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BHA and Drill String Fundamentals: Technology Training for Beginners Sarah Wakefield and Katrina Pigusch, Smith International

Copyright 2010, Society of Petroleum Engineers This paper was prepared for presentation at the SPE Asia Pacific Oil & Gas Conference and Exhibition held in Brisbane, Queensland, Australia, 1820 October 2010. This paper was selected for presentation by an SPE program committee following review of information contained in an abstract submitted by the author(s). Contents of the paper have not been reviewed by the Society of Petroleum Engineers and are subject to correction by the author(s). The material does not necessarily reflect any position of the Society of Petroleum Engineers, its officers, or members. Electronic reproduction, distribution, or storage of any part of this paper without the written consent of the Society of Petroleum Engineers is prohibited. Permission to reproduce in print is restricted to an abstract of not more than 300 words; illustrations may not be copied. The abstract must contain conspicuous acknowledgment of SPE copyright.

Abstract In the industry, there is an abundance of highly technical engineer-based training available on drill string design, but a different approach is required for employees that simply need a basic understanding of drill string principles. Some trainees and shop-hands have a need for a basic understanding of bottom hole assembly (BHA) fundamentals and drill string design in order to build a foundation for future training courses as well as eventually make informed choices on the job. To meet this need during our training course, we chose five basic topics that covered BHA fundamentals and drill string design, and we covered each of the five topics using current adult learning fundamentals. The content we chose was: BHA components and assemblies, drill pipe anatomy and identification, connection science, failure mechanisms and basic drill string design. Exercises designed specifically for the content required students to label the critical pin and box area of a connection, create posters on failure mechanisms and calculate the maximum overpull for drill pipe, among other things. Our objective was to provide training that not only addressed the necessary technical information, but also presented the content in a way that was geared towards learning and retention. Pre and post test results, along with course evaluations, offered evidence this introductory level course provided the students with an effective foundation of knowledge. Most students left the course with a better understanding of BHA fundamentals and were able to describe specific ways that the course would help them do their jobs better. Information provided in the paper can benefit trainees or shop-hands seeking a basic understanding of drill-string principles. The information is also applicable to training departments industry-wide looking to develop introductory technical training. Introduction Most oilfield employees in the drilling, workover or service arenas should have a basic understanding of how a well is drilled, the components used to drill the well, and how the components should be assembled together for the greatest positive impact. The fundamental knowledge of these factors can influence the overall success level of many technical projects. Some new employees, trainees, operators, field-support personnel and shop-hands need basic knowledge of bottom hole assembly (BHA) fundamentals and drill string design to build a foundation for future training courses and eventually make informed choices on the job. A common myth about training content, according to Hannum (2009), is that all learners need the same content. Hannum points out that learners coming to training bring with them a range of knowledge. If the students have no foundational knowledge of the topic, they will be doomed to fail. There are many courses that address BHA and drill string design in a highly-technical, engineer-focused methodology. Based on Hannums (2009) principles, this means that presenting information to a different audience (in this case, non-engineers) would require different objectives and a different approach. As such, a new course was needed that provided a developmental starting point on drill string fundamentals for those looking to begin their career in the oilfield services segment. Information in the course needed to provide employees a basis for more complex systems involving drilling tools, component placement and improved drilling techniques available in subsequent courses. Additionally, any new course developed needed to accomplish its objectives in a manner consistent with sound instructional methods based on tested and proven learning research.

