Material exclusivo

para alumnos de

Idioma Inglés
FACET, UNT
2019
Avance del Libro de Texto de Cátedra
(Unidades V – VIII – Trabajos Prácticos I y II)

Profesores:
María Maidana
Virginia Hawkes
María Bennasar
Bernarda Lau
Jorge Abboud
 Trabajo Práctico Nº 1
A. Antes de leer el texto, ¿qué elementos que lo acompañan podrían facilitar
la comprensión?
WHAT IS MECHANICS?

We can define mechanics as the science that

describes and predicts the conditions of rest
or motion of bodies under the action of
forces. It is divided into three parts: mechanics
of rigid bodies, mechanics of deformable
bodies and mechanics of fluids.

Mechanics is a physical science, since it deals

with the study of physical phenomena.
However, some associate mechanics with mathematics, while many consider it as an
engineering subject. Both these views are justified in part. Mechanics is the foundation of
most engineering sciences and is an indispensable prerequisite to their study. However, it
does not have the empiricism found in some engineering sciences, i.e., it does not rely on
experience or observation alone; by its rigor and the emphasis it places on deductive
reasoning it resembles mathematics. But, again, it is not an abstract or even a pure science;
mechanics is an applied science. The purpose of mechanics is to explain and predict physical
phenomena and thus to lay the foundations for engineering.
(Adaptado de Beer, 2012. Vector Mechanics for Engineers)

B. Responda las siguientes preguntas en español.

1. What is the role of mechanics?
2. How does mechanics compare to mathematics?
3. Why isn’t mechanics an empiric science?
4. Which is the aim of mechanics?

C. Para encontrar el significado de las siguientes formas verbales, ¿necesitó

usar el diccionario? Sí / No

Línea 7: it deals
Línea 12: it does not rely
Línea 14: it resembles
D. Si respondió afirmativamente, explique qué estrategias aplicó. ¿Le fue útil
la regla de diccionario sugerida?

E. El siguiente enunciado contiene cinco Frases Nominales. ¿Qué estrategias

utilizaría para identificarlas? ¿Qué elementos de la oración debería reconocer
y tener en cuenta?

Mechanics is the foundation of most engineering sciences and is an indispensable

prerequisite to their study.

F. Traduzca el enunciado en E.

G. Para conocer el significado de algunas palabras:

1. ¿Necesitó recurrir al diccionario bilingüe?

2. ¿Aplicó las reglas sugeridas?

3. ¿Qué tuvo en cuenta antes de buscar las palabras (categoría de palabra,

función dentro de la oración, etc.)?

4. ¿Le fue útil saber acerca de las palabras transparentes?

Unidad 5: Tiempo Pasado

Textos
Galileo Galilei

Natural Radioactivity

Albert Einstein

Heinrich Rudolf Hertz

Steve Jobs

Percentage Foreign Students

The History of Computers

The evolution of biotechnology

Sección Gramatical
Be

There be

Verbos regulares

Verbos irregulares

Portador de tiempo. Did. Negación/Interrogación

Texto I

A. Lea el texto y luego trabaje según las indicaciones.

GALILEO GALILEI

Galileo Galilei was born in Italy in 1564. His experiments and discoveries
were largely responsible for the birth and growth of early science and the
scientific method. Galileo had an inquisitive mind. He wondered about the
things around him. He was a scientist. He devised actual experiments to
answer his many questions.

Galileo’s observations of the solar system and the universe were among
his most important contributions to science.

With his telescope, Galileo discovered the moons around Jupiter and
noticed spots on the sun. Galileo saw the mountains and valleys of the
moon. He kept accurate and complete records of his observations.

Galileo spent his later years teaching his pupils and publishing his
findings. His experiments and discoveries cleared the way for the age of
science that followed his death in 1642.

(De Maidana at al, 2007. Lectura Comprensiva y Traducción de Textos II)

B. Aplique la Regla de Diccionario en los verbos regulares y
busque su significado. (Ver Unidad 2)

C. Responda las siguientes preguntas.

1. Who was Galileo Galilei?

2. What did he do when he was very old?
3. What did he discover with the help of his telescope?
4. What were his main contributions to science?

D. Complete las columnas a continuación y luego trabaje

según las indicaciones:

Verbos Regulares Verbos Irregulares

E. En la Lista de Verbos Irregulares, identifique el verbo base

de los verbos irregulares y luego busque su significado en el
diccionario.

Texto II

A. Lea el texto y resuelva las tareas en español.

NATURAL RADIOACTIVITY

Because the X ray was a new type of radiation, with entirely new
properties, its discovery attracted a great deal of attention not only
among scientists but also among the general public. Naturally there was
much speculation as to what there was in the vacuum tube that caused
this radiation.

Since the glass walls of all the vacuum tubes which emitted X rays
exhibited visible phosphorence, it probably occurred to many that the X-
ray radiation was in some way associated with this phosphorence.
Becquerel examined minerals and other substances which phosphoresced
under the action of light, hoping that they too might give an invisible
radiation. In this way he found, in 1896, that uranium and its compounds
gave an invisible radiation capable of affecting a photographic plate
through black paper or through sheets of aluminium. Becquerel soon
found that this new radiation had nothing to do with the
phosphorescence.

(De Maidana at al, 2007. Lectura Comprensiva y Traducción de Textos II)

B. Marque las siguientes oraciones como verdaderas o falsas.

Justifique su respuesta.

1. The discovery of X-rays caused an impact on scientists

and common people.

2. X-rays came from the walls of the vacuum tube.

3. Only Becquerel believed there was a relation between

radiation and phosphorescence.

C. Qué información da el texto sobre:

1. Becquerel, su hipótesis.

2. Experimento que realizó en 1896; sustancias y materiales

utilizados.

3. Conclusión.

D. Lea el texto nuevamente y tradúzcalo.

Texto III

A. Lea el texto y realice la tarea a continuación.

ALBERT EINSTEIN
Albert Einstein was born in Germany in 1879 and his family moved to
Switzerland in 1894. He studied at the University of Zürich and received
his doctorate from it in 1905. That same year he won international fame
with the publication of two articles: one on the photoelectric effect, in
which he demonstrated the particle nature of light; and one on his special
theory of relativity, which included his formulation of the equivalence of
mass and energy. In 1915 he published his general theory of relativity,
which he confirmed experimentally during a solar eclipse in 1919 with
observations of the deviation of light passing near the Sun.
(Adaptado de Britannica Concise Encyclopaedia, 2010)

B. Diga a qué hacen referencia los siguientes ítems.

1. it (línea 3)
2. that same year (línea 3)
3. one (línea 4)
4. which (línea 6)
5. he (línea 7)

Texto IV

A. Lea atentamente el texto y luego trabaje según las

indicaciones.

HEINRICH RUDOLF HERTZ

Heinrich Rudolf Hertz (1857-1894) was a German physicist who was born
in Hamburg. He studied physics with Hemholtz in Berlin, at whose
suggestions he became interested in Maxwell´s electromagnetic theory.
He carried out his researches with electromagnetic waves that made his
name famous at Kalsrube Polytechnics between 1885 and 1889. As
 professor of physics at the University of Bohn, after 1889, he
experimented with electrical discharges through gases. By his premature
death, science lost one of his most promising disciples.

(Adaptado de Murphy y Smoot, 1982. Physics. Principles and Problems)

B. Complete el cuadro con las referencias espacio-temporales

y obtendrá una síntesis de la información del texto.

1857 – Hamburgo
En Berlín
En el Politécnico
Después de 1889
1894

C. Haga un círculo en las opciones correctas. En el texto

aparecen:

Dos verbos irregulares Seis verbos irregulares

Cuatro verbos irregulares Cinco verbos regulares
Tres verbos regulares Un verbo regular

Texto V
A. Lea la lista de nombres y responda.

Apple ¿Sabe a qué hacen referencia?

iMac ¿Algún tema en particular?
Pixar Studios ¿Podría anticipar el tema del texto?
Silicon Valley ¿Qué datos supone se mencionarán?
B. Lea el texto y trabaje según las indicaciones.

STEVE JOBS
Steven Paul Jobs was born on February 24, 1955, in San Francisco,
California. He was adopted by Clara and Paul Jobs and named Steven Paul
Jobs. The family lived in Mountain View within California's Silicon Valley.
As a boy, Jobs and his father worked on electronics in the family garage.
He showed his son how to take apart and reconstruct electronics.

