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Last year, I wrote a comprehensive report which explains in detail the new course format implemented including all the teaching activities and assessment forms which were also applied this year (refer to the report from 2022). So, I am not repeating these and will mostly focus on some revisions implemented in the 2023 version of the course mostly regarding students’ group presentation and feedback process.  Things that were implemented differently in 2023 compared to 2022 (mostly based on students’ feedback in 2022 and also own observation and need for change) included:•	We added more in-class traditional lectures based on the class needs. •	We introduced the concept of dynamic reference group to receive direct feedback from almost all the students to make necessary adjustments and hear all voices directly.•	Students were given the freedom to choose their groups and the group they want to be paired with for peer feedback. •	We revisited the presentation/feedback processes. Unlike last year, not every group presented all the projects in class; instead, we had one group oral presentation per project and the other groups made posters. This was implemented for better time management and feedback process.•	Groups did not necessarily need to distribute the technical tasks equally, and individually present but could contribute based on the skills available and achieved in the course. The presentations are group efforts and students decided about its format. The goal was that students help each other to solve the tasks. •	Unlike 2022 version, peer feedback this year was a group task and the whole group gave feedback to another group’s work, not to their individual tasks. •	We mostly assigned project tasks with some common grounds to all groups to ensure equal understanding of the topics (this was feedback from last year we worked on).•	More weight and time were given to the flow part of the course (compared with last year) with 3 projects for fluid part and 1 comprehensive project for flow part. Last year, it was 4 and 1 and we managed to merge two of the fluid projects (use of software in PVT) and added more tasks to the flow part including problems and a project.•	We were more serious about individual understanding assessment and spent more time for critical evaluations of poster and presentations during the Q&amp;A (feedback) in class. Written feedback on project reports was also provided to students to improve their final revisions.

