TECHNICAL UNIVERSITY OF MACHALA

D.L. No. 69-04 of April 14/1969

Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

<

CAREER OF CIVIL ENGINEERING

<<

PORTFOLIO OF:
ENGLISH IV

SEMESTER “4th A”

STUDENT
Jimmy Ronaldo Macas Zaruma

TEACHER
Lcdo. Kleber Oswaldo Sarmiento Chugcho, Ms.

PERIOD
MAY 2 TO AUGUST 25/ 2018

SCHEDULE
2 HOURS MONDAY

MACHALA – EL ORO – ECUADOR

 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

TECHNICAL UNIVERSITY OF MACHALA

Mission:

The Technical University of Machala is an institution of higher education oriented to teaching,

research and links with society, which trains and refines professionals in various areas of
knowledge, competent, enterprising and committed to development in its economic dimensions,
human, sustainable and scientific-technological to improve the production, competitiveness and
quality of life of the population in its area of influence.

Vision:
To be a leader in educational, cultural, territorial, socio-economic development in the region and
country.

CIVIL ENGINEERING CAREER

Mission:
The Civil Engineering Career of the Technical University of Machala trains
competent professionals in the planning, design, execution, evaluation and
maintenance of civil works, able to effectively link with society from its field of action
through holistic, holistic and axiological demonstrating leadership and
entrepreneurship.

Vision:
The Civil Engineering Course at the Technical University of Machala will be a leader
in zonal development, accredited nationally, training civil engineering professionals
who project academic excellence and continuous improvement, directly linked to the
development of society.

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

GENERAL
STUDENT
PRESENTATION

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

SELF PORTRAIT

My name is Jimmy Ronaldo Macas Zaruma, I was born on December 23/1993, in the city of
Machala.

Currently course on fourth semester of the Civil Engineering Career of the Academic Unit of
Civil Engineering. I am a person responsable, organized and I like to work as a team.

My goals are to become a Civil Engineering and found my own contruction company with the
support of my family and thus be the best company in the province.

STUDENT DATA
TABLE OF CONTENTS

Surnames: Macas Zaruma Names: Jimmy Ronaldo

Course: 4th Semester: Parallel: A Section: morning
C.I.: 0705817542 Date of birth: 23/12/1993 Age: 24
Email: jmacas4@utmachala.edu.ec Facebook: Ronal Macas
Phone: 2-140130 Cell 1: 0997328939 Cell 2:
Home:
Province: El Oro Canton: Machala Parish: Pasaje
Passage: Union colombiana Reference: Church

Sex: Male Marital Status: Single

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

SYLLABUS

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

DAILY

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

Unit: 1 Class No. 1 Date: 07/05/2018

Topics Discussed:

- Syllabus Introduction

Objective: To describe to syllabus requirements during this academic

semester

Class development: Foldadle; Feedback, Brainstorming

Class

The teacher talked about attendance issues. Next, I will explain details
right below:

Absence: 72 hours talk with the teacher

Delay: 3 Delays, 1 absence

Evaluation parameters

Homework 10 pt 10 pt

Classwork 20 pt 15 pt

Group Activities 20 pt 15 pt

Quiz 20 pt 30 pt (Final Proyect)

Test 30 pt 30 pt

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

Unit: 1 Class No. 2 Date: 14/05/2018

Topics Discussed:

- Grammar basics (Pronouns, adjectives, tenses, technical definitions 2)

- Bridge specifications

Objective: To recognize technical terms related to tunnels through the

description of their types, uses and characteristics.

Class development: Foldadle; Feedback, Brainstorming

Class

All words in the English language can be classified as one of the eight different parts of
speech. Understanding the different parts of speech is important in understanding how
words can and should be joined together to make sentences that are both grammatically
correct and readable. An understanding of the parts of speech is also important for
knowing how to correctly punctuate sentences.
The eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, conjunctions,
prepositions, and interjections.

GLOSSARY:

- Pronoun, is a Word that is used to replace a noun.

- Adjective, an adjective modifies a noun or pronoun.
- Adverb, similar to adjectives, modifies a verb, an adjective or another
adverb
- Preposition, shows the relationship between a noun or pronoun and
some other Word in the sentence.
 INTRA-CLASS ACTIVITY: 1

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.1 DATE: May 14th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Bridge specifications

OBJECTIVE: To identify the bridge specipications through the use of

adjectives, nouns, and technical terms.
INSTRUCTIONS/ST - Listening
- Write the paragraph
ATEMENT:
ACTIVITIES TO - Complete
- Write the paragraph
DEVELOP
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
□ Analysis of readings

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 Unit: 1 Class No. 3 Date: 21/05/2018
Topics Discussed:

- Grammar basics (Pronouns, adjectives, tenses, technical definitions 3)

Objective: To identify the bridge specifications through the use of

adjectives, nouns, and technical terms.

Class development: Foldadle; Feedback, Brainstorming

Class

All words in the English language can be classified as one of the eight different parts of
speech. Understanding the different parts of speech is important in understanding how
words can and should be joined together to make sentences that are both grammatically
correct and readable. An understanding of the parts of speech is also important for
knowing how to correctly punctuate sentences.
The eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, conjunctions,
prepositions, and interjections.

CIDITEC 07 19
 INTRA-CLASS ACTIVITY: 2

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.2 DATE: May 21th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Tunnels Basics

OBJECTIVE: To identify the tunnel basics through the use of adjectives, nouns,
and technical terms.
INSTRUCTIONS/ST - Glossary
- Types of tunnels
ATEMENT:
ACTIVITIES TO - Complete
- Match words
DEVELOP
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
□ Analysis of readings

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 Unit: 1 Class No. 4 Date: 28/05/2018
Topics Discussed:

- Grammar basics (Pronouns, adjectives, tenses, technical definitions 4)

Objective: To describe past events through the use of reading

comprehension activities of the text “History of Engineering”.

