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CURSO DE ENGENHARIA DE PRODUÇÃO E ENGENHARIA DE PETRÓLEO

DISCIPLINA: INGLÊS INSTRUMENTAL
PROFESSORA: VÍVIAN GARCIA ALMEIDA LEITE

1- BE – PRESENT (Is – am - are)

Is he/ she/ it at home now?

Am I at home now?

Are You/ we/ they at home now?

2- BE –PAST (Was - were)

Was I/ he/ she/ it at home yesterday?

Wasn’t

Were You/ we/ they at home yesterday?

Weren’t

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

O Present Perfect é formado de: Have ou has + Verbo no Particípio Passado.

Devemos usar o Present Perfect nas seguintes situações:
- Quando uma ação começar no passado e continuar até o presente momento. Ex: She has lived
here for 10 years.

As expressões: FOR – SINCE – LATELY – RECENTLY – São usadas para indicar o período de
tempo.

- Quando a ação tiver acontecido e não mencionarmos o tempo. Ex: I have watched that film. ( não
indicou o tempo )

- Quando algo nunca tiver acontecido. Ex: We have never eaten lobster.

- Quando algo tiver acabado de acontecer. Ex: He has just arrived.

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- Quando uma ação não tiver acontecido ainda. Ex: They haven’t called me yet.

- Quando a ação puder acontecer no tempo que você definiu na frase. Ex: I have gone to the
movies twice this year. ( o ano não acabou e você tem a possibilidade de ir mais vezes )

4 - Main Auxiliares (Do, Does, Did, Would, Will)

PRESENT – I, YOU, WE THEY = DO

HE, SHE, IT = DOES
PAST = DID
FUTURE = WILL
CONDITIONAL = WOULD

1 - Where ________ you have lunch? (Past)

2 – When ________ you travel to France? (Future)
3 – How far _______ he live from here? (Present)
4 – What _______ you like to do now? (Conditional)
5 – What _______ you study yesterday? (Past)
6 – How _______ your brother go to school? (Future)
7 – How often _______ she go to the movies? (Present)
8 – Where _______ you buy these CDs? (Past)
9 – Whose house _______ you live? (Conditional)
10 – What _______ you wear yesterday? (Past)
11 – How long _______ they use the computer tonight? (Future)
12 – What _______ you like to wear? (Conditional)
13 – What _______ you like to do on a rainy day? (Present)
14 – What celebration _______ the children prefer? (Present)
15 – At what time _______ you go to bed tomorrow? (Past)

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.

MORE + ADJECTIVE + THAN (BIG ADJECTIVES)

CAR IS MORE COMFORTABLE THAN BUS.
PORTUGUESE IS MORE DIFFICULT THAN ENGLISH.

ADJECTIVE + ER + THAN
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GISELE IS TALLER THAN ISLANE.

TODAY IS COLDER THAN YESTERDAY.

LESS + ADJECTIVE + THAN
BIKE IS LESS COMFORTABLE THAN MOTORCYCLE.
EDIL IS LESS OUTGOING THAN CELSO.

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.

THE + ADJECTIVE + EST

VANESSA IS THE RICHEST STUDENT OF THE CLASS.
LUCIANO IS THE SHORTEST STUDENT HERE.
MARLON IS THE FUNNIEST STUDENT OF THE CLASS.

THE + LEAST + ADJECTIVE

ENGLISH IS THE LEAST DIFFICULT SUBJECT.
FUSCA IS THE LEAST COMFORTABLE CAR.

NOTE: IRREGULAR ADJECTIVES –

BIG – BIGGER - BIGGEST
HAPPY – HAPPIER – HAPPIEST
FAR – FARTHER – FARTHEST
GOOD – BETTER – BEST
BAD – WORSE – WORST

FLÁVIO IS THE HAPPIEST MAN OF UNIG.

6 - Prepositions

At: 6 o’ clock (time / hora)

20 Cardoso Moreira Ave. (addresses / endere;os)
home / the club (places / lugares)

On: Monday / Tuesday (days of the week / dias da semana)

Assis Ribeiro Street (names of streets / nomes de ruas / avenues / avenidas)
the table (surface/ superfície)

In: January / March (months of the year / meses do ano)

2004 / 2002 (year / ano)
Brazil (countries / países / cities . cidades)
the drawer (containers / compartimentos)

For: Clean the house for me, please. (requests / pedidos)

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This chocolate is for you. (intended for / intenção )

To: I want to go to Paris. (movement towards / movimentos em direção)

Attention: Leave for ( a place / um lugar )

He left for the office at 6 AM.