The previous section on development of the course introduced the main activities and revisions implemented in the course to improve the quality of the course and achievement of learning outcomes.We have examined student-active learning method through project-based learning &amp; assessment and flipped classroom since 2022. Previous and current evaluations show that the method has been well received by the students, providing student engagement and feedback seeking opportunities.  This year, there were initially six groups and four projects in the course. After a couple of weeks and upon student’s request and the situation, we had to rearrange the groups and change into four groups. Each group had to assign a captain for each project coordinating/distributing the tasks to ensure proper delivery (the captains ideally change for the next projects sharing the responsibilities in teamwork and this happened mostly with a few exceptions). The captains formed a dynamic reference group to give feedback to the teacher (the TAs were also participating in the dynamic group for better alignment with the teacher). Therefore, we received feedback from almost all the students. This led to a low threshold for students to come up with feedback and suggestions during the course.  The course began by high level introduction of the topics to be covered in the course and their importance in our discipline. This included some interactions and discussions by myself and Prof. Whitson in the class. This was followed by presenting the UN SDGs and discussing with students which goals can be relevant for the course. I invited Reidar Lyng from SEED in the beginning of the course to give a lecture about teamwork and importance of peer feedback. It was an interactive session where he talked about difficulties in group work and good advice on how to do this effectively helping both the assessor and assessee learn and improve their work (the photo attached shows the notes in the interactive group work with students). Prior to this, I had a session with Reidar about my course design. After I presented my experience in Læringsfestivalen 2022, Reidar offered some discussion and SEED experience sharing. Next, the workflow of the course was introduced to students with explanations and details about what students are supposed to do in the semester and what the assessment includes. These are explained below:a) Final group project•	A final report (of all projects) is submitted in Inspera in early June (hard deadline) for evaluation.•	For each project, we suggest a deadline (this is different for each project, but let’s say 3 weeks from the date the project is given) to submit a project report draft that can be revised and included in the final report until June.•	Students should distribute the tasks and manage the group work themselves (the captain will coordinate).b) Project presentation•	This is also submitted in June together with the final report. •	For each project, one group will volunteer to present orally in the class (we should be informed if you want to volunteer latest when you submit your report, and it is first come first served). The other groups should prepare posters which are presented right after the volunteer group presentation.  •	Students must be present for all their group presentations during the semester (either in-class presentation or the posters). •	Presentations are given (let’s say within 1 week after the group report is submitted) and the files are shared (ppt or poster). This file will accompany the group report draft to help the group paired in evaluating the projects, and to better understand the steps and what has been done.•	There will be feedback (Q&amp;A) for presentations by students (and TAs and lecturers). A more detailed one for the group presenting in the class.c) Peer feedback•	Each group pair read each other’s project reports (part a) and listen to their presentations (part b) and discuss with them. The groups then give a written group feedback to each other.•	Let’s say this has to be done within 2 weeks after students receive the project report drafts (this is again submitted later in Inspera at the end of the semester in June).•	The peer feedback given is used by the group being assessed to improve their work to be included in the final report.  The course design (explained above) is fit for student-active learning. We spent the class time for further explaining the theory and mostly applications and calculations in the projects. The two student assistants were great help for this matter. We made good use of different resources (YouTube, book, reading materials, Wiki, etc.). These inclusive resources and different learning methods helped to reach out to all the students.  The learning activities implemented (mainly group project work) contributed to achieve the learning outcomes. The activities were generally aligned with the course design and objectives. Learning methods and activities included flipped classroom, Q&amp;A, summary lectures, guest lectures, group project work, self-study, oral and poster presentations, and use of software. This year, the students were provided with sample poster template and learned how to make scientific poster as a means of presentation in addition to experience with oral presentations, report writing and peer feedback. This is a skill useful for presenting in conferences. The learning outcomes of the course contributed to both sustainability and digitalization: the students are able to perform phase equilibrium calculations and estimate fluid phase properties for reservoir and production engineering applications, and gas injection for EOR and Carbon Capture and Storage (CCS). Short tutorials on use of a PVT software as well as programming (Python) were given during the course, also inviting people from industry to show and solve real world challenges in the industry and to use in projects. We also had guest lecturer from SINTEF (CEORS gemini center) on density calculations for brine-CO2 systems which is needed in CCS calculations. The attached reference group report mentions summary of our discussion (and suggestions) in 3 meetings during the semester. The discussion with reference group was extremely positive and encouraging in terms of students’ feedback on quality of the course. From the discussions during the semester, the final assessment of students’ project delivery and also the reference group report, it is clear that the learning environment was very good and teaching methods were effective. The reference group assessment is extremely positive and reflects that the group projects were good learning practices providing opportunity for active learning. This shows that we have improved a lot since last year. The course started and was concluded with a pizza social gathering 😊 after the class with a friendly chat with students and hearing their thoughts and feedback.

While the course activities remain the same and a similar format is followed for 2024, the assessment (which is in principle the same) is modified slightly to include an oral exam (with group presentations and group peer feedback which build upon similar practices during the semester) besides final group project report as before.  Since we are devoting more time and efforts to the flow part of the course, I have started writing a textbook on Well Testing to be used in the course. It is under preparation and hopefully is ready for 2024.

NTNU:TIA:REST

Department of Geoscience and Petroleum

Institutt for geovitenskap og petroleum

Engelsk

Mer om vurdering

Vurderingen baseres på 3 separate aktiviteter:<ol><li>Et gruppeprosjekt</li><li>Individuell beskrivelse av prosjektet</li><li>Individuell evaluering av en annen gruppes prosjekt.</li></ol>Alle delene må være bestått for at hele emnet skal vurderes som bestått.Vurderingsordning for emnet er delvis basert på prosjektarbeid i grupper. Dersom det blir dokumentert vesentlige forskjeller i bidrag fra gruppens medlemmer kan det være aktuelt med individuell justering av tellende karakter.Ved gjentak må alle vurderinger i emnet gjentas.

Anbefalte forkunnskaper

Grunnleggende kunnskap om kjemi, termodynamikk og strømning i porøse medier.

