Pet 364 Lab Manual (2)

PETE 364 Drilling Engineering Laboratory Manual Course Instructor: Dr. ERGUN KURU Lab Instructors: Dr. Shanshan Yao Mr. John Czuroski School of Mining and Petroleum Engineering Civil and Environmental Engineering Department University of Alberta FALL 2023

PETE 364 Drilling Engineering Safety Manual School of Mining and Petroleum Engineering Civil and Environmental Engineering Department University of Alberta FALL 2021 Sanctioned by Environmental Health and Safety, U of A

General Laboratory Safety Rules 1. Lab coats and safety glasses must be worn and are the responsibility of the student. Hearing protection, gloves, dust masks, etc. (if necessary) will be provided. For hygiene reasons, the instructor will not hand out spare lab coats or safety glasses. No lab coat/safety glasses = no lab. 2. Be prepared. Read carefully and fully comprehend the laboratory manual for each test before beginning any experiment. If you do not understand the procedure, ask your instructor to explain it. 3. Think safety. No practical jokes or fooling around. 4. No food or beverages in the laboratory. 5. Keep noise to a minimum. Be considerate of the others working in your area. 6. Dress appropriately for lab work. No open-toed shoes. No loose fitting clothing. Shorts may not be worn in the labs. 7. Be aware of dangling jewelry or long hair that might get caught in equipment. Long hair should be tied back and jewelry removed. 8. Do not approach or touch any machine operator from behind while any equipment is in operation. 9. Gas cylinders are not to be operated by the student. 10. Materials and equipment may not be removed from the laboratory without proper authorization. 11. If you detect any equipment that appears to not function properly, DO NOT USE IT. Report it to the instructor. 12. Only authorized and trained persons are to use the laboratory equipment. 13. When finished working in the lab make sure that the lab equipment is returned to the proper place. Students must clean up all equipment properly before leaving or risk losing marks. 14. Report all accidents and injuries to the lab instructor, no matter how minor. 15. If you have any medical problems which could be potentially dangerous to yourself and/or others, report these to the laboratory instructor at the start of the lab. 16. Never work alone. All laboratory students must be supervised by the instructor. 17. Anyone under the influence of alcohol or other drugs will not be allowed in the lab. If necessary, this will be enforced with a call to Campus Security. 3

18. Any messes, wet or dry, must be cleaned up immediately, not left until the end of the lab. 19. Stay in the assigned work area. Do not wander around the lab “exploring” to see what is in other areas. 20. Mud/drilling fluid that is thicker than water is to be disposed of in the garbage cans, not the sinks. 1. Specific Equipment Safety Information Bentonite: This is the primary material used in making drilling fluid. Due to its powdery nature, students handling it MUST wear a dust mask (supplied to them) to avoid inhaling the dust that will diffuse into the air. When weighing the bentonite, be as close to the balance as possible and if any is spilled it must be cleaned up immediately. Mud Mixer: Be aware the mud mixer spins at very high RPMs. As such it creates a bit of a “wind” When adding the bentonite, wear the provided dust mask or this “wind” will send the powder into your face/lungs. When mixing the mud, add a bit of water, then a bit of bentonite and continue until done. Do not pour all the water and add all the bentonite at once. Do not go beyond medium speed or the mud will spill out. Fann VG Viscometer: The viscometer can operate at various RPMs, some of which could be considered quite high. Care should be taken in setting the RPMs. Filtration Apparatus: High pressure is required to operate this apparatus. The mud chamber contains a screen, filter paper and an O-ring (which must be put in a certain order) for proper sealing of the apparatus with the lid, which is connected to a gas cylinder. The chamber will be readied for you by the instructor, do not “play” with this and switch the parts around. The instructor will always check to make sure the chamber is OK and do not put mud into the chamber until the instructor has verified this. Once verification is complete, the instructor, and only the instructor, will attach the mud- filled chamber to the rest of the apparatus and tighten the top lid. Only the instructor will turn on the gas tank to activate the experiment. When the experiment is completed, notify the instructor who will then shut off the gas tank and bleed off the pressure safely.

