Engineering Hw For THADEUS

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1. Give an approximate viscosity at reservoir conditions (T = 140 F, p = 5000 psi) for the following fluids:

Type of Fluid Your Intuition Quick Check of Chart and/or Excel Calcs
(a) Reservoir water:    
(b) Light oil (API 35-40)    
(c) Heavy oil (API 15-20):    
(c) Gas    

(First pick numbers from your head. I hope your intuition is right. Then, look at your correlation charts and/or plug basic numbers into the Excel calculations to get a more firm idea. For both oils, consider moderate values of Rs of 600-800 SCF/STB.)

2. How does reservoir water viscosity vary with temperature? pressure? salinity? (Sketch three small graphs of w vs. T, w vs. Pressure (p), and w vs. Salinity (S).)

Viscosity Water Graphs 1

3. Water viscosity: Determine the viscosity of a formation water with these properties: (p = 6000 psi, T = 180 F, and Salinity S = 4 wt % salinity) Use the McClain charts, check with Excel.

Method w1 (w/w1) w
Chart      
Excel      

4. Gas viscosity (Lee, Gonzalez and Eakin): For a gas with gravity  = 0.9, at p = 5000 psi and T = 160 F, please determine: (a) AMW; (b) Gas Density, g ; (c) Gas viscosity, g . (Use Z from Excel. Show your calculations on another piece of paper.)

  Excel Viscosity Gas 1 Hand Calc’s
AMW    
Z    
g    
g    

5. Sketch a graph of how gas viscosity varies with pressure, p.

 

 

Formation Compressibility Equations
(Thermodynamic) Definition of Isothermal Compressibility [Eqn (1)] (units are 1/pressure; for petroleum engineers, usually 1/psi)  

 
In terms of ordinary derivative (understanding that T = const) [Eqn (2)]  

 
In terms of V and p….(this is a(n) (useful) approximation) [Eqn (3)]  

 
Integrated form of Eqn (2) [Eqns (4a) and (4b)]  

 
   

 
Truncated series approximations to Eqns (4) [Eqn (5a) and (5b)]  

 
   

 
Reduction (V) of pore volume V in a reservoir which has undergone an average p (over the entire volume V) (rearranged Eqn (3)) [Eqn (6)]  

 
Series representation of ex…..  

 

 

 

6. Look at the graph of the Hall data. (a) From the graph, read the cf for  = 10%.

 

(b) From Hall’s equation (1) which takes  as a percent, calculate cf for  = 10%.

 

 

 

(c) From Hall’s equation (2) which takes as a fraction, calculate cf for  = 10%. How close are these three values?

 

 

7. Give four examples of volume changes that occur in an oil/free gas/water reservoir as pressure drops.

 

 

 

 

 

 

 

 

 

 

Formation Compressibility Correlations
1. Hall Correlation (porosity as a PERCENT) (in other words, if  = 16%, use 16, not 0.16)

 

 

 

 Hall's Correlation 1b.jpg
2. Newman Correlation for Consolidated Sandstones: (porosity as a fraction)

 

 

 

 Newman Consol SS and LS Correlation 1.jpg
3. Newman Correlation for Limestones: (porosity as a fraction)

 

 

 

  

 

 

8. Look at the Newman Consolidated Sandstone graph. (a) From the graph, read the cf for  = 10%.

 

(b) From Newman’s SS equation (3), calculate cf for  = 10%. How close are these two values?

 

 

9. Look at the Newman Limestone graph. (a) From the graph, read the cf for  = 15%.

 

(b) From Newman’s LS equation (4), calculate cf for  = 15%. How close are these two values?

 

 

 

10. A reservoir with an initial pressure of p1 = 7800 psi has a porosity 1 = 17.0%. If the reservoir has a formation compressibility of cf = 8·10-6 1/psi, determine the porosity 2 of the formation after the average pressure has declined to 6500 psi. Use both the “exact” equation and the equation using the truncated series approximation for ex. [Answers: 16.823% and 16.823%]

 

 

 

 

11. Below is a graph of measured values of cf for friable sandstones. Does the Hall correlation fit this data? Would any correlation fit this data set? Why is this data so scattered?

 

From Newman’s paper: Measured values of cf for friable sandstones.

Newman Friable SS Plot

 

Hall and Newman SS and LS 1

 

 

 

Petr 241: Formation Compressibility Correlations

 

1. Hall Correlation (porosity as a PERCENT) (in other words, if  = 16%, use 16, not 0.16)

 

 

 Halls Correlation
2. Hall Correlation (porosity as a fraction) (in other words, if  = 16%, use 0.16)

 

 

(I do not know the origin of this version of Hall’s. Most books give the first version of Hall’s. Both give fairly similar results (but not identical).

Note: The Hall correlations are based on only 12 rock data points! Sandstones and limestones. This is a very limited set of data.

  
3. Newman Correlation for Consolidated Sandstones: (porosity as a fraction)

 

 

This was based on data for 79 SS samples, ranging in porosities from 2-23%. The average error of the correlation is 2.6%.

Note that this equation (and the one below) are of the general hyperbolic form:

 

 

 Newmans Consolidated SS Graph 1
4. Newman Correlation for Limestones: (porosity as a fraction)

 

 

 

This was based on data for LS samples (not sure the number) ranging in porosities from 2-33%, with average error of 11.8%. (A poorer correlation for LS.)

