures of the
component gases.
Faraday's Law
The weight of any element liberated during electrolysis is proportional to the quantity of
electricity passing through the cell and also to the equivalent weight of the element.
Gay-Lussac's Law
The ratio between the combining volumes of gases and the product (if gaseous) can be
expressed in small whole numbers.
Graham's Law
The rate of diffusion or effusion of a gas is inversely proportional to the square root of its
molecular mass.
Henry's Law
The solubility of a gas (unless it is highly soluble) is directly proportional to the pressure applied
to the gas.
First Law of Thermodynamics

Conservation of Energy. The total energy of the universe is constant and is neither created nor
destroyed.
Second Law of Thermodynamics

Entropy increases over time. Another way of stating this law is to say that heat cannot flow, on
its own, from an area of cold to an area of hot.
UNIDAD 3 VOZ ACTIVA VOZ PASIVA FUNCIONES DISCURSIVAS / FUNCIONES RETRICAS

BSICAS DEL DISCURSO CIENTFICO-TCNICO (DEFINICIN, CLASIFICACIN, ENUMERACIN,
DESCRIPCIN,
DESCRIPCIN
DE
PROCESO,
INSTRUCCIONES,
EJEMPLIFICACIN,
COMPARACIN / CONTRASTE, ETC.)
Chemistry (from Egyptian kme (chem), meaning "earth") is the science concerned
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with the composition, structure, and properties of matter, as well as the changes it
undergoes during chemical reactions. Historically, modern chemistry evolved out of
alchemy following the chemical revolution (1773). Chemistry is a physical science related
to studies of various atoms, molecules, crystals and other aggregates of matter whether in
isolation or combination, which incorporates the concepts of energy and entropy in
relation to the spontaneity of chemical processes.
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Disciplines within chemistry are traditionally grouped by the type of matter being studied
or the kind of study. These include inorganic chemistry, the study of inorganic matter;
organic chemistry, the study of organic matter; biochemistry, the study of substances
found in biological organisms; physical chemistry, the energy related studies of chemical
systems at macro, molecular and submolecular scales; analytical chemistry, the analysis of
material samples to gain an understanding of their chemical composition and structure.
Many more specialized disciplines have emerged in recent years, e.g. neurochemistry the
chemical study of the nervous system
http://en.wikipedia.org/wiki/Chemistry#Etymology
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Element
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The most convenient presentation of the chemical elements is in the periodic table of the
chemical elements, which groups elements by atomic number. Due to its ingenious
arrangement, groups, or columns, and periods, or rows, of elements in the table either
share several chemical properties, or follow a certain trend in characteristics such as
atomic radius, electronegativity, etc. Lists of the elements by name, by symbol, and by
atomic number are also available.
The concept of chemical element is related to that of chemical substance. A chemical

element is characterized by a particular number of protons in the nuclei of its atoms. This
number is known as the atomic number of the element. For example, all atoms with 6
protons in their nuclei are atoms of the chemical element carbon, and all atoms with 92
protons in their nuclei are atoms of the element uranium. However, several isotopes of an
element, that differ from one another in the number of neutrons present in the nucleus,
may exist.
CONSIGNAS
1. Cmo se forma la voz pasiva en Ingls? Y en Castellano?
2. Identifique los verbos y la Voz en que se encuentran.
3. En general, Cundo se prefiere la Voz Pasiva a la Voz Activa en textos tcnicos?
4. Que funcin cumple el Complemento Agente?
5. Identifica en los textos los complementos agente y distnguelos de otras expresiones
introducidas por by.
6. Cuales son las formas ms utilizadas en este texto? Cules son las formas
singulares de esos mismos trminos?
7. Qu funciones de la lengua predominan en estos textos?
CONSIGNAS 2 Ejercicios de Lecto-comprensin

I.
1.
2.
3.
4.
REFERENCIA (A qu remiten los siguientes trminos?) Texto: CHEMISTRY

it (l. 2)
which (l. 6)
These (l.9)
their (l. 13)
II. REFERENCIA (A qu remiten los siguientes trminos?) Texto: ELEMENT

5.
that (l. 1)
6.
its (l. 2)
7.
This (l.2)
8.
their (l. 5)
9.
which (l. 10)
10.
its (l. 10)
III. EXPRESIONES (Qu tipo de relacin establecen los siguientes conectores?)
Texto: CHEMISTRY
11.
as well as (l. 2)
12.
wether...or (l. 6/7)
13.
grouped by (l.8)
14.
e.g. (l. 14)
IV. EXPRESIONES (Qu tipo de relacin establecen los siguientes conectores?)
Texto: ELEMENT
15.
(be) related to (l. 2)
16.
(be) known as (l. 4)
17.
However (l.6)
18.
Due to. (l. 10)
19.
either...or (l. 11/12)
20.
such as (l. 12)
V. CONTENIDO / NO CONTENIDO (de lnea de referencia ) Texto: CHEMISTRY
1. La ciencia qumica y la alquimia estuvieron originalmente vinculadas
2.
El tipo de materia bajo estudio es lo que diferencia las disciplinas dentro de la qumica
3. Bioqumica es el estudio de la materia orgnica

4.
La neuroqumica es el estudio del sistema nervioso
VI. CONTENIDO / NO CONTENIDO (de lnea de referencia ) Texto: ELEMENT

5. El nmero de protones en el ncleo caracteriza a los elementos qumicos
6.
Los atomos carbono tienen 6 protones en su nucleo, los atomos de uranio, 92
7. Los istopos se diferencian en el nmero de neutrones contenidos en el nucleo

8.
La tabla peridica fue una contribucin de Mendeleev al estudio de la Qumica
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NEXOS Y FRASES CONECTORAS
ADICION: Agregan datos o informacin a lo ya dicho.

