Apunte Ingles I - Ingenieria Quimica 2018 PDF

UTN
FACULTAD REGIONAL CÓRDOBA
ENGINEERING
INGLÉS TÉCNICO I
Selección de Material y Ejercitación
MBA Lic.ADRIANA DEZA
adeza@frc.utn.edu.ar
2018
Ing. Química - INGLES TÉCNICO I – 2018 - Recopilación y ejercitación: MBA Adriana Deza 2
INTRODUCCIÓN
Esta recopilación y ejercitación no está pensada como una autoguía de estudio, sino como soporte de clases
presenciales. Busca colaborar con el desarrollo de tus propias habilidades lectoras e interpretativas de textos
escritos en idioma inglés que versen sobre cuestiones relacionadas a tu opción de estudios universitarios, es decir,
la Química en general y la Ingeniería Química en particular.
Los textos que se incluyen son, en su mayoría, originales, por ello se cita la fuente informática de la cual se
obtuvieron. La ejercitación es gradual y orientativa, dirigida a que internalices estrategias que te permitan inferir el
significado de palabras, de frases o de estructuras opacas para un hispano-parlante, “minimizando” el uso del
diccionario, es decir, promoviendo su utilización como último recurso, abordando eventualmente las búsquedas de
un modo inteligente y efectivo.
Nos apoyaremos en tu Weltanshauung, tu Cosmovisión de alumno universitario argentino, de habla hispana, que
a tu edad ya ha tenido una virtual sobreexposición mediática a la lengua inglesa desde la infancia.
Recurriremos a la Gramática, ciencia que estudia los elementos de una lengua y sus combinaciones y a la
Gramática Comparada, para establecer relaciones entre ambas lenguas, haciendo permanentes análisis lexicos,
semánticos y sintácticos a partir de tus propios conocimientos y de los nuevos conceptos que vayas adquiriendo.
Te invito a compartir dos módulos de aprendizaje, en los que reforzarás tus capacidades de lector autónomo y
competente y desarrollarás tus habilidades intelectuales superiores: reconocimiento, comprensión, aplicación y
análisis, síntesis y evaluación de información relevante en idioma extranjero, en un ambiente de respeto y
cordialidad, para que la instancia aúlica resulte satisfactoria para todos quienes participan.
Te invito a que compruebes cuántas cosas no sabías que sabías…
UNIDAD 1 – DEFINICIÓN – IDEA GENERAL – PALABRAS Y SIGNIFICADOS TRANSPARENTES –

COGNADOS – FRASE SUSTANTIVA – SUSTANTIVOS – ARTÍCULOS – SUFIJOS – CASO GENITIVO
Gas Laws
1 [1] Gases behave differently from the other two commonly studied states of matter, solids
2 and liquids, so we have different methods for treating and understanding how gases
3 behave under certain conditions. Gases, unlike solids and liquids, have neither fixed
4 volume nor shape. They are molded entirely by the container in which they are held. We
5 have three variables by which we measure gases: pressure, volume, and temperature.
6 Pressure is measured as force per area. The standard SI unit for pressure is the pascal
7 (Pa). However atmospheres (atm) and several other units are commonly used. The table
8 below shows the conversions between these units.
Units of Pressure
1 pascal (Pa) 1 N*m-2 = 1 kg*m-1*s-2
1 atmosphere (atm) 1.01325*105 Pa
1 atmosphere (atm) 760 torr
1 bar 105 Pa
9 [2] Volume is related between all gases by Avogadro's hypothesis, which states: Equal
10 volumes of gases at the same temperature and pressure contain equal numbers of
11 molecules. From this, we derive the molar volume of a gas (volume/moles of gas). This
12 value, at 1 atm, and 0° C is shown below.
13 [3] The Ideal Gas Law assumes several factors about the molecules of gas. The volume of
14 the molecules is considered negligible compared to the volume of the container in which
15 they are held. We also assume that gas molecules move randomly, and collide in
16 completely elastic collisions. Attractive and repulsive forces between the molecules are
17 therefore considered negligible.
18 [4] Previously, we considered only ideal gases, those that fit the assumptions of the ideal
19 gas law. Gases, however, are never perfectly in the ideal state. All atoms of every gas
20 have mass and volume. When pressure is low and temperature is low, gases behave
21 similarly to gases in the ideal state. When pressure and temperature increase, gases
22 deviate farther from the ideal state. We have to assume new standards, and consider new
23 variables to account for these changes. A common equation used to better represent a gas
24 that is not near ideal conditions is the Van der Waals equation, seen below.
 SIGNIFICADOS: En un texto encontramos palabras cuyo significado se puede deducir con

facilidad, otras palabras resultan “transparentes” por su similitud con términos en español.
CONSIGNAS
1. Subraye las palabras transparentes;
2. Marque y explique los cambios de tipografía;
3. ¿Qué relación tiene la tabla con el texto?
4. ¿Cuáles palabras son sustantivos? ¿Cuáles son artículos y adjetivos?
5. Recuerde la función que cumple el adverbio en la oración. En Castellano, la terminación
más usual de adverbio es el sufijo –mente. ¿Y en Inglés? ¿Cuales son los adverbios en
este texto?
EJERCICIOS DE LECTOCOMPRENSIÓN: Texto “Gas Laws”

I. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. we (l. 2)
b. they (l. 4)
c. these units (l.8)
d. this value (l. 11/12)
e. they (l.15)
f. those (l.18)
II. RESPONDA: ¿Cómo define el autor a…?.

a. El Pascal (Pa) (párr. 1)
b. Los Gases Ideales (párr. 4)
c. La ecuación de Van der Waals (párr. 4)
III. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
complete las conexiones lógicas a partir del contexto (en español)
1. SO (L.2)
___________
2. HOWEVER (L.7)
___________
DEFINITIONS
Absolute Entropy (of a substance)

The increase in the entropy of a substance as it goes from a perfectly ordered
crystalline form at 0 °K (where its entropy is zero) to the temperature in
question.
Absolute Zero
The zero point on the absolute temperature scale; -273.15°C or 0 K;
theoretically, the temperature at which molecular motion ceases.
Adhesive Forces
Forces of attraction between a liquid and another surface.
Alcohol
Hydrocarbon derivative containing an --OH group attached to a carbon atom
not in an aromatic ring.
Allotropes
Different forms of the same element in the same physical state.
Alloying
Mixing of a metal with other substances (usually other metals) to modify its
properties.
http://home.nas.net/~dbc/cic_hamilton/dictionary/a.html
http://highered.mheducation.com/sites/0072848235/information_center_view0/table_of_contents.html
CONSIGNAS
1. Definiciones: analice las definiciones. ¿Cuáles son las estructuras que se repiten? ¿Son
transparentes?
2. ¿Qué contiene una “Table of Contents”?
3. ¿Cuáles palabras son sustantivos? ¿Cuáles son adjetivos?
4. Que inferencia puedes hacer en relación a la sintaxis de la frase sustantiva más simple
(sustantivo + modificadores)
5. ¿Cuáles son las funciones de la lengua que encontramos en los textos de esta unidad?
UNIDAD 2 – DEFINICIÓN – EXISTENCIA – FRASE SUSTANTIVA – PRESENTE SIMPLE –

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

There is a lot of free space There is little free space There is little free space between
between particles between particles particles
A Gas flows easily A Liquid flows easily A Solid doesn’t flow easily
Its particles can move past Its particles can move/slide Its rigid particles cannot
one another past one another move/slide past one another
CONSIGNAS
1. Analice las definiciones. ¿Cuáles son las expresiones utilizadas?
2. Subraye los verbos, y las expresiones verbales.
3. Identifique los verbos en presente simple. Identifique el verbo auxiliar utilizado en este
tiempo verbal.
4. ¿Cuáles palabras terminadas en “s” son sustantivos en plural? ¿Cuáles son verbos
en 3ª. persona singular del tiempo presente simple?
5. Indique cómo se formaron las oraciones negativas.
 MORFOLOGÍA: Plurales regulares e irregulares.