Class development: Foldadle; Feedback, Brainstorming

Class

The history of engineering can be roughly divided into four overlapping phases, each
marked by a revolution:

- Pre-scientific revolution: The prehistory of modern engineering features

ancient master builders and Renaissance engineers such as Leonardo da
Vinci.
- Industrial revolution: From the eighteenth through early nineteenth
century, civil and mechanical engineers changed from practical artists to
scientific professionals.
- Second industrial revolution: In the century before W orld War II,
chemical, electrical, and other science-based engineering branches
developed electricity, telecommunications, cars, airplanes, and mass
production.
- Information revolution: As engineering science matured after the war,
microelectronics, computers, and telecommunications jointly produced
information technology..

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 EXTRA-CLASS HOMEWORK: 1
TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

EXTRACLASS ACTIVITY
ACTIVITY N°: 1. SEND May DELIVER May
DATE: 29th/2018 DATE: 29th/2018
THEME: History of Engineering

UNIT N° 1

Identify different aspects of engineering history

OBJECTIVES
OF THE TASK:
RESULTS:
ROLES AND RESPONSABILITIES OF THE PARTICIPANTS
STUDENT NAME ROLE DESCRIPTION QUALIFICATIO
N
Do the research,
Jimmy Macas Researcher and proceed to analyze
Exhibitor and obtain results
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Practice class
□ Case study □ Problem solving exercises
□ Investigative □ Essay, article
□ Entailement with the □ Exhibition report
community.

Evaluation Matrix Always Somet Never

(1) imes (0.1)
(0.5)
KNOWLEDGE ABOUT THE TOPIC.
 Deepens the tasak, responds clearly to the quiestions asked.
 Demonstrate security in the treatment of issues.
MATERIAL:
 Delivery of printed and digital documentation. (Following the rules and conventions). The
writing of the document must be clear. It must include all the sources from which I take the information.
 It is done on time.
EXAMPLES
 Includes clear examples that allow a better understanding of the subject.
STRUCTURE.
 The development of the activity. It is conceived Introduction, Theoretical,
Framework, Development and Conclusion.

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 Unit: 2 Class No. 5 Date: 04/06/2018
Topics Discussed:

- Paragraph parts

Objective: Know the parts of paragraph by means of theoretical to have a

better idea of how a paragraph is formed.

Class development: Workshop; Feedback, Brainstorming

Class

The topic sentence tells the reader what the paragraph is going to be about. It also helps
you keep your writing under control. This is why a topic sentence is sometimes called the
"controlling idea" of a paragraph. Below you will find a sample topic sentence and a
simple formula for writing good topic sentences.

The body is the main part of the paragraph. This is where you tell the reader about your
topic by including specific details. All of the sentences in the body must relate to the
specific topic of the paragraph and help it come alive for the reader. That is, all of the
sentences in the body should contain details that make the topic more interesting or help
explain it more clearly. These sentences should be organized in the best possible order.

GLOSSARY:

- Should, used to say or ask what is the correct or best thing to do.

CIDITEC 07 30
 Unit: 2 Class No. 6 Date: 11/06/2018

Topics Discussed:

- Essay structure

Objective: Know the parts of paragraph by means of theoretical to have a

better idea of how a paragraph is formed.

Class development: Foldadle; Feedback, Brainstorming

Class

 What is an introduction paragraph?

The introduction paragraph is the first paragraph of your essay.

 What does it do?

It introduces the main idea of your essay. A good opening paragraph captures the interest
of your reader and tells why your topic is important.

 How do I write one?

1. Write the thesis statement. The main idea of the essay is stated in a single sentence
called the thesis statement. You must limit your entire essay to the topic you have
introduced in your thesis statement.

2. Provide some background information about your topic. You can use interesting
facts, quotations, or definitions of important terms you will use later in the essay.

GLOSSARY:

- Essay, a short piece of writing about a subject, especially one written by a

student.
- Statement, something that someone says or writes officially

CIDITEC 07 31
 EXTRA-CLASS HOMEWORK: 2
TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

EXTRACLASS ACTIVITY
ACTIVITY N°: 2. SEND June DELIVER June
DATE: 14th/2018 DATE: 14th/2018
 The important Apostrophe
THEME:
 Connectives worksheet
UNIT N° 2
Identify different words or expressions which we use to establish types
OBJECTIVES
of relationships between words or sentences.
OF THE TASK:
RESULTS:
ROLES AND RESPONSABILITIES OF THE PARTICIPANTS
STUDENT NAME ROLE DESCRIPTION QUALIFICATIO
N
Do the research,
Jimmy Macas Researcher and proceed to analyze
Exhibitor and obtain results
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Practice class
□ Case study □ Problem solving exercises
□ Investigative □ Essay, article
□ Entailement with the □ Exhibition report
community.

Evaluation Matrix Always Someti Never

(1) mes (0.1)
(0.5)
KNOWLEDGE ABOUT THE TOPIC.
 Deepens the tasak, responds clearly to the quiestions asked.
 Demonstrate security in the treatment of issues.
MATERIAL:
 Delivery of printed and digital documentation. (Following the rules and conventions). The
writing of the document must be clear. It must include all the sources from which I take the information.
 It is done on time.
EXAMPLES
 Includes clear examples that allow a better understanding of the subject.
STRUCTURE.
 The development of the activity. It is conceived Introduction, Theoretical,
Framework, Development and Conclusion.

