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ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
ICE-BREAKING TEXT
Agricultural engineers apply their knowledge of biological and physical sciences and
engineering principles to the production and delivery of foods and fibers, under safe
working conditions, and while protecting the environment.
http://www.sci-eng.net/articles/agricultural_engineering.htm
For more information, contact The American Society for Agricultural Engineering:
www.asae.org
Discussion exercise:
The text above talks about American Agricultural engineers; what do you know about
Spain? Do Agricultural engineers play the same role in Spain? Anything particular
about Valencia? Discuss these matters and share your opinions.
EAE I TEXTS, 2007-2008,
p. 1
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
Text #1
The Parts of A Plant and Their Functions
Focus on Roots
Roots are usually below ground and lack nodes, shoots, and leaves. Roots:
o
absorb NUTRIENTS and water from the soil
o
anchor the plant in the soil, providing support for the stem
o
often store food
diagram of cross section of a root
cross section of buttercup root with vascular
tissue enlarged
EAE I TEXTS, 2007-2008,
p. 2
Diagram and actual longitudinal sections of onion root tip
Post-Reading task:
Go to http://www.hcs.ohio-state.edu/mgonline/Botany/pla01/01pla01.htm to do the quiz
Further info about plants is available from http://hcs.osu.edu/hcs150/
EAE I TEXTS, 2007-2008,
p. 3
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
Text #2
The principles of heredity in plants
http://mendel.imp.ac.at/mendeljsp/biography/biography.jsp
Mendel’s Laws
However, it was to take thirty-four years before Mendel’s prediction came true.
The year 1900 saw the now famous rediscovery of Mendel’s Laws by Carl
Correns in Germany, Hugo de Vries in the Netherlands and Erich von
Tschermak-Seysenegg in Austria. Their achievement was to realise that
Mendel had not merely conducted experiments in successful hybridisation but
had in fact studied the heredity of specific characteristics as they were passed
on from parent plants to their offspring.
Did Mendel work correctly ? I. Statistics of offspring data
As Mendel’s fundamental insights into the principles of heredity in plants and
animals came to be used on an ever wider basis, and with the advent of
variation statistics, the numerical proportions which Mendel had deduced from
his experiments came under fire. In 1936, for instance, the British
mathematician R.A. Fisher prompted a discussion of the question whether
Mendel had adjusted the observed segregation ratio to accommodate his
predictions - in other words, whether he had falsified his results. Fisher based
his argument on the supposition that Mendel’s segregation ratios were far
higher than the principles of variation statistics would permit. Such segregation
ratios, Fisher asserted, could occur only very seldom. In 1968 the AustrianSwedish genetic scientist H. Lamprecht disproved Fisher’s assertions.
Lamprecht’s own experiments with the hybridisation of pea plants produced
segregation ratios that in some cases even more closely matched the expected
EAE I TEXTS, 2007-2008,
p. 4
values. In 1983 the German doctor and botanist F. Weiling conducted biometric
experiments which showed that Fisher’s studies had in several instances been
based on erroneous or inapposite statistical assumptions. Only a few weeks
ago J. Vollmann, working at the Institute of Plant Structure and Plant Breeding
at Vienna’s University of Soil Cultivation, carried out computer simulations
which showed that just thirty hybridisation simulations with a hypothetical
number of 5,000 offspring produced an almost perfect match with Mendel’s 3:1
ratio. Analysing all of Mendel’s results (including those that were not published)
produces a ratio of 6022:2000 with an error margin of under 1.5%.
Did Mendel work correctly ? II. Independence of characteristics
Mendel’s observation of the independent inheritance of characteristics also
prompted critical comment. The probability of finding seven characteristics
located one on each of the seven chromosomes of the garden pea is
demonstrably 1:163. As we now know, two pairs of the characteristics studied
by Mendel are located on chromosome 1 and chromosome 4. However, it is
seldom that both characteristics are passed on together (coupling). The
questions of whether Mendel was simply fortunate in his selection of
characteristics, whether he had conducted preliminary experiments with certain
genotypes before choosing his characteristics, and whether he came across
divergent segregation ratios are currently still under discussion.
Mendel’s scientific achievement
Mendel’s outstanding intellectual achievement as a scientist was his ability to
make deductions from the observed results of individual experiments — in other
words, to perceive a distinct pattern despite the random inaccuracies of a few
observations. This enabled him, for example, to ascertain the 3:1 segregation
ratio in the heredity of red and white pea flowers in the face of a diversity of
possible hereditary patterns. This insight long predated the advent of biometrics
or even of probability calculus.
Post-Reading task:
The text above talks about Mendel and heredity in plants; do Agricultural engineers
need to apply Mendel’s laws? Discuss this question and share your opinions.
EAE I TEXTS, 2007-2008,
p. 5
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED
SCIENCES)
E.T.S.I.A-UPV
2007-2008
Text #3
BIOENERGY AND AGRICULTURE.
PROMISES AND CHALLENGES FOR FOOD, AGRICULTURE,
AND THE ENVIRONMENT. Overview
PETER HAZELL AND R. K. PACHAURI
FOCUS 14 • BRIEF 1 OF 12 • DECEMBER 2006
Reading task:
This is the 1st text you will have to read using the Collaborative strategic reading
(“CSR”) method; you have to read it at home and then in class, with CSR:
In recent years bioenergy has drawn attention as a sustainable energy source that may
help cope with rising energy prices, address environmental concerns about
greenhouse gas emissions, and offer new income and employment to farmers and
rural communities around the world. For many countries in the Organisation for
Economic Cooperation and Development (OECD), the benefits to farmers are also
perceived as a good way to reduce the costs and market distortions of their existing
farm support policies, which now total about US$320 billion a year. Moreover, whereas
oil and coal are unevenly distributed among countries, all countries could generate
some bioenergy from domestically grown biomass of one type or another, thereby
helping to reduce their dependence on imported fossil fuels... (Please, go to
http://www.ifpri.org/2020/focus/focus14/focus14_01.pdf to see the rest of the text).
EAE I TEXTS, 2007-2008,
p. 6
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
The composition of soil; text #4
From
http://www.publicbookshelf.com/public_html/The_Househ
old_Cyclopedia_of_General_Information/compositio_g.ht
ml
Soils consist mostly of sand, lime, and clay, with certain
saline and organic substances in smaller and varying proportions; but the examination
of the ashes of plants shows that a fertile soil must of necessity contain an appreciable
quantity of at least eleven different substances, which in most cases exist in greater or
less relative abundance in the ash of cultivated plants; and of these the proportions are
not by any means immaterial. In general, the soils which are made up of the most
various materials are called alluvial; having been formed from the depositions of floods
and rivers. Many of them are extremely fertile. Soils consist of two parts; of an organic
part, which can readily be burned away when the surface-soil is heated to redness; and
of an inorganic part, which remains fixed in the fire, consisting of earthy and saline
substances from which, if carbonic acid or any elastic gas be present, it may, however,
be driven by the heat. The organic part of soils is derived chiefly from the remains of
vegetables and animals which have lived and died in and upon the soil, which have
been spread over it by rivers and rains, or which have been added by the industry of
man for the purposes of increased fertility.
This organic part varies much in quantity, as well as quality, in different soils. In peaty
soils it is very abundant, as well as in some rich, long cultivated lands. In general, it
rarely amounts to one-fourth, or 25 per cent. even in our best arable lands. Good wheat
soils contain often as little as eight parts in the hundred of organic animal or vegetable
matter; oats and rye will grow in a soil containing only 1 1/2 per cent.; and barley when
only two or three parts per cent. are present.
EAE I TEXTS, 2007-2008,
p. 7
The inorganic portion of any given soil, again, is divisible into two portions; that part
which is soluble in water, and thus easily taken up by plants, and a much more bulky
portion which is insoluble.
Sir Humphrey Davy found the following to be the composition of a good productive soil.
In every 9 parts, 8 consisted of siliceous sand; the remaining (one-ninth) part was
composed, in 100 parts, as follows:
Carbonate of lime (chalk) 63 grains. Pure silex 15 grains. Pure alumina, or the earth of
clay 11 grains. Oxide (rust) of iron 3 grains. Vegetable and other saline matter 5 grains.
Moisture and loss 3 grains.
Thus the whole amount of organic matter in this instance is only 1 part in 200, or onehalf of one per cent.; a fact which, in itself, would demonstrate the fallacy of supposing
that decomposed animal and vegetable matter in the soil form the exclusive supply to
growing plants.
Further info about soil is available from http://hcs.osu.edu/hcs150/
Post-Reading task:
Discussion exercise.
The text above talks about the composition of a good productive soil; what do you
know about the composition of good productive soil in Spain? Anything particular about
Valencia? Discuss these matters and share your opinions.
EAE I TEXTS, 2007-2008,
p. 8
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
Herbicides: Effects on Soil; text #5
Some have suggested that the greater use of a few broad spectrum herbicides, or the
presence of Bt protein within plants, could have an impact on insects, fungi and microorganisms in the soil. This could in turn affect how crop residues break down in the soil.
Although the evidence to date does not support this claim, it is important that more
studies are carried out to learn more.
The interactions of soil micro-organisms can be complex – indeed most of them have
yet to be fully identified. As scientists and farmers increase their knowledge, the effects
of different crops and agricultural practices will become apparent for both the existing
and new technologies.
Post-Reading task:
Discussion exercise.
The text above talks about the use of herbicides; what do you know about the use of
broad spectrum herbicides Spain? Anything particular about Valencia and the impact
on insects, fungi and micro-organisms in the Valencian soil? Discuss these matters and
share your opinions.
EAE I TEXTS, 2007-2008,
p. 9
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
CLASS TEXT #6
Damage to water supplies
River in Malaysia polluted with domestic waste
Water supplies can be damaged through pollution. The four main sources of water
pollution are outlined in the table below:
EAE I TEXTS, 2007-2008,
p. 10
Water pollution can have a big impact on humans, animals and plants.

