Cuadernillo Trabajos Prácticos 2020

2 INGLÉS/INGLÉS TÉCNICO
CUADERNILLO DE TRABAJOS PRÁCTICOS

Universidad Nacional de la Patagonia
San Juan Bosco
Facultad Cs. Naturales y Cs. de la Salud
2020
EQUIPO DE CÁTEDRA: NATALIA BECETTE - JORGE BECETTE

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FACULTAD DE CS NATURALES y CS DE LA SALUD- INGLÉS
Ciclo Lectivo 2020 - Sede Comodoro Rivadavia

CALENDARIO FACULTAD:
Segundo cuatrimestre: 07 de septiembre al 29 de diciembre de 2020
Turnos de exámenes: DÍAS MARTES 12 HS
• 23 al 27 de septiembre
• 25 al 29 de noviembre
• 09 de al 16 de diciembre
REQUISITOS DE CURSADA:
 Inscripción en facultad
 Diagnostico aula virtual
POSIBILIDADES DE ACREDITACIÓN:
 LIBRE CON EXAMEN FINAL EN ALGUNA DE LAS FECHAS DE EXÁMENES
 PROMOCION INTERNA:
PROMOCIÓN INTENSIVA:
Requisitos: obtener en el examen diagnóstico un nivel intermedio de lengua
Metodología de trabajo: 1 encuentro presencial obligatorio; 1 tutoría optativa y 1 parcial
integrador.
PROMOCIÓN CUATRIMESTRAL:
Metodología de trabajo: una clase virtual de una hora y media, en fechas estipuladas.
Parciales: 1 parcial y 1 parcial integrador. La acreditación se otorga con la aprobación del
parcial integrador y el 70% de las actividades realizadas. Una instancia de recuperación
post parcial integrador.
Material de trabajo: cuadernillos en Centro de Estudiantes y disponibles en pdf en aula
virtual.
Cronograma de parciales:
1er parcial
2do parcial:
Recuperatorio:
HORARIOS DE CURSADA 2do CUATRIMESTRE 2020:

JUEVES 9 HS (EN FECHAS ESTIPULADAS)
HORARIOS DE CONSULTA LUNES 12 HS/JUEVES 9 HS
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Universidad Nacional de la Patagonia San Juan Bosco
Facultad de Cs. Naturales y Cs. de la Salud
Inglés/Inglés Técnico
Trabajo Práctico Nº1
TEXT A
Browsing Biochemistry
If you have visited our biology sections, you may recognize some of the ideas here. We felt it was more appropriate
to have the biochemistry section located here in our chemistry pages. It is one of the crossover fields of chemistry.
Biochemists have to understand both the living world and the chemical world. Even if you didn't want to become a
biochemist, you'll still have to know the details of how atoms move if you wanted to be a biologist.
The key thing to remember is that biochemistry is the chemistry of the living world. Plants, animals, single-celled
organisms... they all use the same basic chemical compounds to live their lives. Biochemistry is not about the cells
or the organisms. It's about the smallest parts of those organisms, the molecules. It's also about the cycles that
happen to create those biological compounds. The cycles usually rely on enzymes and other proteins to move
atoms and molecules.
You can guess from the name that biochemical cycles repeat over and over. They are the things that allow living
creatures to survive on Earth. It could be the constant process of photosynthesis that creates sugars in plants, or the
building of complex proteins in the cells of your body.
Every cycle has a place, and each one is just a small piece that helps an organism survive. In each of those cycles,
molecules are needed (as reactants) and changed into products. It's one big network of activity where each piece
relies on all of the others. A compound, such as an herbicide, may only break one part of one cycle in a plant.
However, because everything needs to work together, the whole plant eventually dies.
Start with the Basics

While we have been talking about all of these cycles, we think it's important that you understand the different types
of molecules you will find in biochemistry. You should be thanking us. We aren't going to go into the citric acid
cycle and its ten steps. We won't even look at the eleven steps involved in the breakdown of glucose. At your level
of understanding, it's enough to know the difference between a steroid, an amino acid, and a carbohydrate. There
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will be plenty of time for you to memorize the pathways and the movement of molecules during each step of a
cycle.
Biochemistry and Organic Chemistry

Many of you may have heard about organic chemistry. Even we find o-chem to be challenging. It's much broader
than bio-chem, because it looks at every molecule that might have a carbon atom. You could be studying plastics,
cellulose, gasoline, fats in your cells, or paint. Organic chemistry pertains to anything.
We like biochemistry because we learn about things that are inside of us. We can relate to what happens when we
eat and how our bodies are constructed. We can imagine how the molecules are moving around the mitochondria or
chloroplasts, as opposed to chemical changes happening over millions of years to make natural gas. If you choose a
career in biology or chemistry, you will need to understand the information in both fields. Why? Because the
movement of atoms in the bio-chem world follows all the same rules you learn in o-chem.
Source: http://www.chem4kids.com/files/bio_intro.html
SKIMMING
A. Go through the text and answer the following questions:
1. What is the title?
2. Are there any subtitles?
3. Can you say what the main topic of the text is?
4. How many paragraphs does the text have?
5. Take a look at the underlined words, do you know their meaning? Are they similar to your language?
Both in form and meaning? What kind of words are they?
SCANNING
B. Now read the text thoroughly and answer the following questions in Spanish.
1. Where is the biochemistry section located?

2. Why is biochemistry one of the cross over fields of chemistry?
3. What is biochemistry about?
4. How are biochemical cycles characterized? What two examples does the text mention?
5. How do cycles work?
6. What is the purpose of the section Start with the Basics?
7. What does o-chem stand for?
8. What is the difference between o-chem and bio-chem?
9. Why do biology and chemistry students need to understand information from both fields?
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C. REFERENCE
What do the words in bold refer to?
D. CONTEXTUAL GRAMMAR
GRAMMAR BOOKLET: Look at pages 49, 50, 51 and 52 and answer the following
questions:
- When do we use present simple?
- When do we use present continuous?
Now, analize the sentences taken from the text. Can you say what type of words are the
words underlined? What is their function? Which tense is used?
A. The cycles usually rely on enzymes and other proteins to move atoms and molecules.
B. Photosynthesis takes place in plants.
C. Molecules are moving around the mitochondria.
E. NOUN PHRASES: State which are the most important words in the following
phrases and then provide the Spanish version:
- crossover fields of chemistry
- the chemistry of the living world
- the building of complex proteins in the cells of your body
- one part of one cycle in a plant
F. Give the Spanish version of the second paragraph.
TEXT B
Read the following texts.
Biochemists are scientists who study the chemistry of living things. Their work includes studying the
complex chemical combinations and reactions involved in metabolism, reproduction, growth, and
heredity.
Some biochemists do basic research that expands scientific knowledge about [the chemistry of living
things]. Others do applied research—that is, they work to create new products or to solve practical
problems. In the field of medicine, for example, biochemists doing basic research may study the ways
hormones are formed. Biochemists doing applied research may use the basic findings about hormone
formation to develop synthetic hormones that can be produced on a large scale.
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Biochemists working in medicine are sometimes called molecular biologists. They study bacteria,
viruses, and other organisms to better understand the chemical basis of life. They also determine the
effects of chemicals on medical problems such as cancer, aging, or obesity.
Biochemists in nutrition analyze food products to measure their vitamins, proteins, carbohydrates, and
minerals. They research [the effects of freezing or cooking] and compute the caloric value of foods.
About half of all biochemists work for colleges and universities, where they teach or do research. Many
are employed by private firms such as breweries, drug companies, petroleum producers, and
manufacturers. Others work for nonprofit research centers or government agencies. A few biochemists
are self-employed consultants who advise government or industry.
Although their jobs may differ widely, almost all biochemists do laboratory research at least some of the
time. They plan research projects to test theories or to develop new products or processes. They are
often assisted by laboratory technicians or research assistants. Biochemists perform a number of tasks,
such as weighing chemicals, filtering liquids, distilling ingredients, and growing cultures of
microorganisms. They use a variety of tools and instruments, including test tubes, beakers, flasks,
electron microscopes, centrifuges, and spectrophotometers. Sometimes they make use of radioactive
isotopes. Biochemists must use exact scientific methods in their work. Biochemists generally write up
their findings for scientific journals and report them before groups of scientists.
A. Answer the questions.
1) How can you define the job biochemists do?
2) What is the goal of basic research?
3) And of applied research?
4) Who are molecular biologists?
5) What can you say about the possible link with food?
6) Where can they work?
7) List different jobs biochemists can do.
PROVIDE A TITLE FOR THE NEXT SECTION:
……………………………………………………………………………
High school students interested in biochemistry should take chemistry, biology, physics, mathematics,
English, and a foreign language. By participating in science clubs, science fairs, and summer programs
sponsored by the National Science Foundation, secondary school students can get experience in
science-related work. You usually need a doctoral degree to become a biochemist. You should major in
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biochemistry, biology, or chemistry as an undergraduate and continue with specialized training in
biochemistry in graduate school. Individuals with bachelor's degrees are sometimes hired as research
assistants or technicians. They often do [routine testing and analysis], but their opportunities for
advancement are limited. People who have earned master's degrees in biochemistry are qualified for
more responsible jobs in applied research and for some teaching jobs. You usually need a doctoral
degree (Ph.D.) to teach and do research at a university or to move into a management or administration
job. It generally takes four years to earn a bachelor's degree and another one or two years to receive a
master's degree. You need to spend additional three or four years for a doctoral degree. To keep up with
new developments in the field, you should continue to read and study throughout your career.
Some biochemists get a doctoral degree in biochemistry after they have completed medical school and
received the degree of doctor of medicine (M.D.). [Medical training] is needed by scientists who want to
do certain kinds of research involving human beings.
Your professors and college placement service are probably the best sources for jobs in biochemistry.
Recruiters from industry sometimes visit colleges to interview candidates. In addition, professional
journals, newspaper classifieds, and Internet job banks often list openings for biochemists. You can also
apply directly to research centers, private firms, and government agencies that hire biochemists. You
may need to pass a civil service exam to get a government job.
Where to Go for More Information
American Chemical Society

