CAREER: Understanding the Physiocochemical and Systems-Level Processes that Would Enable Sustainable CO2 Sequestration in Shales

1254839（Clarens）该项目旨在了解能够在压裂页岩地层中地质储存CO2的过程。为实现这一总体目标，将努力实现两个目标。首先是研究物理化学过程，例如，界面特性如润湿性和气泡流变性以及物理和化学特性如残余捕集和吸附，在含有CO2、盐水、矿物和烃的多组分和多相系统中。在几个空间尺度的实验方法将被用来测试的假设，CO2可以提高甲烷提取低渗透性页岩和这些地层可以作为地质碳封存库（GCS）进行管理。第二个目标是模拟石油和天然气行业驱动碳循环工业生态的系统级过程。生命周期分析将用于了解如何以及何时实施此处提出的技术，以实现大规模的气候效益。将使用地理空间分析、情景开发和多标准决策分析来评估页岩气和GCS部署耦合的长期可行性。为了支持这项研究工作，PI将开展一个综合教育项目，研究基于边界对象文献的气候变化教学新的教学技术。边界对象方法将学生集中在共同的想法，工具或框架（例如，原理图或模型），可由组用来启动对话、建立共识和成功协作。本文的工作将对学术文献做出以下贡献：（1）测量控制CO2在页岩中反应性迁移的界面性质;（2）确定能够使用CO2基“绿色”压裂液替代水基压裂液的化学配方;以及（3）使用CO2进行“愈合”页岩后提取的测试方法，以最大限度地减少诱发地震和泄漏的风险。这些成果有助于随着时间的推移提高油井产量，并导致长期稳定的二氧化碳储存库。GCS是有吸引力的，因为它是经过验证的，并且可以扩展到足够大的规模，以有意义地减少全球碳排放。已知页岩储层的系统模型将估计这些地层的总封存能力。该项目将建立对正在进行的燃料开发将如何影响气候动态的迫切需要的理解，并将直接告知GCS的经济和法律的后果。这种理解将减少目前与非常规燃料部署和盐水层中的GCS相关的不确定性。如果开发不当，两者都可能产生不可预见的环境、经济、法律的和社会影响。页岩气和GCS现在准备广泛部署。因此，这项工作对于实现国家温室气体和能源独立目标是及时的。为了支持这项研究工作，PI将开展一个综合教育项目，研究基于边界对象文献的气候变化教学新的教学技术。边界对象方法将学生集中在共同的想法，工具或框架（例如，原理图或模型），可由组用来启动对话、建立共识和成功协作。PI将在各种环境中识别和测试这些边界对象，包括为二年级本科生开发的新的绿色工程课程介绍。

1254839 (Clarens) This project seeks to understand the processes that would enable geologic storage of CO2 in fractured shale formations. Two objectives will be pursued to achieve this overarching goal. The first is to study the physicochemical processes, e.g., interfacial properties like wettability and bubble rheology and physical and chemical characteristics like residual trapping and sorption, in multicomponent and multiphase systems containing CO2, brine, minerals, and hydrocarbons. Experimental methods at several spatial scales will be used to test the hypothesis that CO2 can enhance CH4 extraction from low permeability shales and that these formations can be managed as repositories for geological carbon sequestration (GCS). The second objective is to model the systems-level processes driving the industrial ecology of carbon cycling by the oil and gas industry. Life cycle analysis will be used to understand how and when the technology proposed here might be implemented to achieve large-scale climate benefits. Geospatial analysis, scenario development, and multicriteria decision analysis will be used to evaluate the long-term viability of coupled shale gas and GCS deployment. In support of this research effort, the PI will carry out an integrated education project studying novel pedagogical techniques based on the boundary object literature for teaching climate change. The boundary object approach focuses students on common ideas, tools, or frameworks (e.g., schematics or models) that can be used by groups to start dialog, build consensus, and successfully collaborate. This work will make the following contributions to the academic literature: (1) measure the interfacial properties that will govern the reactive transport of CO2 through shales; (2) identify the chemical formulations that would enable the use of CO2-based "green" fracturing fluids as substitutes for water-based fluids; and (3) test approaches for "healing" shales post extraction using CO2 to minimize the risks of induced seismicity and leakage. These outcomes could help improve well production over time and lead to long term stable repositories for CO2. GCS is attractive because it is proven and could scale large enough to meaningfully reduce worldwide carbon emissions. Systems models of known shale reservoirs will estimate the total sequestration capacity of these formations. This project will build much-needed understanding of how ongoing fuel development will impact climate dynamics and will directly inform the economic and legal consequences of GCS. This understanding will reduce the uncertainties currently associated with unconventional fuel deployment and with GCS in saline aquifers. Both could have unforeseen environmental, economic, legal, and social impacts if developed improperly. Shale gas and GCS are now poised for broad deployment. Consequently, this work is timely for meeting national greenhouse gas and energy independence objectives. In support of this research effort, the PI will carry out an integrated education project studying novel pedagogical techniques based on the boundary object literature for teaching climate change. The boundary object approach focuses students on common ideas, tools, or frameworks (e.g., schematics or models) that can be used by groups to start dialog, build consensus, and successfully collaborate. The PI will identify and test these boundary objects in a variety of settings, including a new Introduction to Green Engineering course being developed for second year undergraduates.