
- •Рекомендовано Міністерством освіти і науки України' як навчальний посібник для студентів вищих навчальних закладів (лист №1.4/ 18-г-2865 від 24.12.2008р.)
- •Isbn 978-966-194-025-2
- •Isbn 978-966-194-025-2
- •Передмова
- •Бажаємо успіхів у навчанні! Part I petroleum and gas unit I
- •Section 1. Basic course Task 1. Oil (Petroleum). Origin and Natural Occurrence
- •Word usage and common errors.
- •Pore -
- •Convention - Environment -
- •Combustion — Aqua –
- •Organ -
- •Isbn 978-966-194-025-2 2
- •Check yourself!
- •Word usage and common errors.
- •Pronunciation practice.
- •Recognize the headword in the list of word-combina- tions and find the translation in your dictionary.
- •Give facts from the text to prove the following.
- •Recognize the necessary translation of the word according to the context. Find in the text more words which are identical in spelling but differ in basic meaning.
- •Fill in the gaps. Choose for each sentence one from the pair of words given below.
- •Make up sentences.
- •X. Word play. How many English words beginning from the proposed letter can you find in the text?
- •XI. Answer the questions.
- •Check yourself!
- •If you can translate these word-combinations your score is 24. Congratulations !
- •Task 3. Exploration and Drilling of Wells
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the adjectives? Translate, please. May be you will find more of them in the text?
- •Match the definitions on the right with the words on the left.
- •Answer the questions.
- •Find in the text the following word-combinations. Do you remember their translation?
- •Join the beginning and the end of the sentences. Choose the right variant.
- •Choose the necessary word in italics.
- •Which word is different? Why?
- •It is interesting to know that...
- •Correct the computer translation of the text.
- •Reference
- •Check yourself!
- •If you can translate these word-combinations your score is 36. Congratulations!
- •Task 4. Composition of Oil
- •I. Word usage and common errors.
- •II. Pronunciation practice.
- •Read and translate the text. Make up the list of the words that can be joined under the headline “Oil and its com- position”.
- •Find the translation in the reference list. Recognize international words. One word translation is missed. Which one?
- •Recognize the headword in the list of word-combinations and find the translation in your dictionary.
- •Fill in the table.
- •Make up questions to the sentences.
- •Find in each sentence the word(s) which should not be there. How quickly can you find it?
- •X. Translate into English.
- •Check yourself!
- •If you can translate these word-combinations your total score is 48. Congratulations!
- •Task 5. Products of Oil Recycling
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be you will find more of them in the text?
- •Read and translate the text. Write a few lines saying what products of oil recycling are the most useful and why.
- •Fill in the missing letters and read the extract.
- •Gasoline || Vapors
- •Reformer
- •Naphtha
- •Medium Weight Gas Oil
- •Alkylation
- •Cracking
- •Heavy Gas Oil
- •Residuum
- •Distillation Tower
- •This simplified drawing shows many of a refinery's most important processes.
- •Industrial Fuel Asphalt Base
- •End Products
- •Check yourself!
- •Task 6. Transportation, Storage and Discharge of Oil Products
- •Word usage and common errors.
- •XIt is an interesting magazine with too many good ideas.
- •Y There are as many advantages as disadvantages.
- •X There are as much advantages as disadvantages.
- •Pronunciation practice.
- •Oil depot
- •Fill in the gaps. Choose from the words given below.
- •Join the parts of two sentences together and read the piece of information. Airports
- •Make the right choice: adjective or adverb?
- •Fill in the missing letters and read the extract. What is the meaning of the underlined words?
- •Make up questions to the answers.
- •Recognize the headword in the list of word-combina- tions and find the translation in your dictionary.
- •Are the following statements true or false? Correct the false ones and discuss your answers.
- •Check yourself!
- •Task 7. Oil Transport at Sea
- •Word usage and common errors.
- •Pronunciation practice. Read the words and underline the adverbs.
- •Make up word -combinations with the preposition of or using possesive case.
- •Seas/world - seas of the world
- •Match the beginning and the end of the sentences and read the extract.
- •. ..Draw the oil from the cargo tanks.
- •Fill in the gaps with the words given below.
- •Product tankers
- •From the list of possible cargoes choose and underline the possible cargo for product tanker.
- •Answer the questions.