http://www.acs.org
American Institute of Biological Sciences

http://www.aibs.org
American Society for Biochemistry and Molecular Biology

http://www.asbmb.org
Because biochemists work in a field that requires precision, they need to be careful and patient workers
who can use scientific methods and equipment. They must be inquisitive as well as persistent. Often
experiments are carried out over long periods of time. Biochemists should be imaginative and
independent workers who can devise and carry out projects on their own. They also need the ability to
work as part of a scientific team when a cooperative approach seems more useful for solving a research
problem. The ability to communicate their ideas, orally and in writing, is also essential for biochemists.
Earnings and Benefits
Earnings depend on the education and experience of the biochemist as well as the location and type of
job. [The median annual income] of biochemists was $68,950 in 2004. Benefits generally include [paid
holidays and vacations, health insurance, and pension plans].
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B. REFERENCE
- What do the words in bold refer to? Mark the referents in the text.
- Which type of words are they? Go to GRAMMAR BOOKLET pages 30-35 and read.
- What is their function?
C. CONTEXTUAL GRAMMAR
GRAMMAR BOOKLET: Look at pages 39, 40 and 41. Read the theory on MODAL VERBS.
Then, identify the modal verbs underlined in text A. What are their linguistic functions?
Analyze these sentences. Is there any difference in meaning? What is it?

a) Biochemists must use exact scientific methods in their work.
b) Biochemists use exact scientific methods in their work.
c) High school students interested in biochemistry should take chemistry (…).

d) High school students interested in biochemistry must take chemistry (…).
D. Give the Spanish version of the last paragraph.
TEXT C
Provide a title for the text.
………………………………………………………………………….
A pharmacist is a medical professional who dispenses drugs to patients according to a prescription
ordered by a physician or other clinician. Pharmacists have an in-depth knowledge of the chemistry of
various drugs and how they react in humans, and also how drugs interact with each other. Pharmacists
must accurately measure and package medicine, ensuring its dosage and safety to be administered
properly to a patient. While the pharmacist does not typically select or prescribe the medication, the
pharmacist educates the patient on how to take the medication and what reactions or problems to be
avoided.
Pharmacists graduating from college today are required to have a PharmD, or doctorate of Pharmacy
degree. College students can start a four-year pharmacy program after successfully completing two
years of undergraduate coursework and earning a passing score on the PCAT (Pharmacy college
admission test). Coursework in pharmacy and pre-pharmacy includes chemistry, physics, biology,
anatomy, and physiology.
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Additionally, PharmD students must complete a series of rotations in a variety of clinical and
pharmaceutical settings. The length and quantity of rotations varies, but the average PharmD program
requires 7-10 rotations, each of which is 4-6 weeks in length.
If a student knows early in his or her college career that they would like to become a pharmacist, one
could graduate with a PharmD in about 6 years. Many college students do not decide until later in
college or after college to become a pharmacist; therefore, many pharmacists have completed eight
years of college.
How Much Do Pharmacists Earn? Average Salary for Pharmacists:
According to the Bureau of Labor Statistics, the average annual salary for pharmacists is $98,960, based
on 2007 data. According to Sherrie Nackie, CPC, who specializes in pharmacist recruitment for Hire
Dynamics Rx in Atlanta, their average contract (temporary hourly) pharmacist job pays $50.00-$60.00
per hour, which equates to $100,000-$120,000 annualized income, assuming a full-time schedule.
Additionally, a signing bonus of $5,000-$15,000 may be offered upon accepting and starting a position.
Signing bonuses help keep pharmacists locked into a job for up to three years.
What's to Like about Pharmacist Jobs:

Demand is strong and pay is high for this medical career. Therefore pharmacists enjoy job security and
stability, and availability of jobs in just about any location nationwide. A variety of options and work
settings are available for pharmacists as well.
What's Not to Like about Pharmacist Careers:
As with nursing and some other high-demand medical careers, burn-out can be an issue. While
pharmacists earn a strong salary, the annual salary and job description doesn‘t change much over a
pharmacist's career. Once you become a pharmacist, most likely you will be doing the same thing 15
years from now for the same pay, as what you experience right out of college.
Furthermore, pharmacists must stand on their feet all day and the work can be repetitive. One other
concern for pharmacists is maintaining clean licensure. A single error in dispensing medication can have
catastrophic results and damage one's career.
Career Paths and Work Settings for Pharmacists:

Once licensed, pharmacists can choose from a variety of work settings and types of pharmacist jobs,
including retail pharmacies, hospitals, corporations, long-term care facilities and more. According to
Sherrie Nacke of Hire Dynamics Rx, there is not much variation in salary from one setting to the other,
but the work schedule and duties vary in each position. Therefore, different roles may appeal to different
types of personalities and individuals who become pharmacists.
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A. Answer the following questions. Use Spanish.
1) What does a pharmacist do?
2) What does the pharmacist teach the patient?
3) What are pharmacists required to have when graduating college?
4) What is the PCAT?
5) What other activity must pharmacists complete to fully practice?
6) How long does it take to complete all the rotations?
7) Why do many pharmacists take up to eight years to graduate?
8) How much does a pharmacist earn in average?
9) What is a signing bonus? What is its purpose?
10) Are pharmacist jobs a good option? Why?
11) What four negative aspects does the text mention about pharmacist jobs?
B. REFERENCE
What do the words in bold refer to?
GRAMMAR BOOKLET: Read the theory on Connectors on pages 7 and 56.
Analyze these sentences. Is there any difference in meaning?

1) Because biochemists work in a field that requires precision, they need to be careful and patient workers...
2) Although biochemists work in a field that requires precision, they need to be careful and patient workers...
D. Give the Spanish version of the underlined sentences. Pay attention to the
connectors and their function and use.
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Look at the safety signs and symbols and match them with their meaning.
1) …………………………... 2) ………………………… 3) …………………………
4) ………………………….. 5) …………………………. 6) …………………………
7) ………………………. 8) ……………………… 9) ………………………
10) ………………………… 11) ………………………… 12) ………………………..
13) …………………………
a) Fire Extinguisher b) Wash Hands c) Gloves Required
d) Food & Drink Prohibited e) Protective Clothing f) Poison/Toxic Material
g) General Warning h) No Open Flames i) Safety Glasses j) Corrosive Material Hazard
k) High Voltage l) Flammable & Combustible
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Laboratory Safety Rules
A. What should we do in a laboratory?

Complete the “Do´s” part of the rules with the following words:
accidents clean and tidy fire escape route hands

instructions long hair safety goggles
Do's
1. Always follow the of your teacher.
2. Wear while heating
3. Report all to your teacher at once.
4. Tie up and school ties.
5. Make sure that you know the

of the laboratory.
6. Keep the laboratory .
7. Wash your after doing an experiment and before leaving the