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The solution to this need was the design, development and implementation of the BHA and Drill String Fundamentals course. In this training course, five basic topics covering BHA fundamentals and drill string design were designated as core requirements to be explained using current adult learning fundamentals. The course was intended to provide the necessary technical information within an instructionally-sound, research-based educational method and structure. Statement of Theory Lecture, or direct instruction, is the most researched strategy of teaching and has been shown to improve student achievement (Kim & Axelrod, 2005). However, Sitler (1997) explained that, based upon existing research, there were actually two caveats to an effective lecture. The first is that students should be able to identify the major conceptual points of a lecture. The second is that students should be able to comprehend the material to a point that they can integrate new information with their existing knowledge. Additionally, according to Thoms (2001), adults can be motivated by information provided during a shorter lecture session. Breaking apart lecture with activity, in what Sitler (1997) described as a spaced lecture, allowed students in a classroom to process and comprehend information. It also allowed the instructor to follow up on student learning and it gave the instructor and the students a common vocabulary. Melaka Manipal Medical College in India used a concept similar to spaced lecture. Normal lectures at the school were in one-hour increments. The school decided to break this one-hour period into three 15-minute lecture segments, with an additional 15 minutes for self-directed structured learning. The medical school did this in response to a diminished concentration from their students after 20 minutes. Changing the lecture times into smaller segments provided a more active learning environment (Nayak, 2006). Breaking apart or spacing the lecture does seem to follow a psychologist named Murdocks reasoning. Murdock (1962) completed an experiment where he asked participants to memorize strings of words. From this research, Murdock found that when participants were given strings of information to remember, participants were likely to remember items based upon their relative location within the list. Murdock established what is known as a serial position, or primacy/ recency effect, which basically states that if participants are given a list of items to remember, they are likely to remember the items at the beginning (primacy) and at the end (recency). Recency has a bit stronger likelihood of being recalled than primacy, but items displaying both primacy and recency are more likely to be remembered than items in the middle. Murdocks serial position effect research has been applied in various other contexts (Basile & Hampton, 2010; Castel, 2008; Glautier, 2008; Johnson & Miles, 2009; Mantonakis, Rodero, Lesschaeve & Hastie; 2009 Oberauer, 2003), one of which, most importantly, is the classroom where positive effects were described (Sousa, 2006). The teaching method at Melaka Manipal Medical College combined with Murdocks serial position tells us that a lecture or information provided in large capacity or groups will be less effective than dividing the information into smaller portions. Initially, students at the medical college theoretically remembered two portions of information, some from the beginning and some from the end of the lecture. However, if that same one-hour lecture is divided into three 15-minute segments, there are three beginnings and three endings. These three mini lectures, if looked at in terms of Murdocks (1962) research, can be said to provide students a better opportunity to remember information. Since we have established that lecture should in fact be divided, let us now look at the means to accomplish this task. That is, other than lecture, what are additional methods of effectively reinforcing classroom material? Collaboration is a significant teaching method that appears to improve student performance. Mitnik, Nussbaum and Recabarren (2009) found that technological peer interaction helped students insight and reasoning in classroom activities. Bells (2010) review of project-based learning described that students working collaboratively to research and create projects was a critical component of student success. Staples (2007) mentions the reform efforts underway in 1989, 1991, and 2000 by the National Council of Teachers of Mathematics in the United States to support the creation of more collaborative environments where students have the opportunity to reason with their peers in order to increase student success in the subject. Ross and Frey (2009) note the importance of collaboration. They call it a Productive Work Group because it forces the students to use academic and social language as they consolidate their understanding (p. 77). A study by Lord and Orkwiszewski (2006) dealing with students in an introductory biology course is particularly interesting. Within the study, there was an experimental group of students whose labs were administered in an inquiry-based learning style. The students in the experimental group were given alternative assignments such as designing and implementing their own experiments, answering discussion questions in a group, and class presentations. The study also consisted of a control group which followed a more traditional path, such as reviewing a one-page explanation and then following strict explicit cookbook procedures. Results of the study showed that students in the experimental group consistently scored better on tests and were more prepared to think through the science problems than those students in the control group. Using several instructional methods

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makes for good instruction, according to Astleitner (2005). Lalley and Millers (2007) review of multiple learning research found that reading, lecture, audio-visual, demonstration, discussion groups, practice by doing and teaching others all can be effective classroom methods. During the presentation of the various methods of instruction, students should be asked to summarize, as well as to identify problems and explain how to solve the problems (Astleitner, 2005). In order to create an environment conducive to adult learning, educators can provide documentation, allow students to work in groups, and encourage exploratory learning, among other things (Thoms, 2001). Additionally, whenever possible, information learned should be applied to many practical situations (Astleitner, 2005). Based on this research, lecture appears to be most effective when divided into smaller sections and combined with a variety of other classroom teaching methods. This approach appears to facilitate student learning. Supporting the lecture, collaboration and presentations with a tangible object can reinforce the training, especially once on-the-job (Piskurich, 2006). Job aids can function as an effective take-away from training that can reinforce what has been taught and provide the learner with confidence. A job aid is described by Piskurich (2006) as:

An easy-to-carry summary of a procedure that the learner can use on the job to aid transfer of learning. It provides guidance on the performance of a specific task or skill. Job aids are used in situations in which it is not feasible or worthwhile to commit the procedure to memory before on-the-job activity (p. 398).

