Systematic diagenetic changes in the grain-scale morphology and permeability of a quartz-cemented quartz arenite
The material properties of sedimentary rocks are controlled by a range of parameters, including grain size, sorting, and modification of the original sediment through the diagenetic processes of compaction and cementation. To isolate the effects of diagenesis and explore how they modify permeability, we quantified changes in grain and pore morphology accompanying progressive diagenesis of a simple system: a well-sorted, variably quartz-cemented quartz arenite of relatively uniform grain size. The most common type of authigenic cement in sandstones, quartz overgrowths, is responsible for significant porosity and permeability reduction. The distribution of overgrowths is controlled by available pore space and the crystallographic orientations of individual quartz grains. We show that progressive quartz cementation modifies the grain framework in consistent, predictable ways. Detailed microstructural characterization and multiple regression analyses demonstrate that both the number and length of grain contacts increase as the number of pores increases and the number of large well-connected pores decreases with progressive diagenesis. The aforementioned changes progressively alter pore shape and reduce pore-size variability and bulk permeability. These systematic variations in the pore network correlate with changes in permeability, such that we can use our data to calibrate the Kozeny-Carmen relation, demonstrating that it is possible to refine predictions of permeability based on knowledge of the sedimentary system.
Effect of pore geometry on Gassmann fluid substitution
Although there is no assumption of pore geometry in derivation of Gassmann's equation, the pore geometry is in close relation with hygroscopic water content and pore fluid communication between the micropores and the macropores. The hygroscopic water content in common reservoir rocks is small, and its effect on elastic properties is ignored in the Gassmann theory. However, the volume of hygroscopic water can be significant in shaly rocks or rocks made of fine particles; therefore, its effect on the elastic properties may be important. If the pore fluids in microspores cannot reach pressure equilibrium with the macropore system, assumption of the Gassmann theory is violated. Therefore, due to pore structure complexity, there may be a significant part of the pore fluids that do not satisfy the assumption of the Gassmann theory. We recommend that this part of pore fluids be accounted for within the solid rock frame and effective porosity be used in Gassmann's equation for fluid substitution. Integrated study of ultrasonic laboratory measurement data, petrographic data, mercury injection capillary pressure data, and nuclear magnetic resonance T2 data confirms rationality of using effective porosity for Gassmann fluid substitution. The effective porosity for Gassmann's equation should be frequency dependent. Knowing the pore geometry, if an empirical correlation between frequency and the threshold pore‐throat radius or nuclear magnetic resonance T2 could be set up, Gassmann's equation can be applicable to data measured at different frequencies. Without information of the pore geometry, the irreducible water saturation can be used to estimate the effective porosity.
Effects of Racial Diversity on Complex Thinking in College Students
Are experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial-and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.