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Cuadernillo de Ingles Tcenico

Inglés Técnico (Universidad Nacional del Nordeste)

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2
INGLÉS TÉCNICO. Facultad de
Ingeniería.

Pr
In
El

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CONTENTS
Previous 1. The Englsh alphabet. What is a dictionary. Kinds of dictionaries. Meeting your dictionary 2

Previous 22. Exercises on dictionaries. Cognates. Text typology, genre and register 4

Unit 1. Text: My reasons to study Engineering. Part I. Pronouns: personal, objectives, adjectives possissives 5
and possessive pronouns. Question words: who? When? Why? What? How? Where?

Unit 2. My reasosn to study Engineering. Part II. Verb to be: present, past and future.. Present simple. Uses 6
and flection (to work)

Unit 3. Revision of units 1 and 2. There be. 7

Unit 4. Fire safety. Imperative Mood. Uses and translation. 8

Unit 5. History of Engineering. Regular and irregular verbs in English. Past simple. Uses and flection of a 10
regular and an irregular verb.

Unit 6. Solar water heating systems. Functions of gerund: as a noun, as a modifier, alone, 13
preposition/adberb+ ING, By+iING for*ING, continuous tenses.

Unit 7. Solar air heating systems. Revision of functions of ING 14

Unit 8. “Common” Algebra. Functions of past participle: alone and as a modifier 15

Unit 9. Differences between mechanical and quantum. Comparison of adjectives: Kinds of adjectives, 16
Degrees: positive, comparative and superlative. Comparison for short, long and irregular adjectives.
Countable and uncountable nouns

Unit 10.What will life be like in 2050. Part I. Future simple. 18

Unit 11. What will life be like in 2050. Part II. Conditional simple. 19

Unit 12. How do engineers make a difference in their communities? In the world? Perfect tenses: present, 20
past and future perfect. Compounds of some, any, no.

Unit 13. Water resources Engineering. Modal verbs: Characteristics and tenses of can, may, must, to have to, 21
to be able to, should, ought to and need to.

Unit 13. Calculus. Passive and active voice. Notion of passive. Formula. Passive in present, past and future 24
simple, progressive and perfect. Passive with modals. Quasi-reflex voice in Spanish. Impersonal passive.

UNIT 14. INTEGRAL CALCULUS. CONDITIONAL SENTENCES I, II AND III 25

LIST OF IRREGULAR VERBS IN ENGLISH 26

PAUTAS DE LA CÁTEDRA PARA CURSADO Y PROMOCIÓN Y ACREDITCIÓN DE LA MATERIA. 27

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PREVIOUS 1
1. THE ENGLISH ALPHABET.

AB C DE F GHI J K L M
N O P Q R S T U V WX Y Z

2. ANSWER IN SPANISH:
2.1. How many letters are there? ………………………………………………………………………………………………………………………
2.2. What letters don´t you find (referred to Spanish? ………………………………………………………………………………………

3. WRITE THESE WORDS ALPHABETICAL ORDER:

English Do Does Spanish Lesson Engineer Engineering Engine
What Watt Doing Math Physics Physicalwork working worker

4. WHAT IS A DICTIONARY?
A dictionary is a collection of words in one or more specific languages, often arranged alphabetically. (Wikipedia.
The Free Encyclopedia)

5. TYPES OF DICTIONARIES:
5.1. Bilingual
5.2. Monolingual
5.3. Encyclopedias
5.4. Thesaurus
5.5. Of synonyms (and antonyms)
5.6. On-line and Word Reference.
5.7. Etymologic
5.8. Others.

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6. KNOWING YOUR ENGLISH- SPANISH DICTIONARY.

7. READING A DICTIONARY.
7.1. What is first? English-Spanish or Spanish –English?
7.2. What are some abbreviations? Write them:
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………….
8. SOME EXERCISES. LOOK UP IN YOUR DICTIONARY THESE WORDS:
8.1. Play:
8.2. Work
8.3. Study
8.4. Change
8.5. Turn
8.6. Read
8.7. Go

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PREVIOUS 2.
1. LOOK THE SHADED WORDS UP IN THE DICTIONARY.
The word Calculus comes from Latin meaning "small stone".
Because it is like understanding something by looking at small pieces.
Differential Calculus cuts something into small pieces to find how it
changes.
Integral Calculus joins (integrates) the small pieces together to find how
much there is.
And Differential Calculus and Integral Calculus are like inverses of each
other, just like multiplication and division are inverses.

2. WHAT IS A COGNATE (TRANSPARENCE)?

Words with similar writing , pronunciation or spelling in two or more languages. Some cognates in English related
to Spanish are:
EXTRA PERSON COMPUTER ANIMAL BASIC COMPLEX ACTIVE PERFECT VERB
TELEPHONE ADJECTIVE CLASS REGULAR PREPOSITION RADIO DICTIONARY
AREA ALCOHOL BAR CIVIL AHEQUE FORMULA INDUSTRIAL INFORMAL PLURAL

3. TEXT TYPE. 4. GENRE 5. REGISTER

Descriptive text Recipe Textbook Formal
Narrative text Dialog Report Informal
Prescriptive text Advertisement Essay Jargon
Argumentative text Letter Brochure Familiar
Encyclopedic text News Notes

6. CLASSIFY AS TEXT TYPOLOGY, GENRE AND REGISTER THESE TEXTS:

1. Classical physics includes the traditional branches and topics that were recognised and well-developed before the beginning of
the 20th century—classical mechanics, acoustics, optics, thermodynamics, and electromagnetism. Classical mechanics is
concerned with bodies acted on by forces and bodies in motion and may be divided into statics, kinematics, and dynamics.
2. “how would you define science?”
“Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of
thought. In this system, single experiences must be correlated with the theoretic structure in such a way that the resulting
coordination is unique and convincing. . . . The sense experiences are the given subject matter, but the theory that shall interpret
them is man-made. It is . . .hypothetical, never completely final, always subject to question and doubt.”
“ What general advice would you give a young person considering a career in science?”
“ In striving to do scientific work, the chance — even for very gifted persons —to achieve something of real value is very
small. . . . There is only one way out: devote most of your time to some practical work . . . that agrees with your nature, and
spend the rest of it in study. So you will be able . . . to lead a normal and harmonious life even without the special blessings of
the Muses.”
3. The banners unfurled by the warden Float
Up high in the air and sink down; the Moat
Is black as a plume on a casque; my Light,
Like a patch of high light on a flask, makes Night
A gibbering goblin that bars the way- So noisy, familiar, and safe by day.