Muchos sustantivos en inglés forman su plural agregando una –s, –es; otros cambian su -y
final por la terminación –ies; o la terminación –f o –fe por –ves. Los sustantivos de origen
griego o latino conservan sus formas plurales del idioma original.
Recordar que en inglés, los adjetivos no asumen formas diferentes por género ni número.
a. Jeffrey completed his analysis of the data for his research project.
b. Do you think the opposition's analysis of the economic condition is correct?
c. After three different scientists completed analyses of the data, the results of the study were
ready to be published.
d. There are several different analyses of current economic conditions and none of them
seem to agree.
e. "Criteria" is the plural form of the singular noun "criterion."
f. "Media" is the plural form of the noun "medium." We frequently hear "media" used as a
singular, especially by the advertising industry, as in “mass media”.
g. Many theses were written on the 2001 economic crisis.
h. The atomic radius is determined entirely by the electrons: The size of the atomic nucleus
is measured in femtometres.
i. American colonies broke with their mother country in 1776, Argentine ones in 1816.
j. Label boxes clearly with CAUTION, FRAGILE, GLASS, and HEAVY signs.
LIFE PHENOMENA AND MEASUREMENT ANALYSIS

1 The area of this research covers studies aiming to create seeds for innovative technologies based
2 on creative ideas on living matter concerning techniques for measurements and analyses based
3 on new principles and methods necessary for the elucidation of life phenomena.
4 More concretely, it covers new techniques for measurements and analyses of various chemical
5 processes in cells and for the elucidation of life phenomena of cells, living matter, and ecological
6 systems ranging from a micro-scale to a macro-scale. It covers studies expected to trigger the
7 creation of new methodologies and technological development that aim to obtain unique results in
8 life science technologies. It also includes environmental measurements associated with life
9 phenomena. In the field of life science, studies in biomolecular science such as structural biology,
10 which are closely associated with the structures and functions of biomolecules, are actively carried
11 out.
de http://www.seimei.jst.go.jp/en/ryoiki/index.html
CONSIGNAS
1. Subraye todas las palabras que considere que están en plural.
2. Identifique los plurales Griegos y Latinos. ¿Cuáles son las formas más utilizadas en este
texto? ¿Cuáles son las formas singulares de esos mismos términos?
3. Subraye los verbos, y las expresiones verbales. ¿Cual es el tiempo que predomina?
Temas: Formas plurales. El “Caso Posesivo” o “Caso Genitivo” y sus formas usuales. La frase
sustantiva. El tiempo verbal Presente Simple. Repaso de lo visto en las Unidades I y II.
Reconocimiento de palabras transparentes y de relaciones lógico semánticas entre las ideas.
Inferir significado por la morfología de las palabras.
Laws of Chemistry
Summary of Major Chemistry Laws
By Anne Marie Helmenstine, Ph.D., About.com
Avogadro's Law
Equal volumes of gases under identical temperature and pressure conditions contain equal
numbers of particles (atoms, ion, molecules, electrons, etc.).
Boyle's Law
At constant temperature, the volume of a confined gas is inversely proportional to the pressure
to which it is subjected.
Charles' Law
At constant pressure, the volume of a confined gas is directly proportional to the absolute
temperature.
Dalton's Law
The pressure of a mixture of gases is equal to the sum of the partial pressures of the
component gases.
Faraday's Law
The weight of any element liberated during electrolysis is proportional to the quantity of
electricity passing through the cell and also to the equivalent weight of the element.
Gay-Lussac's Law
The ratio between the combining volumes of gases and the product (if gaseous) can be
expressed in small whole numbers.
Graham's Law
The rate of diffusion or effusion of a gas is inversely proportional to the square root of its
molecular mass.
Henry's Law
The solubility of a gas (unless it is highly soluble) is directly proportional to the pressure applied
to the gas.
First Law of Thermodynamics
Conservation of Energy. The total energy of the universe is constant and is neither created nor
destroyed.
Second Law of Thermodynamics
Entropy increases over time. Another way of stating this law is to say that heat cannot flow, on
its own, from an area of cold to an area of hot.
UNIDAD 3 FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS DEL DISCURSO

CIENTÍFICO-TÉCNICO – VOZ ACTIVA – VOZ PASIVA –
El lingüista L.Trimble1 define “función retórica” como una unidad de discurso con un objetivo
determinado en el texto, que puede ser “general” (establecer el marco teórico de una investigación,
plantear un problema, mostrar los resultados, etc.) o “específico” (definir, describir, clasificar, etc.)
Entre las funciones retóricas sobresalientes del lenguaje técnico-científico destaca la Definición,
Clasificación, Enumeración, Descripción física, Descripción de funciones y de procesos e Instrucciones.
Los modos de argumentación también están determinados por el género y las funciones retóricas, entre
ellas, Comparación y Contraste, Deducción (de general a particular), Inducción (de particular a general),
Problema-método-solución, Causa-efecto, Ejemplificación, Organización cronológica, Organización
espacial, y Organización secuencial.
1 Chemistry (from Egyptian kēme (chem), meaning "earth") is the science concerned
2 with the composition, structure, and properties of matter, as well as the changes it
3 undergoes during chemical reactions. Historically, modern chemistry evolved out of
4 alchemy following the chemical revolution (1773). Chemistry is a physical science related
5 to studies of various atoms, molecules, crystals and other aggregates of matter whether in
6 isolation or combination, which incorporates the concepts of energy and entropy in
7 relation to the spontaneity of chemical processes.
8 Disciplines within chemistry are traditionally grouped by the type of matter being studied
9 or the kind of study. These include inorganic chemistry, the study of inorganic matter;
10 organic chemistry, the study of organic matter; biochemistry, the study of substances
11 found in biological organisms; physical chemistry, the energy related studies of chemical
12 systems at macro, molecular and submolecular scales; analytical chemistry, the analysis of
13 material samples to gain an understanding of their chemical composition and structure.
14 Many more specialized disciplines have emerged in recent years, e.g. neurochemistry the
15 chemical study of the nervous system
http://en.wikipedia.org/wiki/Chemistry#Etymology
1 Element
2 The concept of chemical element is related to that of chemical substance. A chemical
3 element is characterized by a particular number of protons in the nuclei of its atoms. This
4 number is known as the atomic number of the element. For example, all atoms with 6
5 protons in their nuclei are atoms of the chemical element carbon, and all atoms with 92
6 protons in their nuclei are atoms of the element uranium. However, several isotopes of an
7 element, that differ from one another in the number of neutrons present in the nucleus,
8 may exist.
9 The most convenient presentation of the chemical elements is in the periodic table of the
10 chemical elements, which groups elements by atomic number. Due to its ingenious
11 arrangement, groups, or columns, and periods, or rows, of elements in the table either
12 share several chemical properties, or follow a certain trend in characteristics such as
13 atomic radius, electronegativity, etc. Lists of the elements by name, by symbol, and by
14 atomic number are also available.
CONSIGNAS
1. ¿Qué funciones de la lengua /funciones retóricas predominan en este texto?
2. Identifique los verbos y la Voz en que se encuentran. ¿Cuándo se prefiere la Voz Pasiva?
3. ¿Cuáles tiempos verbales identificas? ¿En qué elementos lingüísticos basas las diferenciaciones?
4. ¿Que función cumple el “Complemento Agente”? Distínguelos de otras expresiones introducidas por “by”.
1 Trimble, L.(1985).English for Science and Technology. A discourse approach,Cambridge: CUP.

CONSIGNAS 2 – Ejercicios de Lecto-comprensión Texto: CHEMISTRY
i. REFERENCIA – (¿A qué remiten los siguientes términos?)

1. it (l. 2)
2. which (l. 6)
3. These (l.9)
4. their (l. 13)
ii. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
1. as well as (l. 2)
___________
2. wether (l. 5) or
----------
__
3. e.g. (l. 14)
___________
CONSIGNA 3 – Ejercicios de Lecto-comprensión Texto: ELEMENT
iii. REFERENCIA – (¿A qué remiten los siguientes términos?)

1. that (l. 1)
2. its (l. 2)
3. This (l.2)
4. their (l. 5)
5. which (l. 10)
6. its (l. 10)
iv. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
1. however (l. 6)
___________
2. Due to (l. 10)
___________
3. either (l. or
11/12)
---------- __
4. Such as (l. 12)
___________
I. CONTENIDO / NO CONTENIDO (de línea de referencia ) Texto: CHEMISTRY
1. La ciencia química y la alquimia estuvieron originalmente vinculadas

2. El tipo de materia bajo estudio es lo que diferencia las disciplinas dentro de la química
3. Bioquímica es el estudio de la materia orgánica
4. La neuroquímica es el estudio del sistema nervioso
II. CONTENIDO / NO CONTENIDO (de línea de referencia ) Texto: ELEMENT
5. El número de protones en el núcleo caracteriza a los elementos químicos

6. Los atomos carbono tienen 6 protones en su nucleo, los atomos de uranio, 92
7. Los isótopos se diferencian en el número de neutrones contenidos en el nucleo
8. La tabla periódica fue una contribución de Mendeleev al estudio de la Química
Unidad 4: RELACIONES LÓGICO-SEMÁNTICAS – NEXOS Y FRASES CONECTORAS
Los conectores lógicos son el medio que utilizamos para lograr que un texto no sea una mera
juxtaposición de oraciones. Los conectores y subordinadores unen una oración con otra, un
párrafo con otro, una idea con otra, estableciendo relaciones de diversos tipos, como veremos
a continuación. Pueden situarse al principio o final de una de las ideas para indicar su relación
lógica con la idea posterior o la anterior. Otras veces vinculan ideas que no están
necesariamente cercanas. Analicemos los tipos más comunes de nexos:
 ADICION: Agregan datos o información a lo ya dicho.
And Both … and In addition / to

