Professional Documents
Culture Documents
Curso de Engenharia de Produção E Engenharia de Petróleo
Curso de Engenharia de Produção E Engenharia de Petróleo
Am I at home now?
3- PRESENT PERFECT (Have + past participle) (used for an action in the past with a
result now)
I
We have cleaned the house.
You started
They
He
She has done the exercise.
It
- Quando a ao tiver acontecido e no mencionarmos o tempo. Ex: I have watched that film. ( no
indicou o tempo )
- Quando algo nunca tiver acontecido. Ex: We have never eaten lobster.
- Quando uma ao no tiver acontecido ainda. Ex: They havent called me yet.
- Quando a ao puder acontecer no tempo que voc definiu na frase. Ex: I have gone to the
movies twice this year. ( o ano no acabou e voc tem a possibilidade de ir mais vezes )
5 - ADJECTIVES:
LONG SHORT RICH POOR HOT COLD TALL SHORT
INTELLIGENT NECESSARY DIFFICULT
INTERESTING IMPORTANT OUTGOING
COMPARATIVE FORMS:
AS + ADJECTIVE + AS
JAYME IS AS INTELLIGENT AS BETH.
ADRIANA IS AS SHORT AS THAT GIRL.
ADJECTIVE + ER + THAN
3
SUPERLATIVE FORMS:
THE MOST + ADJECTIVE
JULIANA WILL BE THE MOST POPULAR SINGER IN BRAZIL.
HE IS THE MOST HANDSOME BOY IN THE CLASS.
CRISTIANO IS THE MOST OUTGOING STUDENT HERE.
6 - Prepositions
2- THINGS WE DO:
Do homework I forgot to do my English homework last night.
Do the housework (= cleaning) My mother does all the housework last night.
Do subjects (= study subjects) Did you do English at school?
Do a course I did a one-week course in word processing.
Do the shopping (= buy a food) I always do the shopping at the weekend.
Do research (= detailed study in one subject) Hes doing research in physics at Rome University.
Do (someone) a favour (= do something to help someone) I dont have any coffee. Could you do me
a favour and lend me some?
Do something/anything/nothing I didnt do anything last night. That boy has done nothing all day.
5
3- THINGS WE HAVE:
Have a rest (= relax / do nothing) They had a long rest after the game.
Have food (= eat food) and drink I had steak but Paul just had a cup of tea.
Have a drink (= drink something) Lets have a drink before dinner.
Have a bath / shower I always have a bath when I get up.
Have a party Im having a party for my birthday.
Have a baby (= be pregnant or give birth) Mary is having a baby next month.
Have a (nice / great / terrible) time We had a very nice time in New York last year.
4- THINGS WE TAKE:
Take an exam (also do an exam) Im going to take four exams next month.
Take a photo She took lots of photos on holiday.
Take a decision (also make) Im not very good at taking decisions.
Take a shower (also have) Im just going to take a shower before lunch.
Take a bus / train / plane / taxi We were late, so we took a taxi to the airport.
- Objective Pronouns Ocupam a posio de objeto direto e/ou indireto, alm de serem
usados depois de preposies.
Ex: Paul gave Jane (indirect object) a book (direct object) for her birthday.
He her it
SUBJECTIVE OBJECTIVE
I I know Ann. Ann knows me.
WE We know Ann. Ann knows us.
YOU You know Ann. Ann knows you.
HE He knows Ann. Ann knows him.
SHE She knows Ann. Ann knows her.
THEY They know Ann. Ann knows them.
Exercise
9 DEMONSTRATIVE PRONOUNS
SINGULAR PLURAL
THIS THESE
THAT THOSE
Dear Cousin,
I plan to show it / them
Thanks for the _______ in my university;
_______ projects. _______ when I get nervous;
_______ photographs. _______at the moment my friends return;
_______ sneakers.
because I am
I got really _______ not a ridiculous person.
_______ depressed; _______ a person Who likes Carnival.
_______ satisfied; _______ an anxious person.
_______ disappointed;
I hope to
It is _______ exchange it / them.
