Home > Distillation Behavior of Various Parent and Chemically Dispersed Crude Oil: Comparison of Yields, Chemical Composition and Fuel Quality of Distillate Fractions
Distillation Behavior of Various Parent and Chemically Dispersed Crude Oil: Comparison of Yields, Chemical Composition and Fuel Quality of Distillate Fractions
Crude oil after preliminary treatments is subjected to refining so as to get marketable products like naphtha, gasoline, kerosene, diesel fuel, lubricating oil feed stock, furnace oil, etc. A large amount of asphalt/bitumen is left over as residue. Owing to its high viscosity, density and contamination by sediments as well as high asphaltene and resin contents, the residue cannot be directly used as a boiler fuel and instead used for non-fuel purposes. The global demand for energy continues and will increase over the next few decades as the world''s energy consumption will increase phenomenally in the next few decades. Alternative energy sources like nuclear and renewable energy have attracted much attention in the recent years, however, the main role of these sources, will be to supplant, rather than to substitute the fossil fuels. Therefore, major breakthroughs in the oil industry''s core science and engineering are needed so as to meet with the World''s growing energy demand for petro-fuels. The high yields of residue/residuum is an ongoing challenge at a refinery and economic & strategic reasons demands the exploitation of residual streams. Accordingly, the selection of proper processes may play a key role so as to cope with the challenge. The objective of the present thesis was to employ atmospheric distillation process using three crude oils dispersed with chemical surfactants in order to get lighter fuel fractions in high yields in comparison with the plain crudes (control). The thesis summarizes the characterization of the crude oils with respect to their key physicochemical properties including density (kg/m3), viscosity (mPa·s), API gravity, total acid number (mg KOH/g), and asphaltene contents (wt %). Chemical dispersants i.e. sodium dodecyl sulfate (SDS); a anionic surfactant, hexa decyltrimethylammonium bromide as cationic surfactant, and Triton-X as neutral surfactant were used. The crude oils investigated included paraffinic (denoted as RCP-I), naphthenic (denoted as RCN-II) xii and aromatic (denoted as RCA-III) Pakistani crudes. Each crude oil was spiked with the varying dispersant –to-oil ratios (5:100, 10:100, 15:100, 20:100, 25:100 and 30:100) and then subjected to atmospheric distillation. The distillation of each surfactantdispersed crude oil was carried out in comparative experiments with the plain crude oil so as to investigate the effect of each dispersant on the yield, chemical composition and fuel properties of the derived distillate fractions (F1, F2 and F3). The Gas Chromatographic-Mass Spectrometric analysis (GC-MS) was carried out in order to ascertain compositional stability of the distillate fractions. The desired fuel properties of the light fractions were also determined as per ASTM standards and compared with the generic gasoline and diesel fuel samples. Looking at the results, we conclude that using chemically dispersed crudes enabled to obtain better yields of the light distillate fractions in comparison with the control without disturbing the key fuel properties. Among the three crudes used, the SDS-dispersed RCA-III, CTAB-dispersed RCN-II andTriton-X-100-dispersed RCN-II crudes were more effective which gave significant increase in the yields of light distillate fractions and reduced the residues without disturbing the fuel quality criteria.
