Syllabus

Petroleum
Engineering
and Project
Development

September 10, 2025

Outlines
PREAMBLE ................................................................................................................................ 4
IFP School's mission ...............................................................................................................4
Students' objectives and personalized training plan ...........................................................4
Students in the IFP School community: upholding the school's values .........................................5

AIM AND GENERAL OBJECTIVES OF THE PROGRAM ........................................................... 6

PEPD PROGRAM AND SUSTAINABLE DEVELOPMENT AND SOCIETAL RESPONSIBILITY 7
APPRENTICESHIP ................................................................................................................... 10
Apprenticeship as a learning model....................................................................................10
Dual mentoring process .......................................................................................................11
Missions assigned to the apprentice.........................................................................................12
Reflexivity: apprentices craft their own training ........................................................................12
Professional soft skills..............................................................................................................13
Skills development and “Professional Training paths” ..................................................... 14

ORGANIZATION OF COURSES ................................................................................................... 15

PROGRAM CONTENT.............................................................................................................. 24
TU 1: FUNDAMENTALS OF GEOSCIENCES ..................................................................................25
TU 2: WELL DRILLING ...............................................................................................................31
TU 3: GEORESOURCES PRODUCTION ........................................................................................36
TU 4: RESERVOIR MODELING ...................................................................................................41
TU 5: GEORESOURCES & ENERGY TRANSITION..........................................................................46
TU 6: INTEGRATED PROJECT GENERAL FRAMEWORK ................................................................ 52
TU 7: WELL ENGINEERING ........................................................................................................56
TU 8: WELL PRODUCTIVITY.......................................................................................................61
TU 9: DEVELOPMENT OF GEORESOURCES .................................................................................67
TU10 PROCESS ENGINEERING...................................................................................................73
TU 11: INTEGRATED PROJECT AND SITE VISITS ..........................................................................82
PROFESSIONAL SKILLS MODULE (PSM) .....................................................................................88
EXPERIENCE SHARING (ESM) ....................................................................................................91
PROFESSIONAL INTEGRATION PERIOD (PIP)..............................................................................94
E1 - INITIAL COMPANY PERIOD ................................................................................... 96

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 E2 & E3 - SECOND AND THIRD COMPANY PERIODS ................................................................... 98

CONTACTS .............................................................................................................................. 104

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PREAMBLE

IFP School's mission

IFP School is an engineering school providing graduate education in energy and sustainable mobility,
addressing industry's needs and society's aspirations for innovation and sustainable development.

It provides a solid professional training and a broad-based preparation for the industrial world,
factoring in the environmental and ethical aspects. It leverages the innovation potential of IFP Energies
Nouvelles to prepare its students for an active role in the energy transition and equips them for career
success through cross-cutting professional training and strong international exposure.

Students' objectives and personalized training plan

IFP School trains competent, open-minded, responsible professionals who contribute to the
development of companies and society. It instills in its students judgment, discernment and an
awareness of societal issues.

The objectives and general approach of the various programs are discussed and approved each year
with the school's industrial partners in Steering Committees, specific to each field. For each program,
the committee meetings identify the knowledge and skills required from the school's young graduates
in terms of knowledge, know-how and professional soft skills.

The programs run by IFP School offer high-level applied courses in which graduates acquire robust
knowledge and skills, which form a lasting foundation for their future professional life and make them
rapidly operational for a vast range of entry-level jobs in one of the major sectors of energy or
sustainable mobility. They are designed to give students an overview of their future industry to
facilitate subsequent job mobility, access to broad responsibilities and long-term career opportunities.

As an applied engineering school, IFP School has brought in interactive learning methods that rely
heavily on teamwork and project work and developed apprenticeship - an integrated academic and

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corporate training course - in the majority of its programs, thereby involving students in discovery-
driven learning and concrete problem solving.

IFP School encourages its students to draw up a personalized training plan that will enable them to
achieve both the technical objectives specific to each program and the cross-cutting objectives set by
IFP School, namely, to be a responsible professional and be able to fit into a multicultural environment,
work in a team and communicate effectively. With the help of a Professional Project Handbook, their
program syllabus and their supervising tutor, students can build and refine their career plan, and chart
their progress in acquiring knowledge and skills throughout their studies.

Students in the IFP School community: upholding the school's values

Students belong to the IFP School community, which is made up of the school's students, faculty and
alumni. Belonging to this community means upholding the school's three intrinsic values:

Openness: this implies an inquiring mind, willingness to accept change in the world around us,
receptiveness to other people's ideas, a strong ability to work with other people and to take a critical
look at one's own work, and respect for people, their skills and their differences.

Responsibility: this entails clearly stating the responsibilities of each person, to foster initiative and
autonomy.

Solidarity: this goes beyond team spirit. It means that everyone is genuinely cooperating, wants to
make progress all together and is united around shared objectives.

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AIM AND GENERAL OBJECTIVES OF THE PROGRAM
Environmental considerations are driving the way we manage the sub-surface resources. At the same
time, the continuously increasing energy demand and the energy transition imply changes in the
traditional way we manage the geo-resources.
Aligned with the ongoing energy transition, the PEPD program aims at shaping polyvalent engineers,
trained in the fundamentals of Geo resources development. The program is designed to provide a
comprehensive overview of the 3 key disciplines: reservoir, drilling and production. It addresses the
production of hydrocarbons with reduced CO2 emissions and environmental impact as well as
geothermal energy, geological sequestration of CO2, underground energy storage...