Job aids should be supported by the training material (Clark, 2002). The student will need to know what job function the job aid will support and in some cases how to use the job aid properly. Many oilfield job aids in use today are based on frequently-used charts that have too much data to memorize or on information that is used infrequently. These job aids can range from business card-sized quick reference guides, pipe and casing handbooks to dull grading guides. In summary, based on the literature, using a variety of teaching methods is an effective strategy of curriculum development. Using lecture effectively means breaking it apart into sections and allowing students a chance to digest, comprehend and work with the material. Additionally, using other classroom tactics and reinforcement measures such as job aids and collaborative learning can help students better retain the learning objectives. Application of Theory to Course Design In the situation addressed in this paper, adult learning principles were applied to the BHA and Drill String Fundamentals course design. During the course, lecture was broken apart by activities and several classroom teaching methods were utilized. Students were asked to participate in discussion groups, solve problems, read material, practice by doing, present information and teach others. A collaborative atmosphere was encouraged during the 3-day course. The course contained six chapters: Basic Knowledge, BHA Specifics, Drill Pipe Overview, Connection Science, Failure Mechanisms and Drill String Design. The purpose of each chapter, along with the particular teaching strategies for that content, is described below. Basic Knowledge The first chapter, Basic Knowledge, was designed to set the stage for discussion about drilling assemblies and their components and provide a foundation for terminology, knowledge and typical drilling conditions. The information provided in the chapter was intended to help the learner understand the basic drilling process and why various assemblies and components are necessary to the success of drilling a well. The chapter began with an introduction to components used in nearly all BHAs. Wellbore types and wellbore quality were then explained at a basic level. The information served as a basis for introducing deviation and components used to control deviation. After a lecture on this information, an exercise on deviation, quality and components was conducted. Students were asked to explain information delivered during the lecture by completing the following questions and tasks:

Why is drilling a straight hole with a quality wellbore important? What are keyseats are usually associated with? Draw a side view of a keyseat.

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Draw a wellbore that has passed through a laminate formation with offset ledges. Draw a wellbore that has passed through a faulted formation. Describe how each of the following components helps to alleviate wellbore quality issues: drill collars, stabilizers, roller

reamers, Heavy Weight drill pipe.

Students were given approximately 25 minutes to complete their work and then the entire class discussed the exercise. Three students were chosen to draw their side view of a keyseat on the board. This exercise not only served as a break in the lecture, but also provided students an avenue to summarize information and collaborate with their peers. The expectant result of this collaboration was for students to gain a better mental picture of the downhole environment of a wellbore as it faces quality issues and passes through various formations, as well as help students understand how the basic components of a drill string help control deviation. The next few sections covered information about BHAs, including the pendulum, packed hole and angle building assemblies. Additionally, the chapter included an introduction to a motorized drilling system. The chapter finished with an exercise where students were asked to identify various BHA configurations. Figure 1 depicts a specific example of questions asked about one of the BHAs covered. Students were also asked to answer questions describing where an identified BHA might be used, why one BHA differs from another and why weight on bit is important to a particular BHA. Students were asked to complete the exercise in groups with the total class reviewing all answers. The exercise served as a conduit for students to discuss and review information presented to them during a break in the lecture.