- •Make up six sentences beginning with It is probable that... Or It is evident that...
- •Guess the words and make up the crossword.
- •Check yourself!
- •If you can translate these word-combinations your total score is 84. Congratulations!
- •Word usage and common errors.
- •Pronunciation practice.
- •Read and translate the text which is given in tables. Choose the title to each part of the table. Possible variants: Oil spills, Extraction, Global warming
- •True or false?
- •Fill in the gaps with the words given below.
- •Impacts on biota
- •Make up sentences and put them into negative form.
- •Put in the correct verb form.
- •Fill in the necessary (simple, comparative or super- lative) form of adjective or adverb.
- •Prepare the current paper or presentation illustrating oil pollution and its impact on environment. Possible topics for presentations:
- •Check yourself!
- •If you can translate these word-combinations your total score is 96. Congratulations!
- •Section 2. Additional reading
- •Oil Wells — Pages of History
- •Crude Oil Refinery
- •Ecological and Environmental Impacts Birds
- •Mammals
- •Air pollution
- •Carbon dioxide release
- •Oil spills
- •Arctic ecosystems
- •Offshore oil ,
- •Unit II
- •Section 1. Basic course
- •Task 1. Gas. History and Development
- •Word usage and common errors.
- •Pronunciation practice.
- •Isbn 978-966-194-025-2 2
- •Below you will find and extract and its computer translation. Try to make necessary corrections.
- •Word play.
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be, you will find more of them in the text?
- •Read and translate the text. Find in the text words closely related to the topic “Extracting natural gas from earth and sea”.
- •Guess the missing word and fill in the table.
- •Give the term for definition.
- •Isbn 978-966-194-025-2 2
- •What kind of information is this (scientific article, advertisement, extract from the lecture, newspaper article, etc.)? Recognize cardinal and ordinal numerals.
- •Make up sentences and speak about the types of oil and gas wells.
- •Double or single? Fill in the missing letters (if necessary) and read the extract.
- •X. Fill in the words given below and speak about the ways of gas wells classification. To classify, drilled (3), determined, used, characterized, known, reached, were, established, placed
- •XI. Categorize the active wells and fill in the table. Reference list: Gas producers, Water injectors, Aquifer producers, Gas injectors
- •XII. Dictate the text to your groupmate and correct mistakes together.
- •Check yourself!
- •If you can translate these word-combinations your total score is 120. Congratulations!
- •Task 3. Natural Gas Processing
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be you will find more of them in the text?
- •Read and translate the text.
- •Answer the questions.
- •Read formulae and find elements.
- •Find in the reference list the derivatives of the words.
- •Translate and recognize the headword or root of the word. Use the following word combinations in the sentences of your own.
- •Look through the stages of gas processing and answer the by-questions.
- •Describe the stages of raw gas processing in your report to the class. Check yourself!
- •If you can translate these word-combinations your total score is 132. Congratulations!
- •Task 4, Natural Gas Storage
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be you will find more of them in the text?
- •Define the meanings of the adjective with the nouns on the right. Translate the resulting combinations. Use them in the sentences of your own.
- •Guess the missed word, translate the extract, and ans- wer the question.
- •S or c? Fill in the missing letters, read the extract, and answer the question. Aquifer Re...Ervoir
- •Insert necessary prepositions or conjunctions, trans- late the extract, and answer the question. (To, of, unless, over, for, within, by, down, into, until, with) Salt Formation
- •Comment on the advantages of using lng facilities over underground storage. Use information given in the table below.
- •Put in the correct verb form.
- •Translate into English.
- •Analyse the ways of gas storage and prepare the in- class science fair report and presentation of your science project. Give an oral presentation on the content of your science project.
- •Check yourself!
- •If you can translate these word-combinations your total score is 144. Congratulations!
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be, you will find more of them in the text?
- •Read and translate the text.
- •Write the numbers in words.
- •Make up sentences putting the verb in a due form and fill in the table with usual pipeline quality standards.
- •Complete the sentences.
- •Isbn 978-966-194-025-2 2
- •Answer the questions.
- •Put in the missing words.
- •Check yourself!
- •If you can translate these word-combinations your total score is 156. Congratulations!
- •Task 6. Liquefied. Natural Gas
- •Word usage and common errors.
