FACULTAD DE CIENCIAS EXACTAS Y NATURALES

INGLÉS TÉCNICO

Cuadernillo
de prácticas para rendir libre

ÁREAS:
 BIOLOGÍA
 QUÍMICA
 CIENCIAS AMBIENTALES
 CIENCIAS EXPERIMENTALES

DOCENTES:

Esp. Edith del V. Javiera Murúa

Esp. Marcela A. Acevedo
Prof. Alicia Moreno

Año 2022
UNIVERSIDAD NACIONAL DE CATAMARCA
FACULTAD DE CIENCIAS EXACTAS Y NATURALES
INGLÉS TÉCNICO
PRÁCTICA N° 1

GLOBAL GREENHOUSE GAS EMISSIONS DATA

GLOBAL EMISSIONS BY SOURCE

Global greenhouse gas emissions can also be broken down by the economic activities that lead
to their production.

Energy Supply - The burning of coal, natural gas, and oil for electricity and heat is the largest
single source of global greenhouse gas emissions.
Global Greenhouse Gas Emissions by
Source
Industry - Greenhouse gas emissions from industry primarily
involve fossil fuels burned on-site at facilities for energy.
This sector also includes emissions from chemical,
metallurgical, and mineral transformation processes not
associated with energy consumption.

Land Use, Land-Use Change, and Forestry -

Greenhouse gas emissions from this sector primarily
include carbon dioxide (CO2) emissions from deforestation,
land clearing for agriculture, and fires or decay of peat soils.
This estimate does not include the CO2 that ecosystems
remove from the atmosphere. The amount of CO 2 that is
removed is subject to large uncertainty, although recent
estimates indicate that on a global scale, ecosystems on
land remove about twice as much CO 2 as is lost by
deforestation.

Agriculture - Greenhouse gas emissions from agriculture mostly come from the management of
agricultural soils, livestock, rice production, and biomass burning.

Transportation - Greenhouse gas emissions from this sector primarily involve fossil fuels burned
for road, rail, air, and marine transportation. Almost all (95%) of the world's transportation energy
comes from petroleum-based fuels, largely gasoline and diesel.

Commercial and Residential Buildings - Greenhouse gas emissions from this sector arise from
on-site energy generation and burning fuels for heat in buildings or cooking in homes.

Waste and Wastewater - The largest source of greenhouse gas emissions in this sector is landfill
methane (CH4), followed by wastewater methane (CH4) and nitrous oxide (N2O). Incineration of
some waste products that were made with fossil fuels, such as plastics and synthetic textiles, also
results in minor emissions of CO2.
ORGANICE EL TEXTO, UTILICE LAS ESTRATEGIAS DE LECTURA Y REALICE LAS
SIGUIENTES ACTIVIDADES:

1. Extraiga palabras transparentes, técnicas y clave (no menos de 4 por cada categoría).

2. Transcriba diez (10) palabras que desconozca y con ayuda del diccionario consigne su
significado.

3. Subraye la palabra que no corresponda al grupo:

and, also, with, although

activities, includes, emissions, processes
uncertainty, deforestation, biomass, wastewater

4. Marque la opción correcta.

a. supply (l. 3) suministrar suministro suministra

b. facilities (l. 6) instalaciones servicio habilidades
c. fires (l.13) dispara hogueras incendios
d. estimate (l. 14) estimación opinión presupuesto
e. scale (l. 17) balanza escala capa

5. ¿A qué se refieren los siguientes pronombres?

a. that (l. 1) b. their (l. 2) c. that (l. 29)

6. Consigne el significado de las siguientes palabras:

a. burning (l. 3) b. clearing (l. 13) c. buildings (l. 26) d. cooking (l. 26)

7. Clasifique las formas verbales (10) subrayadas y remarcadas en el texto (Present Simple-
Passive Voice). Luego consigne el equivalente en español de cada una según el texto.