Forkunnskapskrav

Faglig innhold

Fluid-delen av emnet behandler reservoarfluidenes egenskaper, flerkomponent faseoppførsel, PVT-laboratorieanalyse og bruk av PVT data i reservoarberegninger. Strømningsdelen av emnet behandler enkeltbrønns-oppførsel for stabil ("steady state") tilstand for brønner som produserer fra porøse medier, radiell strømning, samt gjennomgang av gass-reservoarmaterialbalansen og brønntesting.

Kursmateriell

Phase Behaviour SPE monograph (Whitson og Brule). Utdelte notater og artikler. 

Læringsutbytte

Ingress: Gjennomføring av kurset gir studentene kunnskap om kjemi, termodynamikk, og strømning i porøse medier.Kunnskaper:Ved slutten av semesteret forstår studentene bruken av Darcys lov, gass materialbalanse, og omfattende bruk av faseegenskaper.Ferdigheter:Ved slutten av semesteret vil studentene være i stand til å utføre faselikevektberegninger og anslå faseegenskaper for reservoar- og produksjonstekniske applikasjoner, og gassinjeksjon for EOR og lagring, f.eks. karbonfangst og -lagring (CCS). Studentene forstår også hvordan man bruker en Fluid Modeling Package og Excel i beregningene. Generell kompetanse:Ved slutten av semesteret lærer studentene å bli selvstendige problemløsere basert på sin egen evne til å sjekke og å kryssjekke sitt arbeid med andre og bruke forelesningstimene til å få tilbakemelding. Gjennom gruppearbeid lærer studentene å samarbeide og å vise ansvar for sin del av øvingsarbeidet.

Læringsformer og aktiviteter

Omvendt undervisning, oppsummeringsforedrag, veiledning, gruppeprosjekt, selvstudium. Undervisningen foregår på engelsk.Emneevaluering gjennomføres av en referansegruppe som gir studentenes tilbakemeldinger til emneansvarlig.

Reservoarfluider og strømning

Petroleumsteknologi - Reservoarteknikk

Teknologiske fag

Petroleum Engineering (Master's Programme)

Ingeniørvitenskap og IKT - masterstudium (5-årig)

Petroleumsfag - masterstudium (5-årig)

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We discussed in two articles (Flipped classroom in engineering education: the views of the main stakeholders, 2020 &amp; Promoting Student-Active Learning, 2021) and previous course evaluation that student-centered learning (active learning, peer-assisted learning, collaborative learning) can be better achieved in flipped classroom. Course evaluation and survey of last year showed that many students liked working in groups and presenting their results. This was implemented in the new course design this year with group project assessment. This assessment provided better opportunities for engagement and feedback seeking given everything was done in groups and the class was student driven. This year we formed a big reference group (6 students). Each group had a representative and we received feedback from almost all the students. This led to a low threshold for students to give feedback. The dialogue with the reference group was good and resulted in some adjustments during the course after the feedback since this was the first time the course was given in the new project-based format.The main issue was the arrangement of the groups and distribution of the tasks and presentation of these tasks among members. This was discussed in the first reference group meeting and taken into consideration and changed for the rest of the projects. However, at least one of the groups had issues in arranging the collaboration and we had to have a discussion with them to resolve the issue. It worked finally and this group also managed to distribute the tasks and complete the group work. Another issue was that some students did not follow the deadlines for submitting feedback to other groups despite having a feedback template. This created more workload for the assistants and delays for the students waiting for this feedback. Next year, we may revisit the presentation/feedback process.

