Course Book

English for Civil Engineering 1

ESCUELA UNIVERSITARIA POLITCNICA La Almunia de Doa Godina

Zaragoza

DEPARTAMENTO DE LENGUA INGLESA

CIVIL ENGINEERING INGLS TCNICO

4 curso


U1

A career in Civil Engineering 1 Thinking of a Career in Civil Engineering? Begin Building Your Future Now Do you enjoy solving problems and putting your ideas into action? Are you curious about how things work and how to make them better? Are you interested in improving the environment? Are you socially aware and interested in helping people live better? Civil engineering is ideal for you if you're socially aware and interested in working with people to solve problems and meet challenges. Civil engineering is about community service, development, and improvement. It involves the conception, planning, design, construction, and operation of facilities essential to modern life, ranging from transit systems to offshore structures to space satellites. Civil engineers are problem solvers, meeting the challenges of pollution, traffic congestion, drinking water and energy needs, urban redevelopment, and community planning. Consider a career in civil engineering and help build a better future... for yourself and for the world we live in. Civil engineers may be found through the workplace in a variety of functions. Aside from traditional engineering firms, you may work with utility companies, telecommunication businesses, consulting firms, or even toy and athletic equipment manufacturers. A civil engineering degree can lead you to a career in industry, government, computers, law, or medicine. It's your choice!

Construction Engineering As a construction engineer, you will be a builder of our future. The construction phase of a project represents the first tangible result of a design. Using your technical and management skills, you will help turn designs into reality -- on time and within budget. You will apply your knowledge of construction methods and equipment, along with principles of financing, planning, and managing, to turn the designs of other engineers into successful facilities.

Environmental Engineering The skills of environmental engineers are becoming increasingly important as we attempt to protect the fragile resources of our planet. Environmental engineers translate physical, chemical, and biological processes into systems to destroy toxic substances, remove pollutants from water, reduce non-hazardous solid waste volumes, eliminate contaminants from the air, and develop groundwater supplies. In this field, you might be called upon to resolve problems of providing

safe drinking water, cleaning up sites contaminated with hazardous materials, cleaning up and preventing air pollution, treating wastewater, and managing solid wastes.

Geotechnical Engineering Almost all of the facilities that make up our infrastructure are in, on, or with earth materials, and geotechnical engineering is the discipline that deals with applications of technology to solve these problems. Examples of facilities in the earth are tunnels, deep foundations, and pipelines. Highway pavements and many buildings are supported on the earth. And earth dams, levees, embankments, and slopes are constructed with the earth. In addition, many soil-like waste

materials are deposited in containment areas. To design these facilities, geotechnical engineers must conduct analyses based on the principles of mechanics and mathematics. These analyses require input data to quantify the properties of the earth materials, and this information is usually obtained from laboratory or field tests.

Structural Engineering As a structural engineer, you will face the challenge of analyzing and designing structures to ensure that they safely perform their purpose. They must support their own weight and resist dynamic environmental loads such as hurricanes, earthquakes, blizzards, and floods. Stadiums, arenas, skyscrapers, offshore oil structures, space platforms, amusement park rides, bridges, office buildings, and homes are a few of the many types of projects in which structural engineers

are involved. You will develop and utilize knowledge of the properties and behaviors of steel, concrete, aluminium, timber, and plastic as well as new and exotic materials. To make certain that the plans are being followed, you will often be on the construction site inspecting and verifying the work.


Transportation Engineering Because the quality of a community is directly related to the quality of its transportation system, your function as a transportation engineer will be to move people, goods, and materials safely and efficiently. Your challenge will be to find ways to meet the increasing travel needs on land, air and sea. You will design, construct, and maintain all types of facilities, including highways, railroads, airfields, and ports. An important part of transportation engineering is to upgrade our

transportation capability by improving traffic control and mass transit systems, and by introducing high-speed trains, people movers, and other new transportation methods.

Urban Planning As a professional in this area, you will be concerned with the full development of a community. Analyzing a variety of information will help you coordinate projects, such as projecting street patterns, identifying park and recreation areas, and determining areas for industrial and residential growth. To ensure ready access to your community, coordination with other authorities may be required to integrate freeways, airports, and other related facilities. Successful

coordination of a project will require you to be people-oriented as well as technically knowledgeable.

Water Resources Water is essential to our lives, and as a water resources engineer, you will deal with issues concerning the quality and quantity of water. You will work to prevent floods, to supply water for cities, industry and irrigation, to treat wastewater, to protect beaches, or to manage and redirect rivers. You might be involved in the design, construction, or maintenance of hydroelectric power facilities, canals, dams, pipelines, pumping stations, locks, or seaport facilities.

1.1 Match the following projects to its corresponding area of civil engineering.

transit systems

offshore structures

space satellites

pollution ...

traffic congestion

drinking water

energy needs

urban redevelopment

community planning

1.2 Match the following engineering projects with the words in the box.

....... skyscraper ....... track ....... pipeline ....... underground ....... amusement park

....... bridge ....... arena ....... lock ....... subway ....... motorway ....... canal ....... stadium

....... hydroelectric power plant ....... highway ....... railroad ....... port ....... dam


1 2 3 4

5 6 7 8

9 10 11 12 2 Study the description of the course of Alec Hammond, a technology student from Scotland. 2.1 Answer the questions. 1 How long does the course last? ...

2 What jobs can he do after he completes this course? ..

...

3 Can he study a foreign language? .

2.2 In which of the core units will these topics be covered?

1 the properties of concrete .

2 computer application software .

3 forces on a structure .

4 calculus .

5 report writing .


Civil engineering, HND Ideal for students who want to follow a career in Civil engineering Duration: two years full-time, starting in September Overview:

The construction industry needs well-trained and qualified managers, technologist, and technicians. This course is designed to teach you the skills necessary for a managerial role in this industry. You will learn the latest construction practices and be given the opportunity to specialize in one area.