While Jobs was an intelligent and innovative thinker, his youth was riddled
with frustrations over formal schooling.

In 1971 Jobs met his future partner, Steve Wozniak, who once said: "We
both loved electronics… We both had an independent attitude about
things in the world…"

In 1974, Jobs took a position as a video game designer with Atari. Several
months later he left Atari and went to India, traveling the continent and
experimenting with psychedelic drugs. In 1976, when Jobs was 21, he and
Steve Wozniak started Apple Computers. They started in the Jobs family
garage and funded their entrepreneurial venture after Jobs sold his
Volkswagen bus and Wozniak sold his scientific calculator.

Departure from Apple

Jobs and Wozniak are credited with revolutionizing the computer industry
by democratizing the technology and making the machines smaller,
cheaper, intuitive and accessible to everyday consumers.

However, IBM suddenly surpassed Apple sales, and Apple had to compete
with an IBM/PC dominated business world. In 1985, Jobs resigned as
Apple's CEO to begin a new hardware and software company called NeXT,
Inc. The following year Jobs purchased an animation company from
George Lucas, which later became Pixar Animation Studios. Believing in
Pixar's potential, Jobs initially invested $50 million of his own money into
the company. Pixar Studios went on to produce popular animation films
such as Toy Story, Finding Nemo and The Incredibles.
Reinventing Apple

In 1997 Jobs returned to his post as Apple's CEO and put Apple back on
track. His ingenious products such as the iMac, effective branding
campaigns, and stylish designs caught the attention of consumers once
again. In 2011, Jobs died of a neuroendocrine tumor, a rare form of
pancreatic cancer.

(Adaptado de http://www.biography.com/people/steve-jobs)

B. Responda.

1. When and where was Steve Jobs born?

2. How did his father influenced on Jobs´ future interests?

3. Why is 1971 an important date in Jobs´ life?

4. Examples of what are Toy Story, Finding Nemo and The

Incredibles?

5. By what means did Jobs develop Apple as a successful

enterprise?

6. What happened in 2011?

C. Mencione aspectos de la vida de Steve Jobs que le

parezcan relevantes.

D. Seleccione en el texto palabras o frases que describan la

personalidad de Jobs.

E. ¿Obtuvo nueva información sobre Jobs? ¿Cuál?

Texto VI

A. La información estadística a menudo se presenta en

forma de gráficos o tablas. Es importante poder interpretar
la información y escribir sobre ella (ver Capítulo 1). Observe la
siguiente gráfica sobre el porcentaje de alumnos extranjeros
en los Estados Unidos en 2001 y responda las preguntas a
continuación.

PERCENTAGE FOREIGN STUDENTS

Other Sociology
13% 8%

Business
18%
Humanities
16%

Arts Sciences
8% 16%
Maths
8% Health
13%

1. Which field did students choose more?

2. Did students prefer Arts or Science?
3. What was the third most popular field?
4. What fields had the same percent of students?

Texto VII
A. Lea los distintos cuadros y numérelos hasta organizar el
texto original. Note que en el siguiente informe las oraciones
no presentan el orden correcto y recuerde que hay palabras
que le dan cohesión al texto.

THE HISTORY OF COMPUTERS

In the middle of the 20th century, researchers at the University o

Pennsylvania built the first electronic computer. Today, of course we have
the computer to perform all kinds of advanced and mathematical
computations.
Throughout history, man found it necessary to do mathematical
computations and keep accounts.

Then, the abacus was developed in China.

In early times, he used groups of sticks or stones to help make

calculations.

As man’s computational needs became more complicated, he developed

more advanced technologies.

Another example is the first machine that would do calculations and print
out results, which Mr. Charles Babagge designed in 1830.

These simple methods represent the beginnings of data processing.

One example is the first simple adding machine that Mr. Blaise Pascal
developed in 1642.

B. ¿Tuvo alguna dificultad para realizar el ordenamiento

anterior? ¿Cuál? Regístrela aquí por escrito. En otro
momento de nuestro estudio volveremos a ella.

Texto VIII

A. Lea el texto y trabaje según las indicaciones.

THE EVOLUTION OF BIOTECHNOLOGY

Nowadays, pioneers of biotechnology are discovering original solutions

for better feed, food and consumer goods. They build on the information
we gained through the scientific innovation of previous pioneers such as
the Egyptians, Christopher Columbus, Louis Pasteur, Gregor Mendel,
James Watson and Francis Crick, and Herbert Boyer.

Observe how precedent discoveries have improved quality of life.

In his first visit to the Americas in 1492, Christopher Columbus and other
explorers introduced corn, native to the Americas, to the rest of the world,
and European growers modified the plant to their unique growing
conditions. Spanish navigators also returned with potatoes, which are
native to the Andes in South America. Two centuries after their European
introduction, potatoes were a staple in Ireland, Germany and other
European countries.

In 1864, French chemist Louis Pasteur developed the process named

after him and known today as pasteurization, which uses heat to destroy
damaging microorganisms in products. The products are then sealed
airtight for safety. Pasteur's scientific breakthrough enhanced quality of
life, allowing products such as milk to be transported without spoiling.

(Adaptado de http://www.biotechnoweb.com/Hystory_of_biotech.html)

B. Subraye las oraciones que contengan verbos en tiempo

pasado y tradúzcalas.

C. Escriba un resumen de lo tratado en el texto prestando

atención a datos relevantes en la evolución de la
Biotecnología, por ejemplo nombres mencionados, fechas,
ejemplos, descubrimientos/efectos, etc.
 Sección Gramatical

Tiempo Pasado

El tiempo verbal Simple Past se usa para referirse a estados

o actividades que ocurrieron en el pasado.
La ciencia y la tecnología son producto de la evolución del
pensamiento humano. El Simple Past se utiliza en las
narraciones biográficas y de antecedentes históricos de
experimentos y descubrimientos, lo que da cuenta de dicho
progreso y evolución.

Ejemplos:

The abacus was probably the first device to speed up calculation.

El ábaco fue probablemente el primer instrumento para agilizar los
cálculos.

Vacuum-tube computers were large and expensive.

Las computadoras a válvula/lámpara eran grandes y costosas.

For about 4000 years there was no life on earth.

Durante aproximadamente 4000 años no hubo vida en la tierra.

There were no reinforced concrete structures until the 19th century.

No hubo estructuras de hormigón armado hasta el siglo 19.

Galileo discovered the moons around Jupiter.

Galileo descubrió las lunas alrededor de Júpiter.

In the fifth century B.C. Parmenides declared that the earth was a sphere.
En el siglo V A.C. Parménides proclamó/afirmó que la tierra era una
esfera.

In 1698 Thomas Savery built one of the first steam engines.

En 1698, Thomas Savery construyó uno de los primeros motores a vapor.
Conjugación del Verbo be

I
Albert Einstein was as famous as Newton.
Albert Einstein fue tan famoso como Newton.
He
was
She The substance was in the test tube.
La sustancia estaba en la probeta.
It
The Twin Towers were 400 m high.
You
Las Torres Gemelas tenían 400 m de altura.
We were
The data were in the files.
Los datos estaban en los archivos.
They

Verbos Regulares e Irregulares

Los verbos se clasifican en regulares e irregulares. Los

verbos regulares en tiempo pasado se identifican por la
terminación ed.

Observemos estos ejemplos:

Used Destroyed Studied

Regla de Diccionario: Para determinar cuál es el verbo base

y conocer su significado, se suprime -d, -ed, -ied (en el
último caso se agrega -y) (Ver Unidad 2, Tiempo Pasado).

Los verbos irregulares no siguen la regla y para conocer su

significado debemos buscarlos tal como aparecen en el texto
o remitirnos a la segunda columna de la Lista de Verbos
Irregulares. (Ver anexo Verbos Irregulares).
Portador de tiempo pasado
En las formas interrogativa y negativa, el Simple Past utiliza
el portador de tiempo did (para todas las personas) para
denotar la carga temporal. En la interrogación, la frase
nominal se ubica entre el portador y el verbo base. En la
negación, la partícula not se ubica entre el portador y el
verbo base que da el sentido a la oración. Se puede
encontrar como did not o didn’t.

Ejemplos de interrogación:

Did Einstein state the Theory of Relativity?

¿Einstein enunció la Teoría de la Relatividad?

How did computers get their name?

¿Cómo obtuvieron su nombre las computadoras?