Figure 1

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To sum up, the instructional methods for this chapter included a combination of smaller lecture sessions and course exercises that provided students a chance to review and problem-solve, all while collaborating with their peers. BHA Specifics At this point in the class, students had already been introduced to the basic components in a BHA. The second chapter, BHA Specifics, went into more detail. BHA Specifics was included as an introduction to company-specific downhole tools. Emphasis was placed on value-added benefits, features and applications of assigned products to establish why each product existed, and why each product was beneficial to the customer. This information was designed to help students truly appreciate the value of the more common BHA tools. The bulk of the chapter consisted of a two-part assignment. First, students were divided into groups and asked to read the chapter. Then each group was tasked with the creation of one question for each tool covered in the chapter. Second, after students had read the chapter and created a list of questions, each group was assigned a specific tool from the chapter from which to create a presentation for the rest of the class. The presentations were to include the tool purpose, type and features. Students were asked to explain the rationale for the best applications and situations for the best use of each tool. Students were also encouraged to include a visual element in their presentations and each group member was required to speak at least once during the presentation. After each group presented, the audience asked the presenting group to answer the questions developed in the first part of the assignment. This questioning activity allowed the instructor to gauge overall class understanding, and was used as an opportunity to discuss any main points that were missed and to reinforce important aspects of the particular BHA component that was just presented. This exercise combined several of the features Lalley and Miller (2007) identified as effective classroom methods. Students were asked to read the chapter. Students participated in discussion groups as they created questions and put together a presentation. Finally, students had to teach others. After this exercise was completed, the remaining information in the chapter, bending strength ratio and neutral point, acted as transition material, applying to both the current chapter and the following chapter. Drill Pipe Overview Understanding the mechanical limitations of drill pipe as well as relevant failure analysis begins with recognizing the potential weak points within the drill string. Essential job pre-planning and post-job analyses require that these fundamental concepts be understood in simple terms. The third chapter, Drill Pipe Overview, was designed to accomplish this understanding. The material introduced relevant drill pipe aspects including manufacturing basics and mechanical characteristics can limit the applications in a drilling environment. The information introduced in this chapter was planned to equip the student with proper customer recommendation guides concerning size, grade and type of pipe. Also, a basic explanation of the manufacturing process was included to provide students more effective feedback methods in the event of a downhole failure, which is discussed in more detail in a future chapter. As this chapter covered various important topics, the information was framed with an exploratory learning activity referred to as a question trade. For the question trade activity, students were given a sheet of blank paper and asked to write at least three questions as they listened to the lectures in the chapter. At the end of the chapter, students traded their questions with a partner. The instructor went around the room and asked each student to read one of the questions and give a possible answer. The question trade allowed for short reviews of material, while also assisting the instructor in gauging student understanding of the information. The method also provided the students a relevant activity to focus on during the lecture portion of the chapter. Additional activities were included in the chapter to maintain the active learning environment. The chapter began with a lecture explaining the anatomy and manufacturing process of drill pipe. Students then completed an exercise, based on information from Astleitners (2005) research, where they were asked to summarize information and relate this information to practical real-world applications. In the exercise, students identified various steps in the drill pipe manufacturing process that provide strength to the tubular. The manufacturing process steps also serve as a basis for understanding drill pipe failures in chapter five. After the manufacturing exercise, drill pipe specifications were detailed. The weight variance between nominal, plain end and approximate weight was clarified as well as the grade and class. Drill pipe identification was also explained. The pin base markings, as well as slot and groove methods, were fully described. As mentioned previously, throughout these explanations, students were kept active by writing down questions for the question trade activity described above.

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The chapter ended with an exercise where the students were asked to identify the type of drill pipe using the slot and groove method while viewing tool joint components (Figure 2). This exercise provided a practical application of the material detailed in the lecture.

Figure 2

Overall, the Drill Pipe Overview chapter provided a balanced mixture of lecture and exercises. Students were also active during the lecture portion as they completed the Question Trade exercise. Connection Science The connection is the weak point in a BHA. Knowing the science behind connection design allows the student to make informed decisions when proposing or dispatching threaded tools to a job. Chapter four, Connection Science, explained how a rotary shouldered connection works to resist the variety of tensile and torsional forces applied in the drilling process. This information is key when inspecting, refurbishing, designing or running tools into a downhole environment. The Connection Science chapter began with a lecture explaining how threaded connections work and the science behind connections as related to torque and fatigue. The students then learned how to identify threaded connections and what connections

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are interchangeable with other connection types. The process and steps involved in measuring a connection finished the lecture portion of the chapter. Students then completed a hands-on activity with a tool joint identifier, which in an oilfield environment can be considered a job aid. The students were provided with a tool joint identifier and asked to measure a variety of thread diagrams in order to identify the thread type. This was an interactive activity where the students were encouraged to ask questions as the instructor walked around the classroom helping students work through the identification steps. By measuring the diagrams, students were able to practice by doing and the exercise content was more directly related to the workplace. Immediately following the tool joint identifier exercise was an additional exercise on thread identification (Figure 3). The thread identification exercise began with students identifying where the tool joint seals occur in various types of connections. The next item asked the students to identify the shoulder seat, bevel, critical pin area, and critical box area. The final part of the exercise asked students to identify the nominal OD of several connections based on provided charts. This exercise allowed students to collaborate and problem-solve with each other.

Figure 3

In sum, the Connection Science chapter included a variety of teaching methods. Students were given direct instruction and then students were given time to practice and apply this information. The course content was related to the workplace and students were given time to collaborate with each other.