Course content You study core units in: CAD Fluid mechanics

Communications Geotechnics Construction management IT Construction technology Maths Construction surveying Mechanics and structure Civil engineering materials Drawing and design

You can take additional units in: Advanced structural design Advanced surveying Highway engineering Quality assurance a foreign language What can I do next? On successful completion of the course, you may progress to a range of degree-level courses. Some students progress to employment as Civil engineering technicians / technologists.

3 LISTENING. The course (tech 1, u2, p 10-11) 3.1 Look at Alec's timetable below. Some of the information is missing. Before you listen, answer the

questions about the timetable. 1 What time do classes start each day? ...

2 Which room is Maths in? .....

3 Who teaches Calculus? ...

4 What do students do on Tuesdays and Thursdays? ..

3.2 Listen to part 1 of the interview. Answer the questions. 1 Which stage of the course is Alec at? ...

2 How many women are taking the course? ...

3 What age was he when he left school?

4 Which subject did he enjoy most at school? .

5 What job did he do when he left school? ..


3.3 Listen to part 2 of the interview. Fill gaps 1-8 in the timetable.

Civil engineering. Semester 2

09.00-11.00 11.15-12.15 13.15-14.15 14.30-16.30

Mon

1 Maths 2 Civil engineering

3.1 4.5 G2 Materials Labs 4.4

H. Lomax B. Davis Wei Ming D. Cowan Tue SELF-STUDY

Wed

Calculus 3 4

FREE 4.2 4.5 4.5

B. Davis J. Bell J. Bell Thur SELF-STUDY

Fri

5 6 7 8

G4 G4 G4 G4

C. Doyle D. Cowan D. Cowan D. Cowan 3.4 Here are the interviewer's questions from part 3 of the interview. Listen and complete with Alecs

answers. 1 What do you hope to do at the end of your course?

...

2 What kind of degree will you take?

...

3 How long will it take?

...

4 When you start work as a civil engineer, what do you want to build -houses, or big structures like bridges and roads?

...

4 Writing. Choose one of the careers in Civil Engineering and say why would like to work in that field. (50

to 80 words) .

.

.

.

.

.

5 SPEAKING. In groups, discuss and decide on the best career for your future. State what you like and

dont like about the different careers.


U2

Materials and properties 1. Which things can be made of these materials?

steel leather rubber fibre glass nylon gold cardboard wool ceramic wood plastic polystyrene glass wax paper polythene foam rubber cotton aluminium fabric

2. What are the following building materials?

1 2 3

4 5 6

7 8 9

.. timber .. fiberglass .. clay .. brick .. stone .. roof tile .. stainless steel .. iron .. aluminum .. plaster .. concrete .. cement .. lumber .. glass .. polystyrene foam .. carpet

..... wood .. ceramic tile .. mud


10 11 12

13 14 15

16 17 18 3. LISTENING. (Fl for Construction, p. 11) 3.1. Listen to an expert speaking about the disadvantages of timber and complete the information below.

Water

Fire

Bugs

Environmental Impact

Sound

Strength


3.2. Listen and answer the questions. (Fl for Construction, p. 12) Look at this specific vocabulary BEFORE you listen:

concrete ............................................................. mortar .............................................................

clinker ............................................................. kiln .............................................................

limestone ............................................................. shale .............................................................

iron ore: ............................................................. fly ash .............................................................

slag ............................................................. cinder .............................................................

tile ............................................................. grout .............................................................

voids ............................................................. rebar .............................................................

1. What is the most common type of cement?

.....................................................................................................................................................................................

.....................................................................................................................................................................................

2. What is Portland cement clinker made of?

.....................................................................................................................................................................................

.....................................................................................................................................................................................

3. How is Portland cement clinker produced?

.....................................................................................................................................................................................

.....................................................................................................................................................................................

4. What are the three production stages?

.....................................................................................................................................................................................

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5. What happens when water is added?

.....................................................................................................................................................................................

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6. Where are Concrete Masonry Units (CMU) mainly used?

.....................................................................................................................................................................................

.....................................................................................................................................................................................

WRITING. Can you think of any advantages to TIMBER frame construction? How many? 1

2 ...

3

4 ...

5

6 ...


4. Look at these diagrams and read the passage

4.1. Say which paragraph discusses: a planar construction b frame construction c mass construction 4.2. Complete this table by putting ticks in the boxes to show the functions or the components:

structural support only space dividing only both structural support and space dividing

blocks

sheets

rods

4.3. Say whether these statements are true or false. Correct the false statements. a Rod materials can be used for both dividing space and supporting the building.

b Concrete can be used as a block material, a sheet material and a rod material.

c Steel is used for frame construction because it has high tensile strength and low compressive strength.

d The sheet materials, which act as space dividers in a frame construction building, can be very light because they do not support structural loads.

.

e Mass construction buildings are light whereas planar construction buildings are heavy.

Building materials are used in two basic ways. In the first way they are used to support the loads on a building and in the second way they are used to divide the space in a building. Building components are made from building materials and the form of a component is related to the way in which it is used. We can see how this works by considering three different types of construction: 1. In one kind of construction, blocks of materials such as brick, stone, or concrete are put together to form solid walls. These materials are heavy; however, they can support the structural loads because they have the property of high compressive strength. Walls made up of blocks both support the building and divide the space in the building. 2. In another type of construction, sheet materials are used to form walls which act as both space dividers and structural support. Timber, concrete and some plastics can be made into large rigid sheets and fixed together to form a building. These buildings are lighter and faster to construct than buildings made up of blocks. 3. Rod materials, on the other hand, can be used for structural support but not for dividing spaces. Timber, steel and concrete can be formed into rods and used as columns. Rod materials with high tensile and compressive strength can be fixed together to form framed structures. The spaces between the rods can be filled with light sheet materials which act as space dividers but do not support structural loads.


5. Match the pictures with the adjectives. Then write the opposites

.. .. .. ..

.. .. .. ..

.. .. .. ..

.. ..

.. ..

