PETROENG 7070 - Integrated Field Development Planning and Economics Project

North Terrace Campus - Semester 1 - 2018

This project-based course covers the process and methods to create an optimal plan to develop a petroleum deposit. It starts with an overview of decision-making (to create value) and project economics (to assess value). Topics to be addressed include: decision-making process; decision-tree analysis; quantifying uncertainty/risk; Monte Carlo Simulation; petroleum project cash-flows and fiscal regimes; time-value-of-money and economic metrics. (The principles will be useful in your personal life.) Key project drivers are discussed and it is shown how multiple disciplines must interact to maximise the value of a project. It covers all aspects of field development planning - commencing with screening studies, after discovering hydrocarbons, through to project sanction. The development phase is highlighted as having the potential to add maximum value. It is shown how a good balance is needed among key elements: reservoirs, wells and facilities, to minimize costs whilst maximising recovery. The team-based project is based on a real offshore case. The first part is to develop a recommendation for the optimum field appraisal plan. The second part of involves the feasibility and derivation of the optimum development plan. Participants work in small teams and will submit written plans and give presentations in front of a panel.

  • General Course Information
    Course Details
    Course Code PETROENG 7070
    Course Integrated Field Development Planning and Economics Project
    Coordinating Unit Australian School of Petroleum & Energy Resources
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact approximately 90 - mixture of intensive-format lectures and class exercises with consultation & advice for project teams
    Available for Study Abroad and Exchange Y
    Incompatible PETROENG 7049, 7054 or 7043
    Assumed Knowledge Content of the first 8 courses in the Master of Petroleum Engineering Program plus mathematics and physics typical of a BEng or BSc Program. Proj teams will be chosen to ensure team as a whole has assumed knowledge
    Restrictions Only available to Master of Petroleum Engineering students
    Assessment Examination, Written Project Reports & Project Presentations
    Course Staff

    Course Coordinator: Professor Steve Begg

    Part A - Professor Steve Begg

    Part B - Teof Rodrigues
    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 Understand the broader oil & gas industry context within which business decisions are made, including societal and ethical factors that impact organizational (public, private and national) business goals
    2 Know (recall, define, describe) and comprehend (explain) the main concepts, terminology, tools/techniques and processes that are typically used in the O&G industry for economic evaluation and decision making
    3 Apply the key ideas underlying the modelling tools and techniques (eg Net Cash Flows, Discounted Cash Flows, Decision Tree Analysis and Monte Carlo Simulation), by performing calculations (including in Excel) and interpreting their output
    4 Calculate and interpret metrics that measure the economic value of a DCF and be able to use them in a decision-making process to make investment recommendations, both stand-alone and portfolio
    5 Comprehend and construct workflows as applied to major studies in petroleum engineering or petroleum geosciences.
    6 Take on responsibility for a role (technical or project management) in a diverse, multidisciplinary team requiring a high degree of interection and communication and the ability to integrate their component in the team's broader proposal
    7 Search for, evaluate, analyse and synthesize/integrate multiple, real, industry data sets, representing multiple information types and sources.
    8 Decide on how to appropriately deal with safety, health and environmental issues
    9 Carry out extensive literature searches, including the use of the internet, in order to broaden their knowledge and to awaken their curiosity. Innovation and creativity are stressed in finding workable solutions, applying contemporary technology
    10 Write a report delailing the elements of their proposed field development plan and an economic analysis of that plan - and make an oral presentation of it to a panel of academic and industry experts acting as "management"

    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:

    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
    PDFs of powerpoints and additional readings. Additional exercises.
    Online Learning

    Powerpoints, Examples and Exercises (& their solutions) will be distributed on MyUni along with additional handouts.

    Laptops will be provided for in-class Excel exercises

    Good sources of help with learning are the downloadable learning guides (Writing, Effective Reading, Making Notes, Time Management, Exam Prep, etc) and links to other learning resources at -

    The “Writing and Speaking at Uni” course will help with assignments. I can provide further tips on preparing presentations for those that would like them.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The block-course format (sometimes, misleadingly, called short-course) is commonly used in industry (continued professional development) and is the norm for 4th year and post-graduate courses in the ASP.

    It also represents a time when you are expected to take greater responsibility for your own learning – lectures cover the main ideas and are pointers to the topics you should learn about – rather than comprehensive coverage of the curriculum.

    One of the advantages of the block-course format is that you can immerse yourself in a single subject, without distraction or having to “re-load” for each session. Another is that there is no need to force-fit the material to the 1hr lecture/tute format – each topic can be addressed in the time it needs. Yet another advantage is that it provides an opportunity for immediate feedback as exercises are carried out, and solutions presented, in-class, after the concept has been taught.

    Laptops will be provided for in-class exercises – and you are welcome to bring your own if you would like. Students are expected to engage with class discussions.