Of: Give me a glass of lemonade. (content / conteúdo/ quantity / quantidade)

7 - MAKE, DO, HAVE, TAKE

1- THINGS WE MAKE:
Make a mistake (= an error) He made a few mistakes in the exam.
Make a meal (= prepare and cook something to eat) I had to make my own dinner last night.
Make money (= become rich) He made lot of money when he worked in America.
Make friends It’s not always easy to make friends in a foreign country.
Make a decision We can have the red ones or the green ones, but we must make a decision.
Make a noise I can’t work when the children make a lot of noise.
Make progress (= improvement) Her English is good now; she has made a lot of progress.
YOU CAN MAKE A DIFFERENCE!
MAKE THE BED MAKE A HOUSE
MAKE A CAKE MAKE A MISTAKE
MAKE A NOISE MAKE LUNCH
To make is generally for the PHYSICAL construction of something, with the meaning of to build
(construir) or to create (criar).
Sometimes the use of to make is idiomatic:
To make the bed
To make a mistake
To make noise, sound, a speech
To make sense

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) He’s doing research in physics at Rome University.
Do (someone) a favour (= do something to help someone) I don’t have any coffee. Could you do me
a favour and lend me some?
Do something/anything/nothing I didn’t do anything last night. That boy has done nothing all day.
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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) Let’s have a drink before dinner.
Have a bath / shower I always have a bath when I get up.
Have a party I’m 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) I’m going to take four exams next month.
Take a photo She took lots of photos on holiday.
Take a decision (also make) I’m not very good at taking decisions.
Take a shower (also have) I’m 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.

8 - SUBJECTIVE AND OBJECTIVE PRONOUNS

- Subjective Pronouns - Só podem ocupar a posição de sujeito (são usados sempre

antes do verbo)
Ex: Mary visited John yesterday.
(she)

- Objective Pronouns – Ocupam a posição de objeto direto e/ou indireto, além de serem
usados depois de preposições.
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

1 – I don’t know those girls. Do you know ____________?

2 - I don’t know that man. Do you know _____________?
3 - I don’t know those people. Do you know ___________?
4 – I don’t know David’s wife. Do you know __________?
5 – I don’t know Mr Stevens. Do you know ___________?
6 – I don’t know Sarah’s parents. Dou you know _________?
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9 – DEMONSTRATIVE PRONOUNS

SINGULAR PLURAL
THIS THESE
THAT THOSE

10 – MONTE SUA CARTA

O raciocínio lógico e a coerência são fundamentais para a compreensão, por isso lembre-se
sempre de percorrer todo o texto primeiro e, assim, você adquire melhores condições para inferir o
contexto.
Leia a atividade a seguir e faça a melhor opção para que a sua mensagem tenha uma
seqüência lógica. Não se esqueça de que você é o autor desta carta e que dependendo de sua
escolha, você pode torná-la coerente, incoerente, engraçada ou até mesmo indelicada.
Você é o autor:
1-Você recebeu um presente de um primo pelo correio e precisa agradecê-lo por escrito. Escolha a
melhor opção para que sua carta tenha coerência do início ao fim. Lembre-se de que você é o autor.

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.

I’ll be the Next time you send me a present make sure

_______ most happy person; _______ I’m not an adult.
_______ envy of the office to have these _______ to visit me.
projects; _______ I detest Carnival.
_______ most elegant person;
See you,
I’m certain it / they will look perfect _______ Respect,
_______ on me. _______ Aversion,
_______ in my business . _______ Love,
_______on the person you gave.
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11 – READING STRATEGIES (ESTRATÉGIAS DE LEITURA)

Maior sucesso terá o leitor no estudo do texto se fizer uso de algumas estratégias de leitura, bem
como todas as dicas que o próprio texto proporciona. Conheça a seguir alguns desses elementos.

1. Skimming: Estratégia que consiste em lançar os olhos rapidamente sobre o texto, numa breve
leitura para captar o assunto geral.

2. Scanning: É uma estratégia de leitura não-linear em que o leitor busca objetivamente localizar as
informações em que está interessado. Através do scanning o leitor é objetivo e seletivo e nem sempre
precisa ler o texto todo.

3. Cognates: Muito comuns na língua inglesa, os cognatos são termos de procedência grega ou
latina bastante parecidos como português tanto na forma escrita como no significado.