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 EXTRA-CLASS HOMEWORK: 3
TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

EXTRACLASS ACTIVITY
ACTIVITY N°: 3. SEND June DELIVER June
DATE: 14th/2018 DATE: 14th/2018
THEME: Parts of a paragraph
UNIT N° 3
Identify different aspects that make up a paragraph.
OBJECTIVES
OF THE TASK:
RESULTS:
ROLES AND RESPONSABILITIES OF THE PARTICIPANTS
STUDENT NAME ROLE DESCRIPTION QUALIFICATIO
N
Do the research,
Jimmy Macas Researcher and proceed to analyze
Exhibitor and obtain results
SCOPE FORM
□ Individual x Workshop □ Laboratory practice
x Group □ Synthesis, schemes □ Practice class
□ Case study □ Problem solving exercises
□ Investigative □ Essay, article
□ Entailement with the □ Exhibition report
community.

Evaluation Matrix Always Someti Never

(1) mes (0.1)
(0.5)
KNOWLEDGE ABOUT THE TOPIC.
 Deepens the tasak, responds clearly to the quiestions asked.
 Demonstrate security in the treatment of issues.
MATERIAL:
 Delivery of printed and digital documentation. (Following the rules and conventions). The
writing of the document must be clear. It must include all the sources from which I take the information.
 It is done on time.
EXAMPLES
 Includes clear examples that allow a better understanding of the subject.
STRUCTURE.
 The development of the activity. It is conceived Introduction, Theoretical,
Framework, Development and Conclusion.

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 Unit: 2 Class No. 7 Date: 18/06/2018
Topics Discussed:

- Paragraph parts and essay structure

Objective: Know the parts of paragraph by means of theoretical to have a

better idea of how a paragraph is formed.

Class development: individual workshop

Class

What are supporting paragraphs?

Supporting paragraphs make up the main body of your essay.

What do they do?

They develop the main idea of your essay.

How do I write them?

1. List the points that develop the main idea of your essay.

2. Place each supporting point in its own paragraph.

3. Develop each supporting point with facts, details, and examples.

GLOSSARY:

- Paragraph, a group of sentences that are together and start on a new line.
- Summarize, to describe briefly the main facts or ideas of something.

CIDITEC 07 42
 Unit: 2 Class No. 7 Date: 02/07/2018
Topics Discussed:

- Argumentative texts (1)

Objective: To identify the parts of an argumentative essay though the

completion of graphic organizers to the correct elaboration of essay types.

Class development: group workshop

Class

One of most the fundamental things we use language for is argument. Arguing means
claiming that something is true and trying to persuade other people to agree with your
claim by presenting evidence to substantiate it. An argument is statement with three
components:

A point of view, a claim, something we are arguing in favour of

The actual argument, the evidence we are using to argue with

A statement that links the initial claim to the argument and ensures that we understand
how the argument functions.

The statement that connects the initial claim and the argument is referred to as the
warrant. The warrant is thus an argument for the connection between the initial claim and
the argument.

GLOSSARY:

- Statement, a definite or clear expression of something in speech or writing.

- Argument, an exchange of diverging or opposite views, typically a heated or
angry one.

CIDITEC 07 43
 Unit: 2 Class No. 7 Date: 09/07/2018
Topics Discussed:

- Argumentative texts (2)

Objective: To identify the parts of an argumentative essay though the

completion of graphic organizers to the correct elaboration of essay types.

Class development: group workshop

Class

One of most the fundamental things we use language for is argument. Arguing means
claiming that something is true and trying to persuade other people to agree with your
claim by presenting evidence to substantiate it. An argument is statement with three
components:

A point of view, a claim, something we are arguing in favour of

The actual argument, the evidence we are using to argue with

A statement that links the initial claim to the argument and ensures that we understand
how the argument functions.

GLOSSARY:

- Understand, perceive the intended meaning of (words, a language, or speaker).

- Claim, state or assert that something is the case.

CIDITEC 07 44
 INTRA-CLASS ACTIVITY: 1

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.2 DATE: July 16th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Argumentative Texts
To identify the parts of an argumentative essay though the
OBJECTIVE: completion of graphic organizers to the correct elaboration of
essay types.
INSTRUCTIONS/ST - Glossary
- Argumentative Essay
ATEMENT:
ACTIVITIES TO - Complete
- Match words
DEVELOP
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
x Analysis of readings

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 Unit: 2 Class No. 7 Date: 16/07/2018
Topics Discussed:

- Paragraph parts and essay structure.

Objective: To identify connectors expressions causes and effects through

reading texts of the climate change.

Class development: group workshop

Class

What does it do?

It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that
your essay is complete.

How do I write one?

1. Restate the strongest points of your essay that support your main idea.

2. Conclude your essay by restating the main idea in different words.

3. Give your personal opinion or suggest a plan for action

GLOSSARY:

- Strongest, having the power to move heavy weights or perform other physically
demanding tasks.
- Suggest, put forward for consideration.

CIDITEC 07 52
 EXTRA-CLASS HOMEWORK: 1
TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

EXTRACLASS ACTIVITY
ACTIVITY N°: 3. SEND July DELIVER July
DATE: 19th/2018 DATE: 23th/2018
THEME: Argumentative Essay
UNIT N° 3
To identify connectors expressions causes and effects through reading
OBJECTIVES
texts of the climate change.
OF THE TASK:
RESULTS:
ROLES AND RESPONSABILITIES OF THE PARTICIPANTS
STUDENT NAME ROLE DESCRIPTION QUALIFICATIO
N
Do the research,
Jimmy Macas Researcher and proceed to analyze
Exhibitor and obtain results
SCOPE FORM
□ Individual □ Workshop □ Laboratory practice
x Group □ Synthesis, schemes □ Practice class
□ Case study □ Problem solving exercises
□ Investigative x Essay, article
□ Entailement with the □ Exhibition report
community.

