PETROENG 7035 - Reservoir Simulation
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code PETROENG 7035 Course Reservoir Simulation Coordinating Unit Australian School of Petroleum Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Intensive short course of lectures, seminars Available for Study Abroad and Exchange Y Assumed Knowledge Basic linear algebra, basic calculus, differential equations, Taylor series expansions, fundamentals of flow in porous media Course Description The course gives the theoretical basis and practical fundamentals for numerical and analytical simulation of fluid flow in petroleum reservoirs. The partial differential equations governing modelling of single-phase and multi-phase fluid flow in porous media are derived. The governing equations are used for development of several analytical models which serve for reservoir evaluation and analysis. The numerical methods for solving the basic governing equations using finite difference methods are presented. Input data requirements and applications of simulation models for history matching and prediction of field performance will be discussed. Practical applications will be made using the Tempest reservoir simulator.
Two main features of reservoir simulation for practical reservoir engineering:
- Clear understanding of mathematical models, basic equations, formulations of initial- boundary conditions, numerical methods.
- Using reservoir simulators for different type applications and flow processes.
Course StaffProf. Rosalind Archer
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 Derive mass conservation equations for single phase and multiphase flows in porous media. 2 Understand how derivatives can be approximate by finite differences, and what errors are involved. 3 Understand the fully implicit and IMPES solution strategies for solving flow equations. 4 Know what techniques can be used to upscale geological models for simulation purposes. 5 Know what streamline simulation techniques are, and when they are most valuable. 6 Have a basic understanding of iterative matrix solvers and why they are used. 7 Develop some experience with history matching a reservoir simulation model. 8 Have an awareness of the additional computational requirements for special models (e.g. fractured reservoirs, compositional models).
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 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 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, 3, 7 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, 2, 4-8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 4, 7, 8 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
2, 3, 7 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, 7
Required ResourcesCourse lectures notes will be supplied.
Ertekin, T., Abou-Kassem, J.H. and King, G.R. “Basic Applied Reservoir Simulation”, SPE Textbook Series, 2001
Aziz, A & Settari, A., "Petroleum Reservoir Simulation", Applied Science Publishers Ltd., London, 1979.
Thomas, G.W., "Principles of Hydrocarbon Reservoir Simulation", International Human Resources Development Corporation, 1982.
Peaceman, D.W., "Fundamentals of Numerical Reservoir Simulation", Elsevier Scientific Publishing Co., 1977.
Crichlow, Henry B., "Modern Reservoir Engineering: A Simulation Approach", Prentice-Hall Inc., New Jersey, 1977.
SPE on-line library
Online LearningAny additional materials, not provided in the class notes, will be provided via MyUni and you will receive an email accordingly.
Learning & Teaching Activities
Learning & Teaching ModesLectures combined with interactive sessions which solve problems using Excel or Tempest.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A 3-unit course requires 156 hours and possibly some additional private study time.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
6 days of lectures/labs (9am to 5pm) plus time to complete 4 assignments.
Learning Activities SummaryLearning activities will follow the sequence as presented in the course notes.
Specific Course RequirementsAs this course is offered in a short course format, your complete attendance and punctuality are important for you to gain the best learning outcome.
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.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments 40 Individual/Group Summative Weeks 2-12 1. 2. 3. 4. 6. 7. 8. Final Exam 60 Individual Summative 1. 2. 3. 4. 5. 6. 7. 8. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
Final mark = minimum of
1.) 0.4*coursework mark + 0.6*exam mark
2.) exam mark + 10
3.) coursework + 10
(where coursework and exam marks are out of 100)
SubmissionSubmission of Work for Assessment
Practical and field class exercises should be submitted in hardcopy with a completed copy of the assessment coversheet that is available from the school office. This should be signed to indicate you have read the above university policy statement on plagiarism, collusion and related forms of cheating.
Extensions for Assessment Tasks
Extensions of deadlines for assessment tasks may be allowed for reasonable causes. Such situations would include compassionate and medical grounds of the severity that would justify the awarding of a supplementary examination. Evidence for the grounds must be provided when an extension is requested. Students are required to apply for an extension to the Course Co-ordinator before the assessment task is due. Extensions will not be provided on the grounds of poor prioritising of time.
Penalty for Late Submission of Assessment Tasks
Assessment tasks must be submitted by the stated deadlines. There will be a penalty for late submission of assessment tasks. The submitted work will be marked ‘without prejudice’ and 10% of the obtained mark will be deducted for each working day (or part of a day) that an assessment task is late, up to a maximum penalty of 50% of the mark attained. An examiner may elect not to accept any assessment task that a student wants to submit after that task has been marked and feedback provided to the rest of the class.
Provision of Feedback to Students
Exercises will be returned to students within two weeks of their submission.
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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