laboratory.
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Complete the sentences with your own ideas, in
Spanish.
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Science Laboratory Safety Symbols and Hazard
Signs, Meanings
In order to maintain a safe workplace and avoid accidents, lab safety symbols and signs
need to be posted throughout the workplace
By Lab Manager | September 07, 2017
Depending upon the scientific research being conducted, a lab can be filled with dangerous chemicals,
radioactive substances, biological specimens, sharp instruments, breakable glassware, and flammable objects.
Thus, those working in labs need to be keenly aware of the many dangers associated with these items. In order
to maintain a safe workplace and avoid accidents, lab safety symbols and signs need to be posted throughout
the workplace. Researchers, staff, and visitors should note and understand the hazard communication
information on the laboratory safety signs, including specific hazardous agents (biological, chemical,
radiological), physical hazards (lasers, magnetic fields) present in the space, stated precautions (no food or
drink allowed), and required personal protective equipment (lab coats, eye protection, gloves, etc.).
The following laboratory safety symbols warn of possible dangers in the laboratory to help lab professionals
keep safe and informed.
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Physical Safety Symbols
1. Gloves Required
Look for the gloves safety symbol to identify when hand protection should be worn for handling hazardous
materials, even in small quantities. It is important to choose the appropriate type of glove for the hazard
present, such as chemical resistant gloves, heat resistant gloves, etc. Be aware that no chemical resistant glove
protects against all chemical hazards. Read the Material Safety Data Sheet for guidance on the appropriate
type of glove to wear, or consult with lab supply distributors for glove vs. chemical comparison charts when
choosing chemically resistant gloves. Be aware that some materials may cause reactions in some workers such
as allergies to latex. Make sure the gloves fit properly.
2. Protective Clothing
The protective clothing safety symbol indicates that a lab coat or other protective clothing needs to be worn.
There are several types of lab coats for different types of protection. Cotton protects against flying objects,
sharp or rough edges, and is usually treated with a fire retardant. Since many synthetic fabrics can adhere to
skin when burning, cotton is the most preferred laboratory clothing fabric. Wool protects against splashes of
molten materials, small quantities of acid, and small flames. Synthetic fibers protect against sparks and
infrared or ultraviolet radiation. Aluminized and reflective clothing protect against radiant heat.
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3. Safety Glasses
The eye protection safety sign indicates there is the possibility of chemical, environmental, radiological, or
mechanical irritants and hazards in the laboratory. Eyeshields, also called safety glasses, goggles, or
spectacles, not only provide protection against flying debris and chemical splashes in the lab, but may also
protect against visible and near visible light or radiation from UV rays, depending on the lens material. The
most popular lens material for lab safety eyewear is polycarbonate. This material has less than half the weight
of glass, making the eyewear more comfortable to wear. Modern eyeshield designs offer anti-slip nose
bridges, anti-fog lenses, and coatings, which make them resistant to acids, caustics, and hydrocarbons.
4. Wash Hands
Hand washing is a primary safeguard against inadvertent exposure to toxic chemicals or biological agents. The
wash hands safety sign lets lab personnel know to wash their hands after removing soiled protective clothing,
before leaving the laboratory, and before eating, drinking, smoking, or using a rest room. Workers should also
wash their hands periodically during the day at intervals dictated by the nature of their work. Wash with soap
and running water, with hands held downward to flush the contamination off the hands. Turn the tap off with a
clean paper towel to prevent recontamination, and dry hands with clean towels.
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5. Food & Drink Prohibited
A no food and drink safety sign lets lab personnel know that eating and/or drinking where hazardous materials
are used, handled, or stored is not permitted, as such activity can result in the accidental ingestion of
hazardous materials (chemical, biological, and/or radiological). Food or beverage containers may not be stored
in the laboratory and washed drinking cups, food containers, or eating utensils may not be dried on laboratory
drying racks. Refrigerators used for storage of research materials must not be used for storage of food or
beverages.
Fire Safety Symbols

6. Fire Extinguisher
Fires can happen anywhere, but lab fires can be even more dangerous due to Bunsen burners, flammable
liquids, research documents, laptops, and lab equipment that might be present at any given time. Due to these
unique circumstances, it’s important that every lab be prepared with the correct fire extinguisher, inspection
requirements, and training. It is essential that the occupants of a laboratory are fully aware of the risks and the
appropriate extinguishing media. A fire extinguisher safety sign indicates the exact location of a lab’s fire
extinguisher.
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7. No Open Flames
Bunsen burners, lighters, matches, and any other flame-producing devices are considered “open flame
devices.” Open flame devices carry with them the risk of unintentional fire and serious consequences when
not used appropriately. Most organic chemicals are flammable. The chance of a fire is substantially increased
when open flames are present. No open flames safety signage indicates to lab personnel the risk and
prohibition of open flame devices.
8. Flammable & Combustible
The flammable and combustible symbol signifies substances that will ignite and continue to burn in air.
Substances in this category may be gases, aerosols, liquids, or solids, and include many solvents and cleaning
materials that are commonly used in the laboratory. Workers should always keep flammable materials away
from open flames, heat, sparks, and ignition sources.
First Aid Symbols

9. First Aid Station
The first aid station safety symbol indicates the availability of a first aid kit. The kit should be easily
accessible to other lab locations that belong to a particular group. The first aid kit should contain the items
recommended in the First Aid Kit Policy and Guidelines for Laboratories. It should be inspected monthly to
ensure that no items are missing and that none of the remedies (e.g., saline solution, ointment) in the kit have
expired.
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Hazard Symbols
10. General Warning
The general warning lab safety symbol consists of a black exclamation point in a yellow triangle. As you’d
expect, it is a general warning to laboratory staff that a hazard exists. This symbol can be found on equipment,
doorways, cupboards or other areas of the lab. It provides a good reminder to work safely and check if you are
not sure of the safety procedures for certain equipment or areas in the lab.
11. Poison/Toxic Material
The toxic material symbol indicates the presence of substances that may harm an individual if they enter the
body. Possible routes of exposure to toxic materials are through inhalation, skin contact, and ingestion. The
hazards and health effects associated with toxic materials depend on the specific material in question, the route
of exposure, and the concentration of the material.
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12. Corrosive Material Hazard
The corrosive material hazard laboratory safety sign indicates corrosive substances in the lab that can eat away
the skin if you come into direct contact with them. Such materials should always be stored at the proper
humidity and temperature conditions in the proper cabinets. All employees who handle corrosive substances
should be properly trained and wear gloves, protective clothing, and face protection.
13. High Voltage
The high voltage warning symbol, which includes a lightning bolt arrow in a yellow triangle, warns of voltage
high enough to cause serious injury or death. In general, you should stay away from equipment or areas of the
lab marked with this symbol, though if you do need to work close to such hazards, protective clothing and
rubber gloves should be worn.
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SKIMMING
A. Go through the text and answer the following questions:
1. What is the title?
2. Are there any subtitles?
3. Can you say what the main idea of the text is?
4. How many paragraphs does the text have?
SCANNING
B. Now read the text thoroughly and answer the following questions in Spanish.
1. Why is it important to choose the appropriate type of glove?

2. Which types of lab coats are there? What do they protect you against?
3. What do safety glasses protect you against? Why is polycarbonate the most popular lens
material?
4. When should lab personnel wash their hands?
5. Why are eating and drinking not permitted in the laboratory?
6. Why are lab fires more dangerous?
7. Which devices are considered ‗open flame‘?
8. What substances are flammable and combustible?
9. Why should the First Aid Kit be inspected monthly?
10. Where can the general warning symbol be found?
11. How can lab personnel be exposed to toxic materials?
12. What should lab personnel wear when handling corrosive materials?
13. What precautions should you take near a high voltage area?
CONTEXTUAL GRAMMAR
C. Provide your Spanish version of the following extract from the text:
In order to maintain a safe workplace and avoid accidents, lab safety symbols and signs need to be posted
throughout the workplace. Researchers, staff, and visitors should note and understand the hazard
communication information on the laboratory safety signs, including specific hazardous agents (biological,
chemical, radiological), physical hazards (lasers, magnetic fields) present in the space, stated precautions (no
food or drink allowed), and required personal protective equipment (lab coats, eye protection, gloves, etc.).
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TEXT A -
A. Read the following text. Then answer the questions. Use Spanish.
Discovery of a highly efficient catalyst eases way to

hydrogen economy
Date: September 14, 2015 - Source: University of Wisconsin Madison
Bathed in simulated sunlight, this photoelectrolysis cell in the lab of Song Jin, a professor of
chemistry at the University of WisconsinMadison, splits water into hydrogen and oxygen
using a catalyst made of the abundant elements cobalt, phosphorus and sulfur.
Hydrogen could be the ideal fuel: Whether used to make electricity in a fuel cell or burned to
make heat, the only byproduct is water; there is no climate altering
carbon dioxide.
Like gasoline, hydrogen could also be used to store energy. Hydrogen is usually produced
by separating water with electrical power. And although the water supply is essentially
limitless, a major roadblock to a future "hydrogen economy" is the need for platinum or other
expensive noble metals in the water-splitting devices.
Noble metals resist oxidation and include many of the precious metals, such as platinum,
palladium, iridium and gold. "In the hydrogen evolution reaction, the whole game is coming
up with inexpensive alternatives to platinum and the other noble metals," says Song Jin, a
professor of chemistry at the University of Wisconsin Madison.
In the online edition of Nature Materials that appears today, Jin's research team reports a
hydrogen-making catalyst containing phosphorus and sulfur both common elements and
cobalt, a metal that is 1,000 times cheaper than platinum.
The new catalyst is almost as efficient as platinum and likely shows the highest catalytic
performance among the non-noble metal catalysts reported so far, Jin reports. Jin and his
students Miguel Cabán Acevedo and Michael Stone discovered the new high performance
catalyst by replacing iron to make cobalt pyrite, and then added phosphorus. Although
electricity is the usual energy source for splitting water into hydrogen and oxygen, "there is
a lot of interest in using sunlight to split water directly," Jin says.
Many questions remain about a catalyst that has only been tested in the lab, Jin says. "One
needs to consider the cost of the catalyst compared to the whole system. There's always a
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tradeoff: If you want to build the best electrolyzer, you still want to use platinum. If you are
able to sacrifice a bit of performance and are more concerned about the cost and scalability,
you may use this new cobalt catalyst."
Strategies to replace a significant portion of fossil fuels with renewable solar energy must be
carried out on a huge scale if they are to affect the climate crisis, Jin says. "If you want to
make a dent in the global warming problem, you have to think big. Whether we imagine
making hydrogen from electricity, or directly from sunlight, we need square miles of devices
to evolve that much hydrogen. And there might not be enough platinum to do that."
1) What does professor Song Jin´s photoelectrolysis cell do?
2) Why could hydrogen be the ideal fuel?
3) What is major roadblock to a future hydrogen economy? Why?
4) Why does Song Jin say that "the whole game is coming up with inexpensive alternatives
to noble metals"?
5) What did Jin´s research team reported in the online edition of Nature Materials?
6) How does Jin describe the new catalyst?
7) Why does Jin say many questions remain about this lab tested catalyst?
8) When was this article published? Where does it come from?
B. What do the underlined words mean?
1) his
2) One
3) you
4) they
C. Give your Spanish version of this extract from the text.
"If you want to make a dent in the global warming problem, you have to think big.
Whether we imagine making hydrogen from electricity, or directly from sunlight, we need
square miles of devices to evolve that much hydrogen. And there might not be enough
platinum to do that."
D. CONTEXTUAL GRAMMAR
GRAMMAR BOOKLET: Look at pages 46, 47 and 48. Read the theory on CONDITIONAL
SENTENCES.
23
Can you identify the TYPE of CONDITIONAL for each sentence? What is the function and meaning of each
of them? Is there a difference?
1) If companies cause oil spills, they must pay costly penalties.
2) If companies caused oil spills, they would pay costly penalties.
3) Companies would have paid costly penalties if they had caused oil spills.
4) If companies cause oil spills, they pay costly penalties.
TEXT B -
Read the following article.
Kids eat better if their parents went to college