And
Also
Apart from
CAUSA / RAZN
Because / of
On account of
Owing to
o
As a result
As a consequence
Then
Thus
For this reason

So that
Consequently
With the result that
Or else
Otherwise
Provided / providing
As / So long as
Should (sintaxis invertida)
Have / Be (sintaxis invertida)
TEMPORALES: Establecen una relacin de tiempo, indicando un suceso anterior,

simultneo o posterior.
First/ly
After
When / As
While / As
Lately
At last
Since then
Earlier
Next
Before
Later / on
Ultimately
Meanwhile
From to
At the same time

In the beinning
At this point
Up to this point
Then
Eventually
Since
EJEMPLIFICACIN: El componente que sigue al nexo complementa, ejemplifica o

redefine lo que se dice antes.
e.g.
For example
As
For
CONDICIN: Introducen la condicin que debe cumplirse para que se cumpla lo

expresado en la proposicin principal.
If
But for
Unless
Since
In view of
Due to
CONSECUENCIA / EFECTO / RESULTADO
So
And so
Therefore
Hence
In addition / to
Besides
Moreover
CAUSA / CONSECUENCIA: Si bien en general se encuentran en relaciones que

contienen ambos elementos, se debe indicar si el nexo introduce la causa o la
consecuencia.
o
Both and
As well / as well as
Furthermore
For instance
Namely
Such as
That is
COMPARACIN: confrontan semejanzas o diferencias entre dos o mas elementos de

igual valor, o a uno con todo el universo comparable.
Like
As as
Likewise
Unlike
In much the same way as
PROPSITO, INTENCIN, FINALIDAD: Indican precisamente el propsito por el cual

se realiza lo expresado en la oracin principal.
To + infinitivo
So that
To summarize
But
However
In contrast
Instead
Conversely
Nevertheless
Yet
While
On the other hand
In spite of
Neither nor
Whether or
Particularly
In particular
In fact
Actually
Indeed
Really
REPETICIN O ENFASIS:
Above all
In other words
Most importantly
In summary
DISYUNCIN O ALTERNANCIA: implican oposicin entre dos ideas.

Either or
For + ~ ing
CONTRASTE, OPOSICIN, CONTRADICCIN, CONTRAJUNCIN: vinculan frases

cuyos contenidos son opuestos, adversos, contrarios, prevaleciendo la idea introducida
por el conector. En la CONCESIN, prevalece la idea no introducida por el conector.
Though
Although
Even though
Whereas
Despite
In order to + infinitivo
So as to
RESMEN, RECAPITULACIN, CONCLUSIN: Introducen un enunciado que cierra,

resuelve o concluye lo anteriormente dicho en el texto.
In conclusion
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Despite the increasing signicance of precious metals secondary sources, the bulk are still
recovered by tradicional mining processes.
A pesar de
Hydrometallurgical schemes deal with the fundamental chemistry of the precious metals as
well as extraction mechanisms.
asi como
tambin
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In spite of the positive aspects, there are still some drawbacks to secondary source
precious metal recovery.
The material on thermochemistry (Chapter 14) has been expanded to include energy
changes at constant volume as well as at constant pressure.
In order to write the formula, enter through the keyboard the power to which you wish to
raise the number
Ignore the minus sign if the exponent is a negative number.
When homework assignments are returned and you find some problems marked wrong (in
spite of your efforts), do something about it soon.
The number need not be an integer, plus it may be less than one as well as larger than one.
The mathematics used in general chemistry is elementary, involving only arithmetic and
simple algebra. Nevertheless, if you don't understand it, you can expect troubles before
long. Actually, before you can really get into chemistry, you need to master the
mathematical operations in the first six chapters.
Throughout this chapter, we talked as though every number we wish to use with a
calculator must be entered through the keyboard. Frequently, however, we wish to use the
result of a just-performed calculation (i.e. a number which is still visible in the lighted
display) as part of the next calculation step.
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UNIDAD 4 GRADOS DE COMPARACIN DE ADJETIVOS GRADO SUPERLATIVO
El GRADO COMPARATIVO puede ser de SUPERIORIDAD, de IGUALDAD, o de

INFERIORIDAD.
A) COMPARATIVOS Y SUPERLATIVOS DE SUPERIORIDAD
Los adjetivos monosilbicos y algunos bisilbicos utilizan para su forma
comparativa: -er than, y para su forma superlativa the -est.
positive
comperative
superlative
positive
comperative
superlative
strong
stronger than
The strongest
big
bigger than
The biggest
small
smaller than
The smallest
thin
thinner than
The thinnest
late
later than
The latest
fat
fatter than
The fattest
nice
nicer than
The nicest
white
whiter than
The whitest
Los dems se comparan con
more... than, y su forma superlativa es the most.
positive
comperative
superlative
careful
more careful than
the most careful
expensive
more expensive than
the most expensive
difficult
more difficult than
the most difficult
tired
more tired than
the most tired
terrible
more terrible than
the most terrible
Irregular forms
positive
comperative
superlative
positive
comperative superlative
good
better
The best
many
more
The most
bad
worse
The worst
little
less
The least
much
more
The most
B) COMPARATIVOS DE IGUALDAD (AS... AS / SO...AS)
From a purely human viewpoint chemical kinetics is as important as The Second

Law of Thermodynamics.
Nitrogen has proved to be as relevant as carbon in climate change.
C) COMPARATIVOS DE INFERIORIDAD (LESS ... THAN)
FDA's regulations are less stringent than some international standards

The chemical controls in the list to your left are safer to use than most chemical
pesticides, and less expensive, too.
C) SUPERLATIVOS DE INFERIORIDAD (THE LEAST)
Gold is likely the earliest metal known to humanity because it can be found in its
native form and is easier to work (softer) than copper, which is also found in its
native form. Gold is the least active of the metals.
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CONSIGNAS
1.
2.
Identifique los adjetivos en grado comparativo.

Defina de qu tipo de comparacin se trata
DEPOLLUTION AND PHOTOCATALYSIS de http://www.precast.org/publications/solutions/2006_fall/feature_words.htm

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Today, the industry has two new words to get acquainted with, words that may be even
more important since they affect not just construction but the very quality of life in our
communities: depollution and photocatalysis.
Depollution is the opposite of pollution and means the removal of contaminants and
impurities from the environment. The newest tool for achieving depollution is a
photocatalyst, a material that uses solar energy to accelerate chemical reactions without
being consumed or depleted in the process. As new as these words are, they are rapidly
entering the vocabulary of designers and builders around the world.
Ahora complete la siguiente ejercitacin de Lecto-comprensin sobre estos textos.

REFERENCIA: A qu remiten los trminos destacados?
1. They (l.2)
2. Our (l.2)
3. They (l.7)
CONECTORES: Qu tipo de relacin establecen? Complete la estructura que les da sentido.
Since (l-2)
FUNCIONES RETRICAS: D lneas de referencia y tradzcalas en contexto