Also As well / as well as Besides
Apart from Furthermore Moreover
 CAUSA / CONSECUENCIA: Si bien la relación contiene ambos elementos, se debe
indicar si el nexo introduce la causa o la consecuencia.
o CAUSA / RAZÓN
Because / of Since As
On account of In view of For
Owing to Due to
o CONSECUENCIA / EFECTO / RESULTADO
So As a result For this reason

And so As a consequence So that
Therefore Then Consequently
Hence Thus With the result that
 CONDICIÓN: Introducen la condición que debe cumplirse para que se cumpla lo
expresado en la proposición principal.
If Or else As / So long as
But for Otherwise Should (sintaxis invertida)
Unless Provided / providing Have / Be (sintaxis invertida)
 TEMPORALES: Establecen una relación de tiempo, indicando un suceso anterior,
simultáneo o posterior.
First/ly Earlier At the same time

After Next In the beinning
When / As Before At this point
While / As Later / on Up to this point
Lately Ultimately Then
At last Meanwhile Eventually
Since then From … to Since
 EJEMPLIFICACIÓN: El componente que sigue al nexo complementa, ejemplifica o
redefine lo que se dice antes.
e.g. For instance Such as

For example Namely
 COMPARACIÓN: confrontan semejanzas o diferencias entre dos o mas elementos de

igual valor, o a uno con todo el universo comparable.
Like Likewise In much the same way as

As … as Unlike
 PROPÓSITO, INTENCIÓN, FINALIDAD: Indican precisamente el propósito por el cual
se realiza lo expresado en la oración principal.
To + infinitivo In order to + infinitivo For + ~ ing

 RESÚMEN, RECAPITULACIÓN, CONCLUSIÓN: Introducen un enunciado que cierra,
resuelve o concluye lo anteriormente dicho en el texto.
In conclusion In summary To summarize

 CONTRASTE, OPOSICIÓN, CONTRADICCIÓN, CONTRAJUNCIÓN: vinculan frases
cuyos contenidos son opuestos, adversos, contrarios, prevaleciendo la idea introducida
por el conector. En la CONCESIÓN, prevalece la idea no introducida por el conector.
Though But Nevertheless

Although However Yet
Even though In contrast While
Whereas Instead On the other hand
Despite Conversely In spite of
 DISYUNCIÓN O ALTERNANCIA: implican oposición entre dos ideas.
Either … or Neither … nor Whether … or

 REPETICIÓN O ENFASIS:
Above all Particularly Actually

In other words In particular Indeed
Most importantly In fact Really
 ACLARACIÓN: Se ilustra la idea antes expresada.
That is That is to say i.e.
o Despite these changes, many undergraduate chemical engineering courses have

remained essentially unchanged..
Despite
__________
__________
o Hydrometallurgical schemes deal with the fundamental chemistry of the precious metals as
well as extraction mechanisms.
As well as
__________
___________
o In spite of the centrality of environmental considerations to the chemical process

industries, environmentally oriented research has never occupied a premier position in
chemical engineering.
In spite of
__________
___________
o The material on thermochemistry (Chapter 14) has been expanded to include energy
changes at constant volume as well as at constant pressure.
As well as
__________
___________
o Some chemical engineering graduates go on studying in order to gain professional

status as a chartered engineer (CEng).
In order to
__________
___________
o Ignore the minus sign if the exponent is a negative number.
if
__________
___________
o When homework assignments are returned and you find some problems marked wrong (in
spite of your efforts), do something about it soon.
when
__________
___________
o The number need not be an integer, plus it may be less than one as well as larger than one.
o The mathematics used in general chemistry is elementary, involving only arithmetic and
simple algebra. Nevertheless, if you don't understand it, you can expect troubles before
long. Actually, before you can really get into chemistry, you need to master the
mathematical operations in the first six chapters.
o Throughout this chapter, we talked as though every number we wish to use with a
calculator must be entered through the keyboard. Frequently, however, we wish to use the
result of a just-performed calculation (i.e. a number which is still visible in the lighted
display) as part of the next calculation step.
O UNIDAD 4 – COMPARACIÓN DE ADJETIVOS Y ADVERBIOS – GRADO COMPARATIVO Y

GRADO SUPERLATIVO
GRADO COMPARATIVO: Comparemos una persona A con una persona B.
Podemos decir que A es más veloz que B,
A es menos veloz que B o que
A es tan veloz como B
En los 3 casos estaríamos comparando a la persona A y a la persona B acudiendo a un adjetivo
(veloz, que califica a la persona) en los grados comparativos de superioridad, inferioridad e
igualdad, respectivamente.
También podríamos decir que A corre mas veloz que B,
A corre menos veloz que B, o
A corre tan veloz como B
En estos 3 casos estaríamos comparando la forma en que corre el sujeto A y el sujeto B, por
medio de un adverbio (veloz, que modifica al verbo correr) en los grados comparativos de
superioridad, inferioridad e igualdad, respectivamente.
GRADO SUPERLATIVO: Si comparamos a la persona A con un universo de personas

determinado, encontramos que sólo podemos decir que A es el más veloz o A es el menos veloz
de ese grupo con quien lo estamos comparando. Es decir, cuando se trata de grado superlativo,
sólo tenemos dos grados, de superioridad y de inferioridad.
A. GRADO COMPARATIVO Y SUPERLATIVO DE SUPERIORIDAD

Los adjetivos monosilábicos y algunos bisilábicos utilizan para su forma comparativa:
-er than, y para su forma superlativa the -est.
Los demás se comparan con more... than, y su forma superlativa es the most.
• Electron affinity generally decreases down a group of elements because each atom is larger
than the atom above it (this is the atomic radius trend, discussed below). This means that an
added electron is further away from the atom's nucleus compared with its position in the smaller
atom. With a larger distance between the negatively-charged electron and the positively-charged
nucleus, the force of attraction is relatively weaker. Therefore, electron affinity decreases. Moving
from left to right across a period, atoms become smaller as the forces of attraction become
stronger. This causes the electron to move closer to the nucleus, thus increasing the electron
affinity from left to right across a period.
B. GRADO COMPARATIVO Y SUPERLATIVO DE INFERIORIDAD
Para todos: LESS ….. THAN // THE LEAST ….

• FDA's regulations are less stringent than some international standards
• The chemical controls in the list to your left are safer to use than most chemical pesticides, and
less expensive, too.
• Gold is likely the earliest metal known to humanity because it can be found in its native form and
is easier to work (softer) than copper, which is also found in its native form. Gold is the least
active of the metals.
C. GRADO COMPARATIVO DE IGUALDAD
Para todos: AS ….. AS / SO …. AS

• From a purely human viewpoint chemical kinetics is as important as The Second Law of
Thermodynamics.
• Nitrogen has proved to be as relevant as carbon in climate change.
D. COMPARATIVOS / SUPERLATIVOS IRREGULARES

positive comperative superlative positive comperative superlative
good better The best Little (amount) less The least
bad worse The worst little(size) smaller The smallest
Much more The most far (place+time) further The furthest
many more The most far(place) farther The farthest
Near (place) nearer The nearest Near (order) next
Ejercicios: Observe los siguientes adjetivos y adverbios resaltados. ¿Están en grado

comparativo o superlativo? En su caso, ¿de que tipo?.
DENSITY - http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson4
Experiment 1
1 Students will investigate a wax candle and a piece of clay to understand why the candle
2 floats and the clay sinks even though the candle is heavier than the piece of clay.
3 Students will discover that it is not the weight of the object, but its density compared to the
4 density of water, that determines whether an object will sink or float in water.
5 Place a piece of clay that weighs less than a light candle on one end of a balance.
6 Remove the candle from its metal container and place the candle on the other end of the
7 balance.
8 Ask students which is heavier, the clay or the candle. Ask them to predict which will sink
9 and which will float. Then, place the clay and candle in a clear container of water.
Experiment 2
10 Have students explain, in terms of density, why a very heavy object like a big log floats
11 and why a very light object like a tiny grain of sand sinks.
12 Students should recognize that a log will float because wood is less dense than water. If
13 you could weigh a large amount of water that has the same volume as the log, the log
14 would weigh less than the water. Therefore, the log floats. A grain of sand will sink
15 because sand is more dense than water. If you could weigh a small amount of water that
16 has the same volume as the grain of sand, the sand will weigh more than the water.
17 Therefore, the sand sinks.
18 Students should realize that if an object weighs more than an equal volume of water, it is
19 more dense and will sink, and if it weighs less than an equal volume of water, it is less
20 dense and will float.
Ejercicios de Lectocomprensión
DEPOLLUTION AND PHOTOCATALYSIS de http://www.precast.org/publications/solutions/2006_fall/feature_words.htm