8. Marque el sustantivo núcleo de las siguientes frases e interprételas:

● the economic activities that lead to their production (l. 1-2)

● the largest single source of global greenhouse gas emissions (l. 3-4)

● chemical, metallurgical, and mineral transformation processes (l. 7-8)

● The amount of CO2 (l. 15-16)

● road, rail, air, and marine transportation (l. 23)

● the world's transportation energy (l. 23)

● petroleum-based fuels (l. 24)

● some waste products (l. 29)

9. Consigne el significado y función de las siguientes palabras:

large (l. 16), largely (l. 24), largest (l. 27)

10. Una según corresponda:

FUENTE EMISIONES ORIGINADAS POR %

DE
EMISI
ONES
1 - SUMINISTRO a-procesos de transformación mineral
DE ENERGÍA
b-quema de combustibles fósiles F. E. O. %

2 - INDUSTRIA c-quema de gas natural 3% 1 c h 26

d-quema de combustibles 2

3- e-quema de residuos 14% 3

FORESTACIÓN
f-quema de biomasa 4
4-
AGRICULTURA
g-limpieza de la tierra para la 8% 5
5 - TRANSPORTE agricultura

h-quema de carbón y aceite para 13% 6

6 - EDIFICIOS generar electricidad y calor
RESIDENCIALES
y COMERCIALES i-procesos de transformaciones 17% 7
químicas y metalúrgicas

7 - DESECHOS y j-deforestación 26%

AGUAS
RESIDUALES k-cría de ganado

l-consumo de gasolina y diesel 19%

m-generación de energía in situ

n-quema de plásticos

11. Complete los espacios en blanco en español y en forma completa:

a. La palabra AND (l. 10) establece una relación de ………………………entre las ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

b. La palabra ALTHOUGH (l. 17) establece una relación de …………………...entre las ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
 Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

c. La expresión SUCH AS (l. 29) establece una relación de ……………………entre las ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………
12. Consigne el nombre de las siguientes fórmulas:

(CO2) ………………………………………………………

(CH4) ………………………………………………………

(N2O) ………………………………………………………

13. En la siguiente sopa de letras busque y transcriba 11 palabras relacionadas con la temática
del texto. Luego, consigne su significado.

E A C F W N G N I N R U B
C M E T M G R R Y H S I R
O N I D A P E H N E F T P
S O M S U S E N E R G Y I
Y F T E S R N A L E F S O
S H M S O I H F I H S A L
T S S D F U O T V P S C A
E Y F O A Y U N E S P F N
M U O U G I S Y S O U H D
S M A R E H E A T M H F F
D U E S A L Y C O T F O I
M N M R I M S F C A Y U L
E F U O L A N S K S E G L
UNIVERSIDAD NACIONAL DE CATAMARCA
FACULTAD DE CIENCIAS EXACTAS Y NATURALES
INGLÉS TÉCNICO
PRÁCTICA N° 2

CURRENT DEVELOPMENTS ON CHEMICAL PHYSICS

The rise of chemical physics was preceded by many outstanding discoveries in physics in the
early 20th century. As a consequence of the rapid progress in physics, new possibilities emerged
for the theoretical and experimental solution of chemical problems, which in turn led to the
expansion of research using the methods of physics.
In the field of computer science, the application of physicochemical principles has led to faster and
more efficient computers. Computers use integrated circuits inscribed on the surfaces of chips of
silicon. The silicon itself requires ultrapurification before it can be doped and then precise
crystallographic orientation and control of its surface chemistry before it can be made into a
computer chip.
Knowledge of solid-state diffusion and reaction kinetics is required to prepare the source silicon,
to dope it, and to control the thickness of the oxide layers used in making the completed chip. In
the manufacture of computer memories, X-ray crystallography is used to determine whether
powders have the desired magnetic and electrical properties.
Physical chemistry has played a pivotal role in the development of the liquid crystals and picture
tubes used for the display of information in such items as watches and televisions. Its findings
have also been used to make the high-speed inks and lasers used for computer printouts.
Spectroscopy has emerged as a major tool in investigating the properties of matter. Spectral
characteristics are uniquely determined by molecular properties. Physical chemists use
microwave, infrared, and visible radiation to study the structure and behaviour of molecules.
In an age of practically worldwide energy shortages, attempts are already being made to develop
electrolysis cells that use sunlight rather than electricity to generate hydrogen fuel. Physical
chemists continue to make frequent breakthroughs in high-temperature superconductivity, in which
there is an absence of electrical resistance at or above the temperature of liquid nitrogen. The
newly discovered ceramic superconductors are made of copper oxides along with some elements
in groups IIa and IIIb of the periodic table.