.. ..

heavy flexible combustible permeable transparent corrosion - resistant good conductor elastic soft hard


6. Writing. Match the letters with the diagrams. Why are the following materials used in construction? Which properties do they show?

1 2 3 4 6 5

7

10 9 8

a A polythene membrane can prevent moisture from rising into the concrete floor because polythene has the property of impermeability.

..

b

A T-shaped aluminium section ... .. ..

..

c

A stone block ...... .. ..

..

d

A corrugated iron roof .... .. ..

..

e

Glass wool ... .. ..

..

f

Ceramic tiles ... .. ..


Adjective Noun tough

soft

rigid

wear-resistant

flexible

width

long

.. g Asbestos sheeting ....

.. ..

..

h

Black cloth blinds ... .. ..

..

i

A building structure .... .. ..

..

j

A window pane ... .. ..

7. Fill in the gaps in this table with the missing adjectives and nouns.

8. Give a suitable ending for these sentences:

1 If a material is artificial .

2 If a material is ductile .

3 If a material is durable .

4 If a material is brittle .

5 If a material is corroded .

6 If a material is absorbent .....

7 If a material is porous .

8 If a material is natural .

9. SPEAKING. Choose a material from the unit and decide what type of building you would use it for. Speak about the advantages and disadvantages of that material and compare it with others.

Adjective Noun

wind resistance

elastic

plasticity

brittleness

hard

strong deep


1 Name some famous skyscrapers. Which cities are they in?

2 Look at the diagram. It shows some of the

components of a skyscraper. Match a-f with 1-6 in the diagram.

a concrete beam

b cladding

c floors below ground

d steel columns

e horizontal I-shaped girders

f steel piles

U3

High living: skyscrapers


2. LISTENING. (Tech 1, U9, p. 68-69) Its my job 2.1 Listen to Leon Peters, a Steel Erector, and answer the questions.

1 How big is Leon's gang?

.

2 How long is a contract?

.

3 What kind of buildings has he worked on?

.

4 What word does he use to describe components which are cut and drilled off-site? .

5 How long is a typical shift?

.

2.2 Listen again and find the reasons why:

1 contracts vary in length

.

.

2 bonuses are paid

.

.

3 you need good ground people

.

.

4 you dont come down for tea-breaks

.

.

5 moving girders is dangerous.

.

.

Reading How skyscrapers are built 5 Put these stages in the construction of a skyscraper

in the correct order. Read the text and check your answers. a .. Metal decking called floor formers are laid between the beams to form a shallow pan. b .. Outer walls, called cladding, are lifted into position by crane. c .. Girders are bolted to the columns to form the floors of the building. d .. The foundations are laid.

e .. Liquid concrete is poured onto the formers. f .. Ducts are installed beneath each floor to carry cables and pipes. g .. The vertical steel columns that form the base of the building's main frame are fixed to the foundations h .. The process is repeated floor by floor until the skyscraper is completed.

Skyscraper construction Skyscrapers start with a very large hole in the ground which will contain the foundations, several floors, and possibly even a metro or subway station. The type of foundations depend on the nature of the ground. Usually they are made by drilling narrow, deep holes and filling them with reinforced concrete to form piles. Another method is to drive steel piles, as much as twenty metres in length, into the ground. A thick raft of concrete is laid on top of the piles. Vertical steel columns are bolted to the foundations. Each column rests on a platform of steel to spread the load. Steel girders are fixed horizontally from column to column by Steel Erectors to form a strong framework. Metal decking is laid across the girders and filled with lightweight liquid concrete which is pumped up from the ground. When it sets, it forms the floors. Ducts are installed below the floors to carry all services: electricity, water, drains. All exposed metalwork is fireproofed. If a fire happens, it is important that the structure can withstand high temperatures without buckling. The same process is repeated as the building rises. In some construction methods, entire floors are built at ground level and hoisted into position by cranes. The outside of the building is covered in cladding. This consists of prefabricated panels of materials such as stainless steel, aluminium, and glass.


Webquest 10. Complete the table by finding out information about the tallest building in your country, as well as the

tallest buildings in the world.

Country Building name and place Height Floors Year completed

4. WRITING. Choose one of the skyscrapers from your list and write about it (From 50 to 80 words). Give

information about the following issues:

- Brief history of the building - Materials used - Current use of the building

5. SPEAKING.

1 Would you like to live in a skyscraper. What are the advantages? And the drawbacks? What materials are most suitable for that kind of buildings? Why?

2 Describe the process of building a skyscraper


U4

Construction Tools What are these construction tools?

. . .

. . .

. . .

nails cement mixer hard hat wrench measuring tape tile cutter spade screw screwdriver scaffolding bulldozer crane hammer caterpillar

saw drill level pointing trowel laser distance meter spreading trowel bucket


. . .

. . .

. . .

. . .


Describing function

We use used to, (used) for and used as to describe the function of an object.

subject is / are

used to infinitive for -ing

(used) for -ing used as noun

A torch is used to provide light A torch is for providing light

A torch is (used) for providing light The torch is used as a signal

We can also use the verbs can and enable to describe function

subject can infinitive with it enable person to infinitive

It enables James to take photographs. (It makes it possible.)

You can take photographs with it.

(It's possible.) Write a short description of the previous construction tools.

1 ......................

.

2 .

.

3 .

.

4 .

.

5 .

.

6 .

.

7 .

.

8 .

.


9 .

.

10 .

.

11 .

.

12 .

.

13 .

.

14 .

.

15 .

.

16 .

.

17 .

.

18 .

.

19 .

.

20 .

.

21 .

.


LISTENING

1. Listen to the description of crane controls and complete the text. (E. for C. 1. P. 23 (Ex 5))

Crane operators use different controls to raise and lower the (1) ............................................. , rotate the cab,

extend and retract the boom, wind and unwind the (2) ............................................. , and control other equipment.

This operator has two (3) ............................................., .One controls left-to-right movement of the boom and the

other controls forward and backward movement. The operator uses the foot (4) ............................................., to

retract or extend the boom.