1 Today, the industry has two new words to get acquainted with, words that may be even
2 more important since they affect not just construction but the very quality of life in our
3 communities: depollution and photocatalysis.
4
Depollution is the opposite of pollution and means the removal of contaminants and
5 impurities from the environment. The newest tool for achieving depollution is a
6 photocatalyst, a material that uses solar energy to accelerate chemical reactions without
7 being consumed or depleted in the process. As new as these words are, they are rapidly
8 entering the vocabulary of designers and builders around the world.
i. COMPARATIVOS Y SUPERLATIVOS – Diga de qué tipo se trata. Traduzca la oración que los
contiene y que se transcribe a continuación
1) These two new words may be even more important.
Traducción:
Tipo:
2) The newest tool for achieving depollution is a photocatalyst.
Traducción:
Tipo:
3) As new as these words are, they are rapidly entering the vocabulary of designers.
Traducción:
Tipo:
ii. REFERENCIA – (¿A qué remiten los siguientes términos?)

1. They (l.2)
2. Our (l.2)
3. They (l.7)
iii. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
complete las conexiones lógicas a partir del contexto
1. since (L.2)
___________
LECTOCOMPRENSIÓN: RESUELVA LAS CONSIGNAS EN RELACIÓN A ESTE

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

a. Disolución
b. Propiedades
c. Comparación del zinc y el hierro
d. Procesos de protección del hierro
2. REFERENCIA (A qué/quién remiten los términos?)

a. Its (l.2)
b. It (l.2)
c. These (l. 5)
d. That (l. 8)
e. Them (l. 15)
3. RESOLVER
a. En la línea 16 hay una comparación. Diga si es de igualdad, superioridad o de
inferioridad y qué se compara.
b. ¿Qué es el hierro galvanizado?
c. Describa el proceso de sherardising
d. Describa lo que dice el texto sobre la disolución del zinc
4. Busque en el texto ANTONIMOS de los siguientes términos.
Soft - 1 Hardly - 2
Cooled - 3 Weakly - 3
The former - 13 After - 15
Cold - 19 Dry - 7
5. CONECTORES – Diga que tipo de relación establece y complete las funciones lógicas.
When (l.3)
Since (l.16)
6. Que expresan…?
a. By soft water a) Agente; b) método; c) propósito
b. By spraying or heating them a) Agente; b) método; c) propósito
c. Iron particles may also be coated a) obligación; b) posibilidad; c) habilidad
UNIDAD 5 – USOS DEL INFINITIVO – EL FUTURO SIMPLE – REPASO DE LOS TIEMPOS

VERBALES PRESENTE SIMPLE Y PRESENTE CONTINUO
de http://www.nmsu.edu/~ucomm/Releases/2006/november/clean_water.htm
Students investigate methods to remove arsenic and fluoride from water
1 Skills learned while studying to become a chemical engineer are something A.M. Torres
2 can take back home to share with her community in Palomas, Mexico.
3 Torres is working alongside two other junior chemical engineering students at New Mexico
4 State University, to clean up drinking water in the border region.
5 “I have a personal interest in our water treatment project because I am from Mexico and
6 the project involves USA-Mexico border water treatment,” Torres said.
7 The students hope to find a cost-efficient method of reducing the high levels of arsenic
8 and fluoride in Columbus, N.M., and Palomas, Mexico, drinking water. “We will work as a
9 team to solve this problem”..
10 Small communities along the border are suffering from a lack of practical water purification
11 methods. Columbus, N.M., residents are allowed five gallons of water per day because the
12 community cannot afford a big water purification facility, said Shuguang Deng, chemical
13 engineering associate professor and head of the student research team.
14 High quantities of arsenic and fluoride in water are harmful when consumed and used for
15 cleaning. Arsenic can cause cancer and fluoride can cause bone density problems.
16 The engineering students are working with mesoporous alumina, a material they hope will
17 absorb arsenic from well water. The different sizes of pores found in the various
18 mesoporous alumina materials make it a great candidate for sucking up harmful water
19 pollutants.
20 “If the pore size is too small or too large it may not be useful. So we are trying to make
21 them at a more optimal range for the removal of those pollutants,” Deng said.
22 The student research group hopes to manufacture a sol-gel derived mesoporous alumina-
23 based absorbent that will have the right size pores.
24 The common method of water filtration in the border region is called reverse osmosis.
25 Reverse osmosis uses pressure created by water to push more water through a
26 membrane that extracts pollutants. Mesoporous alumina differs from reverse osmosis
27 because it does not need to be powered and it does not use two gallons of water to purify
28 just one gallon.
29 The team is now researching a cleverer way to remove fluoride. Deng said the students
30 may be able to remove fluoride by modifying the sol-gel alumina’s surface area.
31 As for Aley Torres, she’s just glad to have the opportunity to work on the project. “If we do
32 a good job and it gets implemented, I will feel like I did something positive for the
33 community as well as for my family.”
CONSIGNAS
1. Identifique los verbos, la Voz y el Tiempo en que se encuentran.
2. ¿Cuales verbos indican FUTURIDAD?
3. Identifique todos los verbos en INFINITIVO
4. Que función cumple el el infinitivo en cada caso? (Sujeto de la oración, completa el
significado de otro verbo, indica própósito, complemento indispensable del
predicado)
5. ¿Qué otra forma de indicar propósito encuentra en el texto?
6. ¿Qué funciones de la lengua predominan en este texto?
RESPONDER estas preguntas en español
1. ¿Cual es la motivación que tiene A.M. Torres para dedicarse al tratamiento de aguas?
2. ¿Que problemas enfrentan las comunidades fronterizas pequeñas en Nuevo Méjico?
3. Enumere los problemas que ocasiona el Arsénico.
4. ¿Qué influencia tiene el tamaño del poro del oxido de aluminio que se tutiliza en el tratamiento de aguas?
5. ¿Cómo es el método de osmosis inversa?
REFERENCIA – (¿A qué remiten?)
1. her (l. 2)
2. our (l. 5)
3. they (l.16)
4. them (l. 21)
5. it (l. 27)
6. my (l. 33)
VERDADERO O FALSO – V/F
1. A.M.Torres pertenece a la comunidad de Columbus en Nueva Méjico.

2. La universidad de Columbus favorece el trabajo de los estudiantes mejicanos
3. El tamaño de los poros en el oxido de aluminio tiene significativa importancia a los
fines de su utilidad como decontaminante
4. El método de osmosis reversa es mas costoso desde múltiples puntos de vista
5. Torres tiene fuertes motivaciones personales y familiares para participar de los proyectos
UNIDAD 6 – TRADUCCIONES POSIBLES DE LA FORMA -ING

Las palabras en inglés terminadas en –ing (Participio Presente, en Inglés) pueden ser utilizadas en ese idioma para
desempeñar una serie de funciones dentro de la oración que no pueden ser desempeñadas en idioma español por el
gerundio (–ando / –endo). A continuación veremos las diversas traducciones que pueden tener las palabras
terminadas en –ing según sea su función dentro de cada oración.
[1] Como SUSTANTIVO
[2] Como ADJETIVO
[3] Como GERUNDIO, indicando el MODO en que algo sucede o se realiza
[4] Como GERUNDIO, indicando el MÉTODO de realización
[5] Como GERUNDIO, en los tiempos verbales CONTINUOS
[6] Como GERUNDIO, indicando ANTERIORIDAD
[7] Como INFINITIVO, indicando propósito
[8] Como INFINITIVO, como objeto de una preposición
[9] Como INFINITIVO, acompañando a otro verbo
[10] Como INFINITIVO, reemplazando a un sustantivo
[11] Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oración adjetiva post-modificadora
1. Como SUSTANTIVO
 Decanting and centrifuging are two very important processes in Chemistry.
2. Como ADJETIVO
 The decanting bottle must be duly cleansed before use.
 I forgot my reading glasses home.
 Time spent at airports is sometimes boring without a good deal of reading material.
3. Como GERUNDIO, indicando el MODO en que algo sucede o se realiza
 The molecules of the gas inside the pump are in constant motion, bumping into one another
and into the walls of the pump.
 How to Improve Production Efficiency by Applying Industrial Engineering Methods
 Immiscible liquids (such as water and cooking oil) can be separated by using a separating
funnel.
4. Como GERUNDIO, indicando el MÉTODO de realización
 The molecules of the gas inside the pump are in constant motion. They can be compressed by
gently pushing down the piston.
 You can separate a solution simply (by) letting the solvent evaporate.
 Pollutants can be hidden from sight (by) covering the dumping area with soil.
5. Como GERUNDIO, en los tiempos verbales CONTINUOS
 The engineer cannot be disturbed. He is working on the restricted area of the manufacturing
plant.
 I was working hard on my new paper when the people from a nearby construction started
making a terrible noise.
 They are not working now, but they were working on that last week.
 It is sometimes said that validation can be expressed by the query "Are you building the right
thing?" and verification by "Are you building it right?" "Building the right thing" refers back to
the user's needs, while "building it right" checks that the specifications are correctly
implemented by the system.
 Here are the top 12 metropolitan cities that you need to target when you are applying for a
Master’s degree or applying to a job post your Master’s
6. Como GERUNDIO, indicando ANTERIORIDAD
 Having visited the laboratory during the process, it was very easy to write the essay on
sublimation.
 If you are applying for Industrial Engineering jobs, it is important to make a striking first
impression with your CV. Having secured an interview, you can get ahead of the competition
by preparing for the questions that your prospective employers will ask.
7. Como INFINITIVO, indicando propósito

