PETROENG 2005 - Sedimentology and Stratigraphy for Petroleum Engineers
North Terrace Campus - Semester 1 - 2020
General Course Information
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 Coordinator: Dr Ulrike Schacht
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn 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
Pencils, coloured pencils and an eraser to be brought to all lectures and practical classes. PDFs of lecture material and additional reading.
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.
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.
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.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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
No information currently available.
No information currently available.
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.
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.
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