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UNIT 1.
My reasons to study Engineering. Part I
These students tell us why they study Engineering at the University and how their degrees change their lives.

Pedro says: “I am very happy to study Engineering and I love my degree. I am interested in the
areas of geopositioning and Geolocation, but I think that my Engineering is much more than that. I
really wasn´t aware of all its applications”

Mary tell us: “I think it’s very important that the young girls
choose to study Engineering. I am the only one in my friends
who choose this kind of degrees because we have the idea that
this is a men´s world. That’s not true. We have to do our best and study Engineering
because this area is not banned for women”.

EXERCISES.
I. ANSWER THESE QUESTIONS IN SPANISH.
1. Why is the text about? ………………………………………………………………………………………………………………………………….
2. What tittle do you choose for the text?................................................................................................
3. What kind of text do you think it is? Type text, Genre and Register……………………………………………………………...
……………………………………………………………………………………………………………………………………………………………………………..

II. SOME KINDS OF PRONOUNS:

PERSONAL OBJECTIVE POSSESSIVE POSSESSIVE

PRONOUNS PRONOUNS ADJECTIVES PRONOUNS
I Me my Mine
You You your Yours
He Him his His
She Her her Hers
It It its Its
We us our Ours
you you your Yours
They them their theirs

USES OF PERSONAL PRONOUNS: Replace the person in the subject of sentence.

USES OF OBJECTIVE PRONOUNS: Instead of Direct object, Indirect object and Agent in Passive Voice.
USES OF POSSESSIVE ADJECTIVES: To indicate possession. They go at the beginning or in the middle of a sentence.
USES OF POSSESSIVE PRONOUNS: to Indicate possession. They appear at the end of sentences.
III. REMEMBER THE QUESTIONS WORDS:

Who? Where? When? What? Why? How?

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UNIT 2.
My reasons to study Engineering. Part II
These are two more students that tell us why they like Engineering.
Anna Comments: “ Ithink that promoting Engineering is very important. There are a lot of teenagers
whose potential is wasted just because they don’t really know what these studies imply and they
aren’t keen on Maths, Physics or Tech. It’s necessary to show them what
all these subjects are used for.”

Antonio tells us: “I think that we have to do our best to show teenagers
what’s engineering. When I choose my degree I do it because I want to
know how Google Maps works. Now, I know my Engineering is much
more than just that. There are many other interesting things to learn at the University”

EXERCISES.
I. THE VERB TO BE.
PRESENT PAST FUTURE
I am I was I will be
You are You were You will be
He is He was He will be
She is She was She will be
It is It was It will be
We are We were We will be
You are You were You will be
They are They were They will be

II. THE PRESENT SIMPLE TENSE.

Every day actions, habits

USES
Describe or say technical or scientific laws or statements.

III. VERB TO WORK. SIMPLE PRESENT.

AFFIRMATIVE FORM INTERROGATIVE FORM NEGATIVE FORM

I work Do I work? I do not work
You work Do you work? You do not work
He works Does he work? He does not work
She works Does she play? She does not
work
It Works Does it work? It does not play
We work Do we work? We do not work
You work Do you work? You do not work
They work Do they work? They d not work

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UNIT 3
REVIEW FOR LESSONS 1 AND 2.
I. TRANSLATE TEXT OF LESSON 1.
II. FIND SOME PRONOUNS IN THE TEXT AND COMPLETE THE FOLLOWING CHART:
Personal Pronouns Objectives Adjectives possessives Possessive pronouns

III. How many verbs to be do you find in texts 1 and 2?

IV. Underline the verbs in present simple in texts 1 and 2.
V. TRANSLATE THE FOLLOWING SENTENCES:
1. If your entire thought process changes, you learn how to think like an engineer. You acquire logical thinking and
critical analysis skills.
2. Your entire thought process changes. You learn how to think like an engineer. You acquire logical thinking and
critical analysis skills.
3. Everyone knows how much effort is required to qualify as an engineer.
4. They are also well aware of the sacrifices engineering students make during their studies. So the element of
respect comes naturally.
VI. TRANSLATE TEXT OF LESSON 2.
VII. TRUE-FALSE SENTENCES ABOU THE TEXT:
1. One of them wants every teenager know what Engineering is.
2. Some persons don´t study Engineering because they don´t like Math
3. Studying Engineering is more than to learn a subject we like
4. Engineering is a men´s career
5. Promoting Engineering is not very important
6. There are many interesting things to learn at the University.
VIII. REMEMBER THERE BE.
Present Past Future
Singular THERE IS THERE WAS There will be
Plural THERE ARE THERE There will be
WERE

IX. WRITE IN FEW WORDS THE IDEAS OF TEXTS LESSONS 1 AND 2. (In Spanish)
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
X. CROSS OUT (they are 2) THE WRONG TYPOLOGY, GENRE OR REGISTRY OF TEXTS OF LESSONS 1 AND 2
Poetry Narration Recipe Note book
Dialog Description News book
Interview Explanation Written text Very formal text
Scientific book Argumentation Oral text Slang
Text book Jargon Audiovisual text Prescription
Informal Law text Paper
Formal Technical text Letter

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UNIT 4
Fire safety.
Read the text and then match it with the pictures below
 Treat every fire alarm as an emergency. If the alarm sounds, exit the building immediately. (……….)
 Remain in your room if you are unable to exit the building safely because of smoke or fire. (………..)
 Keep the door closed and await assistance from the fire department. If smoke is entering under or around the
door, stuff damp sheets or blankets in the spaces to help keep smoke out. If possible, open a window and
waive or hang a brightly colored towel or garment to notify rescue personnel of your location. ( …………)
 Close the doors behind you if it is safe to leave your room. ( …..)