Ejemplos de negación:

In early days, people did not know much about the universe.
En la antigüedad, la gente no sabía mucho acerca del universo.

Galileo did not complete his studies at university.

Galileo no completó sus estudios en la universidad.
Unidad 6: Tiempo Futuro

Textos

Newton’s Laws of Motion

Genes
Sentences
Development and Evolution
Why we must save the environment
The limits of possible

Sección Gramatical

Portadores Will/Shall/…’ll.

Going to

Be + -ing

Afirmación. Interrogación. Negación.

Texto I

NEWTON’S LAWS OF MOTION

In section 5-3 we considered only the accelerations given to one particular object, the
standard kilogram. We were able to define forces quantitatively. What effect will these
forces have in other objects? Everyday experience gives us a qualitative answer. The same
force will produce different accelerations on different bodies. A baseball will be accelerated
more by a given force than will an automobile.

In nearly all cases in this book we will apply the laws of classical mechanics from the point
of view of an observer in an inertial frame. It is possible to solve problems in mechanics
using a non-inertial frame, such as a frame rotating with respect to the fixed stars, but to
do so we have to introduce forces that cannot be associated with objects in the
environment. We will discuss this in Chapters 6, 11 and 16. A reference frame attached to
the earth can be considered to be an inertial frame for most practical purposes. We shall
see in Chapter 16 how good an approximation this is.
(Adaptado de Resnick y Halliday, 2002. Physics-Part I)

A. Responda las siguientes preguntas:

1. ¿Cómo se definieron las fuerzas de un cuerpo en la sección 5-3?

2. ¿Qué nos dice la experiencia acerca del efecto de una fuerza en

distintos cuerpos?

3. ¿En base a esto, qué datos obtenemos de comparar una pelota de

baseball con un automóvil?

4. ¿Cómo se aplicarán en este libro las leyes de la mecánica clásica?

5. ¿Qué tema tratará el libro en los capítulos 6 y 11?

6. ¿Dónde estudiaremos acerca de un marco de referencia como marco

inercial?

Texto II

GENES

A child only inherits some genetic traits of its parents because some genes overrule others.
The former are called dominant genes and the latter, recessive genes. For example, if one
parent has freckles, but the other doesn’t, their children will have freckles. This gene is
dominant. The “no-freckles” gene is recessive. Recessive genes will only give a person their
genetic trait if the person inherits that gene from both parents. For example, if neither
parent has freckles, their children won’t have them either.
(Adaptado Bingham et al, 2005. The Usborne Book of Knowledge)
A. Lea el texto y diga si las siguientes oraciones son verdaderas o
falsas. Justifique su respuesta.

1. Los genes recesivos no se heredan.

2. El niño no heredará las pecas si sólo su madre las tiene.
3. Los genes dominantes anulan a los recesivos.

Texto III

A. En las siguientes oraciones, identifique las formas verbales en

futuro. Luego traduzca las oraciones.

1. We are now going to consider a family of related programs for processing character
data.

2. When atoms are of different sizes or electronegative, they will have limited solubility.

3. We shall see later how T may be determined for various types of motion of a rigid
body.

4. We shall discuss only three of the aberrations of a lens: spherical aberration, off-axis
astigmatism and chromatic aberration.

5. We shall ordinarily write methane with a dash to represent each pair of electrons
shared by carbon and hydrogen.

6. Some materials, such as plastic and rubber, will exhibit creep behavior at room
temperature.

7. Will you have to upgrade your computer to run Windows?

8. The World is going to live in a web browser environment a lot more.

9. If no light gets into your eyes, you won’t see anything, no matter how much light
there is around.

10. In any photographic exposure, there will be variations in illuminance received from
different objects in the photographed scene.

Texto IV

A. Subraye las formas de futuro y luego traduzca el texto.

DEVELOPMENT AND EVOLUTION

An ecosystem exists in a state of equilibrium. It can support a certain number of plants

and animals of different species. When the population of one animal increases, there
will be a change in the ecosystem. There will not be enough food and water for all the
animals. Consequently, some will die. The system will then return to its state of
equilibrium. The ecosystem regulates itself in the same way as a thermostate regulates
the temperature in a heating system.

Ecosystems are not static-they change all the time. Plants and animals are able to adapt
to changes in the physical environment. It is possible to predict changes. For example,
when fire destroys the vegetation in a region, grass and some flowers will grow. Then
insects will appear. The wind will blow the seeds of small trees, which will grow, and
birds will turn up. As the trees grow, the grass will disappear and a dense forest will
develop. Some trees cannot live in a dense forest and they will die. Others will develop
and animals will be able to live in the forest.

(Adaptado de Widdowson, 1979. Reading and Thinking in English)

Texto V

A. Lea el texto a continuación.

WHY WE MUST SAVE THE ENVIRONMENT

In the next three of 100 blue whales- species will disappear

seconds: We will cut that’s 13,000 tonnes of from the tropical
down 799 trees. The food! A poacher will kill rainforest. Over 3,000
world’s population will a wild elephant in wild animals will die on
increase by nine. central Africa. People Europe’s roads.
Americans will eat 6,000 will buy 176 mobile Americans will use
eggs and throw away phones and take six paper made from
3,000 drink cans. Four railway trucks of 375,000 trees and throw
new cars will drive out aspirins. Fishermen will away 160 kilometres of
of factories and the kill 25 dolphins and plastic pens. Europeans
Chinese will buy three Americans will eat four will buy over a million
new colour TVs. and a half cows as music cassettes and
In the next three hamburgers. CDs, and British cats
minutes: People will eat and dogs will eat 1.2
the weight In the next three million tins of pet food.
hours: Seventeen

(De O’ Sullivan et al, 1993. The New Cambridge English Course- Practice 3)
B. Dé al menos cuatro ejemplos de lo que ocurrirá en los próximos:

a. Tres
minutos

b. Tres
segundos

c. Tres horas

Texto VI

THE LIMITS OF POSSIBLE

What would human life look like in the 22nd century? Will human existence unexpectedly
undergo a complete or a partial change and, if so, to what extent is it going to influence
on humankind of that time? How will life and customs of people alter and in what
direction are they going to – positive or negative?

THE ONSET OF CHANGE

If the material world of people in the 21st century looks like a sophisticatedly-organized
organism with all its functions and vital processes, then, life in almost a century will
undergo a complete metamorphosis and will look like a system of organs which fill the
existence (body) of ordinary men.

In the first place, perhaps, we should mention the development of the nowadays
technologies and their progress in all scientific fields. Undoubtedly, specific application in
life will take place: the “computer-modified organism” or so-called robots. Our luxuries
and everyday needs will be easily satisfied by the help of those “live” machines which tend
to obey each order of their masters.

An important step will be made in technical-transport machinery with the invention of a

water-fuelled engine. That will be one of the biggest inventions among humankind which
will probably be accepted with a great dose of negativism by the different countries. It
means, however, that the price of water will probably rise and all these innovations will
contribute to the development of high-technology machines, stronger satellite
connections and light-propelled spaceships which will have a complete physical power to
fully investigate some forms of extraterrestrial life on other planets. Visits and highly paid
excursions to those planets, mostly to the Moon, will drastically increase and some well-off
people will have the full opportunity to take a look of some places untouched by the
human arm.
(http://openthought.files.wordpress//2010)
A. Traduzca las siguientes oraciones y luego complételas con información
del texto.

1. The central point discussed in the text has to do with…

2. New technologies will have practical…

3. Robots will…

4. The invention of water-fuelled engines…

5. Places never touched by man…

B. Lea las siguientes afirmaciones ¿cuál es su opinión en cada caso?

1. No importa cuán profundas sean las transformaciones sociales, el

hombre finalmente se adapta.

2. Los intereses económicos determinan los destinos de los países.

3. Está demostrado que la tecnología y sus avances no son siempre

beneficiosos para la humanidad.

4. Pareciera que el hombre investiga el universo cada vez, más dado que
estudiar la tierra y sus misterios ya no satisfacen su curiosidad.

Sección Gramatical

Tiempo Futuro

Mientras en español el tiempo futuro se expresa a través de la forma del

verbo, en inglés es necesario usar portadores para su enunciación
afirmativa, interrogativa y negativa. En el texto científico expresa
predicciones, planes, consecuencias, etc.

Los portadores de tiempo futuro son: will (con todas las personas), shall
(con I y We). La contracción ‘ll se encuentra cada vez más frecuentemente
en reemplazo de las dos formas anteriores.

