Teaching Geoscience to Non-Geologists: Petroleum ... · PDF fileFluid-Flow in Apparently ......
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Materials, Data, Tools, and Logistics Specialized tools, equipment and software are NOT required. Tools/equipment consist of common geologic material: Brunton compasses, tape measures, Jacob staffs (1.5 m sticks), and field notebooks. Data sets are donated by petroleum-industry supporters and/or downloaded from public-domain sources: digital elevation models, geophysical logs, specialized image logs, and seismic reflection lines. Important logistics include the following: 1. Because the Rangely area is in the middle of active oil and gas development, industry operators in nearby fields commonly host the group for facility tours. Prior to visiting fields, geologic exercises are conducted on outcrops of the producing reservoir intervals to link surface to subsurface. 2. Camp facilities are minimalist, consisting of plywood-sided cabins, well water, and porta- potties. Electricity was added in the mid-1980s. Learning Goals Goals for the camp include: 1. 3-D visualization and how to link surface to subsurface, 2. How to gather and analyze multiscalar data, 3. Relate petroleum engineering to geologic workflows, and 4. Integrate engineering, geologic and geophysical technology. Context Students in the course: 1. Have just completed the junior year in the PE major: average age is 21. 2. Have mastered basic physics, chemistry, and basic petroleum engineering topics such as petroleum fluids, drilling, and rock properties. 3. Have been exposed to basic sedimentary and structural geology in lab-based courses the previous two semesters (Fall and Spring). The two previous geology courses, in addition to basic geology required of all CSM undergraduates: a. Are applied courses taught for non-majors: emphasis varies depending on instructor. b. Are variably field-based, depending on instructor. c. Retention and transfer of knowledge is an issue. d. Efforts are being made to link the previous courses to the objectives of field camp by working with instructors. 4. Field camp is likely the last academic exposure to geology for many of the students. 5 Bridge to a capstone senior-level integrated design course where PE, geologic and geophysical engineering students work together on cross-disciplinary petroleum geoscience projects. Teaching Geoscience to Non-Geologists: Petroleum-Engineering Geology Field Camp at Colorado School of Mines (Abstract #75555, Session T124) Donna S. Anderson ([email protected]), Dept. Geology & Geological Engineering and Jennifer L. Miskimins ([email protected]), Dept. Petroleum Engineering, Colorado School of Mines, Golden, CO 80401 The petroleum-engineering (PE) geology field camp at Colorado School of Mines is a cross-disciplinary outdoor geology laboratory at a field station near Rangely, Colorado. Twenty to 40 students participate annually. The field camp has existed for over 35 years, and the curriculum has evolved accordingly. Presently, two professors (authors of this poster), a geologist and a petroleum engineer, and two geology TA's, team-teach the course, resulting in a high student-teacher ratio. The instructors also have extensive petroleum-industry experience. The two geology TA's are recruited for strong backgrounds in sedimentary and structural geology. The camp is strongly supported by a PE industry advisory committee and PE alumni, because geology is an essential component of petroleum engineering. Introduction Assessment Fluid-Flow in Apparently Homogeneous Eolian Deposits In a series of exercises along the Weber Sandstone outcrop belt at Dinosaur National Park, students analyze small to large scale heterogeneities in otherwise homogeneous- appearing eolian sandstone. Sketching the outcrop forces students to observe bedding surfaces and small-offset faults. They are required to divide the cliff face exposure into possible flow units. In groups of 3, students measure 100 feet of section through stacked lake shoreface deposits. Using the measurements to calculate net-gross sandstone, the students also have to correlate their sections to a suite of gamma ray logs along the outcrop belt. The exercise is followed by a visit to an oil field 13 miles west and downdip of the outcrop, where the same rocks are pro- ducing oil. Reservoir Continuity in Lacustrine Shoreface Deposits Challenges Teaching non-majors presents several challenges because love of subject matter cannot be assumed. Challenges related to maintaining an interest in geoscience include: 1) fostering an applied science approach; and 2) maintaining a positive attitude toward geology and the outdoors. Presently, we attempt to overcome these challenges by integrating pure engineering into the curriculum on several days and by breaking up the session with a geology field trip that consists of a rafting excursion on the Green River through the Split Mountain anticline. Geology, however, is NOT discussed by the instructor during the trip. Inquiry is left to curiosity. In addition, "normal" challenges include: 1) teaching iterative thought processes; 2) creating 3D visualization exercises; 3) creating linked exercises that build on each other; 4) retention of material taught. Assessment during the field session consists of 1. Daily journals, 2. Written lab reports, 3. Results from "Acquisition Game," 4. A comprehensive final exam that also includes a questionnaire about the field experience: logistical (living) and learning. 5. Instructors and teaching assistants also make inqui- ries and provide "listening posts" during the field session and make on-the-spot changes as needed. 