1. Definicin: Depolution
2. Definicin: Photocatalyst
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LECTOCOMPRENSIN: RESUELVA LAS CONSIGNAS EN RELACIN A ESTE TEXTO
ZINC
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Zinc is crystalline (hexagonal), moderately hard and brittle, and has a bluish-white
color. Its vapor density corresponds with the formula Zn. It readily burns in air
when the turnings are heated in a flame, or the metal is heated strongly in a
crucible, producing a white cloud of oxide which settles out in the form of woolly
flocks. These were called Philosophers wool, nix alba or pompholyx by the
alchemists. A tassel of thin sheet of zinc tipped with a little burning sulphur burns
brilliantly in oxygen. The metal oxidizes in moist air forming a greyish-white crust
of the basic carbonate, and is attacked and dissolved by soft water, especially that
containing peat acids, or sea water.
Zinc is more resistant to moist air than iron, and is used as a protection for this
metal. The iron sheets or wire are cleaned by a sand-blast and pickling in dilute
hydrochloric acid, and are dipped into molten zinc where an adherent coating of
the latter is formed. This process is known as galvanizing and the product as
galvanized iron. Iron particles may also be coated with zinc by spraying or by
heating them in zinc dust (sherardizing). The zinc dissolves before iron in
presence of oxygen and moisture, since it is more electropositive than iron. The
metal is also used for the negative electrodes of the voltaic cell.
Zinc dissolves in dilute acid evolving hydrogen (except before nitric acid) and
producing zinc salts containing the cations Zn. It also dissolves readily in hot
solutions of potassium or sodium hydroxides (magnesium is insoluble), evolving
hydrogen and forming solutions of zincates.
1. En qu renglones se habla de los siguientes temas?

a. Disolucin
b. Propiedades
c. Comparacin del zinc y el hierro
d. Procesos de proteccin del hierro
2. REFERENCIA (A qu/quin remiten los trminos?)
a. Its (l.2)
b. It (l.2)
c. These (l. 5)
d. That (l. 8)
e. Them (l. 15)
16
3. RESOLVER
a. En la lnea 16 hay una comparacin. Diga si es de igualdad, superioridad o de
inferioridad y qu se compara.
b. Qu es el hierro galvanizado?
c. Describa el proceso de sherardising
d. Describa lo que dice el texto sobre la disolucin del zinc
4. Busque en el texto ANTONIMOS de los siguientes trminos.

Soft
Hardly
Cooled
Weakly
The former
After
Cold
5. CONECTORES Diga que tipo de relacin establece y complete las funciones lgicas.
When (l.3)
Since (l.16)
6. Que expresan?
a. By soft water
a) Agente; b) mtodo; c) propsito
b. By spraying or heating them
a) Agente; b) mtodo; c) propsito
c. Iron particles may also be coated
a) obligacin; b) posibilidad; c) habilidad
17
UNIDAD 5 USOS DEL INFINITIVO EL FUTURO SIMPLE REPASO DE LOS TIEMPOS

VERBALES PRESENTE SIMPLE Y PRESENTE CONTINUO
de http://www.nmsu.edu/~ucomm/Releases/2006/november/clean_water.htm
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Students investigate methods to remove arsenic and fluoride from water

Skills learned while studying to become a chemical engineer are something A.M. Torres
can take back home to share with her community in Palomas, Mexico.
Torres is working alongside two other junior chemical engineering students at New Mexico
State University, to clean up drinking water in the border region.
I have a personal interest in our water treatment project because I am from Mexico and
the project involves USA-Mexico border water treatment, Torres said.
The students hope to find a cost-efficient method of reducing the high levels of arsenic
and fluoride in Columbus, N.M., and Palomas, Mexico, drinking water. We will work as a
team to solve this problem..
Small communities along the border are suffering from a lack of practical water purification
methods. Columbus, N.M., residents are allowed five gallons of water per day because the
community cannot afford a big water purification facility, said Shuguang Deng, chemical
engineering associate professor and head of the student research team.
High quantities of arsenic and fluoride in water are harmful when consumed and used for
cleaning. Arsenic can cause cancer and fluoride can cause bone density problems.
The engineering students are working with mesoporous alumina, a material they hope will
absorb arsenic from well water. The different sizes of pores found in the various
mesoporous alumina materials make it a great candidate for sucking up harmful water
pollutants.
If the pore size is too small or too large it may not be useful. So we are trying to make
them at a more optimal range for the removal of those pollutants, Deng said.
The student research group hopes to manufacture a sol-gel derived mesoporous aluminabased absorbent that will have the right size pores.
The common method of water filtration in the border region is called reverse osmosis.
Reverse osmosis uses pressure created by water to push more water through a
membrane that extracts pollutants. Mesoporous alumina differs from reverse osmosis
because it does not need to be powered and it does not use two gallons of water to purify
just one gallon.
The team is now researching a cleverer way to remove fluoride. Deng said the students
maybe able to remove fluoride by modifying the sol-gel aluminas surface area.
As for Aley Torres, shes just glad to have the opportunity to work on the project. If we do
a good job and it gets implemented, I will feel like I did something positive for the
community as well as for my family.
CONSIGNAS
1. Identifique los verbos, la Voz y el Tiempo en que se encuentran.
2. Cuales verbos indican FUTURIDAD?
3. Identifique todos los verbos en INFINITIVO
4. Que funcin cumple el el infinitivo en cada caso? (Sujeto de la oracin, completa el
significado de otro verbo, indica prpsito, complemento indispensable del
predicado)
5. Qu otra forma de indicar propsito encuentra en el texto?
6. Qu funciones de la lengua predominan en este texto?
18
RESPONDER estas preguntas en espaol

1.
Cual es la motivacin que tiene A.M. Torres para dedicarse al tratamiento de aguas?
2.
Que problemas enfrentan las comunidades fronterizas pequeas en Nuevo Mjico?
3.
Enumere los problemas que ocasiona el Arsnico.
4.
Qu influencia tiene el tamao del poro del oxido de aluminio que se tutiliza en el tratamiento de aguas?
5.
Cmo es el mtodo de osmosis inversa?
REFERENCIA (A qu remiten?)
1.
2.
3.
4.
5.
6.
her (l. 2)
our (l. 5)
they (l.16)
them (l. 19)
it (l. 25)
my (l. 31)
VERDADERO O FALSO V/F
1. A.M.Torres pertenece a la comunidad de Columbus en Nueva Mjico.

2.
La universidad de Columbus favorece el trabajo de los estudiantes mejicanos
3. El tamao de los poros en el oxido de aluminio tiene significativa importancia a los

fines de su utilidad como decontaminante
4.
El mtodo de osmosis reversa es mas costoso desde mltiples puntos de vista
5.
Torres tiene fuertes motivaciones personales y familiares para participar de los proyectos
19
UNIDAD 6 TRADUCCIONES POSIBLES DE LA FORMA -ING (sustantivo, adjetivo, como

gerundio (indicacin de modo o mtodo, verbo conjugado en tiempo continuo), simplificando una
oracin adjetiva (que + verbo conjugado), infinitivo (completando el significado de un verbo o
acompaando a una preposicin), propsito, etc) INFINITIVO O ING?
Las palabras terminadas en ing pueden traducirse de diversas maneras, segn la funcin que
desempeen dentro de la oracin:
1. Como SUSTANTIVO
Decanting and centrifuging are two very important processes in Chemistry.
Reading is a rewarding habit.
2. Como ADJETIVO
The decanting bottle must be duly cleansed before filling it with a different solvent..
I forgot my reading glasses home.
Traveling is sometimes boring without a good deal of reading material.
3. Como gerundio, indicando el MODO en que algo sucede o se realiza
The molecules of the gas inside the pump are in constant motion, bumping into one
another and into the walls of the pump.
Immiscible liquids (such as water and cooking oil) can be separated by using a
separating funnel.
4. Como gerundio, indicando el MTODO de realizacin
The molecules of the gas inside the pump are in constant motion. They can be
compressed by gently pushing down the piston.
You can separate a solution simply by letting the solvent evaporate.
Pollutants can be hidden from sight by covering the dumping area with soil.
5. Como gerundio, en los tiempos verbales CONTINUOS
The engineer cannot be disturbed. He is currently working on the restricted area of
the manufacturing plant.
I was working hard on my new paper when the people from a nearby construction
started making a terrible noise.
They are not working now, but they were working on that last week.
6. Como INFINITIVO, indicando propsito
These are the clues for understanding the theorem.