flushed thoroughly for several minutes, and professional medical attention should be provided immediately by proceeding to Campus Health in the Student Union Building, second floor. 3.3 Emergency Shower The lab also has an emergency shower. Its location will be indicated at the start of the term. 3.4 First Aid First aid kits are available in the lab should anyone have need of one. The instructor has taken first aid courses, though there is a limit to what he is capable of doing, physically and legally. If you require first aid, notify the instructor and he will assist to the best of his ability. 3.5 Campus Emergency Phone Numbers There is a phone (492-9207) in the lab, located on a desk by the double door entrance. EMERGENCY: phone: 911 (24 hrs) any life threatening emergency Campus Security: phone: 2-5050 (24 hrs) non-emergency situations Facilities Management: phone: 2-4833 (24 hrs) maintenance/building issues Civil Main Office: 7-207 ICE: phone: 2-4235 (8:30-4:30) general inquiries Environmental Health and Safety: phone: 2-4555 (8:00-5:00) general inquiries Near the in-lab phone is a green sheet of Emergency Information that summarizes much of the above. This sheet is also located beside the single door at the opposite end of the lab.

Guidelines for Petroleum Engineering Laboratory Reports {Revised JULY 2022) A report, especially one produced for a university course, is written for the purpose of conveying information. The information to be presented in these reports is intended to show: * An understanding of the underlying principles behind the experiment, and how the experiment tests them. % An ability to present this information in a manner such that it is clearly understood by the reader. As such, laboratory reports are expected to be written in a professional manner as befits a university student: (1) Text (and equations) must be typed, be in the past tense and be impersonal. That is, no “I’, “we”, “you”, etc. (2) Graphs must be done with software, not by hand, and be neat and large enough to be readable. (3)All information needed to write the report must be included in the report and not referred to as an outside source. Data tables from the lab manual, or the necessary portions of them, should be retyped, not photocopied, but must be included. This is not considered plagiarism. (4) Schematics (diagrams) of equipment must be neatly hand drawn, not photocopied from the lab manual or downloaded from the Internet. (5) Plagiarism, should it occur in any form (Internet, other students), will be dealt with according to its degree of severity. Report writing is an important aspect of the job of any engineer for accurately conveying the findings of a study. The report should read smoothly and in the past tense, as if it was prepared for a client or boss or instructor. Ensure proper spelling and grammar. Pages must be numbered. Title and number the tables/figures/graphs and refer to them in the text, by their titte/number and page number. Students are recommended to use the following section headings, the value of each section is indicated in parentheses. Each section should begin on a separate page.

4. Experimental Procedure (10) Explain the experimental procedure to someone who was not in the lab in relatively simple words — do not just repeat the steps indicated in the lab manual. The procedure should indicate to the reader the understanding of not only what was done but how and why it was done. Use simple hand drawn schematic diagrams, large enough to be readable and properly labeled, of the experimental apparatus used in the experiment. Do not photocopy the diagrams from the lab manual. A photograph of the equipment is not acceptable by itself but may be used if it complements the hand drawn sketch and must be the same as the apparatus used in the lab. Give such sketches as are necessary to define the experiment or to describe essential features of the apparatus. Do not waste time on artistic flourishes but produce sketches which befit an engineer. If necessary or possible, include significant dimensions, and identify/label the most important items of equipment. Describe the experimental procedure giving due prominence to those aspects which are crucial and omitting reference to those which could be regarded as self-evident to the reader (but do not assume him/her to be a petroleum engineer who has seen the particular equipment being used). 5. Results and Calculations (25) Results refer to the raw data that was acquired in the lab, and Calculations refer to the mathematical processing of these results and the final outcome. In general, it is best to present the results/calculations in tabulated form. As far as possible, present the raw data in addition to derived results; in this way conversion errors will not completely invalidate the report. Experimental accuracy and possible numerical errors should be stated, though not necessarily in a rigorous, mathematical nature. It is not necessary to be concerned with significant figures. Indicate all experimental conditions, tabulate the measured data, perform sample calculations, and plot graphs (if necessary) showing the calculated or interpreted results. Words must be used to explain the calculations so that they are more clearly understood. The reader should be able to “read” the calculations as easily as reading text and should not have to use a calculator to understand them. Ensure that the scale of any graph is such that the data of interest take up the major portion of the graph and that the graph is large enough to properly convey the information. Label each curve or axis on the graphs and include a legend.