Os cognatos podem ser:

- idênticos: radio, piano, hospital, nuclear, social, etc.
- parecidos: gasoline, ifltion, intelligent, population, history, etc.
- pouco parecidos: electricity, responsable, explain, activity, etc.

4. Typography: As marcas tipográficas são elementos que , no texto, transmitem informações nem
sempre representadas por palavras.

5. Repeated Words: Quando algumas palavras se repetem várias vezes no texto, mesmo com
formas diferentes (exemplo: socialism, socialist, social, socialize...), normalmente são importantes
para a compreensão. As palavras repetidas aparecem especialmente na forma de verbos,
substantivos e adjetivos e nem sempre são cognatas.

6. Prediction: É uma atividade pela qual o aluno é levado a predizer, inferir o conteúdo de um texto
através do título ou de outros elementos tipográficos, como ilustrações, por exemplo.
Pode ser chamada de pré-leitura.

7. Key words: As palavras chaves são aquelas que estão mais de perto associadas especificamente
ao assunto do texto, podendo aparecer repetidas e algumas vezes na forma de sinônimos. A
identificação das Key words através do skimming leva-nos a ter uma visão geral do texto.
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12 - Aspectos Lingüísticos

Afixos (Prefixos e sufixos)

Prefixos – sílaba ou sílabas que precedem a raiz de uma palavra, modificando seu sentido.

Ex: agree – disagree / known – unknown

Sufixos - sílaba ou letras que se pospõem às raízes das palavras para indicar sua flexão, ou torná-
las derivadas.

Ex: live – lives / teach – teacher

Prefixes

1-oposto / não
un – uncertain / unusual non – non-smoking
in – incapable / incorrect dis – dislike
il / ir – illegal / irresponsable

2-errado / ruim / mal

mis – misunderstand mal – malnutrition

3-muito / acima / além de

over – oversleep (dormir em excesso)
super – supernatural (sobrenatural)
supra – suprarational (além da razão)

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-único
uni – unity / universal

9-junto
co – cooperation com – combine
col – collate (confrontar, conferir)
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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

2-Formam substantivos de adjetivos

- ness – safeness

3-Formam adjetivos de substantivos

- ful – fearful
- less – endless (infinito)
- ous – dangerous
- al – beneficial
- y – noisy

4-Formam adjetivos de verbos

- ing – interesting
- able – comfortable

5-Formam advérbios de adjetivos

- ly – honestly
easily
mainly

6-Formam verbos de adjetivos

- ize – generalize
- en - shorten
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13 - IRREGULAR VERBS IN GROUPS

Past simple / past participle are the same

1–
to cost – cost - cost
to cut – cut – cut
to hit – hit – hit
to hurt – hurt – hurt
to let – let – let
to put – put – put
to shut – shut – shut

2–
to lend – lent – lent
to send – sent – sent
to spend – spent – spent
to build – built – built
to burn – burnt – burnt
to learn – learnt – learnt
to smell – smelt – smelt
to feel – felt – felt
to leave – left – left
to meet – met – met
to dream – dreamt – dreamt
to mean – meant – meant
to lose – lost – lost
to shoot – shot – shot
to get – got – got
to light – lit – lit
to sit – sat – sat
to keep – kept – kept
to sleep – slept – slept

3-
to bring – brought – brought
to buy - bought – bought
to fight – fought – fought
to think – thought – thought
to catch – caught – caught
to teach – taught – taught
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4–
to sell – sold – sold
to tell – told – told
to find – found – found
to have – had – had
to hear – heard – heard
to hold – held – held
to read – read – read
to say – said – said
to pay – paid – paid
to make – made – made
to stand – stood – stood
to understand – understood - understood

Past simple / past participle are different

1-
to break – broke - broken
to choose – chose - chosen
to speak – spoke - spoken
to steal – stole – stolen
to wake – woke – woken

2-
to drive – drove – driven
to ride – rode – ridden
to rise – rose – risen
to write – wrote – written
to beat – bit – bitten
to hide – hid – hidden

3-
to eat – ate – eaten
to fall – fell - fallen
to forget – forgot – forgotten
to give – gave – given
to see – saw – seen
to take – took – taken

4-
to blow – blew – blown
to grow – grew – grown
to know – knew – known
to throw – threw – thrown
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to fly – flew – flown

to draw – drew – drawn
to show – showed – shown
5-
to begin – began – begun
to drink – drank – drunk
to swim – swam – swum
to ring – rang – rung
to sing – sang – sung
to run – ran – run

6-
to come – came – come
to become – became – become

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.
It’s raining heavily.