Estas palabras no tienen significado en español; sólo denotan la carga

temporal. En la oración negativa se combinan con la partícula not: will
not, shall not o la contracción won´t.
Ejemplos de afirmación:

Very soon, computers will take full control of our lives.

Muy pronto, las computadoras tendrán el control absoluto de nuestras vidas.

In this book we’ll start by discussing ways to understand how to use your computer.
En este libro comenzaremos estudiando formas para entender cómo usar la
computadora.

In this chapter, we shall investigate the rate at which the position of the point is
changing.
En este capítulo investigaremos la velocidad a la que está cambiando la posición del
punto.

Ejemplo de interrogación:

Will global warming get worse in the course of time? Will we do anything to stop it?
¿Empeorará el calentamiento global? ¿Haremos algo para detenerlo?

Ejemplo de negación:

In this section, we will not discuss entropy.

En esta sección, no consideraremos la entropía.

Otras formas verbales que expresan tiempo futuro:

Be + going to + infinitivo

Ejemplo:

We are going to see more about the atom in Sections 4 and 5.

Vamos a ver más acerca del átomo en las secciones 4 y 5.

Una forma de tiempo presente se usa para denotar acciones en tiempo

futuro. En este caso, la marca de futuro está dada en general por un
adverbio. Este uso es bastante poco frecuente en los textos científico-
técnicos. (Ver Unidad 7, Formas -ing).

Be + -ing + (adverbio)
Ejemplos:

Merck & Company, Inc. are opening several new branches in the USA in the next few
years.
Merck & Company, Inc. inaugurará numerosas sucursales nuevas en los EE.UU en los
próximos años.

Will + otras formas verbales

Cardinal numbers will also be denoted by lower case Greek letters α, β, etc.
Los números cardinales también serán denotados por las letras minúsculas griegas α, β,
etc.

In a few years we will be living in a world with fewer ecosystems.

En unos pocos años, estaremos viviendo en un mundo con menos ecosistemas.

By the end of this book, we will have learned the laws of Boyle and Charles or Gay-
Lussac.
Al finalizar este libro, habremos aprendido las leyes de Boyle y Charles o Gay-Lussac.

At this rate, there will be a shortage of fuels in the near future.

A este ritmo, habrá escasez de combustibles en un futuro cercano.
UNIDAD 7: Formas -ing

Textos

Genes and disease prevention

Saving Electricity
Strong materials
Ejercitación Adicional
Education: Introductory Essay

Sección Gramatical
Formas -ing
Regla de diccionario
Interpretaciones según su función y contexto
Algunas excepciones
Texto I

GENES AND DISEASE PREVENTION

Genetic engineering is the term applied to techniques that alter the genes
(hereditary material) or combination of genes in an organism. The cells of
all living organisms contain genes. Genes carry chemical information that
determines the organism’s characteristics. By changing an organism’s
genes, scientists can give the organism and its descendants different
traits.

Genetic engineering has important uses in fields such as medicine,

industry and agriculture. By using different techniques, scientists can test
DNA isolated from cells of unborn babies to learn whether the babies will
have a disease.

Genetic therapy can be applied to cure diseases. In those cases, the DNA
of a virus can be modified by replacing the disease-causing genes of the
patient with healthy human genes. The modified viruses become vehicles
to replace defective genes with normal genes. This method may help
doctors treat, for example, some liver diseases. Other techniques
introduce genes into cancer cells of the patient to make them more
vulnerable to drugs that can kill them.
Genetic engineering is used to improve the efficiency of food production
and it also has a potential for controlling pollution. Researchers are
working to develop genetically engineered microorganisms, plants,
antibodies, hormones, etc. for application in industries, agriculture and
medicine.
(Adaptado de www.school.discovery.com/homeworkhelp/worldbook/atozscience)

A. Traduzca y complete en español los siguientes enunciados

con información del texto.

1. Genetic engineering means………………………………………

2. Genes are inside the………………………………………………
3. An organism’s characteristics are determined by……………
4. By means of genetic engineering, researchers are trying
to………………………………………………………………………….
B. Elija la opción correcta para completar las ideas.

1. Genetic engineering…

a. can alter the genes or their combination in an

organism.
b. can only be used in human beings.
c. cannot predict diseases.

2. The genes are…

a. in the cells of some living organisms.

b. in the cells of all living organisms.
c. only in human cells.

3. Descendants’ traits can be modified by…

a. eliminating chemical information.

b. isolating the genes.
c. changing the organism’s genes.

4. Genetic engineering is used…

a. mainly in medicine.
b. in industry and agriculture.
c. in the three fields.

5. Unborn babies’ DNA can…

a. show the baby’s sex.

b. predict a future disease.
c. infer the baby’s bone structure.

6. The replacement of defective genes by normal genes may

help to…

a. cure cancer
b. treat some liver diseases.
c. tolerate drugs.
Texto II

A. Identifique las formas -ing y léalas en su contexto.

B. Una el comienzo de las oraciones (beginnings) con el final

(endings) que corresponde.

SAVING ELECTRICITY
Beginnings Endings
1 Install the ceiling and wall a as cooler air will enter from
insulation and keep curtains outside.
closed during winter
2 Use awnings to shade b as the ice prevents the efficient
windows transfer of heat.
3 Turn off appliances, c as the washer does not use less
including lights, energy for smaller loads.
4 Set the fans of air d as these will use the heat most
conditioners at high speed efficiently.
5 Avoid opening the fridge e as this increases the amount of
door too much energy required to cool the
inside,
6 Defrost the freezer before f because they use only one-
the ice builds up quarter of the electricity and last
up to four times longer.
7 Only use the dishwasher g do not boil more water than you
when there is a full load, need.
8 Use cooking pots and kettles h for greater efficiency.
with flat, wide bottoms
9 Keep lids on pans, pots and i so that heat does not escape into
kettles while they are in use the air.
10 Do not open the oven door j to make use of residual heat.
regularly while in use
11 The oven and hot plates can k to reduce heat gain in rooms
be turned off before cooking that is being cooled.
 is finished,
12 When boiling water, l to reduce heat loss.
13 Use fluorescent tubes and m when they are not in use.
lights instead of
incandescent light bulbs,

1 2 3 4 5 6 7 8 9 10 11 12 13

(Adaptado de Kelly, 2008. Science)

Texto III

A. Lea el título y subtítulo. Observe la figura y palabras

destacadas.

STRONG MATERIALS

Concrete
Concrete is a good example of a composite material. Ordinary concrete is
made from cement, sand and pebbles. A material that sticks particles
together is called cement or a matrix. The cement used in concrete is
made by heating limestone with clay. When it is mixed with water, it
reacts to form a hard, strong solid. Concrete does have a problem- it
cracks too easily. But if there are enough grains or pebbles of the right
size the crack does not get any bigger. The picture shows how cracks
grow by means of pulling forces, and may be stopped by pebbles and by
compression forces.

Using fibres to make materials tougher

Concrete is a rough, heavy kind of material. It is good for making things
like buildings and bridges, but it is not too pleasant for making, say,
indoor furniture. But people are using a mix of materials in lots of
everyday objects. In general, the idea is that one material (the matrix)
gives flexibility and the other, (the reinforcing) gives strength. The
combination is a composite material with both strength and toughness.
Glass-reinforced plastic is another composite material. It is used to make
canoes, yachts, plant containers, baths and many other things. Glass-
reinforced plastic is light, and can be flexible without losing strength. Plain
plastic bends a little and then shatters a little because of the cracks that
develop. The glass fibres stop the cracks which may grow to danger level.
Carbon fibres do the same job in expensive objects, like tennis rackets and
fishing rods. They can also be used to reinforce metals.

(Adaptado de Dobson, 1991. The Physical World)

A. Elija la alternativa correcta y traduzca.

1. By heating limestone with clay:

a. the material becomes more flexible.
b. cement is obtained.

2. The picture shows:

a. the action of pulling and compression forces on
cracks.
b. how cracks increase with pebbles.

3. Concrete is good:
a. for making tough things.
b. for making any kind of indoor furniture.

4. In combining the matrix and the reinforcing the material

becomes:
a. flexible and strong.
b. flexible and elastic.
5. By using glass fibres:
a. cracks do not develop.
b. the material can bend and shatter.

6. People use this material in the reinforcing of metals:

a. plain plastic.
b. carbon fibres.

B. Complete la siguiente tabla con información del texto (en

español).