Upon completion of the program, participants have the technical skills to be able to:

- Evaluate and characterize the potential of a georesource:

• Design specific methods to qualify and quantify the resource (estimate reserves of
hydrocarbon fields, evaluate potential storage capacity of underground structures...)
• Propose and commission measurements in the wells and laboratory tests to characterize the
resource (fluids, rocks...). Analyze, interpret and criticize the measurements and test results.
• Propose the best recovery process, considering the characteristics of the reservoirs (rocks,
fluids, pressure, temperature) and the evaluation of reserves.
• Describe the production scenarios of unconventional or fractured fields to adapt the
production system and design the best production strategy.
- Manage the realization and performances of a well (oil, gas, geothermal, storage...):
• design the architecture and manage the execution of wells, implement procedural
adjustments according to the drilling operation.
• Design and run completion equipment according to the specifications and the budget.
• Plan for required treatments to ensure optimum production / injection.
• Elaborate the procedures of recovery of wells and abandonment of wells.
- Develop the georesource:
• Carry out risk studies and apply them to the design of a field or geo-resource development.
• Elaborate a development scheme respecting the constraints of the surface architecture.
• Design the different parts of the operation, from pre-study to installation, start-up, and
decommissioning, integrating the safety and HSE dimension and considering energy efficiency.
• Design, build and operate oil and gas production facilities, onshore or offshore.
• Maintain installations and use monitoring to manage optimized production and transportation
in compliance with specifications and safety rules.
• Carry out the surface dismantling to rehabilitate the site, taking into account legal, economic
and environmental aspects.

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In addition to the specific technical competencies, students will also develop Soft Skills and project
management key competencies allowing them to:

• Integrate very quickly into multidisciplinary teams in an international context.

• Communicate and work in a collaborative mode, in an internal context or with external clients,
with the objective of collective success.
• Deploy an action plan and make decision with an integrative approach considering at all levels
the technical, commercial, financial, safety and environmental aspects.
• Be force of proposal, providing solutions and standardized practices and tools, while being
open to innovative approach.
• Take a leader role to instill the 'HSE' culture in all activities.
• Situate their future profession within a sustainable development approach (role and
challenges of non-conventional hydrocarbons, importance of regulation, ethics and societal
aspects).

The program will be taught by a panel mixing specialists from the industry and research engineers from
IFPEN.

PEPD PROGRAM AND SUSTAINABLE DEVELOPMENT AND SOCIETAL

RESPONSIBILITY

For over ten years, IFP School has made Sustainable Development and Social Responsibility a core part
of its strategy.

The Label DD&RS uses a common national reference framework that has existed since 2009 and
respects the French Grenelle environmental laws and other key environmental and social policies. It
also integrates other relevant national and international frameworks like ISO 26000. The Label uses a
systemic approach and integrates the 17 Sustainable Development Goals (SDGs).

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The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015,
provides a shared blueprint for peace and prosperity for people and the planet, now and into the
future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for
action by all countries - developed and developing - in a global partnership. They recognize that ending
poverty and other deprivations must go hand-in-hand with strategies that improve health and
education, reduce inequality, and spur economic growth – all while tackling climate change and
working to preserve our oceans and forests.

For more details on each SDG, see: https://sdgs.un.org/goals

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The table below lists the units of the PEPD program and their related SDG.

Teaching Name SDG

Unit
TU01 Fundamentals of Geosciences 4, 7, 9, 12, 13, 14, 15
TU02 Well drilling 4, 9, 12, 14, 15
TU03 Production of Georesources 4, 7, 12
TU04 Reservoir modeling 4, 7, 9, 12
TU05 Georesources & Energy transition 4, 7, 9, 11, 12, 13, 14, 15
TU06 Integrated project general framework 4, 7, 9, 12
TU07 Well engineering 4, 7, 9, 12, 13, 14, 15
TU08 Well productivity 4, 9, 12
TU09 Development of georesources 4, 7, 12
TU10 Process engineering 4, 7, 9, 12, 13, 14,15
TU11 Integrated project and site visits 4, 7, 9, 11, 12, 13, 14, 15
ESM Experience Sharing Module 4, 7, 9, 11, 12, 13
PSM Professional Skills Module 4, 7, 9, 12, 13

• All the teaching units are in line with SDG4 (quality education). Special attention is placed on
the teaching materials, pedagogical approach, and support provided to the students. Site visits
included in the program enhance the educational experience by providing students with
hands-on learning opportunities, practical skills development, and exposure to real-world
challenges and solutions in the field of geo-resources development (SGD4).
• Most of the teaching units align with SDG12 by emphasising ways to adopt a responsible and
sustainable approach for the consumption and production of energy.
• Most of the units encourage students to be aware of new technologies and to look for
innovative ways of managing the resources, aligning with SDG9.
• Applications such as the development of geothermal energy and gas sequestration covered in
TU5 contribute to the transition to clean and renewable energy sources, aligning with SDG7
and SDG11 aiming at ensuring access to affordable, sustainable and modern energy for all.
• Controlling the CO2 impact of the activities and field development, and providing solution for
gas sequestration (TU5, TU6, TU12) helps mitigate environmental impact and changes in line
with SDG13.

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APPRENTICESHIP

Apprenticeship as a learning model

Cooperative education has emerged as a natural development of the teaching methods used at IFP
School. Apprenticeship training is an integrated training course that alternates study at the school and
work in the company. This type of training is particularly suitable for an applied engineering school,
providing a smooth transition from general scientific studies to specialized industrial environments.
IFP School's strong focus on applied training and its very close ties to industry naturally led the school
to adopt apprenticeship as its preferred method of training.