 These are the clues for understanding the theorem.
 The elements for designing the matrix can all be found in the manual.
 In some contexts, it is required to have written requirements as well as formal procedures or
protocols for determining compliance.
8. Como INFINITIVO, como objeto de una preposición
 I cannot fully understand German texts without reading them twice.
 In addition to implementing the zero-pressure standard satate, Twu, et al have investigated
the infinite-pressure standard state.
 Chemical engineers are experts in applying mathematics, engineering and psychological
principles to improve productivity, safety and quality.
9. Como INFINITIVO, acompañando a otro verbo
 The students started making a great noise despite the SILENCE sign on the wall.
 The company stopped performing energy audits on existing pipeline infrastructure despite
regulatory advice on continuing them.
10. Como INFINITIVO, reemplazando a un sustantivo
 Reading is an excelent habit.
 [Vuelva al punto 1 y analice cuáles de los que tradujo como sustantivos pueden ser reemplazados por
infinitivos]
11. Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oración
adjetiva post-modificadora
 Mixtures containing a solid and a solvent can be separated by using a decanter, and then
simply pouring the liquid off
 Using complex models for "projects" (or rather "tasks") spanning a few weeks has proved to
cause unnecessary costs and low maneuverability in several cases.
 Supersonic aerodynamic problems are those involving flow speeds greater than the speed of
sound.
EJERCICIO
Ahora, para ejercitar estos nuevos conceptos sobre usos y traducciones de las palabras terminadas en -ing,
veremos ejemplos del texto “Students investigate methods to remove arsenic and fluoride from water” de la
página 20. Traduzca cada frase en el contexto que le da sentido. Luego identifique de qué uso se trata.
USOS DE LA -ING –
1. Skills learned while studying to become a chemical engineer
2. chemical engineering students
3. a cost-efficient method of reducing the high levels of arsenic and fluoride
4. Columbus, N.M., and Palomas, Mexico, drinking water
5. Small communities along the border are suffering from a lack of practical water purification methods
6. High quantities of arsenic and fluoride in water are harmful when used for cleaning.
7. The engineering students are working with mesoporous alumina
8. The team is now researching a cleverer way to remove fluoride.
9. students may be able to remove fluoride by modifying the sol-gel alumina’s surface area.
LECTOCOMPRENSIÓN: RESUELVA LAS CONSIGNAS
THE GASEOUS STATE

1 Gases are fluids which have no definite shape and no definite volume. They differ
2 from liquids in possessing the power of expanding until they fill completely any
3 vessel in which they are placed.
4 Gases and liquids are classed together as FLUIDS, on account of their ability to
5 flow under the influence of very small forces. Thus, gases (which were former
6 described as ELASTIC FLUIDS) will flow under the influence of their own elasticity
7 until the space in which they are confined is filled completely. Liquids will flow
8 under gravity, but viscous liquids flow only slowly. PLASTIC SOLIDS, such as
9 lead or sodium, can be made to flow under pressure, e.g. by squirting through a
10 nozzle; but this flow does not take place until a minimum limiting pressure is
11 applied.
12 The behavior of gases is generally much simpler than that of solids and liquids.
13 Thus, while the physical properties of liquids and solids vary widely from
14 substance to substance, and have to be studied individually, it is often possible to
15 state a simple rule which will describe the properties or behavior of all gases, e.g.
16 their combination by volume (Chapter III) and their behavior on compression or on
17 change of temperature. For this reason, it is convenient to begin the study of
18 physical chemistry by considering the properties of gases.
Lowry and Cavell. Intermediate Chemistry. Macmillan and Co. London, p.453
1. De ejemplos de
a. Fluidos
b. Fluidos Elásticos
c. Solidos Plásticos
2. REFERENCIA (A qué/quién remiten los términos?)

a. they (l.1)
b. their (l.4)
c. their (l.6)
d. That (l. 12)
e. their (l. 16)
3. USOS DE LA TERMINACIÓN -ING (traduzcalas en el contexto provisto y diga de qué
uso se trata)
a. Gases differ from liquids in possessing the power of expanding
b. Lead or sodium can be made to flow under pressure by squirting through a nozzle
c. Flow does not take place until a minimum limiting pressure is applied
d. It is convenient to begin the study of physical chemistry by considering the properties of
gases
4. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Indefinite - 1 Huge - 5
Resemble - 1 undesirable - 17
Sorted - 4 Collectively - 14
Restraining - 10 Later - 5
5. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

introduce y complete las conexiones lógicas a partir del contexto (en español)
Until (l.2)
On account of
(l.4)
thus (l.5)
e.g. (l.9)
e.g. (l.15)
For this reason.

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

MUST, SHOULD, OUGHT TO, BE ABLE TO, HAVE TO, NEED (TO)
I can go to New York - Puedo ir a New York (posibilidad física)

You can go to New York - Puedes ir a New York (posibilidad física /o/ permiso)
I could go to New York - Podría ir a New York (opción personal /o/ posibilidad en pasado)
I may go to New York - Puedo ir a New York (posibilidad, opción personal)
You may go to New York - Puedes ir a New York (posibilidad física /o/ permiso)
I might go to New York - Podría ir a New York (posibilidad remota) (Potencial)
I must go to New York - Debo ir a New York (obligación)
You must be from New York – Debes ser de New York (deducción)
I should go to New York - Debería ir a New York (conveniencia)
You should go to New York - Debería ir a New York (consejo)
I ought to go to New York - Debo ir a New York (obligación moral)
I need (to) go to New York - Necesito ir a New York (necesidad)
Un Verbo Modal (modal, modal auxiliary verb, modal auxiliary) es un tipo especial de verbo
auxiliar que se usa para imprimir modalidad al verbo principal al cual acompaña (posibilidad,
habilidad, permiso, obligación, necesidad). Componen una clase diferente de verbos en el
idioma inglés.
Los verbos modales, en general, comparten ciertas características gramaticales entre sí:
1. Son verbos “auxiliares” como be, do, y have, es decir, que acompañan a un verbo
principal, portador del sentido principal, pero a diferencia de éstos, imprimen al verbo
principal una modalidad, modificando el sentido funcional.
2. Como “auxiliares”, permiten la inversión necesaria para armar interrogaciones, y
aceptan la forma de negaciones (la partícula negativa “not”)
3. Son verbos defectivos, y como tales, no son conjugables en tiempos distintos. Existen,
no obstante, expresiones modales sinónimas que pueden ser usadas en todos los
tiempos conjugados, e incluso aceptan ser acompañados por verbos modales.
I am able to go to New York now (posibilidad física)

I was able to go to New York last summer
I will be able to go to New York next summer
I have not been able to go back to New York since I lost my passport
I might have been able to visit NY if I had attended the congress
I have to go to New York (obligación)
I had to go to New York, but I couldn’t.
I will have to go to New York if I want to attend the congress
I could have to go to New York next summer
4. Van siempre acompañados del verbo principal en forma de infinitivo sin la partícula “to”,
salvo el modal “ought to” que la contiene.
EJERCICIOS
1. Observa qué tipo de modalidad imprime cada uno de los verbos modales marcados en el texto.
2. Determina si se trata de modalidad sobre el eje del Poder / Deber / Necesidad, y la subcategoría.
3. Traducelos en el contexto que les da sentido.
1 Some of the mechanisms involved in alterations in toxicity have been studied