- •X The company provides a three months training course.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be you will find more of them in the text?
- •Read and translate the text.
- •Give the definition to the following:
- •Define the meanings of the noun with the adjectives on the right. Translate the resulting combinations. Use them in the sentences of your own.
- •Answer the questions.
- •Fill in the missing letters, make up the question and answer it.
- •Write down the dictation and correct yourself. Write the numerals in words.
- •Choose the correct verb in each sentence.
- •Below you will find an extract and its computer trans- lation. Make all necessary corrections in the translation.
- •Check yourself!
- •If you can translate these word-combinations your total score is 168. Congratulations!
- •Word usage and common errors.
- •Pronunciation practice.
- •Do you recognize the international words? Translate, please. May be you will find more of them in the text?
- •Read and translate the text.
- •Which word is different? Why?
- •If you can translate these word-combinations your total score is 180. Congratulations!
- •Section 2. Additional reading How Do We Get Natural Gas
- •Description of a Natural Gas Processing Plant
- •Measures and Definitions
- •Depleted Gas Reservoir
- •Future of Storage Technology
- •Part II pipelines unit III
- •Section 1. Basic course Task 1. Piping. Pipeline Transport
- •Word usage and common errors.
- •Pronunciation practice.
- •Read the text.
- •Answer the questions.
- •True or false?
- •Isbn 978-966-194-025-2 2
- •Check yourself!
- •If you can translate these word-combinations your total score is 192. Congratulations!
- •I. Word usage and common errors.
- •P ronunciation practice.
- •Read the text and answer the questions at the beginning of the passages. Pipelines
- •Is it possible to construct the pipeline in Antarctica nowadays?
- •Make up and translate word — combinations choosing from the words given under the table.
- •Complete the sentences.
- •Isbn 978-966-194-025-2 2
- •Choose the necessary word and read the sentences.
- •Complete the sentences.
- •Learn the definition by heart.
- •What is a Pipeline?
- •If you can translate these word-combinations your total score is 204. Congratulations!
- •Task 3. What is the Difference between Oil and Gas Pipeline?
- •I. Word usage and common errors.
- •Pronunciation practice.
- •Read the text and underline the international words.
- •Make up word combinations.
- •Make up questions to the answers.
- •True or false?
- •Fill in the gaps and read the extract.
- •Complete the sentences using information in the right — hand column.
- •If you can translate these word-combinations your total score is 216. Congratulations!
- •Task 4. Pipeline Components
- •Word usage and common errors.
- •Pronunciation practice.
- •Read the text and underline the international words. Pipeline components
- •Find the meaning of the words in the right-hand co- lumn.
- •What element of the pipeline network is this? Guess, please.
- •Translate into Ukrainian and make the report on the topic. Pipeline Design
- •If you can translate these word-combinations your total score is 228. Congratulations!
- •Task 5. Pipelines Classification
- •Word usage and common errors.
- •Look through these descriptions and give the words they describe. Try to improve the incomplete descriptions.
- •Fill in prepositions and translate the sentences. Of, at, with, from, to, in, of, for, between
- •Газопроводи газорозподільної мережі бувають
- •Choose the correct word. In these sentences there are some words which you do not know. Guess what they mean and explain them to each other.
- •Read and translate the text; draw the table of oil pipe- lines classification.
- •Reproduce this piece of information filling in the right letter. Gas pipelines
- •Fill in the blanks with the necessary tense form. Don’t forget about Passive Voice. Offshore (submarine) pipelines
- •Isbn 978-966-194-025-2 2
- •Fill in the gaps with: to transport, be transported, transported. Pipelines for transporting other fluids
- •If you can translate these word-combinations your total score is 240.Congratulations!
- •Task 6. Pipeline Operation
- •Word usage and common errors.
- •Pronunciation practice.
- •Translate the international words and find more of them in the text.
- •Read and translate the text. Underline adjectives and adverbs in the text.
- •Find the meaning of the word and the antonym (if any) in the right — hand columns.
- •Fill in the gaps with the verbs in the necessary tense form. To perform, to send, to direct, to shut, to need, to operate, to monitor
- •Answer the questions.
- •Make up sentences from the given words.
- •Study the picture and read the sentences in the right order.
- •Study the material and prepare the report. Business of Pipelines
- •How Do Oil, Natural Gas and Products Move Through a Pipeline?