_______ an unusual present; _______ have it / them forever.
_______ a delicate present; _______ make it / them a present to
_______ a spectacular present; someone.
1. Skimming: Estratgia que consiste em lanar os olhos rapidamente sobre o texto, numa breve
leitura para captar o assunto geral.
2. Scanning: uma estratgia de leitura no-linear em que o leitor busca objetivamente localizar as
informaes em que est interessado. Atravs do scanning o leitor objetivo e seletivo e nem sempre
precisa ler o texto todo.
5. Repeated Words: Quando algumas palavras se repetem vrias vezes no texto, mesmo com
formas diferentes (exemplo: socialism, socialist, social, socialize...), normalmente so importantes
para a compreenso. As palavras repetidas aparecem especialmente na forma de verbos,
substantivos e adjetivos e nem sempre so cognatas.
6. Prediction: uma atividade pela qual o aluno levado a predizer, inferir o contedo de um texto
atravs do ttulo ou de outros elementos tipogrficos, como ilustraes, por exemplo.
Pode ser chamada de pr-leitura.
7. Key words: As palavras chaves so aquelas que esto mais de perto associadas especificamente
ao assunto do texto, podendo aparecer repetidas e algumas vezes na forma de sinnimos. A
identificao das Key words atravs do skimming leva-nos a ter uma viso geral do texto.
8
12 - Aspectos Lingsticos
Sufixos - slaba ou letras que se pospem s razes das palavras para indicar sua flexo, ou torn-
las derivadas.
Prefixes
1-oposto / no
un uncertain / unusual non non-smoking
in incapable / incorrect dis dislike
il / ir illegal / irresponsable
4-pouco / abaixo
under undergraduate / underestimated
sub subsurface(escondido) / subordinate
5-colocar junto
en enclose (fechar, encerrar)
6-fora / for a de
ex extract / ex-wife
7-contra
anti antiviral / antisocial
8-nico
uni unity / universal
9-junto
co cooperation com combine
col collate (confrontar, conferir)
9
10-antes
fore forecast
11-entre
inter interaction / international
Sufixes
1-Formam substantivos de verbos
- ion organization
- er teacher
- or actor
- ing building
- ment agreement
1
to cost cost - cost = custar
to cut cut cut = cortar
to hit hit hit = bater
to hurt hurt hurt = ferir
to let let let = permitir
to put put put = colocar
to shut shut shut = fechar
2
to lend lent lent = emprestar
to send sent sent = mandar, enviar
to spend spent spent = gastar
to build built built = construir
to burn burnt burnt = queimar
to learn learnt learnt = aprender
to smell smelt smelt = cheirar
to feel felt felt = sentir
to leave left left = durar
to meet met met = encontrar
to dream dreamt dreamt = sonhar
to mean meant meant = significar
to lose lost lost = perder
to shoot shot shot = disparar
to get got got = obter
to light lit lit = acender
to sit sat sat = sentar
to keep kept kept = guardar
to sleep slept slept = dormir
3-
to bring brought brought = trazer
to buy - bought bought = comprar
to fight fought fought = lutar
to think thought thought = pensar
to catch caught caught = pegar
to teach taught taught= ensinar
11
4
to sell sold sold = vender
to tell told told = informar
to find found found = achar
to have had had = possuir
to hear heard heard = ouvir
to hold held held = segurar
to read read read = estudar
to say said said = dizer
to pay paid paid = pagar
to make made made = fazer
to stand stood stood = levantar
to understand understood understood = entender
1-
to break broke broken = quebrar
to choose chose chosen = escolher
to speak spoke spoken = falar
to steal stole stolen = roubar
to wake woke woken = acordar
2-
to drive drove driven = dirigir
to ride rode ridden = montar
to rise rose risen = subir
to write wrote written = escrever
to beat bit bitten = derrotar
to hide hid hidden = esconder
3-
to eat ate eaten = comer
to fall fell fallen = cair
to forget forgot forgotten = esquecer
to give gave given = ofertar
to see saw seen = ver
to take took taken = tomar
4-
to blow blew blown = soprar
to grow grew grown = crescer
to know knew known = saber
to throw threw thrown = atirar
12
6-
to come came come = vir, chegar, aparecer, surgir
to become became become = tornar-se algo, vir a ser
14 - ADVERBS
1 Adjective + ly = adverb
quickly badly suddenly carefully heavily
2 Adverbs tell you how something happens or how somebody does something.
Ex: The train stopped suddenly.