تمنا ئے دیدار مرشد تیرے شہر میں ہم بھی آئیں گے قسمت نے دیا ساتھ تو دیدار بھی پائیں گے
تیرے شہر کی بہاریں بہت یاد آتی ہیں تیری مخمور نگاہیں دل پہ تیر چلاتی ہیں تیری ادائیں مجھ کو بہت ہی بھاتی ہیں تیرے شہر میں ہم بھی نشیمن بنائیں گے
ہم ترس رہے ہیں تیرے دیدار کے لیے ہم مارے مارے پھر رہے ہیں تیرے پیار کے لیے ہم تڑپ رہے ہیں تیری محفل کے انوار کے لیے کبھی تو تیری محفل میں دل کی پیاس بجھائیں گے
ہمارے شہر میں پیاء جب تشریف لائیں گے غم زدہ لوگ غم کی داستان سنائیں گے نگاہِ لطف و کرم جب وہ ہم پہ فرمائیں گے ہمارے دل بھی خوشی سے جھوم جائیں گے
محبوب سے ہم بیٹھے ہیں بہت دور مگر دل ملنے کو ہوا ہے مجبور قسمت میں لکھا ہے تو ملیں گے ضرور ان کو ملنے کے لیے ہم ان کے کوچہ میں جائیں گے
چاولہ سائیں ان کی ملاقات ہوہی جائے گی حوصلہ رکھ نہ گھبرا رحمت کی برسات ہوہی جائے گی سب مہربانوں سے مہربان رب کی ذات ہوہی جائے گی اک دن وصل شراب محبوب ہمیں بھی پلائیں گے
This research is intended to explore the nature of relationship between Islam and Science whether they are compatible with each other or not? By studying and comparing the teachings of Islam and science it has been exposed that both are different in their foundations, nature and scope. Domain of science is limited to the realm of senses whereas Islam provides the knowledge and guidance about materialistic, unseen and metaphysical domain. Foundations of religion are based upon the revelation while science is based upon theories and experiments. Therefore when science reach the reality after passing through trial and error, confirms the teachings of religion, which proves that Islam and science are not only compatible but Islam plays a role of leadership and basic source for the scientific investigations. Moreover after careful review of Islamic and scientific knowledge it is suggested to know the foundations, nature and scope of both to know the relationship between them and to avoid the confusion.
English, being an international lingua franca, has been given a great importance in Pakistan at local and national level. It has been taught as a secondary language in the form of compulsory subject in most of the institutions right from class one. Effective teaching learning of English reading mostly depends upon learners’ reading attitude, teaching techniques related to reading and reading assessment practices. The basic objective of the study was to explore the perceptions of teachers and students towards teaching techniques, assessment practices and learners’ reading attitude. Furthermore, the study aims to measure the effect of learners’ reading attitude, teaching techniques and assessment practices related to reading on learners’ performance in English subject at higher secondary school level in Pakistan. The students and teachers of higher secondary schools (Class-XI & XII) represented as the population. However, the target population was delimited to Hyderabad. The random stratified sampling technique was used for the selection of twenty six teachers and five hundred thirty students as a sample from target population. The survey method, including questionnaire, interview and observation checklist tools, was used for data collection. It was found that learners’ reading attitude, reading assessment practices and teaching techniques related to English reading were very strongly correlated to learners’ performance in English subject. Any improvement in teaching techniques, assessment practices and learners’ reading attitude towards the English as subject leads to enhance the performance of students in English subject. Furthermore, there was no significant difference between the perception of students and teachers regarding learners’ reading attitude, reading assessment practices and teaching techniques for reading skills. However, the teachers and students showed their dissatisfaction with learners’ reading attitude, reading assessment practices and teaching techniques related to reading. The teachers of higher secondary schools were incapable to use latest teaching techniques and assessment strategies. They rarely used modern audio visual aids like multi-media, computers and projectors in the classroom teaching and assessment. They used only old, ineffective and conventional teaching techniques and assessment strategies in their teaching learning of English reading. They were not capable to develop or use technology based tests for assessment of reading. Besides, they focused less on development of reading skills but merely tried to complete the course so that students may pass the examination. Teachers’ only aim was to help students get through the annual examination. As a result, the students paid more attention on examination and less attention on reading skill. It was recommended that reading skills ought to be treated as integral part of the subject while evaluating learners’ skills of English as subject; it should be assessed and marked under a separate section within the exam paper. The teachers should be given proper training time to time to enable them to use latest teaching techniques and assessment strategies. Rather than to complete the course from examination point of view, the teachers should focus on development of reading skills. Latest audio visual aids including multi-media, projectors and computers should be used in teaching and assessing reading proficiency. A well developed reading assessment system equipped with modern technology should be established and reading progress chart of every student should be maintained accordingly for the attraction of students towards reading. In order to cultivate reading habit, the motivation of learners should be kept at the top priority. The teachers should observe, point out and get the reading problems of students solved. They should support and encourage the struggling students in this regard.