Material Concrete Glass-reinforced

plastic
Material resistente y
Main features
pesado
Uses

Advantages

Disadvantages

C. Lea la información que contienen los siguientes cuadros y

decida cuál es la que mejor resume la idea del texto.

The text is about the The text describes and

disadvantages of using compares concrete and
composite materials such glass-reinforced plastic
as concrete and glass- and it provides examples
reinforced plastic. of their applications in
everyday life objects.

Texto IV

A. Lea las oraciones a continuación, identifique las formas –

ing y tradúzcalas en su contexto.
1. The best way to learn about electricity is by doing experiments and
investigations, solving problems, making things work- and talking about
them.

2. The problem with a spinning electromagnet is to get the electric

current into it and out again.

3. Genetic engineering is used to improve the efficiency of food

production and it also has a potential for controlling pollution.

4. Researchers are working to develop microorganisms, plants, antibodies,

hormones, etc. for their application in industries, agriculture and
medicine.

5. Human understanding of the universe is gradually increasing over the

centuries.

6. Mathematics -or any kind of abstract reasoning- works by suppressing

information selectively.

7. An atom is made from protons and neutrons in a nucleus, and electrons

spinning around this nucleus.

8. Before discussing the process, we have to understand how electrolytic

solutions conduct electricity.

9. In making your measurements, you will need to assume that the volume
of trapped air is proportional to the length of the trapped air column.

10. By knowing how the force varies with the bending of the spring, we
can calculate the work done by the spring on the carriage. But since the
force changes as the bending of the spring changes, the calculation is
complicated.

11. In the following experiment we will compare the relative conductivities

by using the same circuit we used in Experiment 12-3, Part A, and
compare the currents by observing the brightness of the light bulb.
12. Many tiny animals living in the sea have carbon in their shells, in the
form of calcium carbonate. When these animals die, their shells form
layers of calcium carbonate at the bottom of the sea.

13. There is another traditional way of obtaining and graphing values for
stored quantities from the model. The mathematics called calculus and
differential equations teach ways of calculating Q given the differential
equation. The differential is called integration and is represented with a
curling s-shaped symbol as shown in Table 16-4, line 5.

14. An energy analysis helps in comparing different sources for their

impact on environments and the risk to people. The results are sometimes
surprising.

(Adaptado de Wiley, 1969. PSNS/ An Approach to Physical Sciences)

Texto V

A. Lea el texto a continuación y elija un título para cada

párrafo. Hay una opción extra.

1. The implications of education in universities

2. Educational policies in all countries

3. Learning and education as structured and unstructured

processes

EDUCATION: INTRODUCTORY ESSAY

Learning and education are continuing processes. They are not confined
to schools, universities, or some other educational bodies. Much
unstructured learning and education take place in the home where
parents and other members of the family are the teachers. But wherever
the educational process takes place, it has two main functions: (i) teaching
us how to fit into our social and cultural environment, and (ii) teaching us
certain practical skills which will enable us to operate within and
contribute to the community or communities in which we live.

In all countries education is one of the key elements in the process of

promoting, or maintaining, the homogeneity of the nation. This process
implies the transmission of cultural heritage, traditions, customs, values
and conventions, and institutions. In this respect, education acts as a
unifying yet conservative force in society. Education must encourage us to
develop enquiring minds and to examine critically our society and its
institutions. If an educational process continually presents a one-sided
picture of a society then it becomes dangerously close to propaganda and
indoctrination. Certainly the respect for one´s society will be much more
genuine and profound if it is the conclusion to a critical and comparative
enquire.

(Adaptado de Widdowson, Critical Thinking)

Texto VI

THE SCOPE OF INFORMATICS

In its attempts to account for phenomena, science progresses by defining,

developing, criticizing and refining new concepts. Informatics is
developing its own fundamental concepts of communication, knowledge,
data, interaction and information, and relating them to such phenomena
as computation, thought, and language.

Informatics has many aspects, and encompasses a number of existing

academic disciplines - Artificial Intelligence, Cognitive Science and
Computer Science. Each takes part of Informatics as its natural domain: in
broad terms, Cognitive Science concerns the study of natural systems;
Computer Science concerns the analysis of computation, and design of
computing systems; Artificial Intelligence plays a connecting role,
designing systems which emulate those found in nature.

Informatics also informs and is informed by other disciplines, such as

Mathematics, Electronics, Biology, Linguistics and Psychology. Thus
Informatics provides a link between disciplines with their own
methodologies and perspectives, bringing together a common scientific
paradigm, common engineering methods and a pervasive stimulus from
technological development and practical application.

Three of the truly fundamental questions of Science are: "What is

matter?", "What is life?" and "What is mind? “The physical and biological
sciences concern the first two. The emerging science of Informatics
contributes to our understanding of the latter two by providing a basis for
the study of organization and process in biological and cognitive systems.
Progress can best be made by means of strong links with the existing
disciplines devoted to particular aspects of these questions.

(Adaptado de Informatics- The University of Edinburgh http//www.ed.ac.uk)

A. ¿En qué párrafo encuentra la respuesta a las siguientes

preguntas?

1. What is the role of informatics in relation to disciplines

such as Maths, Electronics and others?

2. How does science grow to explain phenomena?

3. What contribution do Artificial Intelligence, Cognitive

Science and Computer Science make to Informatics?

B. Traduzca el último párrafo.

 Sección Gramatical

Formas -ing
La mayoría de las palabras que terminan en -ing derivan de
verbos y pueden cumplir distintas funciones. Recordemos
que se debe analizar el contexto y la función de la palabra
con terminación -ing en la oración correspondiente.

Regla de diccionario: para buscar palabras terminadas en -

ing en el diccionario, debemos sacar el sufijo -ing y buscar el
verbo base. (Ver Unidad 2, Reglas de diccionario, terminación de
verbo en -ing).

Interpretaciones según su función y contexto

A continuación presentamos los casos más recurrentes:

1. Be + verb + -ing
verbo ser/estar conjugado + verbo con terminación -
ando/-endo

Ejemplos:

I am reading.
Estoy leyendo.

You are studying.

Estás estudiando.

He was studying.
Estaba estudiando.

They will be reading.

Estarán leyendo.
 2. Palabra con terminación -ing (en función de
sustantivo)
sustantivo

Lighting
La iluminación

The building
El edificio

3. Palabra con terminación -ing (en función de adjetivo) +

sustantivo
sustantivo + de + sustantivo (en general) o sustantivo +
adjetivo

The lighting system

El sistema de iluminación

Melting point
Punto de fusión

Falling bodies
Cuerpos en caída libre

Surrounding areas
Áreas circundantes

4. Preposición (in, on, of, for, before, after, etc) + palabra con
terminación -ing
preposición/preposición articulada (para, de, al, antes de, después de,
etc.) + verbo infinitivo

On/while/in solidifying …
Al solidificar/se…

Before/after melting…
Antes/después de fundirse…
For measuring…
Para medir…

Forms of producing energy…

Formas de producir energía…

5. Preposición (in, on, of, for, before, after, etc) +

palabra con terminación -ing
preposición/preposición articulada (para, de, al, antes de,
después de, etc.) + verbo infinitivo

Supposing …
Suponiendo /Al suponer ….

Smoking is bad for your health.

Fumar es perjudicial para la salud.

6. Sustantivo + palabra con terminación –ing

que + verbo conjugado

The body moving …

El cuerpo que se mueve/desplaza…

7. By + palabra con terminación -ing

verbo con terminación -ando/-endo (No se traduce by)

By measuring the distance …

Midiendo la distancia…

Algunas excepciones

Algunas palabras terminadas en –ing no se traducen de acuerdo a

los casos expuestos previamente.

notwithstanding : a pesar de, no obstante, sin embargo

owing to: debido a

during: durante
UNIDAD 8: Be como auxiliar

Textos

The Windows Program

Nuclear Power

Quiz

Standards of Measurement

Chemical Properties

Systems of Units

Descriptions

Ejercitación Adicional

Sección Gramatical
Be como auxiliar

Las distintas formas de be

Texto I

THE WINDOWS PROGRAM

The Windows program, from the Microsoft Corporation, is becoming

the secondary standard operating system for the personal computer.
Currently it is found in more than 40 percent of all personal computer
systems – about 60 million personal computers.

