PETROENG 3025 - Reservoir Engineering

North Terrace Campus - Semester 1 - 2019

Darcy's Law and Applications, Concepts of permeability, Relative permeability, Capillary pressure, Wettability, Material Balance Equations for Different Types of Reservoirs and Drives, Aquifer Behaviour and Water Influx, Immiscible Displacement, Buckley-Leverett theory, Gravity-Stable Displacement, Coning and Cusping, Decline Curve Analysis, Reservoir and wellbore deliverability.

  • General Course Information
    Course Details
    Course Code PETROENG 3025
    Course Reservoir Engineering
    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
    Available for Study Abroad and Exchange Y
    Prerequisites PETROENG 1006, MATHS 2201
    Assumed Knowledge PETROENG 2001, PETROENG 2009, PHYSICS 1100,
    Course Description Darcy's Law and Applications, Concepts of permeability, Relative permeability, Capillary pressure, Wettability, Material Balance Equations for Different Types of Reservoirs and Drives, Aquifer Behaviour and Water Influx, Immiscible Displacement, Buckley-Leverett theory, Gravity-Stable Displacement, Coning and Cusping, Decline Curve Analysis, Reservoir and wellbore deliverability.
    Course Staff

    Course Coordinator: Mrs Maria Gonzalez Perdomo

    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 Recognise the main terminology, concepts, and techniques that applies to reservoir engineering founded on a theory based understanding of mathematics and the natural and physical sciences
    2 Demonstrate the ability to suggest approaches and strategies for the assessment and quantification of reservoir uncertainty and data management validated against national or international standards
    3 Apply a critical-thinking and problem-solving approach towards the main principles of reservoir engineering demonstrated through 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 team mates
    6 Perform, analyse, and optimise a material balance / decline curve / water influx exercise, by using a commercial software that is 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 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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Not applicable
    Recommended Resources
    No specific textbook is recommended. However, a list of suggested references follows. Materials drawn from various texts and technical papers will be presented.

    Most materials will be provided through “MyUni” and handouts during the lecture.

    Suggested References & Resources

    1. Fundamentals of Reservoir Engineering by Dake
    2. Fundamental principles of Reservoir Engineering by Towler
    3. Applied Petroleum Reservoir Engineering by Craft, Hawkins And Terry
    4. The Practice Of Reservoir Engineering by Dake
    5. Gas Reservoir Engineering by Lee And Wattenbarger
    6. Petroleum Reservoir Engineering by Amyx, Bass And Whiting
    7. Reservoir Engineering Handbook by Tarek Ahmed
    8. Development Of Petroleum Reservoirs by Papay (Also Provides Russian Contributions)
    9. Well Testing by Lee
    10. Advances In Well Testing by Earlougher, Jr.
    11. Reservoir Engineering Aspects of Waterflooding by Craig
    12. Enhanced Oil Recovery by Lake
    13. Enhanced Oil Recovery by Green and Willhite
    14. Miscible Flooding by Stalkup, Jr.

    Plus Journals from professional societies (e.g., SPE)
    Online Learning
    The course will be available through MyUni site.

    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, homework, and real case studies.

    Online learning is also available through MyUni.

    Students will have the opportunity to use a commercial software package.

    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:

    Week 1 Introduction What is Reservoir Engineering, Role of Reservoir Engineer, Multidisciplinary Aspects, Key definitions related to Reserves and other terminologies, Types of Reservoirs and Reservoir Processes.
    Week 2 Size of the PRIZE: How much oil is there and does it have the energy to produce it by itself? Hydrocarbon Volumes and Fluid Pressure Regimes.
    Week 3 Hydrocarbon Definitions and Classification.
    Week 4 Will it flow through the reservoir formation (rock)? Demonstrate the relevance of Rock & Fluid Properties, PVT and phase behaviour, Role of laboratory studies.
    Week 5 Reservoir Heterogeneities.
    Week 6 Why do fluids flow in the reservoir? What are the factors helping fluid flow in the reservoir? Darcy's Law and Applications, Permeability, Relative permeability
    Capillary pressure, Wettability and fluid flow through the porous medium. Oil and gas well performance and how is linked to Reservoir Engineering.
    Week 7 When the reservoir needs help to produce the oil, who does it call? Introduction to Enhanced/Improved Oil & Gas Recovery Processes -- Immiscible Displacement, Buckley- Leverett theory, Welge’s method, Gravity-Stable Displacement.
    Week 8 Coning and Cusping.
    Week 9 How to estimate what’s produced, what’s remaining and how much we can produce? Material Balance Equations for Different Types of Reservoirs and Drives.
    Week 10 Aquifer Behaviour and Water Influx (Van Everdingen-Hurst and Fetkovich methods).
    Week 11 Decline Curve Analysis [What, why and how].
  • 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
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Exam 1 10 Individual Summative Weeks 5-6 1. 2. 3. 4. 5.
    Assignment 1. Critical review report 15 Group Summative Weeks 6-7 1. 2. 3. 4. 7. 8. 9.
    Exam 2 10 individual Summative Weeks 10-11 1. 2. 3. 4. 5.
    Assignments 2 & 3 Numerical problems on selected topics 10 Group Summative Weeks 8-12 1. 2. 3. 4. 5. 7. 8. 9.
    Homework & Tutorials 5 Individual / Group Summative / formative Weeks 2-12 1. 2. 3. 4. 5. 6. 7. 8. 9.
    Final Exam 50 Individual Summative Min 40% 1. 2. 3. 4. 5.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Related Requirements
    You will be advised of the date and time of the submission during the first day of class or through MyUni at least four weeks in advance.

    Alternative dates for students who cannot be present on the date of the mid- course exam on medical and compassionate grounds can be requested through the Course Coordinator before the exam is due, unless there is an emergency. Evidence must be provided.

    For examination purposes: only basic scientific calculators are permitted. (Without remote communication capability, non-programmable, non-alphanumeric)
    Assessment Detail
    All exams are closed-book. Further details on examinations will be given through MyUni at least two weeks in advance of the date of the exam.

    Further details on assignments will be given during the first day of class or through MyUni at least four weeks in advance of the submission date.

    Homework will be evaluated on an individual basis, and tutorials will be team based.
    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 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 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. The Course Co-ordinator or lecturer / 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.
    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 ( 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.

    Provision of Feedback to Students
    Feedback will be provided to students within two weeks of tests and assignments submission.

    It is important that all students maintain active communication channels throughout the year. The primary communication channels to students in this course are as follows.

    MyUni: Students should regularly check the MyUni website (

    Email: Each student should regularly check his or her University-provided email account ( for information from members of the academic staff concerning course work matters and other announcements as they arise. Make sure you clean up your Inbox regularly as if it is full you will not receive our email! We will regard an email message being sent to your student email address or an announcement posted on the MyUni site as our having communicated with each member of the class. Not reading one’s University provided email or MyUni announcements will not be a valid excuse for missing important deadlines etc.
  • 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.

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.