Browsing by Author "Lorimer, Shelley"

Now showing 1 - 7 of 7
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    Absorption of electromagnetic waves in sandstone saturated with brine and nanofluids for application in enhanced oil recovery
    (2019) Ali, Hassan; Soleimani, Hassan; Yahya, Noorhana; Lorimer, Shelley; Sabet, Maziyar; Demiral, Birol M. R.; Adebayo, Lawal Lanre
    In this study, scattering parameters of sandstone saturated with brine and nanofluids are evaluated experimentally and numerically for the application in enhanced oil recovery (EOR). Zinc Oxide (ZnO) and Bismuth ferrite BiFeO3 (BFO) nanoparticles were synthesized via facile sol–gel method followed by nanofluid preparation. Sandstone samples were saturated with brine and nanofluids for 48 h. Electromagnetic properties of the saturated sandstones were measured experimentally using the vector network analyzer, and the scattering parameters of the samples were studied numerically by finite element method. BFO displayed higher permeability value of 1.52 and 1.30, as well as superior dielectric permittivity value 11.55 and 6.59 for real and imaginary parts, respectively. In addition, the sandstone saturated with BFO showed an impressive reflection loss (RL) value of −9.77 dB at high frequency. Conclusively, BiFeO3 nanofluids showed the best potential to enhance oil recovery which can be accredited to the superior electromagnetic properties of BFO.
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    Assessment activities in teaching first-year engineering mechanics
    (2021) Lorimer, Shelley; Davis, Jeffrey A.
    Assessment activities play a significant role in teaching first-year engineering mechanics courses to ensure that accreditation standards are met. Traditionally, for in-person lecture-based course delivery, assessments involved a mix of problem-solving assignments, lab reports, and examinations. In terms of exams, they were often delivered in a time restricted in-person invigilated setting to uphold academic integrity and ensure that assessments demonstrate course learning outcomes. With the accelerated move to online delivery of lecture material during the Covid pandemic many instructors were required to rapidly transform to an online or blended mode of assessment. This paper speaks to that rapid transformation of first-year assessments and how prior teaching experiences in engineering education were used to ease the difficulty of this transition.
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    Development of large scale STEM problem databases for student learning and assessment tools
    (2021) Lorimer, Shelley; Davis, Jeffrey A.
    Problem databases in STEM courses are used in tools for the development of student learning and final assessment. In addition, large problem databases are used to develop models for automatic assessment and feedback of students’ work. However, the availability of large, open source, problem databases for specific courses is limited, and in-house development of a wide variety of problems can take years. In this paper, the framework for a problem database in STEM courses was created using semantic analysis of sentence structure and composition. Problem statements were analyzed to determine the key grammatical constructs that are used in commonly posed problems. Based on this analysis, software was developed to create large problem databases which allow for simple extension to other courses. Using a first-year mechanics course this software was populated with a few generalized questions and sentence structures to create a large problem database.
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    Effect of velocity and diffusion functionality on nonlinear mass transfer mechanisms in solvent oil recovery
    (2019) Lorimer, Shelley; Artymko, Timothy
    Literature has indicated that, experimentally, solvent fronts in hybrid solvent recovery processes progress more rapidly than what can be predicted using current approximations and more rapidly than thermal processes alone. Research using finite differences to model the nonlinear advection, diffusion and dispersion (ADD) equation suggests that nonlinear mass transfer effects are important in predicting the rate of solvent advance. Nonlinearities can be ascribed to both diffusion and flow velocity functionality. Earlier work using linear concentration dependent diffusion and log-linear velocity behaviour confirmed the importance of nonlinear effects when compared to linear theory that uses constant diffusion, dispersion and velocity coefficients. The mathematical nature of the nonlinear ADD equation further suggests that the shape of concentration dependent diffusion and flow velocity will affect the shape of the solvent concentration profiles, and influence the rate of propagation of the solvent front. This research focuses on results obtained using finite differences to explore the effects of various diffusion and velocity functionalities that affect the solvent rate propagation using a nonlinear ADD equation. The results obtained from this analysis indicate that these functionalities determine the shape of the solvent concentration profile. The concentration dependent diffusion and velocity functions were chosen according to recent literature which proposes experimentally obtained functions to more accurately model solvent penetration in the media. Preliminary results from this study suggest that the velocity functionality has more influence on the process at both the lab and field scales for the parameters considered in this study. The shapes of the concentration profiles are affected by both diffusion functionality and velocity functionality.