Evaluation Matrix Always Someti Never

(1) mes (0.1)
(0.5)
KNOWLEDGE ABOUT THE TOPIC.
 Deepens the tasak, responds clearly to the quiestions asked.
 Demonstrate security in the treatment of issues.
MATERIAL:
 Delivery of printed and digital documentation. (Following the rules and conventions). The
writing of the document must be clear. It must include all the sources from which I take the information.
 It is done on time.
EXAMPLES
 Includes clear examples that allow a better understanding of the subject.
STRUCTURE.
 The development of the activity. It is conceived Introduction, Theoretical,
Framework, Development and Conclusion.

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 Unit: 2 Class No. 7 Date: 23/07/2018
Topics Discussed:

- Organizing a Comparison and contrast text (1)

Objective: To identify connectors expressions comparison and contrast

through reading texts.

Class development: group workshop

Class

Sometimes you may want to use comparison/contrast techniques in your own pre-writing
work to get ideas that you can later use for an argument, even if comparison/contrast isn’t
an official requirement for the paper you’re writing. For example, if you wanted to argue
that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing
and contrasting the main arguments of those three authors might help you construct your
evaluation—even though the topic may not have asked for comparison/contrast and the
lists of similarities and differences you generate may not appear anywhere in the final draft
of your paper.

CIDITEC 07 56
 INTRA-CLASS ACTIVITY: 2

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.2 DATE: July 24th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Future Possibilities

OBJECTIVE: To identify connectors expressions comparison and contrast

through reading texts.
INSTRUCTIONS/ST - Glossary
- Future Possibilities
ATEMENT:
ACTIVITIES TO - Complete
- Match words
DEVELOP
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
x Analysis of readings

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 Unit: 2 Class No. 7 Date: 30/07/2018
Topics Discussed:

- Organizing a Comparison and contrast text (2)

Objective: To identify connectors expressions comparison and contrast

through reading texts.

Class development: group workshop

Class

Making a Venn diagram or a chart can help you quickly and efficiently compare and
contrast two or more things or ideas. To make a Venn diagram, simply draw some
overlapping circles, one circle for each item you’re considering. In the central area where
they overlap, list the traits the two items have in common. Assign each one of the areas that
doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s
a very simple example, using two pizza places.

The thesis of your comparison/contrast paper is very important: it can help you create a
focused argument and give your reader a road map so she/he doesn’t get lost in the sea of
points you are about to make. As in any paper, you will want to replace vague reports of
your general topic (for example, “This paper will compare and contrast two pizza places,”
or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s
and Amante are similar in many ways, but they have one major difference”) with
something more detailed and specific. For example, you might say, “Pepper’s and Amante
have similar prices and ingredients, but their atmospheres and willingness to deliver set
them apart.”

CIDITEC 07 65
 INTRA-CLASS ACTIVITY: 3

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.2 DATE: July 30th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Climate Change

OBJECTIVE: To identify connectors expressions comparison and contrast

through reading texts.
INSTRUCTIONS/ST - Glossary
- Climate Change
ATEMENT:
ACTIVITIES TO - Complete
- Match words
DEVELOP
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
x Analysis of readings

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 INTRA-CLASS ACTIVITY: 4

TECHNICAL UNIVERSITY OF MACHALA

ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

INTRACLASS ACTIVITY

ACTIVITY N°: 1.2 DATE: July 30th /2018 DURATION TIME:

30 minutes

NAME (s) : Jimmy Ronaldo Macas Zaruma

THEME: Climate Change

OBJECTIVE: To identify connectors expressions comparison and contrast

through reading texts.
INSTRUCTIONS/ST - Glossary
- Climate Change
ATEMENT:
ACTIVITIES TO - Complete
- Match words
DEVELOP
- Reading
EVALUATION
INDICATORS:
TYPE OF ACTIVITY
SCOPE FORM
□ Individual x Workshop □ Laboratory practice
x Group □ Synthesis, schemes □ Problem solving exercises
□ Case study □ Essay, article
QUALIFICATION □ Investigative □ Exhibition
x Analysis of readings

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 Unit: 2 Class No. 7 Date: 06/08/2018
Topics Discussed:

- Bibliographic references and technical English format

Objective: To identify the types of IEEE references format through some

illustrative examples.

Class development: indivual workshop

Class

The most common system is called the Harvard system. There is no definitive version of
the Harvard system and most universities have their own. But the one used here - the
American Psychological Association style - is well known and often used (American
Psychological Association, 1983, 1994, 1999, 2001, 2010).

Many scientists use a numerical system, often called the Vancouver style or BS 1629. Click
hereor see International Committee of Medical Journal Editors (1991),, US National Library
of Medicine or Citing Medicine: The NLM Style Guide for Authors, Editors, and Publishers
(2nd edition) for more information.

Another common system is that defined in the Chicago Manual of Style. In fact the Chicago
Manual of Style presents two basic systems: (1) a numerical system and (2) an author-date
system. Choosing between the two depends on your subject and institution. See here or
University of Chicago Press (2010) or Chicago Manual of Style.

GLOSSARY:

- Choosing, decide on a course of action, typically after rejecting alternatives.