2. Listen and answer the questions (E. f. C. p26, ex 2)

1 Where is the sand?

..............................................................................................................................................................................

2 Where are the base plates?

..............................................................................................................................................................................

3 What do you have to do if you think the boom is too high?

..............................................................................................................................................................................

4. Is the concrete too hard?

..............................................................................................................................................................................

5 Where is his hard hat?

..............................................................................................................................................................................

6. What is the problem he says they have?

..............................................................................................................................................................................

7. Why shouldnt the flask be touched?

..............................................................................................................................................................................

SPEAKING In pairs, ask and answer questions about the use of the construction tools mentioned above. Try not to look at the notes you wrote.


U5

The house House generally refers to a shelter or building that is single family detached dwelling or place for habitation by human beings. "Homes" on the other hand include many kinds of dwellings ranging from rudimentary huts of nomadic tribes to high-rise apartment buildings. However, the word can also be used as a verb ("to house"), and can have adjectival formations as well. In some contexts, "house" may mean the same as dwelling, residence, home, abode, accommodation, housing, lodging, among other meanings. The social unit that lives in a house is known as a household.

The developed world in general features three basic types of house that have their own ground-level entry and private open space, and usually on a separately titled parcel of land:

Single-family detached houses - free-standing on all sides. Semi-detached houses (duplexes) - houses that are attached, usually to only one other house via a party

wall. Terraced house (UK) also known as a row house or townhouse - attached to other houses, possibly in a

row, each separated by a party wall. In addition, there are various forms of attached housing where a number of dwelling units are co-located within the same structure, which share a ground-level entry and may or may not have any private open space, such as apartments (a.k.a. flats) of various scales. Another type of housing is movable, such as houseboats, caravans, and trailer homes.

.. doorstep .. drain .. door .. doorbell .. lamp post .. lintel .. window pane .. brick .. drainpipe .. window sill .. sash window .. knocker .. slate .. letter box (US mail box)

.. garden gate .. path .. casement .. skylight .. wall .. hanging basket .. pane .. fence .. porch .. bay window .. roof

.. chimney .. lawn .. sprinkler .. rockery .. hedge .. picture window .. climber .. hose .. gutter .. trellis .. gable .. eaves .. dormer window .. garage .. chimney pot .. driveway

1. Outside the house. Match the numbers with the


2. Inside the house. What are the following rooms used for? What would you expect to find in them?

3. Inside the house. Match the numbers and the words.

1 2 5 7 3 6 4 1 3 6 2 4 5 7 8 9 10

shower toilet washbasin tap (faucet) mirror towel rail

fridge oven microwave oven dishwasher washing machine sink waste bin worktop range hood

living room bathroom bedroom dining room living room sitting room loo garage kitchen basement cellar attic study toilet pantry

hall terrace closet master bedroom nursery laundry room library


4. Writing Work with a team of four people. You have to work in the design of a detached house for a family of four

members (two adults and two children). First you have to draw a plan of the house (or use the one provided). Then you have to write a complete description of that house including:

- description of the project (location, clients, needs, etc.) - description of the house (location, design, parts of the house, materials, etc.) - possible uses of the house and of the rooms - reasons and justification of the design

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5. LISTENING. Listen to Peter Carpenter, a designer of earth homes and note down: A) as many advantages as you can.

1. ...............................................................................................................................................................................

2. ............................................................................................................................................................................... 3. ............................................................................................................................................................................... 4. ............................................................................................................................................................................... 5. ............................................................................................................................................................................... 6. ............................................................................................................................................................................... 7. ............................................................................................................................................................................... 8. ............................................................................................................................................................................... 9. ...............................................................................................................................................................................

B) technical issues involved

1. ...............................................................................................................................................................................

2. ............................................................................................................................................................................... 3. ............................................................................................................................................................................... 4. ............................................................................................................................................................................... 5. ............................................................................................................................................................................... 6. ............................................................................................................................................................................... 7. ............................................................................................................................................................................... 8. ............................................................................................................................................................................... 9. ...............................................................................................................................................................................

6. Speaking. Describe the process of building a house. Read the information in this web page

(http://home.howstuffworks.com/hohme-improvement/repair/house2.htm) and give a summary of the steps of building a house.


U6

Bridges Vocabulary

.. ..

1 Match the words from the box with their definition. Then label the photographs.

. = A type of bridge in which its

weight is carried outward along the curve to supports at each end.

. = A simple type of bridge

composed of horizontal beams supported by vertical posts.

. = A bridge in which the roadway

deck is suspended from cables anchored to one or more towers.

. = A projecting structure

supported only at one end, much like a shelf bracket or a diving board.

. = The distance between two

supports of a bridge.

. = A long, strong wire rope that

supports a mast.

. = A bridge in which the roadway

is hung from strong cables that pass over two towers.

. = A force that stretches a

material apart, often making the material longer.

. = A rigid frame composed of

short, straight pieces joined to form a series of triangles or other stable

shapes.

stay truss suspension bridge arch bridge tension cantilever bridge span beam bridge cable-stayed bridge

..

..

..

..


Project Select a famous bridge and research it. Copy the photograph and write a text about the bridge. Make sure the text answers the following questions:

When and where was the bridge built? What type of architecture characterizes the bridge? Is the architecture consistent with an arch, beam, suspension, cable-stayed, cantilever, or moveable design? What were some special challenges that the bridge architects and engineers faced? How did they overcome those challenges? How much time did construction crews need to complete the bridge? Approximately how many cars use this bridge each week (or year)? What interesting stories can be found about this bridge? For example, are any fun facts associated with its design, construction, name, or use?