The elements for designing the matrix can all be found in the manual.
7. Como INFINITIVO, como objeto de una preposicin

I cannot fully understand German texts without reading them twice.
In addition to implementing the zero-pressure standard satate, Twu, et al have
investigated the infinite-pressure standard state.
8. Como INFINITIVO, acompaando a otro verbo
The students started making a great noise despite the QUIET sign on the wall.
9. Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oracin
adjetiva post-modificadora
Mixtures containing a solid and a solvent can be separated by using a decanter, and
then simply pouring the liquid off.
20
EJERCICIO
Ahora, para ejercitar estos nuevos conceptos sobre usos y traducciones de las palabras
terminadas en -ing, vuelva al texto Students investigate methods to remove arsenic and
fluoride from water de la pgina 16. Identifique de qu uso se trata.
Traduzca cada frase en el contexto que le da sentido.
USOS DE LA -ING
1.
while studying (l. 1)
2.
chemical engineering students (l. 3)
3.
a method of reducing (l. 7)
4.
drinking water (l. 8)
5.
are suffering from (l. 10)
6.
are used for cleaning(l. 14)
7.
are trying to make them (l. 19)
8.
by modifying the sol-gel alumina (l. 29)
21
LECTOCOMPRENSIN: RESUELVA LAS CONSIGNAS EN RELACIN A ESTE TEXTO
THE GASEOUS STATE

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Gases are fluids which have no definite shape and no definite volume. They differ
from liquids in possessing the power of expanding until they fill completely any
vessel in which they are placed.
Gases and liquids are classed together as FLUIDS, on account of their ability to
flow under the influence of very small forces. Thus, gases (which were former
described as ELASTIC FLUIDS) will flow under the influence of their own elasticity
until the space in which they are confined is filled completely. Liquids will flow
under gravity, but viscous liquids flow only slowly. PLASTIC SOLIDS, such as
lead or sodium, can be made to flow under pressure, e.g. by squirting through a
nozzle; but this flow does not take place until a minimum limiting pressure is
applied.
The behavior of gases is generally much simpler than that of solids and liquids.
Thus, while the physical properties of liquids and solids vary widely from
substance to substance, and have to be studied individually, it is often possible to
state a simple rule which will describe the properties or behavior of all gases, e.g.
their combination by volume (Chapter III) and their behavior on compression or on
change of temperature. For this reason, it is convenient to begin the study of
physical chemistry by considering the properties of gases.
Lowry and Cavell. Intermediate Chemistry. Macmillan and Co. London, p.453
1. De ejemplos de
a. Fluidos
b. Fluidos Elsticos
c. Solidos Plsticos
2. REFERENCIA (A qu/quin remiten los trminos?)
a. they (l.1)
b. their (l.4)
c. their (l.6)
d. That (l. 12)
e. their (l. 16)
3. USOS DE LA TERMINACIN -ING (Diga de qu uso se trata y traduzca los conceptos
que dan sentido al uso)
a. In posessing (l.2)
b. By squirting (l.9)
c. Limiting (l.10)
d. By considering (l.18)
22
4. Busque en el texto SINONIMOS de los siguientes trminos.

established
having
Because of
forced
broadly
performance
variation
appropriate
5. CONECTORES Diga que tipo de relacin establece y complete las funciones lgicas.
Until (l.2)
On account of
(l.4)
thus (l.5)
e.g. (l.9)
e.g. (l.15)
For this reason.

(l.17)
23
UNIDAD 7 VERBOS MODALES Y ESTRUCTURAS ANLOGAS: CAN, COULD, MAY, MIGHT,

MUST, SHOULD, OUGHT TO, BE ABLE TO, HAVE TO, NEED (TO)
I can go to New York - Puedo ir a New York (posibilidad fsica)
You can go to New York - Puedes ir a New York (posibilidad fsica /o/ permiso)
I could go to New York - Podra ir a New York (opcin personal /o/ posibilidad en pasado)
I may go to New York - Puedo ir a New York (posibilidad, opcin personal)
You may go to New York - Puedes ir a New York (posibilidad fsica /o/ permiso)
I might go to New York - Podra ir a New York (posibilidad remota) (Potencial)
I must go to New York - Debo ir a New York (obligacin)
You must be from New York Debes ser de New York (deduccin)
I should go to New York - Debera ir a New York (conveniencia)
You should go to New York - Debera ir a New York (consejo)
I ought to go to New York - Debo ir a New York (obligacin moral)
I need (to) go to New York - Necesito ir a New York (necesidad)
Un Verbo Modal (modal, modal auxiliary verb, modal auxiliary) es un tipo especial de verbo
auxiliar que se usa para imprimir modalidad al verbo principal al cual acompaa (posibilidad,
habilidad, permiso, obligacin, necesidad). Componen una clase diferente de verbos en el
idioma ingls.
Los verbos modales, en general, comparten ciertas caractersticas gramaticales entre s:
1.
Son verbos auxiliares como be, do, y have, es decir, que acompaan a un verbo
principal, portador del sentido principal, pero a diferencia de stos, imprimen al verbo
principal una modalidad, modificando el sentido funcional.
2.
Como auxiliares, permiten la inversin necesaria para armar interrogaciones, y
aceptan la forma de negaciones (la partcula negativa not)
3.
Son verbos defectivos, y como tales, no son conjugables en tiempos distintos. Existen,
no obstante, expresiones modales sinnimas que pueden ser usadas en todos los
tiempos conjugados, e incluso aceptan ser acompaados por verbos modales.
I am able to go to New York now (posibilidad fsica)
I was able to go to New York last summer
I will be able to go to New York next summer
I have not been able to go back to New York since I lost my passport
I might have been able to visit NY if I had attended the congress
I have to go to New York (obligacin)
I had to go to New York, but I couldnt.
I will have to go to New York if I want to attend the congress
I could have to go to New York next summer
4.
Van siempre acompaados del verbo principal en forma de infinitivo sin la partcula to,
salvo el modal ought to que la contiene.
24
EJERCICIOS
1.
Observa qu tipo de modalidad imprime cada uno de los verbos modales marcados en el texto.
2.
Determina si se trata de modalidad sobre el eje del Poder / Deber / Necesidad, y la subcategora.
3.
Traducelos en el contexto que les da sentido.
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2
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Some of the mechanisms involved in alterations in toxicity have been studied

