Aplicação de microemulsão na recuperação de petróleo de reservatórios carbonáticos

The large investment in exploration activities offshore Brazil has generated new findings, generally in carbonate reservoirs, with different wettability conditions usually considered in the sandstone, strongly water-wet. In general, the carbonates reservoirs tend to be oil-wet, it difficult to mobilize of oil these reservoirs. These oils can be mobilized by different methods, or it may reverse the wettability of the surface of the reservoir and facilitate the flow of oil, improving production rates. Thus, the objective of this work was to study the influence of inversion on the wettability of the rock in the production and recovery of petroleum from carbonate reservoirs, using microemulsions. Three systems were chosen with different classes of surfactants: a cationic (C16TAB), an anionic (SDS) and nonionic (Unitol L90). Studies of the influence of salinity on the formation of the microemulsion as well as the characterization of fluids using density and viscosity measurements were also performed. To verify the potential of microemulsion systems in changing the wettability state of the chalk oil-wet to water-wet, contact angle measurements were performed using chalk of neutral-wet as surface material. Overall, with respect to the ionic character of the surfactants tested, the cationic surfactant (C16TAB) had a greater potential for reversal in wettability able to transform the rock wettability neutral to strongly water-wet, when compared with the anionic surfactant (SDS) and nonionic (Unitol L90), which showed similar behavior, improving the wettability of the rock to water. The microemulsions of all surfactants studied were effective in oil recovery, resulting in 76.92% for the system with C16TAB, 67.42% for the SDS and 66.30% for Unitol L90 of residual oil

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.