6. Instructors make notes during each session and revise and create new exercises continually. As a hindsight process, feedback is solicited continually from alumni who are practicing professionals. In groups of three, students analyze fracture length, orientation, and spacing on a well-exposed "pavement" at the crest of an anti- cline that they have mapped in a previous exercise. Frisbees are used as sampling devices: where a frisbee lands on the pavement, is where data are gathered. "Null" throws (no fractures intersected) are counted to illustrate the proba- bility of encountering fractures in an 8" borehole. Thirty fractures per student group are plotted on a rose diagram and compared to regional stress-strain and borehole-image data. Students are also required to analyze how fluid would flow from N to S across the field area. Instructors give a mini-lecture on stress-strain analysis. Fracture Analysis An excellent outcrop of crevasse channel, splay, and fluvial meanderbelt bodies provides an opportuni- ty for students to physically touch stratigraphic pinchouts in three dimensions. Teams of students are assigned to different bodies beginning at different horizons on the cliff face below. As they walk around the outcrop, they make notes and take sketches to answer various questions about flow continu- ity. Around the back of the outcrop where everyone finishes, the teams then present their observations and interpretations to the rest of the group. For many students, this is the first time they actually visualize in 3-D. Stratigraphic Pinchouts & Visualizing in 3-D Acquisition Game: Tying the Experience Together In instructor-assigned groups of 3-4, stu- dents spend the last full day of field camp analyzing 12 “properties” that include oil and gas fields studied during the two weeks of camp. Each property has a series of geologic data sheets and questions that must be answered, using the geologic tools gained during field camp. These tools illustrate the “geologic workflow” commonly used in the petroleum industry. Each team selects five fields for bidding and then selects final bids constrained by the amount of budget available. Geology topics lead to answering engineering ques- tions: recoverable reserves (hydrocarbon volumes) and economic value. Each team writes a final report that includes an analy- sis of bidding strategy. Activities Activities consist of daily outcrop-based labs related to nearby oil and gas fields. Labs use mapping, measuring section, sketching, and note-taking to promote geologic thought processes: geophysical data link the outcrop to the subsurface. Two labs emphasize 3-D visualization of stratigraphic pinchouts and folds, which for many students is the first time they actually “ see it.” Another lab relates student-gathered data from an outcrop fracture pavement to subsurface strain patterns. In a day long “ Acquisition Game” teams analyze oil and gas properties based on the geologic and engineering data analyzed over the two weeks.
Transcript of Teaching Geoscience to Non-Geologists: Petroleum ... · PDF fileFluid-Flow in Apparently ......
Materials, Data, Tools, and LogisticsSpecialized tools, equipment and software are NOT
required. Tools/equipment consist of common geologicmaterial: Brunton compasses, tape measures, Jacob staffs(1.5 m sticks), and field notebooks.
Data sets are donated by petroleum-industry supportersand/or downloaded from public-domain sources: digitalelevation models, geophysical logs, specialized image logs,and seismic reflection lines.
Important logistics include the following:1. Because the Rangely area is in the middle of active oil
and gas development, industry operators in nearby fieldscommonly host the group for facility tours. Prior to visitingfields, geologic exercises are conducted on outcrops of thep roduc i ng res e rvo i rintervals to link surface tosubsurface.
2. Camp facilities areminimalist, consisting ofplywood-sided cabins,well water, and porta-potties. Electricity wasadded in the mid-1980s.
Learning GoalsGoals for the camp include:1. 3-D visualizat ion and how to link surface to
subsurface,2. How to gather and analyze multiscalar data,3. Relate petroleum engineering to geologic workflows,
and4. Integrate engineering, geologic and geophysical
technology.
ContextStudents in the course:1. Have just completed the junior year in the PE major:average age is 21.2. Have mastered basic physics, chemistry, and basicpetroleum engineering topics such as petroleum fluids,drilling, and rock properties.3. Have been exposed to basic sedimentary and structuralgeology in lab-based courses the previous two semesters(Fall and Spring).The two previous geology courses, in addition to basicgeology required of all CSM undergraduates:
a. Are applied courses taught for non-majors:emphasis varies depending on instructor.
b. Are variably field-based, depending on instructor.c. Retention and transfer of knowledge is an issue.d. Efforts are being made to link the previous courses
to the objectives of field camp by working with instructors.4. Field camp is likely the last academic exposure togeology for many of the students.5 Bridge to a capstone senior-level integrated designcourse where
PE, geologic and geophysical engineering studentswork together on cross-disciplinary petroleum geoscienceprojects.
Teaching Geoscience to Non-Geologists: Petroleum-Engineering Geology Field Camp at Colorado School of Mines (Abstract #75555, Session T124)Donna S. Anderson ([email protected]), Dept. Geology & Geological Engineering and Jennifer L. Miskimins ([email protected]), Dept. Petroleum Engineering, Colorado School of Mines, Golden, CO 80401
The petroleum-engineering (PE) geology field camp atColorado School of Mines is a cross-disciplinary outdoorgeology laboratory at a field station near Rangely, Colorado.Twenty to 40 students participate annually. The field camphas existed for over 35 years, and the curriculum has evolvedaccordingly. Presently, two professors (authors of thisposter), a geologist and a petroleum engineer, and twogeology TA's, team-teach the course, resulting in a highstudent-teacher ratio. The instructors also have extensivepetroleum-industry experience. The two geology TA's arerecruited for strong backgrounds in sedimentary andstructural geology.