Become aware of your neighbors and

note if they have not evacuated and tell authorities they are missing
and may need assistance. (………)

4
1
2

5 6

EXERCISES
I. THE IMPERATIVE MOOD.
Orders
USES Advices
Instructions
IMPERATIVE
No person
MOOD
CHARACTERISTICS Affirmative: verb begins the sentence
Negative: DO NOT+VERB
Translated as ORDERS

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8
II. UNDERLINE THE VERBS IN IMPERATIVE IN THE TEXT AND
TRANSLATE THEM.

III. FOLLOW THESE DRIVING SAFETY TIPS TO HELP AVOID

ACCIDENTS.
Driving safety tips
 Don't allow
children to fight
or climb around
in your car.
Buckle them in
their seats at all
times. Don´t
easily distract from concentrating on driving safely.
 A Cell phone also takes your focus away from the task at hand: arriving safely at your destination. Don
´t use it while driving.
 Avoid driving when you're tired. Be aware that some medication causes drowsiness and make
operating a vehicle very dangerous. Get the full scoop on drowsy driving.
 Always use caution when changing lanes. Cutting in front of someone, changing lanes too fast or not
using your signals cause an accident or upset other drivers.
 Take extra precautions while driving during deer season.

IV. WHAT´S THE REFERENCE? (WHAT OR WHO) IN THE TEXT?

1. Buckle them in their seats all the time. ………………………………………………..
2. Don´t use it when driving………………………………………………………………………..
3. Causes drowsiness ………………………………………………………………………………..
4. Makes vehicles very dangerous………………………………………………………………
5. Causes accidents or upset other drivers. ……………………………………………….

V. WRITE THE NEGATIVE OR AFFIRMATIVE ACCORDING THE NEED .

Use
Don´t answer
Do
Don´t change
Place
Don´t go
take

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Don´t get
allow

UNIT 5
History of Engineering
The first engineer known by name and achievement is Imhotep, builder of
the Step Pyramid at Ṣaqqārah, Egypt,
probably in about 2550 B.C.. Imhotep’s successors—Egyptian, Persian, Greek,
and Roman—carried civil engineering to remarkable heights on the basis of
empirical methods aided by arithmetic, geometry, and a smattering of physical
science

In construction medieval European engineers carried technique, in the

form of the Gothic arch and flying buttress, to a height unknown to the Romans.
The sketchbook of the 13th-century French engineer Villard de Honnecourt reveals a wide knowledge of mathematics,
geometry, natural and physical science, and draftsmanship.

Civil engineering emerged as a separate discipline in the 18th century, when the
first professional societies and schools of engineering were founded. Civil engineers of the
19th century built structures of all kinds, designed water-supply and sanitation systems,
laid out railroad and highway networks, and
planned cities. England and Scotland were the
birthplace of mechanical engineering, as a
derivation of the inventions of the Scottish engineer
James Watt and the textile machinists of the
Industrial Revolution. The development of the
British machine-tool industry gave tremendous
impetus to the study of mechanical engineering
both in Britain and abroad.

The growth of knowledge of electricity—from Alessandro Volta’s original electric cell of 1800 through the
experiments of Michael Faraday and others, culminating in 1872 in the Gramme dynamo and electric motor (named after
the Belgian Z.T. Gramme)—led to the development of electrical and electronics engineering. The electronics aspect
became prominent through the work of such scientists as James Clerk Maxwell of Britain and Heinrich Hertz of Germany
in the late 19th century. Major advances came with the development of the
vacuum tube by Lee De Forest of the United States in the early 20th century and
the invention of the transistor in the mid-20th century. In the late 20th century
electrical and electronics engineers outnumbered all others in the world.
Chemical engineering grew out of the 19th-century proliferation of
industrial processes involving chemical reactions in metallurgy, food, textiles, and
many other areas. By 1880 the use of chemicals in manufacturing had created an
industry whose function was the mass production of chemicals. The design and
operation of the plants of this industry became a function of the chemical engineer.

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10
EXERCISES

I. ANSWER THESE QUESTIONS BOUT THE TEXT: (In Spanish)

1. What is the text about?
2. Which tense of verb do you employ to write a text for history?
3. Do you think this text is written in past tense?
4. Are pyramids from the past? Who built pyramids in Egypt?
5. Do you recognize the second picture about media Age?
6. Who is the man in the picture? What was his invention?
7. What is the last picture about?

II. REGULAR VERBS IN ENGLISH.

They form their past and past participle adding the particle “-ED” to the infinitive or base form. The infinitive in English takes
TO before the name of the verb, i.e. to be, to do, to go, to play. We call “base form” of the verb because it is the base to
add a suffix in order to change the meaning or function of it. For example, work+ ing= working, or do+es= does, or use to
form another tense; i.e. will +do for the future or would+ do for the conditional..
Examples of regular verbs:
PRESEN PAST PAST PARTICIPLE
T
work worked worked
look looked Looked
smoke smoked smoked
like liked liked
copy copied copied
carry carried carried
stop stoppe stopped
d

III. IRREGULAR VERBS.

They form their past and past participle in an irregular way. For example :
PRESEN PAST P.P.
T
build built built
go went gone
show showe show
d n
Do did done
make made made

IV. THE PAST SIMPLE TENSE.

It is a tense used for actions begun and finished in the past. i.e.