Imagine that you are bridge tour guides. Write a short tour script. Finally present the bridge to the class. Resources Web Sites: General Bridge Information All about Bridges http://www.pbs.org/wgbh/buildingbig/bridge/index.html Bridge Trivia http://www.bridgebuildermagazine.com/trivia.html Bridge Builder Magazine http://www.bridgebuildermagazine.com Gallery of Famous Bridges http://www.discovery.com/stories/technology/buildings/brdg_explore.html#ipix The Bridge Challenge http://www.pbs.org/wgbh/buildingbig/bridge/challenge/index.html Online Bridge Activity http://www.pbs.org/wgbh/nova/bridge/build.html How Bridges Work http://www.howstuffworks.com/bridge.htm Everything about bridges http://www.brantacan.co.uk/bridges.htm Web Sites: Famous Bridges Akashi Kaikyo Bridge http://www.hsba.go.jp/bridge/e-akasi.htm http://www.pbs.org/wgbh/buildingbig/wonder/structure/akashi_kaikyo.html Brooklyn Bridge http://www.nycroads.com/crossings/brooklyn/ http://www.pbs.org/wgbh/buildingbig/wonder/structure/brooklyn.html Chesapeake Bay Bridge-Tunnel http://www.cbbt.com/ http://www.pbs.org/wgbh/buildingbig/wonder/structure/chesapeake_bay_brdg.html Forth Bridge http://www.pbs.org/wgbh/buildingbig/wonder/structure/firth_of_forth.html Gorge P. Coleman Bridge http://www.pbs.org/wgbh/buildingbig/wonder/structure/george_p_coleman.html Golden Gate Bridge http://www.goldengate.org http://www.pbs.org/wgbh/buildingbig/wonder/structure/golden_gate.html Iron Bridge http://www.pbs.org/wgbh/buildingbig/wonder/structure/iron.html Sunshine Skyway (Florida) http://www.pbs.org/wgbh/buildingbig/wonder/structure/sunshine_skyway.html Tacoma Narrows Bridge

http://www.me.utexas.edu/~uer/papers/paper_jk.html http://www.pbs.org/wgbh/buildingbig/wonder/structure/tacoma_narrows.html

Tower Bridge http://www.pbs.org/wgbh/buildingbig/wonder/structure/tower.html http://www.discovery.com/stories/technology/buildings/panoramas/brdg_ipix2.htm


U7

Definitions Concrete in Roman Architecture The most characteristic and original achievements of Roman architecture were due to the availability and utilization of a clean, sandy earth known to us as pozzolana and to the ancients as 'pit sand'. This chocolate-red earth, a finely pulverized volcanic product found in thick strata at Puteoli (Pozzuoli) as well as to the north and east of Rome, was mixed in a kiln with lime-limestone reduced to quicklime, the best binding material available until the nineteenth-century discovery of Portland cement. Early Italian mortar, perhaps introduced through the Greek 5 colonies of south Italy, had been lime mixed with ordinary sand, but then the superiority of pozzolana to sand was discovered: it contains a vitreous element which, after mixing with lime, has the property of forming exceedingly consistent and cohesive hydraulic concrete, setting with almost imperishable hardness even under water. This mixture of pozzolana and lime was then added to an aggregate often made of chips and waste from polished facing blocks-broken stone, brick or even marble, and (where light weight was an important consideration) pumice-stone. 10 When the mixed pozzolana and lime had been poured over it, this aggregate was bound together in a compact, monolithic mass, solid and exerting no thrust when set a wonderful material for architects. From the late second century BC, foundations and cores made of various blends of concrete already formed masses capable of bearing as much weight as the rock itself - though the Romans did not at first fully realize its tenacious properties. By the time of Augustus the red pozzolana was already in use, but still timidly, and it was during the next 15 centuries that this was employed for the most daring constructions - thanks to the genius of Greek or oriental architects who, in order to fulfil the requirements of Roman patrons, mastered the humble materials to hand and exercised due care in their choice, preparation and mixture. The consequent employment of the excellent inexpensive pozzolana revolutionised the construction of Roman walls. These were formed by the pouring between boards of liquid concrete in watertight layers, alternating with sections of aggregate. This was the technique which 20 enabled the walls of tenement houses at Rome to achieve a new many-storeyed height and massiveness from the Augustan age onwards; and in the second century AD there was a greatly increased facility and confidence in handling this medium.

Augustus the first Roman emperor, who from 27 BC to 14 AD 1 Comprehension. Answer the following questions. 1 Why was pozzolana important to the Romans?

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2 Where is hydraulic concrete used?

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3 What may aggregate consist of?

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4 How was liquid concrete used when a wall was built?

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5 Why were the Romans able to build houses of several storeys?

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2 Find a synonym of the following words in the text: 1 use . 2 obtain .

3 mix . 4 permit .

5 owing to . 6 toughness .


3 Fill each space with one of the words in its right form:

1 No more mahogany is .......................................................... ; we shall have to use oak.

2 Pozzolana is .......................................................... , so it can be used in large quantities.

3 The interior of a large ship is often divided into separate .......................................................... compartments.

4 Ruskin was a writer who was interested in .......................................................... and beautiful buildings.

5 Pozzolana is .......................................................... dust.

6 The .......................................................... of aluminium over wood for building aircraft is usually undisputed.

7 The .......................................................... of the Greeks was not in machines but in art.

8 His sister is too shy to come with us; she is very .......................................................... .

9 Paris is .......................................................... ; her strength is collected and condensed within a narrow compass.

10 She .......................................................... the table so well that the wood was like a mirror.

4 Write a definition for the following words: 1 achievements (line 1) .

2 waste (line 9) .

3 poured (line 10) .

4 foundations (line 9) ...

5 cores (line 13) .

6 layers (line 20)

Relative clauses Defining Relative clauses Look at the following sentences: a Loads cause tensile stresses. b The loads tend to pull a body apart. If the noun phrases in italics refer to the same thing, we can combine the two sentences into one by using a relative clause: c Loads which tend to pull a body apart cause tensile stresses. 5 Write down a single sentence for each of the following pairs of sentences. Make the second sentence into a

relative clause and insert it into the first sentence at the place marked by dots. EXAMPLE A lever can be used to compare two masses. Such a lever has the fulcrum placed between load and effort. A lever which has the fulcrum placed between load and effort can be used to compare two masses. 1 A strut is a member. The member resists a compressive force. .................................................................................................................................................................

