PETROENG 2005 - Sedimentology and Stratigraphy for Petroleum Engineers

North Terrace Campus - Semester 1 - 2020

The course covers applications of sedimentology and stratigraphy to petroleum exploration and development. It includes an introduction to sedimentary rocks, reservoir quality, details of depositional environments (processes, structures and deposits), sequence stratigraphic methods of correlation, seismic stratigraphy and basic 3D reservoir modelling techniques. The class will undertake two Saturday field trips in lieu of two weeks of lectures and practical classes. This course is an essential introduction to sedimentology and stratigraphy for those wishing to become petroleum engineers.

  • General Course Information
    Course Details
    Course Code PETROENG 2005
    Course Sedimentology and Stratigraphy for Petroleum Engineers
    Coordinating Unit Australian School of Petroleum
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 5 hours per week and 2 Saturday field trips
    Available for Study Abroad and Exchange Y
    Assumed Knowledge PETROENG 1005
    Course Description The course covers applications of sedimentology and stratigraphy to petroleum exploration and development. It includes an introduction to sedimentary rocks, reservoir quality, details of depositional environments (processes, structures and deposits), sequence stratigraphic methods of correlation, seismic stratigraphy and basic 3D reservoir modelling techniques. The class will undertake two Saturday field trips in lieu of two weeks of lectures and practical classes. This course is an essential introduction to sedimentology and stratigraphy for those wishing to become petroleum engineers.
    Course Staff

    Course Coordinator: Dr Ulrike Schacht

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

     
    1 Explain the key aspects of sedimentology that are fundamental to understanding petroleum systems on a range of scales, from grains to depositional environments.
    2 Apply this understanding to the description of sedimentary rocks in order to deduce depositional processes and environments.
    3 Apply this understanding to the analysis of subsurface data through practical exercises and fieldwork.
    4 Evaluate the importance of sedimentology and stratigraphy for 3D reservoir modelling and the exploration and development of hydrocarbon resources.
    5 Evaluate content from densely written academic articles and put together a well structured written report

     
    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.3   1.4   1.5   2.1   2.2   2.3   3.1   3.2   3.3   3.4   3.5   3.6   

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1-5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2-5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 3, 5
  • Learning Resources
    Required Resources

    Pencils, coloured pencils and an eraser to be brought to all lectures and practical classes. PDFs of lecture material and additional reading.

    Recommended Resources

    Recommended primary reference book:
    Nichols, G. (2009). Sedimentology and Stratigraphy (2nd Edition). Wiley-Blackwell, John Wiley and Sons Ltd., Chichester, UK. 419p.

    Other useful references:
    Ajdukiewicz, J.M. and Lander, R. (2010). Sandstone Reservoir Quality Prediction: The State of Art. AAPG Bulletin, 94(8), 1083-1091.

    Boggs, S., Jr. (2006). Principles of Sedimentology and Stratigraphy (4th Edition). Pearson Prentice Hall, Upper Saddle River, New Jersey. 662p.

    Emery, D. and Myers, K.J. (Eds.), (1996). Sequence Stratigraphy. Blackwell, Oxford.

    Hamlin, H.S., Dutton, S.P., Seggie, R.J. and Tyler, N. (1996). Depositional Controls on Reservoir Properties in a Braid-Delta Sandstone, Tirrawarra Oil Field South Australia. AAPG BUlletin, 80(2), 139-156.

    Miall, A.D. (2000). Principles of Sedimentary Basin Analysis, Springer, New York (3rd edition).

    Posamentier, H.W. and Allen, G.P. (1999). Siliciclastic Sequence Stratigraphy - Concepts and Applications. SEPM Concepts in Sedimentology and Paleontology, 7, 216 p.

    Walker, R. G. and James, N. P. (Eds.), (1992). Facies Models: response to sea-level change. Geological Association of Canada, Geotext 1, 409 p.

    Both the Nichols (2009) and Boggs (2006) text books are excellent, and easy to read. The main reason the Nichols (2009) book is recommended as the primary reference is that it is less than half the price of Boggs (2006). If you are using these in the library, they are both excellent.

    Online Learning

    Lectures, practicals and other material will be available on MyUni (http://myuni.adelaide.edu.au/)

  • Learning & Teaching Activities
    Learning & Teaching Modes


    Lectures are supported by problem-solving practical classes and two field trips, developing material covered in lectures. Exam-style questions on the topic just taught will be provided at the end of each weeks lecture class, for group discussion at the start of the next weeks lecture class.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    During the designated lecture time, there will be some group discussions and brief practical exercises (e.g. using blogs on MyUni, GoogleEarth, conducting research and giving presentations). It is strongly recommended that the lecture material is revised during the week following the lecture; there will be time for discussion of taught content and questions at the start of the following week’s lecture. Practical classes will involve exercises that involve application of knowledge taught in the lectures. Many of these exercises can be completed in the class time provided, although some of these may require time outside of class time to finish. Two day-long field trips will take place in lieu of classes.

    Learning Activities Summary

    No information currently available.

    Specific Course Requirements


    This course includes two field trips, held on two Saturdays in May. We will leave from the University early on these days, and return in the late afternoons.

    Geoscience is best learnt in the field, and these field trips will make a big difference to your depth of understanding of material taught in lectures and practical classes. All students must complete and sign the ‘Field Trips & Excursions Acknowledgement Form’ which addresses OHS&W issues before they are allowed to take part in any field trip or excursion. Students under 18 years must have the form signed by a parent or legal guardian.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary


    The course will be assessed with a weighting of 100% on material submitted during semester.


    The material submitted during the semester will include:
    - two in-class tests held in Week 4 and Week 12. (together = 10% of the final mark),

    - a written assignment (worth 20% of the final mark), and

    - a number of practical exercises and a group presentation (together = 70% of the final mark). These will all be assessed.


    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.


    In-Class Time Task Submission Deadline
    Week 4 In-Class Test 1 (5 pts) Now Take-Home Open Book Test

    Electronic Submission, Week 4 4 pm, Monday 30th March
    Week 5 Prac Group Presentations (10 pts) Electronic Submission, Week 71 pm, Wednesday, 29th April

    Written Assignment (20 pts)
    Electronic Submission via MyUni, Week 9 4 pm, Monday, 11th May
    Week 9 Prac Sequence Stratigraphy - Flume Tanks (15 pts) Electronic Submission, Week 101 pm, Wednesday 20th May
    Week 10 Prac and virtual field trip content Field Trips Assignment (20 pts) Electronic Submission, Week 12 4pm, Monday 1st June
    Week 12 Prac Multi-scenario depositional models (15 pts) Electronic Submission, Week 13 4pm, Wednesday 10th June
    Week 12 In-Class Test 2 (5pts) Now Take-Home Open Book Test
    Electronic Submission, Week 4 4 pm, Monday 30th March


    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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