IFP School's reference bases of professional skills are drawn up with well-known industrial partners.
They are translated into detailed training objectives and demand appropriate training methods.

These training methods take into account the fact that students need to acquire professional skills: a
blend of knowledge, know-how and soft skills that implies regular on-the-job practice and a thorough
understanding of how engineering sciences can be applied to the sector in question.

In this context, apprenticeship is a particularly well-suited training format in that it allows IFP School
and the company to share responsibility for training the apprentice and facilitating the acquisition of
professional skills. Both the time spent at the school and in the company contribute to build students'
skills. By drawing on what they have learned at the school or with the help of their corporate tutor,
apprentices learn and hone their technical skills and gradually become proficient in the non-technical
aspects of an engineer's work environment.

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 APPRENTICESHIP PROGRAM Coherence & Complementarity
School - Company alternating between school and
training company

Designed around the skills

to be learnt at school and on
the job (professional training
paths)

• School: lessons, projects and case-studies

• Company: "learning by doing",
coming to grips with the
technical, human and
management aspects of the
workplace

Dual mentoring process

The "Apprenticeship Handbook" sets out the practical details, in particular the roles and missions of
the three core stakeholders:
• the apprentice;
• the corporate tutor;
• the academic tutor.

To facilitate their dual mentoring, the corporate tutor and the academic tutor rely on regular contact
and a shared online correspondence notebook (on the apprenticeship website of the CFA). Dual
mentoring allows a joint definition of the skills to be acquired during the periods in the company, in
liaison with the program objectives, the apprentice's career aspirations and the evaluation of the
acquisition of these skills.

The periods in the company are assessed by the corporate tutor and the academic tutor, using a
“Company period assessment sheet”, based on the tasks carried out, the abilities developed and the

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apprentice's behavior. At the end of each period in the company, the assessment sheet is given to the
apprentice, with the corporate tutor's comments.

Missions assigned to the apprentice

The skills-acquisition objectives for the periods in the company are defined with the school as part of
"Professional Training Paths". These paths identify the technical skills to be acquired in the company
as an extension of the academic teaching, the technical skills that are new and complementary to the
academic teaching and the professional soft skills acquired in the company.

The conditions for defining apprentices' missions and the calendar of each mission assigned to an
apprentice in the company are described on for the "Company Period Subjects and objectives " sheets
(cf. the "Apprenticeship Handbook"). The corporate tutor is expected to fill out these sheets in
consultation with the academic tutor to ensure that the company and academic periods pursue
coherent learning objectives. The corporate tutor can refer to the Professional training paths and the
Skills dictionary defined by the school for a more precise definition of the skills to be acquired by the
apprentice.

This way, the corporate tutor can give the apprentice engaging missions that are representative of the
engineering profession and correspond to the apprentice's career plan.

Reflexivity: apprentices craft their own training

Throughout their training, apprentices analyze their progress in acquiring the targeted skills. More
specifically, during each period in the company, they assess their experience and draft an Intermediary
review or a final summary review of the skills developed. These reviews highlight the key points in
relation to progress on their missions, the skills acquired, how they tie in with IFP School's modules,
the difficulties encountered, etc. The reviews also contain apprentices' thoughts on what the period in
the company taught them about other non-technical aspects, such as how the company operates, its
working methods, social and professional relationships, responsibilities, intellectual property, ethics,
etc. They are recorded on the apprentice training center's website (CFA) and viewed both by the
corporate tutor and the academic tutor.

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Drafting these documents is an integral part of the apprentices' training. The reviews are used by the
corporate tutor and the academic tutor to jointly assess the skills developed by the apprentice during
each company period.

Moreover, the information on this sheet should enable apprentices to take steps to improve, since
they highlight the points for improvement to achieve the objectives set for the end of the company-
school alternating program. In a broader perspective, this assessment should tell apprentices more
about the areas they need to improve so they can focus their efforts on those areas.

The "Experience Sharing Module" (taken by apprentices with five years' higher education – BAC+5) is
a group-work session for apprentices, designed to help them step back and take a more objective view
of their training in the company, contributes to apprentices' reflection on their training. The objectives
and content of the Experience Sharing Module are presented in the second part of the syllabus.

Professional soft skills

Apprenticeship training through alternating periods at the School and in the company, through dual
mentoring and through apprentices' analysis and objective assessment of their degree of skills
acquisition throughout their training helps them acquire a variety of professional soft skills.

Over and above their proficiency in technical skills relevant to their sector, engineers who graduate
from the program are capable of:
• rapidly sizing up their entry job;
• grasping the features of their work environment and adjusting to the way their host company
operates and the specific features of the energy and sustainable mobility sectors;
• communicating and working in collaborative mode, in English or French, in
multicultural project teams in an in-house setting or with external customers;
• coming to grips with and using off-the-shelf industry software and proprietary IT
tools developed in companies in the energy and automotive sectors;
• committing to the results of their work and reporting to their line management and
colleagues in an appropriate way, written or oral;
• organizing their work in a multitask context and ranking their priorities.

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Skills development and “Professional Training paths”
The PEPD program is held alternately at IFP School and in the company. In the second part of this
syllabus, you will find the objectives, content and assessment methods of the various Teaching Units
(TUs) dispensed at the school during the different periods of the years.

All of the TUs and the company periods enable apprentices to develop the program's target
skills. To structure this approach and set out the links between the TUs, company periods
and skills, we have defined model training paths known as “Professional Training Paths”.