The course design this year used project-based assessment (5 projects in total) for student-active learning combined with flipped classroom. In this course, we have been using flipped classroom where the students are asked to watch the lecture videos before class. We then use the class hours for Q&amp;A, summary, and group project work. This year, we started with online teaching in January, but got the opportunity throughout the semester for physical classes on campus. We tried to use the class time for further explaining the theory students learned in videos but focused most of the class time on applications and calculations in the projects. The two student assistants were great help for this matter.The attached reference group report mentions summary of our discussion (and suggestions) in 3 meetings during the semester. The discussion with reference group was positive and encouraging in terms of students’ feedback on quality of what was implemented in the course this year and some hints for further improvement. More reflection is given in the last section of this report.The learning outcomes were explained to the students in the beginning of the course and discussed more during the semester (presented initially as preliminary list of topics to be covered). References and reading list were given at start of semester. All was communicated in the lectures and uploaded on blackboard. The learning outcomes of the course contribute to both sustainability and digitalization: the students will be able to perform phase equilibrium calculations and estimate fluid phase properties for reservoir and production engineering applications, and gas injection for EOR and Carbon Capture and Storage (CCS). The components of digitalization and sustainability are highlighted in our study program. Tutorial sessions on use of a PVT software as well as programming (Python) were given during the course, also inviting people from industry to show and solve real world challenges in the industry and to use in projects (focus on digitalization). This was briefly tried also last year in the form of hands-on activities including a session showing some applications using the software. Majority of the class liked this activity and we used more time on it this year. Students specifically liked the use of the software in project 4 after they learned the PVT basics in the first 3 projects. We also had guest lecture from SINTEF (CEORS gemini center) on use of PVT calculations in CCS (focus on sustainability).In terms of group project work, the students learned how to become autonomous learners and solve problems relying on their own ability to check and cross-check their work with others, in addition to using the lectures to seek feedback. During group work the students learned to cooperate and to take responsibility for their part of the project.Some measures suggested by the reference group to enhance the learning outcomes include:- Some students did not find it sufficient with the live feedback during/after the presentations and wanted more feedback during class. Comment: It was explained to some students that it is the responsibility of the students to ask for feedback during the class hours while they are doing their projects before they present the work to make sure their approach is the right one. Unfortunately, some hesitated to ask for feedback and only expected to get feedback after presentation. This was challenging as some students were not used to the feedback process and needed some training. We want the course to be student-driven and that’s why we also have peer-feedback practice by students.- It was suggested to run parallel sessions e.g., in 3 rooms (each group-pair evaluating each other in one room) and the lecturer(s) and assistants can provide more feedback. Students can also provide feedback right after the presentations instead of delivering written feedback. Comment: This may not be very practical due to time limit for detailed feedback process, but the feedback process is probably revisited for the next year.- To add traditional lectures in between the projects was something that some students missed, as this is a great way of learning and to receive immediate feedback. Comment: Not all the groups agreed with this as they think with the workload in the course, it may not be possible to do much in the class if combined with traditional lectures. We have discussion board on Blackboard to be used by students to receive immediate feedback. Despite the time issues, this was tried in a few sessions after this feedback, but we are practicing flipped classroom in this course to provide more time for class activities.- Course description corresponds with the learning in the course. In the future, probably more weight can be given to the flow part of the course (compared with PVT part). Comment: We may manage to merge projects 2 and 4 (use of software in PVT) and add another project to the flow part. Learning environment Having the class time devoted mostly to the project work, students found the low threshold very useful to get help, ask their own group members and the student assistants. Some students may need more help and guidance in the class. We will try to consider this for better time management probably by restructuring the presentation/feedback process. The course was concluded with a pizza gathering 😊 after the last class with a friendly chat with students and hearing their thoughts.Teaching and learning activitiesThe learning activities implemented (mainly group project work) contributed to achieve the learning outcomes. COVID19 restrictions were lifted late January and in-person classes improved communication and collaboration in the course compared to last year. The activities were generally aligned with the course design and objectives. Both the lecturer and the student assistants were in contact continuously with the members of the reference group during the semester. Learning methods and activities included flipped classroom, Q&amp;A, summary lectures, guest lectures, group project work, self-study, oral presentation, feedback giving and use of software. We started the course by introducing some guidelines that would explain to the students what the flipped classroom is about and what they are supposed to do. Syllabus/subject literature We made good use of different resources (YouTube, book, reading materials, Wiki, etc.). These inclusive resources and different learning methods helped to reach out to all the students. AssessmentWe used project-based assessment to create better opportunities for active student participation. This consisted of:a) Final group project: A final report (of all projects) is submitted end of semester (hard deadline) for evaluation. For each project, we suggested a deadline (3 weeks from the date the project is given) to submit a project report draft that can be revised and included in the final report until end. Groups distribute the tasks and manage the group work.b) Individual description of the project: This should be submitted individually end of semester together with the final report. It can be in the form of video recording and/or powerpoint presentation of what students have done as a group, but with focus on individual task in the group. So, e.g., in a group of 5, the work is divided into 5 separate tasks and each of the 5 members should present mostly their part. A first version of this individual description must be shared (within 1 week after the group report is submitted). This will accompany the group report draft. It will help the group evaluating the project to better understand the steps and what was done. There will be feedback (Q&amp;A) for each individual presentation by students (and lecturers).c) Peer feedback (individual): Each group reads another group’s project report (part a) and listens to their presentations (part b). The group members then give written feedback individually. Students discuss the other group’s work in their group, but the feedback must be individual. Each group member gives feedback to 1 (e.g., out of 5) part of the other group’s work. This must be done within 2 weeks after the report draft is received. This feedback is used by the group to improve their work (report) to be included in the final report. Each group member reads the feedback relevant to his/her part and this is discussed in the group to improve the report.Students reflected that the group projects were good learning practices. The presentation and feedback processes can still be improved to get a better outcome.

