PETROENG 3020 - Production Engineering
North Terrace Campus - Semester 2 - 2024
General Course Information
Course Code PETROENG 3020 Course Production Engineering Coordinating Unit Mining and Petroleum Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange Y Prerequisites MATHS 2106, PETROENG 3025 Assumed Knowledge MECH ENG 2021, CHEM ENG 1007 Course Description The aim of this course is to provide familiarization of the principles and applications of various theories and techniques necessary to design, estimate and maximize production performance in a cost effective manner within various constraints from the oil and gas well systems. Attempts will be made to understand how these techniques could be applied in a practical field development project to identify the best way of exploiting petroleum reserves, as well as maximizing ultimate production.
This course will address details of reservoir inflow performance, well flowing performance, design of artificial lift systems, familiarization of petroleum production facilities, and analysis and optimization of total petroleum production systems using conventional and nodal analysis.
Students will also be given opportunity to apply these theories and methods through numerical problem based exercises and practical project assignments. The project assignment may require the use of a commercial simulator.
Course Coordinator: Mrs Maria Gonzalez Perdomo
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 Use the main terminology, concepts, and techniques that apply to production engineering founded on a theory-based understanding of mathematics and the natural and physical sciences 2 Analyse the critical issues of the design and optimisation of petroleum production systems validated against national and/or international standards. 3 Apply a critical-thinking and problem-solving approach toward the main principles of production engineering demonstrated through the appropriate and relevant assessment 4 Apply theoretical and practice skills in data analysis used for real problems through case studies based on empirical evidence and the scientific approach to knowledge development 5 Analyse, and devise relevant solutions to problems posed within the course, individually and with teammates 6 Complete, analyse and optimise an artificial lift design exercise using commercial software commonly used in the industry to develop competency in the use of technology. 7 Demonstrate the ability to interact with other students to practice teamwork and communication skills 8 Engage and participate in class and online discussions to help in communicating complex concepts to professional colleagues 9 Evaluate and provide feedback on your own learning experience committed to self-review and performance evaluation
The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):
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 C B C B C B C C B B C C B B C C
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
3, 4, 6
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
3, 4, 5, 6
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 2, 6
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
5, 7, 8
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
7, 8, 9
- Petroleum Production Systems, by Michael J. Economides et al, Prentice Hall Petroleum Engineering Series, 1994.
- Petroleum Engineering Handbook. Volume IV Production Operations Engineering by Larry W. Lake, Society of Petroleum Engineers, 2007.
- Production Optimization Using Nodal Analysis, by H. Dale Beggs, - OGCI Inc., Petroskills, TULSA, USA, 2003.
The course will be available through MyUni.
It will provide valuable resources and course information, such as announcements, lecture material, assignments, discussion boards, etc. The material will be released over the semester, and the course will be made available from the start of the semester.
Students are expected to check their Uni emails and check the announcements frequently on MyUni.
Learning & Teaching Activities
Learning & Teaching Modes
Lectures are supported by solved examples, problem-solving tutorials, and real case studies.
Online learning is also available through MyUni.
Students will have the opportunity to use a commercial software package.
TEACHING & LEARNING MODES
The course curriculum uses the Research Skill Development framework and blended learning / flipped classroom activities such as Team based learning. Lectures are supported by solved examples, problem-solving tutorials, real case studies, and industry guest lectures.
Online learning, interaction / feedback, and assessment are also available through MyUni.
Students will have the opportunity to use a commercial software package.
Please see details on how these enhanced learning activities are embedded in the coursework assessment.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The standard undergraduate workload for a full-time student is 48 hours per week which equates to approximately 12 hours per 3 unit course. The workload associated to this course involves 5 hrs of lectures and tutorials per week. You would be expected to spend an approximately twice the number of hours outside class-revising notes, reading more widely about the topics covered, practicing examples, finishing exercises, homework etc. The University Learning and Teaching Committee has recently agreed that 3 unit courses are required to have a minimum workload of 150 hours regardless of the length of the course.