The process of breaking down sewage can use up a lot of oxygen. This lack of
oxygen in the water can kill plants and animals.

River pollution can increase nitrate levels. Too many nitrates encourage the
growth of algae. The algae use up oxygen supplies. Algae grows rapidly and
blocks out valuable sunlight.

Water pollution can also have an impact on human health. As well as affecting
the quality of drinking water, pollution can also get into the human food chain for example, via fish.
From
http://www.bbc.co.uk/schools/gcsebitesize/geography/riverswater/watermanagementre
v4.shtml
Post-Reading task:
Comprehension exercise.
Water management
1 . Study the text below and use the words to fill in the gaps.
cinema
growing
leisure
wealthier
poorer
industrialise
falling
Demand for water is
on a global scale and national level. As technology and industry
advances the demand for water grows. Most MEDCs are becoming
spending more money on
and so people are
. This increases demand for water. As LEDCs
and urbanise their demand for water grows.
EAE I TEXTS, 2007-2008,
p. 11
2 . Study the text below and use the words to fill in the gaps.
too much
southeast
north
enough
distributed
west
southwest
In the UK there is
water to meet demand however, water supplies are not evenly
and does not always match areas of demand. In the UK some of the highest demand for
water is in the
This is because this is a highly populated area. However, the heaviest
rainfall occurs in the
and west of the UK.
3 . Which of the following does NOT contribute to water pollution?
a)
b)
c)
d)
e)
Agricultural waste
Power station waste
Industrial waste
Domestic sewage
They may all cause water pollution
4 . The main purpose of the local water authorities in Britain is to make sure people have a reliable source
of water of guaranteed quality. Which of the following activities of a water authority does not help towards
these goals?
a)
b)
c)
d)
e)
Building reservoirs
Building pipelines to move water from areas of high supply to high demand
Building houses on land owned by the water authority
Educating people on water conservation
Maintaining pipes to prevent leakage
EAE I TEXTS, 2007-2008,
p. 12
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
CLASS TEXT #7
Water management
from
http://www.bbc.co.uk/schools/gcsebitesize/geography/riverswater/watermanagementre
v4.shtml
Water is a finite resource, and the demand for it is growing all the time - hence the
need to manage it. Water management means controlling the supply and distribution of
available water, and monitoring water quality. In England and Wales this is carried out
by local authorities.
Water supplies can be damaged by various kinds of pollution, and this can have a
damaging impact on the environment and human health.
EAE I TEXTS, 2007-2008,
p. 13
Managing water supplies
Water management involves:

Providing people with a reliable source of water

Maintaining the quality of water supplies
In places where there are persistent water shortages, managing the supply may also
mean rationing water so that it is available to those who need it most.
In the UK there is enough water to meet demand, but water supplies are not evenly
distributed around the country, and not necessarily located where demand is highest.
For example some of the highest demand for water is in the highly-populated southeast
of the country. However, the heaviest rainfall occurs in the relatively thinly-populated
north and west. So in the UK water management means moving supplies around to
meet demand.
Water management: filterbeds in a UK water storage and treatment plant
In England and Wales, local water authorities manage water supplies. Each water
authority is based around a major river basin. Each authority has responsibility for:

collecting water supplies

distributing water supplies

monitoring pollution levels

reducing pollution levels

monitoring and regulating the use of rivers, lakes and reservoirs
There are several ways in which the water authorities can carry out their work:

New reservoirs can be built to collect and store water

Water can be transferred by pipe from a place of good supply to a place of high
demand
EAE I TEXTS, 2007-2008,
p. 14