ACTIVIDADES:

1. Lea rápidamente el texto y consigne la idea central. Indique su función.

2. Indique los referentes contextuales de los siguientes ítems:

a. which (l. 3) b. it (l. 7) c. Its (l. 15) d. in which (l. 22)

3. De acuerdo al texto, consigne el significado de las siguientes palabras.

a. outstanding (l. 1) b. using (l. 4) c. findings (l. 15) d. investigating (l. 17)

4. Clasifique las formas verbales (15) subrayadas y remarcadas en el texto (Present Simple-
Infinitive- Past Simple- Present Perfect- Passive Voice ). Luego consigne el equivalente en
español de cada una según el texto.

5. Complete los espacios en blanco en español y en forma completa:

a. La palabra AND (l. 5) establece una relación de ………………………entre las ideas.

El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

b. La palabra AS (l. 15) establece una relación de …………………...entre las ideas.

El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

6. Interprete líneas 1 a 6 (……efficient computers).

7. Responda:

a. ¿Cuáles fueron las consecuencias del rápido progreso de la física?

b. ¿Qué aplicaciones han hecho posible que las computadoras se hayan vuelto más
eficientes y más rápidas?

c. ¿Para qué se utiliza la cristalografía de rayos X en la fabricación de memorias de

computadoras?

d. Mencione al menos tres aportes a tecnologías actuales de la química física.

e. ¿De qué se encarga la espectroscopia?

f. ¿Qué herramientas utilizan los químicos físicos para estudiar la estructura y

comportamiento de las moléculas?

8. Complete:

a. En una era de prácticamente escasez energética mundial, se está intentando desarrollar

…………………………………………………….. para generar combustible de hidrógeno.

b. Los químicos físicos continúan haciendo avances en la superconductividad de altas

temperaturas, …………………..........................................a/o la temperatura del nitrógeno
líquido.

c. Los superconductores de cerámica recientemente descubiertos………………………………

en grupos IIa y IIIb de la tabla periódica.
UNIVERSIDAD NACIONAL DE CATAMARCA
FACULTAD DE CIENCIAS EXACTAS Y NATURALES
INGLÉS TÉCNICO
PRÁCTICA N° 3

STEPPING INTO THE FUTURE OF ECOLOGY

The global ecology is immensely composite form of science that requires an extensive spectrum
of knowledge. We live in the world of tremendous complexity and momentous challenges. The
global environment comprises diverse processes and countless living organisms interacting over
scales from microscopic to the continental. Presently we are in the middle of the greatest
ecological crisis. There are number of challenges that will cause drastic changes in global climate.
Some of the most important challenges involved in the sustainability of the natural world are rising
consensus, biological diversity, changes in agricultural productivity and deforestation. These all
factors recognized to causing climate changes. Thus every aspect of ecosystem must be
considered in the context of broader practices of ecological restoration. It is keenly observed that
next decade will be exemplified by the shifts in climate regimes and global patterns in many
ways;

● Increase in mean atmospheric temperature

● Alteration in weather patterns

● Increasing incidence of climatic events

● Changes in the patterns of weather forecasting

● Increasing water level of sea

However these above mentioned changes are unpredictable and it requires to prevent the global
environment. Although it is obvious that if immediate decisive actions are taken it will create
significant and dramatic changes that would be predictable by the next thirty years. Although
future climate changes scenario vary in intensity but depicts some common features.
The first and most concerning aspect in dealing with global ecology is the constant increase in
human dominance of global system. Human beings have become the global driver of changes
due to the increasing amount of carbon dioxide in atmosphere, sequential collapse in marine
ecosystem. Since the beginning of the industrial revolution human activities has transformed the
land surface because of rising amount of Chlorofluorocarbon and Sulphur gases in the
atmosphere. These all factors are causing the ozone layer depletion drastically.