PRESENT
FUTURE

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PAST

11

V. DIFFERENCE BETWEEN PAST SIMPLE AND PRESENT PERFECT .

He smoked a cigarette yesterday ≠ He has just smoked a cigarette
I read a book last week ≠ I have already read a book
He went to Córdoba last weekend ≠ He has already gone to Córdoba

VI. THE PAST SIMPLE TENSE FOR REGULAR AND IRREGULAR VERBBS. Verbs to work / to build.

AFFIRMATIVE INTERROGATIVE NEGATIVE FORM

FORM FORM
I worked/ built Did I work/ build? I did not work/build
You worked/ built Did you work/build? You did not work/ build
He worked/ built Did he work/build? He did not work/build
She worked/built Did she work/ build? She did not work/build
It worked/ built Did it work/build? It did not work/build
We worked/ built Did we work/build? We did not work/build
You worked/built Did you work/build? You didn´t work/build
They worked/built Did they work/build? They did not work/build

VII. TRUE - FALSE SENTENCES (ABOUT THE TEXT).

1. Alessandro Volta invented the vacuum tube
2. Egyptians built some kinds of pyramids
3. Civil Engineering emerged as a separate field of mechanics and construction in 20 th century
4. Chemical engineering grew out of the 19th-century proliferation of industrial processes involving chemical
reactions in metallurgy, food, textiles, and many other area.
5. The first engineer known by name and achievement is Imhotep, builder of the Step Pyramid at Ṣaqqārah, Egypt.
6. Major advances came with the development of the vacuum tube by Lee De Forest of the United States in the early
20th century and the invention of the transistor in the mid-20th century.

VIII. WHAT ARE THE SYNONYMS FOR THESE WORDS:

Builder: ……………………………………………………………
Probably: ………………………………………………………..
Remarkable: ……………………………………………………
Empirical methods: …………………………………………
Aided: …………………………………………………………….
Emerged: ……………………………………………………….
Discipline: ………………………………………………………
Kinds: …………………………………………………………….

IX. WHAT MAJOR FIELDS OF ENGINEERING DO YOU DEDUCE FROM THE TEXT ? Describe them

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1. ………………………………………………………………………………………………………………………………….
2. …………………………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………………………..

12

UNIT 6
Solar Water Heating Systems

Solar water heating systems are composed of the following

main elements: the solar collector, insulated piping, heat
transfer fluid, a hot water storage tank, and a system
controller. While there are many variations of SHC systems,
this figure represents a commonly used domestic hot water
heating system. Solar water heating systems operate as
follows:

 The solar collectors absorb sunlight, causing the fluid

inside to heat up.
 A controller senses that the collector fluid is hotter
than the storage tank and signals a pump to turn on.
 The pump circulates heat transfer fluid which carries
heat from the collector to the storage tank.
 The storage tank holds the heated water which is
used as necessary. Auxiliary heating remains
connected to the storage tank for back-up heating
when needed.

I. READ THE TEXT CAREFULLY AND ANSWER THE FOLLOWING QUESTIONS :

1. What is the text about?
2. Name the components of the solar water heating system.
3. What does the picture represent?
4. Can you point the named elements out in the picture?
5. How does it work?

II. FUNCTIONS OF “-ING”.

as a noun (1)
as a modifier (2)
FUNCTIONS alone (3)

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OF preposition /adverb + ….ing (4)

…………..ING for+ ….ing (5)
by+
ing (6)
forming continuous tenses(7)

13

UNIT 7
Solar Air Heating Systems

Indoor space heating is the largest single use

of energy in most buildings. Solar air heating systems
use solar energy to heat indoor spaces in residential
and commercial applications, as well as to heat air for
manufacturing processes and agricultural crop drying
applications. Most solar air heating systems are either
wall-mounted or roof-mounted and generally located
near the central air intake for the building. Large-scale solar air heating systems operate as follows:

Fresh air is drawn through small micro-perforations located in the solar heating collector.
The air is preheated by the solar air system anywhere from 30° to 100°F above ambient temperature.
The heated fresh air is distributed into the building through the existing HVAC system.

In additional to reducing fossil fuel and electrical demands for heating, solar air heating systems integrate easily into
a building’s façade.

EXERCISES.

I. READ AND TRANSLATE THE PREVIOUS TEXT.

II. EXPLAIN THE FUNCTIONS OF –ING FOR HIGHLIGHTED WORDS .

III. PLAYING WITH WORDS (THE SAME OR OPPOSITE MEANING)

Indoor ≠ outdoor located= placed
Heating ≠ cooling near ≠ far from (away)
Single = simple, one large = big ≠ small
Use= employ operate= work
Residential= home fresh ≠ polluted
Commercial= business perforations= holes
For manufacturing= to manufacture= in order to manufacture above≠ down
Generally= usually
IV. COMPLETE THE SEQUENCE OF THE SOLAR AIR HEATING SYSTEM :
1. Fresh air enters the collector through………………………………
2. These micro holes are placed…………………………………………….

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3. The entering air is then …………………………………………………….