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    Nonlinear behaviour of mass transfer mechanisms in solvent oil recovery
    (2019) Lorimer, Shelley; Smithaniuk, Caine
    Literature has indicated that, experimentally, solvent fronts in hybrid thermal solvent recovery processes progress more rapidly than what can be predicted using current approximations and more rapidly than thermal processes alone [1]. The equations that govern thermal multiphase flow through porous media are extremely complex and it is very difficult to decouple the contribution of the mass transfer mechanisms from the thermal effects. This paper explores the behavior of the mass transfer mechanisms in these processes through an examination of the nonlinear one-dimensional advection diffusion/dispersion (ADD) equation using finite difference methods. Earlier work [2] indicated that the linear ADD equation, using physically estimated parameters for diffusion and dispersion coefficients obtained from the literature, could not account for the solvent front progression rate predicted by Edmunds [3]. The results in this preliminary study indicate that the nonlinear effects are important in predicting the progression of a solvent front using the one dimensional ADD equation. The shapes and rate of propagation of the concentration profiles are influenced by both velocity and diffusion functionality. These results are more consistent with the solvent front propagation rate predicted by Edmunds [3]. These results also suggest that including nonlinear effects in traditional reservoir simulation software may be necessary in the modeling of solvent processes. Further work is needed to explore and understand the influence of the velocity and diffusion functionality necessary to mimic the behaviour observed in thermal solvent recovery processes and to further increase the understanding of their impact on solvent front propagation.
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    Teaching first-year engineering in an online learning environment
    (2021) Lorimer, Shelley; Davis, Jeffrey A.
    Teaching models in face-to-face classes have evolved over time with goals to maximize student learning through the use of learning models such as problem based, experiential, cooperative, active and discovery learning to name a few. Mastery of these teaching models requires an instructor to be knowledgeable and proficient with different media (e.g. whiteboard, projector, demonstration equipment, feedback tools, communication tools, learning management systems) while teaching and assessing students. When switching to different types of delivery methods (face-to-face, online, and hybrid) it is important to ensure that alternative teaching and learning methods and media are possible to accommodate and enhance learning. The recent Pandemic has caused a rapid transition to online teaching without time to adjust teaching and learning methodologies. This has caused changes in both the teaching environment and the learning community which are factors in both social and constructivism learning theories. In terms of the environment, students are now isolated physically and move around in a virtual environment; their experience and motivation varied by technology and societal factor. Similarly, changes in the learning community were found as students are no longer physically in groups but exist in virtual communities which affect student motivation and support. The research in this paper focuses on the effects of the shift to an online teaching modality. It first looks at the influencing factors in constructivism learning theory (such as the environment and community) and develops an inventory of concepts and techniques used to teach first year engineering both within a face-to-face and online learning environment. The paper then reflects on challenges found in recent online teaching experiences within an online environment in different first-year engineering courses, and finally discusses opportunities for improvements.
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    Using LEGO® Mindstorms and MATLAB in curriculum design of active learning activities for a first-year engineering computing course
    (2019) Tronchin, Olivia; Lorimer, Shelley
    The goal of this research project was to investigate the feasibility of implementing a programmable robot (LEGO Mindstorm) combined with a computer program (MATLAB) into MacEwan's Engineering Computer Programming (ENCP 100) curriculum as a hands-on active learning tool.