For the PEPD program, we have selected five typical Professional Training Paths (PTPs) and
drawn up the associated "Skills dictionary".

Competencies
Professional
Job description practiced in
Training Path
Teaching Unit:
Reservoir Engineer responsible for the reservoir TU 1, TU3, TU 4, TU5,
PEPD 1 engineer TU6, TU8, TU11,
evaluation and production or storage
optimization. TU12, PSM, E1, E2, E3
Drilling or Well Engineer responsible for preparing the drilling TU 2, TU5, TU 6, TU 7,
PEPD 2 Engineer program, following up on well operations, TU 8, TU12, PSM, E1,
controlling the costs and safety and E2, E3
environmental aspects.
Production Engineer responsible for overseeing TU 5, TU 6, TU 9, TU
PEPD 3 engineer and optimizing the energy 10, TU 11, TU 12,
production or the storage capability PSM, E1, E2, E3
of a geo-resource.
Engineer responsible for overseeing and TU 1 to 12, PSM, E1,
Project engineer designing the field development and
PEPD 4 E2, E3
architecture.

The objective of the course is to help apprentices acquire the skills required to exercise these
different professions.

All the Professional Training Paths and the Skills dictionary are appended to this syllabus.

For each "Professional Training Path", you will find the link between the skills acquired at the
school (taught TUs) and those that can be acquired during your company period or during
specific modules, such as the PSM (for apprentices with four years' higher education).

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ORGANIZATION OF COURSES
The program is structured to enable three types of courses to run in parallel:
• conventional course: total duration 16 months
• apprenticeship course School/Company:
o "Bac+5" students: total duration 16 months
o "Bac+4" students: total duration 22 months

The following figures display the organization of these three types of courses.
Continuous program

Year N Year N+1

S O N D J F M A M J J A S O N D
H H
O O
L L

Term 1 Term 2 Term 3

Apprenticeship "Bac+5" (5 years of higher education)

Year N Year N+1

S O N D J F M A M J J A S O N D

Term 1 Term 2 Term 3

Apprenticeship "Bac+4" (4 years of higher education - Double degree)

Year N Year N+1 Year N+2

S O N D J F M A M J J A S O N D J F M A M J

Term 1 Term 2 Term 3 Term 4

School period

Company period

HOL Holidays

It should be noted that all courses are face-to-face.

In the following tables summarizing the face-to-face hours for the different paths:
• L stands for Lecture;
• ICW stands for In-class work;
• PW stands for Practical work;
• PR stands for Tutored project;

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 • OST stands for On-site training;
• OSV stands for On-site visits;
• A stands for Assessment.

The workload for the different paths is approximated considering that:

• 1h L/ICW/PW/OST = 1.5 h personal work
• 1h PR = 4h personal work
• 1h OSV / A = 1h personal work
• 1 week in company = 35 h

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 Program PEPD: Continuous path

Term 1

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 1: Fundamentals of
110 42 25,5 21 12,5 3 6 5
Geosciences
EC 1.1: Introduction to
27,5 11,5 10 5 1
Geosciences
EC 1.2: Geological field
27,5 10 12,5 3 2
course
EC 1.3: Introduction to
27,5 15,5 10 2
petrophysics
EC 1.4 Well logging and
27,5 15 5,5 6 1
well-log analysis
TU 2: Well Drilling 79,5 34,5 29 9 3 4 5
EC 2.1: Well design &
27 15,5 10 1,5
planning
EC 2.2: Drilling
32,5 12 10 6 3 1,5
engineering
EC 2.3: Drilling
20 7 9 3 1
operations
TU 3: Georesources
64,5 40 13 7,5 4 4
Production
EC 3.1: Fluids and PVT
29 20 7,5 1,5
studies
EC 3.2: Production
35,5 20 13 2,5
mechanisms
TU 4: Reservoir modeling 68 32,5 3 28,5 4 4
EC 4.1: Reservoir
11 8,5 1 1 0,5
characterization workflow
EC 4.2: Well testing 29,5 16,5 2 9 2
EC 4.4: Integrated
27,5 8 18,5 1
production modeling
TU 5: Georesources &
61 40,5 6,5 4 6 4 4
Energy transition
EC 5.1: Energy transition
27 15 4 6 2
context
EC 5.2: Digitalization and
management of 34 25,5 6,5 2
georesources
TU 6: Integrated project
55 7 47 1 2
general framework
EC 6.1: IPM Case Study
27,5 5 22 0,5
application
EC 6.2: Integrated project
27,5 2 25 0,5
foundation
PSM: Professional Skills
90 40 46 4 6
Module

TOTAL: 528 196,5 77 148 52 21,5 6 27, 30

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 Term 2

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 7: Well engineering 49,5 30 11 3 5,5 5
EC 7.1: Wellbore stability 13,5 8 3 2,5
EC 7.2 : Drilling fluids 12,5 8 3 1,5
EC 7.3 : Cementing,
23,5 14 5 3 1,5
control and restauration
TU 8: Well productivity 76 39 15 11 5,5 5,5 5
EC 8.1: Well productivity 27,5 11 4 11 1,5
EC 8.2: Calculation of the
26,5 16 8 2,5
tubing
EC 8.3:Equipment and
22 12 3 5,5 1,5
Treatments
TU 9: Development of 46,5 30 12 4,5 5
georesources
EC 9.1: Fundamentals of
16,5 11 3,5 2
Project Management
EC 9.2: Georesources
30 19 8,5 2,5
development
TU 10: Process 121,25 89,25 23 9 5
Engineering
EC 10.1: Fundamentals of
27,25 17 7,25 3
process
EC 10.2: Equipment design 38,75 31 4,75 3
EC 10.3: Process
operation for Petroleum 55,25 41,25 11 3
engineers
TU 11: Integrated project 77,25 5,5 5,5 36 27,5 2,75 10
and site visits
EC 11.1: Site visits 27,5 27,5
EC 11.2: Integrated 49,75 5,5 5,5 36 2,75
project

