Shale fabric and organic nanoporosity in lower Palaeozoic shales, Bornholm, Denmark

In organic-rich shales, pores form during oil and gas genesis within organic matter (OM) domains. The porosity thus differs markedly from that of conventional reservoir lithologies. Here we present the first description of shale fabric and pore types in the lower Palaeozoic shales on Bornholm, Denmark. The pores have been studied using the focused ion beam scanning electron microscope (FIB-SEM) technique, which allows for high resolution SEM images of ion polished surfaces. Shale porosity is influenced by many factors including depositional fabric, mineralogical composition, diagenesis and oil and gas generation (Schieber 2013). Here we discuss some of these factors based on a study of lower Palaeozoic shale samples from the Billegrav-2 borehole on Bornholm (Fig. 1) undertaken by Henningsen & Jensen (2017). The shales are dry gas-mature (2.3% graptolite reflectance; Petersen et al. 2013) and have been extensively used as analogies for the deeply buried Palaeozoic shales elsewhere in Denmark (Schovsbo et al. 2011; Gautier et al. 2014). The Danish lower Palaeozoic shale gas play was tested by the Vendsyssel-1 well drilled in northern Jylland in 2015. Gas was discovered within a c. 70 m thick gas-mature, organic rich succession (Ferrand et al. 2016). However, the licence was subsequently relinquished, due to a too low gas content. The present study confirms a close similarity of pore development between the shales on Bornholm and in the Vendsys sel-1 indicating a high porosity within this stratigraphic level throughout the subsurface of Denmark. However, the rather different development of porosity in the different shale units presents a hitherto neglected aspect of the Palaeozoic gas play in Denmark

Investigation of Fracture of Spheroplastics under Static and Dynamic Loading Conditions

An experimental study of static and dynamic fracture properties of a spheroplastics (SPH) that has a matrix of polyester resin containing a filler of glass microspheres was conducted. Crack propagation was investigated under loading conditions generated by pulse magnetic field. Microstructure features of dynamic fracture were analyzed.Проведено экспериментальное исследование статического и динамического разрушения композиционного материала (сферопластика), состоящего из матрицы (полиэстер) с наполнителем в виде стеклосфер. Распространение трещины исследовано при нагружении импульсным магнитным полем. Проанализированы микроструктурные особенности динамического разрушения.Проведено експериментальне дослідження статичного і динамічного руйнування композиційного матеріалу (сферопластик), що складається з матриці (поліестер) з наповнювачем у вигляді скляних сфер. Поширення тріщини досліджувалося при навантаженні імпульсним магнітним полем. Проаналізовано мікроструктурні особливості динамічного руйнування

Constructionist Prototype Programming in a First Semester HCI Course for Engineering Students

How can we merge interactive design processes and the development of interactive prototypes for first-semester students without prior programming experience? The authors provide a selection of relevant contructionism-inspired programming tools and provide indications on how one of them can enrich a user-centred design project for first-semester software and IT engineering students. They do this by describing the experiences from two runs of a HCI course and the concurrent semester projects. The students developed interactive touch-based learning apps for children in the fourth to sixth grade using App Inventor. Most of the project groups managed to do three iterations of specifying requirements, doing conceptual design, physical and interactive prototyping, and user evaluation. The groups implemented quite complex programs with multiple-screen switching, multiple interfaces, media such as pictures, animations and sound, database connection, Web-server connection, and integrated sensors, such as camera, accelerometer, etc. The students did a lot more project iterations and spent more time on the creative designs in real-life situations than the authors expected. This also allowed for the students' professional reflections on their prototypes, usability, interaction, and the design processes. All in all, this gave them a more profound real-life experience in the user-centred design process. The authors compare the two runs and suggest how to introduce contructionist prototype programming in a HCI course curriculum and conclude that contructionist programming tools can be a valuable addition to the teaching of HCI, and they suggest that further research should be conducted to explore how to best integrate these tools in order to optimize the students' learning capabilities. </jats:p