3 – Hard / fast / late / early are adjectives and adverbs.

Adjective Adverb
Ex: Sue’s job is very hard. Sue works very hard.
Ben is a fast runner. Ben can run fast.
I went to bed early / late The bus was late / early

4 – good (adjective - well (adverb)

Ex: Your English is very good.
You speak English very well.
It was a good game.
Our team played very well.

OBS: well is also an adjective = not ill, in good health

How are you? I’m very well, thank you.
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Exercise

1 – Your English is very _________. You speak English very _________.

2 – The party was very ___________. I enjoyed it very much.
3 – Martin has a difficult job but he does it ________.
4 – How are your parents? Are they ____________?
5 – Did you have a _________ holiday? Was the weather ___________?

15 - ADJECTIVES
1 – Adjective + noun ( nice day / blue eyes ) The adjective is before the noun.
Ex: It’s a nice day today.
Laura has brown eyes.
There’s a very old bridge in his village.
Do you like Italian food?
I don’t speak any foreign languages.
There are some beautiful yellow flowers in the garden.

2 - Be (am / is / are / was / were) + adjective

Ex: The weather is nice today.
These flowers are very beautiful.
I’m hungry. Can I have something to eat?
The film wasn’t very good. It was boring.

3 – Look / feel / smell / taste / sound / + adjective

Ex: You look tired.
George told me about his new job. It sounds very interesting.
Don’t cook that meat. It doesn’t smell good.

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

Ex: Linda and Frank are getting married. now.

I got dressed quickly.
We went for a walk and got lost.
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1. Leia o texto com atenção e responda às perguntas.

ATI VIDADE
The Robotics Revolution
If you think robots are mainly characters of science fiction movies, think again. Right now, all over the
world, robots are painting cars, walking into live volcanoes, driving trains in Paris, and defusing bombs
in Northern Ireland.
“Many of the robots in use today do jobs that workers. These are the types of jobs which require great
strength or pose danger. For example, robots are particularly useful in the auto-manufacturing industry
where parts of automobiles must be put together…
Spray painting is another task suited to robots because robots do not need to breathe. Unlike humans
beings, they are unaffected by the poisonous fumes. Robots are better at this
task, not because they y are faster or cheaper but because they work in a place where people p
pcannot…
The robotics revolution is already beginning to change the kind of work that people do. The boring and
dangerous jobs are now assumed by robots. More and more humans will be required for tasks that
robots cannot do. There are some industrialists who hope that all their employees will be knowledge
workers, sitting at desks and computer terminals to deal with information. These changes are already
under
way, and their pace accelerates every year”.
Fonte: Boeckner, K. and Brown, P. Charles. Computing.
Oxford: Oxford University Press, 1993.
Texto 9.2
Se você se interessa por robótica, não deixe de visitar o
website.www.thetech.org/exhibits/online/robotics/
Help!!
characters personagens defusing desarmando jobs trabalhos require requerem
strength força pose impõe spray painting pintura a jato
breathe respirar fumes vapores poisonous venenoso
task tarefa faster mais rápidos cheaper mais baratos
boring enfadonho dangerous perigosos hope esperar (ter esperança)
employees empregados knowledge conhecimento desks mesas de trabalho
deal with lidar com under way a caminho pace ritmo
a. Que tipo de trabalho é mais bem desempenhado por robôs do que por
seres humanos?
___________________________________________________________________
___________________________________________________________________

b. Quais os exemplos, apresentados no texto, de tipos de trabalho nos

quais os robôs são melhores do que o homem?
___________________________________________________________________
___________________________________________________________________

c. Qual o perigo da pintura a jato para a saúde do homem?

___________________________________________________________________
___________________________________________________________________
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d. Que tipo de tarefa vai ser desempenhada pelo ser humano cada vez
mais freqüentemente?
___________________________________________________________________
___________________________________________________________________

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scholarship bolsa de estudos to grant conceder indisputable inegável

ATIVIDADES
1. a. No anúncio do Texto, qual é o problema?
___________________________________________________________________
_________________________________________________________________
b. Qual a solução?
___________________________________________________________________
_________________________________________________________________

Você vai refletir sobre uma das mais fenomenais formas de expressão humana: a linguagem. Você já 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 é realmente fascinante, não acha? O Texto discute essa maravilhosa
ferramenta humana. Consulte o glossário antes de iniciar a leitura.