In this chapter we are going to deal with some of the differences

between Windows and its predecessor DOS.
One of the differences between DOS and Windows is in the way that
data are displayed. The DOS system uses a text or character-based
display; Windows uses a graphical display. Another difference is in the
way Windows functions with the printer and other system components.
In DOS, the printer and mouse were treated as add-on features, while
Windows treats them as essential, integrated components.

One major problem with DOS is that, as each program is added to the
DOS-based personal computer, it must be configured for the hardware
in the system. Each program is supplied by a series of driver programs
that allow it to function with various printers and displays. Even the
mouse requires a special driver for many DOS applications. If a DOS
program is installed, these features must be selected and enabled. This
often requires considerable time and training and is often fraught with
problems, such as incorrect, incompatible, or missing drivers. The
reason each DOS application must be individually set up for its
hardware interface is that DOS applications do not talk to each other;
each requires individual initialization.

(De Windows and Configuring Windows)

A. Resuelva el ejercicio en español.

1. Why is Windows becoming the secondary operating

system?

2. What does the text compare?

3. List differences (2 at least) between the two systems.

4. Mention the problems with DOS.

B. Diga a qué hacen referencia:

1. it (línea 3): ……………..…………….

2. them (línea 12): ……..…..………….

3. it (línea 14): …………………………

4. it (línea 16): ……………………………

5. this (línea 18): …………………………

C. Identifique las oraciones que contengan ejemplos de Be

como auxiliar en el texto y tradúzcalas.

D. A su criterio ¿cuál de estos títulos expresa mejor el

contenido del texto? ¿Por qué?

1. The main differences between Windows and DOS.

2. The disadvantages of DOS.
3. Configuring Windows and DOS.

E. Complete en español el vocabulario temático:

Vocabulario Temático

Standard operating system………………............................

Character-based display: ………………………………….

Add-on features: …………………………………………..

Driver programs: .………………………………………...

Hardware interface: ……………………………………….

Texto II

NUCLEAR POWER

Nuclear power is obtained from This is known as a chain reaction.

the On 2nd December 1942 Enrico
energy which can be released Fermi and his colleagues
from the nucleus of an atom. produced the first controlled
Until the twentieth century man nuclear chain reaction.
used water, wood and the fossil Since then atomic energy has
fuels (coal, oil and gas) as sources been used in war and peace.
of power. During the first quarter In 1951 electricity was first
of the produced by using the heat from
twentieth century physicists a nuclear reactor.
investigated the structure of the More recently nuclear energy has
atom. In 1919 Rutherford split the been used to power submarines.
atom artificially. Nuclear batteries are now being
Thirteen years later the neutron used in cardiac pacemakers. More
was and more countries are building
discovered. In 1939 Hahn and nuclear power stations to
Strassman investigated the action produce electricity.
of neutrons on uranium-235.
They found that it was split into
two equal pieces. This process is (Widdowson, 1980. Reading and
Thinking in English)
known as fission. It releases great
amounts of energy. The neutrons
that are released in fission
produce fissions in other atoms.

A. Responda en español las preguntas a continuación:

1. When was nuclear power first used to produce

electricity?

2. What was done twenty-three years before the first

controlled nuclear reaction?
3. How many years passed between the discovery of
fission and the use of nuclear energy to produce
electricity?

4. When was the neutron discovered?

5. How many years ago did Rutherford split the atom?

B. Lea nuevamente el texto y haga una lista en español de

los usos de la energía nuclear.

C. Una los hechos con el momento en el que ocurrieron.

1. use of atomic energy in war and a. 1900- 1925

peace
2. increasing use of nuclear energy b. before the 20th century
to produce electricity
3. dependence on wood, water and c. present moment
fossil fuels
4. investigation of the structure of d. after 1942
the atom
5. production of the first controlled e. three years after the
nuclear chain reaction discovery of fission
Texto III

What do you know?

QUIZ

Los siguientes enunciados se refieren a antiguas ideas

sobre electricidad y magnetismo.

A. Identifique las formas de Be como auxiliar y traduzca

los enunciados.

B. Marque como Verdadero las que todavía son aceptadas

y Falso las que no.

1. It was noticed that friction between textiles produced electricity.

2. It was thought that positively-charged objects repelled each other.

3. It was observed that a wire carrying a current caused the deflection

of a magnetic needle.

4. Volta showed that electricity was produced when two different

metals were separated by salt water.

Texto IV

STANDARDS OF MEASUREMENT

In early times measurements were made by comparing things with

parts of the human body. Early units of measurement included the
distance from the elbow to the fingers, the width of the hand and the
width of the fingers. Some of these human measurements are still
used. For example, the inch is based on the length of half the thumb. A
foot was originally the length of a man's foot.

A mile was one thousand walking steps. These units were only
approximate, because their standard - the human body - was not
constant. Governments tried to standardise them by using rods of fixed
lengths. But these rods still varied from country to country.
During the French Revolution, scientists looked for a standard of
measurement which did not change. They chose the distance from the
Equator to the North Pole, which is one quarter of the circumference of
the Earth. One ten-millionth of this was called one metre and became
the basic unit of the metric system. Other metric units are based on it.
For example, the centimetre is one hundredth of a metre. A gram - the
unit of weight - is the mass of one cubic centimetre of water.

A standard metre was marked on a platinum bar. The accuracy of

measuring instruments was checked by comparing them with this bar.
Nowadays the metre is standardised by comparing it with another
constant - the wavelength of a certain kind of light.

( Bates y Dudley-Evans, 1982. Nucleus- English for Science and Technology-

General Science)

A. Lea el texto y responda las preguntas en español.

1. Why did early measurements vary?

2. Which was the constant standard 18th century

scientists chose?

3. What is the measure that standardizes the metre

nowadays?

B. Traduzca y complete los siguientes enunciados en español.

1. ……….. included the distance from elbow to fingers,

width of hand, width of finger.

2. ………… include the inch, the foot, the mile.

3. These ……………. measurements were not …….…..

because …………. were used to standardise them, but
varied.

4. …………… was chosen as the basic unit …………. Its

length is ………. of ……… the Earth’s circumference.
Texto V

CHEMICAL PROPERTIES

The chemical properties of the alkanes are relatively easily described:

these compounds are quite unreactive toward most reagents.

They are unaffected by boiling with water, aqueous alkalis and acids,
oxidizing reagents such as permanganate and dichromate, and
reducing agents. (In this connection recall that alkanes are insoluble in
water.) Even hydrofluoric acid can be kept in bottles made of paraffin
(a mixture of alkanes). Alkanes are attacked, however, by a number of
nonaqueous reagents: halogen gases, nitric oxide and concentrated
nitric acid, and oxygen and heat. The reactions which are exhibited by
one member of the alkane series are also exhibited by others, for it is a
property of a homologous series that the chemical behaviors of its
constituents are similar; it is only necessary to learn the behavior of
one member to know, or to be able to predict, that of any other. Two
points of exception have to be taken to this statement: usually the first
member of a homologous series has chemical properties not shared, or
shared to lesser degree, by the others; and second, there are actual
differences in chemical behavior between the members of a given
homologous series. These differences enrich advanced work in organic
chemistry, but they will for the most part be neglected here. The more
important chemical properties of alkanes will be illustrated in the
equations below.

(English et al, 1971.Principles of Organic Chemistry)

A. Lea el título del texto y diga qué puede anticipar sobre

el tema.

B. ¿Qué entiende por propiedades?

C. Diga en qué línea/s del texto se nombran:

Propiedades:

Ejemplos de alcanos:

Ejemplos de reactivos no acuosos:

Propiedad de una serie homóloga:

Excepciones:

D. Diga a qué hacen referencia:

1. these (línea 2): ……………………………………

2. they (línea 3): ……………………………………..
3. others (línea 10): …………………………………..
4. that (línea 11): ……………………………………
5. other (línea 13): ………………………………….

E. Complete en español el F. Seleccione algunos

vocabulario funcional términos del vocabulario
temático (incluya la versión
en español)
Quite:

Such as:

Most:

In this connection:

Be able to:

However:
Texto VI

SYSTEMS OF UNITS

Parte 1

A quantitative discussion of energy requires the specification of a

system of units.

Intuitively we recognize that units should be specified for the three

fundamental dimensions of length, mass (roughly speaking, the weight
of an object), and time.

Once these three are specified all other mechanical quantities can be
expressed in terms of some combination of length, mass and time. As
other physical concepts such as electricity are introduced, one might
suppose that fundamental dimensions (such as electrical charge) might
be needed. Instead, it turns out the above three dimensions are
sufficient to quantitatively describe all known physical quantities.