September 18, 2014
University of British Columbia
Share This
Children of college-educated parents eat more vegetables and drink less sugar, according to a
new study from the University of British Columbia. But it's still not enough, the study goes on to
say, as all kids are falling short when it comes to eating healthier at school.
The research suggests a parent's educational attainment, an indicator of socioeconomic status, may
inform a child's diet.
The study found Vancouver school children whose parents completed some post-secondary education
were 85 per cent more likely to eat vegetables during the school week than those with parents who
completed high school or less. Children whose parents graduated from college or university were 67 per
cent less likely to consume sugary drinks, like soda pop.
"We can only speculate on the reasons for the disparities," says co-author Jennifer Black, a food,
nutrition and health professor in the Faculty of Land and Food Systems. "Higher priced products, like
vegetables, may not be the food that gets packed first for vulnerable families that need to make tough
choices about school lunches."
The study revealed, however, that the majority of children, regardless of socioeconomic status, do not
consume enough low-fat milk or whole grains on school days, opting instead for packaged snack foods
like potato chips or fast-food style items, like French fries, high in sodium and saturated fat.
"While there are still barriers that exist for low-income children, families from across the socioeconomic
spectrum are struggling to get their kids to eat healthy food at school," says Black. "Our findings
challenge this common notion that only low-income families feed their kids junk food because it appears
wealthy families are not always making healthier choices either."
Background
The study surveyed nearly 1,000 students in Grades 5 to 8, asking them to report their daily food
consumption at school, or while travelling to and from school. Less than half of the kids reported
consuming fruit, vegetables, whole grains or low-fat milk. Seventeen per cent reported eating fast food,
20 per cent reported eating packaged snack foods and 31 per cent reported drinking sugary drinks daily.
Fifteen per cent of the students reported going hungry.
24
"Our study provides new insight on what kids are eating, or not eating, in Vancouver public schools,"
says co-author Naseam Ahmadi, a M.Sc. graduate in human nutrition. "Overall, things aren't looking so
good. More work is needed to address the dietary needs of children when they go off to school."
Story Source:
The above story is based on materials provided by University of British Columbia.
Note: Materials may be edited for content and length.
A. Answer the following questions.
1) What is the article about?

2) What does the study say about children´s eating habits at school?
3) Who is more likely to consume vegetables during the school week?
4) Who is less likely to consume soda pops?
5) Is there factual evidence for these findings? Why? Why not?
6) What does the term ―vulnerable families‖ mean in the text?
7) What speculation is given as regards children´s consumption of vegetables and/or sugary drinks?
8) What does the study say about low-fat milk or whole grains on school days?
9) How does socio-economic status affect families eating habits?
10) Which socio-economic families feed their children better?
11) How does the study help children´s dietary needs?
12) Complete this chart:

Background section
GRADE 5 TO 8 DAILY FOOD CONSUMPTION AT SCHOOL

STUDENTS
Less than ½
17%
20%
31%
15%
25
B. REFERENCE
What do the underlined words refer to?
C. Give the Spanish version of the first paragraph.
Children of college-educated parents eat more vegetables and drink less sugar, according to a
new study from the University of British Columbia. But it's still not enough, the study goes on to
say, as all kids are falling short when it comes to eating healthier at school.
Great tasting low-fat cheeses and cakes could soon be on the menu
Jul 10, 2014
Low-fat cheeses and cakes that are just as tempting as full-fat equivalents
could be heading for supermarket shelves, thanks to fresh insights into how
proteins can replace fats without affecting foodstuffs' taste and texture.
Funded by the Engineering and Physical Sciences Research Council
(EPSRC), a team at Heriot-Watt University and the University of Edinburgh
has produced modified proteins that easily break down into micro-particles
and therefore closely mimic the behaviour of fats during food manufacture.
The proteins will enable food manufacturers to remove much of the fat used
in their products without compromising on product quality.
Protein-for-fat substitution is not a completely new idea, but to date it has
been restricted to products such as yogurts. In cheeses and cakes it has proved less successful in ensuring
the authentic taste and texture vital to consumer satisfaction, mainly because proteins could not mimic the
behaviour of fats closely enough.
By studying the proteins' chemical structure, the team has developed a detailed understanding of how they
behave when they are heated or undergo other food manufacturing processes. This has provided the basis
for modifying proteins so that they can be used as effective fat substitutes. The proteins could encourage
development of a wider choice of low-fat foods, helping consumers to eat more healthily and reducing
obesity in the UK and elsewhere.
The team has achieved particularly promising results in using proteins to replace eggs, an ingredient
commonly used as a gelling agent in bakery items. Such substitution not only cuts fat content; because
eggs can be subject to significant price volatility, it could also cut the cost of products and so encourage
consumers to eat more healthily.
The research will now be taken forward by project partner Nandi Proteins, who will use the findings to
extend their range of proteins with a view to food manufacturers incorporating them in new low-fat
products that could start reaching the shops within two years.
As part of a Technology Strategy Board-supported Knowledge Transfer Partnership, the research team is
now also developing a computer model to help food manufacturers pinpoint the optimum level of protein-
for-fat replacement for particular products.
26
Dr Steve Euston of Heriot-Watt University, who has led the project, says: "We've paved the way for the
development of modified proteins that, by closely mimicking fat, can be used to produce a wider range of
appealing low-fat foods. The result could be important health benefits, as well as a reduction in the
burden on the NHS caused by obesity and other weight-related health problems."
Lydia Campbell, Chief Technology Officer for Nandi Proteins, says: "EPSRC funding allowed the
scientific investigation of the underlying science of Nandi technology, and the outcomes will add
significantly to the confidence with which the technology can be deployed across the UK and
internationally. The outcomes of this research will also serve to broaden the innovation of our product
range, and to compete with international companies."
A. Complete the following activities. Use Spanish.
What is the main idea of the article? Use Spanish for your answer and the space provided:
..…...……………………………………………………………………………….....…...………………
…………………………………………………………………….….……………………………………
………………………………………………...............
1) What has a team at Heriot-Watt University and the University of Edinburgh produced?
2) What will food manufacturers be able to do?
3) Is protein-for-fat substitution a new idea? Why? Why not?
4) How was the consumers´ reaction regarding cheeses and cakes? Why?
5) What are the benefits of replacing eggs?
6) What will Nandi Proteins do with the research?
7) What does Dr Steve Euston mean by "We've paved the way for the development of modified proteins that,
by closely mimicking fat, can be used to produce a wider range of appealing low-fat foods‖?
8) How will the outcomes of this research help technology?
B. REFERENCE
What do the selected words refer to?
1) their:
2) it:
3) they:
4) This:
5) it:
6) who:
7) who:
27
GRAMMAR BOOKLET: Look at pages 44 and 45 and read the theory on passive voice:
- When do we use passive voice? What is its function?
- What is the linguistic structure of the passive voice?
- Is it necessary to mention the subject (WHO) in passive voice?
- Explain the difference in meaning between these pairs of sentences? Identify voice - PASSIVE or ACTIVE.
1) They can be used as effective fat substitutes.