People can be educated to conserve water

Maintaining pipe networks to prevent leakage

Regulating and monitoring the amount of water people use through measures
like hosepipe bans and water meters
Post-Reading task:
Discussion exercise.
The text above talks about England and Wales; what do you know about Spain? Do
local water authorities manage water supplies in Spain? Anything particular about
Valencia? Discuss these matters and share your opinions.
EAE I TEXTS, 2007-2008,
p. 15
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
food crops today
CLASS TEXT #8 from
http://www.time.com/time/magazine/article/0,9171,997772,00.html?promoid=googlep
“Most of our major food crops today are the result of genetic manipulation by ancient
farmers. Over time, a small runt of a plant has been transformed into one that produces
the large ears of corn that we enjoy today. If not for genetically modified crops,
civilization would have had a lot harder time taking off”. DAVID P. GRAF Chicago
“Many agencies of the U.S. Government are working to oversee the new technology.
American farmers accept the expertise of authorities, and will continue to produce what
consumers want--healthy, abundant and affordable food. One point to remember:
opponents have yet to come up with verifiable evidence that products enhanced
through biotechnology are unsafe for humans or threaten the environment”. BOB
STALLMAN, PRESIDENT American Farm Bureau Federation Park Ridge, Ill.
Post-Reading task:
Discussion exercise.
The text above talks about the USA; what do you know about Spain? Is it true that
“Most of our major food crops today are the result of genetic manipulation by ancient
farmers” Do you know if this is true in Valencia? Discuss these matters and share your
opinions.
Further reading (using “CSR”):
Genetically Modified Organisms (from
http://www.efsa.europa.eu/en/in_focus/f_i_gmo.html)
EAE I TEXTS, 2007-2008,
p. 16
Last updated: 10 April 2007
Publication Date: 23 May 2006
Genetically modified (GM) foods can only be used in the European Union if they have
passed a rigorous safety assessment. Learn more about EFSA* work on GMOs
Genetically modified (GM) foods can only be used in the
European Union if they have passed a rigorous safety
assessment. The procedures for evaluation and authorisation
of GM foods are laid down in Regulation (EC) 1829/2003 on
GM food and feed, which came into force in April 2004 and in
Directive 2001/18/EC on the deliberate release into the
environment of GMO’s, which came into force in March 2001.
What is EFSA’s role?
EFSA is Europe’s food safety ‘checkpoint’ and its role in the approval of GMOs is to
provide scientific advice to European Union Institutions and Member States on the
safety and risks for human and animal health and also for the environment. EFSA
publishes its advice on its website and informs the requesting body of its conclusions.
This information is taken into account by the requesting legislating body – European
Commission and Member States – in line with the respective procedure when giving or
refusing approval for use of GMO products.
EFSA also carries out ‘self-tasking’ activities. ‘Self-tasking’ occurs when EFSA, during
the course of its regular work, identifies a particular issue which it believes requires
further analysis and research. In the context of GMOs, an example of this is the
creation of a self-tasking working group to study requirements for Post Market
Environmental Monitoring in order to provide guidance for applicants and regulatory
authorities.
Click HERE for more information on the GMO Risk Assessment Process at EFSA
including:

How does a request for assessment of a GMO product reach EFSA?

How is a risk assessment carried out by the EFSA GMO Panel?
EAE I TEXTS, 2007-2008,
p. 17

Who actually provides the data used in these assessments?

Does EFSA take into account the environmental impact of GMOs or its long
term effects?