In addition, it is common practice to use a fourth quantity,

temperature, as another basic dimension rather than defining it in
terms of mass, length, and time.

A. Responda:

1. El texto habla de tres dimensiones fundamentales

¿cuáles?

2. ¿Se necesitan otras dimensiones si queremos describir

magnitudes/cantidades físicas?

3. ¿Qué dimensión se suele agregar a las otras tres?

B. Si el texto hace referencia a unidades de medición,

¿cuáles supone que nombrará a continuación?
C. Haga una lectura rápida y seleccione las
palabras/frases que incluiría en el vocabulario temático.

Parte 2

In terms of the definitions for those fundamental dimensions there are

three basic systems of units. These are the MKS system, in which the
meter (m), kilogram (kg), and second (sec) are the fundamental units;
the CGS system in which the centimetre (cm), gram (g), and second are
the basic units; and the English system, comprised of the foot (ft), slug
[pound (lb)], and second. The choice of which system to use depends
upon the application. The MKS system is advantageous when
considering electrical quantities that are expressed in volts (V) and
amperes (A). For atomic and nuclear phenomena the CGS system is
commonly used. Because of historical precedent, most common
quantities are still expressed in English units, although this is now
changing as the United States moves toward complete use of the
metric system. Metric system units will be adopted in this text, with
English units sometimes appended for comparison.

(Mc Daniels, 1979. The Sun: Our future energy source)

D. Lea nuevamente el texto completo. Identifique y

subraye los ejemplos de be como auxiliar. Luego
inclúyalos para completar la tabla a continuación.

Ejemplo Traducción
…should be specified… …deben ser especificadas…

E. Lea el texto completo y diga a qué hacen referencia:

1. these three (línea 6): …………………….

2. those (línea 15): …………….…………..
3. which (línea 16): ………………………..
4. this (línea 25) : …………………………
Texto VII

Lea el texto a continuación. ¿A qué objetos

corresponden las siguientes descripciones?

DESCRIPTIONS

1. The front of this object is circular or square in shape. Two arrow-

shaped pointers are attached to the centre of the circle or square. The
edge of the circle or square is divided into twelve sections. The front is
usually covered with glass or plastic.

2. This object consists of a closed tube which contains a red or silver

liquid, and is made of glass. The tube is cylindrical in shape, but one
end is spherical in shape.

3. This object has two flat parts, which are both made of wood. They
are joined to each other at right angles. It is T-shaped.

4. This object is made of wood, metal or plastic and is shaped like a

long rectangle. The top and bottom edges are divided into sections by
short vertical lines.

(Adaptado de Bates et al, 1982. Nucleus, English for science and Technology-
General Science)

Texto VIII

Lea los siguientes enunciados, subraye las formas be y

traduzca.

1. The quantum number might be said to give the

orientation of the plane in which the electron orbits.

2. It was once believed that nuclei might contain very

tightly-bound electron pairs.
3. Before 1932, it was once thought that the proton, the
nucleus of an ordinary hydrogen atom, was the only
constituent common to all nuclei.

4. Since matter is assumed to consist of atoms, the

phenomenon of electrolysis suggests that atoms might be
partly electrical in structure.

5. Parts of the body that lie in the direction of the head are
said to be in the cranial direction.

Autoevaluación:

¿Tuvo alguna dificultad para resolver los ejercicios?

¿Cuál/es? Regístrelas aquí por escrito. En otro momento
de nuestro estudio volveremos a ellas.
 Sección Gramatical

Be como auxiliar

El verbo be combinado con otros ítems gramaticales

constituye formas verbales más complejas que expresan
intencionalidad, describen estados y procesos.

En estas formas verbales compuestas es muy importante

prestar atención al tiempo (pasado, presente o futuro) en
el que se presenta el verbo be.

Las distintas formas de be

1. Be + verbo + ing
Estar (en Presente, Pasado o Futuro) + Forma verbal con
terminación -ando/-endo

The accuracy of measurements depends on the person who is reading

the meter.
La exactitud de las mediciones depende de la persona que está
leyendo el medidor.

Becquerel was making an experiment with uranium when he

discovered radioactivity.
Becquerel estaba haciendo un experimento con uranio cuando
descubrió la radioactividad.

Since you will be probably using a calculator, give a reasonable answer

to each problem.
Ya que probablemente estará usando una calculadora, dé una
respuesta razonable a cada problema.

 A veces se traduce con una forma simple, en casos en

que expresa una acción habitual o frecuente.

The Earth is rotating about its axis.

La Tierra rota/gira alrededor de su eje.
2. Be + going to + infinitivo
Ir a + verbo en infinitivo

We are going to read about relativity in the next two chapters.

Vamos a leer acerca de la relatividad en los próximos dos capítulos.

The physicist was going to mix the substances when they turned red.
El físico iba a mezclar las sustancias cuando se tornaron rojas.

3. Be + infinitivo
Ir a / Tener que + verbo en infinitivo

In this chapter we are to study the differences between Windows and

DOS.

En este capítulo vamos a estudiar las diferencias entre Windows y

DOS.

4. Be + participio
Ser / estar + participio pasado

Esta forma es una de las que tienen mayor ocurrencia en

el texto científico-técnico y generalmente se la conoce
como “Construcción Pasiva”. Equivale a la Voz Pasiva en
español y se usa para describir procesos, enfatizar los
resultados y la acción (no es importante conocer el
agente).

Artificial isotopes are used to power instruments in Earth satellites.

Los isótopos artificiales se usan para poner en funcionamiento
instrumentos en los satélites terrestres.

Radioactivity was discovered in 1895 by a French scientist called Henri

Becquerel.
La radioactividad fue descubierta en 1895 por un científico francés
llamado Henri Becquerel.
As we build the mathematical model, we will be guided by our
experiences with real numbers.
A medida que construyamos nuestro modelo matemático, nos guiarán
nuestras experiencias con los números reales.

 Se prefiere la construcción pasiva con “se” en verbos

como: get, become, find, assume, believe, suppose, think,
say, give, know.

It was thought that carbon compounds could be produced only by plants

and animals.
Se pensaba que los compuestos de carbono solamente podían ser
producidos por las plantas y los animales.

Carbon was supposed to unite with other elements only under the influence
of a vital force of living things.
Se suponía que el carbono se unía con otros elementos sólo por la influencia
de una fuerza vital de los seres vivos.

The light that comes through a filter made of polaroid is said to be

polarized.
Se dice que la luz que atraviesa un filtro polaroid está polarizada. / Se dice
que está polarizada la luz que atraviesa un filtro polaroid.

5. Be + to + be (infinitivo) + participio
Ir a /tener que + infinitivo

If waste is to be stored underground, the containers must not be

broken.
Si se debe/ tiene que/ va a almacenar desechos bajo suelo, los
contenedores no deben estar rotos.

In an experiment for testing Boyle’s law, all conditions which would

change the volume of the gas, but for pressure changes, are to be
eliminated.
En un experimento para demostrar/comprobar la ley de Boyle, todas las
condiciones que cambiarían el volumen del gas, a excepción de los
cambios de presión, deben ser eliminadas.

6. Modal + be
poder / deber / etc + ser / estar

Ya hemos visto los verbos modales en la Unidad 4. La

combinación de estos verbos con be más participio pasado
es muy común en el texto científico.

Ejemplos:

Energy cannot be created or destroyed.

La energía no puede ser creada ni destruida.

Faraday thought magnetic fields could be explained in terms of lines of

force.
Faraday pensaba que los campos magnéticos se podían explicar en
términos de líneas de fuerza.

The difference between speed and velocity must be clearly understood.

Se debe entender claramente la diferencia entre rapidez y velocidad.
 Trabajo Práctico Nº 1
BIOENERGY PAST AND PRESENT

Until recent times, the history of fuels was essentially the history of biofuels. Although
there is evidence of coal-burning as early as 3000 years ago, its contribution remained
relatively small until about 200 years ago. Indeed, bioenergy was still dominant in many
areas of life well into the Industrial Revolution, with wood for heat, tallow candles made
from animal fats for light, and gasses for “fuel” for the only means of transport – the horse.

