Day 5 – The final day!

My placement has finally reached its last day and I will be sad to leave, but I do look forward to being back in the classroom tomorrow and interacting with the wonderful girls I have the pleasure of teaching.

We were back at BP Sunbury today meeting numerous geologists, geochemists and chemical engineers all giving us vivid insight into their roles and the science they employ daily in the process of exploration and drilling for oil/gas and the technicalities of getting this to the surface safely – what BP call their upstream operations.

It is the role of these scientists to “keep the oil flowing”. Problems they might encounter include precipitation of minerals that prevent the flow of oil. This is due to the types of rock the oil is found in. Precipitates can be barium sulfate or calcium carbonate (the same as the limescale that builds up in appliances in the home). However, the formation of waxy deposits from the oil itself are also a problem that requires immediate attention in this industry. The geochemists role in creating models to work out the environment that the oil/gas formed in is paramount in understanding the composition of an oil field and hence its suitability for exploration prior to full scale extraction. Considering an exploration rig can cost upto $1 000 000 per day, it is imperative that the potential for a particular oil field is fully understood. BP employs a number of risk assessors that will be looking at this and they will advise on the potential for exploration and further development in addition to the work of the numerous scientists and engineers.

Meeting a couple of chemical engineers was fascinating as was the tour the gave us of the simulation rigs and training facilities used for employees prior to their deployment on land or sea. Any scenario can be replicated in these simulators and this system is regularly used to test an operators ability to deal with incidents and potential problems that may occur before being allowed loose on the actual rigs.

A session in HIVE followed (Highly Immersive Visualisation Environment) that allows seismic data from exploration to be developed into an immersive 3D representation of a potential oil/gas field. Technology and its development in the field of oil exploration plays an important role in R & D within BP. This type of imaging allows drilling rigs to avoid potentially explosive pockets of near surface gas. We have seen so many examples of science taught in schools being applied to the industry through the last five days. We finished by hearing how standard A-level Chemistry concepts such as Le Chatelier’s Principle and basic thermodynamics are used in new technology to extract oil from the rock it is found in. Considering that a company such as BP, with all its finances, technology and research can still only manage to successfully extract about 30-40% of the total amount of oil present in any given oil field shows how much more research and development is needed to release the oil from the rock it is found in.

I have tried to keep this blog impersonal and not name any of the employees that have kindly given up their time to accommodate us over the last five days. This is partly due to the cutting edge science they are involved in and the level of security required at such global companies. However, I cannot finish this blog without expressing my sincere gratitude and thanks to our host Samantha Bulkeley. She has worked tirelessly to ensure our days are full at all of the sites we have been fortunate to visit and I am hugely grateful for all her efforts to make our visits worthwhile.

If you haven’t already done so, do check out all the educational tools available to teachers, both primary and secondary, through the BP Educational Service at http://bpes.bp.com/

Doc R (aka Dr Adrian Rowley, Head of Science, Bromley High School)

Day 4 – It’s starting to get technical…but don’t be afraid to fail!

The penultimate day at BP was spent at their formulated products and technology centre in Pangbourne, Berkshire. This is where all the science happens and I was looking forward to this visit more than any of the other sites…I was not disappointed. The site is host to 600+ people with about 200 involved in R & D related to new fuels and engine technology.

Once again, BP demonstrated the importance of “skills for life” in  seeking out potential employees. However, you cannot hide from the technical and scientific skills required in order to be a world leader in cutting edge science and technology. As I said in my last post “Skills should be used alongside knowledge and one should not be at the expense of the other, as I am sure all teachers are pushing on a daily basis with their own classes”

The first person we met today came out of school having failed all four of his A-levels, attaining the almost unique set of grades of 2 Ns and 2 Us! Having spent some time working for Castrol (now a part of BP) part-time whilst doing A-levels, an opportunity arose within the firm some months later and employment followed with a company sponsored program that led to NVQs followed by an HND and ultimately a BSc in Chemistry. The same person is now applying to become a Fellow of The Royal Society of Chemistry. Initial failure does not mean doors are permanently closed. Initiative and determination are important skills for life that can dictate the path you chose to follow.