Does EFSA welcome feedback and opinions from stakeholders outside the
organization?
*EFSA= European Food Safety Authority: dedicated to scientific excellence,
independence, openness and transparency…
In close collaboration with national authorities and in open consultation with its
stakeholders, the European Food Safety Authority (EFSA) provides objective
scientific advice on all matters with a direct or indirect impact on food and feed
safety, including animal health and welfare and plant protection.
EAE I TEXTS, 2007-2008,
p. 18
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
CLASS TEXT #9 (vocabulary review)
Seeds
All About Seeds
Seeds come in different sizes, shapes, and colors. Some can be eaten and some can't.
Some seeds germinate easily while others need certain conditions to be met before
they will germinate.
Do you know that within every seed lives a tiny plant or embryo? You can hold in your
hand 500 radishes, many thousands of petunias, or an entire meadow if you remember
that each seed is a plant!
Seeds travel! They can't just get up and walk to a new location, but structures on the
seed may allow it to move to a new location. Some of the moving forces might be wind,
water, animals, and gravity. Look at the seeds below and think about how they might
travel from place to place.
EAE I TEXTS, 2007-2008,
p. 19
Post-Reading task:
Discussion exercise.
The text above talks about seeds. Discuss how the seeds above might travel from
place to place; share your opinions.
EAE I TEXTS, 2007-2008,
p. 20
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
CLASS TEXT
text about “BIOFUELS”: UN warns on impacts of biofuels
(T#10): DISCUSSION AFTER READING “BIOFUELS” TEXT
FROM
HTTP://NEWS.BBC.CO.UK/2/HI/SCIENCE/NATURE/6636467
.STM
UN warns on impacts of biofuels
Reading tasks:
Use the “CSR” to analyse this text and write a brief summary of it; use as
many “AE” words as possible. Your summary will be assessed by your
teacher.
Plantations for biofuels may threaten forests and wildlife
A UN report warns that a hasty switch to biofuels could have major impacts
on livelihoods and the environment.
Produced by a cross-agency body, UN Energy, the report says that biofuels
can bring real benefits.
But there can be serious consequences if forests are razed for plantations, if
EAE I TEXTS, 2007-2008,
p. 21
food prices rise and if communities are excluded from ownership, it says.
And it concludes that biofuels are more effective when used for heat and
power rather than in transport.
"Current research concludes that using biomass for combined heat and
power (CHP), rather than for transport fuels or other uses, is the best option
for reducing greenhouse gas emissions in the next decade - and also one of
the cheapest," it says.
The European Union and the US have recently set major targets for the
expansion of biofuels in road vehicles, for which ethanol and biodiesel are
seen as the only currently viable alternative to petroleum fuels.
Forest clearance
The UN report, Sustainable Bioenergy: A Framework for Decision Makers,
suggests that biofuels can be a force for good if they are planned well, but
can bring adverse consequences if not.
"The development of new bioenergy industries could provide clean energy
services to millions of people who currently lack them," it concludes, "while
generating income and creating jobs in poorer areas of the world."
But the prices of food, land and agricultural
commodities could be driven up, it warns,
with major impacts in poorer countries where
people spend a much greater share of their
incomes on food than in developed nations.
On the environmental side, it notes that
demand for biofuels has accelerated the
clearing of primary forest for palm plantations,
particularly in southeast Asia.
Intensive farming of energy
crops demands water and
resources
This destruction of ecosystems which remove carbon from the atmosphere
can lead to a net increase in emissions.
The report warns too of the impacts on nature: "Use of large-scale mono-
EAE I TEXTS, 2007-2008,
p. 22
cropping could lead to significant biodiversity loss, soil erosion and nutrient
leaching."
This has been avoided, the report says, in the Brazilian state of Sao Paulo
where sugar cane farmers are obliged to leave a percentage of their land as
natural reserves.
Water is also a concern. The expanding world population and the on-going
switch towards consumption of meat and dairy produce as incomes rise are
already putting pressure on freshwater supplies, which increased growing of
biofuel crops could exacerbate.
In conclusion, UN Energy suggests policymakers should take a holistic look
before embarking on drives to boost biofuel use.
"Only through a convergence of biodiversity, greenhouse gas emissions and
water-use policies can bioenergy find its proper environmental context and
agricultural scale," the report concludes.
EAE I TEXTS, 2007-2008,
p. 23
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
CLASS TEXT ABOUT FARM ANIMALS, AND ANIMAL BODY (STRUCTURES OF
THE PARTS OF THE ANIMAL BODY; T#11).
HTTP://WWW.FAO.ORG/DOCREP/T0690E/T0690E04.HTM
The body is made up of many, many millions of cells which you can not see unless you
use a microscope. Special cells come together to make an organ.
An organ is a complex structure within the body. It has a special job or jobs to do.
A body system consists of a number of organs which work together to carry out a
special job.
The animal body is made of 9 systems:
Musculo-skeletal system
Digestive system