I opened the door slowly.
Please listen carefully.
I understand you perfectly.
Its raining heavily.
Exercise
15 - ADJECTIVES
1 Adjective + noun ( nice day / blue eyes ) The adjective is before the noun.
Ex: Its a nice day today.
Laura has brown eyes.
Theres a very old bridge in his village.
Do you like Italian food?
I dont speak any foreign languages.
There are some beautiful yellow flowers in the garden.
Compare:
is are is
He feels They look American It smells good
Looks sound tastes
Get hungry / get cold / get tired / get married / get dressed / get lost
(get + adjective) + become
d. Que tipo de tarefa vai ser desempenhada pelo ser humano cada vez
mais freqentemente?
___________________________________________________________________
___________________________________________________________________
ATIVIDADES
1. a. No anncio do Texto, qual o problema?
___________________________________________________________________
_________________________________________________________________
b. Qual a soluo?
___________________________________________________________________
_________________________________________________________________
Voc vai refletir sobre uma das mais fenomenais formas de expresso humana: a linguagem. Voc j parou para
pensar sobre sua capacidade de se expressar? Veja: por meio da linguagem, o homem enfrenta a vida; com ela,
ele se comunica, expressa seus sentimentos, define coisas e pensamentos. A capacidade do ser humano de se
expressar por meio da linguagem realmente fascinante, no acha? O Texto discute essa maravilhosa
ferramenta humana. Consulte o glossrio antes de iniciar a leitura.
HELP!
captivity cativeiro
feat grande feito
feature caracterstica
learn aprender
faculty capacidade
apart from com exceo de
LANGUAGE FOCUS I
No Texto, h verbos que chamamos modais. Os verbos
modais, como can, may, might, must, should, will, no possuem um
sentido prprio como, por exemplo, os verbos run (correr) e write
(escrever), que envolvem uma ao. Eles so uma espcie de verbos
auxiliares e, como o nome parece implicar, os modais introduzem uma
certa modalidade ao que dito ou escrito. Dessa forma, com os modais
expressam-se no apenas o fato, mas uma avaliao desse fato. Para
explicar melhor, vamos considerar uma frase do Texto
Veja: Animals may learn some form of communication in captivity.
ATIVIDADES
1. Vamos considerar uma outra frase do Texto: but no species of
animal can spontaneously use a form of a human language. Aqui, o uso
de can indica possibilidade.
a. Qual o verbo principal dessa frase? _____________________________
b. Agora traduza a frase:
...mas nenhuma espcie ___________________________________________
2. Um dos questionamentos do Texto se os macacos e golfi nhos usam
alguma forma de linguagem. O texto diz: It might be suggested that apes
and dolphins use some form of language
Levando em conta o sentido de might nessa frase, o autor do texto est
questionando se o que os golfi nhos e macacos usam realmente linguagem.
Ele oferece uma resposta para seu questionamento na frase que se segue:
but it does not have the distinctive features of human language.
a. Quais seriam as distinctive features of human language a que o autor
se refere?
__________________________________________________________________
___________________________________________________________________
b. A forma de comunicao usada por golfinhos e macacos se encaixaria dentro dessas caractersticas?
__________________________________________________________________________________________
___________________________________________
c. Qual a idia expressa por might na frase "It might be suggested that apes and dolphins use some form of
language..."?
Coober live underground, in comfortable caves. Coober Pedys caves remain at comfortable 25 degrees during
all the year. There are authentic underground homes to explore as well as underground museums, potteries, opal
shops, an art gallery and, of course, opal mines. After all, Coober Pedy is recognized as the largest producer of
opal in the world. Today, the town depends as much on tourism as on the opal mining industry to provide the
community with employment and sustainability. ( text adapted from:
http://www.gluckman.com/CooberPedy.Australia.htm
http://esvc001128.wic015u.server-web.com/default.htm ).