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architecture volcanic available superiority polish compact timid genius inexpensive watertight


2 Rust may attack certain metals. These metals contain some proportion of iron. .................................................................................................................................................................

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3 We can combine information on the size of a force and the distance it moves, in a diagram. The diagram is called a work diagram. .................................................................................................................................................................

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4 Sir Isaac Newton put forward a law. The law states that every action has an equal and opposite reaction. .................................................................................................................................................................

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Non-defining relative clauses a The mill which produces sheet steel was made in Scotland but the mill which produces tube steel was made

in Sweden. b The mill, which produces sheet steel, was made in Scotland. In sentence a the relative clauses tell us which mill we are talking about. In sentence a we have two defining relative clauses. In sentence b we already know which mill we are talking about. The clause simply adds some extra information about the mill. In sentence b we have a non-defining relative clause. Note the use of commas. 6 Make the second sentence into a relative clause and insert it into the first sentence at the right place. You

will write sentences with non-defining relative clauses. EXAMPLE Brass is used to make bolts and screws. Brass is an alloy of copper and zinc. Brass, which is an alloy of copper and zinc, is used to make bolts and screws. 1 The rectangular block of steel is fixed to the floor. The block measures 100 by 200 by 10 mm. .................................................................................................................................................................

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2 Polished steel is in fact covered with tiny bumps. Polished steel is normally described as flat and smooth. .................................................................................................................................................................

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3 Friction dissipates mechanical energy by converting it into heat energy. Friction is always present in a machine. .................................................................................................................................................................

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4 Stainless steel contains chromium. The chromium makes the steel corrosion-resistant. .................................................................................................................................................................

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Relative clauses (defining and non-defining) 7 Now join the following pairs of sentences and state whether the completed sentences contain defining or

non-defining relative clauses. 1 The body is just on the point of sliding at the angle. The angle is known as the angle of friction. .................................................................................................................................................................

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2 Complicated mechanisms are machines just as simple levers are machines. These complicated mechanisms make up an aeroplane engine. .................................................................................................................................................................

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3 Malleable cast iron is tougher than grey cast iron. Malleable cast iron is a ferrous metal.

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4 The Kariba dam provides electric power for Zambia. The dam is situated on the Zambesi. .................................................................................................................................................................

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8 Combine each of the following pairs into one sentence by using a relative pronoun (that or which, etc.): 1 Pozzolana was mixed with lime in a kiln. It is a finely pulverized volcanic product. .................................................................................................................................................................

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2 The Greek architects were very clever. They had mastered the humble materials which were ready for them. .................................................................................................................................................................

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3 The employment of pozzolana revolutionized the construction of Roman walls. It is quite inexpensive. .................................................................................................................................................................

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4 Pumice-stone has little weight. Sometimes aggregate was made with it. .................................................................................................................................................................

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5 The aggregate was bound together in a mass. It exerted no thrust sideways. .................................................................................................................................................................

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LISTENING (TECH 2, U4, P 22)

1 Listen to two Technology students talking about plastics. As you listen, complete the table of raw materials and the plastics made from them.

Raw material Plastic 1. cellulose

2.

Polyethelene, nylon, polyester

3. starch from plants (e.g. wheat)

2. Listen again and note the advantages and problems with each of the different types of plastic.

Advantages Problems


Speaking. Give definitions for the different branches of Engineering and the following people involved in the building process. You should use relative clauses. Civil Engineering .................................................................................................................................................................................... .................................................................................................................................................................................... Electrical Engineering .................................................................................................................................................................................... .................................................................................................................................................................................... Information Technology .................................................................................................................................................................................... .................................................................................................................................................................................... Aircraft Maintenance .................................................................................................................................................................................... .................................................................................................................................................................................... Environmental Engineering .................................................................................................................................................................................... .................................................................................................................................................................................... Mechanical Engineering .................................................................................................................................................................................... .................................................................................................................................................................................... Architects .................................................................................................................................................................................... .................................................................................................................................................................................... Civil Engineers .................................................................................................................................................................................... .................................................................................................................................................................................... Surveyors .................................................................................................................................................................................... .................................................................................................................................................................................... Cost engineers .................................................................................................................................................................................... .................................................................................................................................................................................... Mechanical engineers .................................................................................................................................................................................... .................................................................................................................................................................................... Electrical engineers .................................................................................................................................................................................... .................................................................................................................................................................................... Structural engineers .................................................................................................................................................................................... .................................................................................................................................................................................... Mortgage bankers .................................................................................................................................................................................... ....................................................................................................................................................................................


U8

Cause and effect 1 Grammar Practice Understanding the different ways of expressing the relationship between the causes and the effects of an action is very important when you are reading English. This cause-effect relationship is commonly used in technical English texts. Before we look at some of the ways of expressing cause and effect, note carefully this important distinction. We can mention the cause before the effect: (cause) (effect) Earthquakes cause cracking in buildings. We can mention the effect before the cause: (effect) (cause) Concern may be due to degradation, alterations, or damages. There are many different ways of expressing cause and effect. A Verbs linking cause and effect: 1 The entire population of test allowed to evaluate the mean strength in 3 MPa, and a characteristic value in 2

Mpa. (cause effect) 2 Frequent result in a mean reduction of the emission, which may indicate less mechanical soundness. (cause effect) B Connectives introducing cause:

1 The procedure seems to be particularly promising for historical buildings, because in them the mechanical

properties of the masonry may vary much more than those of the materials of a new structure. (effect cause) 2 Seismometers may measure accelerations and velocities due to normal use and be triggered for the record of

strong winds or earthquakes when they occur. (effect cause) C Connectives introducing result: 1 The tower faces the prevailing wind with the result that it directs the wind through the duct into the

basement of the house. 2 The incoming air comes into contact with the surfaces of the duct so that it is cooled by conduction. 3 The air then leaves the basement through an outlet thereby helping to ventilate the courtyard during the

daytime. D Conditionals showing causal relationship

Another way of showing causal relationship is by introducing the cause with if. Both the cause clause and the effect clause verbs are in the present tense.