- Committee, a person entrusted with the charge of another person or another
person's property.
-

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 EXTRA-CLASS HOMEWORK: 2
TECHNICAL UNIVERSITY OF MACHALA
ACADEMIC UNIT OF CIVIL ENGINEERING
CAREER OF CIVIL ENGINEERING

EXTRACLASS ACTIVITY
ACTIVITY N°: 3. SEND August DELIVER August
DATE: 06th/2018 DATE: 06th/2018
THEME: Bibliographic References
UNIT N° 3
To identify the types of IEEE references format through some
OBJECTIVES
illustrative examples
OF THE TASK:
RESULTS:
ROLES AND RESPONSABILITIES OF THE PARTICIPANTS
STUDENT NAME ROLE DESCRIPTION QUALIFICATIO
N
Do the research,
Jimmy Macas Researcher and proceed to analyze
Exhibitor and obtain results
SCOPE FORM
x Individual x Workshop □ Laboratory practice
□ Group □ Synthesis, schemes □ Practice class
□ Case study □ Problem solving exercises
□ Investigative □ Essay, article
□ Entailement with the □ Exhibition report
community.

Evaluation Matrix Always Someti Never

(1) mes (0.1)
(0.5)
KNOWLEDGE ABOUT THE TOPIC.
 Deepens the tasak, responds clearly to the quiestions asked.
 Demonstrate security in the treatment of issues.
MATERIAL:
 Delivery of printed and digital documentation. (Following the rules and conventions). The
writing of the document must be clear. It must include all the sources from which I take the information.
 It is done on time.
EXAMPLES
 Includes clear examples that allow a better understanding of the subject.
STRUCTURE.
 The development of the activity. It is conceived Introduction, Theoretical,
Framework, Development and Conclusion.

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 Unit: 2 Class No. 7 Date: 13/08/2018
Topics Discussed:

- Types of texts

Objective: To identify the types of texts through some illustrative

examples.

Class development: workshop

Class

The type or the characteristics of a text are very important for any work of summarisation
on it. It is easier to select the main ideas from certain types of texts, as the narrative ones
(texts “telling a story”) then from others, such as expository texts (texts “speaking about”)

The type of a texts depend on their purpose, structure and language features.

One of the most commonly used classification text materials is that one based on text’s
purpose and meaning. In this classification, there are three main categories:

- Expository texts
- Narrative texts, and
- Argumentative texts.

GLOSSARY:

- Expository, intended to explain or describe something.

- Narrative, a spoken or written account of connected events; a story.
- Argumentative, given to expressing divergent or opposite views

CIDITEC 07 79
 Unit: 2 Class No. 7 Date: 20/08/2018
Topics Discussed:

- Project presentation

Objective: To choose a Civil Engineering topic and show it to the class

through a PowerPoint slide presentation.

Class development: group workshop

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 PARTIAL EVALUATIONS

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 FINAL EXAM

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 FINAL PROJECT

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 TECHNICAL UNIVERSITY OF
MACHALA
Quality, Suitability and Warmth
CIVIL ENGINEERING FACULTY
CIVIL ENGINEERING

ENGLISH PROJECT

“COMBINED EFFORTS IN STRUCTURAL

DESIGNS”
COURSE
FOURTH SEMESTER "A"

AUTHORS
JEFFERSON XAVIER ALEJANDRO HERRERA

JIMMY RONALDO MACAS ZARUMA

CRISTHIAN ANDRES OCHOA LEIVA

TEACHER
LCDO. SARMIENTO CHUGCHO KLEBER OSWALDO, MS

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 PERIOD
MAY 2018 - AUGUST 2018

SUMMARY
The students dedicated to the University, rest in certain spaces that have tables where they deposit
their books and notebooks, or simply download their files. Certainly as students of the Civil
Engineering Degree, we are ready to carry out studies in the lock, hydroelectric plants or the
containment of the ground where the structures are embedded, but as the practice of the study of the
different efforts or the burdens suffered by all Structural element multiply a simple example of this
in everyday life, the always reliable and simple table.

As a project we try to represent the demonstration and the calculations of an example, in this case
specific using the method of superposition, the data of the compression and bending forces, as a first
step to identify the behaviors that could be replicated in structural cases more important and
dimensionally more imposing than the human being can build.

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 INDEX
SUMMARY................................................................................................................................................................. 91

TITLE .......................................................................................................................................................................... 93

INTRODUCTION ......................................................................................................................................................... 93

OBJECTIVES ............................................................................................................................................................... 94

GENERAL .................................................................................................................................................................. 94
SPECIFIC ................................................................................................................................................................... 94
1.1.1. STATES OF EFFORT AND MAIN EFFORTS ................................................................................................................... 96
1.1.2. CIRCLES OF MOHR ............................................................................................................................................ 98
1.1.3. DETERMINATION OF CRITICAL POINTS..................................................................................................................... 99

1.2. METHOD OF OVERLAPPING .............................................................................................................................. 100

1.2.1 COMBINATION OF AXIAL AND BENDING STRESSES ..................................................................................................... 100

2.1. DATA .............................................................................................................................................................. 101
3. CONCLUSIONS ..................................................................................................................................................... 104

5. BIBLIOGRAPHY .................................................................................................................................................... 105

6. ANNEXES ............................................................................................................................................................. 106

7. RESPONSIBLE FOR THE PROJECT.......................................................................................................................... 112

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 TITLE
“COMBINED EFFORTS IN STRUCTURAL DESIGNS”

INTRODUCTION
In many gardens there are tables to rest or have a nice time, including throughout the university
and especially in the faculty of Engineering are many of these tables in order that students can
perform their tasks, study in them or just spend a little time. But both here and elsewhere, the little
importance given to caring for public places and little education, makes many people sit at the table
instead of the benches designed for it. Ignoring the reason why they do it, it seemed like a good idea
to carry out as a final project, a study of the combined efforts to which the table is subjected when a
person sits in it.