 

 

 Newmans LS Graph 1

 

 

 

 

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Leadership: From Theory To Practice And Self Reflection

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This assessment is designed to lead you from reflection on an analysis of another leader to encourage you to improve your own leadership skills and qualities. At the first stage, you will nominate a person whom you consider to be a successful and effective leader. This person could be someone you work with or for. Then, through your observation, you will identify the person’s leadership traits, behaviours, skills and/or styles. The learning outcome of this stage is that you are challenged to apply and link the theories in this course with your observation. In the second stage, you are asked to ‘interview’ the person who had served as your role model. At this stage, you are expected to learn not only from your role model’s experience but also about the complexities of leadership. In the final stage, ‘self reflection and improvement’, you are asked to reflect on yourselves, based on what you found in the first and second stages, and consider how your own leadership skills and qualities could be improved. By going through these three stages, you should be able to critically evaluate leadership theories and practices and understand how to improve your own leadership skills and qualities.

First Task: Observation

Identify a person who you consider to be a successful or effective leader. This could be someone you work with or for (for example: business, professional, sport, volunteer work, religious organisations etc) or anyone who through some association you judge to be a good leader.

Describe in detail what you observe this person doing in their leadership role; what you perceive this person’s leadership styles, behaviours, traits, skills and his/her use of power and influence tactics that make him/her an effective leader. You must be able to apply theories/concepts/models in the course to support your observation.

Second Task: Interview

As simple observation will not capture the complex leadership developed by effective leaders, interview the leader. Ask your chosen leader to describe his/her leadership style, behaviours, traits, skills and his/her use of power and influence tactics and see if you can confirm with your observation of what you perceived earlier.

Using the ideas and knowledge you have gained from the course to guide you but keeping it open ended, ask them what they think are the characteristics of a good and effective leader.  Encourage them to be specific – a good way to do this is to ask, after their initial responses, that they give examples or stories that illustrate when they felt they displayed good and effective leadership.  Then try and get them to focus on the skills, traits, styles, behaviours that enabled them to be an effective leader. Also what they think it takes to lead successfully based on their experience and what not to do. Again, you must demonstrate your ability to link the theories, models, and concepts to support your interview.

Third Task: Self-Reflection & Improvement

Reflect on what you have learned from the first two stages, discuss:

·         What do you learn about the complexities of leadership (comparing between what theory says and what you found i.e. do your findings support the theories in the course?)

·         Given what you have found, how might your own leadership practice be improved as a result of undertaking this assessment?

·         How has this piece of research helped you gain a better understanding of what it takes to lead well?

 

Format:

This assignment should have the following format:

a)    Introduction (~100 words)

b)    Body with headings and sub-headings (i.e. Observation, Interview, Reflection ~ 2,300-2,800 words)

c)    Conclusion (~100 words)

Reference:

It is expected that you will use at least 8 academic references, preferably specific topic books or journal/research articles. Websites, such as wikipedia, will not be accepted, other than for providing general details of the leaders and these will not be counted in the minimum references required. Please familiarise yourself with the RMIT Plagiarism policy.

Other requirements:

·         Students are required to get feedback from their lecturer in Week 04. To do this, students should prepare a one-page plan. The one-page plan may include; details of the chosen leader (role, position; organisation); draft of interview questions; timeline of activities; key references.

Interview questions must be included in the Appendix section (after ‘Reference List’).

Green Supply Chain

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Green Supply Chain

 

Read the Forbes article, “3 Lessons for a Greener and More Profitable Supply Chain.” Based on the content presented in the article, what is meant by a green supply chain? Identify in 200 –250 words two techniques or processes that you could potentially propose to your organization’s supply management group to become more “green.” Be sure to respond to at least two of your classmates’ posts.

Homework In Education

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CHAPTER -7 1- How do differences in cultural values, norms, and behavioral expectations influence the development of teacher expectations for student achievement ? knowing a lot of different cultures and traditions help teachers to absorb a lot of student behaviors in the classroom. When teachers show up that they know a lot about their students, they will get more respect and appreciation. Teachers and students will not have misunderstanding.      2- what are some traditional teacher behavioral expectations that may conflict with the cultural norms of some students? When teachers act as everyone share the same cultural and that is impossible. Also, when teachers ignore notion of peer culture and group norms, that can help students develop their social skills 3- For each of the following social skills develop an explanation of what the social skill means for students at the third-grade level, at the seventh-grade level, and at the eleventh-grade level ? I think that students third-grade level need a lot of encouraging to make them talk. Also, they do not understand property rights so they may not use own word. As well, they do not know how to make their homework perfectly. Teachers can not asking for justification for ideas because students still young to understand. Teachers should make control of students seventh- grade level and they begin to know when they have talk. Also, they can people ideal with their word, and  teachers teach them how to do anything with nice way. As well, teachers can ask their student about new ideas. Students eleventh-grade level do not need encouraging because they already know that if they active in classroom, they will get good grade. Also, they have to use own word and do not use anyone work. When they do their work, they most work heard to be perfect. Teachers should asking them for justification for ideas because they may have new notion.