Some other feedback collected from students and some reflections are summarized below:<ul><li>Groups were formed with students from different programs to represent all of them in each group (as much as possible) and have diversity. There were arguments both for and against the group organization. Some students said that they had different course schedules and knowledge level and sometimes it was not easy to set up meetings and collaborate. Some group members (international students) had experience with the topic. Groups were reorganized after project 1, but without very big changes.</li><li>We assigned different tasks to the groups. Some preferred the same tasks for all groups for detailed understanding of other topics. However, there was disagreement as some students think it works fine with different tasks for the groups. It was explained that the students must study the material provided for more details (read the book/wiki and/or watch the videos and use the class time to ask for more clarification) and try to solve the other part themselves before giving feedback to the other group. This was the main idea, but it seems some students literally don’t read about the other part of the project and only rely on the presentation from the group they are evaluating. This was explained to the students as what they are supposed to do. Also, we decided the future projects to have some common grounds so that all students get the same understanding of most of the topics, but will work on different aspects. Sometimes they may even get the same tasks (like in project 3 or 5).</li><li>Feedback giving process was not straightforward for project 1 and some students didn’t participate in the process. A template for feedback report (as a suggestion) was provided to be used for the next projects.</li><li>Some students were not very happy with time management regarding attending the individual presentations. It was suggested to announce the timeline for the presentations in advance. Some may have felt they could make better use of their time instead of listening to the same topic multiple times (given by different groups). It was explained that it is only once every 3 weeks and is part of the learning process to give feedback and listen to different approaches for solving the same problem. Also, different tasks were given to the groups in 3 of the 5 projects. So, it is not all the same despite overlaps. </li><li>Students think it is good that responsibility is given to them to arrange their work and be involved in the course planning. However, they were not very much used to this method from before and it may take a while before they exactly know what they should do and how to arrange group works. While general guidance/information was provided in the beginning of the course and given on request, clear specific information/some training would help to involve students in course planning. </li><li>Some students seem happy comparing this course to other courses. They are happy that they have two assistants and that they are very responsive. They think despite the workload, project-based learning engages them and works well for them, and they can mostly focus on their learning activities in the course.</li><li>Some students wonder about the purpose of the written feedback. They think short oral feedback at the end of class may be sufficient. It was explained this is a practice for developing skills in evaluating other works and to think critically. A template for feedback was provided which can be used for better evaluation purposes. This feedback practice may be modified for the next years. </li></ul>

Fluid-delen av emnet behandler reservoarfluidenes egenskaper, flerkomponent faseoppførsel, PVT-laboratorieanalyse og bruk av PVT data i reservoarberegninger. Strømning-i-brønn-delen av emnet behandler enkeltbrønns-oppførsel for stabil ("steady state") tilstand for brønner som produserer fra porøse medier, radiell strømning, samt gjennomgang av gass-reservoarmaterialbalansen og gass-brønntesting.