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Failure Mechanisms Chapter five, Failure Mechanisms, was included to guide the students through informed decision making processes when proposing a drilling assembly or making tool placement decisions. This chapter provided a general awareness of how, when, and why a downhole failure can occur. Some failure mechanisms are controllable or measurable by utilizing proper drilling techniques and scheduling necessary non-destructive testing methods (inspection). The chapter was designed to provide the student a means to explore typical failure mechanisms while applying a cause and effect thought process to the failure analysis process. The chapter began with an exercise designed based on Thoms (2001) description of a classroom conducive to adult learning where educators can provide documentation, allow students to work in groups, and encourage exploratory learning. This was achieved by first asking students to read the documentation provided within the chapter contents. A broad range of topics were included in the material such as failure mechanisms, fatigue, tension, torsion, buckling, corrosion, burst/collapse, poor handling practices and the reduction of drill string failure. In groups, students were then assigned one of these concepts and asked to design a poster that described the concept in detail. In order to create an environment that encouraged exploratory learning, students were empowered to choose any aspect(s) that interested them in their assigned failure mechanism to depict and explain in their poster. Each group explained their posters to the class. Based on where the students took their poster presentations on the failure mechanisms, the instructor supplemented the information, making sure that important concepts were covered by asking follow-up questions or providing additional explanations and expertise. Similar to the activity in the BHA Specifics chapter, the poster activity in the Failure Mechanisms chapter asked students to read on their own, work in groups and teach others again, all effective classroom teaching methods according to Lalley and Miller (2007). After the poster exercise, a lecture was presented on poor handling practices, reducing drill string failure and inspection methods. The inspection methods explanation was framed by both the failure types each inspection identified and how the inspection was conducted for those failure types. A chart on drill pipe damage accompanied the inspection section as a resource to identify the type of damage and where it typically occurs, as well as probable causes of the damage. The final part of this chapter was an exercise on drill pipe damage. This exercise was designed based on Astleitners (2005) explanation that students should be asked to identify problems and explain how to solve the problems. In the exercise, students were given several photographs to review and were asked to identify the type of damage and the probable cause of the damage. There were also inspection process questions for them to answer. The Failure Mechanisms chapter included a mix of lecture and activity. The lecture portion was framed by two activities. In the poster exercise, students were given the chance to experience exploratory learning. They were also asked to identify problems and potential solutions via the exercise on drill pipe damage. In all, a variety of teaching methods were utilized in the chapter. Drill String Design The final chapter, Drill String Design, reinforced concepts introduced in previous chapters that allowed the student to apply dimensional, torsional and operational knowledge of the BHA and drill string in a quantitative manner. The chapter also introduced a simple material strength verification equation to the drill string design process. The equation required an understanding of the mechanical limitations of various BHA and drill string components used during the drilling process. This chapter was designed to allow each student to proceed at his or her own pace through the drill string design process. Information was given to students in easily-digestible chunks of data. First, students read a section of material, then immediately applied the information by doing a one-step practice exercise (Figure 4). This reading and practice, reading and practice continued throughout the chapter until the final comprehensive exercises pulled together all of the practice steps. Students were given various well parameters and asked to design a drill string, determine the weight of the BHA, the number of drill collars required, the length of drill pipe needed, etc.

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Figure 4

The primary methodology of this chapter focused on guided practice training, but other essential learning design factors were included. Students were instructed to read the chapter a section at a time. First, an exercise example of the equation or an explanation was provided, and then the student had to complete the example that illustrated the equation or explanation. While completing the example problems, students were encouraged to collaborate with their peers to solve the problems. At the end of the exercise, students were able to see the application of their work. By solving little pieces of the design in chunks, and then applying all of the pieces to the comprehensive drill string design exercise at the end of the chapter, students were able to directly apply knowledge learned to a practical application. The process of working through a workbook in this manner utilized Ross and Freys (2009) Productive Group Work. The instructor was also available to guide students if any of them had difficulties, which is also an important part of Ross and Freys (2009) explanation of guided instruction. The Drill String Design chapter utilized teaching methods such as collaboration, teaching others, reading and problem-solving. The material was presented in logical, easy-to-digest chunks that led to a specific workplace application. In sum, all six chapters of the BHA and Drill String Fundamentals course were a mix of lecture and activity. Whether it was by asking students to analyze, apply knowledge, collaborate, practice by doing or teach others, within the course, contemporary learning methodology was utilized. Course Measurements and Results The BHA and Drill String Fundamentals course was offered from October 2008 to February 2010. In total, there were 177 students who attended an offering of the course. Each course consisted of approximately 11 students. The course audience consisted of students from a variety of countries including the United States, the United Kingdom, Russia, Egypt, Brazil, Canada and China. Job titles of the students ranged from new employee trainees and support staff to service technicians and field engineers. Students were tested on course objectives before and after the class. While all the questions on the pre and post tests were not verbatim, each question on the posttest targeted the same objective as the questions listed on the pretest. Each test consisted of 25 multiple-choice questions. The following is a sample of some questions on the posttest exam. When inspecting a joint of drill pipe, which of the following inspection methods could be used?