Circulatory system
Respiratory system
Urinary system
Nervous system
Sensory system
Reproductive system
Lympho-reticular system
The organs of the animal body
An organ is a complex structure with a special job or a number of jobs to do. For
example:
EAE I TEXTS, 2007-2008,
p. 24
The eye is the organ of sight.
The kidneys are organs which get rid of water and poisonous materials from the
body as urine.
The liver has many jobs and is involved in more than one system.
Various organs are grouped together to form a body system which carries out a special
job.
System of the
Organs in the Body
Job or function
Body
Musculo-skeletal muscle (meat) bones
Support and move the body
Digestive
Digest and absorb feed
stomach, liver, intestine,
pancreas
Circulatory
heart, blood vessels
The brood carries substances
around the body
Respiratory
muzzle, windpipe, lungs
Breathing
Urinary
kidneys, bladder
Get rid of poisons and waste
(urine)
Nervous
brain, nerves spinal cord
Pass messages around the body,
control the body
Sensory
eyes, ears, nose skin
Sense and detect things outside
the body
Reproductive
testes, penis ovaries, uterus,
To produce and feed young
vagina, vulva, udder
Lympho-reticular lymph nodes, spleen
Protect against infectious
diseases, produce blood
The musculo-skeletal system
This system consists of the bones and the muscles (meat).The bones form the
skeleton which is the framework within the body. It carries weight and supports the
body.
Bones are connected together so they can move. The places where this happens are
called joints. The bones are held together at the joints by elastic strands called
ligaments. Between the bones is a softer material called cartilage (gristle) which
EAE I TEXTS, 2007-2008,
p. 25
cushions the bones at the joints when the body moves. Bones are very hard and
contain minerals. Each bone has a name such as the scapula (shoulder blade) and
skull (head). There are about 200 bones in the body.
Muscles are joined at both ends to the bones. The muscles are the meat of the body
and when they contract (shorten) or relax (lengthen) they make the bones move.
If you bend your arm you can see and feel the muscles in your arm working.
The digestive system
The digestive system consists of the teeth, mouth, gullet (oesophagus), stomach, liver,
intestine, pancreas, and rectum.
Digestion begins in the mouth where feed is broken down into small pieces by the teeth
and mixed with saliva before being swallowed.
In the stomach feed is mixed with the juices to form a soft paste. This then passes into
the intestine where bile from the liver and juices from the pancreas are added. The
action of these juices is to break down the feed and allow the nourishment it contains to
be absorbed by the blood in the walls of the intestine. Waste matter collects in the
rectum and passes out of the body through the anus (or cloaca in birds).
The digestive system
The circulatory system and blood
The organs of the circulatory system are the heart and the blood vessels (tubes). The
heart is found in the chest cavity. It is a muscular pump which sends blood around the
body.
The blood vessels which carry blood away from the heart are called arteries. Blood
returns to the heart in veins. Joining the arteries and veins is a fine network of small
tubes called capillaries. The capillaries pass through every part of the body.
When the heart beats its muscles contract and sends blood out through the arteries.
When the heart relaxes blood flows into it from the veins.
EAE I TEXTS, 2007-2008,
p. 26
Every time the heart beats it sends a pulse along the arteries. You can feel it at certain
points on the body. By feeling the pulse we can count the rate at which the heart beats
(see Unit 5). You can feel your pulse on your wrist.
The respiratory system
Respiration (breathing) consists of inspiration (breathing in) and expiration (breathing
out).
There are two lungs which are found in the chest protected by the bony cage of the
ribs. The windpipe carries air from the nostrils to the lungs which are spongy because
of air spaces in them. As the animal breathes, air moves in and out of the lungs. Inside
the lungs oxygen needed by the body passes into the blood in the walls of the lungs
and water and carbon dioxide pass out of the blood into the air which is then breathed
out.
The respiratory system
The urinary system
The main organs are the two kidneys, which lie against the backbone, and the bladder.
Waste materials and water are taken out of the blood in the kidneys. This forms urine.
Urine collects in the bladder then passes out of the body.
Nervous system and sensory system
The bones of the skull and backbone protect the soft brain and spinal cord. Fibres
called nerves pass from the brain and spinal cord to all parts of the
Messages pass from the various parts of the body along the nerves to the brain. The
brain sends a message back telling the different parts of the body what to do.
EAE I TEXTS, 2007-2008,
p. 27
The brain controls the body.
Nervous system
The brain also controls the senses, the sense organs are:
the eyes for sight
the ears for hearing
the nose for smell
the tongue for taste
the skin for touch
Reproductive system (breeding)
The male reproductive organs, the testicles, lie in the scrotum behind the penis. The
testicles produce sperm which are contained in the fluid semen. A tube passes from
each testicle and joins to form a tube which runs down the centre of the penis.
In the bird the testicles are inside the body.
Reproductive and urinary organs of the male