2) They use modifying proteins as effective fat substitutes.
3) The team has achieved particularly promising results in using proteins to replace eggs.
4) Particularly promising results in using proteins to replace eggs have been achieved.
D. Give the Spanish version of the following sentences:
1) By studying the proteins' chemical structure, the team has developed a detailed understanding of how they
behave when they are heated or undergo other food manufacturing processes. This has provided the basis
for modifying proteins so that they can be used as effective fat substitutes.
2) The team has achieved particularly promising results in using proteins to replace eggs, an ingredient
commonly used as a gelling agent in bakery items.
28
Trabajo Práctico Nº 5
TEXT A
Web address:http://www.sciencedaily.com/releases/2013/10/131024102243.htm
Unprecedented Arctic Warming: Average Summer Temperatures
in Last 100 Years May Be Warmest in 120,000 Years
University of Colorado Boulder Professor Gifford Miller is shown here collecting dead plant samples
from the edge of a Baffin Island ice cap. (Credit: University of Colorado)
Oct. 24, 2013 — The heat is on, at least in the Arctic. Average summer temperatures in the Eastern
Canadian Arctic during the last 100 years are higher now than during any century in the past 44,000 years
and perhaps as long ago as 120,000 years, says a new University of Colorado Boulder study.
The study is the first direct evidence the present warmth in the Eastern Canadian Arctic exceeds the peak
warmth there in the Early Holocene, when the amount of the sun's energy reaching the Northern
Hemisphere in summer was roughly 9 percent greater than today, said CU-Boulder geological sciences
Professor Gifford Miller, study leader. The Holocene is a geological epoch that began after Earth's last
glacial period ended roughly 11,700 years ago and which continues today.
Miller and his colleagues used dead moss clumps emerging from receding ice caps on Baffin Island as
tiny clocks. At four different ice caps, radiocarbon dates show the mosses had not been exposed to the
elements since at least 44,000 to 51,000 years ago.
Since radiocarbon dating is only accurate to about 50,000 years and because Earth's geological record
shows it was in a glaciation stage prior to that time, the indications are that Canadian Arctic temperatures
today have not been matched or exceeded for roughly 120,000 years, Miller said.
"The key piece here is just how unprecedented the warming of Arctic Canada is," said Miller, also a
fellow at CU-Boulder's Institute of Arctic and Alpine Research. "This study really says the warming we
are seeing is outside any kind of known natural variability, and it has to be due to increased greenhouse
gases in the atmosphere."
Miller and his colleagues compiled the age distribution of 145 radiocarbon-dated plants in the highlands
of Baffin Island that were exposed by ice recession during the year they were collected by the
researchers. All samples collected were within 1 meter of the ice caps, which are generally receding by 2
to 3 meters a year. "The oldest radiocarbon dates were a total shock to me," said Miller.
Located just east of Greenland, the 196,000-square-mile Baffin Island is the fifth largest island in the
world. Most of it lies above the Arctic Circle. Many of the ice caps on the highlands of Baffin Island rest
on relatively flat terrain, usually frozen to their beds. "Where the ice is cold and thin, it doesn't flow, so
the ancient landscape on which they formed is preserved pretty much intact," said Miller.
29
To reconstruct the past climate of Baffin Island beyond the limit of radiocarbon dating, Miller and his
team used data from ice cores previously retrieved by international teams from the nearby Greenland Ice
Sheet.
The ice cores showed that the youngest time interval from which summer temperatures in the Arctic were
plausibly as warm as today is about 120,000 years ago, near the end of the last interglacial period. "We
suggest this is the most likely age of these samples," said Miller.
The new study also showed summer temperatures cooled in the Canadian Arctic by about 5 degrees
Fahrenheit from roughly 5,000 years ago to about 100 years ago -- a period that included the Little Ice
Age from 1275 to about 1900.
"Although the Arctic has been warming since about 1900, the most significant warming in the Baffin
Island region didn't really start until the 1970s," said Miller. "And it is really in the past 20 years that the
warming signal from that region has been just stunning. All of Baffin Island is melting, and we expect all
of the ice caps to eventually disappear, even if there is no additional warming."
Temperatures across the Arctic have been rising substantially in recent decades as a result of the buildup
of greenhouse gases in Earth's atmosphere. Studies by CU-Boulder researchers in Greenland indicate
temperatures on the ice sheet have climbed 7 degrees Fahrenheit since 1991.
A 2012 study by Miller and colleagues using radiocarbon-dated mosses that emerged from under the
Baffin Island ice caps and sediment cores from Iceland suggested that the trigger for the Little Ice Age
was likely a combination of exploding tropical volcanoes -- which ejected tiny aerosols that reflected
sunlight back into space -- and a decrease in solar radiation.
Journal Reference:
Gifford H. Miller, Scott J. Lehman, Kurt A. Refsnider, John R. Southon, YafangZhong. Unprecedented
recent summer warmth in Arctic Canada. Geophysical Research Letters, 2013;
DOI:10.1002/2013GL057188
A. Answer the following questions.
1) What is the article about?
2) What is Miller‘s study about?
3) What samples do they collect to carry out their research?
4) What do they analyze in those samples?
5) What‘s The Holocene?
6) According to Miller, why is the warming they are seeing outside any kind of known natural variability?
7) How did Miller and his team reconstruct the past climate of Baffin Island beyond the limit of radiocarbon dating?
8) When did the most significant warming in the Baffin Island region start?
9) What will happen to the island in the future?
10) What do Studies by CU-Boulder researchers in Greenland indicate?
11) According to Miller‘s study in 2012, what was the trigger for the Little Ice Age?
12) When and where was this article published?
B. Reference. State what the words and phrases in bold refer to.
1) 9 per cent:
2) It:
30
3) They:
4) 196,000:
5) It:
6) That region:
7) Which:
Read the theory on relative clauses on pages 42 and 43 of the Grammar booklet.
Give the Spanish version of the following sentences taking into account the
function and meaning of the underlined phrases.
1) All samples collected were within 1 meter of the ice caps, which are generally receding by 2 to 3
meters a year.
2) A 2012 study by Miller and colleagues using radiocarbon-dated mosses that emerged from under
the Baffin Island ice caps and sediment cores from Iceland suggested that the trigger for the Little
Ice Age was likely a combination of exploding tropical volcanoes -- which ejected tiny aerosols
that reflected sunlight back into space -- and a decrease in solar radiation.
D. Give the Spanish version of the following paragraph:
The study is the first direct evidence the present warmth in the Eastern Canadian Arctic exceeds
the peak warmth there in the Early Holocene, when the amount of the sun's energy reaching the
Northern Hemisphere in summer was roughly 9 percent greater than today, said CU-Boulder
geological sciences Professor Gifford Miller, study leader.
TEXT B
A- READ THE FOLLOWING TEXT AND ANSWER THE QUESTIONS USING THE
INFORMATION PROVIDED. USE SPANISH IN YOUR ANSWERS.
A Close-Up Look at the Quality of Indoor Air - By Brian Rohrig -

https://search.acs.org
EVERY MINUTE, YOU TAKE ABOUT 16 BREATHS. THAT MEANS YOU TAKE MORE THAN 8 MILLION
BREATHS EVERYYEAR. With each inhalation, everything suspended in the air enters your lungs. In urban
areas, vehicle exhaust, smoke from power plants and factories, and other chemicals can make this air a
toxic brew. But once you make it into the climate-controlled air-conditioned comfort of the great indoors,
is the air safe from all these dirty chemicals?
Not really. In most cases, it is not the outside air getting in, but rather pollutants that originate from within
the structure itself (Fig. 1). Because many homes and buildings are poorly ventilated, the concentration
of toxic gases and air-borne irritants can build up to dangerous levels. So what are these indoor air
pollutants, and what are their harmful effects to human health?
Radon gas
Radon is the perfect example of a silent killer. If you look to the far right and bottom corner of the periodic
table, you will find radon, the heaviest noble gas (atomic mass number of 222). It is one of the densest
31
gases known. Radon is colorless and odorless. But according to the U.S. Environmental Protection
Agency, radon causes 20,000 lung cancer deaths each year in the United States. It is the second leading
cause of lung cancer in the United States. You can find some radon in every home, but if the level is
abnormally high, it should be cause for concern.
Because radon is dense, it tends to travel horizontally through the soil, accumulating in the basement. It
can enter the basement through cracks or other gaps in the foundation. It can also enter through the
water supply.
Since radon-222 is radioactive, it decays into other elements, known as ―daughter products.‖
These daughter products pose the greatest harm, especially polonium-218 and polonium-214
(Fig. 2). Both of these are solids and can adhere to dust particles, which, when inhaled, can
get lodged in the lungs. Once in the lungs, these isotopes continue to decay, emitting alpha
particles.
An alpha particle is a helium nucleus—two protons and two neutrons—which is released from
the nucleus of a decaying radioactive atom. Alpha particles are harmless if they are emitted
outside the body, because they cannot penetrate the skin. But if they originate in atoms inside
the lungs, they can be deadly, because they cause damage inside the lungs. Alpha particles
can damage the DNA of cells, causing mutations that can lead to cancer.
Volatile organic compounds