There are some special cases of combined efforts that can be resolved; When a structural member
is subjected to both bending and direct axial stress whether stress or compression, the simple
superposition of the applied stresses can be used to determine the combined stress. In this report,
such a method is used to solve the problem that is set as an example as a final project.

In addition to the definition and resolution of the project, a description of the biaxial and triaxial
combined efforts has been included in the theoretical framework. In the annexes, graphs were
included so that the theory of combined efforts can be better understood.

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OBJECTIVES

General
 Acquire the adequate bases to recognize and analyze the combined efforts in order to
determine their behavior both in structural designs and in machine design.

Specific
 Calculate the combined forces produced by the bending stress and compression efforts
through the superposition principle.
 Demonstrate the practical application of combined efforts in everyday life.
 Develop skills to analyze real cases and determine the most appropriate design according to
the particular case.

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 1.1 COMBINED EFFORTS
When we talk about combined efforts, it refers to cases in which two or more tiós of effort act at a
given point at the same time. The component efforts can be a combination of those studied in
Resistance of materials 1, which are:

Axial where: P = Axial load

A = Area

Torsion where: J= Inertia polar moment:

T= Sturdy twisting moment
ρ= radio ring or moment arm

Flexión where: M= Flexing moment

y= distance from a baseline to the centroid of the considered

area.
With the above, there are four possible combinations of combined loads:

 Axial and flexion

 Axial and torsion
 Torsion and bending
 Axial, torsion and vending
When a load member is subjected to two or more different stress classes, the first thing to do is
calculate the effort caused by each component. Then it is decided on which point of the member the
higher stress combination is supported and the analysis of the combined effort at that point is made.
In some special cases, you want to know the stress condition regardless of whether it is the
maximum stress point.

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 1.1.1. States of effort and main efforts
Triaxial state of effort

If any body is considered as the graph # 1 (a) that is to external forces and a cut is made and
isolates a part as in the graph # 1 (b), the internal force2 supporting said section can be determined ;
This force will have a tangential component and another normal to the section, which are distributed
in a certain way on it. The normal stress, S, and shear, Ss, on any point of the section depends on the
way in which the force is distributed as shown in graph # 1 (c).

The pair of stresses shown in Figure # 1 (c) is the act of the indicated point, with the orientation of
the cutting plane; however, if the orientation of the plane and the efforts change. If you want to know
completely the state of effort in a point, you must know the pairs of stresses that act in three
orthogonal planes.

Graph # 2 (a) shows the general state of stress at a point, where SXX, SYY and SZZ are the
normal stresses acting in the x, y and z directions respectively and SsXY, SsYX, SsXZ, SsZX, SsYZ
and SsZY they are the cutting forces acting on the different planes. The subscripts of the shear stress
indicate, in order, shear stress (s), plane where the effort and direction in which it acts act.

Since the state of effort of a point depends on the orientation of the orthogonal planes analyzed,
there is an infinite number of states of effort, since these planes can have infinite orientations. When
rotating an infinitesimal element subjected to stresses, such as that of graph 2 (a), there will always
be an orientation of the planes of that element in which only normal forces act, that is, there are no
shear stresses. The planes found are called principal planes, and the normal stresses acting on them
are the main stresses, σ1, σ2 and σ3, shown in graph # 2 (b). By convention, σ1 ≥ σ2 ≥ σ3; then, σ1
is the maximum principal effort and σ3 is the minimum principal effort. Note that the only condition
for a normal effort to be a major effort is that in the plane where it acts, the shear stress is zero.

To determine the main stresses, starting from any state of effort, the following cubic polynomial
can be applied:

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The roots of this equation are always real and are the main efforts. In this equation, a shear stress
acting on a positive plane will be positive if it acts in the positive direction of the axis or negative if
it acts in the negative direction of the axis.

Biaxial state of effort

Also called flat effort, is very common in design, is one in which only act on a plane.

If an infinitesimal element is rotated in the plane of a paper, an orientation can be found in which
only only normal stresses appear which are also the main stresses, σA and σB. The third main stress
is the one that acts perpendicular to the plane of the paper (in z), since in that plane does not act
shear nor normal effort, this main effort is zero: σC = 0.

Here we made a change of the subscripts of the main stresses 1, 2 and 3, by the letters A, B and C,
in order to keep the convention of σ1 ≥ σ2 ≥ σ3, because we only know the order of the stresses σA,
σB and σC in each particular case; therefore, for the states of effort described in graph # 3, it is not
yet known which of the three efforts is the maximum, nor the others either.

A convention has been adopted to simplify some graphs and equations, which is σA ≥ σB;
According to it, the equations to find the main efforts for the case of flat effort would be:

CIDITEC 07 97
 where Ss is the shear stress acting on the plane . Such equations are
deduced when studying the chapter of combined efforts in class.

1.1.2. Circles of Mohr

Biaxial stress state

Any state of flat or biaxial stress can be represented by a pair of points in a diagram σ vrs τ. In the
graph, the coordinates of points X and Y are equivalent to the pairs of stresses that act on the x and y
planes respectively. The sign of the shear stress in the diagram σ vrs τ is obtained by using the
following convention: if the shear stress tends to rotate the element in a clockwise direction, it is
positive; if it is counter-clockwise, it is taken negative.