BP backs STEM teaching in schools and we heard about the numerous programs in place that allow employees to visit local school to deliver high quality science and engineering through the BPES program (BP Educational Service). Engineering, Science and Mathematics are delivered to Years 7, 8 and 9 pupils. Also, careers and “employability” advice forms a part of this program focussing on what your social media profile says about you…are the pictures and posts that you put on line the sort of thing you want your potential employer to see? They will always look you up! Can you use social media to manage and promote your own brand? Of course you can and this is another essential skill that all pupils need to understand. This is another aspect of PSHE and careers teaching in schools that needs some development.

Following these discussions, we had the opportunity to speak to three employees about the outreach work BP promote and actively engage in with local primary and secondary schools. All of the people we spoke to joined BP through their graduate program due to the technical nature of the work they are involved in. It was apparent that the possibility of an internship or a year in industry as part of a degree program was a major advantage and increased “employability” upon graduation.

It then got very technical as we discussed the R & D involved in the development of new fuels to burn more efficiently and the additives required to help keep engines clean for longer periods of time. Close relationships with the marketing and legal divisons of BP are essential to promote these new fuels and ensure the claims made can be justified by reference to good quality science data gathered in the BP laboratories – “How Science Works” in action!

Tomorrow we will be back at Sunbury. One of the sessions is titles “Chemistry” – it looks like it will be another good day…

 

Day 3 “It’s all about the skills”

Nearly half way through this fascinating insight into careers thanks to BP’s hospitality. This morning, the focus was upon developing teaching resources in collaboration with a software company called EdComs, based at Oval in Kennington. Two main projects we saw today were Edcoms Teachers which is being developed in partnership with BP to provide resources for schools, such as primary schools, that may not have adequate provision for teaching science.

The Edcoms Teachers website

Teachers play a vital role in the development of this project, for example, through trialling software.We were fortunate to be able to speak and advise two employees who are paramount in rolling out this nationally. What was encouraging about this project was the inclusion of practical kits for schools alongside the more common resources we see advertised on a daily basis, such as worksheets and videos. Teachers can sign up to this project using the link above.

The other project we heard about is currently in development and is three years into a five year program in collaboration with King’s College, London. The Science Capital project is aimed at raising the profile of STEM subjects in school. What is different about this project is that it is more pupil centred and relies on young people generating a “holdall” of all their experiences they acquire in all aspects of life, not just in school, to help generate interest and uptake in STEM subjects through the 11-14 years. Do have a look at this using the link below.

Science Capital by King’s and BP

The second part of our day was spent at BP HQ in St James Square, London. What became apparent from speaking to BP employees, which has been backed up by employees at both Canary Wharf and Sunbury, is the skills aspect of their background giving the the tools to carry out their duties in the workplace, irrespective of their level of entry into BP or the qualifications they may hold.

Discussions with a member of the sustainability team echoed this. Having graduated in Biochemistry and gaining a Masters in Environmental Science, his concern is now long term planning and looking after main stream investors, financial returns and social governance. The need to use analytical and interpretive skills as well as being able to evaluate data effectively are an essential part of his daily duties in his current position. A science degree and, according to this employee, a Masters degree, are essential in developing these transferable skills that are needed in the modern day workplace. An interesting point picked up from this discussion was that evaluation is not individual activity but should be a group centred activity – something for the teaching community to look at if they are not already doing so.

This was also echoed in our meeting with a former teacher from Kentucky, now working for BP in London. Having studied English in the USA followed by a Masters in Education, she came to BP working in communications. To quote “I could not have done this without my experience as a teacher” – again, transferable skills coming to the fore. Are we doing enough of preaching this through careers at schools? An area for development and discussion when I return to school for sure.