Everyone loves that new car smell. Or the smell of a new home. But these odors, as pleasant as they
may be, can be hazardous to your health. Some of the most pleasant smells can be quite harmful. Any
odor is due to gas molecules in the air entering your nose and stimulating olfactory receptors.
Many of the odors found in homes, especially new ones, are due to volatile organic compounds
(VOCs), chemicals used to manufacture interior furnishings, cleaning products, and personal care
products. A volatile compound evaporates or sublimates rapidly. Volatility is due to weak
intermolecular forces of attraction among the molecules that make up the substance. To change
phase, intermolecular forces of attraction among molecules must be overcome. This process
requires energy. For a highly volatile compound, the ambient temperature is enough to overcome
these forces and release gaseous compounds into the air. Indoor concentrations of VOCs can be 10
times higher than those found outdoors. Because the source of these compounds is within the home
itself, VOCs can rise to harmful levels. The concentration of VOCs in new homes is much higher than
in older homes, because levels dissipate over time.
One VOC commonly found Pb in homes is formaldehyde (CH2O), which is mainly released from carpet,
laminate flooring, and plywood. It was once commonly used as a preservative for biological
specimens, but since it is now known to be a human carcinogen, its use for this purpose has been
largely discontinued. Formaldehyde is toxic, especially if ingested.
The ingestion of methanol is toxic, too, because the body metabolizes it into formaldehyde. Foods and
beverages that contain aspartame are a primary source of methanol in the human body. Also, most
methanol poisonings occur as a result of drinking methanol as a substitute for alcohol, a dangerous
practice.
A Close-Up Look at the Quality of Indoor Air - By Brian Rohrig - https://search.acs.org
32
1) How does indoor air become polluted?
2) Why is it difficult to detect radon in your home?
3) How can radon enter your house?
4) What is a ―daughter product‖?
5) How do polonium-218 and polonium-214 cause cancer?
6) Why are some substances volatile?
7) Why do new homes have higher levels of VOCs than older homes.
8) Cite two reasons why formaldehyde is considered dangerous?
9) Why is the ingestion of methanol toxic?
10)How do most methanol poisonings occur?
REFERENCE
B. What do the words in bold and underlined refer to? (Section: Volatile organic
compounds) USE SPANISH.
a. these:
b. ones:
c. This:
d. itself:
e. which:
CONTEXTUAL GRAMMAR
C. Provide your Spanish version of the following extract from the text:
An alpha particle is a helium nucleus—two protons and two neutrons—which is released from
the nucleus of a decaying radioactive atom. Alpha particles are harmless if they are emitted
outside the body, because they cannot penetrate the skin. But if they originate in atoms inside
the lungs, they can be deadly, because they cause damage inside the lungs. Alpha particles
can damage the DNA of cells, causing mutations that can lead to cancer.
33
A. Read the following text. Then answer the questions. Use Spanish.
ACS News Service Weekly PressPac: September 06, 2017
Keychain detector could catch food allergens before it‘s

too late
"Integrated Magneto-Chemical Sensor for On-Site Food Allergen Detection" - ACS Nano
For kids and adults with food allergies, a restaurant outing can be a fraught experience. Even
when care is taken, freshly prepared or packaged meals can accidentally become cross-
contaminated with an offending food and trigger a reaction. Now researchers report in the
journal ACS Nano the development of a new portable allergen-detection system — including a
keychain analyzer — that could help prevent trips to the emergency room.
Most people with food allergies manage their condition by avoiding the specific nuts, fish, eggs
or other products that cause a reaction, which can range from a mild rash to life-threatening
anaphylaxis. But avoidance isn‘t always possible because food can be mislabeled or cross-
contaminated. Conventional methods to detect these hidden triggers either require bulky
laboratory equipment, or are slow and don‘t pick up on low concentrations. Ralph Weissleder,
Hakho Lee and colleagues wanted to make a more practical, consumer-friendly option.
The researchers developed a $40 portable allergen-detection system called integrated
exogenous antigen testing, or iEAT. It consists of a handheld device to extract allergens from
food and an electronic keychain reader for sensing allergens that wirelessly communicates the
results to a smartphone. In less than 10 minutes, the prototype could detect five allergens, one
each from wheat, peanuts, hazelnuts, milk and egg whites, at levels even lower than the gold
standard laboratory assay. Testing on samples of menu items from restaurants showed some
allergens in unexpected dishes and beverages — for example, gluten in salad and an egg
protein in beer. Although the prototype was designed to sense five allergens, the researchers
say the device could be expanded to test for additional compounds, including other allergens
and non-food contaminants such as pesticides.
The authors acknowledge funding from the National Institutes of Health and Taiwan‘s Ministry of
Science and Technology Postdoctoral Research Abroad Program.
34
Note: ACS does not conduct research, but publishes and publicizes peer-reviewed scientific studies.
Source: https://www.acs.org/content/acs/en/pressroom/presspacs/2017/acs-presspac-september-6-2017/keychain-
detector-could-catch-food-allergens-before-its-too-late.html
1. Why can a restaurant outing become a bad experience?
2. What have researchers developed to help prevent trips to the emergency room?
3. How do people with allergies usually manage their condition? Does it work?
4. Are all allergy reactions serious? Explain.
5. Why did Ralph Weissleder, Hakho Lee and colleagues wanted to make a more practical, consumer-friendly
option?
6. What is the iEAT? How does it work?
7. What unexpected allergenes did iEAT find?
8. How long does iEAT take to detect allergens?
9. Does iEAT currently detect only food allergens?
10. When was the article published?
11. Where was it published?
B. REFERENCE
What do the underlined words in the text refer to?
1. that:
2. their:
3. these:
4. It:
5. one each:
What is the function and meaning of these phrases? Focus on the underlined
items.
1. Most people with food allergies manage their condition by avoiding the specific nuts, fish, eggs or
other products that cause a reaction, which can range from a mild rash to life-threatening
anaphylaxis.
35
2. ... the prototype could detect five allergens...
3. Although the prototype was designed to sense five allergens, the researchers say the device could
be expanded to....
D. Give the Spanish version of the following extract:
The researchers developed a $40 portable allergen-detection system called integrated

exogenous antigen testing, or iEAT. It consists of a handheld device to extract allergens from
food and an electronic keychain reader for sensing allergens that wirelessly communicates the
results to a smartphone. In less than 10 minutes, the prototype could detect five allergens, one
each from wheat, peanuts, hazelnuts, milk and egg whites, at levels even lower than the gold
standard laboratory assay.

UCLA biochemists have devised a clever way to make a variety of

useful chemical compounds, which could lead to the production of
biofuels and new pharmaceuticals.
Paul Opgenorth, Tyler Korman and James Bowie (left to right) working in Bowie's UCLA
laboratory.
Credit: Reed Hutchinson/UCLA
"The idea of synthetic biology is to redesign cells so they will take sugar and run it through a series of chemical
steps to convert it into a biofuel or a commodity chemical or a pharmaceutical," said James Bowie, a professor of
chemistry and biochemistry in the UCLA College, and senior author of the new research. "However, that's
36
extremely difficult to do. The cell protests. It will take the sugar and do other things with it that you don't want, like
build cell walls, proteins and RNA molecules. The cell fights us the whole way."
As an alternative, Bowie and his research team have developed a promising approach he calls synthetic
biochemistry that bypasses the need for cells.
"We want to do a particular set of chemical transformations -- that's all we want -- so we decided to throw away the
cells and just build the biochemical steps in a flask," Bowie said. "We eliminate the annoying cell altogether."
The biochemists purified more than two dozen enzymes in particular combinations and concentrations, put them in
a flask and added glucose. The enzymes and pathways, created in Bowie's laboratory, are not necessarily found in
nature. "When we don't have to worry about keeping cells happy, it's easier to rearrange things the way we want,"
he said.
"If the enzymes are not good enough -- not fast enough, not stable enough -- then we re-engineer them," said Tyler
Korman, a postdoctoral scholar in Bowie's laboratory and co-author of the study.
The research, published today in the journal Nature Chemical Biology, demonstrates that the biochemists can
generate complex enzyme systems outside the cell that function well enough to be useful for the production of
biofuels and commodity chemicals.
To convert glucose into a biofuel, bioengineers would ideally want cells to convert 100 percent of the sugar into
fuel. Ethanol can be produced by yeast fermentation in about a 70 percent yield, by the same process we use to
make beer and wine.
Bowie, Korman and Paul Opgenorth, another postdoctoral scholar in the laboratory, report they have achieved
approximately a 90 percent yield for the production of a biodegradable plastic.
The research team is working to overcome remaining challenges, including regulating the production of high-
energy molecules needed for biochemical reactions.
In an important prelude to the current study, the biochemists reported on June 17, 2013 in the journal Nature
Communications a major advance in regulating these high energy molecules -- a system they call a molecular
purge valve -- and are continuing to develop other regulatory "tricks."
The research was federally funded by the U.S. Department of Energy (grants DE-FOA-0001002 and DE-FC02-
02ER63421).
A. Read the text and answer the following questions.
1. What is the article about?
2. What is synthetic biology?
3. Why is synthetic biology difficult to do?
4. What is synthetic biochemistry?
37
5. When do biochemists reengineer enzymes?
6. How are biofuel and ethanol produced?
7. What is the research team’s next challenge?
B. REFERENCE
What do the underlined words and phrases refer to?
1. it:
2. that
3. them:
4. they:
5. these:
A. CONTEXTUAL GRAMMAR
Look at the following pairs of sentences and analyze them using the GRAMMAR
BOOKLET. Then, answer the following questions.
1. Look at the following pairs of sentences. What is the difference in meaning and function between each of
them? Focus on the underlined phrases. DO NOT TRANSLATE.
1a. The research team is working to overcome remaining challenges, including regulating the production of high-
energy molecules needed for biochemical reactions.
1b. The research team worked to overcome remaining challenges, including regulating the production of high-energy
molecules needed for biochemical reactions.
2a. Synthetic biochemistry could be used for many industrial products, including producing plastics, flavors and
scents, and perhaps eventually biofuels…
2b. Synthetic biochemistry must be used for many industrial products, including producing plastics, flavors and
scents, and perhaps eventually biofuels…
The biochemists purified more than two dozen enzymes in particular combinations and
concentrations, put them in a flask and added glucose. The enzymes and pathways, created in
Bowie's laboratory, are not necessarily found in nature. "When we don't have to worry about
keeping cells happy, it's easier to rearrange things the way we want," he said.
38
Marine microalgae, a new sustainable food and