ACTIVIDADES:

1. Lea el texto, redacte la idea central e indique su función.

2. Indique los referentes de las siguientes expresiones:

a. that (l. 1) b. these (l. 17) c. that (l. 19)

3. De acuerdo al texto, consigne el significado de las siguientes palabras.

a. interacting (l. 3) b. rising (l. 6) c. causing (l. 8)

d. forecasting (l. 15) e. increasing (l. 23) f. beginning (l. 24)

4. Clasifique las formas verbales (14) subrayadas y remarcadas en el texto (Present Simple-
Modal- Infinitive- Future Simple- Present Perfect- Passive Voice ). Luego consigne el
equivalente en español de cada una según el texto.

5. Marque el sustantivo núcleo de las siguientes frases e interprételas:

● countless living organisms (l. 3)

● immediate decisive actions (l. 18)

● the land surface (l. 24-25)

● the ozone layer depletion (l. 26)

6. El sinónimo de:

ECOLOGY (l. 1) …………………………

IMPORTANT (l. 6) es …………………………
SHIFTS (l. 10) …………………………
ATMOSPHERE (l. 23) …………………………

7. Complete los espacios en blanco en español y en forma completa:

La palabra THUS (l. 8) establece una relación de ………………………entre las ideas.

El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

La palabra IF (l. 18) establece una relación de …………………...entre las ideas.

El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

La palabra BUT (l. 20) establece una relación de ……………………entre las ideas.
 El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

8. Según el texto, responda:

a. ¿Qué se entiende por ecología global?

b. ¿Cómo se compone el medio ambiente global?

9. Complete el cuadro:

Factores que causan los cambios climáticos Cambios pronosticados a partir de 2020

10. Interprete líneas 21 a 24.

UNIVERSIDAD NACIONAL DE CATAMARCA
FACULTAD DE CIENCIAS EXACTAS Y NATURALES
INGLÉS TÉCNICO
PRÁCTICA N° 4

GLOBAL WARMING

Global warming is another negative by-product of air pollution, and although there is debate about
the sources of the problem, most scientists agree that the Earth is heating up. One of the principal
causes is thought to be high atmospheric concentrations of gases such as carbon dioxide and
methane. These and related substances are called greenhouse gases because they trap heat in
the Earth’s atmosphere instead of letting it radiate into space, thereby raising air temperature.
Since 1800, atmospheric carbon dioxide levels have risen 25 per cent, largely due to the burning
of fossil fuels. Based on current levels of greenhouse-gas emissions, average temperatures
around the globe will increase by 1° to 3°C (1.8° to 5.4°F) by the year 2050. By comparison,
temperatures dropped only 3°C (5.4°F) during the last Ice Age, which blanketed much of the
Earth in glacial ice. If the warming trend continues, glaciers would melt, causing sea levels to rise
by as much as 65 cm (26 in), a depth that would inundate most coastal cities. Low-lying island
nations such as the Maldives would disappear altogether, and fertile farmland would turn to desert.
Although emission of greenhouse gases has dropped 11 per cent in recent years, this may be
only a temporary lull due to the worldwide recession and industrial slowdowns. In fact, it would take
a 60 per cent cut in emissions to stabilize atmospheric gases at current levels.
Another serious problem related to air pollution is the shrinking of the upper atmospheric ozone
layer that blocks out dangerous ultraviolet (UV) light. First reported over Antarctica in the 1980s,
ozone holes have since been detected over parts of North America and elsewhere. The holes are
created when ozone molecules are destroyed by chlorofluorocarbons (CFCs), chemicals that are
used in refrigerants and aerosol containers and can drift into the upper atmosphere if not properly
contained.
Some scientists estimate that 60 per cent of the ozone layer may already have been lost to
pollution, and that even a 10 per cent loss could add a total of 300,000 new cases of skin cancer
and 1.6 million cases of eye cataracts worldwide. The high levels of UV light that cause skin cancer
and eye problems may also harm plankton, the foundation of the food chain in oceans. Serious
declines in plankton levels could lead to catastrophic losses of other sea life.
In December 1997, at an international summit in Kyoto, Japan, world leaders signed the Kyoto
Protocol, an agreement requiring 138 industrialized countries to limit emissions of six greenhouse
gases, including carbon dioxide, methane, and nitrous oxide, which would otherwise cause
significant global warming.