Phase Behaviour SPE monograph (Whitson og Brule). Utdelte notater og artikler. 

Ingress: Gjennomføring av kurset gir studentene kunnskap om kjemi, termodynamikk, og strømning i porøse medier.Kunnskaper:Ved slutten av semesteret forstår studentene bruken av Darcy's lov, gass materialbalanse, og omfattende bruk av faseegenskaper.Ferdigheter:Ved slutten av semesteret vil studentene være i stand til å utføre faselikevektberegninger og anslå faseegenskaper for reservoar- og produksjonstekniske applikasjoner, og gassinjeksjon for EOR og karbonfangst og -lagring (CCS). Studentene forstår også hvordan man bruker en Fluid Modeling Package og Excel i beregningene. Generell kompetanse:Ved slutten av semesteret lærer studentene å bli selvstendige problemløsere basert på sin egen evne til å sjekke og å kryssjekke sitt arbeid med andre og bruke forelesningstimene til å få tilbakemelding. Gjennom gruppearbeid lærer studentene å samarbeide og å vise ansvar for sin del av øvingsarbeidet.

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The course has generally a good quality and was improved compared to last year in terms of task organization, having two assistants. In this course, we used flipped classroom teaching where the students were asked to watch the lecture videos from previous years. We then used the class hours for Q&amp;A, summary, problem solving and group work. The intention is to make students curious and ready for learning. Then, coach them to ask the right questions, instead of asking for the right solutions. I believe flipped classroom is quite effective. Active learning, reflection and engagement are advantages of this method. Also, it supports the students in becoming autonomous learners who know where to find feedback opportunities.This year, we only had online teaching throughout the semester plus a few physical exercise classes on campus. We tried to have a balance of theory and problem solving and as reflected in the reference group report (attached), the videos discussed theory, while the class exercise were focused on applications and calculation.The attached reference group report mentions summary of some issues (and approaches to solve them) discussed in our 3 meetings during the semester. Some points are discussed in the next sections. Overall, it is good to read in the report that students think the instructor is responsive to their needs based on the meeting with reference group. They were also happy with the assistants and think they motivated students.The course is redesigned for 2022 with more opportunities for student-active learning through a project-based learning/assessment which is discussed in the next sections. Part of the new design was implemented during this semester to get some feedback which was generally positive, but to continue this I probably need an extra assistant next year as well for arrangements regarding the project work. The results of a survey (attached) are positive and encouraging in terms of students’ feedback on quality of both what was implemented this year and the plan for the next year.

The learning outcomes are updated and relevant and were explained to the students in the beginning of the course and discussed more during the semester (presented initially as preliminary list of topics to be covered). References and reading list were given at start of semester. All was communicated in the lectures and uploaded on blackboard. There is also a good connection between the learning outcomes of the course and other courses at the department. Some measures suggested by the reference group to enhance the learning outcomes include (from the attached report):<ul><li>The need of synchronizing between video and the in-class teaching with exercise.</li></ul>Comment: As reported to me and reflected in the first meeting, some students felt the first exercise was not linked to material they read and watched for the first week. We tried to explain to them that this was the intention so that they seek more information and to make them curious about the topic. We didn’t set any submission deadline for the exercise and told them they should read more and seek feedback in order to be able to solve the exercise. This is actually the idea for the project work next year for which the students should deliver the project report at the end of the semester while they have to continuously seek feedback during the semester when they are supposed to do group work for solving different tasks of the final project. <ul><li>More group projects.</li></ul>Comment: obviously, many students liked working in groups for problem solving and presenting their results. This is going to be implemented in the new course design with group project assessment.<ul><li>The question-and-answer session need to be more effective to fulfill the knowledge of all students.</li></ul>Comment: After receiving the feedback in meeting nr. 2 with reference group about Q&amp;A session, it was tried to add more summary lectures (though this was already part of the plan) to the Q&amp;A sessions.Some students usually ask more questions than others and sometimes this may become a dialogue. We tried to use discussion board and padlet to give equal opportunity to all students, but not many used it. The new design will provide better opportunities for this aspect given everything will be done in groups and the class will be more student-driven.   The learning outcomes for the new course design are updated including sustainability and digitalization:Ingress:Completion of the course gives the students knowledge of chemistry, thermodynamics, and flow in porous media.Knowledge:By the end of the semester, the students understand the comprehensive use of fluid phase properties, the application of Darcy’s law, gas material balance.Skills:By the end of the semester, the students will be able to perform phase equilibrium calculations and estimate fluid phase properties for reservoir and production engineering applications, and gas injection for EOR and Carbon Capture and Storage (CCS). The students also understand how to use a Fluid Modeling Package and Excel in their calculations.General competence:By the end of the semester, the students learn how to become autonomous learners and solve problems relying on their own ability to check and cross-check their work with others, in addition to using the lectures to seek feedback. During group work the students learn to cooperate and to take responsibility for their part of the assignments given.