a. Visual Inspection b. Magnetic Particle Inspection c. Electromagnetic Inspection d. Liquid Penetrant Inspection e. Ultrasonic Inspection

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As a rule, drilling torque required to drill a well should be regulated so that it is equal to or below which of the following values:

a. 80% of the torsional yield of the drill pipe connection b. 100% of the torsional yield of the drill pipe connection c. 80% of the published recommended make-up torque d. 100% of the published recommended make-up torque

The most common cause of drill pipe failure is:

a. Tensile Overload b. Fatigue c. Corrosion d. Poor Handling

Students almost doubled their scores from the pretest to the posttest (Figure 5). The mean pretest score for the students was 41.02 percent. The mean posttest score for the students was 80.85 percent. There were 176 degrees of freedom, and using a paired t test, the difference between the scores was statistically significant with p < 0.0001.

Figure 5

On post course evaluations, students expressed that the technical content of the course was helpful. Comments from the evaluations included:

All this information will help me in various ways on the job. I will be able to speak to customers better about their needs. I learned about how tools become damaged while drilling, where fatigue comes into play with tools and how and where

you would place specific tools in a BHA and why.

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Very beneficial course. Should be a requirement for all technical and non-technical Smith employees to understand what we are doing and our scope in the industry.

There was lots of useful information no matter what the position. I learned: being able to give better advice to the customer, working with engineers on drill string designs, working with

other field sales on problems. This course will help me in my forthcoming promotion. I gained an understanding of what goes on at a rig, understanding of which Smith tools work on a rig, and information

on how to help customers do better business. Additionally, some students made remarks that indicated they appreciated aspects of the course design. Comments on the post course evaluations included:

Helping others in the course helped me retain some info. The material was informative, interesting and very detailed. Very well-organized course. Material presented well and easily understandable. Very informative and fun

All 177 students indicated on their course evaluations that they would recommend the course to other employees. Conclusions Based on the course evaluations and the results of the pre and post tests, the BHA and Drill String Fundamentals instruction met both its content and design goals. The course provided an instructionally-sound educational foundation upon which other sequentially attended courses and further developmental activities could build upon. It provided a broad perspective of the industry system (i.e. the drill string) upon which all of the organizations products and service lines were designed. Each student could use the information included in this course to better understand the more complex concepts that are typically associated with new tools or drilling processes while providing genuine support to the customer. Armed with this information, students indicated through their posttest scores and on their course evaluations that they could more confidently provide downhole tools and equipment. During the course, students were provided documentation to read, encouraged to work in discussion groups, and allowed to teach each other. Lectures were broken apart and information relayed by practical methods. Students appreciated the curriculum that appealed to all types of learners, remarking on evaluations that the course was fun, informative and easily understandable. Of particular interest were the aspects of the course where students were asked to teach each other. We suspect that this tactic worked for many students including the student who wrote on the course evaluation, Helping others in the course helped me retain some info. Throughout the course, an active learning environment was created similar to what Astleitner (2005) discussed where students participated more, had deeper retention and were more likely to apply knowledge to the job. This concept was demonstrated when students mentioned in their post course evaluations that they would be able to serve customers better, work effectively with other engineers and understand the position of the organization within the industry. Documented learning and memory research seems to be supported based on the results of this case study. Although more testing is necessary, it does initially appear that Murdocks (1962) primacy-recency effect could have a positive application for classroom environments. If lecture is broken apart, students will have more starts and stops; that is, students will have more beginnings and more ends upon which to remember information. Breaking apart lecture was a key component of our course design, and we consider this learning aspect to be extremely important in influencing the high post test scores and the success of the course. Ultimately, employees were provided information that would help them make informed decisions on the job, and this information was provided in the classroom in an effective manner, giving students an opportunity for success. In summary, utilizing a variety of teaching methods, breaking apart lecture and encouraging a collaborative environment has delivered effective results in classroom situations.