6. Analysis and Discussion (25) The title means what it says, that is, Analyze and Discuss. Do not just repeat the numerical results, but they can be casually referred to. Indicate the assumptions made for interpreting the results, explain and justify differences between experimental and simulated results, if any, indicate and explain any data behavior that is expected or not expected, explain errors, limitations of the equipment, and provide advantages/disadvantages of experimental procedures used. Why/why not do the data look the way they do? First, note any interesting observations in the raw results — trends, scatter, anomalies, etc. Then analyze the results in terms of the theory previously presented and discuss the outcome. Do not waste many words stating the obvious, but try to account for significant discrepancies. Try to do this specifically, if possible using numbers, and not by fuzzy arguments. Justify the analysis, that is, why was it done and what did it accomplish. 7. Conclusions and Improvements (10) This section should not be a repetition of the cover letter or of the Analysis and Discussion sections, but rather a summary of what was accomplished/learned from the lab (do not give numerical results) — text only, no numbers or figures. It should partly be a refiection of the Objectives from part 3 above, that is, were the statements mentioned in the Objectives achieved? Indicate suggestions for improvements. Why are the improvements needed and how would their implementation affect the data taken in the lab or the outcome of the experiment? The conclusions should be numbered and be brief. In general, do not introduce new material in this section, that is, repetition of previous statements is encouraged.

Addendum to the Guidelines for Petroleum Engineering Reports Preface This document supplements the Guidelines for Petroleum Engineering Reports by making clearer what is required in each section. The Guidelines must still be followed. Note the following: 1. All of the report, including equations and calculations, must be typed. 2. All graphs must be done with EXCEL or some other graphing software, but not by hand. 3. The graphs and labels must be large enough for the reader to see the information conveyed clearly. A 1.0 mark will be deducted for each graph not deemed large enough. 4. All figures or diagrams of the equipment must be hand drawn, neat, and large enough to be readable. Any figure or diagram copied from the lab manual, or another source will have a 1.0 mark deducted for each infraction. If not neat enough, 0.5 will be deducted each time. 5. Each figure, diagram, table or graph must be labelled with a proper title and number. For example, Figure 1: The Idiosyncratic Discombobulator. Not labelling a figure, diagram, table, or graph will result in a loss of 1.0 mark each time. The label (title) can be either at the top or bottom. 6. These figures, diagrams or graphs must be referred to in the text, or 0.5 will be deducted each time. This is best done before the reader’s attention is drawn to them. The writer should say something like: “Refer to Figure 1 for a depiction of the Idiosyncratic Discombobulator.” Then start talking about the Idiosyncratic Discombobulator. It makes little sense to talk about an apparatus when the reader can’t see a depiction of it. 7. Spelling will be deducted 0.5 marks for each incorrect spelling (the same word misspelled several times, in the same way, is counted only once), up to a total of 5 marks maximum (10 misspellings). The marker will list these on the Title Page with the correct spelling, and this misspelling mark will be deducted from the total mark, not from each section. 8. Itis permissible (and it will be necessary) to take data from tables in the lab manual, but instead of ‘copying’ the entire table, just make a new table in the report with the needed data. 9. The section headings must be as indicated in the Guidelines, or 0.5 marks will be deducted each time. For example, the section is called Analysis and Discussion. There is not a section called Discussion, nor is there a section called Calculations and Analysis. Do not consider the lab report as just an “exercise” to be done as part of a course requirement. The lab report could also be considered as such: - Areport to your boss for a project he has asked you to do. - Areport to someone for whom you are doing a test and from whom you expect payment. In either case, the reader wants to find the proper information in the correct sections. He/she is a busy person who does not have the time to waste searching a multi-page report looking for the results he/she paid good money for you to supply. Neither does he/she want to pull out a calculator and go through the calculations to find the result when it was your job to supply that result. In either case, you would probably find yourself out of a job. It is best to learn and refine the techniques of report writing here. One final note: Students have been told, or should know, that they can always come to the lab instructor for help.