We finished a busy day speaking to a chemical engineer now working in finance and an employee working in government and political affairs at BP having studied Politics and French as an undergraduate – no surprise that they also talked about how they are applying their skills from their time in education to their current day roles. For example, analysing risk in countries prior to exploration by the “Upstream” arm of BP, can a government make policy decision that will allow development and exploration in that country? Interpretation of political events and evaluating them for risk being a major part of this employees work.

Not only are transferable skills obtained through a person’s education and work experience important, but people skills and communication have been mentioned also. This is something I intend to look at later if I get the opportunity in this busy schedule BP have organised.

To summarise, before a two day break – back on Monday and Tuesday to finish this placement:

• Transferable skills are important in many, if not all, aspects of the workplace. To this effect, employees spoke of the advantage of having a Masters degree to hone these skills
• However, this is a difficult skill to master if background knowledge is not sound, and academic ability should not be overlooked.
• Skills should be used alongside knowledge and one should not be at the expense of the other, as I am sure all teachers are pushing on a daily basis with their own classes.

Enjoy the weekend, and I will continue on Monday following a visit to BP in Pangbourne.

Second day of BP work placement: Sunbury (STEM Insight program)

As I drove into the BP plant at Sunbury upon Thames, I had the feeling of driving into a small town in itself. Today was all about the training provision offered by BP at their “Upstream Leaning Centre”. In this context, upstream is related to the exploration and drilling for oil and gas prior to its refining and transportation around the world. I was looking forward to seeing science in action today.

The resident geologist did not disappoint us and gave a fascinating insight into long term exploration and planning. Sourcing new fields or developing existing fields for further oil and gas development was preceded by an overview of the science involved in establishing the potential of oil and gas exploration. To precis his account would not do it justice, but here we go anyway:

A possible oil/gas field has three main characteristics, 1: A source of organic rich rock, 2: a good reservoir of rock, usually sandstone, and 3: a non-permeable seal. Sedimentary rocks, such as sandstone, need to have a TOC (total organic content) of up to 10% to be viable sources of oil and gas for exploration. This is analysed by chemists using a technique known as pyrolysis in labs on the surface (as the say at BP). Sonar analysis of using P waves (not so much S waves) gives an indication of the size of the oil/gas field.

The geologist we spoke to today joined BP through its graduate scheme having obtained a degree in physics. However, despite now working in a different field, the physics learnt as an undergraduate was still being put to good use e.g., waves and optics in oil exploration. How many times have the scientists at Bromley High School mentioned the need for being able to apply oneself in any branch of science using any scientific principle or concept. It is not about separate sciences such as chemistry, biology and physics – we are all part of the same bigger picture. Today it was seen in practice in the workplace.

A working lunch was spent discussing the science and engineering behind bringing the oil to the surface and a fascinating mathematical and physical model took me back to my own days in the lecture theatres of Newcastle University as an undergraduate. Another physics graduate explained complex analysis of flow rates of oil through rock involved factors such as permeability of the rock, viscosity of the oil, differential pressures between the drill head and the oil in the rock, the distance between the oil and the drill head to name but a few. The picture attached shows how mathematics and physics is being used today by one of the many engineers within this company.

Presentation skills not the top priority as you may find out yourself as an undergraduate! Google Darcy’s Law if you want to know more about this…

Other career paths within BP we heard about today were not so specific to BP but essential in such a global company. Finance, HR (human resources), data protection and its security run alongside the more specialised positions such as shipping engineers and pipeline engineers. Global operations risk operators are entrusted with keeping the oil flowing and maintaining the infrastructure of the pipe network that may span many countries. This led into a interesting discussion relating to the international contracts that have to be drawn up for such projects. Who would have thought that an oil and gas pipeline was held up by the Greek authorities until they had assurance from BP that any olive trees removed for the laying of this pipeline were replanted again within the country – the environmental consequences of BPs work are always under government scrutiny across the globe.