The camp is strongly supported by a PE industry advisorycommittee and PE alumni, because geology is an essentialcomponent of petroleum engineering.
Introduction
Assessment
Fluid-Flow in ApparentlyHomogeneous Eolian Deposits
In a series of exercises along the WeberSandstone outcrop belt at Dinosaur NationalPark, students analyze small to large scaleheterogeneities in otherwise homogeneous-appearing eolian sandstone. Sketching theoutcrop forces students to observe beddingsurfaces and small-offset faults. They arerequired to divide the cliff face exposure intopossible flow units.
In groups of 3, students measure 100 feet ofsection through stacked lake shoreface deposits.Using the measurements to calculate net-grosssandstone, the students also have to correlatetheir sections to a suite of gamma ray logs alongthe outcrop belt. The exercise is followed by avisit to an oil field 13 miles west and downdipof the outcrop, where the same rocks are pro-ducing oil.
Reservoir Continuity in LacustrineShoreface Deposits
ChallengesTeaching non-majors presents several challenges becauselove of subject matter cannot be assumed. Challenges relatedto maintaining an interest in geoscience include:1) fostering an applied science approach; and2) maintaining a positive attitude toward geology and theoutdoors.Presently, we attempt to overcome these challenges byintegrating pure engineering into the curriculum on severaldays and by breaking up the session with a geology field tripthat consists of a rafting excursion on the Green Riverthrough the Split Mountain anticline. Geology, however, isNOT discussed by the instructor during the trip. Inquiry isleft to curiosity.In addition, "normal" challenges include:1) teaching iterative thought processes; 2) creating 3Dvisualization exercises; 3) creating linked exercises thatbuild on each other; 4) retention of material taught.
Assessment during the field session consists of1. Daily journals,2. Written lab reports,3. Results from "Acquisition Game,"4. A comprehensive final exam that also includes a
questionnaire about the field experience: logistical (living)and learning.
5. Instructors and teaching assistants also make inqui-ries and provide "listening posts" during the field sessionand make on-the-spot changes as needed.
6. Instructors make notes during each session and reviseand create new exercises continually.
As a hindsight process, feedback is solicited continuallyfrom alumni who are practicing professionals.
In groups of three, students analyzefracture length, orientation, ands pac i ng on a we l l - ex pos ed"pavement" at the crest of an anti-cline that they have mapped in aprevious exercise. Frisbees are usedas sampling devices: where afrisbee lands on the pavement, iswhere data are gathered. "Null"throws (no fractures intersected)are counted to illustrate the proba-bility of encountering fractures inan 8" borehole.Thirty fractures per student groupare plotted on a rose diagram andcompared to regional stress-strainand borehole-image data. Studentsare also required to analyze howfluid would flow from N to Sacross the field area.Instructors give a mini-lecture onstress-strain analysis.
Fracture Analysis
An excellent outcrop of crevasse channel, splay, and fluvial meanderbelt bodies provides an opportuni-ty for students to physically touch stratigraphic pinchouts in three dimensions. Teams of students areassigned to different bodies beginning at different horizons on the cliff face below. As they walkaround the outcrop, they make notes and take sketches to answer various questions about flow continu-ity. Around the back of the outcropwhere everyone finishes, the teamsthen present their observations andinterpretations to the rest of the group.For many students, this is the firsttime they actually visualize in 3-D.
Stratigraphic Pinchouts & Visualizing in 3-D
Acquisition Game:Tying the Experience Together
In instructor-assigned groups of 3-4, stu-dents spend the last full day of field campanalyzing 12 “properties” that include oiland gas fields studied during the twoweeks of camp. Each property has a seriesof geologic data sheets and questions thatmust be answered, using the geologictools gained during field camp. Thesetools illustrate the “geologic workflow”commonly used in the petroleum industry.Each team selects five fields for biddingand then selects final bids constrained bythe amount of budget available. Geologytopics lead to answering engineering ques-tions: recoverable reserves (hydrocarbonvolumes) and economic value. Each teamwrites a final report that includes an analy-sis of bidding strategy.
ActivitiesActivities consist of daily outcrop-based labs related to nearby oil and gas fields. Labsuse mapping, measuring section, sketching, and note-taking to promote geologicthought processes: geophysical data link the outcrop to the subsurface. Two labsemphasize 3-D visualization of stratigraphic pinchouts and folds, which for manystudents is the first time they actually “ see it.” Another lab relates student-gathereddata from an outcrop fracture pavement to subsurface strain patterns. In a day long“ Acquisition Game” teams analyze oil and gas properties based on the geologic andengineering data analyzed over the two weeks.