2 and have been shown to be a consequence of changes in the toxicokinetics
3 and/or toxicodynamics of one chemical by another. Toxicokinetic changes affect
4 the absorption, distribution, metabolism and/or excretion of a chemical and can
5 have profound effects on dose-response relationships. Changes at the
6 toxicodynamic level might involve a competition between chemicals for binding
7 to a target site, such as a receptor or alter the susceptibility of target cells to the
8 effects of another agent. This could also include changes in signal transduction
9 pathways and cell cycle control. Though some of these alterations may have
10 been described for simple mixtures of two components, unraveling the effects
11 of complex mixtures with up to hundreds of chemicals need and must still be
12 attempted.
de http://grants.nih.gov/GRANTS/guide
Solar power remains the ultimate Olympic gold-medal dream of a clean, efficient
1
and sustainable source of energy. The problem has been that in order to replace
2
fossil fuels, we need to get a lot more proficient at harvesting sunlight and
3
converting it into energy. Nature has solved this problem through
4
photosynthesis; all we have to do is emulate it. But first we need a much better
5
understanding of how photosynthesis works at the molecular and electronic
6 levels.
7 "After working on the problem for about 3 billion years, nature has achieved an
8 energy transfer efficiency of approximately 97 percent," says Graham Fleming,
9 director of Berkeley Lab's Physical Biosciences Division and an internationally
10 acclaimed leader in spectroscopic studies of photosynthetic processes. "If we
11 can get a complete understanding as to how this is done, creating artificial
12 versions of photosynthesis should be possible." ...
13 "If we can follow the steps in transferring energy from donor to acceptor
14 molecules, we might be able to design new and much more effective strategies
15 for synthetic light harvesters," Fleming says.
16 Because the extra energy being transferred from one molecule to the next
17 changes the way each molecule absorbs and emits light, the flow of energy can
18 be spectroscopically followed. To do this, however, Fleming and his
19 experimental research team need to know what spectroscopic signals they
20 should be looking for.
de http://www.lbl.gov/Science-Articles
UNIDAD 8 – – IDEA PRINCIPAL – IDEAS SECUNDARIAS – ORGANIZACIÓN DEL TEXTO –– EL

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

1 A chemical bond is the physical process responsible for the attractive interactions
2 between atoms and molecules, and that which confers stability to diatomic and
3 polyatomic chemical compounds. The explanation of the attractive forces is a complex
4 area that is described by the laws of quantum electrodynamics. In practice, however,
5 chemists usually rely on quantum theory or qualitative descriptions that are less
6 rigorous but more easily explained to describe chemical bonding. In general, strong
7 chemical bonding is associated with the sharing or transfer of electrons between the
8 participating atoms. Molecules, crystals, and diatomic gases, indeed most of the
9 physical environment around us, are held together by chemical bonds, which dictate
10 the structure of matter.
11 Bonds vary widely in their strength. Generally covalent and ionic bonds are often
12 described as "strong", whereas hydrogen bonds and van der Waals bonds are
13 generally considered to be "weak". Care should be taken because the strongest of the
14 "weak" bonds can be stronger than the weakest of the "strong" bonds.
Chemical bond – ejercicios
1. ¿Cuál es la idea principal del texto? ¿Cuán relacionada está con el título?
2. ¿Cual es la función lingüística que predomina en la oración que sirve de idea principal?
3. Señale al menos 3 ideas secundarias. ¿Qué función lingüística se utilizó en ellas?
1. REFERENCIA ¿A qué remiten?

a. THAT 2
b. WHICH 9
c. THEIR 11
2. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y

However 4
___________
___________
Indeed 8
___________
___________
Whereas 12
___________
___________
3. GRADO COMPARATIVO Y SUPERLATIVO – diga de qué tipo se trata y traduzcalo en el contexto provisto
 Chemists usually rely on qualitative descriptions that are less rigorous but more easily
explained to describe chemical bonding (2)
 The strongest of the "weak" bonds can be stronger than the weakest of the "strong"
bonds (3)
4. Traducciones posibles de la forma –ing (Participio Presente, en Ingles)
a) Uso:
Traduccion: Chemists usually rely on quantum theory to describe chemical bonding.
________________________________________________________________________________
b) Uso:
Traduccion: Strong chemical bonding is associated with the sharing or transfer of electrons between the
participating atoms.
________________________________________________________________________________
5. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
gives -2 repulsive - 1
Depend on - 5 simple - 3
generally - 6 keeping - 7
surrounding - 9 lightly - 11
A lot - 11 seldom - 5
Evaporation is the process by which molecules in a liquid state (e.g. water) 1

spontaneously become gaseous (e.g. water vapor), without being heated to boiling 2
point. It is the opposite of condensation. Generally, evaporation can be seen by the 3
gradual disappearance of a liquid, when exposed to a significant volume of gas. 4
The reason a liquid evaporates is that its molecules are all in motion in nearly random 5
directions and speeds, and the energy of that movement can be compared to the heat 6
needed to boil that liquid. On average, the molecules do not have enough energy to 7
escape from the liquid, or else the liquid would turn into vapor quickly. When the 8
molecules collide, they transfer energy to each other in varying degrees, based on how 9
they collide. Sometimes the transfer is so one-sided that one of the molecules ends up 10
with enough energy to be considered past the boiling point of the liquid. If this happens 11
near the surface of the liquid it may actually fly off into the gas and thus "evaporate". 12
Liquids that do not appear to evaporate visibly at a given temperature in a given gas 13
(e.g. cooking oil at room temperature) have molecules that do not tend to transfer 14
energy to each other in a pattern sufficient to frequently give a molecule the "escape 15
velocity" - the heat energy - necessary to turn into vapor. However, these liquids are 16
evaporating, it's just that the process is much slower and thus significantly less visible. 17
Evaporation is an essential part of the water cycle. Solar energy drives evaporation of 18
water from oceans, lakes, moisture in the soil, and other sources of water. In hydrology, 19
evaporation and transpiration (which involves evaporation within plant stomata) are 20
collectively termed evapotranspiration. 21
For molecules of a liquid to evaporate, they must be located near the surface, be 22
moving in the proper direction, and have sufficient kinetic energy to overcome liquid- 23
phase intermolecular forces. Only a small proportion of the molecules meet these 24
criteria, so the rate of evaporation is limited. Since the kinetic energy of a molecule is 25
proportional to its temperature, evaporation proceeds more quickly at higher 26
temperature. As the faster-moving molecules escape, the remaining molecules have 27
lower average kinetic energy, and the temperature of the liquid thus decreases. This 28
phenomenon is also called evaporative cooling. This is why evaporating sweat cools 29
the human body. Evaporation also tends to proceed more quickly with higher flow rates 30
between the gaseous and liquid phase and in liquids with higher vapor pressure. For 31
example, laundry on a clothes line will dry (by evaporation) more rapidly on a windy day 32
than on a still day. Three key parts to evaporation are heat, humidity and air movement. 33
I. Provea un título para el texto
II. RESPONDER estas preguntas en español

a. ¿Cómo se define el proceso de Evaporación en el texto?
b. ¿Porqué se evaporan los líquidos?
c. ¿A qué se denomina evapo-transpiración?
d. ¿Porqué la evaporación es más rápida a altas temperaturas?.
e. ¿Qué es el enfriamiento evaporativo?

IV. CONECTORES – Qué tipo de relación introducen?
e.g. (l. 13)
___________
-------------------
when (l. 8)
___________
-------------------
if (l. 11)
___________
-------------------
however (l. 16)
___________
-------------------
as (l. 26)
___________
-------------------
V. REFERENCIA – (¿A qué remiten?)
a. its (l. 5)
b. they (l. 9)
c. they (l.22)
d. its (l. 25)
VI. Traducciones posibles de la forma –ing (Participio Presente, en Ingles)
a) Evaporation is the process by which molecules in a liquid state spontaneously become gaseous
without being heated
Traduccion:
Uso:
b) the boiling point of the liquid.
Traduccion:
Uso:
c) the faster-moving molecules escape, the remaining molecules have lower average kinetic energy
Traduccion:
Uso:
d) evaporating sweat cools the human body