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Acknowledgements The authors would like to thank management at Smith International for permission to publish this paper. References Astleitner, H. 2005. Principles of Effective InstructionGeneral Standards for Teachers and Instructional Designers. Journal of Instructional Psychology 32 (1): 38. Basile, B. and Hampton, R. 2010. Rhesus monkeys (Macaca mulatta) show robust primacy and recency in memory for lists from small, but not large, image sets. Behavioural Processes 83 (2): 183190. doi:10.1016/j.beproc.2009.12.013. Bell, S. 2010. Project-Based Learning for the 21st Century: Skills for the Future. Clearing House: A Journal of Educational Strategies, Issues and Ideas 83 (2): 3943. Castel, A. 2008. Metacognition and learning about primacy and recency effects in free recall: The utilization of intrinsic and extrinsic cues when making judgments of learning. Memory & Cognition 36 (2): 429437. Clark, R. 2002. The New ISD: Applying Cognitive Strategies to Instructional Design. Performance Improvement 41 (7): 815. Glautier, S. 2008. Recency and primacy in causal judgments: Effects of probe question and context switch on latent inhibition and extinction. Memory & Cognition 36 (6): 10871093. doi:10.3758/MC.36.6.1087. Hannum, W. 2009. Training Myths: False Beliefs that Limit the Efficiency and Effectiveness of Training Solutions, Part 1. Performance Improvement 48 (2): 2630. Johnson, A and Miles, C. 2009. Single-probe serial position recall: Evidence of modularity for olfactory, visual, and auditory short-term memory. Quarterly Journal of Experimental Psychology 62 (2): 267275. doi:10.1080/17470210802303750. Kim, T. and Axelrod, S. 2005. Direct Instruction: An Educators' Guide and a Plea for Action. Behavior Analyst Today 6 (2): 111120. Lalley, J. and Miller, R. 2007. The Learning Pyramid: Does It Point Teachers in the Right Direction? Education 128 (1): 6479. Lord, T. and Orkwiszewski, T. 2006. Moving from Didactic to Inquiry-Based Instruction in a Science Laboratory. American Biology Teacher 68 (6): 342345. Mantonakis, A., Rodero, P., Lesschaeve, I., and Hastie, R. 2009. Order in Choice: Effects of Serial Position on Preferences. Psychological Science 20 (11): 13091312. doi:10.1111/j.1467-9280.2009.02453.x. Mitnik, R., Nussbaum, M., and Recabarren, M. 2009. Developing Cognition with Collaborative Robotic Activities. Journal of Educational Technology & Society 12 (4): 317330. Murdock, B.B. 1962. The Serial Position Effect of Free Recall. Journal of Experimental Psychology 64 (5): 482488. (Retrieved from http://step.psy.cmu.edu/articles/Murdock.pdf). Nayak, S. 2006. The Broken Lecture: An Innovative Method of Teaching. Advances in Physiology Education 30: 135140. Oberauer, K. 2003. Understanding serial position curves in short-term recognition and recall. Journal of Memory & Language 49 (4): 469. doi:10.1016/S0749-596X(03)00080-9. Piskurich, G. 2006. Rapid Instructional Design. San Francisco, California: John Wiley & Sons. Ross, D. and Frey, N. 2009. Real-Time Teaching: Learners Need Purposeful and Systematic Instruction. Journal of Adolescent & Adult Literacy 53 (1): 7578. Sousa, D. 2006. How the Brain Learns. Thousand Oaks, California: Corwin Press.

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Sitler, H. 1997. The Spaced Lecture. College Teaching 45 (3): 108110. Staples, M. 2007. Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom. Cognition & Instruction 25 (2/3): 161217. doi:10.1080/07370000701301125. Thoms, K.J. 2001. They're Not Just Big Kids: Motivating Adult Learners. ERIC database, http://www.eric.ed.gov/ (accessed 1 January 2001).

SPE 131922BHA and Drill String Fundamentals: Technology Training for BeginnersSarah Wakefield, Katrina Pigusch, Smith InternationalAbstract