Help!!
Perhaps talvez Friendly amigvel, simptico lifestyle estilo de vida
like como fi nd encontrar, achar there l
underground subterrneo (under: embaixo; ground: cho, solo)
cave caverna remain continuar, permanecer pottery cermica
opal opala (pedra semipreciosa ) mines minas
provide fornecer employment emprego after all afinal
Voc pode obter maiores informaes sobre Coober Pedy e outras cidades na Austrlia em:
http://www.greatestcities.com/oceania/Australia
A palavra like no texto funciona tal qual a palavra como, estabelecendo uma comparao, e no com o
sentido do verbo gostar, que tambm like. O oposto, de like (como), neste caso, unlike (ao contrrio
de...). Assim teramos, por exemplo, unlike Petrpolis, Niteri
is located on the coast.
ATIVIDADES
1. Indique se as afirmativas abaixo so falsas ou verdadeiras. Quando falsas,
explique a inadequao da afirmativa.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
h. As minas de opala so, em grande parte, responsveis pela economia de Coober Pedy.
Verdadeira ( ) Falsa ( )
__________________________________________________________________
2. Determine se as seguintes afirmativas so, de acordo com o texto, possveis ou impossveis. Justifique suas
respostas. In Coober Pedy
a. it rains a lot. ( ) Possible ( ) Impossible
__________________________________________________________________
b. we can buy food at a supermarket. ( ) Possible ( ) Impossible
__________________________________________________________________
POSITION SUMMARY:
ROLES/RESPONSIBILITIES:
EDUCATION/TRAINING:
SOFTWARE REQUIREMENTS:
Skill
Completion
Design
Operations oil and gas
Production
Well
Qualification
Bachelors Degree or equivalent
Production Engineer
This job belongs to job family > Engineering
Further details
Production or manufacturing engineers work with companies that make things - from food,
drink and chemical products to clothing, cars, aircraft and printing equipment. They design,
build and maintain all the systems in factories, including automated and computer-controlled
23
There are engineering and manufacturing companies in most areas but many companies tend
to be based in the major cities and towns across the country. Employers range from food and
drinks manufacturers to vehicle producers. There is also a growing number of high-
technology manufacturing companies in the aerospace and electronics industries, as well as
precision engineering and pharmaceuticals. There are also many smaller firms, often
producing high value, technologically-advanced products.
Many production engineers are graduates. An HND with distinctions or merits may be an
alternative, although further training will be required. Apprenticeships and Advanced
Apprenticeships are available and it is possible to begin apprentice training for craft- or
technician-level jobs in production engineering straight from school, with three to five GCSEs
(A*-E). The Diploma in engineering and the Diploma in manufacturing and product design
may be relevant for this area of work.
Production engineers can register with the Engineering Council (ECUK) as a professional
engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng). They are
expected to undertake continuing professional development (CPD). This can include
attending courses, meetings, workshops and seminars.
Some engineers move into sales, marketing, general management, training or consultancy.
What is the work like?
Production or manufacturing engineers work with companies that make things - from food,
drink and chemical products to clothing, cars, aircraft and printing equipment. They design,
24
build and maintain all the systems in factories, including automated and computer-controlled
machines.
They develop production lines and systems for all kinds of manufacturing processes. These
can be anything from filling cans or bottles to packaging medicines or assembling trucks or
computers.
The latest technology is used in this work, and production engineers are responsible for
planning, managing and maintaining the production methods and processes.
This may involve:
investigating operational problems affecting production
managing budgets.
Production engineers usually have a day-to-day responsibility for providing technical expertise
and diagnosing and solving problems. They work with production staff, including operatives
and technicians, to keep assembly, manufacturing and packaging systems working smoothly
and efficiently.
If their job involves a management role, production engineers will be involved in meetings with
other technical and management staff, and they will have to produce reports on production
issues and budgets for new or replacement systems. They may also liaise with suppliers and
customers, ensuring that service departments handle product defects correctly and recalling
products if necessary.