Traduccion:
Uso:
VII. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Almost -5 Cooled - 2
Sufficient - 7 small - 4
Occurs - 11 Faster - 17
Produces - 18 Far from - 22
Faster - 26 Individually - 21
VIII. Usos del grado comparativo y superlativo de adjetivos y adverbios

a) Uso:
Traduccion: …evaporation proceeds more quickly at higher temperature.
________________________________________________________________________________
b) Uso:
Traduccion: …the faster-moving molecules escape
________________________________________________________________________________
c) Uso:
Traduccion: …the remaining molecules have lower average kinetic energy
________________________________________________________________________________
d) Uso:
Traduccion: Evaporation tends to proceed more quickly with higher flow rates
________________________________________________________________________________
e) Uso:
Traduccion: Evaporation tends to proceed more quickly in liquids with higher vapor pressure.
________________________________________________________________________________
f) Uso:
Traduccion: laundry on a clothes line will dry (by evaporation) more rapidly on a windy day than on a still
day.
________________________________________________________________________________
TEXTOS CON EJERCICIOS – TEXTO I
Matter comes in three states that are distinguished by the strength of the bonds holding the 1
molecules of the matter together. The three states of matter are: 2
Solids: The strong bonds between molecules make solids rigid and very difficult to deform. 3
Liquids: The relatively weak bonds between molecules allow liquids to be deformed without 4
effort. Liquids have a fixed volume, but their shape is determined by the shape of the container 5
holding them. 6
Gases: Virtually no bonds exist between gas molecule so that gases can spread into any 7
available space. The volume of a gas is determined by the size of the container holding it. 8
The molecules of a solid don't move around very much. They tend to stay relatively close to 9
each other. If a solid has molecules arranged in an orderly fashion, we say it is crystalline. If 10
the molecules of a solid are not arranged in any order, we call the solid amorphous. Many 11
polymers are crystalline solids, while others are amorphous solids. 12
The molecules of a liquid move around a lot. They're always moving relative to each other. 13
This is why liquids don't hold their shape and why they can be poured. But even though the 14
molecules of a liquid move relative to each other, they are still bound to each other through 15
intermolecular forces. This is why liquids hold their volume. 16
Another important difference between gases and liquids is that molecules in the liquid state 17
interact with each other through intermolecular forces. These forces hold liquid molecules 18
together. When molecules are in the gas state, they don't interact much. This is why liquids 19
keep their volume but gases do not. Gas molecules aren't held together strongly, so they can 20
spread out, filling as much space as they can. 21
Solids can melt and become liquids, and liquids can boil to become gases. Likewise, gases 22
can condense to become liquids, and liquids can freeze to become solids. Sometimes solids 23
can even become gases without ever becoming liquids. This is called subliming. But what 24
makes solids melt, and what makes gases condense? 25
The simple answer is heat. Heat is a form of energy. Heat is the energy of moving molecules. 26
Let's think about an ice cube. An ice cube is a solid, that is, its molecules aren't moving relative 27
to each other. They may be shaking and vibrating, but they stay put. If we heat the ice cube, its 28
molecules start moving around more. If we heat the ice cube enough, the molecules will start 29
moving around relative to each other, and when this happens, the solid ice melts and becomes 30
liquid water. If we keep heating the liquid water, eventually the water molecules will be moving 31
so fast that the liquid water becomes a gas÷water vapor. 32
All this can happen backwards, too. If the water vapor gets cold enough, it will condense back 33
into liquid water, and if we keep cooling the water, it will freeze to become ice again. 34
I. En qué líneas se encuentra la idea principal del texto. Fundamente su respuesta
II. RESPONDER estas preguntas en español
a. ¿Cómo se distinguen los estados de la materia?
b. ¿Qué función retórica predomina entre las líneas 1 y 8?
c. ¿Qué tipo de sólidos se mencionan? Descríbalos.
d. ¿Porqué los líquidos mantienen su volumen?.
e. ¿Qué es sublimación?
III. REFERENCIA – (¿A qué remiten?)

a. their (l. 5)
b. them (l. 6)
c. it (l.8)
d. they (l. 28)
IV. USOS DE LA -ING – Diga de cuál uso se trata. Traduzca la frase que las contiene?
a) The volume of a gas is determined by the size of the container holding it.
Traduccion:
________________________________________________________________________________
Uso:
b) The molecules of a liquid are always moving relative to each other.

Traduccion:
________________________________________________________________________________
Uso:
c) Gas molecules can spread out, filling as much space as they can
Traduccion:
________________________________________________________________________________
Uso:
d) Sometimes solids can become gases without ever becoming liquids.

Traduccion:
________________________________________________________________________________
Uso:
V. CONECTORES (de qué tipo se trata? Traduzca las seguencias lógicas que completan su sentido )
Even though (l. 14)
___________
___________
if (l. 11)
___________
___________
so (l. 21)
___________
___________
That is (l. 27)
___________
___________
if (l. 34)
___________
___________
VI. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Force - 1 Loose - 3
With the passing of Shrink - 8
time - 32
Joined - 16 Quiet - 13
Maintain - 17 Keep moving - 29
Extend - 22
TEXTOS CON EJERCICIOS – TEXTO III
1 [1] The transfer of power from its source of generation to its final destination where useful
2 work occurs is the subject of much study and engineering development. In the case of
3 internal combustion engines, liquid fuel is combusted by compression ignition (diesel) or
4 spark ignition (gasoline). The gas expansion pressure within the combustion chamber drives
5 a piston, which, in turn, translates reciprocal motion into rotary motion via a connecting rod
6 that is attached to a crankshaft. Once the crankshaft is set in motion, pulleys, chains,
7 clutches, and gears continue the chain of energy transfer to accomplish the ultimate purpose
8 of the engine, be it transportation, pumping, electricity generation, or the like. At every step of
9 the energy transfer process, solid contacts are set in relative motion, and they often sustain
10 considerable loads acting both normal and tangential to the direction of motion. Unless the
11 contacts are separated by a lubricating film (solid, liquid or gas), a tremendous amount of
12 frictional heat builds up in the contact zone leading to equipment failure in a relatively short
13 period of time. Therefore, the lubricant is one of the most important components of a fan
14 energy transfer device.
15 [2] Lubricating oils consist of base oils, which are selected on the basis of viscosity,
16 thermal/oxidative stability, and cost. Chemical additives make the lubricant safer and more
17 efficient when performing its functions. Dispersants, detergents, anti-wear agents, anti-
18 oxidants, corrosion inhibitors, foam inhibitors, and friction modifiers are chemical additives
19 which basically do what their names imply.
20 [3] In order to maintain proper lubrication under all operating conditions, the viscosity must
21 meet stringent specifications at different temperatures, pressures, and shear rates. Since
22 lubricants are subject to degradation during use, the useful life of the lubricant is often limited
23 by its ability to maintain critical performance specifications during use.
24 [4] Dynamic viscosity is calculated independently by measuring shear stress and shear rate.
25 There are a large number of instruments, known collectively as viscometers, for measuring
26 dynamic viscosity. Popular configurations include concentric cylinder and parallel plate
27 devices. Everyone should bear in mind that, if lubricating oils get into contact with foreign
28 substances during use, they will become contaminated. Particulate matter and aqueous
29 acids generated by combustion of fossil fuels, unburned fuel, oxidative degradation of the
30 lubricant, wear particles, and airborne particulates are common examples. Dispersants serve
31 to keep these insoluble particles suspended in the oil and prevent them from forming
32 deposits which interfere with proper operation.
III. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
complete las conexiones lógicas a partir del contexto (en español) (0. 5 x 3 = 1.5 p)
1. ONCE (l.6)
___________
2. SINCE (l.21)
______________
3. IF (l.28)
_____________
IV. Usos de la TERMINACIÓN –ING y del INFINITIVO ¿Qué tipo de uso es? Traduzca la frase /
oración que lo contiene y que a continuación se transcribe (0.5 x 4 = 2 p)
1. a connecting rod attached to a crankshaft
Traducción:
Uso:
2. to become more efficient when performing its functions
Traducción:
Uso:
3. Dynamic viscosity is calculated independently by measuring shear stress and shear rate
Traducción:
Uso:
4. In order to maintain proper lubrication under all operating conditions
Traducción:
Uso:
V. COMPARATIVOS Y SUPERLATIVOS – Diga de qué tipo se trata. Traduzca la oración que los
contiene (0.5 x 3 = 1.5 p)
1) … the lubricant is one of the most important components of a fan energy transfer device
Traducción:
Tipo:
2 y 3) … Chemical additives make the lubricant safer and more efficient when performing its functions.
Traducción:
Tipo (1):
Tipo (2):
VI. REFERENCIA – Diga a qué / quién remiten o reemplazan estos términos (0.5 x 3 = 1.5 p)
1. its (l.1)
2. that (l. 6)
3. they (l. 28)
VII. RESPONDA ESTAS PREGUNTAS (EN ESPAÑOL) (0.5 X 2 = 2.5 p)
1. ¿Cuáles tipos de combustión se mencionan en el párrafo 1?
2. Enumere los aditivos químicos que se mencionan en el párrafo 2 y sus funciones.
3. ¿Qué limita la vida útil de un lubricante? (párr. 3)
4. ¿Cuáles ejemplos de sustancias contaminantes se mencionan? (párr. 4)
5. ¿En qué líneas se encuentra la idea principal de este texto? Fundamente su respuesta
VIII. SINÓNIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos y antónimos de las palabras
que se indican a continuación (0.1 x 10 = 1 p)
SINÓNIMOS ANTÓNIMOS
Carry on (7) Initial (1)
Breakdown (12) Contraction (4)
Chosen (15) Never (9)
Sustain (23) Long (12)
Ordinary (30) Individually (25)