- •How Are Pipelines Operated?
- •How Are Pipelines Monitored?
- •If you can translate these word-combinations your total score is 252. Congratulations!
- •Task 7. Leak Detection Systems
- •Word usage and common errors,
- •Pronunciation practice.
- •True or false?
- •Make up the titles of the scientific articles.
- •Single or double? Fill in the missing letter if necessary.
- •Task 8. Safety. Ecological and Environmental Impact
- •Word usage and common errors
- •Pronunciation practice. Read and translate the words.
- •Read and translate the text. Find in the text and discuss the leading causes of pipeline failures. Safety
- •Fill in the table using the list.
- •Find the word in the list of letters and complete the word combination.
- •Answer the questions.
- •Complete the sentences.
- •Isbn 978-966-194-025-2 2
- •Translate into English.
- •If you can translate these word-combinations your total score is 276. Congratulations! You have finished the basic course.
- •Section 2. Additional reading
- •Oil Pipelines
- •Water and Sewer Lines
- •Pneumatic Pipelines
- •Capsule Pipelines
- •Permafrost
- •Activities
- •Post-construction Activities
- •Installing valves and fittings
- •Post-construction
- •Pipeline Technology
- •Glossary
- •Exploration
- •Production
- •Measures
- •Environment
- •Pipelines
- •Appendix Scientific Research and Business Proceedings
- •Academic Conference
- •2. Congress at a Glance
- •I. Choose the conference or workshop you want to attend.
- •What message is this? Read and guess.
- •For those who need an invitation letter, send an e-mail to registernow@conferencemanagers.Com with the following information, in English, by February 6. 2010:
- •Fill in the registration form.
- •Imagine that you are one of the participants of the congress (conference). Speak about yourself in more details (age, place of birth, family, scientific interests, place of work, etc.).
- •Read the announcement.
- •Be acquainted with the sightseeing program for you and accompanying person. Special Sightseeing Program (Social events)
- •Study the topical words. Recreational activities
- •Arrival and departure
- •Translate the sentences.
- •Fill in the hotel reservation form.
- •Translate the announcements.
- •Find in the Internet the official blank of invitation. On behalf of the congress committee invite your group mates to take part in the congress (conference) using e-mail.
- •Types of Scientific Publications
- •Understanding and Using the Scientific Method
- •Scientific Journal
- •Types of articles
- •Electronic publishing
- •Forms of Academic Teaching
- •Etymology
- •Іменник (The Noun)
- •Число (Number)
- •Запозичені форми множини іменників
- •Вживання іменника у функції означення
- •Прикметник (The Adjective)
- •Прикметники, які утворюють ступені порівняння не за загальним правилом
- •Прислівник (The Adverb)
- •Займенник (The Pronoun) Особові займенники (Personal Pronouns)
- •Неозначені займенники (Indefinite Pronouns) Займенники some, any. No. Every і їх похідні
- •Числівник (The Numeral)
- •Дієслово (The Verb) Дієслово в особовій формі має граматичні форми часу (tense) стану ( voice) і способу (mood ). Часи групи Simple (Simple Tenses)
- •Часи групи Progressive (Progressive Tenses)
- •Часи групи Perfect (Perfect Tenses)
- •Дієслова to be, to have, to do та їх функції The verb to be
- •The verb to do
- •The verb to have
- •(Conditionals)
- •Неособові форми дієслова (Verbals) Інфінітив (The Infinitive)
- •Дієприкметник (The Participle)
- •Прийменники (Prepositions)
- •Сурядні сполучники
- •2. Підрядні сполучники
- •Прості - design (конструювання, проект), circuit (ланцюг), voltage (напруга).
- •Складні - flywheel (маховик), fail-safe (надійний, безпечний).
- •Терміни-словосполучення - electric motor (двигун), hydraulic hammer (гідравлічний молот).
- •Resistivity Microheterogeneity Measuring Unit - установка для вимірювання мікронеоднорідностей питомого опору;
- •The measuring unit incorporates a transistorized current generator. - у вимірювальному блоці розташований генератор струму, зібраний на напівпровідниках;
- •Standard Abbreviations for Units - стандартні скорочення одиниць вимірювання.
