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1. Petroleum Production Systems, by Michael J. Economides et al, Prentice Hall Petroleum Engineering Series, 1994.
2. Petroleum Engineering Handbook. Volume IV Production Operations Engineering by Larry W. Lake, Society of Petroleum Engineers, 2007.
3. 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.

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 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.

Tentative topics in Sequence:

1. Review and introduction to Petroleum Production Systems: (week 1)
Introduction to:

• 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

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.

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.

茂聜搂 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

茂聜搂 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


茂聜搂 Project:

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.


Purpose:

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.

Description:

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.

Flipping sequence:
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.

Assessment criteria:
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.