1 If the stability of a building is precarious it may collapse under slight earthquakes a strong wind or

subsidence of foundations. 2 We can avoid such collapses if we use appropriate and rational structural engineering techniques

result cause produce result in result from prevent enable bring about allow

due to as the/a result of since because in response to as

with the result that so that thus therefore consequently hence for this reason thereby


1 Find the cause or causes of these effects: 2 From your own knowledge or from information in previous exercises say whether these statements are true or false. Correct the false statements. a Earthquakes lead to cracking in buildings. b If moisture laden air is not allowed to escape from a building then condensation will occur . c Frequent painting of steelwork results in corrosion. d Insulating a house allows the air inside to cool to its dew point. e The expansion of a roof is caused by a decrease in temperature. f In an arch the bricks are wedge-shaped thereby causing their weight to be distributed upwards along the curve of

the arch. g Houses in hot-dry climates have compact layouts owing to the high solar radiation. h A profiled sheet is rigid because of its shape. i Condensation on the surface of a wall causes damp patches and stains and encourages mould growth. j Climate affects the form and orientation of buildings as well as the type of materials and construction methods

used. 3 Make cause/effect statements from the table.

cause effect foundation subsided column moved span increased beam deflected excessively

column moved span increased beam deflected excessively cracks formed on the underside of beam

The foundation subsided with a result that / and as a result the column moved.

In some Iraqi houses a duct is contained between the two skins of a party wall. A wind tower is placed above the duct. This tower faces the prevailing wind with the result that it directs the wind through the duct into the basement of the house. The surfaces of the internal party wall remain at a lower temperature than the rest of the house throughout the day. This is because the wall is very thick and does not receive any direct solar radiation. The incoming air comes into contact with the surfaces of the duct and, as a result, is cooled by conduction. The relative humidity of the air is increased, just before it enters the basement, by passing it over porous water jugs. The air then leaves the basement through an outlet thereby helping to ventilate the courtyard during the daytime. a the wind is directed into the basement

...

b the internal party wall is kept cool

...

c the incoming air is cooled

...

d the relative humidity of the air is increased

...

e the courtyard is ventilated during the daytime

...


.. concrete floor expanded .. cracks formed in floor .. hardcore below the floor contained soluble salts .. salts interacted with cement in concrete floor

4 Look at these diagrams and put the events in the correct order to make cause / effect sentences as in ex. 1:

5 Read this and write answers to the questions. Q: How did the subsidence of the foundation lead to / bring about cracks in the beam? A: The subsidence of the foundation resulted in / caused the movement of the column. This in turn, resulted in /

caused an increase in the span of the beam, excessive deflection of the beam and the formation of cracks in the underside of the beam.

a How did the presence of soluble salts in the hardcore bring about cracks in the floor?

.. roof expanded .. wall / roof joint failed .. heavy rain washed away gravel on roof .. roof heated up .. roof inadequately protected from the sun

.. gaps formed between window and frame .. woodwork expanded .. moisture content of wood increased .. wood was painted with poor quality paint .. later the wood dried and contracted


b How did the washing away of the gravel by the rain bring about the failure of the wall/roof joint?

c How did the poor quality paint bring about gaps between the window and the frame?

6 Read and complete the sentences. Stabilising the ground under the foundations prevents the columns from moving.

a Removing the soluble salts from the hardcore

b Protecting the roof from the sun ..

c Painting the woodwork with good quality paint ..

7 Look at this first diagram and write similar paragraphs.

We have a problem with the air temperature in this room. Its too cold. This is because of / due to inadequate thermal insulation. You see, to a certain extent, the temperature in the room depends on the thickness of the insulation. Consequently, we should increase the thickness of the insulation.

a noise level

b amount of light

c degree of humidity


8 Sentence Transformation. Join or rewrite the following sentences using the words given in brackets. 1 The mechanical properties of the materials may be nearly unknown in some cases. Access to the structure is

difficult. (due to) The mechanical properties of the materials may be nearly unknown in some cases ..

........

........

2 For many ancient buildings the complexity of a structural analysis may be high. A reliable structural assessment

is practically impossible. (so that) For many ancient buildings the complexity of a structural analysis ..

.....

.....

3 It is common in structural engineering to reject with higher factors of safety the mechanisms of collapse which

are not announced by clear signs of distress. There is no warning for an evacuation. (so that)

It is common in structural engineering to reject with higher factors of safety the mechanisms of collapse which

are not announced by clear signs of distress ......

.....

4 The tests are very difficult. The results cannot yet be considered completely satisfactory and reliable. (such that)

They are ..

.....

5 The identification of such zones would be precious. It would allow a limitation of the strengthening interventions to the parts of the building which really need it. (because) The identification of such zones would be precious ....

.....

.....

6 Several ancient brickwork samples have been removed from historical palaces and tested. It showed a very

useful picture of the mean strength and of its possible deviation. (the result) Several ancient brickwork samples have been removed from historical palaces and tested.

....

....

7 A building which is considerably leaning, with cracked or otherwise damaged walls and vaults may collapse in

case of an earthquake or a strong wind. (if) If .....

.....

.....


U9

Can you fix it? Repairs 1 Using the adjectives from the list describe what can be wrong with these things? How can you fix the

problems?

flat

rusty

burnt out

stiff

blunt

torn

blocked

dirty

jammed

loose empty

leaking

worn

scratched

chipped

cracked

bent

dented

crushed

frayed

dusty

corroded


LISTENING. (Techtalk INT U17, p 78) 1 Before you listen. Read a story about a delay in a schedule. The events are in the wrong order. Number the events in the order you think they happened. (There are several possibilities) a ...... One of the suppliers production machines broke down. b ...... When the part arrived, they repaired the machine. c ...... A customer placed an order with a supplier. d ...... The supplier called the customer and explained there would be a delay. e ...... The maintenance crew discovered the machine needed a new part and ordered it. f ...... The customer agreed to wait a little longer. 2 Listen to the suppliers discussing the problem and find out if you were right. Which event in 1 hasnt happened yet?