As mentioned above, by changing the orientations of the planes of the infinitesimal element
infinite states of effort are obtained. The locus of the pairs of points representing the states of effort
obtained is a circle in the diagram σ - τ, as the first figure in figure # 4. The center of the circle (C) is
the geometric center of the line XY and it is always located on the σ axis.

To determine the state of effort obtained by rotating an infinitesimal element at an angle θ, as can
be seen in graph 5 (b), the line XY must be rotated, around C, an angle equal to 2θ (graph 5) .(to)).
The coordinates of the points obtained, X 'and Y', represent the pairs of forces acting on the planes x
'& y' respectively.

The circumference of graph 5 (a) represents the states of effort obtained by rotating the
infinitesimal element discussed in graph # 3 (a) around an axis perpendicular to the plane of the
paper (z-axis). If this element is rotated around the x-axis or the y-axis, two other circumferences are
obtained, such as those shown in graph # 4 (b).

It should be noted that the three circumferences cross the σ axis by the three main stresses, one of
them being σC = 0; that is, the new circumferences are constructed from the first, passing through
the origin of the coordinate system. The shaded area corresponds to all the possible states of effort of
the infinitesimal element under any analysis plane.

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 If we return to the convention of σA> σB> σC; therefore, σ1 = σA, σ2 = σB and σ3 = σC; It
should be clarified that this is valid only for the particular case shown in the graph. Below is an
example of the Mohr circle where the equivalences between σA, σB and σC and σ1, σ 2 and σ 3 are
different from those in Figure 4 (b).

In this graph for 6 (a) σ1 = σA, σ2 = σC and σ3 = σB, and for 6 (b) σ1 = σC, σ2 = σA and σ3 =
σB.

Both the graph 4 (b) and the graph # 6 can obtain the maximum shear stress at the point (τmax). It
can be seen that τmax is equal to the radius of the largest circumference, which has a diameter equal
to σ1 - σ3; so that:

Triaxial state of effort

The triaxial effort is similar, but here not necessarily two circles go through the origin of the
diagram. Graph # 7 exemplifies a Mohr circle for triaxial stress, where the shaded area also
represents all possible stress states of the analysis point. As for the case of flat stress, the maximum
shear stress is calculated with the equation:

1.1.3. Determination of critical points

In order to determine the points at which the failure of a machining member or a structure subject
to combined stresses may begin, the failure mechanisms of the materials must be known or
estimated. With respect to failure, ductile materials behave differently than fragile materials; for
example, it is estimated that for the case of traction shear stresses are those that generate the failure
in the ductile materials, while in the fragile, normal stresses are the cause of the failure.

As for simple load, the determination of the critical points of elements subjected to combined
stresses is based on the design equation, in which variables such as the main stresses, maximum
shear stress, octahedral shear stress and stress concentration coefficients are involved.

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 It could be thought that when combined efforts are presented, points should be sought in which the
efforts due to the different loads are maximized; nevertheless, not necessarily the most critical point
is that in which there are some maximum efforts, but perhaps that in him there is a critical
combination of not so critical efforts.

1.2. METHOD OF OVERLAPPING

1.2.1 Combination of axial and bending stresses

Since the Mohr circle was explained, in the superposition method, only the combination of axial
and bending stresses will be explained, which is the case that is exemplified in this project. The
information on this topic in particular is taken from the Singer Materials Resistance book and the
auxiliary computer system for the Materials Resistance course 2.

A beam supporting a load Q is attached to the supports at the center of gravity of the end sections,
at a point A, the normal bending stress (σf) is a tension perpendicular to the plane of the straight
section. The force acting on a differential element of area A is σf dA.

When said equally supported beam is subjected only to an axial force P, the axial forces are evenly
distributed over any cross section and in addition there is also a tension perpendicular to the straight
section. The force acting on the element is σa dA.

When the two previous loads act on the beam, the resulting stress in A is obtained by
superimposing each of the effects in an isolated manner. Thus, the resultant stress at any point of the
beam is the result of the algebraic sum of the axial and bending stresses at that point.

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 2. APPROACH
The example applied to real life combined efforts, is a person who has sat at a garden table, doing
so applies a load to the edge of the table and the tube that holds the table is subjected to combined
efforts.

Our table in particular, is a circular table with 2.20 m. in diameter, which is mounted on a tube
embedded in the ground and fixed in it by concrete. The tube is made of aluminum, a 6061-T4 was
chosen for being of general use in the construction and for its technical and mechanical
specifications; its external and internal diameters are respectively 170 mm and 163 mm.

A person who has 135 kg of mass sits on the edge of the table and submits the tube to combined
direct compression and bending stresses.

It is then desired to calculate the maximum stress in the aluminum tube and the design factor based
on the yield strength and maximum strength. The load applied to the table as well as its dimensions
and the dimensions of the tube are shown in the annexes, the data are:

2.1. Data
Applied load P: 135 kg

Resistance to yield (Sy) of Aluminum: 145 MPa

Maximum resistance (Sm) of aluminum: 241 MPa

2.2. Analysis

The aluminum tube is subjected to combined direct bending and compression, as can be seen in
the free-body diagram of the tube.

The effect produced by the load is a force at the upper end of the tube, where a moment is also
exerted, the convention of signs will be positive downwards and clockwise. The moment as we
know, is produced by the product of the applied load and the radius of the table.

The reaction at the lower end of the tube, created by the concrete, is directed upwards, which is
combined with a moment counter-clockwise.

