INTEGRATION OF FIELD AND “SYNTHETIC” DATA FOR A SIMULATED RESERVOIR CHARACTERIZATION STUDENT TEAM COMPETITION

Interactive projects that use both field and “synthetic”/model-driven data can greatly enhance the classroom learning environment and help students synthesize major concepts. For an upper level sedimentology and stratigraphy class, we created a reservoir characterization competition final project that incorporated multiple data types from field trips, labs, and lectures. The reservoir had three units: 1) fluvial-dominated delta, 2) marine shoreface, and 3) fluvial channel belt. Prior to this project, students participated in field trips that covered a range of fluvial to marine depositional environments. Students had the opportunity to examine similar deposits at a core facility.

Student teams (4-5) were given a land grid and a budget to purchase data (e.g. well cuttings, core, seismic) and drill production wells. Students worked up their purchased data to create a report (individual) and a presentation (group) for “management” (i.e., the instructors). Students were encouraged to use depositional models; outcrop, core, and modern analogs; and transgression/regression cycles to create facies, isopach, and paleogeography maps to delineate the reservoir thickness and extent. At the end of the project, students “purchased” land and “drilled” production wells. The groups were ranked based on their total sand thickness.

The project fostered creativity and developed critical thinking skills, while also integrating science concepts as well as risk assessment. Four best practices can ensure student success. 1) Give clear deliverables and encourage students to be creative. As the project progressed, students became increasingly excited and invested. They dressed up for presentations, created beautiful maps, and some made 3D printed models of the reservoir. 2) Set multiple milestone and final deadlines. This kept students from waiting to the last minute and allowed them to integrate feedback throughout the project. 3) Use an iterative process to buy data. This gave students a chance to create hypotheses with the first set of data and test them with the second set of data. 4) Make it fun through friendly competition and team camaraderie. The more the students enjoyed the project, the more time and effort they invested. Ultimately, this became a curriculum capstone exercise that is long remembered.