fuel source
Taken from the bottom of the marine food chain, microalgae may
soon become a top-tier contender to combat global warming, as
well as energy and food insecurity, according to a study by
researchers associated with the Cornell Algal Biofuel Consortium,
published in the journal Oceanography.
"We may have stumbled onto the next green revolution," said Charles H. Greene, professor of earth and
atmospheric sciences, and lead author of the new paper, "Marine Microalgae: Climate, Energy and Food
Security From the Sea." The study presents an overview to the concept of large-scale industrial
cultivation of marine microalgae, or ICMM for short.
ICMM could reduce fossil fuel use by supplying liquid hydrocarbon biofuels for the aviation and cargo
shipping industries. The biomass of microalgae remaining after the lipids have been removed for biofuels
can then be made into nutritious animal feeds or perhaps consumed by humans.
To make the biofuel, scientists harvest freshly grown microalgae, remove most of the water, and then
extract the lipids for the fuel. The remaining defatted biomass is a protein-rich and highly nutritious
byproduct -- one that can be added to feeds for domesticated farm animals, like chickens and pigs, or
aquacultured animals, like salmon and shrimp.
After consuming the algae-supplemented feeds, chickens produce eggs with three times the omega-3
fatty acids, according to previous Cornell research.
Growing enough algae to meet the current global liquid fuel demand would require an area of about
800,000 square miles, or slightly less than three times the size of Texas. At the same time, 2.4 billion
tons of protein co-product would be generated, which is roughly 10 times the amount of soy protein
produced globally each year.
Marine microalgae do not compete with terrestrial agriculture for arable land, nor does growing it require
freshwater. Many arid, subtropical regions -- such as Mexico, North Africa, the Middle East and Australia
-- would provide suitable locations for producing vast amounts of microalgae.
39
A commercial microalgae facility of about 2,500 acres would cost about $400 million to $500 million.
Greene said: "That may seem like a lot of money, but integrated solutions to the world's greatest
challenges will pay for themselves many times over during the remainder of this century. The costs of
inaction are too steep to even contemplate."
Microalgae's potential is striking. "I think of algae as providing food security for the world," said Greene.
"It will also provide our liquid fuels needs, not to mention its benefits in terms of land use. We can grow
algae for food and fuels in only one-tenth to one one-hundredth the amount of land we currently use to
grow food and energy crops.
"We can relieve the pressure to convert rainforests to palm plantations in Indonesia and soy plantations
in Brazil," Greene said. "We got into this looking to produce fuels, and in the process, we found an
integrated solution to so many of society's greatest challenges."
A. Read the text and answer the following questions.
1. What is the article about?
2. What does ICMM stand for?
3. What two benefits could ICMM have?
4. How do scientists make the biofuel?
5. What is a defatted biomass? What could it be used for?
6. What effect does eating these algae-supplemented feeds have on chickens?
7. What are the differences between growing Marine microalgae and terrestrial agriculture?
8. Why is microalgae´s potential striking?
40
B. REFERENCE
What do the underlined words and phrases refer to?
1. one:
2. which:
3. it:
4. that:
5. its:
6. we:
Look at the following pairs of sentences and analyze them using the GRAMMAR
BOOKLET. Then, answer the following questions.
1. Look at the following pairs of sentences. What is the difference in meaning and function between each of
them? DO NOT TRANSLATE.
1a. ICMM could reduce fossil fuel use by supplying liquid hydrocarbon biofuels for the aviation and cargo shipping
industries.
1b. ICMM will reduce fossil fuel use by supplying liquid hydrocarbon biofuels for the aviation and cargo shipping
industries.
2a. To make the biofuel, scientists harvest freshly grown microalgae, remove most of the water, and then extract the
lipids for the fuel.
2b. To make the biofuel, freshly grown microalgaeis are harvested, most of the water is removed, and then the lipids
are extracted for the fuel.
D. Give the Spanish version of the following phrases taken from the text:
To make the biofuel, scientists harvest freshly grown microalgae, remove most of the water, and then
extract the lipids for the fuel. The remaining defatted biomass is a protein-rich and highly nutritious
byproduct -- one that can be added to feeds for domesticated farm animals, like chickens and pigs, or
aquacultured animals, like salmon and shrimp.
41
FDA Approves New Kind of Insomnia Drug

Belsomra acts on brain chemical that regulates sleep-wake cycle
WebMD News from HealthDay
By Robert Preidt
HealthDay Reporter
WEDNESDAY, Aug. 13, 2014 (HealthDay News) -- A new prescription insomnia drug that's the
first of its kind was approved by the U.S. Food and Drug Administration on Wednesday.
Belsomra (suvorexant) tablets are approved to treat patients with insomnia, which means
they have difficulty falling and staying asleep.
The new sleep drug is called an orexin receptor antagonist and it works by altering the action
of the brain chemical orexin, which helps regulate the sleep-wake cycle and also helps keep
people awake.
"To assist health care professionals and patients in finding the best dose to treat each
individual patient's sleeplessness, the FDA has approved Belsomra in four different strengths -
- 5, 10, 15 and 20 milligrams [mg]," Dr. Ellis Unger, director of the Office of Drug Evaluation I
in the FDA's Center for Drug Evaluation and Research, said in an agency news release.
"Using the lowest effective dose can reduce the risk of side effects, such as next-morning
drowsiness," he added.
Belsomra should be taken only once a night, within 30 minutes of going to bed, and with at
least seven hours remaining before the planned time of waking. The total dose should not
exceed 20 mg once daily, the FDA said.
The drug's approval was based on the findings of three clinical trials that included more than
500 people, the agency said. The results showed that people who took Belsomra fell asleep
faster and spent less time awake during the night than those who took a placebo.
Belsomra was not compared to other insomnia drugs, so it's not known if there are differences
in safety or effectiveness, the FDA said.
The agency asked Belsomra maker Merck, Sharpe & Dohme Corp. to study next-day driving
performance in people who had taken the drug. Both men and women had impaired driving
42
skills when they took the 20-mg dose, which means that people who take that maximum dose
should be cautioned to avoid driving or other activities that require full mental alertness the
next day, the FDA said.
Even those who take lower doses should be cautioned about possible sleepiness the next day,
because individuals have different sensitivities to drugs, the agency noted.
A. Read the text and answer the following questions. Use Spanish.
1. What is insomnia?
2. How does the new drug work?
3. Why has FDA approved Belsomra in different strengths?
4. When and how should the patient take Belsomra?
5. Which was the basis of the drug´s approval?
6. Which were the results?
7. What did the agency asked Belsomra to do?
8. What should patients refrain from? Why?
B. REFERENCE
What do the underlined words refer to?
Find examples of:
- Modal verbs:
- Passive voice:
- Connectors of addition:
- Comparatives:
The drug's approval was based on the findings of three clinical trials that included more
than 500 people, the agency said. The results showed that people who took Belsomra fell
asleep faster and spent less time awake during the night than those who took a placebo.
43
A- READ THE FOLLOWING TEXT AND ANSWER THE QUESTIONS USING THE
INFORMATION PROVIDED. USE SPANISH IN YOUR ANSWERS.
New way to test for drug resistant infections