The move from biofuel to fossil fuel was a key feature of the Industrial Revolution. For
many centuries, the high temperatures needed for iron smelting could be achieved only in
furnaces using charcoal. The impurities and variable nature of coal made it unsuitable for
smelting, and attempts to reduce to a type of charcoal had little success initially. But in the
early 1700s, an effective “coal charcoal” was produced and within a few decades, this new
fuel, now called coke, was replacing charcoal throughout the growing industrial sector.

The increased demand for coal led to deeper mines, and the need to pump flood water
from great depths led to the first steam engines – whose main fuel was of course coal. By
the end of the nineteenth century, coal was dominant in the world’s industrialized
countries. The twentieth century saw the rise of oil and natural gas, but it is worth noting
that coal consumption also increased five-fold between 1900 and 2000.

Will the twenty-first century see the reverse process: “from coal to wood”? Could biofuels
completely replace fossil fuels? There will of course be circumstances where other
sustainable resources are more appropriate. These possibilities for the future are discussed
in more detail in Chapter 10.
(Adaptado de Larkin et al, 2004. Bioenergy)

A. Marque en el texto 3 ejemplos de verbos regulares y 3 de verbos

irregulares en tiempo pasado. Indique las líneas en las que aparecen y
tradúzcalos en contexto.

Verbos regulares

1.………………………………………………………………………………………..

2.………………………………………………………………………………………..

3.………………………………………………………………………………………..

Verbos irregulares

1.………………………………………………………………………………………..

2.………………………………………………………………………………………..

3.………………………………………………………………………………………..
B. Identifique en el texto casos de -ing con función de: sustantivo,
adjetivo, preposición + -ing y de be + -ing. Luego tradúzcalos.

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

C. Marque las siguientes oraciones como Verdaderas (V) o Falsas (F)

según el texto.

1. La posibilidad del uso de combustibles alternativos se trata

detalladamente en el capítulo 10.

2. El carbón vegetal comenzó a ser utilizado en toda la industria a

principios de 1700.

3. La temperatura necesaria para fundir hierro sólo se podía alcanzar en

hornos que usaban petróleo.

4. En el siglo XXI habrá situaciones en donde otros recursos sostenibles

serán más adecuados.

D. Lea el texto e indique a qué párrafo hacen referencia los siguientes

enunciados:

1. New resources as substitutes for fossil fuels.

2. The appearance of alternative fuels.

3. Biofuels as the dominant fuels from prehistory to our time.

4. Transformation process in which fossil fuels acted as an indispensable

component.

5. The Industrial Revolution led to deep changes in all fields of industry.

 VERBOS IRREGULARES
Infinitivo Pasado Participio Pasado
Abide Abode/Abided Abode/Abided/Abidden
Alight Alit/Alighted Alit/Alighted
Arise Arose Arisen
Awake Awoke Awoken
Be Was/Were Been
Bear Bore Born/Borne
Beat Beat Beaten
Become Became Become
Begin Began Begun
Behold Beheld Beheld
Bend Bent Bent
Bet Bet Bet
Bid Bid Bid
Bind Bound Bound
Bite Bit Bitten
Bleed Bled Bled
Blow Blew Blown
Break Broke Broken
Breed Bred Bred
Bring Brought Brought
Broadcast Broadcast/Broadcasted Broadcast/Broadcasted
Build Built Built
Burn Burnt/Burned Burnt/Burned
Burst Burst Burst
Bust Bust Bust
Buy Bought Bought
Cast Cast Cast
Catch Caught Caught
Choose Chose Chosen
Clap Clapped/Clapt Clapped/Clapt
Cling Clung Clung
Come Came Come
Cost Cost Cost
Creep Crept Crept
Cut Cut Cut
Dare Dared/Durst Dared
Deal Dealt Dealt
Dig Dug Dug
Dive Dived/Dove Dived
Do Did Done
Draw Drew Drawn
Dream Dreamt/Dreamed Dreamt/Dreamed
Drink Drank Drunk
Drive Drove Driven
Dwell Dwelt Dwelt
Eat Ate Eaten
Fall Fell Fallen
Feed Fed Fed
Feel Felt Felt
Fight Fought Fought
Find Found Found
Fit Fit/Fitted Fit/Fitted
Flee Fled Fled
Fling Flung Flung
Fly Flew Flown
Forbid Forbade/Forbad Forbidden
Forecast Forecast/Forecasted Forecast/Forecasted
Foresee Foresaw Foreseen
Foretell Foretold Foretold
Forget Forgot Forgotten
Forgive Forgave Forgiven
Forsake Forsook Forsaken
Freeze Froze Frozen
Frostbite Frostbit Frostbitten
Get Got Got/Gotten
Give Gave Given
Go Went Gone/Been
Grind Ground Ground
Grow Grew Grown
Handwrite Handwrote Handwritten
Hang Hung/Hanged Hung/Hanged
Have Had Had
Hear Heard Heard
Hide Hid Hidden
Hit Hit Hit
Hold Held Held
Hurt Hurt Hurt
Inlay Inlaid Inlaid
Input Input/Inputted Input/Inputted
Interlay Interlaid Interlaid
Keep Kept Kept
Kneel Knelt/Kneeled Knelt/Kneeled
Know Knew Known
Lay Laid Laid
Lead Led Led
Lean Leant/Leaned Leant/Leaned
Leap Leapt/Leaped Leapt/Leaped
Learn Learnt/Learned Learnt/Learned
Leave Left Left
Lend Lent Lent
Let Let Let
Lie Lay Lain
Light Lit Lit
Lose Lost Lost
Make Made Made
Mean Meant Meant
Meet Met Met
Melt Melted Molten/Melted
Mislead Misled Misled
Mistake Mistook Mistaken
Misunderstand Misunderstood Misunderstood
Mow Mowed Mown
Overdraw Overdrew Overdrawn
Overhear Overheard Overheard
Overtake Overtook Overtaken
Pay Paid Paid
Preset Preset Preset
Prove Proved Proven/Proved
Put Put Put
Quit Quit Quit
Read Read Read
Rid Rid/Ridded Rid/Ridded
Ride Rode Ridden
Ring Rang Rung
Rise Rose Risen
Rive Rived Riven/Rived
Run Ran Run
Saw Sawed Sawn/Sawed
Say Said Said
See Saw Seen
Seek Sought Sought
Sell Sold Sold
Send Sent Sent
Set Set Set
Shake Shook Shaken
Shear Shore/Sheared Shorn/Sheared
Shed Shed Shed
Shine Shone Shone
Shoot Shot Shot
Show Showed Shown
Shrink Shrank Shrunk
Shut Shut Shut
Sing Sang Sung
Sink Sank Sunk
Sit Sat Sat
Sleep Slept Slept
Slide Slid Slid/Slidden
Slit Slit Slit
Smell Smelt/Smelled Smelt/Smelled
Sow Sowed Sown
Speak Spoke Spoken
Speed Sped/Speeded Sped/Speeded
Spell Spelt/Spelled Spelt/Spelled
Spend Spent Spent
Spill Spilt/Spilled Spilt/Spilled
Spin Span/Spun Spun
Split Split Split
Spoil Spoilt/Spoiled Spoilt/Spoiled
Spread Spread Spread
Spring Sprang Sprung
Stand Stood Stood
Steal Stole Stolen
Stick Stuck Stuck
Sting Stung Stung
Stride Strode/Strided Stridden
Strike Struck Struck/Stricken
String Strung Strung
Strip Stript/Stripped Stript/Stripped
Strive Strove Striven
Sublet Sublet Sublet
Sunburn Sunburned/Sunburnt Sunburned/Sunburnt
Swear Swore Sworn
Sweat Sweat/Sweated Sweat/Sweated
Sweep Swept/Sweeped Swept/Sweeped
Swell Swelled Swollen
Swim Swam Swum
Swing Swung Swung
Take Took Taken
Teach Taught Taught
Tear Tore Torn
Tell Told Told
Think Thought Thought
Thrive Throve/Thrived Thriven/Thrived
Throw Threw Thrown
Thrust Thrust Thrust
Tread Trod Trodden
Undergo Underwent Undergone
Understand Understood Understood
Undertake Undertook Undertaken
Upset Upset Upset
Wake Woke Woken
Wear Wore Worn
Weave Wove Woven
Wet Wet/Wetted Wet/Wetted
Win Won Won
Wind Wound Wound
Withdraw Withdrew Withdrawn
Withhold Withheld Withheld
Withstand Withstood Withstood
Wring Wrung Wrung
Write Wrote Written
Zinc Zinced/Zincked Zinced/Zincked