- •Буквенні, наприклад: d.C. (постійний струм), e.M.F. (електрорушійна сила)
- •Усічені слова - amp. (ampere); ‘copter (helicopter - гелікоптер)
- •Змішані скорочення, що складаються з букв, складів, цифр
- •Measures, Weights and Parameters
- •Avoirdupois Weight — Андійська система
- •Troy Weight - Тройська система
- •Apothecaries’ Weight — Аптекарські ваги
- •Linear Measurements — Лінійні міри
- •Square Measurements — Міри площини
- •Cubic Measurements — Міри Об’єму
- •Surveyor’s Measurements — Топографічні міри
- •Nautical Measurements — Морські виміри
- •Apothecaries’ Fluid Measurement – Аптекарські міри рідин
- •Circular or Angular Measurements — Виміри кута і кола
- •Btu Content of Common Energy Units
- •Vocabulary Unit I
- •References
- •Contents
- •Contents
- •Isbn 978-966-194-025-2 2
- •Isbn 978-966-194-025-2 2
- •Isbn 978-966-194-025-2 2
- •I.A.Vereitina
- •04071, М. Київ, вул. Олегівська, 36, оф. 310 Свідоцтво про реєстрацію №1289 від 20.03.2003 Тел. 463-64-06, тел./факс 462-48-63 e-mail: vd_slovo@ukr.Net
Permafrost
Oil and gas pipelines in polar regions must cope with the special properties of permafrost and of a surface active layer that is subject to much freezing and thawing. Permafrost is ground that remains frozen year in and year out. A state of being perennially frozen is more probable at a considerable depth in the soil than it is near the surface. At a depth of 15 m there is no detectable seasonal temperature change. At this depth a steady mean annual temperature prevails, and when it is O0C or less, permafrost exists. If the temperature is very cold for much of the year, the permafrost layer will be close to the surface and the active layer will be quite shallow. Sometimes the depth of the permafrost layer varies a great deal.
Soils of cold regions are characterized by polygonal patterns of soil and rock, ice wedges, and pingos. A pingo is a hill 10 m or more high with an ice core.
When the active layer or the underlying permafrost is melted by the heat from a pipeline or in any other manner, the ground becomes soft, mushy, and unstable and pools of meltwater will form. Roads, houses, buildings, bridges, and pipelines must be isolated or insulated from the active surface layer and from the permafrost. Special construction techniques are required in the arctie. Roads and small buildings or homes must be built on a thick gravel mat and larger buildings must be placed on pilings sunk deep into the ground.
Pipelines in Canada
There are three major types of pipelines use to transport hydrocarbons, defined by throughput: crude oil pipelines, natural gas pipelines and product pipelines.
Crude Oil Pipelines
Approximately 421,300 cubic meters (2.65 million barrels of crude oil) of oil per day travel through Canada’s crude oil pipeline network which includes everything from small-diameter plastic gathering lines to steel conduits more than one metre in diameter. Small-diameter (five centimetres to 15 centimetres; two inches to six inches) gathering system pipelines in individual fields carry oil from wellheads to a central facility in the field called a battery. Larger lines (up to 20 centimetres (eight inches) in diameter) connect groups of batteries with local refineries or with still larger trunk lines (up to 120 centimetres (47 inches) in diameter) which feed refineries across the country.
Where gathering systems are not available, oil is trans- ported by truck to trunk lines. Crude oil and refined products are also transported by ship and by railway. The oil is moved along the pipelines by powerful centrifugal pumps spaced along the line at intervals depending upon pipeline size, capacity and topography. Different types of oil, heavy oil, bi- tumen and natural gas liquids travel in batches at between four and eight kilometres per hour.
Because the different batches in a pipeline move as a continuum at the same speed, there is no need to separate them. Mixing only occurs where two batches come in contact with each other and these small volumes, known as transmix, are reprocessed.
Major Crude Oil Pipelines
Enbridge Pipelines’ crude oil pipeline system stretches from Norman Wells in the Northwest Territories to northern Alberta and from Edmonton eastward to Sarnia, Toronto, Montreal and the central United States. The leg between Sarnia and Montreal, originally built to carry Western Canadian crude oil eastward, was reversed in 1999 so that it now brings imported and offshore Canadian oil production westward to Ontario refineries.