and have been shown to be a consequence of changes in the toxicokinetics
and/or toxicodynamics of one chemical by another. Toxicokinetic changes affect
the absorption, distribution, metabolism and/or excretion of a chemical and can
have profound effects on dose-response relationships. Changes at the
toxicodynamic level might involve a competition between chemicals for binding
to a target site, such as a receptor or alter the susceptibility of target cells to the
effects of another agent. This could also include changes in signal transduction
pathways and cell cycle control. Though some of these alterations may have
been described for simple mixtures of two components, unraveling the effects
of complex mixtures with up to hundreds of chemicals need and must still be
attempted.
de http://grants.nih.gov/GRANTS/guide
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Solar power remains the ultimate Olympic gold-medal dream of a clean, efficient
and sustainable source of energy. The problem has been that in order to replace
fossil fuels, we need to get a lot more proficient at harvesting sunlight and
converting it into energy. Nature has solved this problem through
photosynthesis; all we have to do is emulate it. But first we need a much better
understanding of how photosynthesis works at the molecular and electronic
levels.
"After working on the problem for about 3 billion years, nature has achieved an
energy transfer efficiency of approximately 97 percent," says Graham Fleming,
director of Berkeley Lab's Physical Biosciences Division and an internationally
acclaimed leader in spectroscopic studies of photosynthetic processes. "If we
can get a complete understanding as to how this is done, creating artificial
versions of photosynthesis should be possible." ...
"If we can follow the steps in transferring energy from donor to acceptor
molecules, we might be able to design new and much more effective strategies
for synthetic light harvesters," Fleming says.
Because the extra energy being transferred from one molecule to the next
changes the way each molecule absorbs and emits light, the flow of energy can
be spectroscopically followed. To do this, however, Fleming and his
experimental research team need to know what spectroscopic signals they
should be looking for.
de http://www.lbl.gov/Science-Articles
25
UNIDAD 8 IDEA PRINCIPAL IDEAS SECUNDARIAS ORGANIZACIN DEL TEXTO EL

TIEMPO VERBAL PASADO SIMPLE REPASO GENERAL DE UNIDADES
Chemical bond From Wikipedia, the free encyclopedia

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A chemical bond is the physical process responsible for the attractive interactions
between atoms and molecules, and that which confers stability to diatomic and
polyatomic chemical compounds. The explanation of the attractive forces is a complex
area that is described by the laws of quantum electrodynamics. In practice, however,
chemists usually rely on quantum theory or qualitative descriptions that are less
rigorous but more easily explained to describe chemical bonding. In general, strong
chemical bonding is associated with the sharing or transfer of electrons between the
participating atoms. Molecules, crystals, and diatomic gases, indeed most of the
physical environment around us, are held together by chemical bonds, which dictate
the structure of matter.
Bonds vary widely in their strength. Generally covalent and ionic bonds are often
described as "strong", whereas hydrogen bonds and van der Waals bonds are
generally considered to be "weak". Care should be taken because the strongest of the
"weak" bonds can be stronger than the weakest of the "strong" bonds.
Valence bond theory From Wikipedia, the free encyclopedia

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In the year 1927, valence bond theory was formulated which argued essentially that a
chemical bond forms when two valence electrons, in their respective atomic orbitals,
work or function to hold two nuclei together, by virtue of system energy lowering
effects. In 1931, building on this theory, chemist Linus Pauling published what some
consider one of the most important papers in the history of chemistry: On the Nature
of the Chemical Bond. In this paper, building on the works of Lewis, and the valence
bond theory (VB) of Heitler and London, and his own earlier work, he presented six
rules for the shared electron bond, the first three of which were already generally
known:
1. The electron-pair bond forms through the interaction of an unpaired electron on
each of two atoms.
2. The spins of the electrons have to be opposed.
3. Once paired, the two electrons cannot take part in additional bonds.
14
His last three rules were new:
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4. The electron-exchange terms for the bond involves only one wave function
from each atom.
5. The available electrons in the lowest energy level form the strongest bonds.
6. Of two orbitals in an atom, the one that can overlap the most with an orbital
from another atom will form the strongest bond, and this bond will tend to lie in
the direction of the concentrated orbital.
Building on this article, Paulings 1939 textbook: On the Nature of the Chemical Bond
would become what some have called the bible of modern chemistry. This book
helped experimental chemists to understand the impact of quantum theory on
chemistry. However, the later edition in 1959 failed to address adequately the
problems that appeared to be better understood by molecular orbital theory. The
impact of valence theory declined during the 1960s and 1970's as molecular orbital
theory grew in popularity and was implemented in many large computer programs.
Since the 1980s, the more difficult problems of implementing valence bond theory into
computer programs have been largely solved and valence bond theory has seen a
resurgence
26
Chemical bond ejercicios

1. Cul es la idea principal del texto? Cun relacionada est con el ttulo?
2. Cual es la funcin lingstica que predomina en la oracin que sirve de idea principal?
3. Seale al menos 3 ideas secundarias. Qu funcin lingstica se utiliz en ellas?
GRAMMAR
1. A qu remiten? THAT WHICH THEIR
2. Que tipo de relacin introducen? HOWEVER INDEED OFTEN BECAUSE
3. Cuntos tipos de comparativos hay en el texto? Indique el tipo de comparativo, los trminos
comparados y como se los compara.
4. Subraye todas las formas ing. Diga cmo las traduce.
5. Qu voz predomina en la primera mitad del texto? Y en la segunda?
6. Identifique e interprete los verbos modales presentes en el texto.
Valence bond theory ejercicios

1. Cul es la idea principal del texto? Cun relacionada est con el ttulo?
2. Cual es la funcin lingstica que predomina en la oracin que sirve de idea principal?
3. Seale al menos 3 ideas secundarias. Qu funcin lingstica se utiliz en ellas?
GRAMMAR
4. Subraye todos los verbos conjugados en tiempo Pasado Simple.
5. Identifique la expresin temporal que sirve de marco referencial temporal a cada uno.
6. Qu otros tiempos verbales identifica en el texto?
7. Identifique los sustantivos con formas plurales irregulares.
8. Subraye todas las formas ing. Diga cmo las traduce.
9. Subraye todos los infinitivos. Diga cmo los interpreta Qu indican.
10. A qu remiten? WHICHTHEIR HIS HE WHICH THE ONE THIS 11. Que tipo de relacin introducen? WHEN - ALREADY ONCE HOWEVER DURING - AS
SINCE
12. Cuntos tipos de comparativos/superlativos hay en el texto? Indique
comparativo/superlativo, los trminos comparados y como se los compara.
el
tipo
de
27
TEXTOS CON EJERCICIOS TEXTO I