One of the most fascinating aspects of human development is

the ability to learn language. The language faculty is specific
to the human species because no other creature apart from
human beings possesses a language organ. All men are born
with the capacity to speak and it is this capacity that makes
human beings different from animals. It might be suggested
that apes and dolphins use some form of language; this may
be a communication system but it does not have the distinctive
features of human language. Animals may learn some form
of communication in captivity but no species of animal can
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spontaneously use a form of human language. Indeed, learning

a language is an amazing feat and it has attracted the attention
of linguists and psychologists for generations (COOK, 1988).

HELP!
captivity cativeiro
feat grande feito
feature característica
learn aprender
faculty capacidade
apart from com exceção de

LANGUAGE FOCUS I
No Texto, há verbos que chamamos modais. Os verbos
modais, como can, may, might, must, should, will, não possuem um
sentido próprio como, por exemplo, os verbos run (correr) e write
(escrever), que envolvem uma ação. Eles são uma espécie de verbos
auxiliares e, como o nome parece implicar, os modais introduzem uma
certa modalidade ao que é dito ou escrito. Dessa forma, com os modais
expressam-se não apenas o fato, mas uma avaliação desse fato. Para
explicar melhor, vamos considerar uma frase do Texto
Veja: “Animals may learn some form of communication in captivity.”

Observe que, nessa frase, may vem acompanhado do verbo learn.

(Os modais vêm sempre antes de outro verbo, e esses outros verbos são
chamados verbos principais.) Na frase acima, o que se está sugerindo é
que os animais podem (may) aprender alguma forma de comunicação
quando estão em cativeiro; é uma probabilidade, e não uma certeza.
Com os modais, podemos:
a) dar e pedir permissão:
A: May I visit you at the weekend?
B: Of course, you may. (Poderíamos usar can aqui.)
O modal can também é usado para “poder” e dar
permissão. Exemplos: Can I have your telephone
number? (May tem conotação mais formal.)
b) falar sobre obrigatoriedade:
You must wear your seat
belt while driving.
c) falar sobre proibição (usando o
modal na forma negativa):
You mustn´t drink before driving.
d) dar um conselho:
For safe sex, you should wear condoms.
The USA should sign the Kioto´s Protocol.
You should turn off your computer when you’ re
not using it.
HELP!
condom camisinha
seat belt cinto de segurança
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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 é o verbo principal dessa frase? _____________________________
b. Agora traduza a frase:
...mas nenhuma espécie ___________________________________________
2. Um dos questionamentos do Texto é 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 está
questionando se o que os golfi nhos e macacos usam é 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?
__________________________________________________________________
___________________________________________________________________

Observe que it nessa frase está substituindo form of language.

b. A forma de comunicação usada por golfinhos e macacos se encaixaria dentro dessas características?
__________________________________________________________________________________________
___________________________________________

c. Qual a idéia expressa por might na frase "It might be suggested that apes and dolphins use some form of
language..."?

UMA CIDADE SUBTERRÂNEA

Qual a cidade mais peculiar que você conhece? Qual a razão dessa peculiaridade?
Você já ouviu falar da cidade de Coober Pedy, na Austrália? Faça
uma rápida leitura do Texto e, com a ajuda do glossário que o segue,
descubra o que Coober Pedy tem de diferente de outras cidades:
Texto
COOBER PEDY: my cave is my home!
Coober Pedy is considered one of the most extraordinary towns in Australia and perhaps in the world. It is a
cosmopolitan town with a population of 3,500 and over 45 different nationalities.
The presence of different nationalities and the friendly lifestyle of the town make it a reference for cultural
tolerance, diversity and acceptance. Like any other city, it has schools, shops, a
police station, restaurants, hotels, doctors, sports centers and many things you find in a common town.
Electricity, water and a telephone system are also part of the infra-structure of Coober
Pedy. However, you cannot drive a car, a bus or a taxi there as Coober Pedy has no roads. It has no trees or parks
either. “Why?” – You may ask. The reason is very simple: Coober Pedy
is completely underground! The area in Australia where Coober is located is extremely hot, dry and dusty.
During the day the temperature is about 50 C. This is the reason why people in
Coober live underground, in comfortable caves. Coober Pedy’s caves remain at comfortable 25 degrees during
all the year. There are authentic underground homes to explore as well as underground museums, potteries, opal
 18

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 amigável, simpático lifestyle estilo de vida
like como fi nd encontrar, achar there lá
underground subterrâneo (“under”: embaixo; “ground”: chão, solo)
cave caverna remain continuar, permanecer pottery cerâmica
opal opala (pedra semipreciosa ) mines minas
provide fornecer employment emprego after all afinal
Você pode obter maiores informações sobre Coober Pedy e outras cidades na Austrália em:
http://www.greatestcities.com/oceania/Australia
A palavra “like” no texto funciona tal qual a palavra “como“, estabelecendo uma comparação, e não com o
sentido do verbo “gostar”, que também é “like”. O oposto, de “like” (como), neste caso, é “unlike” (ao contrário
de...). Assim teríamos, por exemplo, “unlike Petrópolis, Niterói
is located on the coast”.

