The virtual simulation computer simulator is a software for personal computers and is a means of staff training designed to develop and improve the trainees ’professional skills and abilities that they need to manage a material object by repeatedly performing the actions that students learn to manage a real object.

 

Appointment of a computer simulator:
• Acquisition of practical skills for the safe management of technological facilities during start-up, operation and planned shutdown, as well as in emergency situations.
• Training and the acquisition of practical skills for the prevention, containment and liquidation of emergency situations.
• Development of the technological process and control system.
• Continuous and periodic monitoring and testing of the level of knowledge and skills of conducting the technological process and localization of emergency situations.
• Improving the quality of training of workers and engineering workers involved in the conduct of the process and equipment operation.
• Reducing the likelihood of emergencies arising from the manifestation of the human factor.
• Reconstruction of real emergency situations

Composition of a computer simulator:
• module for synthesizing 3D images and sound.
• module of distributed computing, mathematical model, instructor.
• control system module.
• a system for the formation of virtual and mixed reality.


The list of technological objects:
1. Bush pad - underground part. Horizontal and vertical wells, equipment for mechanized production (ESP, sucker rod pump, screw pump, gas lift), injection wells, gas wells, additional equipment (packers).
2. Well pad - (wells equipped with ESP, USHGN, USHVN, gas lift, injection, gas, gas treatment plants, comb block, drainage tanks).
3. Booster pump station.
4.UPSV.
5. Installation of oil preparation.
6. Compressor stations.
7. Pipelines.

The list of training tasks (scenarios):
• Familiarization with the design.
•Safety regulations.
• Procedure for starting up equipment.
• Procedure for shutting down equipment.
• Workaround and troubleshooting.
• Actions in the event of an emergency.

When the 3D image and sound synthesis module is launched, the upper level of the virtual field is displayed (Figure 1). At the upper level, students observe a 3D model of the entire field (top view). At the upper level, students can receive basic information about objects.

Control keys (when using standard input / output tools - keyboard and mouse):
• W / S - moving forward / backward (parallel to the direction of view).
• A / D - move left / right (perpendicular to the direction of view).
• R / F - move up / down (change in height).
• E - on / off gravity (the user determines if the pivot point is absent or not).
• Q - When you press and hold a key, briefly increase the center area of ​​the screen.
• Z - Change between first-person and orbital camera control modes.

Keyboard Mouse Keys:
• Left key - clicking on the object highlighted by the cursor.
• Right key - when you press and hold the right mouse button and move the cursor, the user gaze changes direction (head rotation).
• Central mouse button (pressing the scroll wheel) - when the right button is pressed, the same as pressing the W key (forward movement).


When using the HTC VIVE virtual reality shaping system, control is performed using appropriate input devices (Fig. 2.).

The rotation of the head is carried out directly by turning the head. Movement is carried out by pressing key 2 (Fig. 2.), followed by a new location (Fig. 3.), when you release key 2, it moves to the new specified point. Interaction with objects is carried out by pointing the "laser beam" coming from the right controller to the desired object and pressing key 1 (Fig. 2.).

When you hover over any element located at the top level of the field, you can get information about the name of the object. When you click on the selected object, a transition to the corresponding object (for example, to the ESP bush) takes place.

Further work is done by moving and interacting with objects (go to the valve and open it for example.)
When you hover over an element that suggests interaction, additional controls appear that simplify the interaction, for example, arrows when you hover over the steering wheel of a valve (Fig. 6.).

Figure 6. Options for controls to simplify interaction.

When executing the script specified by the instructor, the following typical actions must be performed:


1. When dialog boxes appear with the OK key, you must read and listen to the information provided, then press the OK key to continue the script.

2. When the MY ACTIONS key appears, you must click on it, and then answer the question of what action needs to be performed. The script will continue after the correct answer.

3. When a rotating arrow or a blinking object appears, you must go to the indicated arrow or a blinking object and press the arrow / selected object.

Training is carried out both on a separate module of the complex, and on an arbitrary combination of modules, when various modules are connected and integrated into a distributed simulation system.

At the upper level, students observe a 3D model of the entire field (top view + bottom view). At the upper level, students can receive basic information about the type of facility and its current technological parameters (for example, Bush No. 110. ESP has been equipped, the current daily flow rate is 100 m3 / day. Current status - Emergency - power outage) or 23 km pipeline - from BPS # 1 to BPS # 2, diameter 200, pressure at the beginning - 10MPa, at the end 5MPa. The current state is the launch of a diagnostic tool ....) or well No. 1345. Depth, flow rate, current state ... or oil reservoir, water flooding, pressure, temperature, hydrogen sulfide content, etc.

Upon transition to a specific object, the student enters stage 3. From this level, the student can go either to the upper level - the field, or to stage No. 2 and then to stage No. 1.
Starting to work with the program from the field map, the user goes (for example) to the cluster site, then he can go directly to the AGZU, then to study the wedge gate valve.
The structure of a virtual field can be easily adapted to solve certain problems. Based on the modules of the complex, it is possible to create various configurations of a simulated field by:
Changes in the number and characteristics of wells and well pads
Changes in the structure of trunk and infield pipelines
Changes in the quantitative characteristics of the RPM system
Changes in the quantitative characteristics of main pumping and gas compressor stations, etc.
Simulation of the joint work of the hydrocarbon production, transportation and processing units (the role of the units can be played by a computer according to the regulations, or trainees can).
Simulation of the collaboration of oil and gas and service companies.

Virtual field management is performed using the instructor module:

Various modules are connected and integrated into a distributed simulation system; Equipment and environment parameters are selected (including emergency situations);
Training scenarios or free mode are chosen;
One of the pre-created system states is selected (previously saved state of the system during)
Launch and collection of statistics on the actions of trainees (assessments, risks)

The virtual simulation computer simulator is a software for personal computers and is a means of staff training designed to develop and improve the trainees ’professional skills and abilities that they need to manage a material object by repeatedly performing the actions that students learn to manage a real object.

 

Appointment of a computer simulator:
• Acquisition of practical skills for the safe management of technological facilities during start-up, operation and planned shutdown, as well as in emergency situations.
• Training and the acquisition of practical skills for the prevention, containment and liquidation of emergency situations.
• Development of the technological process and control system.
• Continuous and periodic monitoring and testing of the level of knowledge and skills of conducting the technological process and localization of emergency situations.
• Improving the quality of training of workers and engineering workers involved in the conduct of the process and equipment operation.
• Reducing the likelihood of emergencies arising from the manifestation of the human factor.
• Reconstruction of real emergency situations