Learning Activities Summary
Tentative topics in Sequence:
1. Review and introduction to Petroleum Production Systems: (week 1)
- The Reservoir, Well, and Wellhead
- Surface gathering systems (Flow-line, Separators, Pumps, Compressors etc)
- Role of production system analysis and optimization of petroleum life cycles
- Introduction to different approaches practiced for production analysis
2. Production from Undersaturated Oil Reservoir: (week 1-2)
- Reservoir Deliverability
- Transient flow of undersaturated oil
- Steady-state well performance
- Pseudo steady-state flow
- Wells draining from irregular patterns
- Inflow performance relationship (IPR)
- Horizontal well production
- Formation damage and skin effects
- Impact of skin effect on horizontal well performance
3. Production from Two-Phase Reservoirs: (week 3-4)
- Two-phase flow in a reservoir
- IPR for a two-phase reservoir
- Vogel inflow performance
- Fetkovich’s inflow performance
4. Production from Natural Gas Reservoir: (week 4-5)
- Approximations of gas well deliverability – IPR
- Gas well deliverability for non-Darcy flow
- Transient flow of a gas well
- Horizontal well IPR in a gas reservoir
5. Wellbore Flow Performance: (week 6-7)
- Pressure gradient in wellbore
- Single-phase flow of an incompressible fluid
- Single-phase flow of a compressible fluid
- Multiphase flow in well
6. Well Deliverability: (week 7-8)
- Vertical lift performance (VLP)
- Combination of IPR and VLP
- IPR and VLP of two-phase reservoirs
- IPR and VLP in gas reservoirs
7. Flow Through Surface Pipeline/Chokes (week 8-9)
- Flow through horizontal pipeline –production/injection wells
- Flow through chokes
8. Artificial Lift Methods _ Gas Lift: (week 9-10)
- Natural versus artificial flowing gradient
- Injection of gas and power requirements for compressor
- Impact of increase of gas injection rate
- Maximum production rate with gas lift
- Gas-lift performance curves
9. Pump-Assisted Lift: (week 10-11)
- Positive displacement pumps
- Dynamic displacement pumps
- Progressive Cavity Pump (PCP)
10. Total Production System Analysis: (week 11-12)
- System modelling, analysis and evaluation of tubing sizes
- Flow line size effects
- Effects of flow restrictions through different completion hardware such as: Chokes, SSV
- Effects of depletion
- Optimizing well productivity
Specific Course Requirements
This course requires the use of Integrated Production Modelling (IPM) software for the design and performance prediction of complex petroleum production systems. The software will be demonstrated with tutorial problems. Students are required to complete the group project using this software, available to the department under a licensing agreement.
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 Exams 1 & 2 20 Individual Summative Weeks 3-12 N 1. 2. 3. 4. 5. Assignment 1 10 Group Summative Week 7 N 2. 3. 4. 5. 6. 7. 8. 9. Assgnment 2. Project – case study 15 Group Summative Week 11 N 2. 3. 4. 5. 6. 7. 8. 9. Homework & Tutorials 5 Individual / Group Summative / formative Weeks 2-12 N 1. 2. 3. 4. 5. 7. 8. 9. Final Exam 50 Individual Summative N 1,2,3,4,5 Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
Assessment Related Requirements
Alternative test dates for students who cannot be present on the date of the test on medical and compassionate grounds can be requested through the Course Coordinator.
During theory lectures and tutorial classes solved/unsolved problems will be introduced. It is clear that attendance is desirable because a good deal of the factual information is passed on in class.
The course curriculum uses the Research Skill Development framework, and Team Based Learning (TBL).
The RSD framework is designed primarily as a conceptual tool for diagnosis and planning, promoting understanding and interpretation of both potential and realised student research skill development (Willison, 2008).
Team Based learning is a form of collaborative learning which encompasses a specific sequence of individual work, group work and immediate feedback to create a motivational framework where students are accountable for coming to class prepared and contributing to discussion. (Michaelsen, et al., 2002)
The course aims, objectives, content, assessment and evaluation were aligned to map out the Program Graduate Attributes.
All exams are closed-book. Further details on examinations will be given through MyUni at least four weeks in advance of the date of the test.
Further details on assignments will be given during the first day of class or through MyUni in advance of the submission date.
Dates will be confirmed 4 weeks before the assignment is due. The assignment question sheet will include the details of the assignment, objectives, learning outcome, submission format and the rubric based on RSD framework.