ATIVIDADES
1. Indique se as afirmativas abaixo são falsas ou verdadeiras. Quando falsas,
explique a inadequação da afirmativa.

a. Coober Pedy tem características similares às de outras cidades.

Verdadeira ( ) Falsa ( )
_________________________________________________________________

b. Coober Pedy é um país que fica na Oceania.

Verdadeira ( ) Falsa ( )
_________________________________________________________________
c. Coober Pedy é uma cidade com menos de mil habitantes.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
d. Há muitos problemas em Coober Pedy relativos à oferta de água e de eletricidade.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
e. O transporte é algo que distingue Coober Pedy de outras cidades.
Verdadeira ( ) Falsa ( )
_________________________________________________________________
f. A temperatura é amena o ano inteiro em Coober Pedy.
Verdadeira ( ) Falsa ( )
_________________________________________________________________

g. A cidade é subterrânea devido às várias minas de opala que existem na região.

Verdadeira ( ) Falsa ( )
_________________________________________________________________
 19

h. As minas de opala são, em grande parte, responsáveis pela economia de Coober Pedy.
Verdadeira ( ) Falsa ( )
__________________________________________________________________

i. A cidade abriga pessoas de diversas nacionalidades.

Verdadeira ( ) Falsa ( )
_________________________________________________________________

j. Os habitantes de Coober Pedy vivem como os homens das cavernas.

Verdadeira ( ) Falsa ( )
__________________________________________________________________

2. Determine se as seguintes afirmativas são, de acordo com o texto, possíveis ou impossíveis. Justifique suas
respostas. In Coober Pedy…
a. it rains a lot. ( ) Possible ( ) Impossible
__________________________________________________________________
b. we can buy food at a supermarket. ( ) Possible ( ) Impossible
__________________________________________________________________

c. the children can climb trees in the park. ( ) Possible ( ) Impossible

_________________________________________________________________

d. we cannot have a garden in our home. ( ) Possible ( ) Impossible

_________________________________________________________________

e. the traffic is heavy. ( ) Possible ( ) Impossible

_________________________________________________________________
 20

Senior Production Engineer Production Engineering Advisor Salaries in Houston,

TX
Average Salary of Jobs Matching Your Search
In USD as of Sep 9, 2009 40k80k120k
Senior Production Engineer Production Engineering Advisor in $108,000
Houston, TX
Average Se nior Production Engineer Production Engineering Advisor salaries for job
postings in Houston, TX are 4% lower than average Senior Production Engineer Production
Engineering Advisor salaries for job postings nationwide.

Average Salary of Jobs with Related Titles

In USD as of Sep 9, 2009 40k80k120k
Supplier Development Engineer in Houston, TX$69,000
Planning Engineer in Houston, TX $77,000
Project Engineer Manager in Houston, TX $72,000
Drilling Engineer in Houston, TX $108,000
Industrial Engineer in Houston, TX $69,000
Senior Electrical Engineer in Houston, TX $90,000
Technical Manager in Houston, TX $86,000
About Salary Search

Senior Production Engineering Advisor

View All Jobs

Details about the vacancy
Job Title and
Senior Production Engineering Advisor
Reference
US$96000 - US$200000
Remuneration Location USA
per annum + Bonus
Cont/Perm Permanent Region Houston
Required
Residency of Posted by Oscar Associates
Applicant
Expiry Date 30 September 2009
Description Senior Production Engineer/Production Engineering Advisor

POSITION SUMMARY:
 21

This position will provide Production Engineering technical support

for development projects and producing assets. The position
requires experience in analysis and optimization of all components
of the production system. Normal job duties will be to model and/or
analyze the performance of existing and planned wells, gathering
systems and facilities to ensure optimum production delivery from
assets.