The learning activities implemented contributed to achieve the learning outcomes. COVID19 restrictions required running the course mostly online in addition to a few in-person exercise classes. The reference group report states that if the same activities were done at school, even more people would be satisfied with the learning activities. This is true, online communication and collaboration between students is not ideal to motivate and participate in group work. In addition, in this situation some students preferred to watch the recordings.The activities were generally aligned with the course design and objectives. Both the lecturer and the student assistants were in contact continuously with the members of the reference group during the semester. We revised some of the course activities based on the students’ feedback. Learning methods and activities included flipped classroom, summary lectures, guest lectures, group work and problem solving, self-study, oral presentation and use of software. We started the course by introducing some guidelines that would explain to the students what the flipped classroom is about and what they are supposed to do. This was done based on the feedback from last year that in the beginning some students were confused. Interaction/communication tools like discussion board on Blackboard were integrated to help students obtain feedback/help outside the class. Not many students used it though. After some basics were taught and the students had some knowledge, a software was introduced and used for problem solving in a guest lecture. Students liked it very much and seemed engaged. More time will be spent on this activity in the new course design. More details about the activities and analysis of the results of the attached survey is presented here:<ul><li>Almost 70% of the students gave a high score of 4 (on the scale of 1-5) to the course in general when asked how well they thought the course material, applied learning methods and activities, and assessment (course work) helped achieving the learning outcomes. </li><li>In this special semester (Spring 2021), we had to use flipped classroom and online teaching simultaneously, given the situation. Close to half of the class gave a high score of 4-5 when asked how effective they evaluate the flipped classroom teaching method. These results are very much similar to last year’s trend. This reveals that everything is working, but the flipped classroom could probably be better designed.</li><li>In order to initiate more group activities and discussions, we tried to have short questions or problems during the class (or as homework) to be discussed in groups sometimes followed by presentations from groups and peer feedback. For this reason, we actually had an extra teaching assistant this semester, also sharing ideas with an expert from industry. Students evaluated these actions quite effective for active learning since more than 60% gave a high score of 4-5.</li><li>One of the challenges of flipped classroom is related to lack of student preparation prior to starting the in-class sessions. Students do not evaluate themselves active in preparations before class, asking questions and getting involved in discussions and problem solving in groups as more than 60% gave low score of 1-2 to their efforts. So, here we need to find ways to activate the students. One way is to not record everything. Another suggestion is to make shorter interactive videos (10-15 min) with quiz-elements. The project-based assessment in the new course design can also be helpful.</li><li>The plan for the new version of the course for 2022 was explained to students including project-based assessment. About half the class found it very effective in creating opportunities for active student participation.</li><li>It is planned to use a software in project work next year with guidance during the coaching sessions, giving feedback to students who discuss and present their work. This was briefly tried this semester in the form of hands-on activities including a session showing some applications using the software. 70% of the class gave a high score to this activity. </li><li>An issue in implementing flipped classroom is students' inability to get immediate help/feedback while they study at home. To get immediate feedback, we proposed using the discussion board this semester. However, we didn’t see many students used this function during the semester. To make the course more interactive and to evaluate students’ progress, we plan to include quiz-elements in the videos, use Kahoot quiz, etc. The students liked the idea.</li><li>Another measure is arranging guest lectures from the industry to better explain how the theory and use of software are linked to real world applications in the industry. We tried this briefly this year and students seem to like this very much (more than 85% gave high scores).</li></ul> More feedback and comments from students:<ul><li>Overall, the course is very well presented and has been a great learning experience. The videos are good but may be improved.</li><li>Doing the exercises in groups and making small presentations was a good idea, it should be done more often</li><li>Flipped classroom works good enough. A more practical approach for solving exercises is preferred such as having the same amount of homework exercises, cut the classroom exercises and add some practical approach (i.e. work with a program) and submit as a project. </li></ul>