Hours and environment
Production engineers usually work 37 hours a week, but this could include weekend and
evening work, particularly when a new production process is being installed and tested, or if
the company works a shift system.
25
They may work on the shop floor, at a desk with a computer, or in meetings. Protective
clothing may be required when visiting the shop floor.
Manufacturing machinery can be noisy, and in older traditional industries the environment can
be hot, dirty and dusty. Modern production lines are quieter and usually operate in an air-
conditioned, dust-free environment.
Salary and other benefits
These figures are only a guide, as actual rates of pay may vary, depending on the employer
and where people live.
Starting salaries for graduates after their initial training may be in the region of 23,000 a year.
Getting in
Around 1.5 million people are employed in engineering-related jobs in the UK, and there are
engineering and manufacturing companies in most areas. Many companies tend to be based
in the major cities and towns across the country.
Employers range from food and drinks manufacturers to vehicle producers. There is also a
growing number of high-technology manufacturing companies in the aerospace and
electronics industries, as well as precision engineering and pharmaceuticals. There are also
many smaller firms, often producing high value, technologically-advanced products.
Jobs tend to be advertised in professional and trade publications, through recruitment
agencies specialising in engineering posts and on the many websites dealing with
engineering jobs.
Entry routes
Many production engineers are graduates. In fact, most employers look for graduates, and a
degree or equivalent is essential for professional (chartered) status. An HND with distinctions
or merits may be an alternative, although further training will be required. It is also possible to
take an Open University degree. The engineering institutions accept these as long as studies
follow an approved profile.
For a degree course in an engineering subject, applicants need at least two A levels normally
including maths and physics, and five GCSEs (A*-C), or equivalent qualifications including
Access courses.
The Institution of Mechanical Engineering (IMechE) offers funding for people starting a
degree, as well as opportunities to win further funding through prizes and awards.
Opportunities include the Whitworth Scholarship Awards,
(www.whitworthscholarships.org.uk), designed for engineers who are planning to embark on,
or have already commenced, an undergraduate engineering degree-level programme,
normally a MEng. The scholarships are available in all the main engineering disciplines -
mechanical, civil, electrical, aerospace and others. Many universities appear to have some
funding to encourage students to study technology (www.scholarship-search.org.uk).
It is also possible to begin apprentice training for craft- or technician-level jobs in production
engineering straight from school, with three to five GCSEs (A*-E). Ideally, these should
include English, maths and science. GCSEs in engineering, manufacturing or design and
technology could also be useful. A BTEC First Diploma in a relevant subject would be a good
alternative. The Diplomas in engineering, and manufacturing and product design may be
relevant for this area of work.
27
Training
All apprentices follow a structured training scheme at work, with part-time study at a local
college leading to NVQ Level 2 or 3 in engineering production. This can then lead on to study
for a foundation degree, HNC/D or degree.
For graduate trainees, training is mainly on the job, usually within a structured graduate
training scheme. Many will go on to do postgraduate qualifications such as the MEng.
Following the award of a degree or an HNC/HND, and after further training with an employer,
production engineers can go on to register with the Engineering Council (ECUK) as a
professional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng).
Production engineers are expected to undertake continuing professional development (CPD).
This can include attending courses, meetings, workshops and seminars.
The IET (Institution of Engineering and Technology) offers a number of awards to help women
who are studying for engineering qualifications.
Getting on
Production engineers can gain experience in a variety of manufacturing areas, which will help
them to move into other industries or sectors. There is also scope to move into production
management, or to gain experience in other technical functions such as systems engineering.
Some engineers move into sales, marketing, general management, training or consultancy.
Further information
Diploma in Manufacturing and Product Design. Website: www.manufacturingdiploma.co.uk
The Engineering and Technology Board (ETB), 020 3206 0400. Website: www.etechb.co.uk
Engineering Council UK (ECUK), 246 High Holborn, London WC1V 7EX, 020 3206 0500.
Website: www.engc.org.uk
Engineering Diploma Development Partnership. Website: www.engineeringdiploma.com
Enginuity Careers. Website: www.enginuity.org.uk
28
The Institution of Engineering and Technology (formerly Institution of Electrical Engineers and
Institution of Incorporated Engineers), Savoy Place, London WC2R 0BL. 020 7240 1871.
