Experiences In Introducing 3D Visualization In Petroleum Engineering Education

Abstract

Abstract This paper describes the experience obtained in introducing 3D immersive visualization exercises in petroleum engineering at Texas A&M University in Qatar. Challenges encountered in the process are discussed. An immersive visualization facility (CAVE) was recently installed at TAMUQ to support teaching and research needs. Although, similar systems are used in industry for visualizing reservoirs and making development decisions, there is no known precedent of using CAVE for petroleum engineering education. Given that petroleum engineering revolves around subsurface reservoir and well systems, there is heavy reliance on engineers' ability to use their imagination for effectively visualizing and designing such systems. Petroleum engineers do not have the luxury of seeing, touching, feeling, and in general, developing an intuitive feel for the objects and systems they are dealing with. Two types of visualization exercises have been introduced. First experience relates to visualization of pore structure based on 3D rendering of CT-scan data obtained for core samples of sandstone and carbonate reservoirs. Time-lapse CT scans were repeated during capillary imbibition experiments to visualize and animate the displacement process in CAVE. The scanner was also used to visualize and animate frontal advances. The results are compared to animation of simulation results. The second experience relates to visualizing results of simulation of reservoir displacements. The students are able to experience various recovery mechanisms at reservoir scale. 3D visualization of subsurface reservoirs offers benefit of providing students greater insight into reservoir and well systems and mechanisms of recovery processes. It allows students to conduct virtual-walk through the reservoir pore space. It gives them insight into the nature of flow at various length scales. Students are able to view pore-level fluid-flow in reservoir rocks in "virtual-reality. Based on results of 3D visualization, students are able to "experience" recovery mechanisms at porelevel and grid-block resolution.