Date: September 9, 2019
Source: University of York
Scientists have developed a method to test whether an infection is resistant to common antibiotics.
Beta-lactam antibiotics (such as penicillin) are one of the most important classes of antibiotics, but resistance to
them has grown to such an extent that doctors often avoid prescribing them in favour of stronger drugs.
Scientists from the University of York modified an antibiotic from the beta-lactam family so that it can be attached to
a sensor, enabling them to detect the presence of bacteria resistant to treatment.
The new method could lead to clinicians being able to rapidly detect whether an infection is treatable with common
antibiotics, reserving stronger alternatives for the patients that need them most.
Antimicrobial resistance (AMR) is a major global threat accelerated by the inappropriate use of antibiotics.
Co-author of the study, Callum Silver, a PhD student from the Department of Electronic Engineering, said: "If we
continue to use antibiotics in the way we currently do, we may find ourselves in a situation where we can no longer
use antibiotics to treat patients -- resulting in millions of deaths per year.
"This study paves the way for the development of tests which will give doctors important information on the
bacteria they are dealing with so that common antibiotics can be used whenever possible. Resistance to new
antibiotics can emerge very quickly after they come into use and so we need to reserve them for when they are
really needed.
"The discovery may also help to identify and isolate resistant bacteria, reducing the chances of large outbreaks."
One of the major ways in which bacteria become resistant to treatment is through the production of enzymes that
can break down beta-lactam antibiotics, rendering them ineffective.
The researchers were able to test for the presence of these resistance enzymes by attaching the modified antibiotic
to a sensor surface which enabled them to see whether or not the drug was broken down.
The researchers used multiple techniques to show that the drug is still accessible to the enzyme, meaning the
modified antibiotic could be used to develop things like urine tests for AMR bacteria in patients.
Callum Silver added: "The lack of diagnostic techniques to inform doctors whether or not they are dealing with
resistant bacteria contributes to the problem of AMR."
"This modified antibiotic could be applied to a variety of different biosensing devices for use at the point-of-care."
Dr Steven Johnson, Reader in the University's Department of Electronic Engineering, said: "This important study is
the result of a close collaboration between physical, chemical and biological scientists at the University of York and
lays the foundation for a new diagnostic test for drug resistant infections.
"We are now working with clinicians at York Teaching Hospital NHS Foundation Trust to integrate this modified
antibiotic into a rapid diagnostic test for antimicrobial resistance in urinary tract infections."
44
1) What is the main idea of the article?
2) Why do doctors often avoid to prescribe beta-lactam antibiotics?
3) What have scientists from the University of York done?
4) What could the new method do?
5) What is AMR?
6) How will this study help doctors?
7) What can this discovery also do?
8) How do bacteria become resistant to treatment?
9) What is the key contribution to the problem of AMR?
10)What are scientists now working on?
B. What do the following words and phrases refer to?
1) them
2) it
3) them
4) we
5) which
C. Analyze these excerpts from the text and give their Spanish version.
Co-author of the study, Callum Silver, a PhD student from the Department of Electronic Engineering, said:
"If we continue to use antibiotics in the way we currently do, we may find ourselves in a situation where we
can no longer use antibiotics to treat patients -- resulting in millions of deaths per year.
----------------------------------------------------------------------------------------------------------------------------- -----------------
------------------------------------------------------------------------------------------------------------------------------------------- ---
----------------------------------------------------------------------------------------------------------------------------- -----------------
----------------------------------------------------------------------------------------------------------------------------- -----------------
---------------------------------------------------------------------------------------------------- ------------------------------------------
Dr Steven Johnson, Reader in the University's Department of Electronic Engineering, said: "This important
study is the result of a close collaboration between physical, chemical and biological scientists at the
University of York and lays the foundation for a new diagnostic test for drug resistant infections.
----------------------------------------------------------------------------------------------------------------------------- -----------------
-------------------------------------------------------------------------------------------------------------------------------------------- --
----------------------------------------------------------------------------------------------------------------------------- -----------------
----------------------------------------------------------------------------------------------------------------------------- -----------------
----------------------------------------------------------------------------------------------------- -----------------------------------------
45
GRAMMAR PRACTICE
Trabajo Práctico - Gramática
Tense recognition exercise

Do you know all the different tenses in English? Can you recognize them by just looking at their
form? Here is a grammar exercise to test your understanding of tenses. You just need to read
the sentences given below. They are in different tenses. See if you can identify them and state
their funtion/s.
1. Who will have come to my rescue?

2. The boy is learning his lessons.
3. Girls outnumber boys in this class.
4. What do you mean?
5. I don‘t know where she lives.
6. Burglars broke into his shop yesterday.
7. I can no longer tolerate this injustice.
8. She has been waiting for his call since morning.
9. This time tomorrow I will be playing with my kids.
10. Somebody has let the cat in.
11. Will you please come with me?
12. She finished the work in time.
13. Have you learned your lessons?
14. She had been bedridden for years before her death.
15. She ran into the room crying.
16. We waited with bated breath.
17. The machine has stopped working.
18. He does not work here.
19. I don‘t know the answer.
20. I have invited them to the party.
21. Do you know the answer?
22. I will not permit this.
23. The sun rises in the east.
24. Birds live in nests.
25. I am reviewing my grammar lessons.
26. She is playing with her doll.
27. It has stopped raining.
28. The child was crying.
29. She will have finished her job.
30. I will stop them.
46
Noun phrases exercise
A noun phrase is a group of words that serves the same purpose as a noun. A noun phrase can
be the subject or object of a verb. It can also be the object of a preposition. Identify the noun
clauses in the following sentences and then give their spanish version.
1. I hope to win the first prize.

2. I tried to solve the puzzle.
3. Did you enjoy reading this book?
4. The boy wants to go home.
5. Horses prefer living in dark stables.
6. The accused refused to answer the question.
7. The boy denied stealing the money.
8. To write such rubbish is disgraceful.
9. I dislike having to punish my kids.
10. I will hate to do such a thing.
Simple present tense exercise 1

The simple present tense is used to talk about general truths. It is also used to talk about time-
tabled future events. Unlike other tense forms, the simple present tense has a special –s
marking when the subject is a singular noun or a third person pronoun.
Fill in the blanks with appropriate simple present tense form of the verb given in the brackets.
1. The plane …………………………….. at 6.30. (arrive)

2. I will phone you when he …………………………. back. (come)
3. Unless we …………………………………. now we can‘t be there on time. (start)
4. The sun ………………………………… in the east. (rise)
5. The next term ……………………………… on Monday. (begin)
6. She ………………………………… an engineer. (be)
7. They ……………………………. our relatives. (be)
8. When does the train ………………………………? (depart)
9. Let‘s wait till he ……………………………….. his work. (finish)
10. Please ring me up as soon as he ……………………………………. (arrive)
47
Simple present tense exercise 2
The simple present tense is used to talk about universal truths. It is also used to talk about
things in general. Complete the following sentences using simple present tense forms.
1. What ……………………………. snakes eat?

a) do b) does c) have
2. I ………………………………. TV every day.
a) watch b) watches c) watched
3. My sister ………………………………. for a publishing company.
a) work b) works c) is working
4. The earth …………………………………. around the sun.
a) revolve b) revolves c) is revolving
5. All children …………………………………… chocolates.
a) like b) likes c) are liking
6. I …………………………………… the charge.
a) deny b) denies c) am denying
7. I ………………………………….. this fragrance very much.
a) like b) likes c) am liking
8. I …………………………….. my new job tomorrow.
a) start b) starts c) am starting
9. I will kill anybody who …………………………………. my possessions.
a) touch b) touches c) will touch
10. His train …………………………………. at 11.50.
a) arrive b) arrives c) is arriving
48
RECURSOS
 GRAMMAR BOOKLET - Equipo de Cátedra Acreditación de Idioma Inglés - Facultad de

Ingeniería - UNPSJB
 Diccionarios bilingües
 Diccionario bilingüe online: www.wordreference.com
 Páginas web:
www.acs.org/content/acs/en.html
www.aibs.org/home/index.html
www.global.oup.com/academic
www.sciencedaily.com
www.techradar.com
 Aula virtual Inglés Cs. Naturales - http://campus.unp.edu.ar/course/view.php?id=410
49

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2 INGLÉS/INGLÉS TÉCNICO

CUADERNILLO DE TRABAJOS PRÁCTICOS

EQUIPO DE CÁTEDRA: NATALIA BECETTE - JORGE BECETTE

Ciclo Lectivo 2020 - Sede Comodoro Rivadavia

HORARIOS DE CURSADA 2do CUATRIMESTRE 2020:

Facultad de Cs. Naturales y Cs. de la Salud

Trabajo Práctico Nº1

Start with the Basics

Biochemistry and Organic Chemistry

A. Go through the text and answer the following questions:

1. What is the title?

2. Are there any subtitles?

4. How many paragraphs does the text have?

1. Where is the biochemistry section located?

What do the words in bold refer to?

- When do we use present simple?

- When do we use present continuous?

B. Photosynthesis takes place in plants.

C. Molecules are moving around the mitochondria.

- crossover fields of chemistry

- the chemistry of the living world

- the building of complex proteins in the cells of your body

- one part of one cycle in a plant

F. Give the Spanish version of the second paragraph.

A. Answer the questions.

1) How can you define the job biochemists do?

2) What is the goal of basic research?

3) And of applied research?

4) Who are molecular biologists?

6) Where can they work?

7) List different jobs biochemists can do.

PROVIDE A TITLE FOR THE NEXT SECTION:

Where to Go for More Information

American Chemical Society

American Institute of Biological Sciences

American Society for Biochemistry and Molecular Biology

Earnings and Benefits

Analyze these sentences. Is there any difference in meaning? What is it?

c) High school students interested in biochemistry should take chemistry (…).

D. Give the Spanish version of the last paragraph.

How Much Do Pharmacists Earn? Average Salary for Pharmacists:

What's to Like about Pharmacist Jobs:

Career Paths and Work Settings for Pharmacists:

GRAMMAR BOOKLET: Read the theory on Connectors on pages 7 and 56.

Analyze these sentences. Is there any difference in meaning?

Facultad de Cs. Naturales y Cs. de la Salud

Trabajo Práctico Nº2

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

4) ………………………….. 5) …………………………. 6) …………………………

7) ………………………. 8) ……………………… 9) ………………………

10) ………………………… 11) ………………………… 12) ………………………..

A. What should we do in a laboratory?

accidents clean and tidy fire escape route hands

1. Always follow the of your teacher.

2. Wear while heating

3. Report all to your teacher at once.

4. Tie up and school ties.

5. Make sure that you know the

6. Keep the laboratory .

7. Wash your after doing an experiment and before leaving the

Fire Safety Symbols

8. Flammable & Combustible

First Aid Symbols