BASES OF ELECTROCHEMICAL CORROSION
An instructive instance of electrochemical corrosion occurs in the working of the Daniell cell, diverse 1
aspects of which are discussed in other chapters. In this cell a zinc electrode is immersed in a solution of
zinc sulphate contained in a porous pot, which itself stands in a copper can filled with copper sulphate
solution. When the circuit is completed externally between the zinc and the copper, an electric current
spontaneously flows and electrochemical reactions take place at the metal surfaces. At the copper 5
cathode, cupric ions discharge from the copper sulphate solution to form copper metal; while at the
anode zinc ions are formed by dissolution of zinc. In other words the zinc electrode is corroding and
passing into the solution; and the entire system constitutes a corrosion cell with copper as cathode. The
corrosion current is the same as the external current, which gives the rate of solution of the zinc anode.
Example 39.- A Daniell cell is discharging at 1/20 amp. What is the rate of corrosion of the zinc rod anode
which is 1 cm diameter and immersed to a depth of 10 cm in the electrolyte? (Density of zinc = 7.0 g/c.c.)
From Table II, Chapter I, the electrochemical equivalent of zinc is 0.3387 mg/coulomb. The rate of dissolution
-6
of the zinc anode is, therefore, 0.3387/20 mg per sec al 1/20 amp, i.e., 0.01694 mg/sec, or 2.42 x 10
c.c./sec.
Since the area of immersed anode is (10 + /4) sq. cm, i.e., 32.20 sq. cm, the rate of corrosion of the zinc
-6
-6
-3
anode is (2.42 x 10 ) / 32.20 = 7.52 x 10 cm/sec, i.e., 2.56 x 10 in/day. It follows that the rate of corrosion
of the zinc anode is approximately one fortieth of an inch per day.
It may be noted that this rate of corrosion is far greater that is usually encountered in atmospheric corrosion
processes; here the rate is frequently quoted in units of inches per year contracted to ipy). Rates are also
quoted in terms of weight loss, and a common unit here is milligrammes/square decimetre/day (contracted to
mdd)
10
15
20
Dissimilar Metal Corrosion

The corrosion cell involved in Example 39 is so designed to be of practical use as a source of an electric current, but
if this is not the objective we can simplify the system so that it consists of a zinc plate immersed in excess of a
solution of copper sulphate. In accordance with zinc being a less noble metal than copper in the electromotive
series, zinc begins to ionize into the solution
25
I.
1.
2.
3.
4.
5.
6.
7.
8.
CONTESTE ESTAS PREGUNTAS (0.5 x 8 = 4 p)

Dnde se presenta un ejemplo instructivo de corrosin electroqumica?
Qu se analiza en otros captulos?
Qu funciones del discurso cientfico se encuentra en las lneas 2 a 7?
Explique de forma clara y concisa el concepto contenido en la anterior pregunta 3.
Qu se puede observar en este tipo de corrosin?
Qu significan las siglas ipy y mdd en espaol?
Para qu se puede utilizar la celda de corrosin del Ejemplo 39?
Cmo se simplifica el sistema?
II.
CONECTORES Qu tipo de relacin introducen? (0.5 x 5 = 2.5 p)
1.
2.
3.
4.
5.
in other words (l. 7)

therefore (l. 13)
since (l. 15)
it follows that (l. 16)
so that (l. 23)
III.
REFERENCIA (A qu remiten?) (0.5 x 4 = 2 p)
1.
2.
3.
4.
IV.
1.
2.
3.
which (l. 3)
which (l. 9)
this (l. 23)
it (l. 23)
FUNCIONES ( Diga qu se compara y de lnea de referencia ) (0.5 x 3 = 1.5 p)
Un comparativo (superioridad)
Un comparativo (inferioridad)
Un comparativo (igualdad)
28
TEXTOS CON EJERCICIOS TEXTO II

Evaporation is the process by which molecules in a liquid state (e.g. water)
spontaneously become gaseous (e.g. water vapor), without being heated to boiling
point. It is the opposite of condensation. Generally, evaporation can be seen by the
gradual disappearance of a liquid, when exposed to a significant volume of gas.
The reason a liquid evaporates is that its molecules are all in motion in nearly random 5
directions and speeds, and the energy of that movement can be compared to the heat
needed to boil that liquid. On average, the molecules do not have enough energy to
escape from the liquid, or else the liquid would turn into vapor quickly. When the
molecules collide, they transfer energy to each other in varying degrees, based on how
they collide. Sometimes the transfer is so one-sided that one of the molecules ends up 10
with enough energy to be considered past the boiling point of the liquid. If this happens
near the surface of the liquid it may actually fly off into the gas and thus "evaporate".
Liquids that do not appear to evaporate visibly at a given temperature in a given gas
(e.g. cooking oil at room temperature) have molecules that do not tend to transfer
energy to each other in a pattern sufficient to frequently give a molecule the "escape 15
velocity" - the heat energy - necessary to turn into vapor. However, these liquids are
evaporating, it's just that the process is much slower and thus significantly less visible.
Evaporation is an essential part of the water cycle. Solar energy drives evaporation of
water from oceans, lakes, moisture in the soil, and other sources of water. In hydrology,
evaporation and transpiration (which involves evaporation within plant stomata) are 20
collectively termed evapotranspiration.
For molecules of a liquid to evaporate, they must be located near the surface, be
moving in the proper direction, and have sufficient kinetic energy to overcome liquidphase intermolecular forces. Only a small proportion of the molecules meet these
criteria, so the rate of evaporation is limited. Since the kinetic energy of a molecule is 25
proportional to its temperature, evaporation proceeds more quickly at higher
temperature. As the faster-moving molecules escape, the remaining molecules have
lower average kinetic energy, and the temperature of the liquid thus decreases. This
phenomenon is also called evaporative cooling. This is why evaporating sweat cools
the human body. Evaporation also tends to proceed more quickly with higher flow rates 30
between the gaseous and liquid phase and in liquids with higher vapor pressure. For
example, laundry on a clothes line will dry (by evaporation) more rapidly on a windy day
than on a still day. Three key parts to evaporation are heat, humidity and air movement.
I.
Provea un ttulo para el texto (0.5 p)
II.
III.
RESPONDER estas preguntas en espaol (5 x 0.5 = 2.5 p)

a.
b.
c.
d.
e.
IV.
Cmo se define el proceso de Evaporacin en el texto?