    A disadvantage is that the compressed time-scale means that you do not have as much time to let one concept sink in before moving on to another. For this reason
    - we integrate the exercises to practice concepts immediately after learning them, before moving on to the next concept. The amount of time for in-class exercises is set such that 90% or more of students should be able to finish them.

    ­- you are STRONGLY ADVISED to take a break after the end of class each day and then revise the day’s material for a couple of hours.

    Learning tips (not just for block courses):
    For most people it takes about 4 repetitions to get information into your long term memory. Apparently (can’t remember where I learnt this from) the best way to do it is to revise the information the day you learn it (2nd time) , then one week later (3rd time), then one month later (4th time).

    At the start of a course section, I usually provide grey-scale versions of the PowerPoint slides shown in class Students often find it useful to have several highlighter pens for use with these handouts, because I make a lot of use of colour. PDF files of the full colour PowerPoint slides will be available on MyUni after the class.

    After-class consultation and Provision of Feedback to Students

    Solutions to in-class exercises will be provided in-class. Solutions to after-class exercises will be posted on My Uni within two weeks of end of class.

    I will arrange several mutually convenient time-slots when I will be available, in the weeks following the class, for questions related to exercises and course content.


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

    This course involves approximately the same number of contact hours that would be delivered in a semesterised course (90 for 6 units). During a semesterised course, you would be expected to spend a approximately twice the number of hours outside of class – learning the material, revising notes, reading more widely about the topics covered, practicing examples, finishing exercises, etc. The same is true for block-course – but this must occur after the course. Do not be fooled into thinking that, apart from the follow-up assignment, “it's an intense week or two, then I’m done”. To do so is likely to lead to decreased learning and poorer performance in the exam than you would otherwise achieve – you have been advised!
    Learning Activities Summary
    The Curriculum fopr Part A is:

    Business Context
    • (Why study decision-making and project economics?)
    • Role of Companies and Management
    • Business performance
    Decision-making Key Concepts
    • Introductory decision
    • Decision Analysis
    • Decision Elements, Decisions vs Outcomes, Hard decisions
    Method for Making Good Decisions
    • Overview and Decision Dialogue Process
    • Structuring/Framing the decision situation
    • Evaluating/Modelling the decision
    • Deciding, sensitivity analysis and assessing trade-offs
    • Simplifications and Assessing Decision Quality
    Project Economic Evaluation Key Concepts & Cash flows
    • Economic evaluation principles
    • Net Cash Flow (NCF)
    • Cash Flow Components - Revenues & Costs
    • Cash Flow Components -Taxes, Depreciation and Depletion
    • ASP #1 major exercise
    Fiscal (Tax) Regimes
    • Overview
    • Concessionary vs Production Sharing Contracts
    • Australia Fiscal Regimes
    Time-Value of Money
    • The Earning Power of money - Interest and Financial Mathematics
    • Future Value, Present Value & Economic Equivalence
    • The Purchasing Power of Money – Inflation
    Economic Metrics for Valuing Cash Flows
    • Discounted Cash Flows (DCF)
    • Key value measures: Payback, Net Present Value (NPV), Capital Efficiency (CE, PWPI), Internal Rate of Return (IRR)
    • Inflation
    Assessing Uncertainty
    • Nature of uncertainty and its quantification
    • Reasoning under uncertainty: review & development of probability rules relevant to remainder of course
    Monte Carlo Simulation
    • Principles: Monte Carlo Sampling
    • Monte Simulation and applications
    • @Risk (if time)
    “Tools” for Structuring, Modelling & Solving for Best Option
    • Influence Diagrams and Decision Tree Analysis (DTA)
    • Application of DTA to valuing information and project flexibility
    Self-directed learning on Decision-making and Project Economic Evaluation topics

    After class exercises & readings
    Specific Course Requirements

    A thorough and comfortable ability to handle algebra and arithmetic.  There is no higher math in this course but there are formulas and equations.

    Basic Excel knowledge. Make sure you are comfortable with all the techniques illustrated in the Excel Tutorial.

    General petroleum engineering knowledge acquired during first 8 courses of the program. Specifically Introduction to Petroleum Engineering & Geology; basic Rock-property, Drilling, Reservoir and Production concepts. Ask / interrupt me if I use terms or concepts you are not familiar with (especially sub-surface)

    Basic Probability & Statistics (from your Bachelors Degree)

  • 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
    Oral presentation 25 Group & Indiv Summative N/A Block mode 3. 4. 5. 6. 7. 8. 9. 10.
    Written report 45 Group & Indiv Summative N/A Block mode 3. 4. 5. 6. 7. 8. 9. 10.
    Exam 30 Individual Summative 1. 2. 3. 4.
    Total 100
    * The specific due date for each assessment task will be made available at the start of the relevant block (ie Part A or Part B).
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i   
    Assessment Detail

    No information currently available.


    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 ( 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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