Website: www.theiet.org
Institution of Mechanical Engineers (IMechE), 1 Birdcage Walk, Westminster, London SW1H
9JJ. 020 7222 7899. Website: www.imeche.org.uk
The Manufacturing Institute, Quay West, Trafford Wharf Road, Manchester M17 1HH. 0161
872 0393. Website: www.manufacturinginstitute.co.uk
Production Engineering
CO2 capture
Published: 15 August 2007 05:45 PM
Source: The Engineer Online
University of Melbourne PhD student Julianna Franco has developed a cost-effective CO2 capture
system based on the use of inexpensive plastic.
In her membrane gas absorption (MGA) system, the porous plastic acts as a semi permeable barrier,
allowing CO2 gas on one side to come into contact with an aqueous solvent on the other, without the
gas or liquid dispersing into each other.
MGAs are commonly used to remove gases from, or dissolve them into, water. For an MGA to be
effective, however, the membrane must be water-repellent on one side to prevent the water from
passing through the pores into the gaseous side of the membrane.
According to Francos supervisor, Professor Geoff Stevens, past research on the use of polypropylene
as a membrane for CO2 capture concluded that it was unsuitable for MGA use. The plastics pores were
observed to wet in the presence of the aqueous solvent used to absorb CO2
from the gaseous phase, allowing the two phases to mix.
However, Franco has now modified the surface properties of the polypropylene to make it as water-
repellent as Teflon. This allows the CO2 to selectively pass through the membrane and be absorbed on
the other side by a widely available solvent (2030% methylethanolamine dissolved in water).
The membrane can be deployed in the form of hollow fibre units that provide an order of magnitude
more surface area than those available in conventional CO2 capture columns.
MGA units can separate carbon dioxide using three to four times less space than processing towers,
making carbon dioxide capture more efficient and economical, said Franco.
Francos research follows on from earlier research that resulted in the construction of a pilot-scale
membrane gas absorption plant incorporating Teflon as the membrane material for separation of
CO2 from natural gas at Krst, Norway.
Australia has natural gas reserves with high CO2 levels, such as those at the Gorgon gas field on the
north-west coast of Australia. According to Stevens, a polypropylene MGA system would make new
natural gas fields with high CO2 content more economically and environmentally viable.
30
However, its still early days. Stevens says the polypropylene carbon capture system is due to be tested
next year at a pilot plant that will process 25 tonnes of CO2 per day. The pilot plant is being built at
Hazelwood, one of Victorias oldest and its most greenhouse-polluting brown coal-fired power
stations.
Depending on the outcome of that trial in particular, how the economics of this technology stack up
against competing technologies the most optimistic date for the full deployment of commercial scale
carbon dioxide capture systems in Australia is 2015.
Job Detail
Engineering Opportunities
Recruiter Name: McLaren Apply Now
Date Posted: 10 August 2007
Location: South East
Sector: Automotive, Design,
Engineering,
Manufacturing
Position Type: Permanent
Salary Description: Excellent
Job Description
At McLaren we believe that anything is possible.We know what it takes to succeed and we achieve
this by working together and encouraging innovation in an extraordinary high performance
environment.
Our Automotive business based at the McLaren Technology Centre in Woking, Surrey, is renowned for
its expertise in engineering and manufacturing the most definitive sports cars in the world.We are now
seeking talented engineers and designers on both a permanent and contract basis to join our team to
work on current and future car projects. Our environment is highly challenging and you will need to be
resilient and confident in your abilities.
Job Detail
Production Engineer
Recruiter Name: CABOT Apply Now
Date Posted: 31 July 2007
Job Reference: C3107PE
Contact Name: Liam O'Connell
Location: Wales
Sector: Engineering, Materials
Position Type: Permanent
Salary Description: Unspecified
Job Description
The Cabot Corporation is a $2.5 billion global speciality chemicals company, operating in 18 countries
with 42 manufacturing facilities worldwide. A world leader in fine particle technology, our products are
found in diverse markets. Our manufacturing site in South Wales specialises in the manufacture of
fumed silica, which is sold into a range of end markets including electronics and automotive industry.