The Trans Mountain system, owned by Kinder Morgan, carries crude oil and refined products westward from Edmonton to Vancouver and into Washington State. Kinder Morgan also operates the Express Pipeline, which carries crude oil from Hardisty, Alberta, to Wyoming where it joins another Kinder Morgan pipeline, the Platte, to supply markets in the Midwestern United States. Other pipelines that transport crude oil south from Alberta to Montana include the Rangeland, Milk River and Bow River systems. The Wascana pipeline carries crude oil from Saskatchewan into Montana.
Pipeline systems operated by Enbridge, Kinder Morgan and other companies also transport synthetic crude oil, heavy oil and bitumen to refineries and marketing terminals in Alberta. The Cochin Pipeline carries natural gas liquids, such as propane and petrochemicals, such as ethylene from Alberta to Sarnia, and the Trans-Northern Pipeline supplies refined petroleum products in southern Ontario and Quebec. Canada’s Crude oil imports arrive by tankers at East Coast ports or at Portland, Maine, for shipment by pipeline to Montreal. There has also been some tanker transport of oil products on the Great Lakes.
There are currently 16 refineries in Canada: two in British Columbia, three in Alberta, one in Saskatchewan, four in Ontario, three in Quebec and three in the Atlantic Provinces, all of which are connected to the pipelines system.
Natural Gas Pipelines
Approximately 484 million cubic meters (17,1 billion cubic feet) of natural gas per day travel through Canada’s natural gas pipeline network which, like oil pipelines, comprises everything from small-diameter plastic gathering lines to steel conduits more than a meter in diameter. Unlike crude oil, natural gas is generally delivered directly to the consumer by pipeline. However, it begins that journey in a manner similar to crude oil. Gas wells are connected to small-diameter (five centimeters to 15 centimeters; two inches to six inches) gathe- ring systems that take the gas to a gas processing facility. Gas processing facilities, usually referred to as gas plants, vary in size from small compression facilities that are mounted on moveable platforms and that remove impurities and water from the gas, to large gas plants that also remove sulphur and carbon dioxide. Some gas plants also extract ethane, propane, and butane, which are referred to as natural gas liquids or NGLs. The generally dry gas may then be compressed prior to moving into the transmission system which consists of steel pipe from 50 centimeters (20 inches) to more than a meter (39.4 inches) in diameter. Gas flows through the system from areas of high pressure to areas of low pressure through the use of compressors, turbines similar to jet engines that increase the pressure of the gas up to 10,300 kilopascals (1,500 pounds per square inch). Compressor stations are placed at regular intervals along the pipeline to increase line pressure which is reduced due to friction of the gas moving through the pipe- Transmission line compressors are most often driven by gas turbines with the necessary fuel being taken from the pipeline. Where electricity is preferable, electric motors may be used to drive compressors. Transmission systems move the gas across great distances to local distribution companies or gas utilities, where the pressure is reduced and the gas enters a distribution main for local delivery to service lines connected to individual homes or businesses.
Alaska Oil Pipeline. Environmental and Ecological Impacts
In 1968 geologic explorations proved the existence of a large oil field on the north coast of Alaska near Prudhoe Bay. As America approached oil shortages in the early 1970s, it became increasingly urgent to begin to move this oil out of the ground and deliver it to the lower 48 states. Because oil tankers can only reach Prudhoe Bay during the ice-free summer season
a few months of the year - it was necessary to build the Trans-Alaska or Alyeska pipeline connecting Prudhoe Bay with the ice-free port of Valdez on the south coast of Alaska. From here the oil is shipped by tanker to West Coast ports in the United States»
In 1977, an oil pipeline of diameter 122 cm was completed; it runs 1300 km from Prudhoe Bay to Valdez. This pipeline is claimed to be the largest engineering project in human history undertaken by private industry. Its cost was $7 billion. It carries nearly 2 million barrels of oil per day to Valdez. When pumped out of the ground, the oil is at 80°C; and while it flows through the pipeline, it is between 60° and 65°C. When the oil cools to air temperature, it congeals and becomes a very sticky substance. Pumping stations lie along the route of the pipeline at frequent intervals. Each time the oil is compressed by the pumps and given a boost on its way along the pipeline, energy is added to it, so it maintains its warm temperature.