Assignments will be graded online and feedback will be received via MyUni within 3 weeks of submission. The students will be able to access their submitted assignment and review the feedback and grade received any time on MyUni after the assignment has been marked.
ï§ Quiz 1 & 2:
Quiz 1: Chapters 1-3. Tentative date: TBC first day of class
Quiz 2: Chapters 4-7. Tentative date: TBC first day of class
ï§ Numerical problems on selected topics:
This is a group assignment based on chapters 1 to 6.
Further details will be given through MyUni and in class at least 4 weeks in advanced of the submission date: TBC first day of class
This is a group assignment.
Undertake, analyse, and optimise an artificial lift design exercise, by using commercial software that is commonly used in the industry. “Prosper” Petroleum Experts IPM.
Additionally, each group will have to do an oral presentation in ppt of their design. Group and individual performance will be taken into account.
This assignment has been reframed by using the Research Skill Development framework (RSD).
In this assignment you will be using bloom’s taxonomy (Bloom, et al., 1956). The taxonomy of educational objectives is a framework for classifying statements of what we expect or intend students to learn as a result of instruction (Krathwohl, 2002)
Further details will be given through MyUni and in class at least 4 weeks in advanced of the submission date: TBC first day of class
Peer assessment is included in the scorecard for all the group assignments.
Changes to the above info (e.g. Assignment dates) may happen. It will depend on pace of the course. Confirmation will be announced during class & posted in MyUni. Please check the announcements.
• Tutorials: Flipping the Classroom for Higher Order Thinking:
Flipped classroom is a form of blended learning which use the combination of technology and a conceptual framework to enhance student learning. The potential benefits are: Better student engagement, student take responsibility and an active role in the learning process, there is more time to discuss complex topics, enable student ability to work through material at their own pace, and problem solving ability is enhanced. In this way the flipping strategy is likely to promote higher order of thinking.
To promote higher order of thinking, allowing more hands-on time with the lecturer guiding and assisting the students in the assimilation of information and the creation of new ideas.
The flipped classroom exercises are designed as a 3-4-hour combined online / tutorial / mini lecture activities.
This activity is based on a conceptual framework, TBL.
Team Based learning is a form of collaborative learning which encompasses a specific sequence of individual work, group work and immediate feedback to create a motivational framework where students are accountable for coming to class prepared and contributing to discussion. TBL dramatically shifts the focus of classroom from:
- Knowing to applying
- Passive to active learning
- Responsibility for learning shifts from instructor to student
The exercise will consist on:
- An online module
- Face-to-face learning session: Tutorial (1 hr) and a Mini Lecture (1 hr)
Knowledge required for face-to-face session: Pre-reading & online quiz
Online platform: MyUni
The pre- reading is a fundamental part of the exercise as the student will have the opportunity to acquire the essential knowledge required for the individual assessment (iRAT) and in-class team work that follows.
After the pre-reading, each student is required to undertake an Individual Readiness Assurance Process Test (iRAT), which consists of multiple-choice questions. The iRAT holds students accountable for acquiring important foundational knowledge from the reading, which will help to prepare them to a subsequent face-to-face session.
Previous to face-to-face session:
- Online pre-reading and iRAT
During face to face session:
- Team Readiness Assurance Process Test (TRAPT), followed by a mini lecture, and in class application activities.
The team test (TRAPT) uses the IF-AT (Immediate Feedback Assessment Technique) “scratch and win” testing cards. At the completion of the team test, teams are encouraged to “appeal” incorrect answers for extra marks. The appeal process requires teams to look up the “right” answer. There is an appeals process which pushes students back into the readings right where they are having the most difficulty, or where they believe there may be a reason to challenge the “right” answer A mini-lecture follows the appeals process in order to provide a short clarification of the concepts where students had issues with. (Michaelsen, et al., 2002)
The focus of this clarification is often informed by the item analysis from the individual test.
This is a formative and summative exercise. Further details on assignments will be given through MyUni or at least two weeks in advance of the tutorials.
You will be advised of the date, time and location for physical submission of all assignments during the first day of class or through MyUni
Submission of Work for Assessment
Practical and field class exercises should be submitted ONLINE 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 four 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.
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.