The female reproductive organ consist of two ovaries, one in each side of the lower
abdomen. The ovaries produce eggs which pass into the uterus (or womb). Below the
EAE I TEXTS, 2007-2008,
p. 28
uterus is the vagina which opens to the outside surrounded by the vulva. After birth the
young are fed on milk produced by the udder.
Female reproductive and urinary system
During mating (mounting) sperm passes from the male into the uterus and joins with
the eggs there. When the sperm joins the egg it forms the embryo which develops into
the young animal inside the uterus.
Reproduction is controlled by hormones (chemical messengers) which are carried in
the blood to the different organs.
These hormones control:
Puberty of the animal
Production of eggs
Birth
Production of semen
Development of the embryo
Milk production
Lympho-reticular system
Lymph is a colourless fluid which passes out of the blood into a network of fine tubes
called the lymphatic system. It passes through the lymph nodes, where germs are
filtered out and killed, before it is returned to the veins. The lymph nodes and spleen
also produce special blood cells which protect the body against disease. Sometimes
when an animal is infected the lymph nodes become swollen and can be felt beneath
the skin
EAE I TEXTS, 2007-2008,
p. 29
Post-Reading task:
After studying this text, please explain briefly 2 of the following; write 1 or 2 paragraphs
about
1 The various organs of the animal body.
2 The position of the main organs within the animal body.
3 The structure of the body systems.
4 How the systems work.
Use as many “animal body” words as possible. Your paragraphs will be assessed by
your teacher.
OPTIONAL READING, USING “CSR”, about cattle care solutions,
from http://easywaycattlecare.com/,
EAE I TEXTS, 2007-2008,
p. 30
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
TEXT ABOUT ANIMAL HEALTH (T#12).
FROM http://www.animalagriculture.org/, the latest in cattle, swine, sheep & goat,
poultry, and equine health
http://www.animalagriculture.org/publications/cattle/CHR2007/Cattle%20Summer%200
7.pdf
USA Cattle
HEALTH REPORT
A National Institute for Animal Agriculture Publication Summer 2007
Responsible Use of Antibiotics in Food Animals
Activists continue to apply increased pressure
on antibiotic use in food-producing animals,
and activists’ messages are being more
than heard. They are being seen. Billboards
posted by Chipotle Grill state “Get antibiotics
from your doctor, not your beef.” Similar
Chipotle Grill billboards have been aimed at
the poultry industry.
Numerous food service companies have
zeroed in on the public’s concern with antibiotic
use in food animals and have developed
their own antibiotic guidelines. Wendy’s, for
example, has developed its own antibiotic use
policies. Under “Managed Use,” Wendy’s policy
states that “antibiotics used to treat food
animals must only be administered by
licensed veterinarians that have met all training
and certification requirements.” Its
EAE I TEXTS, 2007-2008,
p. 31
“Human Health” guideline reads “Reduce
overall antibiotic usage in food animals, especially
when the class of antibiotics used is both
a human and food animal medicine. Employ
alternative therapies, or use antibiotics not
used to treat human disease whenever possible.”
Negative and frequently inaccurate headlines,
editorials and messages on the Internet
feed the frenzy.
Concerned groups have been heard. On
Feb. 8, 2007, Rep. Louise Slaughter (D-NY)
sponsored H.R. 962, The Preservation of
Antibiotics for Medical Treatment Act of 2007,
which seeks to cut antibiotic resistance linked
to the misuse of antibiotics in animal agriculture.
Just four days later on Feb. 12, Sen.
Edward Kennedy (D-MA) introduced the
same bill in the Senate, S. 549.
Other bills with the same title were introduced
in previous Congressional sessions:
109th Congress, H.R. 2562; 109th Congress, S.
742; and 108th Congress, S. 1460. These bills
failed to make it through the legislative
process.
The 2007 Bill would phase out the use as
animal feed additives of antibiotics that are
also important in human medicine, including
penicillin, within two years. The bill also
requires pharmaceutical companies manufacturing
and marketing agricultural antibiotics to
submit data on the quantity of drugs they sell,
along with information on the claimed purpose
and dosage for those drugs. The intention
is to help public health officials track the
implementation of the phase-out.
(Note: To track this bill, visit
www.govtrack.us, then click on “New Bills”
EAE I TEXTS, 2007-2008,
p. 32
under “Track Congress”).
Post-Reading task:
Discussion exercise.
The text above talks about America; what do you know about the Use of Antibiotics in
Food Animals in Spain? Is the use of antibiotics “Responsible” in Spain? Anything
particular about Valencia? Discuss these matters and share your opinions.
EAE I TEXTS, 2007-2008,
p. 33
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
TEXT ABOUT TREES AND FORESTS IN THE U.K. (T#13)
http://www.alphagalileo.org/images/postpn275.pdf
January 2007 Number 275
UK TREES AND FORESTS
Reading tasks:
Use the “CSR” to analyse this text; then, write a brief summary of it; use as many
“TREES AND FORESTS” words as possible. Your summary will be assessed by your
teacher.
Trees and forests can provide a range of benefits that
are often complementary. Some of these benefits derive
from green space in general, but forests may also offer
unique opportunities. The social and environmental