3 Listen again and answer these questions. 1 When does the customer need their order?. ........................................................................................................

2 When did the machine break down? ...................................................................................................................

3 What part needs replacing? .................................................................................................................................

4 How long could it take? .....................................................................................................................................

5 What does the man want to tell them? ...............................................................................................................

4 Describe the following photographs of construction defects and provide a possible solution. Write a

paragraph with a problem-solution pattern.

defects It doesnt have

The .. is / are missing

There is /are no ..

There is /are too much / many ..

The .. doesnt fit

The .. is / are

in the wrong place

too

upside down.

inside out.

back to front.

the wrong shape / colour / size

Problem-Solution Pattern

Situation Problem Response Evaluation

Situation: old machinery used in construction

Problem: frequent accidents

Solution: purchase of new machinery

Evaluation: better safety conditions at work /

increase in production

..

..

..

..

..

..

..


..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..

..


..

..

..

..

..

..

..


U10

Safety in construction

Safety signs and safety advice.

no + -ing / noun a direct command to the public found on signs in a range of general and industrial contexts

No smoking No admittance

imperative not as strict found in more informal signs, or in safety handbooks

Wear a safety helmet. Always check the filters Never operate this without protection Do not smoke here

must must not strong obligation, and authority

You must wear a safety helmet Unauthorized persons must not use it. You must always wear a hard hat Personnel must never leave this equipment on.


1. Match the safety signs to their meanings.

a b c d e f

.. 1 Eye protection must be worn. .. 4 Protective footwear must be worn in this area.

.. 2 In the event of fire do not use this lift. .. 5 High-visibility clothing must be worn in this area.

.. 3 Ear protectors must be worn in this area. .. 6 No admittance.

2. Now explain the signs.

EXAMPLE Sign e This means 'No admittance: You mustn't go in there.

1

2

3

4

5

3. Rewrite the examples of safety advice using always or never.

EXAMPLE Don't use defective tools. Never use defective tools. 1 Make sure a machine has stopped before removing the guards.

2 Do not use mobile phones in busy working areas.

3 Wear eye protection when using grinders.

4 Do not smoke near flammable substances.

5 Wear a hard hat when work is going on overhead.

6 Do not operate chain saws without ear protection.

7 Make sure the mains supply is disconnected before working on electrical equipment.

8 Store chemicals in a lockable room or container.


Showing visitors round a construction site

4. The site manager is going to take the group round the construction site. Read what he says about the

regulations the students must observe and note in the table. Add reasons using the text and your own safety knowledge.

Regulation Reason

Wear a hard hat and yellow vest. Construction sites are dangerous. You must protect your head and be visible at all times.

Im responsible for your health and safety for this visit. Have you all signed in? Construction sites are dangerous places. You must wear a hard hat and yellow vest all the time youre on site. Can you adjust the internal band of your hard hat now, please? Make sure it fits. Look up, look down. Check it doesnt fall off.

Youve been told to wear boots. If anyone is wearing trainers or soft shoes, they cant go on the tour. There may be nails or spills anywhere. Please don't carry any loose papers with you. It's quite windy today and I don't want papers blowing round the site. You can take pictures but no flash photography on any of the floor levels. It can distract.

Look out for the guys with the forklifts. Their eyes are on the load. Theyre not looking out for pedestrians. Dont pick anything up - it might cut or burn. Always keep with the group and make sure you sign out at the end of the tour!


5. Speaking Study the picture of a group of civil engineering students who are visiting a construction site. Discuss what

regulations they might be breaking and why they could be in danger. 6. Listening (Eng for Cons U6, p.47) 6.1. Listen to this conversation. Write the vehicle number and then complete the checklist with ok or not ok. Fork lift Daily Inspection Checklist. Vehicle number: ____________________

Ligh

ts

Mirr

ors

Seat

seat

bel

t

Tyre

s

Flui

ds

Batt

ery

Docu

men

ts

Tuesday 6.2. Listen again and describe the three problems with the vehicle. Problem 1: ..................................................................................................................................................... Problem 2: ..................................................................................................................................................... Problem 3: ..................................................................................................................................................... 7. Writing. Write as many rules and regulations as you can find in your labs or classrooms at university. ...........................................................................................................................................................................................

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U11

The environment, our responsibility VOCABULARY Translate into English

ecolgico . panel solar .

medio ambiente . contaminar .

depuradora . energa renovable .

energa solar . capa de ozono .

energa elica . basura .

vertedero . tirar a la basura .

desechos . humo .

tubo de escape . deforestacin .

chimenea . efecto invernadero .

lluvia cida . cambio climtico .

sostenibilidad . alcantarilla .

aguas fecales . desertizacin .

calentamiento global .


Speaking Practice Picture Description Look at these photographs which illustrate various twentieth century problems and match them with an appropriate sentence.

1 Poverty is a problem in all parts of the world. 2 Air pollution has reached danger levels in some countries. 3 Unemployment is hitting some industrialized countries badly. 4 Wildlife is under threat from human activity. 5 Green belt areas are being destroyed at an alarming rate. 6 Cars are bringing the big cities of the world to a standstill.

Are the problems shown in the photos mainly economic, political or environmental? In your opinion, which is the most serious problem shown here? If you were in a position of power, what would you do to help solve this problem? Can you think of any other serious twentieth century problems which should be added to this list? Related Topics Which of these are common ways of protecting the environment in your country? to reduce waste to avoid using fuel to eat chemical-free food to protect the countryside to recycle used material to avoid polluting the air to stop the const

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