Description
Objectives
To acquire knowledge about the existing types of subsea equipment. To be able to produce a preliminary design of a subsea production system. To be familiar with the main limit states and codes for the design of subsea pipeline systems. To design pipeline systems and to be able to calculate the strength of subsea pipelines. To introduce the problem of risk assessment and maintenance planning of subsea systems.
Syllabus
Subsea production systems. Field development activities. Subsea field development and architecture. Subsea equipment and structures. Wet Christmas Tree. Manifolds, Jumpers, Wellheads, Umbilical systems, ROV, Pipelines. Oil and gas collection and transfer system. Multiphase pumping systems. Subsea separation systems. Installation subsea equipment. Design methodology for a subsea system. Structural design of subsea pipelines. Pipeline design codes. Wall thickness and material grade selection. Pipeline bursting due to internal pressure. Buckling and collapse of pipelines. Combined effect of internal and external loading pressure, longitudinal bending and axial loads. Collapse of damaged pipelines. Initial pressure and propagation pressure. Limit-state based strength design. Numerical analysis of the structural behavior and strength of subsea pipelines. Risk and reliability considerations in oil and gas subsea systems.
Cross Competence Component
The UC allows the development of transversal competences on: - Critical and innovative thinking and problem-solving approaches, in the development of case studies and course assignments. - Interpersonal and Intrapersonal Skills (oral and written communication, organizational and teamwork, self-discipline, time management, perseverance, self-motivation skills) acquired by the development of the assignments in group and its presentation and discussion. - Information and media literacy developed through information search and by using computer tools in the development of the assignments, preparation of the reports and presentations. The assessment percentage associated with these competences is around 20%.
Ethical Principles
All members of a group are responsible for all group's work. In any assessment every student should honestly disclose any help received or sources used. In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.