value of woodland and forest in Great Britain has been
estimated to be worth up to £1 billion a year1. This
POSTnote explores the issues surrounding the
sustainable management of existing and new forest in
the UK.
Background
Most of the UK was once covered by forest. Clearance for
timber, fuel, and agriculture meant that by 1900, forest
and woodland2 cover had fallen to about 5% of its land
area. Timber demand during the First World War led to
the creation of the Forestry Commission in 1919, with
the aim of building up a strategic timber reserve. Large
scale forest planting took place, mainly of productive
non-native conifer species (such as Sitka spruce, native
to North America) on land of marginal value for
EAE I TEXTS, 2007-2008,
p. 34
agriculture. One such example is Kielder Forest in
Northumberland. The area of woodland has now risen to
11.6% of the UK land area (or 2.8 million hectares).
The amount, type, and ownership of woodlands vary
within the UK (Fig. 1). The majority of native trees, such
as oak, are broadleaves (with flat leaves rather than
needles), but some, such as Scots pine, are conifers.
Woodland is considered ‘semi-natural’ if it is composed
of locally native species. A small proportion of this
woodland is classed as ‘ancient’, as it dates back to at
least 1600 AD (or 1750 AD in Scotland3), and is often
biodiverse and of cultural importance (an example being
Sherwood Forest). Around 30% of forest is owned by the
devolved governments and managed by the Forestry
Commission or the Department of Agriculture and Rural
Development (DARD) in Northern Ireland. However, only
a small amount of this is semi-natural or ancient
woodland.
In recent decades, increased interest in nature
conservation and recreation has led to a national and
international policy move, away from a primary aim of
timber production towards forestry that provides multiple
benefits. ‘Sustainable forest management’ aims to
provide social and environmental goods, to maintain an
economically viable forestry sector and to protect these
benefits for future generations.
EAE I TEXTS, 2007-2008,
p. 35
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED SCIENCES)
E.T.S.I.A-UPV
2007-2008
Palm oil firms burning Indonesian forests: Greenpeace (T#14)
Thu Jul 12, 2007 11:17AM EDT from
http://www.reuters.com/article/environmentNews/idUSJAK2342920070712
By Adhityani Arga
JAKARTA (Reuters) - Palm oil companies are burning peat forests to clear land for
plantations in Indonesia's Riau province, despite government pledges to end forest
fires, environment group Greenpeace said on Thursday.
Forest fires are an annual menace for Indonesia and the country's neighbors, who
have grown deeply frustrated at the apparent lack of success in curbing the dry-season
blazes and vast smoke clouds, or haze, that smothers the region.
Apart from the health risks to millions of people and damage to the environment, the
smoke also releases large amounts of carbon dioxide, fuelling global warming.
The government has pledged to cut the number of fires by half. A 2004 law prohibits
plantation companies from using fires, or any other means that cause environmental
damage, to clear or cultivate land.
Blazes have started flaring again since the end of June with the start of the dry season.
Satellite images collected by the Forestry Ministry showed 124 "hot spots" in Riau on
Sumatra island last week, more than other provinces in the country.
Riau is just across the Strait of Malacca from Singapore and Malaysia.
"The endless cycle of forest fires and forest destruction in Indonesia must now be seen
as a global phenomenon because our country contributes a lot to climate change,"
Greenpeace Forest campaigner Hapsoro said in a statement.
EAE I TEXTS, 2007-2008,
p. 36
"Beyond the frequent lip service and rhetoric coming from officials whenever these fires
flare up, the government must take bolder measures to prevent the problem from
taking place," he said.
"The government must strictly enforce laws against violators including oil palm
companies and plantations which deliberately start these fires as part of their landclearing operations."
Post-Reading task:
Debate.
Would you join greenpeace? Why? Why not? Present pros and cons (advantages and
disadvantages); joining greenpeace versus not joining greenpeace: get ready to defend
any of the 2 options using facts from the text or your feelings about this organization.
Plus
Greenpeace International’s
7steps towards an energy saving [r]evolution
http://www.greenpeace.org/international/campaigns/climate-change/take_action/7steps
Join the 7 step climate campaign
Sign up now and take a step to save the climate every week for 7 weeks.
Enter your n
Signup
Energy saving [r]evolution - first 7 steps
We need to kick start an energy [r]evolution! By burning fossil fuels for energy, we're
altering our atmosphere - causing climate change. To reverse it, we'll need to stop
burning so much coal and oil. Renewable energy like wind and solar power is part of
the answer, but the fastest (and most cost effective) way to reduce our global warming
pollution is simply use less energy.
EAE I TEXTS, 2007-2008,
p. 37
ENGLISH I
FOR AGRICULTURAL ENGINEERING (AND RELATED
SCIENCES)
E.T.S.I.A-UPV
2007-2008
Description of equipment for measuring soil moisture (T#15)
Reading tasks:
Use “CSR” to read this text. Write a similar description of AE equipment.
http://www.ech2o.com/?gclid=COSsscHc_YkCFSoMQgodS1veRA
EAE I TEXTS, 2007-2008,
p. 38
EAE I TEXTS, 2007-2008,
p. 39