The Alyeska pipeline traverses a great variety of forest, swamp, mountain, and tundra terrain. At least three-quarters of the route from Prudhoe Bay to Valdez overlies permafrost,. A warm pipeline laid on or in the ground would thaw soil to a depth of 10 m during the first year of operation. The thawing would be highly variable, depending on permafrost and ice conditions, and the pipeline would settle into the ground in a highly irregular and uncertain manner. Considerable disruption of the pipeline would occur, each event carrying the poten- tial for breaks and serious oil spills into the ecosystem. Therefore, the pipeline had to be mounted aboveground on towers
for much of its route; and when placed in the ground, it had to be insulated. The southernmost section of the pipeline passes through a major earthquake zone. However, pipelines have often been built through earthquake-prone regions, such as in the Middle East, and the technology is well developed for making them highly resistant to seismic damage.
The 122-cm diameter steel pipe of which the Alyeska pipeline is constructed has a wall thickness of only about 1 cm. The steel pipe is wrapped with insulation. Over much of the route, where the pipeline is elevated on vertical support members (known as VSMs), air passing beneath the pipe dissipates most of the heat and generally reduces the thermal impact on the active and permafrost layers. Problems of thermal construction and expansion of the pipe were overcome by allowing some pipe movement at the VSMs and by placing the pipeline in the trapezoidal zigzag as it traverses the landscape. In general, the pipe can move laterally through some 4 m, and in special situations more than this vertically-a scheme that also affords protection against earthquakes.
The original plan called for the Alyeska pipeline to pass under rivers. In fact, it does go 5 to 6 m beneath the Tonsina River. Here the pipeline was encased in 22 cm of concrete in order to weight it down. However, other large rivers are crossed by bridges to which the pipe is slung. Crossing the Tanana River requires a bridge and sling 360 m in length. Crossing rivers is particularly difficult because in the spring the Upper 2 to 3 m of the riverbeds are periodically removed by scouring and erosion by the spring floods. Where the pipeline has been buried, there is a difficult problem with the permafrost near the river banks, where it is more prone to thaw. Crossing the rivers requires not only avoiding the scour problems, but also the preservation of conditions suitable for fish populations. Building bridges and slinging the pipeline from them was the best solution to these problems.
The frequent passage of men and equipment near the pipeline inevitably damages vegetation and initiates a thawing of
the permafrost. Enormous quantities of gravel were laid down as pads about 1.5 m thick for work areas and for the road paralleling the pipeline. Often these were underlaid with a ure- thane plastic insulation. Gas and oil storage units at Prudhoe Bay and elsewhere were elevated on piles 2 to 2.5 m above the ground surface, wherever permafrost was present.
The eight pumping stations operating at intervals along the Alyeska pipeline have advanced gas turbines that power centrifugal pumps and complex valve systems. At several of the pumping stations, the foundations of the buildings have refri- geration systems to maintain the underlying soil in a frozen condition.
The Alaska pipeline and haul road cross the Arctic tundra of the North Slope and forested areas in the mountains and south of the Brooks Range. The ecosystems traversed are highly varied and the impacts on these are extremely different.
Tundra. Tundra is often viewed as easily disturbed or changed but it is quite stable and resilient to major environ- mental changes. It appears to be adapted to large, natural, often sudden environmental fluctuations. On the North Slope of Alaska, the coastal tundra undergoes various natural perturbations that are part of a thaw-lake cycle. Thousands of years are required for the cycle to return the ecosystem to its original alluvial state. The ion-exchange capacity of mosses and the nutrient uptake by all the plants and microorganisms removes the nutrients from snowmelt and runoff, thereby retaining nutrients in the soil surface.
In anticipation of the Alaska pipeline carrying hot oil, an experiment was conducted in which a wet meadow substrate was heated in situ. A 10°C soil temperature increase for one month at Barrow, Alaska increased the thaw depth, the decomposition rate, the nitrogen availability, the plant nutrient absorption rates, and the primary production. Many years later very little of the disturbance effect could be detected. When, instead of short-term heating, soils were heated for one year, the result was much increased thaw depth, melting of ice in the
permafrost, subsidence of the ground surface, and ponding of water. Rapid decomposition of organic matter depleted the oxygen concentration of the soil, and all the vegetation died within a year. Recolonization of the site did not occur over a year term. On the other hand, experimental heating of an ice- free soil in the interior of Alaska throughout the year caused no subsidence, no die-off of vegetation, and, in fact, increased primary productivity. Detrimental effects associated with soil heating seem to relate to a series of events associated with melting ice, soil subsidence, and changing chemical and physical conditions.