4. The heated fresh air is distributed into………………………………
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UNIT 8.
“ORDINARY” ALGEBRA.
There are two main facets to ordinary algebra. In one sense,
algebra is the generalized arithmetic of symbols. In a beginning
algebra course you learn how to add, subtract, multiply and divide
symbols or groups of symbols. You also learn how to factor certain
groups of symbols; the arithmetic analogy is something like
factoring 15 into 3 times 5. And you learn how to handle exponents.
The main purpose of learning this kind of arithmetic is so that you
can simplify groups of symbols. Algebraic simplification has specific
meaning applied to specific types of symbols, but the purpose is usually to shorten an expression of symbols so that it
is easier to work with.
In the other sense, algebra uses the arithmetic methods developed, as mentioned above, to solve problems in which
at least one quantity is unknown, This is algebra's power: to solve problems too complicated or impossible for
ordinary arithmetic.
Put another way, algebra allows us to express certain problems in symbolic and numeric form, then to use algebraic
methods to solve these problems. Algebra, then, is its own language with precise and consistent rules of grammar
and syntax that allow us to restate algebraic sentences and phrases into equivalent sentences and phrases which
result in solutions to problems.
Symbols represent numbers, so they obey the same properties as numbers. Thus the rules of algebra are consistent
with the arithmetic rules for the number system the symbols represent.

EXERCISES.
I. USES OF PAST PARTICIPLE (I)
FUNCTIONS as a modifier, before a noun. Translated as ADO/IDO in Spanish
OF THE
PAST PARTICIPLE Alone. It is also translated as ADO/IDO in Spanish

II. NOUNS AS MODIFIERS.

Nouns before nouns modify the second one. We must translate de last one and then the other one..

ALGEBRA COURSE NUMBER SYSTEM SPACE HEATING AIR INTAKE

III. CHAINS OR BLOCKS.

Sequence of words where mainly the previous ones are modifiers and the last one a noun which must be
translated the very first and then the other ones. Those previous words may be nouns, adjectives or verbs
Indoor space heating The heated fresh air Auxiliary heating Solar air heating systems
water-supply and sanitation systems a brightly colored towel

Anyway, you find these structures in every text.

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15

UNIT 9
Difference between
classical and modern
physics
While physics aims to
discover universal laws, its
theories lie in explicit
domains of applicability.
Loosely speaking, the laws
of classical physics accurately describe systems whose important length scales are greater than the atomic scale and
whose motions are much slower than the speed of light. Outside of this domain, observations do not match predictions
provided by classical mechanics. Albert Einstein contributed the framework of special relativity, which replaced notions of
absolute time and space with spacetime and allowed an accurate description of systems whose components have speeds
approaching the speed of light. Max Planck, Erwin Schrödinger, and others introduced quantum mechanics, a
probabilistic notion of particles and interactions that allowed an accurate description of atomic and subatomic scales.
Later, quantum field theory unified quantum mechanics and special relativity. General relativity allowed for a dynamical,
curved spacetime, with which highly massive systems and the large-scale structure of the universe can be well-described.
General relativity has not yet been unified with the other fundamental descriptions; several candidate theories of
quantum gravity are being developed.
EXERCISES
I. ANSWER THE FOLLOWING QUESTIONS IN SPANISH.
1. What is the text about?
2. What does classical physics study?
3. What is the Einstein´s study related to?
4. What dis Plank study?
II. COMPLETE THIS CHART ABOUT THE TEXT:
CLASSICAL PHYSICS RELATIVISTIC PHYSICS QUANTUM PHYSICS
It´s about
Precursor(s)

III. COMPARISON OF ADJECTIVES. ( Also used for adverbs)

1. KINDS OF ADJECTIVES.

SHORT ADJECTIVES LONG ADJECTIVES SPECIAL

ADECTIVES.

They have one syllable in writing or They have more than one syllable. Examples:
pronunciation. Examples: long, short, comfortable, malleable, useful, intelligent, Examples: good,
large, big, narrow, wide, and so on and so on bad, little, much,
far.

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2. DEGREES OF COMPARISON.
There are three degrees: positive, comparative and superlative degrees.
2.1. POSITIVE DEGREE.
It is either the degree of pure adjective: i.e. slow, tall, intelligent or a thing or person
compared to another equal thing or person.
These tools are very useful.
This screwdriver is as cheap as the wrench.
a) Adjective
b) AS………………AS
2.2. COMPARATIVE DEGREE.
Two different things (animals, persons) are compared.
2.3. SUPERLATIVE DEGREE.
More than two different things are compared.
3. COMPARISON FOR SHORT ADJECTIVES.

POSITIVE DEGREE COMPARATIVE SUPERLATIVE

DEGREE DEGREE
Long Longer than The longest
big Bigger than The biggest
short Shorter than The shortest
white Whiter than The whitest
Adjective/ Adjective + ER (than) THE ………………….EST
as…………..as

4. COMPARISON FOR LONG ADJECTIVES.

POSITIVE DEGREE COMPARATIVE DEGREE SUPERLATIVE DEGREE

Comfortable More comfortable than The most comfortable
useful More useful than The most useful
intelligent More intelligent than The most intelligent
Adjective/ More The most
as…………….as …………………….than …………………….

5. COMPARISON FOR IRREGULAR ADJECTIVES.

POSITIVE COMPARATIVE SUPERLATIVE

DEGREE DEGREE DEGREE
bad Worse than The worst
good Better than The best
little Less than The least
much More than Tee most
far Further than The furthest

IV. COUNTABLE AND UNCOUNTABLE NOUNS.

We can put a before countable nouns; e.g. four boys, three boxes, ten trees.
Uncountable nouns have another way to measurement: a liter of water, three sq. m of sand, a kilo of sugar.