ROLES/RESPONSIBILITIES:

Prepare the functional requirements for well completion and

recompletion designs in conjunction with subsurface and
completions engineers, including material and elastomer
requirements, tubing size, perforation requirements, smart well
system, etc.
Design the well testing and downhole and/or subsea metering
requirements, and production data requirements for new wells
Artificial lift system design and optimization
Develop and maintain well performance models for all existing and
proposed wells. Utilize trending and visualization tools to validate
production and allocation data and ensure compliance with specified
operating limits
Build, maintain and optimize integrated production models for all
wells, gathering systems and production facilities
Develop the well specific operating envelopes and well
management guidelines for drawdown, liquid/gas coning, liquid
lifting
Prepare recommendations for well and/or production system
modifications to optimize production including economic analysis of
opportunities
Analyze and prepare recommendations for injection and producing
zone fluid management
Flow assurance and production chemistry analysis and
management, including prediction of paraffin, asphaltines, and scale
deposition
Well test analysis
Assess Life Cycle stimulation requirements and incorporate in
design and operating plans
Production forecasting, in collaboration with the operations engineer
and subsurface team
Production log recommendations and analysis
Sand production management, including design and
recommendation of sand production monitoring systems
Formation damage identification and assessment of stimulation
requirements. Design of well treatment recommendations in
conjunction with subsurface and operations engineers
Erosional velocity analysis and optimization
Identification, assessment and implementation of new technologies
to enhance well and field performance

SKILLS AND EXPERIENCE:

10-15 years relevant industry experience in production engineering

 22

Experience with well and production system modeling/analysis and

familiar with related software (e.g. Prosper, GAP, OLGA)
Self-motivated to learn and apply new technologies
Ability to mentor and coach others
Strong written and verbal communication skills. Must be able to
effectively communicate with management, technical and operations
staff
Ability to work effectively with minimal supervision in a diverse,
multidiscipline team environment
Track record of successful accomplishments and successfully
executed projects in production engineering
Proactive analytical skills with attention to details and process
improvements

EDUCATION/TRAINING:

Minimum Bachelor of Science degree in Mechanical Engineering,

Petroleum Engineering or equivalent

SOFTWARE REQUIREMENTS:

Microsoft Word, PowerPoint, and EXCEL

Production System modeling tools - PROSPER, GAP, RESOLVE,
OLGA, PIPESIM, HYSYS

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
machines. This may involve investigating operational problems affecting production,
improving existing operations, bringing in new methods and processes and planning, and
commissioning and maintaining new production lines. They work with production staff,
 23
including operatives and technicians, to keep assembly, manufacturing and packaging
systems working smoothly and efficiently.
Production engineers usually work 37 hours a week, but this could include weekend and
evening work. They may work on the shop floor, at a desk with a computer, or in meetings.
Manufacturing machinery can be noisy but modern production lines are quieter and usually
operate in an air-conditioned, dust-free environment.
Salaries range from about £23,000 a year to £50,000 or more.
A production engineer should:
 have a thorough understanding of the manufacturing process

 work well with a wide range of people

 be able to plan and prioritise tasks

 be good at analysing and solving problems

 have good communication skills

 have strong numerical skills

 understand the importance of health and safety.

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,
build and maintain all the systems in factories, including automated and computer-controlled
machines.
 24

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

 improving existing operations, bringing in new methods and processes

 planning, commissioning and maintaining new production lines

 handling the purchase and installation of new equipment

 providing manufacturing data

 ensuring that quality control standards are being maintained

 training and managing staff

 preparing manufacturing manuals for staff

 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.
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.
 25

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.

 Experienced production engineers may earn up to £37,000 a year.

 Senior production engineers may earn £50,000 or more.

There may be extra pay for overtime or shifts.

Skills and personal qualities
A production engineer should:
 have a thorough understanding of the manufacturing process

 work well with a wide range of people

 be able to plan and prioritise tasks

 be good at analysing and solving problems

 have good communication skills

 have strong numerical skills

 understand the importance of health and safety.

Interests
It is important to be interested in:
 engineering and manufacturing

 keeping up to date with new developments in technology.