To finish, some other science facts from today:

• A single oil refinery can produce enough petrol in 10 minutes to power a car one million miles (that is 40 times around the world)
• A LNG tanker (liquefied natural gas) can hold enough gas to supply the whole of the UK for one month
• The “mud” used to cool the drill bits as they drill through rock is engineered to have a specific density to prevent oil back-flowing into the drill hole when it is encountered
• Low salinity water produced by reverse osmosis acts like an ion exchange resin to help free the oil from the ionic interactions that hold it within the sedimentary rocks

We encountered some great examples of science in the workplace today and it is always fascinating to see science used in these contexts. Remember, we are not biologists, chemists, physicists or geologists – we are all scientists, using the same science but maybe in a different context to one another!

Tomorrow, we are at BP HQ in St James’ Square, London – watch this space…

 

First day of BP work placement: Canary Wharf (STEM Insight program)

My first impression of the BP offices at Canary Wharf – BIG and very open plan, no stingy offices anywhere in sight, but lots of places to get a decent coffee!

BP is split into a number of departments that all work with one another to either buy, sell, trade, transport etc… gas and oil to meet the supply demand market. It was interesting to be able to listen to a number of employees and hear about the routes they have followed into this multi million pound organisation.

BP employs people straight out of school and following A-levels, although there are only a small handful of apprenticeships at present. However, having heard from an ICT apprentice today, the level of support and training received in the post is comparable to any degree program at a reputable university. In fact, they will often allow and support degree qualifications to be obtained through their own programs.

Today we met traders whose responsibility is not only to buy gas and oil, but to buy and sell currency to allow these transactions to take place. The trader who spoke to us today was a physics graduate. We have always known the attractiveness of good science graduates into the financial industry. Not only is supply and demand important, but to hear the trader talk about fear and greed driving markets was fascinating. We also heard about demurrage (organising payments to ship owners and port authorities) and the headaches this causes when timings for filling and discharge of cargo do not run to plan. The lady that runs this department joined BP as a 16 year old and has worked her way up through the company. She was initially employed as a secretary/PA. It is good to hear of opportunities in big companies for employees to stretch and challenge themselves in the work place.

What was apparent today, from speaking to employees from trading, demurrage, LNG (liquid natural gas), analytics and origination was that they all had come from very diverse backgrounds and held an eclectic mix of qualifications and experience. The lady who helps ship LNG around the world was a languages graduate, we met the only meteorologist in Europe whose responsibility was to use weather and tidal patterns to help predict the rise and fall of the oil and gas markets. A degree in Geography and a Masters to follow was her route into this company.

However, what was also apparent was the need for good communication skills and the ability to work both individually and as a team whenever required. Business writing skills and telephone communications are areas that appear to have been identified as lacking in some employees and schools really need to think about how they prepare pupils for the workplace. Is there room in the curriculum for “careers” where this may be addressed?

Many of the people I met at BP today have worked in several different departments since joining the company. However, the skills and qualifications required for such posts cannot be summarised in a single line of an advertisement. BP is willing to offer positions to people from a diverse range of backgrounds providing they show the qualities required to be able to work with people or from their own initiatve, often both. Life skills appear to be an important factor in the employability equation. Are the schools addressing this? Let us hope they are.

Finally I would like to thank the staff at BP Canary Wharf for their hospitality today and their willingness to enagage with the teachers present. Every person that met with us today was open and frank about how to market oneself and increase their chances of employment in this, and any other, industry.

Tomorrow, we visit Sunbury-upon-Thames. Really looking forward to this.

Itinerary for tomorrow

So, this is what BP have in store for me tomorrow. Looks like it will be a busy day…

Wednesday 26th Oct		Visit to Canary Wharf
	10.15-11.00	Shipping
	11.00-11.30	Demurrage
	11.30-12.00	LNG
	12.00-12.30	Analytics
	12.30-13.00	Trading
	13.00-13.30	IT and apprenticeships
	13.30-14.00	Origination
	14.00-14.30	Meteorology
	14.30-15.00	Commodity and Risk
	15.00-15.30	Trading Floor walk

BP Work Placement via the STEM Insight program.

I will be blogging here daily on my experience at BP over the next few days. We start tomorrow at their offices in Canary Wharf to look at meteorology and their trading floors.

I’ll keep you posted on how it goes…