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UNIT 10
What Will Life Be Like in 2050?
By mid-century there will likely be 9 billion people on the planet, consuming ever more resources and leading ever
more technologically complex lives. What will our cities be like? How will we eat? Will global warming trigger
catastrophic changes, or will we be able to engineer our way out of the climate crisis?
Demographic changes will certainly be dramatic. Rockefeller University
mathematical biologist Joel Cohen says it's likely that by 2050 the majority of the
people in the world will live in urban areas, and will have a significantly higher
average age than people today. In the U.S., cities theorist Richard Florida thinks
urbanization trends will reinvent the education system, making our economy less
real estate driven and erasing the divisions between home and work.
And rapidly advancing technology will continue ever more rapidly.
According to Bill Mitchell, the late director of MIT's Smart Cities research group,
cities of the future won't look like "some sort of science-fiction fantasy," but it's likely that "discreet, unobtrusive"
technological advances and information overlays will change how we live in significant ways. Charles Ebinger, Director of
the Energy Security Initiative at the Brookings Institution also thinks that by 2050 we will also have a so-called "smart
grid" where all of our appliances are linked directly to energy distribution systems, allowing for real-time pricing based on
supply and demand.
Meanwhile, the Internet will continue to radically transform media, destroying the traditional model of what a
news organization is, says author and former New York Times Public Editor Daniel Okrent, who believes the most
common kinds of news organizations in the future will be "individuals and small alliances of individuals" reporting and
publishing on niche topics by Think Editors.

i. ANSWER THE FOLLOWING QUESTIONS:

1. What do pictures show you?
2. What is the picture about?
3. What words guide you to think so?
4. What is your city like?
5. How do you think in future will be?
II. THE FUTURE SIMPLE TENSE.
WILL INFINITIVE ( BASE FORM)
Examples:
By mid-century there will likely be 9 billion people on the planet
Cities of the future won't look like "some sort of science-fiction fantasy
The Internet will continue to radically transform media
Tips for the future.
 There are contractions: they´ll …. (they will …), I ´ll … (I will….), it won´t…. (It will not…..)
 In past, shall was used for I and We. Nowadays, will is used for all persons. Shall is employed for invitations:
Shall we go? In informal language.

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UNIT 11
What will life be like in 2050?
In the financial world, things would be very different indeed, according to MIT
professor Simon Johnson, who thinks many of
the financial products being sold today, like
over-the-counter derivatives, would be illegal—
judged, accurately, by regulators to not be in
the best interests of consumers.
We would live longer and remain
healthier. Patricia Bloom, an associate professor
in the geriatrics department of Mt. Sinai
Hospital, says we would not routinely live to be 120, but it's possible that we would be
able to extend wellness and shorten decline and disability for people as they age. AIDS research pioneer David Ho says
the HIV/AIDS epidemic would still be with us, but we would know a lot more about the virus
than we do today—and therapies would be much more effective. Meanwhile, Jay Parkinson,
the co-founder of Hello Health, says the health care industry has a "huge opportunity" to
change the way it communicates with patients by conceiving of individual health in relation to
happiness.
In terms of how we will eat, green markets founder and "real food" proponent Nina
Planck is optimistic that we'd be healthier as a result. New York Times cooking columnist Mark Bittman, similarly, thinks
that people will eat fewer processed foods, and eat foods grown closer to where they live.
And what would our culture be like? We may not get rid of racism in America entirely in the next 40 years, but in
the coming decades the issue of race will become "much less significant," even as the issue of class may rise in
importance.
What do you think life will be like in 2050? Tell us in five words what you think the future will hold on Twitter
using the hashtag #FIFW, or leave a comment below.

III. THE CONDITIONAL SIMPLE TENSE.

WOULD BASE FORM (INFINITIVE)

Examples:
And what would our culture be like?
We would not routinely live to be 120, but it's possible that we would be able to extend wellness and shorten decline
and disability for people as they ag

IV. USES OF SOME, ANY, NO.

1. For countable nouns, they work as the plural of a/an. They may be translated as algunos/as
2. For uncountable nouns, they may be or may not be translated (algo)
SOME ANY NO
COUNTABLE NOUNS Affirmative form, Interrogative and Negative Used in affirmative
UNCOUNTABLE NOUNS Affirmative form Interrogative and negative Used in affirmative.

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UNIT 12
How do engineers make a difference in their communities? In the world?
Think about the world around you: airplanes, automobiles,
electricity, cell phones, medications … even a bottle of water –
someone has designed these man-made things, (everything,
indeed). Over the ages, man has been constantly engineering
solutions to problems, whether it is crafting a hammer out of
stone, or designing a large urban sanitation system to handle an
entire city’s sewage.
From the Phoenician craftsman, to the more modern inventors,
engineers have been the driving force behind making life better
for those around them. Every day, new drugs are formulated
that can cure another disease; methods are developed to
restructure buildings and bridges to make them safer; software is engineered to make daily tasks easier to accomplish.
Whether directly or indirectly, engineers impact the lives of the communities around them, both those nearby and
around the world.

I. ANSWER THESE QUESTIONS:

1. Was everything designed by engineers?
2. Give some examples. TO HAVE PAST PARTICIPLE
3. Has another professional workers also designed
things? What things and who?
II. THE PERFECT TENSES.

PRESENT PERFECT HAS P.P.

HAVE

HAD P.P.
PAST PERFECT

FUTURE PERFECT WILL HAVE P.P.

III. COMPOUNDS OF SOME-ANY-NO.

SOME ANY NO EVERY

PLACE somewher anywhere nowher everywher
e e e

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Somebody Anybody Nobody Everybody

PERSON someone Anyone No one everyone
S
THINGS something anything nothing Everything

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UNIT 13
Water resources engineering
Water resources engineering is the profession that is responsible for the planning, development and management of
water resources. From estimating the amount of water available to designing the physical and non-physical
infrastructure needed to meet the water needs of society and the environment, civil engineers play a central role within a
multi-disciplinary team. To ensure access to clean safe drinking water, civil engineers must design, build and manage the
water intakes, the water treatment plants and the network of pipes that could convey water to your tap. Civil engineers
may use state-of-the-art technologies to treat domestic and industrial wastewaters before discharging treated water
back into the environment. Civil engineers can also devise physical (dams, dikes) and non-physical (flood forecasting)
solutions to minimize the threat to lives and property due to flooding.
MODAL, SPECIAL OR DEFECTIVE VERBS.
Characteristics
They have the following characteristics:
- Need an infinitive verb (without “to”) to complete the idea,
- Act as auxiliary verbs in the affirmative and negative forms,
- Have only some tenses (generally present and past)
- Borrow the other tenses from other “fake modal verbs”.
The chart for modal verbs:

VERB TRANSLATION PRESENT PAST FUTURE

CAN Poder (capacidad física o intelectual) Can Could/ was ablet to Will be able to
MAY Poder (permiso o probabilidad) may might
MUST Deber (obligación moral) must Had to Will have to
TO BE ABLE TO Ser capaz de Am (is-are) able to Was able to Will be able to
TO HAVE TO Tener que Has /have to Had to Will have to
SHOULD Debería
OUGHT TO Debiera
NEED TO Necesitar Need(s) to Needed to Will need to
IV. UNDERLINE THE MODAL VERBS IN THE TEXT.
Fluid mechanics
Fluid mechanics is the branch of physics that studies fluids (liquids, gases, and plasmas) and the forces on them. Fluid
mechanics can be divided into fluid statics, the study of fluids at rest; fluid kinematics, the study of fluids in motion; and
fluid dynamics, the study of the effect of forces on fluid motion. It is a branch of continuum mechanics, a subject which
models matter without using the information that it is made out of atoms, that is, it models matter from a macroscopic
viewpoint rather than from a microscopic viewpoint. Fluid mechanics, especially fluid dynamics, is an active field of
research with many unsolved or partly solved problems. Fluid mechanics may be mathematically complex. Sometimes it
can best be solved by numerical methods, typically using computers.
Healthier, wealthier and wiser: engineering makes modern life possible

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Humans have always sought to improve the way they live. Today, mechanical engineering is all about making people
healthier, more comfortable, safer and richer in their daily lives and experiences. We live in a world shaped by
engineering. Engineers contribute significantly to global wealth creation. Thanks to mechanical engineers many of us
enjoy better healthcare, greater life expectancy and a good quality of life.
We can get to school or work every day, and travel around the world for
business or holidays. We are better fed, better clothed and better housed,
and we can live in a safer environment.

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UNIT 14
Calculus.
Calculus is the mathematical study of change, in the same way that geometry is the study of shape and algebra
is the study of operations and their application to solving equations. It has two major branches, differential calculus
(concerning rates of change and slopes of curves)] and integral calculus (concerning accumulation of quantities and the
areas under and between curves); these two branches are related to each other by the fundamental theorem of calculus.
Both branches make use of the fundamental notions of convergence of infinite sequences and infinite series to a well-
defined limit. Generally, modern calculus is considered to have been developed in the 17th century by Isaac Newton and
Gottfried Leibniz. Today, calculus has widespread uses in science, engineering and economics and can solve many
problems that elementary algebra alone cannot.
Calculus is a part of modern mathematics education. A course in calculus is a gateway to other, more advanced
courses in mathematics devoted to the study of functions and limits, broadly called mathematical analysis. Calculus has
historically been called "the calculus of infinitesimals", or "infinitesimal calculus". The word "calculus" comes from Latin
(calculus) and refers to a small stone used for counting. Calculus (plural calculi) is also used for naming some methods of
calculation or theories of computation, such as propositional calculus, calculus of variations, lambda calculus, and
process calculus.

I. ANSWER THE FOLLOWING QUESTIONS:

1. What is the text about?
2. What definition do you find?
3. Do you study this field? What year?
4. Is it related to the study of functions and limits? What other name does it have?
5. What is infinitesimal calculus?

II. THE PASSIVE VOCE.

1. NOTION OF ACTIVE AND PASSIVE VOICE.
Are these sentences the same? Why?
Calculus (plural calculi) is also used for naming some methods of calculation
We also use Calculus (plural calculi) for naming some methods of calculation.

Let´s read another example. Which one is in passive voice and which one in active voice?
They divided the field into two separate disciplines.
The book was edited last year.

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 Broadly speaking, in active voice, the subject of sentence DOES the action of verb. On the other
hand, in
 Passive voice, the object of the sentence does not do that action.

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2. VERB FORMULAE IN PASSIVE VOICE (ENGLISH)

TO BE PAST PARTICIPLE

Thus, we can write these verbs in passive voice for each verb tense:
2.1. PRESENT SIMPLE:
Am
is p.p.
are
They are divided into three sub-fields.
It is written in English
2.2. PAST SIMPLE:
Was
p.p.
Were
It was used in that century.
They were changed beforehand.
2.3. FUTURE SIMPLE:

Will be p.p.

The changes will be made at once

It will be built next year.
2.4. CONDITIONAL SIMPLE:

Would be p.p.

The experiments would be tested anyway

2.5. PRESENT PERFECT:
Has
been p.p.
Have
They have been performed into three steps.
What has it been done?
2.6. PAST PERFECT:

had been p.p.

They had been printed

2.7. MODAL OR DEFECTIVE VERBS:
Can

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May
Must
Should be p.p.
Have to
Need
…………

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They can be solved by means a square matrix
It should be done at once
It must be destroyed at first

3. THE QUESI-REFLEX VOICE USED IN SPANISH FOR TRANSLATION.

It is a special translation used only in Spanish. It is formed with the pronoun “se” and the verb in active
voice in the corresponding tense. It is a convention to employ this kind of translation when the sentence
in English has no agent. i.e..