Title Page (5 marks): In the title page, put those items as mentioned in the Guidelines or fose 0.5 for each. For example, if you were taking Basket Weaving 101: Introduction to Making Baskets, Basket Weaving 101 is the course number, and Introduction to Making Baskets is the course name. The group number is that assigned to you (see the lab schedule) when you are in the lab and working with others and not that designated by Bear Tracks. The experiment's name is as in the lab manual, and any variation will have 0.5 marks deducted. Cover Letter (10 marks): If there is no address, 1.0 mark will be deducted. If the salutation or honorific is improper, 0.5 will be deducted. Either “Dear” or “To” is acceptable. Mr. (professor’s name) is not. DO NOT put the objectives (or a version of them) here, only to repeat them in the next section. Just state what was done/accomplished. For example: “In this experiment, three different types of baskets were made, using different materials such as straw, wire and plastic. The wire basket was determined to hold more weight before breaking than the other two types, 60 pounds versus 40 pounds for straw and 48.5 pounds for plastic.” In this case, straw, wire and plastic would be the names of the samples. No sample designation is deducted 1.0 marks. The weights they hold would be the numerical results. All of the final numerical results (as calculated in the Results and Calculations) section must be here. Up to 5.0 marks are given for these, and partial marks are given depending on how many of these results are missing, or if units are missing or wrong, etc. No marks will be deducted for calculation errors; that will be done in the Results and Calculations section. There must be a printed name and signature, or 1.0 mark will be deducted. If one of these is missing, 0.5 will be deducted. Objectives, Concepts, and Theory (10 marks): The objectives, worth 2.0 marks, must be at the start of this section, not elsewhere or lose 0.5 marks. They should be reflected in the Conclusions and Improvements section as having been achieved. Partial marks are awarded depending upon the strength of the objectives. In the basket weaving example, the objectives might be similar to this: “The objectives of this experiment were to learn the art/science of basket weaving and to make baskets out of different materials. Further, students will learn the use of different techniques or equipment to make these baskets and realize that these can make a difference in how the basket can be used and how much they can hold before breaking.” Concepts are worth up to 2.0 marks and are explained in the Guidelines. For the basket weaving example, a definition of what a basket is, what it is used for, and why it is necessary to use different materials would be a good beginning. More could be said, though. Theory is worth up to 6.0 marks and is explained in the Guidelines. Equations must be numbered or fose 1.0 mark total and thoroughly explained here before being used in the Results and Calculations section. Simply listing the equations without explaining what the symbols or equations mean is improper. One aspect of the theory might be that baskets are weaved because doing so makes the basket stronger, and different materials can affect this strength. Theoretical graphs or outcomes should be presented. Also includes the fundamental theory of the equipment. ii

The discussion could be like: “One reason that the tachyon density is not as high as expected could be that the vacuum in the Idiosyncratic Discombobulator (1.D.) was not as high as it should have been. This may have been caused by a vacuum pump that was not working efficiently since it was noticed that the vacuum reading was only 22.5 inches of mercury and not closer to 29 inches that it should be if working properly. Tachyons need a strong vacuum if they are to form properly. There may have been a loose connection from the pump to the 1.D., thus preventing the vacuum pump from removing all the air, or which caused some of the room air to leak into the [.D..” Since there are essentially two sub-sections here, up to 12.5 marks will be given for the “analysis™ (technical/scientific/engineering explanation of the final results) and up to 12.5 marks will be given for the “discussion”(limitations of the equipment/method, advantages/disadvantages of the equipment/method, sources of potential error, etc.). Conclusions and Improvements (10 marks): Up to 7.0 marks will be given for the conclusions part, and up to 3.0 marks will be given for the improvements part. Referring to the basket weaving experiment, one conclusion might be that several different types of baskets were successfully made. Another could be that students learned how to use the equipment to make these baskets, whereas, before the lab, they had no understanding of this equipment. An improvement could be that different types of straw should have been used, instead of only one kind, to see if different types would hold more weight. Regardless, the improvement must be justified; that is, do not just say: “Different types of straw should have been used.” State why. References (5 marks): When referencing the lab manual. 0.5 marks will be deducted for each bit of missing information. For other references that should be there but are missing, 1.0 mark will be deducted. iv