Porqu se evaporan los lquidos?
A qu se denomina evapo-transpiracin?
Porqu la evaporacin es ms rpida a altas temperaturas?.
Qu es el enfriamiento evaporativo?
CONECTORES Qu tipo de relacin introducen? (0.5 x 4 = 2 p)

a.
b.
c.
d.
when (l. 8)
e.g. (l. 13)
however (l. 16)
as (l. 26)
V.
REFERENCIA (A qu remiten?) (0.5 x 4 = 2 p)

a.
b.
c.
d.
VI.
29
its (l. 5)
they (l. 9)
they (l.22)
its (l. 25)
CONTENIDO / NO CONTENIDO (de lnea de referencia ) (0.5 x 4 = 2 p)
1. La transferencia de energa entre molculas vara segn el modo en que colisionen

2. De suceder cerca de la superficie del lquido, las molculas pueden eyectarse.
3. La energa solar es una parte esencial del ciclo del agua
4. En los lavaderos la ropa se seca mas rpido que al viento.
TEXTOS CON EJERCICIOS TEXTO III
Matter comes in three states that are distinguished by the strength of the bonds holding the
molecules of the matter together. The three states of matter are:
Solids: The strong bonds between molecules make solids rigid and very difficult to deform.
Liquids: The relatively weak bonds between molecules allow liquids to be deformed without
effort. Liquids have a fixed volume, but their shape is determined by the shape of the container
holding them.
Gases: Virtually no bonds exist between gas molecule so that gases can spread into any
available space. The volume of a gas is determined by the size of the container holding it.
The molecules of a solid don't move around very much. They tend to stay relatively close to
each other. If a solid has molecules arranged in an orderly fashion, we say it is crystalline. If
the molecules of a solid are not arranged in any order, we call the solid amorphous. Many
polymers are crystalline solids, while others are amorphous solids.
10
The molecules of a liquid move around a lot. They're always moving relative to each other.
This is why liquids don't hold their shape and why they can be poured. But even though the
molecules of a liquid move relative to each other, they are still bound to each other through
intermolecular forces. This is why liquids hold their volume.
15
Another important difference between gases and liquids is that molecules in the liquid state
interact with each other through intermolecular forces. These forces hold liquid molecules
together. When molecules are in the gas state, they don't interact much. This is why liquids
keep their volume but gases do not. Gas molecules aren't held together strongly, so they can
spread out, filling as much space as they can.
20
Solids can melt and become liquids, and liquids can boil to become gases. Likewise, gases
can condense to become liquids, and liquids can freeze to become solids. Sometimes solids
can even become gases without ever becoming liquids. This is called subliming. But what
makes solids melt, and what makes gases condense?
25
The simple answer is heat. Heat is a form of energy. Heat is the energy of moving molecules.
Let's think about an ice cube. An ice cube is a solid, that is, its molecules aren't moving relative
to each other. They may be shaking and vibrating, but they stay put. If we heat the ice cube, its
molecules start moving around more. If we heat the ice cube enough, the molecules will start
moving around relative to each other, and when this happens, the solid ice melts and becomes
liquid water. If we keep heating the liquid water, eventually the water molecules will be moving
so fast that the liquid water becomes a gaswater vapor.
30
All this can happen backwards, too. If the water vapor gets cold enough, it will condense back
into liquid water, and if we keep cooling the water, it will freeze to become ice again.
35
30
I.
En qu lneas se encuentra la idea principal del texto. Fundamente su respuesta
II.
RESPONDER estas preguntas en espaol

a. Cmo se distinguen los estados de la materia?
b. Qu funcin retrica predomina entre las lneas 1 y 8?
c. Qu tipo de slidos se mencionan? Descrbalos.
d. Porqu los lquidos mantienen su volumen?.
e. Qu es sublimacin?
III.
USOS DE LA -ING Diga de cul uso se trata. Traduzca la frase que las contiene?
a. holding (l. 8)
b. moving (l. 13)
c. filling (l. 21)
d. becoming (l. 24)
IV.
REFERENCIA (A qu remiten?)
a. their (l. 5)
b. them (l. 6)
c. it (l.8)
d. they (l. 28)
V.
CONECTORES (de qu tipo se trata? Traduzca las seguencias lgicas que completan su sentido )
VI.
a.
if (l. 11)
b.
even though (l. 14)
c.
so (l.21)
d.
that is (l. 27)
e.
if (l.30)
CONTENIDO / NO CONTENIDO (de lnea de referencia ) (0.5 x 4 = 2 p)
1. Las molculas de un lquido interactan a travs de fuerzas intermoleculares.

2.
Las molculas de gas tienden a ocupar el recipiente que las contienen.
3. El calor, como forma de energa, es responsable de los cambios de estado.

4.
VII.
si se sacude y se hace vibrar a un cubo de hielo, se derrite..
Traduzca esta oracin (1 p)
If we keep heating the liquid water, eventually the water molecules will be moving so fast that the liquid
water becomes a gas - water vapor.
31
TEXTOS PARA PRCTICA

