Baixe Apostila de Verbos em Ingles e outras Notas de estudo em PDF para Engenharia de Petróleo, somente na Docsity! 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. • 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 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: - 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 _________? 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, Thanks for the _______ projects. _______ photographs. _______ sneakers. I got really _______ depressed; _______ satisfied; _______ disappointed; It is _______ an unusual present; _______ a delicate present; _______ a spectacular present; I’ll be the _______ most happy person; _______ envy of the office to have these projects; _______ most elegant person; I’m certain it / they will look perfect _______ on me. _______ in my business . _______on the person you gave. I plan to show it / them _______ in my university; _______ when I get nervous; _______at the moment my friends return; because I am _______ not a ridiculous person. _______ a person Who likes Carnival. _______ an anxious person. I hope to _______ exchange it / them. _______ have it / them forever. _______ make it / them a present to someone. Next time you send me a present make sure _______ I’m not an adult. _______ to visit me. _______ I detest Carnival. See you, _______ Respect, _______ Aversion, _______ Love, 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. 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 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 Past simple / past participle are different 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 to fly – flew – flown = voar to draw – drew – drawn = puxar, arrancar, desenhar to show – showed – shown = mostrar 5 - to begin – began – begun = iniciar to drink – drank – drunk = beber to swim – swam – swum = nadar to ring – rang – rung = tocar (campainha) to sing – sang – sung = cantar to run – ran – run = correr 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. 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. 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. 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 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 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 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 ( ) _________________________________________________________________ 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 _________________________________________________________________ 10-15 years relevant industry experience in production engineering 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, 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. 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. 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. 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 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 The Engineer Online 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. 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 Date Posted: 10 August 2007 Location: South East Sector: Automotive, Design, Engineering, Manufacturing Position Type: Permanent Salary Description: £Excellent Apply Now 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 experience. An understanding of low volume, high performance vehicle programmes would be a particular advantage. Job Detail Production Engineer 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. The Engineer Online 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. 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! 1- 2-