There has been a long history of oil exploration across the arctic tundra of Alaska. Vehicle tracks are seen across the arctic tundra in many directions, some of which were created during World War II. The severity of vehicle impact upon tundra seems to depend very much on the nature of the plant community and the character of the underlying soil. The vehicle tracks may crush the vegetation, compact the surface, and result in water impoundment in deepening troughs through partial ice melting. Striking vegetation changes may occur along an old vehicle track within a few years. Vehicle damage is greater in the shrub tundra than it is in the meadow tundra because of greater breakage of shrub stems. Sites with low ice content are less susceptible to vehicular damage than are those containing more ice. When the soil surface is compressed below the shallow water table, particularly in poorly drained meadow soils, standing water develops and decreases the access to sunlight. The standing water absorbs more sunlight, raises the underlying soil temperature, and accelerates the thawing of permafrost. These changes result in increased nutrient availability and increased primary productivity. When vehicle tracks cross ice wedges, deep permanent ponds may form. When there is much slope to the surface, very deep erosion of the soil will occur. Recovery from some of these impacts may take hundreds or even thousands of years.
Alaskan crude oil is toxic to most vegetation. Vegetation growth may accelerate because of the warmer condition resulting from the oil spill, despite some toxicity to the plant leaves. When water fills the site, the oil is not as likely to penetrate the soil and the more toxic volatile fractions may have time to evaporate. On the other hand, it is known that oil mdy remain in the active layer of the tundra for as long as 30 years or more. These hydrocarbons in the soil may increase some microbial activity, thereby causing an increased demand for nutrients so that the nutrients become less available to vascular plants. Oil kills some mycorhizal fungi, thereby further decreasing the ability of plants to assimilate nutrients. Oil is hydrophobic; therefore, once it penetrates the soil, it reduces water movement and reduces nutrient transport and availability to plants.
To test the sensitivity of tundra vegetation to oil spills, Walker Co.(1978) established a series of test plots within which crude oil or diesel fuel were spilled. The changes in the vege- tation within these plots were observed and compared with control plots nearby. These experiments were done in the tundra at Prudhoe Bay. One year following a simulated crude oil spill, most plant species were dead. On dry sites almost all plant species (including Dryas integrifolia, the most important vascular species) and all lichens were killed. In more mesic (wetter) sites, many moss species and nearly all herbaceous di- cotyledonous species were killed. A few plant species recovered a year after the spill. On a plot with standing water, total recovery of the vegetation occurred one year after the spill. The dry plots recovered very poorly, with the exception of willows (Salix) and sedge (Carex rupestris), which recovered well. The experiments using diesel fuel rather than crude oil on both wet and dry sites showed all species except an aquatic moss to be killed» Apparently, contact between diesel fuel and the plant leaves was sufficient to kill the plant and direct contact with the roots was not necessary. From these studies, augmented by other information, Walker Co.(1978) composed a sensitivity
map of the tundra vegetation in the vicinity of Franklin Bluffs, where an 1800-barrel crude oil spill occurred on 20 July 1977. The spill created a gradient of oil that radiated out from a broken valve of the Alaska pipeline. The oil apparently squirted vertically for 35 m and a strong north wind fanned it out over an area approximately 100 m long downwind. The soil was totally saturated with a thick layer of oil. Approximately 1400 barrels of oil were removed by cleanup procedures used on the area of heaviest impact. This left other areas covered with oil. About 400 barrels of oil remained on 8.3 ha. Of this, about 1.8 ha received a heavy oiling; a situation that was similar to the test plots at Prudhoe Bay. The Franklin Bluffs observations indicated that the dry areas away from the coast are more resilient than dry areas at the coast. It was also discovered that if the spilled oil is allowed to flow, it will tend to go to the wetter areas, where recovery is more probable. The oil may be more easily skimmed off a lake or off standing pools than off the land. A threat to waterfowl could exist, however, unless a means for frightening them can be devised.
Pipeline Construction
Pipeline Construction is usually divided into three phases: pre-construction, construction and post-construction.
Pre-construction