TOTAL: 370, 5 193,75 66,5 11 36 30,5 5,5 27,25 30

Term 3

PIP Hours L ICW PW Pr OST OSV A ECTS

Professional Integration 16 weeks minimum 30
Period

Synthesis

Hours L ICW PW Pr OST OSV A ECTS

TOTAL: 898,5 390,25 143,5 159 88 52 11,5 54,25 90

Workload per student: 1458, 5 hours, including 560 hours in a company.

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 Program PEPD: Apprentice Engineers with 5 years' higher education (“BAC +5”)

Term 1

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 1: Fundamentals of
110 42 25,5 21 12,5 3 6 5
Geosciences
EC 1.1: Introduction to
27,5 11,5 10 5 1
Geosciences
EC 1.2: Geological field
27,5 10 12,5 3 2
course
EC 1.3: Introduction to
27,5 15,5 10 2
petrophysics
EC 1.4 Well logging and
27,5 15 5,5 6 1
well-log analysis
TU 2: Well Drilling 79,5 34,5 29 9 3 4 5
EC 2.1: Well design &
27 15,5 10 1,5
planning
EC 2.2: Drilling
32,5 12 10 6 3 1,5
engineering
EC 2.3: Drilling
20 7 9 3 1
operations
TU 3: Georesources
64,5 40 13 7,5 4 4
Production
EC 3.1: Fluids and PVT
29 20 7,5 1,5
studies
EC 3.2: Production
35,5 20 13 2,5
mechanisms
TU 4: Reservoir modeling 68 32,5 3 28,5 4 4
EC 4.1: Reservoir
11 8,5 1 1 0,5
characterization workflow
EC 4.2: Well testing 29,5 16,5 2 9 2
EC 4.4: Integrated
27,5 8 18,5 1
production modeling
E1: Company period n°1 10 weeks 12

TOTAL: 322 149 70,5 57 21,5 6 18 30

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 Term 2

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 7: Well engineering 49,5 30 11 3 5,5 5
EC 7.1: Wellbore stability 13,5 8 3 2,5
EC 7.2 : Drilling fluids 12,5 8 3 1,5
EC 7.3 : Cementing,
23,5 14 5 3 1,5
control and restauration
TU 8: Well productivity 76 39 15 11 5,5 5,5 5
EC 8.1: Well productivity 27,5 11 4 11 1,5
EC 8.2: Calculation of the
26,5 16 8 2,5
tubing
EC 8.3:Equipment and
22 12 3 5,5 1,5
Treatments
TU 9: Development of 46,5 30 12 4,5 5
georesources
EC 9.1: Fundamentals of
16,5 11 3,5 2
Project Management
EC 9.2: Georesources
30 19 8,5 2,5
development
TU 10: Process 121,25 89,25 23 9 5
Engineering
EC 10.1: Fundamentals of
27,25 17 7,25 3
process
EC 10.2: Equipment design 38,75 31 4,75 3
EC 10.3: Process
operation for Petroleum 55,25 41,25 11 3
engineers
TU 11: Integrated project 77,25 5,5 5,5 36 27,5 2,75 10
and site visits
EC 11.1: Site visits 27,5 27,5
EC 11.2: Integrated 49,75 5,5 5,5 36 2,75
project

TOTAL: 370, 5 193,75 66,5 11 36 30,5 5,5 27,25 30

Term 3

TU & EC Hours L ICW PW Pr OST OSV A ECTS

E2: Company period n°2 24 weeks 24
ESM (Experience sharing 60 5,4 6 45,6 3 6
module)
TOTAL: 60 5,4 6 45,6 3 30

Synthesis

Hours L ICW PW Pr OST OSV A ECTS

TOTAL: 752,5 348,15 143 68 81,6 52 11,5 48,25 90

Workload per student: 1942,5 hours, including 1190 hours in a company.

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Program PEPD: Apprentice Engineers with 4 years' higher education (“BAC +4”)

Term 1

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 1: Fundamentals of
110 42 25,5 21 12,5 3 6 5
Geosciences
EC 1.1: Introduction to
27,5 11,5 10 5 1
Geosciences
EC 1.2: Geological field
27,5 10 12,5 3 2
course
EC 1.3: Introduction to
27,5 15,5 10 2
petrophysics
EC 1.4 Well logging and
27,5 15 5,5 6 1
well-log analysis
TU 2: Well Drilling 79,5 34,5 29 9 3 4 5
EC 2.1: Well design &
27 15,5 10 1,5
planning
EC 2.2: Drilling
32,5 12 10 6 3 1,5
engineering
EC 2.3: Drilling
20 7 9 3 1
operations
TU 3: Georesources
64,5 40 13 7,5 4 4
Production
EC 3.1: Fluids and PVT
29 20 7,5 1,5
studies
EC 3.2: Production
35,5 20 13 2,5
mechanisms
TU 4: Reservoir modeling 68 32,5 3 28,5 4 4
EC 4.1: Reservoir
11 8,5 1 1 0,5
characterization workflow
EC 4.2: Well testing 29,5 16,5 2 9 2
EC 4.4: Integrated
27,5 8 18,5 1
production modeling
E1: Company period n°1 10 weeks 12