Heat and Work
Heat and work are both forms of energy. They are also related forms, in that one can be transformed into the
other. Heat energy (such as steam engines) can be used to do work (such as pushing a train down the track).
Work can be transformed into heat, such as might be experienced by rubbing your hands together to warm
them up. Work and heat can both be described using the same unit of measure. Sometimes the calorie is the
unit of measure, and refers to the amount of heat required to raise one (1) gram of water one (1) degree
Celsius. Heat energy is measured in kilocalories, or 1000 calories. Typically, we use the SI units of Joules (J)
and kilojoules (kJ). One calorie of heat is equivalent to 4.187 J. You will also encounter the term specific heat,
the heat required to raise one (1) gram of a material one (1) degree Celsius.
The values for specific heat that are reported in the literature are usually listed at a specific pressure and/or
volume, and you need to pay attention to these settings when using values from textbooks in problems or
computer models.
Two other common heat variables are the heat of fusion and the heat of vaporization. Heat of fusion is the heat
required to melt a substance at its normal melting temperature, while the heat of vaporization is the heat
required to evaporate the substance at its normal boiling point.
Energy
You might remember the first law of thermodynamics: energy cannot be created or destroyed. Energy can only
change form. Chemically, that usually means energy is converted to work, energy in the form of heat moves
from one place to another, or energy is stored up in the constituent chemicals. You have seen how to calculate
work. Heat is defined as that energy that is transferred as a result of a temperature difference between a
system and its surroundings. Mathematically, we can look at the change in energy of a system as being a
function of both heat and work:
dE = q - w - Where:
dE is the change in internal energy of a system, in joules
q is the heat flowing into the system in joules
w is the work being done on the system in joules
If q is positive, we say that the reaction is endothermic, that is, heat flows into the reaction from the outside su
rroundings. If q is negative, then the reaction is exothermic, that is, heat is given off to the external
surroundings.
You might also remember the terms kinetic energy and potential energy. Kinetic energy is the energy of motion
-- the amount of energy in an object that is moving. Potential energy is stationary, stored energy. If you think of
a ball sitting on the edge of a table, it has potential energy in the energy possible if it falls off the table.
Potential energy can be transformed into kinetic energy if and when the ball actually rolls off the table and is in
motion. The total energy of the system is defined as the sum of kinetic and potential energies. In descriptions
of the energy of a system, you will also see the phrase "state properties". A state property is a quantity whose
value is independent of the past history of the substance. Typical state properties are altitude, pressure,
volume, temperature, and internal energy.
Entropy
Entropy is a measure of the disorder of a system. Take your room as an example. Left to itself, your room will
increase in entropy (i.e., get messier) if no work (cleaning up) is done to contain the disorder. Work must be
done to keep the entropy of the system low. Entropy comes from the second law of thermodynamics, which
states that all systems tend to reach a state of equilibrium. The significance of entropy is that when a
spontaneous change occurs in a system, it will always be found that if the total entropy change for everything
involved is calculated, a positive value will be obtained. Simply, all spontaneous changes in an isolated
chemical system occur with an increase in entro py. Entropy, like temperature, pressure, and enthalpy, is also
a state property and is represented in the literature by the symbol "S". Like enthalpy, you can calculate the
change of S (dS or delta S).
dS = Sfinal - S initial or dS = S(products) - S(reactants)
Where:
dS (or delta S) is change in entropy
Sfinal and Sinitial are the final and initial entropies, respectively
The following table shows the relationship between the state of a substance and its entropy: (....)
32
PERIODIC TABLE
The integer that you find in each box of the Periodic Chart is the atomic number. The atomic number is the number of
protons in the nucleus of each atom. Another number that you can often find in the box with the symbol of the
element is not an integer. It is oversimplifying only a little to say that this number is the number of protons plus the
average number of neutrons in that element. The number is called the atomic weight or atomic mass.
The versatility of the word UP

This two-letter word in English has more meanings than any other two-letter word, and that word is 'UP.'
It is listed in the dictionary as an [adv], [prep], [adj], [n] or [v].
It's easy to understand UP, meaning toward the sky or at the top of the list, but when we awaken in the
morning, why do we wake UP?
At a meeting, why does a topic come UP? Why do we speak UP, and why are the officers UP for
election and why is it UP to the secretary to write UP a report? We call UP our friends, brighten UP a
room, polish UP the silver, warm UP the leftovers and clean UP the kitchen. We lock UP the house and
fix UP the old car.
At other times, this little word has real special meaning. People stir UP trouble, line UP for tickets, work
UP an appetite, and think UP excuses.
To be dressed is one thing but to be dressed UP is special.
And this UP is confusing: A drain must be opened UP because it is stopped UP.
We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about
UP!
To be knowledgeable about the proper uses of UP, look UP the word UP in the dictionary. In a desksized dictionary, it takes UP almost 1/4 of the page and can add UP to about thirty definitions.
If you are UP to it, you might try building UP a list of the many ways UP is used. It will take UP a lot of
your time, but if you don't give UP, you may wind UP with a hundred or more.
When it threatens to rain, we say it is clouding UP. When the sun comes out, we say it is clearing UP.
When it rains, it soaks UP the earth. When it does not rain for awhile, things dry UP. One could go on
and on, but I'll wrap it UP, for now . . . my time is UP!
Oh . . . one more thing: What is the first thing you do in the morning and the last thing you do at night?
U P!

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UTN

FACULTAD REGIONAL CRDOBA

MBA Lic. ADRIANA DEZA

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

UNIDAD 1 DEFINICIN IDEA GENERAL PALABRAS Y SIGNIFICADOS TRANSPARENTES

SIGNIFICADOS: En un texto encontramos palabras cuyo significado se puede deducir con

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

Absolute Entropy (of a substance)

Table of Contents for Chemical Education Resources

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

UNIDAD 2 DEFINICIN EXISTENCIA FRASE SUSTANTIVA PRESENTE SIMPLE

It assumes the shape and

It assumes the shape of the

It retains a fixed volume and

It isnt easily compressible

It isnt easily compressible

A Gas flows easily

A Liquid flows easily

A Solid doesnt flow easily

Its particles can move past

Its particles can move/slide

Its rigid particles cannot

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

MORFOLOGA: Plurales regulares e irregulares.

Analysis and modeling of coupled thermo-hydro-mechanical phenomena in 3D fractured

LIFE PHENOMENA AND MEASUREMENT ANALYSIS

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

Repaso de lo visto en las Unidades I y II. Reconocimiento de palabras transparentes y de

First Law of Thermodynamics

Second Law of Thermodynamics

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

UNIDAD 3 VOZ ACTIVA VOZ PASIVA FUNCIONES DISCURSIVAS / FUNCIONES RETRICAS

The concept of chemical element is related to that of chemical substance. A chemical

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

CONSIGNAS 2 Ejercicios de Lecto-comprensin

REFERENCIA (A qu remiten los siguientes trminos?) Texto: CHEMISTRY

II. REFERENCIA (A qu remiten los siguientes trminos?) Texto: ELEMENT

3. Bioqumica es el estudio de la materia orgnica

La neuroqumica es el estudio del sistema nervioso

VI. CONTENIDO / NO CONTENIDO (de lnea de referencia ) Texto: ELEMENT

Los atomos carbono tienen 6 protones en su nucleo, los atomos de uranio, 92

7. Los istopos se diferencian en el nmero de neutrones contenidos en el nucleo

La tabla peridica fue una contribucin de Mendeleev al estudio de la Qumica

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

NEXOS Y FRASES CONECTORAS

ADICION: Agregan datos o informacin a lo ya dicho.

For this reason

TEMPORALES: Establecen una relacin de tiempo, indicando un suceso anterior,

At the same time

EJEMPLIFICACIN: El componente que sigue al nexo complementa, ejemplifica o

CONDICIN: Introducen la condicin que debe cumplirse para que se cumpla lo

CONSECUENCIA / EFECTO / RESULTADO

CAUSA / CONSECUENCIA: Si bien en general se encuentran en relaciones que

COMPARACIN: confrontan semejanzas o diferencias entre dos o mas elementos de

In much the same way as

INGLES TCNICO I Recopilacin y ejercitacin: MBA Adriana Deza

PROPSITO, INTENCIN, FINALIDAD: Indican precisamente el propsito por el cual

DISYUNCIN O ALTERNANCIA: implican oposicin entre dos ideas.