Smog and Motor Vehicles

Finally, urban air pollution, usually in the form of smog generated by industry and motor vehicles,
remains a serious health hazard for more than one billion people around the world. During the
1980s, European countries cut sulphur dioxide emissions by 27 per cent, and the volume of most
pollutants dropped in the United States. Even so, cities such as Los Angeles, New York, Mexico
City, and Beijing record unhealthy levels of air pollution on one day out of every three.

ACTIVIDADES:

1. En el texto que acaba de leer ¿qué tipo de secuencia predomina?

● El relato o narración de acontecimientos

● La explicación de un tema

● La descripción de un objeto

2. ¿A qué remiten las siguientes palabras?

a. These (l. 4)
b. they (l. 4)
c. it (l. 5)
d. that (l. 11)
e. that (l. 17)
f. which (l. 29)

3. De acuerdo al texto, consigne el significado de las siguientes palabras.

a. letting (l. 5)
b. burning (l. 6)
c. warming (l. 10)
d. shrinking (l. 16)
e. requiring (l. 28)

4. Clasifique las formas verbales (20) subrayadas y remarcadas en el texto (Present Simple-
Modal- Infinitive- Past Simple- Future Simple- Present Perfect- Passive Voice ). Luego
consigne el equivalente en español de cada una según el texto.

5. Subraye el núcleo de las siguientes frases e interprételas:

 another negative by-product of air pollution (l. 1)

current levels of greenhouse-gas emissions (l. 7)

Low-lying island nations such as the Maldives (l. 11-12)

Another serious problem related to air pollution (l. 16)

6. En el renglón 1 hay un conector que indica CONTRASTE. ¿Cuál es? ¿Qué ideas relaciona?

7. En el renglón 4 hay un conector que indica RELACIÓN CAUSA-EFECTO. ¿Cuál es? ¿Qué
ideas relaciona?

8. ¿A qué hacen referencia los siguientes números?

a. 1° to 3°C (l. 8)
b. 65 cm (l. 10)
c. 60 per cent (l. 21)
d. 138 (l. 27)

9. Seleccione la palabra intrusa:

25 per cent 11 per cent 60 per cent 10 per cent 300,000 new cases

greenhouse gases carbon dioxide nitrous oxide methane

heat burning refrigerants UV light warming

United States New York Los Angeles Mexico City Beijing

10. Complete las ideas con información del texto:

a. Desde 1800 ………………………………………………………….…………………..…………….

b. Por el año 2050 ………………………………………………………………………………………..
c. En diciembre de 1997 …………………………………………………………………….…………..
d. Durante la década de los 80 ..……………………………………………………………………….