TOTAL: 322 149 70,5 57 21,5 6 18 30

21
 Term 2

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 7: Well engineering 49,5 30 11 3 5,5 5
EC 7.1: Wellbore stability 13,5 8 3 2,5
EC 7.2 : Drilling fluids 12,5 8 3 1,5
EC 7.3 : Cementing,
23,5 14 5 3 1,5
control and restauration
TU 8: Well productivity 76 39 15 11 5,5 5,5 5
EC 8.1: Well productivity 27,5 11 4 11 1,5
EC 8.2: Calculation of the
26,5 16 8 2,5
tubing
EC 8.3:Equipment and
22 12 3 5,5 1,5
Treatments
TU 9: Development of 46,5 30 12 4,5 5
georesources
EC 9.1: Fundamentals of
16,5 11 3,5 2
Project Management
EC 9.2: Georesources
30 19 8,5 2,5
development
TU 10: Process 121,25 89,25 23 9 5
Engineering
EC 10.1: Fundamentals of
27,25 17 7,25 3
process
EC 10.2: Equipment design 38,75 31 4,75 3
EC 10.3: Process
operation for Petroleum 55,25 41,25 11 3
engineers
TU 11: Integrated project 77,25 5,5 5,5 36 27,5 2,75 10
and site visits
EC 11.1: Site visits 27,5 27,5
EC 11.2: Integrated 49,75 5,5 5,5 36 2,75
project

TOTAL: 370, 5 193,75 66,5 11 36 30,5 5,5 27,25 30

Term 3

TU & EC Hours L ICW PW Pr OST OSV A ECTS

E2: Company period n°2 23 weeks 24
PSM (Professional Skills 90 40 46 4 6
Module)
TOTAL: 90 40 46 4 30

22
 Term 4

TU & EC Hours L ICW PW Pr OST OSV A ECTS

TU 5: Georesources &
61 40,5 6,5 4 6 4 4
Energy transition
EC 5.1: Energy transition
27 15 4 6 2
context
EC 5.2: Digitalization and
management of 34 25,5 6,5 2
georesources
TU 6: Integrated project
55 7,5 47 1 2
general framework
EC 6.1: IPM Case Study
27,5 5 22 0,5
application
EC 6.2: Integrated project
27,5 2 25 0,5
foundation
E3: Company period n°3 21 weeks 24

TOTAL: 116 47,5 6,5 51 6 5 30

Synthesis

Hours L ICW PW Pr OST OSV A ECTS

TOTAL: 898,5 390,25 143,5 159 88 52 11,5 54,25 120

Workload per student: 2788, 5 hours, including 1890 hours in a company.

23
PROGRAM CONTENT
TU 1: FUNDAMENTALS OF GEOSCIENCES ............................................... Erreur ! Signet non défini.
TU 2: WELL DRILLING ............................................................................ Erreur ! Signet non défini.
TU 3: GEORESOURCES PRODUCTION ..................................................... Erreur ! Signet non défini.
TU 4: RESERVOIR MODELING ................................................................ Erreur ! Signet non défini.
TU 5: GEORESOURCES & ENERGY TRANSITION....................................... Erreur ! Signet non défini.
TU 6: INTEGRATED PROJECT GENERAL FRAMEWORK ............................. Erreur ! Signet non défini.
TU 7: WELL ENGINEERING ..................................................................... Erreur ! Signet non défini.
TU 8: WELL PRODUCTIVITY.................................................................... Erreur ! Signet non défini.
TU 9: DEVELOPMENT OF GEORESOURCES .............................................. Erreur ! Signet non défini.
TU10 PROCESS ENGINEERING................................................................ Erreur ! Signet non défini.
TU 11: INTEGRATED PROJECT AND SITE VISITS ....................................... Erreur ! Signet non défini.
PROFESSIONAL SKILLS MODULE (PSM) .................................................. Erreur ! Signet non défini.
EXPERIENCE SHARING (ESM) ................................................................. Erreur ! Signet non défini.
PROFESSIONAL INTEGRATION PERIOD (PIP)........................................... Erreur ! Signet non défini.
E1 - INITIAL COMPANY PERIOD.............................................................. Erreur ! Signet non défini.
E2 & E3 - SECOND AND THIRD COMPANY PERIODS ................................ Erreur ! Signet non défini.

24
TU 1: FUNDAMENTALS OF GEOSCIENCES

TU 1 FUNDAMENTALS OF GEOSCIENCES Compulsory

Credits
Term 1 Coordinator: Arnaud TORRES ECTS
5

OBJECTIVES

This teaching unit provides students with a comprehensive understanding of the foundational
concepts used in petroleum geoscience.
The students gain insights into various geological approaches via a combination of theoretical
learning, applied exercises, hands-on practices and a field course.
The TU covers methodologies for data collection, analysis, and interpretation. Eventually, data
integration will also be tackled as an indispensable step towards reservoir characterization
prior to modeling.