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 The first step is to make the free-body diagrams of the table. As the force is the gravitational
attraction of the mass that in this case of 135 kg, the force will be:

It can be seen that there are no inclined forces with respect to the axis of the tube, but only a direct
axial compression which is:

Where the area is:

So:

Which is a uniform compression stress on any cross section of the tube.

As no forces act perpendicular to the axis of the tube and the force acts from the tube to the edge
of the table, ie, its radius (1.1 m), the moment is:

To do the calculation of the flexing stress, it is necessary to apply the formula of flexion which is:

Where:

So:

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 The bending stress σb is the one that produces compressive stress on the right side of the tube and
tensile stress on the left face.

To obtain the combined effort, the direct compression effort is added with the flexing effort of the
right face, which is where the maximum effort occurs, so the result is:

The design factor that is based on resistance to yield is:

Finally, the design based on the maximum resistance is:

Values based on normal stress and compression stresses are acceptable for the design of this garden
table. Since the design of structural elements subjected to direct stress is suggested as N = 2 based on
the resistance to yield in case of static load and N = 12 based on the ultimate strength in the case of
impact. When the person only sits on the table it is considered as a static charge, but if that person
jumps on it, the load would be of impact. The design factor of 11.9 is practically the recommended
value of 12.

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 3. CONCLUSIONS
 The calculations of combined efforts can be made through, but there are special cases where
the method of superposition is applicable, which, as the name implies, efforts should be
recognized separately and then joined together.

 Much of the efforts that we see around us, are combined efforts, just turn your head to any
place and you can see many of them, a man who tightens a screw, which uses a lathe, a crane
in a construction, the telephone towers, etc. It is so common that we do not stop to think that
the combined efforts are inherent to our daily routine and that it is very important to perform
the necessary calculations so that such structures or machineries have a good functioning.

 Throughout the development of this project, we have realized that it is fundamental for a civil
engineer to correctly design a piece of machinery or structure, or as the case may be, analyze
a design already made and be able to perform the appropriate calculations for improve it or
modify it based on the theory of combined efforts.

4. JUSTIFICATION

The present project carries out a graphic, methodical and procedural representation of calculations
with the aim of representing by means of an example of daily life, in this case a table, the different
efforts or burdens to which any object or structural element that is subject is subjected. is dedicated
or intended to withstand such efforts, be they of flexion, tension or compression, which physically
affect the structural structure of the element causing it to suffer in most cases deformations and for
which the engineers must avoid collapse of it by studying such efforts in combination.

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 5. BIBLIOGRAPHY
[1] Bolaños, J. (2000). Auxiliary information system for the material resistance course 2.

[2] Faires, V. (1995). Design of Machine Elements (4th reprint). Mexico: Limusa.

[3] Singer, F and Pytel, A. (1994). Material resistance. (4 ed). Mexico: Alfaomega.

[4] Vilchez, R. (2010). Combined Efforts National Experimental Unit Francisco de Miranda.
http://resistenciadelosmaterialesteoria.blogspot.com/2010/05/esfuerzos-combinados.html [Online]

[5] Bolaños, J. (2000). Auxiliary information system for the material resistance course 2.

[6] Singer, F and Pytel, A. (1994). Material resistance. (4 ed). Mexico: Alfaomega.

[7] Vilchez, R. (2010). Combined Efforts National Experimental Unit Francisco de Miranda.
http://resistenciadelosmaterialesteoria.blogspot.com/2010/05/esfuerzos-combinados.html [Online]

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 6. ANNEXES

(a) Body subjected to external forces (b) Freebody diagram of a part (c) Efforts normal, S, and cutting, Ss, in
of the body. Acts an internal force with a point (infinitesimal area) of the
Ft and Fn components section of cut.

Graph 1 The bodies support normal and sharp forces due to the action of forces

(a) Triaxial state of effort. (b) Main efforts

Graph 2 States of Triaxial Effort

(a) State of flat effort. (b) Main efforts

Gráfica 3 Estados de esfuerzo Biaxial

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 Graph 4 Mohr circles for a biaxial stress state

Graph 5 State of effort obtained when rotating, an angle θ

Graph 6 Examples of Mohr circles for biaxial stress states

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 Graph 7 Mohr circles for a triaxial effort state

Graph 8 Flexural stress

Graph 9 Axial Effort

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 Graph 10 Axial and bending combined effort

Graph 11 Garden table with load applied at one end

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 Graph 12 Dimensions of the garden table

Graph 13 Dimensions of the aluminum tube. Plant view

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TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

Graph 14 Free body diagram of the table

Graph 15 Diagram of free body of the

tube
 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

7. RESPONSIBLE FOR THE PROJECT

Firm Photo
Names and Jimmy Ronaldo Macas Zaruma
surnames:
Address: El Cambio
City: Machala
Phone: 2140130
Email: r_j_macaszaruma93@hotmail.c
om

Firm Photo
Names and Cristian Andrés Ochoa Leiva
surnames: Firm Photo
Names and
Address: Jefferson Xavier Alejandro
Cdla. El Paraíso
surnames:
City: Herrera
Santa Rosa
Address:
Phone: Via a balosa Km 12 1/2
0989823960
City:
Email: Machala
cristianbarce@hotmail.com
Phone: 0986731061
Email: jxalejandro_est@utmachala.edu
.ec

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

BIBLIOGRAPHY

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

ANNEXES

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

Extra Work

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
ACADEMIC UNIT OF CIVIL ENGINEERING

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 TECHNICAL UNIVERSITY OF MACHALA
D.L. No. 69-04 of April 14/1969
Q ual it y , Re le vanc e and W ar m t h
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