Only students with approved submission of mandatory exercises could take the exam. The exercises consisted of a combination of individual/group work (in total 5 homeworks and 3 in-class problems). The final exam evaluation (100% of the grade) consisted of a digital home exam in Inspera. The course material and exercises were used as the basis and in correspondence with the learning outcomes.The reference group report mentions that number of exercises is okay for this course. During the semester, we received feedbacks from some students about the students’ workload in the course. We tried to adjust the workload based on the comments. Half the class in the survey (attached) revealed the workload in this course is more compared to the courses with traditional teaching methods while half the class thought it is the same as other courses.To test knowledge and fair distribution of workload in the groups, oral presentation of some exercises was requested. This was followed by questions from instructor and students for each group. We also used in-class short quiz which was very popular among the students and good participation was received.This year, the exam results are better compared with last year. All except one passed the exam and average was C, and 5 took the re-sit exam in August and all passed the exam again with average C. The new course design will introduce a new assessment form (project-based) to create better opportunities for active student participation.

Spesifiserte trykte og håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.

Fluid-delen av emnet behandler reservoarfluidenes egenskaper, hydrokarbonfaseoppførsel, PVT-laboratorieanalyse og bruk av PVT data i reservoarberegninger. Strømning-i-brønn-delen av emnet behandler enkeltbrønns-oppførsel for stabil ("steady state") tilstand for gass- og olje-brønner, radiell strømning, samt gjennomgang av gass-reservoarmaterialbalansen.

Deler av Phase Behaviour SPE monograph (Whitson og Brule). Utdelte notater og artikler. e-notater på internett.

Forelesninger, regneøvinger og prosjektarbeid. Prosjektarbeid, PBL. Undervisningen foregår på engelsk dersom internasjonale masterstudenter velger emnet. Emneevaluering gjennomføres av en referansegruppe som gir studentenes tilbakemeldinger til emneansvarlig/koordinator.

Ingress:
Studentene skal kjenne grunnleggende kjemi, termodynamikk, og strømning i porøse medier.

Kunnskaper:
Studentene skal forstå bruken av Darcy's lov, gass materialbalanse, og omfattende bruk av gass- og oljeegenskaper.

Ferdigheter: (Digital komponent) 
Studentene skal forstå hvordan de kan bruke Excel til å behandle flyt- og materiellbalanseligninger for et gassreservoar, de bør også være i stand til å beregne faselikevektberegninger, anslå olje- og gassegenskaper for reservoar- og produksjonstekniske anvendelser. Noe VBA bruk.

Generell kompetanse:
Studenten skal lære å løse problemer uten hjelp av utdelte løsningsforslag (gis kun gjennom "in-class" delløsninger av lærer) - det vil si å kunne stole på sin egen evne til å sjekke og å kryssjekke sitt arbeid med andre og å bruke forelesningstimene til å stille spørsmål om egne løsninger på problemer. Kritisk selv-læring er vektlagt. Selvstudie er også nødvendig for å avgjøre hvilket støttemateriale som er nødvendig for å forstå (1) forelest materiale og (2) øvinger - disse to definerer pensum.

Øvinger

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Reservoarfluider og strømning - TPG4145