Geo-Energy B-module

Theory Units (8EC)

The module includes the following theory components:

• Compulsory component (2 EC): Induced Seismicity

• Subset 1 components (at least 4 EC): Geophysical prospecting (2EC), Geological interpretation of seismic data (2EC), Production science and engineering (2EC).

• Subset 2 components (at most 2 EC): Remote Sensing of Precipitation (2EC), Multi-Sensor Cloud and Atmospheric Observation (2EC), Geodesy and Geodynamics (2EC), Optical Remote Sensing (2EC), Exploration tools and methods (2EC), Advanced Resource Modelling (2EC), Geostatistical Data Analysis (2EC).

A short description of each theory component follows:

Induced seismicity (Unit B1-1):

• Describe and explain the mechanisms of, and the effects that engineering applications in the subsurface have on the natural and build environment and society. The focus will be on induced seismicity and subsidence, and cap rock integrity will be briefly discussed.

• Integrate knowledge of ethical issues, international standards and risk management systems into Energy Transition and Geohazards applications.

Geological interpretation of seismic data (Unit B1-2):

• Explain what information is present in geophysical data (images and attributes) and to what extent the data can be reliably used for their geological interpretation.

• Provide a geologically sound interpretation of structural and sedimentological objects observed in 2D and 3D seismic data.

• Use the characteristics of seismic signals (reflector terminations, thickness changes, seismic facies) to reconstruct the phases of emplacement and deformation of sedimentary basins.

Geophysical prospecting (Unit B1-3):

• Formulate the conceptual relationships between physical properties of the subsurface and potential and wave-field measurements.

• Explain how these properties can be retrieved through processing or inversion of the collected data.

• Choose and apply the proper method(s) to solve a specific problem related to Energy Transition or Geohazard applications.

Production science and engineering (Unit B1-4):

• Acquire skills in applying nodal analysis techniques to analyze and optimize (near-)wellbore flow

• Demonstrate computer modeling competences for mass and heat flow through the elements of a production system

• Gain knowledge in performing simple production engineering calculations for direct-use geothermal energy applications

• Understand the concepts used in computer models for nodal analysis

• Develop understanding of pressure and temperature models for flow through wells, pumps and the near-well reservoir

• Apprehend the principles of the heat loss mechanisms in wellbore flow for direct-use geothermal energy production

Lab Units (4EC)

Labs are conceived as mini-projects which will be done by groups of 2-3 students.
Labs play central role in the module. They trigger the questions on the energy transition challenge or the related geohazards that will be addressed by applying the theory components.
The education team proposes computer-based labs focused on energy transition and geo-hazard themes and a fieldwork-based lab in Spain.
The students collect, analyse and interpret data to address or solve the proposed topic. The Lab includes an ethical reflection (0.5 EC) on the specific challenge.

FieldLab (3EC)
Group size: 2-3.

Part 1 (0.5EC): preparation
Prepare for the assignment in a team. Discussion of the main scientific and technical challenges related to energy transition and/or geohazards. Read literature on the geological objects investigated. Define the data needed and the strategy to collect them, preparing the necessary (digital) platforms.

Part 2 (1.5EC): the field trip
In the various outcrops visited, student groups will collect the data necessary to address the questions defined in Part 1.
Preliminary data processing will be performed during the late afternoon/evening together with the definition of activities needed for the coming day.

Part 3 (1EC): reporting
During fieldwork, students write a report. The last day of the course is dedicated to addressing major questions that synthesize the findings from the fieldwork.

The ethical component of the module is in the form of a debate on topical propositions.