At the end of the course, students are able to:

• understand the foundational concepts of geology, petrophysics and well-log analysis

• identify the main types of rocks and the fluids they bear, and quantify their reservoir
characteristics
• understand the constructional processes of sedimentary objects, and related facies
distribution within their internal structure
• identify analogues of subsurface reservoirs on outcrops in the field
• describe depositional settings and dynamics, both in clastic and carbonate
environments, on outcrops and rock samples (cores)
• describe the elements of a petroleum system and identify them in the field
• read geological maps and cross sections, and understand how to carry out a geological
field study
• analyze data from lab measurements and know the main parameters that contribute
to petrophysical reservoir characterization
• interpret well-log data in terms of lithology and petrophysical information
• integrate well data to characterize reservoirs rocks and fluids to prepare numerical
modeling

25
 Hours
L ICW PW Pr OST OSV A Coeff
EC 1.1 Introduction to geosciences 11,5 10 5 1 1
EC 1.2 Geological field course 10 12,5 3 2 1
EC 1.3 Introduction to petrophysics 15,5 10 2 1
EC 1.4 Well logging and well-log analysis 15 5,5 6 1 1

Total: 110 hours 42 25,5 21 12,5 3 6

Workload per student: 160,5 hours

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

26
 EC 1.1 Introduction to Geosciences TU 1 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Introduction to Geosciences
11,5 10 5 1
Arnaud TORRES (IFP School)

Total: 27,5 hours 11,5 10 5 1

Workload per student: 41 hours

PREREQUISITES
• None

PROGRAM AND TRAINING TECHNIQUES

This introductory course aims at providing students with a foundational understanding of
petroleum geosciences. The final objective is to understand how to identify lithologies, infer
their depositional environments, evaluate the specific properties of each type of rock (source,
reservoir & seals rocks), and to understand their specific role and dynamics in a petroleum
system.
The following topics will be introduced or covered:
• Foundational concepts in geology and stratigraphy
• Concepts and methods used in sedimentology for depositional environments analysis
to identify potential reservoirs
• Petroleum systems elements and processes at basin scale
• Introduction to seismic profiles interpretation
• Core description and analysis workshop

GRADING CRITERIA
1hr written quiz at the end of the lecture.
Retake: 30mn oral evaluation

REFERENCES
• Provided course guidelines
• “Elements of geology”, J. Guillemot, Technip Ed., Paris (1996)

27
 EC 1.2 Geological Field course TU 1 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Geological field course
Geoffray MUSIAL (Alès School of Mines) 10 12,5 3 2
Arnaud TORRES (IFP School)

Total: 27,5 hours 10 12,5 3 2

Workload per student: 39 hours

PREREQUISITES
• Foundational concepts in geology and stratigraphy

PROGRAM AND TRAINING TECHNIQUES

During this field course, the students learn how to carry out a geological field study, they will
understand the different phases of a sedimentary basin infilling reading through the
sedimentary pile, they will be able to recognize depositional environments of outcropping
rocks, to identify tectonic deformation evidence and style, to identify the elements of a
petroleum system, to identify potential reservoir analogues on outcrops, to describe
geological objects’ geometry and internal organization and to infer reservoir quality from
observation and analysis.
The teaching unit will encompass the following practices:
o Geological map reading
o Outcrop line drawing
o Cross section sketching
o Stratigraphic log sketching

GRADING CRITERIA
A report is to be done by the students throughout the course and hand-it over at the end of
the field course.
Retake: Rework of the booklet

REFERENCES
1. Ales basin field booklet
2. “Sedimentary rocks in the field – A color guide”, D.A.V. Stow, Manson Publishing (2009)

28
 EC 1.3 Introduction to petrophysics TU 1 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Introduction to petrophysics
15,5 10 2
Stephane RENARD (IFPEN)

Total: 27,5 hours 15,5 10 2

Workload per student: 40 hours

PREREQUISITES
• Basics in geology, mathematics and physics

PROGRAM AND TRAINING TECHNIQUES

This course aims at providing the participants with an introduction to petrophysical
concepts. The main objective is to analyze data from laboratory tests performed on cores
and plugs to quantify reservoir rocks properties. These are essential bases to assimilate for
future reservoir engineering studies. The lectures will be illustrated with applied exercises
and encompass the following topics:
• Coring, fluid sampling, validation
• Porosity, permeability, k/ɸ relationship, compressibility, saturations, wettability,
capillary pressures, initial saturation profile, capillary doublet, Pc hysteresis, electrical
properties (Archie's law, formation factor, resistivity index), relative permeabilities, drainage,
imbibition, hysteresis of Kr, Corey modeling)
• Porosity: definition, determination, effect of pressure and compressibility
• Saturations: definition, wettability and fluid distribution, interfacial tension, capillarity
mechanisms, determination of wettability and interfacial tension
• Permeability: definition, Darcy’s Law, Law of horizontal flow in steady-state conditions
for liquids and gases, associations of formations of different permeabilities
• Capillary pressure curves, drainage, imbibition, determination of in situ saturations,
measurement methods, pore size distributions
• Absolute, effective and relative permeabilities, definitions, measurement
• 2-phase & 3-phase relative permeabilities, permeability modeling, impact of wettability-
interfacial tension-capillary, domains of application

GRADING CRITERIA
1 written exam (2 hours).
Retake: 1 written exam (2 hours).