TEXTOS CON EJERCICIOS – TEXTO IV

I. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

introduce y complete las conexiones lógicas a partir del contexto (en español) (0.75 x 4 = 3 p)
1. HOWEVER (L.17)
______________
2. MOREOVER (L.30)
___________
3. WHEN (L.9)
___________
4. E.G. (L.24)
___________
II. REFERENCIA ¿Cuál es el antecedente del término en negrita? (0.5 x 3 = 1.5 p)

1. it (L.16)
2. they (L.32)
3. their (L.35)
III. SINONIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos
(segunda columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
Should – 4 Small – 17
Still – 9 Irregular - 23
Broadly – 16 Similarity - 31
In which – 18 Fixed - 32
Can - 20 Repulsion - 10
IV. RESPONDA ESTAS PREGUNTAS (en Español) (0.5 x 4 = 2 p)
1. ¿Qué función/es retórica/s predominan en el párrafo 2? ¿En qué elementos basa su respuesta?
2. ¿Cuál es el objeto de la investigación? (párr. 1)
3. ¿Qué puede afectar la viscosidad de materiales reales?(párr.4)
4. ¿Cómo se clasifican los Fluidos No-Newtonianos? (párr. 8)
V. USOS de la terminación –ING – Indique de qué función se trata y tradúzcalas en el contexto

provisto (0.5 x 3 = 1.5 p)
1. Viscosity is that property of a liquid offering resistance to shear stress.

Traducción:
Uso:
2. The resulting rate of deformation

Traducción:
Uso:
Many types of non-Newtonian fluids are distinguished by analyzing their distinct properties
Traducción:
Uso:
VI. GRADO COMPARATIVO Y SUPERLATIVO: Diga de que tipo se trata y tradúzcalo en contexto
(2 x 0.5 = 1p)
1. Some Newtonian fluids show a less complex behavior than Non-Newtonian ones.
Tipo:
Traducción
2. Measurement of these viscosities is harder

Tipo:
Traducción
I. REFERENCIA ¿Cuál es el antecedente del término en negrita? (0.5 x 3 = 1.5 p)
1. which (L.3)
2. they (L.13)
3. their (L.25)
II. SINONIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos
(segunda columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
ACT – 30 LOOSES - 18
ORDINARY – 1 SOFT – 3
SPORADICALLY - 8 CONSTRAINED - 9
PARTICULAR – 12 COLLECTIVE - 10
MAY – 25 SEPARATED - 23
III. USOS de la terminación –ING – Indique de qué función se trata y tradúzcalas con el contexto
provisto (0.5 x 3 = 1.5 p)
1. Atoms having low energy interact strongly.
2. Gases expand filling their containers and have low density.
3. Gas molecules have little interaction apart from bumping into one another.
IV. GRADO COMPARATIVO Y SUPERLATIVO: Diga de que tipo se trata y tradúzcalo con el
contexto provisto (2 x 0.5 = 1p)
1. Solids are formed when attractive forces are greater than separating forces.
Tipo:
Traducción
2. Solids, liquids, and gases are the most common states of matter.
Tipo:
Traducción
V. RESPONDA ESTAS PREGUNTAS (en Español) (0.5 x 4 = 2 p)
1. ¿Qué sucede cuando los átomos poseen alta energía? (parr. 1)
2. ¿Cuándo se forman los gases?(párr. 2)
3. ¿Cómo se comportan las moléculas en los líquidos? (párr. 4)
4. ¿Por qué dice el autor que los líquidos tienen un volumen definido y una forma indefinida? (párr. 4)
VI. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

introduce y complete las conexiones lógicas a partir del contexto (en español) (0.75 x 4 = 3 p)
1. BECAUSE (L.30)
______________
2. IN FACT (L.29)
___________
3. HOWEVER (L.16)
___________
4. AS (L.23)
___________
Tanto el examen de suficiencia como los parciales pueden contener también otros tipos de ejercitación como la que
se encuentra en el manual y que en el caso particular de algunas pruebas no se examina (depende del texto original
usado): Comparativos y superlativos, Verdadero o Falso, Ideas Principales y Secundarias, Funciones Retóricas, etc.
The versatility of the word UP

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

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UTN

FACULTAD REGIONAL CÓRDOBA

UNIDAD 1 – DEFINICIÓN – IDEA GENERAL – PALABRAS Y SIGNIFICADOS TRANSPARENTES –

1 pascal (Pa) 1 N*m-2 = 1 kg*m-1*s-2

1 atmosphere (atm) 1.01325*105 Pa

1 atmosphere (atm) 760 torr

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

EJERCICIOS DE LECTOCOMPRENSIÓN: Texto “Gas Laws”

II. RESPONDA: ¿Cómo define el autor a…?.

b. Los Gases Ideales (párr. 4)

c. La ecuación de Van der Waals (párr. 4)

Absolute Entropy (of a substance)

UNIDAD 2 – DEFINICIÓN – EXISTENCIA – FRASE SUSTANTIVA – PRESENTE SIMPLE –

gas liquid solid

It’s compressible It isn’t easily compressible It isn’t easily compressible

 MORFOLOGÍA: Plurales regulares e irregulares.

b. Do you think the opposition's analysis of the economic condition is correct?

LIFE PHENOMENA AND MEASUREMENT ANALYSIS

UNIDAD 3 FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS DEL DISCURSO

1 Trimble, L.(1985).English for Science and Technology. A discourse approach,Cambridge: CUP.

CONSIGNAS 2 – Ejercicios de Lecto-comprensión Texto: CHEMISTRY

i. REFERENCIA – (¿A qué remiten los siguientes términos?)

3. e.g. (l. 14)

CONSIGNA 3 – Ejercicios de Lecto-comprensión Texto: ELEMENT

iii. REFERENCIA – (¿A qué remiten los siguientes términos?)

2. Due to (l. 10)

4. Such as (l. 12)

I. CONTENIDO / NO CONTENIDO (de línea de referencia ) Texto: CHEMISTRY

1. La ciencia química y la alquimia estuvieron originalmente vinculadas

II. CONTENIDO / NO CONTENIDO (de línea de referencia ) Texto: ELEMENT

5. El número de protones en el núcleo caracteriza a los elementos químicos

Unidad 4: RELACIONES LÓGICO-SEMÁNTICAS – NEXOS Y FRASES CONECTORAS

And Both … and In addition / to

So As a result For this reason

First/ly Earlier At the same time

e.g. For instance Such as

 COMPARACIÓN: confrontan semejanzas o diferencias entre dos o mas elementos de

Like Likewise In much the same way as

To + infinitivo In order to + infinitivo For + ~ ing

In conclusion In summary To summarize

Though But Nevertheless

Either … or Neither … nor Whether … or

Above all Particularly Actually

That is That is to say i.e.

o Despite these changes, many undergraduate chemical engineering courses have

o In spite of the centrality of environmental considerations to the chemical process

o Some chemical engineering graduates go on studying in order to gain professional

o Ignore the minus sign if the exponent is a negative number.

O UNIDAD 4 – COMPARACIÓN DE ADJETIVOS Y ADVERBIOS – GRADO COMPARATIVO Y

GRADO SUPERLATIVO: Si comparamos a la persona A con un universo de personas

A. GRADO COMPARATIVO Y SUPERLATIVO DE SUPERIORIDAD

B. GRADO COMPARATIVO Y SUPERLATIVO DE INFERIORIDAD

Para todos: LESS ….. THAN // THE LEAST ….

C. GRADO COMPARATIVO DE IGUALDAD

Para todos: AS ….. AS / SO …. AS

D. COMPARATIVOS / SUPERLATIVOS IRREGULARES

Ejercicios: Observe los siguientes adjetivos y adverbios resaltados. ¿Están en grado

DEPOLLUTION AND PHOTOCATALYSIS de http://www.precast.org/publications/solutions/2006_fall/feature_words.htm

1) These two new words may be even more important.

2) The newest tool for achieving depollution is a photocatalyst.

ii. REFERENCIA – (¿A qué remiten los siguientes términos?)

LECTOCOMPRENSIÓN: RESUELVA LAS CONSIGNAS EN RELACIÓN A ESTE

1 pascal (Pa) 1 Nm-2 = 1 kgm-1*s-2