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

1254839 （Clarens）这个项目旨在了解在裂缝页岩地层中实现二氧化碳地质储存的过程。为实现这一总体目标，将追求两个目标。首先是研究包含CO2、卤水、矿物和碳氢化合物的多组分多相体系中的物理化学过程，例如润湿性和气泡流变性等界面特性以及残余捕获和吸附等物理化学特性。几个空间尺度上的实验方法将用于验证二氧化碳可以提高低渗透页岩中CH4的提取，以及这些地层可以作为地质碳封存库（GCS）进行管理的假设。第二个目标是建立驱动油气行业碳循环工业生态的系统级过程模型。生命周期分析将用于了解如何以及何时实施这里提出的技术以实现大规模的气候效益。地理空间分析、情景开发和多标准决策分析将用于评估页岩气和GCS耦合部署的长期可行性。为了支持这项研究工作，PI将开展一项综合教育项目，研究基于边界对象文献的气候变化教学新技术。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）上，这些可以被小组用来开始对话、建立共识和成功合作。本工作将对学术文献做出以下贡献：(1)测量控制CO2通过页岩反应输运的界面性质；(2)确定能够使用二氧化碳基“绿色”压裂液替代水基压裂液的化学配方；(3)利用二氧化碳“修复”页岩开采后的试验方法，以尽量减少诱发地震活动和泄漏的风险。随着时间的推移，这些结果有助于提高油井产量，并形成长期稳定的二氧化碳储存库。GCS之所以具有吸引力，是因为它经过了验证，而且规模足够大，可以有效地减少全球碳排放。已知页岩储层的系统模型将估算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急需的理解，并将直接告知GCS的经济和法律后果。这一认识将减少目前非常规燃料部署和含盐含水层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、法律和社会影响。页岩气和GCS现在已经准备好广泛部署。因此，这项工作对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将开展一项综合教育项目，研究基于边界对象文献的气候变化教学新技术。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）上，这些可以被小组用来开始对话、建立共识和成功合作。PI将在各种环境中识别和测试这些边界对象，包括为大二本科生开发的绿色工程导论课程。

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.