Reference Material The lab manual should be read before the relevant experiments. Suggested textbook material includes: A- Mitchell, R.F., Miska, S. “Fundamentals of Drilling Engineering”, SPE Textbook Series,Vol 12., 2011 Chapter 3, pp. 87-138. B- American Petroleum Institute (API), “Recommended Practice for Field Testing Water-based Drilling Fluids,” ANSI/API 13B-1, 4™ Ed., March 2009. C- American Petroleum Institute (API), “Recommended Practice for Field Testing Qil-based Drilling Fluids,” ANSI/API 13B-2, 4" Ed., 2005. D- Darley H.C.H, and Gray G.R, “Composition and Properties of Drilling and Completion Fluids,” Gulf Professional Publishing, 5th Edition, 1988. Concept of This Laboratory Course All experiments will be tied together through the use of a single well. Through the use of offset data and knowledge gained in the lab, the students will be able to make recommendations on the mud program as the drilling progresses. These recommendations should include: the mud weight required, drilling precautions, and cost analysis of drilling mud. The well will be divided into three sections: surface, intermediate, and production. The surface section of the hole will deal with mud problems associated with unweighted mud. The determination of rheological properties and treatment of solids in an unweighted system will be addressed. The intermediate section of the hole will deal with problems associated with contaminates and weighted muds. The intrusion of salt and lost circulation will be addressed. The production section of the hole will deal with problems associated with inhibitive muds. Surface Hole In this section of the hole, the most common problems encountered are related to: 1) Highly unconsolidated formations 2) Poor circulation velocity 3) Weak formations 4) Shallow gas 5) Freshwater sands 6) High volume cuttings generation

D: Average diameter of cuttings, inches YP: Yield point, Ib/100sq.ft PV : Plastic viscosity, cP D, : Bit size, inches D, : Outside diamete, inches From the above equation, slip velocity can be reduced by increasing the yield point or plastic viscosity in a fixed hole configuration where annular velocity, mud weight, cuttings size and density are constant. Increasing the annular velocity will increase the slip velocity because of the change in flow profile from plug to laminar. Figure 1: Effect of plastic viscosity (PV) to yield point (YP) ratio changes in flow profile. As shown in above figure, plug flow is best for cuttings removal. To achieve this however, the yield point must be raised to give a decreased value of PV/YP. Solids Control Solids control can be achieved chemically or mechanically. lonic inhibition, encapsulation inhibition, oil phase inhibition and deflocculation are ail chemical methods of solids control. Chemical control focuses prevention of cuttings dispersion but its physical removal is usually by mechanical means. Mechanical removal of cuttings is achieved by the use of shale shakers, desanders, desilters, centrifuges, settling tanks and water dilution. The efficiency of these methods of control reduces with increased plastic viscosity and gel strength. As such therefore it is advisable to also control both of these rheological properties.

Mud Weight and Filtrate Control With good solids control, and proper maintenance of commercial bentonite, these two properties can be effectively controlled. The maintenance of a proper commercial bentonite concentration can be achieved by performing the methylene blue test. Usually it is more prudent to use a pump and dump technique in the unweighted section of the hole. This usually results in cheaper and less troublesome control of drilled solids and rheological properties. To effectively train and familiarize the student with these problems and the design consideration needed for their alleviation, the following experiments are recommended. EXPERIMENTS No. 1 & 2 + Yield of Bentonite and Sepiolite Clays / Rheological Characterization of Water-based Drilling Fluids % Filtration Properties of Water-based Drilling Fluids Purpose: Experiment No. 1 is meant to familiarize the student with the rheological properties, behavior and application of both gels. Experiment No. 2 investigates the filtrate control properties of a simple gel and water system. Recommendation: A. Recommendation of type of clay and blend to be used for surface hole drilling. The foliowing points should be noted: l. Bentonite gives better filtrate control . Bentonite provide superior quality . Sepiolite is not affected by increase in salinity With reference to the study well, the salt formations are in the lower section of the well. In this case, therefore, it will more beneficial to drill with a bentonite system and achieve better filtrate control and wall cake quality across the shallower and lowered pressured formations. B. Addition of filtration control agent increases the cost but greatly reduces the cake thickness and water loss. Low values of water loss and cake thickness usually result in the following. I Thin cake, of 1/32 and less, constantly erodes under dynamic drilling conditions Il Low water loss associated with polymers results in higher mud viscosities. On completion of these two experiments the student is expected to acquire better understanding of drilling fluid rheology, yield point and fluid loss.