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
 26

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.
Apprenticeships and Advanced Apprenticeships provide structured training with an employer
and pay at least £80 per week - £95 per week from August 2009. A recent survey found that
the average wage for apprentices was £170 a week. Entry to Employment (e2e) can help to
prepare those who are not yet ready for an Apprenticeship. In addition, Young
Apprenticeships may be available for 14- to 16-year-olds. To find out more, see the
Apprenticeship page on this website, contact the local Connexions service or visit:
www.apprenticeships.org.uk.
 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
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
 28

SCENTA - careers information in science, engineering and technology. Website:

www.scenta.co.uk
SEMTA (Science, Engineering, Manufacturing Technologies Alliance), 14 Upton Road,
Watford WD18 0JT. Careers advice line: 0800 282 167. Website: www.semta.org.uk
UK Resource Centre for Women in Science, Engineering and Technology. 01274 436485.
Website: www.ukrc4setwomen.org
Women into Science, Engineering and Construction (WISE). 020 3206 0408. Website:
www.wisecampaign.org.uk
Women's Engineering Society. 01438 765506. Website: www.wes.org.uk
Further reading
A range of publications from the above organisations
BTEC National Engineering - Newnes
Directions 16 plus - SEMTA publication online
Engineering (CRAC Degree Course Guides) - Trotman
How to Get Ahead in Engineering - Trotman
So You Want to Work in Engineering - Hodder Wayland
Magazines/journals
The Engineer
Engineering
Engineering and Technology - IET
Manufacturing Engineer - IET
Spark magazine - WISE
(Some may be priced)
May 2009
 29

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 Franco’s 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 plastic’s 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 (20–30% 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.
Franco’s 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 Kårstø, 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.
However, it’s 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 Victoria’s oldest – and its most greenhouse-polluting – brown coal-fired power
stations.
 30

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
Job Detail
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.

We are looking for:

Senior Controls Engineer
Structural Analysis Engineer
Development Engineer
Chassis Project Engineers & Designers
Body Project Engineers & Designers
Interior Project Engineers & Designers
Powertrain Project Engineers & Designers
NVH Manager
Aerodynamics Engineer
Senior Composite Technologist
Electrical Project Engineers
We expect a Mechanical or Automotive Degree at 2:1 standard or above combined with suitable
 31
experience. An understanding of low volume, high performance vehicle programmes would be a
particular advantage.

Job Detail
Production Engineer
Job Detail
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:-

• Identify, recommend and implement improvements in packaging performance.

• 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
development and commercialisation and existing process improvements.

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
 32
career.

Production Engineering
Stranded gas
Published: 27 July 2007 04:27 PM Source: The Engineer Online

A US Department of Energy (DOE) project is turning "stranded" natural gas at marginal, or

low-production, oil fields into fuel for distributed electric power systems.
The project is bringing previously idle oil fields back into production and could boost US oil
production by some 28 million barrels per year within the next 10 years.
Stranded gas is natural gas that is uneconomic to produce for one or more reasons: the
energy, or Btu content, may be too low; the gas may be too impure to use, or, the volume may
be too small to warrant a pipeline connection to the gas infrastructure.
Non-commercial gas is sometimes produced along with oil, becoming an environmental
liability. This unwanted by product of oil production has become a major problem in California
oil fields where producers have been forced to abandon sites early, leaving valuable reserves
of domestic oil untapped.
Typically, there are three ways to deal with stranded gas: venting or flaring the gas contributes
to air pollution without any beneficial offsets from the gas, using electrical energy to re-inject
the gas incurs significant extra costs and, shutting down oil production leaves valuable oil in
the ground.
But now researchers have recently found another, useful, way to solve the stranded gas
problem.
A project managed by the Office of Fossil Energy's National Energy Technology Laboratory
(NETL) called the Oil Field Flare Gas Electricity Systems (OFFGASES) project is turning the
waste gas into a valuable fuel for distributed generation power units at marginal well sites in
California.
Oil production sites are heavy electricity consumers. According to the California Oil Producers
Electric Cooperative, electricity accounts for 40 to 60 percent of the operating cost of oil
production and delivery, and it represents one of the highest expenses in producing marginal
oil wells.
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.
 33

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

Sunday - 30 March 2008

Letters
Inefficiency drive
Email articleComment on this article
Published: 26 March 2008 11:40 AM
Source: The Engineer

I write in response to the Porsche Cayenne/Panda discussion (Letters, 10 March).

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 you’re going to participate of an English Congress and now you
have to fill out a Registration Form. So, Let’s Go!

INSTRUCTIONS:
1- Complete this Registration Form
2- Submit a copy of your school transcripts

1. Name ______________________ _________________________

_________________________
(First) (Middle) (Last)
2. Home Address _________________________________________________________________

3. Student ID ____________________________________________________________________

4. Zip Code ________________________________ City _________________________________

State: ___________________________________

5. Phone Number __________________________ Cell Phone _____________________________

6. Date of Birth ____________________________ Place of Birth __________________________

7. Sex: (Male or Female) ___________________________

8. Nationality: ____________________________________

9. Can you speak English Fluently? __________________________________________________