VERB IN ENGLISH WITH AGENT TRANSLATION NO AGENT TRANSLATION

Is used Es usado Se usa
Were charged Fueron cargados Se cargaron
Should be transferred Deberían ser transferidos De deberían transferir
Will be replaced Serán reemplazados Se reemplazarán
Can be written Puede ser escrito Se puede escribir

III. TRANSLATE THE FOLLOWING SENTENCES. Consider convention.

1. The first steps were taken by Greek mathematicians.
2. No further progress was made until the 16th Century when mechanics began to drive mathematicians to
examine problems such as centres of gravity
3. The next major step is provided by Torricelli and Barrow
4. This was a work which can not be published at the time
5. He used the results to carry out what would now be called an integration
6. Cavalleri argued that volumes and areas should be computed as the sums of the volumes and areas of
infinitesimally thin cross-sections.
7. This treatise is believed to have been lost in the 13th century.
8. The product rule and chain rule, the notion of higher derivatives, Taylor series, and analytical functions
were introduced by Isaac Newton
9. These ideas may be arranged into a true calculus of infinitesimals
10. Thus, the derivative of the function of f is f′, pronounced "f prime."
11. This expression is called a difference quotient

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UNIT 15
Integral calculus
A motivating example is the distances traveled in a given time.

Distance = Speed . Time

If the speed is constant, only multiplication will

beneeded, but if the speed changed, a more powerful method of
finding the distance would be necessary. One such method is to
approximate the distance traveled by breaking up the time into
many short intervals of time, then multiplying the time elapsed in
each interval by one of the speeds in that interval, and then
taking the sum (a Riemann sum) of the approximate distance
traveled in each interval. The basic idea is that if only a short
time elapses, then the speed will stay more or less the same.
However, a Riemann sum only gives an approximation of the
distance traveled. We must take the limit of all such Riemann sums to find the exact distance traveled.
If velocity is constant, the total distance traveled over the given time interval will be computed by multiplying
velocity and time. For example, travelling a steady 50 mph for 3 hours results in a total distance of 150 miles. In the
diagram on the left, when constant velocity and time are graphed, these two values form a rectangle with height equal
to the velocity and width equal to the time elapsed. Therefore, the product of velocity and time also calculates the
rectangular area under the (constant) velocity curve. This connection between the area under a curve and distance
traveled can be extended to any irregularly shaped region exhibiting a fluctuating velocity over a given time period. If f(x)
in the diagram on the right represents speed as it varies over time, the distance traveled (between the times represented
by a and b) will be the area of the shaded region s.
EXERCISES
i. ANSWER THE FOLLOWING QUESTIONS:
1. What is the text about?
2. Do you find some assumptions in the text?
3. What are they? Name them
4. Do you recognize verb tenses of them?
ii. CONDITIONAL SENTENCES.
There are 3 kinds of conditionals: probable, improbable and impossible. They can be numbered as Type I, II
and III.
1. FIRST CONDITIONAL OR PROBABLE:
( future simple ) if ( Present simple)
2. SECOND CONDITIONAL OR IMPROBABBLE:
( conditional simple) / ( past simple)

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3. THIRD CONDITIONAL OR IMPOSSIBLE.

( perfect conditional) / (past perfect).
IV. UNDERLINE IN THE TEXT CONDITIONAL SENTENCES AND TRANSLATE THEM.
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PAUTAS DE LA CÁTEDRA PARA CURSADO Y PROMOCIÓN Y

ACREDITACIÓN DE LA MATERIA.

1.PRESENTACIÓN.
Inglés Técnico es una materia que pretende ser auxiliar PARA profesional de Ingeniería en las
competencias que le son propias en el desempeño de su trabajo. Su cursado, si se elige esta opción, es
anual.

2. ACREDITACIÒN DE LA MATERIA.
Se puede acreditar de varias formas:
2.1. MEDIANTE EL CURSADO: Se la cursa en cualquiera de los turnos: mañana o tarde. Para
promocionar la materia se necesita la asistencia al 80% de las clases y la aprobación de dos (2) parciales
con una calificación de cada uno de ellos de 7(siete) o más de siete. Los parciales se rendirán 1 en el
primer cuatrimestre de cursado y el otro en el segundo. Habrá un solo examen de recuperación por
alguno de los dos parciales que haya desaprobado el alumno. Si la asistencia no alcanzare al 80% pero se
hayan aprobado los 2 parciales, el alumno quedará en la condición de REGULAR, correspondiendo rendir
un FINAL, escrito, con la teoría y práctica incluidas. Si no aprobara los parciales, deberá volver a cursar la
materia o rendirla LIBRE.
2.2. MEDIANTE UN EXAMEN FINAL LIBRE: El alumno rinde un examen final como LIBRE. Tal
examen consiste en tres partes: una traducción, una explicación de temas gramaticales dados en clase y
una explicación de un tema gramatical a elección de la cátedra.
2.3. MEDIANTE LA VALIDACIÓN DEL CURSADO Y APROBADO EN OTRAS CARRERAS EQUIVALENTES
EN OTRAS UNIVERSIDADES: Si el alumno hubiere cursado la materia, con programa equivalente al de la
cátedra, en otras universidades reconocidas, se considerará aprobada la materia, previa tramitación del
reconocimiento vía Mesa de Entradas y Departamento Alumnado de la Facultad.

3. DOCENTES.
Los docentes a cargo son:
Turno mañana: Jorge Daniel Barea
Turno Tarde: Luisa Lagrost.

4. CLASES DE CONSULTA: Los alumnos podrán solicitar consultas en los turnos correspondientes a los
profesores encargados de cada turno.

5. MATERIAL: Se utilizará un cuadernillo de cátedra en el cual se desarrollan los temas del programa,
además de un diccionario bilingüe Inglés- español, permitido en clase y en los exámenes de la materia,
además de la obviedad de una carpeta para trabajos de la clase.
Los trabajos prácticos y exámenes deberán entregarse en hoja de papel que contenga nombres y
apellidos del alumno, Libreta Universitaria Nº, fecha, y titulo del trabajo o examen, y redactado
formalmente en tinta azul o negra.

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