11. Interprete el último párrafo (líneas 31 a 36).

UNIVERSIDAD NACIONAL DE CATAMARCA
FACULTAD DE CIENCIAS EXACTAS Y NATURALES
INGLÉS TÉCNICO
PRÁCTICA N° 5

SOLUTIONS TO GLOBAL WARMING IN LATIN AMERICA

Solutions to global warming across the varied countries of Latin America include pursuing new
policies to curb deforestation and forest degradation; reducing emissions from cars, trucks and
buses; and promoting energy efficiency and renewable energy.
Latin America is home to a number of rapidly developing nations and vast tropical forest reserves,
putting it under the watchful eye of the international community. Four countries in this region make
the global top 30 list of highest annual CO2 emitters, namely Brazil, Argentina, Mexico, and
Venezuela (using 2008 data). Brazil quickly rises to the top five if emissions from deforestation are
included. The region also faces a range of climate impacts, including threats to drinking water
resources due to the shrinking ice pack in the Andes mountains and potential reductions in crop
yields and flooding due to sea-level rise.
Tropical deforestation is a major cause of climate change; and, unfortunately, Latin America is no
stranger to this issue—more forests have been destroyed in this region than in any other since
the United Nations Framework Convention on Climate Change was adopted in 1992. With 40
percent of its land mass covered by tropical forests, many Latin American countries have a
tremendous opportunity to reduce their global warming emissions. Leaders on tropical forest
management have emerged in the region and are advancing innovative solutions.
One standout is Costa Rica, which aims to be carbon neutral (have zero net greenhouse gas
emissions) by 2021. Already a green leader with 96 percent of its electricity coming from
renewable sources, Costa Rica has increased its forested area by 10 percent in the last decade.
Another notable is Brazil, which has demonstrated the enormous potential of reducing emissions
from deforestation and forest degradation as well as the potential of biofuels for reducing
emissions from vehicles. Detailed analyses of publicly available satellite photos show that Brazil
has reduced deforestation in the Amazon enough over the past five years to lower heat-trapping
emissions more than any other country on Earth.

ACTIVIDADES:

1. En el texto que acaba de leer ¿qué tipo de secuencia predomina?

● El relato o narración de acontecimientos

● La explicación de un tema

● La descripción de un objeto

2. ¿De qué trata el mismo?

3. Indique los referentes de las siguientes expresiones:

a. it (l. 5) b. this (l. 5) c. their (l. 15) d. its (l. 17)

4. De acuerdo al texto, consigne el significado de las siguientes palabras.

a. warming (l. 1)
b. pursuing (l. 1)
c. reducing (l. 2)
d. developing (l. 4)
e. drinking (l. 8)
f. shrinking (l. 9)

5. Clasifique las formas verbales (19) subrayadas y remarcadas en el texto (Present Simple-
Infinitive- Future Simple- Present Perfect- Passive Voice ). Luego consigne el equivalente
en español de cada una según el texto.

6. Localice los siguientes términos en el texto y complete el cuadro

PALABRA LÍNE SIGNIFICADO FUNCIÓN GRAMATICAL

A
forest
forested
deforestatio
n
reduce
reduced
reductions
reducing
emissions
emitters
rise
rises
7. Marque el sustantivo núcleo de las siguientes frases e interprételas:

● Solutions to global warming across the varied countries of Latin America (l. 1)

● vast tropical forest reserves (l. 4)

● under the watchful eye of the international community (l. 5)

● the United Nations Framework Convention on Climate Change (l. 13)

8. Complete los espacios en blanco en español y en forma completa:

La expresión DUE TO (l. 10) establece una relación de ………………………entre las ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

La expresión AS WELL AS (l. 21) establece una relación de …………………...entre las ideas.
El autor de este texto lo utiliza para conectar las siguientes ideas:
Idea 1:……………………………………………………………………….
Idea 2: ………………………………………………………………………

9. Determine el significado apropiado según el contexto de las siguientes palabras:

faces (l. 8) mira caras afronta
issue (l. 12) edición problema producir
lower (l. 23) bajar inferior degradar

10. Responda:

a. ¿Cuáles son las nuevas políticas para solucionar el calentamiento global en los países de
América Latina?
b. Mencione los cuatro países de América Latina que se incluyen dentro de los 30 emisores
principales de dióxido de carbono.
c. Refiérase al alcance de los impactos climáticos de esta región.

11. ¿A qué se refieren los siguientes datos?

1992 ………………………………………
40% ……………………………………….
2021 ………………………………………
96% ……………………………………….
10% ………………………………………..

12. Interprete líneas 20 a 24.