We operate a highly customer focused environment that is constantly striving to maintain and improve
the quality of the processes in our silica and packaging line department. We have a position available
for a degree qualified Engineer with experience of working within a similar manufacturing environment,
to provide technical support and drive continuous improvements in packaging process capability,
capacity and productivity. You will use best practice operating principles and develop and implement
world-class procedures to maximise plant safety and optimise packaging line performance whilst
ensuring packaging quality standards are achieved. Key aspects of this technical role are:-
Provide prompt and effective technical advice and support to resolve unusual problems using root
cause analysis.
Support and implement new packaging changes and improvements and prepare relevant
documentation.
Assist in the design, procurement, and installation of new equipment to support new product
32
With an excellent remuneration package, commensurate with relevant experience and career
development prospects both within the UK and abroad, we can offer a challenging yet rewarding
career.
Production Engineering
Stranded gas
Published: 27 July 2007 04:27 PM Source: The Engineer Online
In California, equipment such as pump jacks are all run by electricity, and this power must be
purchased from the utility grid. This figures heavily in deciding which sites remain economical
to produce as oil production declines and which ones must be abandoned.
By using microturbines to harness the stranded gas and generate low-cost electricity - usually
at 20 to 40 percent of the costs of utility grid electricity - the Distributed
Generation/OFFGASES project is increasing oil production in previously hopeless fields,
making use of a fuel that was previously considered unusable and uneconomic to produce.
The project is conducting four field demonstrations with fuels of varying energy contents and
quality. Three of the demonstrations have shown success so far.
In the first, a demonstration using high-Btu gas, which contains more than 1,600 Btu per
standard cubic foot of gas, boosted oil production in its three-well marginal oil field from 10
barrels per day to 23 barrels per day.
In the second, a demonstration with medium-Btu gas, which does not meet the quality
requirements for commercial pipelines in California, is now producing 150 barrels of oil per
day in a 19-well field that had been at risk for abandonment.
In the third, a field containing "harsh" gas, which contains naturally high levels of nitrogen,
carbon dioxide, and hydrogen sulphide, has been brought into compliance with air emissions
regulations by scrubbing hydrogen sulphide from the gas using a patented sulphide-treating
system.
The fourth demonstration deals with ultralow-Btu gas, which has as little as 15 Btu per
standard cubic foot of gas. This gas is of such low quality that it's not immediately flammable
and therefore cannot even be flared - operators have been spiking the weak gas with
purchased commercial natural gas just to flare it.
As part of the NETL-funded project, operators are now using FlexEnergy's Flex-Microturbine,
a new technology that uses catalytic combustors and actually runs on 15 Btu gas. While the
microturbine is working, improvements are still needed, and researchers are testing the
equipment needed to turn this field into another success.
NETL demonstration partners include FlexEnergy, the Interstate Oil and Gas Compact
Commission, California Oil Producers Electrical Cooperative, California Energy Commission,
and California South Coast Air Quality Management District.
34
Last year the government changed the categories of road tax so that all 4x4s would be classified as
band G vehicles.
There used to be a 4x4 version of the Panda which, had it been built recently, would now been in this
category and burdened with the same ill-thought-out charge.
VW, Subaru and most of the proposed 'hybrid/electric' vehicles currently being proposed also fall into
the 'four-wheel-drive category' regardless of emissions.
If the government wants to stop so-called 'chelsea tractors' it should do so around those areas of
London affected and leave the rest of the country alone.
Out of town, where there is no adequate public transport, a 4x4 is essential for safe travel in ice/mud
or snow conditions.
The latest charges mean that instead running newer, fuel-efficient cars, many of us will now be driving
older vehicles that aren't burdened in this way.
35
Suppose that youre going to participate of an English Congress and now you
have to fill out a Registration Form. So, Lets Go!
INSTRUCTIONS:
1- Complete this Registration Form
2- Submit a copy of your school transcripts
3. Student ID ____________________________________________________________________
State: ___________________________________
8. Nationality: ____________________________________