REFERENCES
1. Provided course notes
2. The SI Metric System of Units and SPE Metric Standard
3. Basics of Reservoir Engineering, R. Cossé, Editions Technip (1993)
4. Essentials of Reservoir Engineering (Vol. 2), P. Donnez, Editions Technip (2012)

29
 EC 1.4 Well logging and well-log analysis TU 1 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Well logging and well-log analysis
15 5,5 6 1
Jerome LAVAL (IFP School)

Total: 27,5 hours 15 5,5 6 1

Workload per student: 41 hours

PREREQUISITES
• Basics in geology and petrophysics

PROGRAM AND TRAINING TECHNIQUES

The objective of this course is to provide students with the fundamentals for conventional
geological and petrophysical log interpretation.
Numerous hand-on exercises will help the students to assimilate such concepts. The final
aim is to understand how to characterize a reservoir rock by integrating available well data.
Upon course completion, the students will be able to:
• perform a rapid petrophysical interpretation using a set of conventional logs ("Overlay Quick
Look" method)
• determine drilled reservoir intervals and presence of fluids
• identify formations lithology and hydrocarbon types in reservoirs
• estimate reservoir formation porosity and water saturation
• choose adequate parameters for quantitative log interpretation, and provide a critical analysis
of obtained results
• interpret pressure measurements for fluid contact determination and further integration with
previous petrophysical evaluation

This course will encompass the following topics:

• Presentation of wellbore logging tools and methods
• Well data collection and QC
• Well-log analysis

GRADING CRITERIA
1 written exam (1 hours).
Retake: 1 written exam (1 hours).

REFERENCES
1. Provided course notes
2. Well Logging - Data Acquisition and Applications - O. & L. Serra - Serra Log (2004)
3. Additional reference will be given in the course notes

30
TU 2: WELL DRILLING

TU 2 WELL DRILLING Compulsory

Credits
Term 1 Coordinator: Zita KASPARIAN ECTS
5

OBJECTIVES

This unit prepares the student to define a drilling program and design a well. At the end of the
course, students will be able to design the architecture of a well and specify the equipment
necessary for its construction and operational conditions to maintain maximum safety.

They will learn how to:

• analyze the lithological section of a well to choose the depth of the shoes and
dimension the casings,
• determine the profile of the well
• follow, control and modify a trajectory,
• compose the drill string and specify the downhole equipment (motor, rss,...)
• Participate in the choice of a drilling structure
• Recommend wellheads/BOPs
• Understand the situation of well influx
• Decide on optimal operational conditions: mechanical and hydraulic parameters

Hours
L ICW PW Pr OST OSV A Coeff
EC 2.1 Well design and planning 15,5 10 1,5 2
EC 2.2 Drilling engineering 12 10 6 3 1,5 1
EC 2.3 Blowout prevention 10 9 1 1

Total: 82,5 hours 37,5 29 6 3 7

Workload per student: 119 hours

ASSOCIATED CAREER PATHS

PEPD 2 Drilling engineer

PEPD 4 Project engineer

31
ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

32
 EC 2.1 Well design & planning TU 2 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Introduction to drilling
3,5
Mathieu AVERAN (IFP training)
Well design & well planning
7 5 1,5
Mathieu AVERAN (IFP Training)
Drilling & Casing program
5 5
Mathieu AVERAN (IFP Training)

Total: 27 hours 15,5 10 1,5

Workload per student: 40 hours

PREREQUISITES
• Basics of mathematics

PROGRAM AND TRAINING TECHNIQUES

This course aims at providing students with a foundational understanding of the drilling
principles and design of a well.
• Students will learn the concepts of overburden stability, reservoir control, LOT, abnormal
pressures, casing-shoe position, technology, mechanics and casing calculations.
• They will know how to define, then control the trajectories using directional drilling
and horizontal drilling techniques, as well as path selection, measurements and path
tracking (MWD), directional behavior of packers, downhole motors, large offset
drilling, multi-drains.
• They will work on tutorials related to well profile development and well packer
behavior and well hydraulics.

GRADING CRITERIA
One written exam of 1hr30
Retake: 1h30 exam

REFERENCES
1. Drilling, J.P. Nguyen, Éd. Technip.
2. Drilling Data handbook, G. Gabolde et J.P. Nguyen, Ed. Technip

33
 EC 2.2 Drilling Engineering TU 2 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Drilling operations
6 4 6
Mathieu AVERAN (IFP Training)
Drill bits and BHA
3 3 3 1,5
Mathieu AVERAN (IFP Training)
Directional and horizontal drilling
3 3
Mathieu AVERAN (IFP Training)

Total: 32,5 hours 12 10 6 3 1,5

Workload per student: 46,5 hours

PREREQUISITES
• Basics of mathematics

PROGRAM AND TRAINING TECHNIQUES

This course will encompass the following topics:

• Drilling operations onshore and offshore
• Drilling structures: compact rigs, tenders, self-lifting platforms, semi-submersibles and
drilling vessels.
• Recommend Wellhead and BOP equipment
• Practical work on a drilling school rig (EFF Drilling School)
• They will be familiar with the BHA design, survey management, and composition
of the drill string and operational limits: geometrical and mechanical characteristics
of drill pipes, heavy weight and drill collar
• Drilling tools, Optimization of drilling parameters, Measurements during drilling
• Tricone, diamond and PDC tool technology, hydraulics, drillability, rock destruction
process, tool selection, different types of cores bit.
• Weight/rotation parameters, influence on advancement depending on the type of tool,
influence of drilling fluid, optimization of hydraulic energy, wellbore instability.

GRADING CRITERIA
One written exam of 1h30
Retake: a 1h30 written exam

REFERENCES
1. Drilling, J.P. Nguyen, Éd. Technip.
2. Drilling Data handbook, G. Gabolde et J.P. Nguyen, Ed. Technip

34
 EC 2.3 Blowout prevention TU 2 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Blowout prevention
7 9
Mathieu AVERAN (IFP Training)
1
Practical on drilling simulator
3
(IFP Training)

Total: 20 hours 7 9 3 1

Workload per student: 29,5 hours

PREREQUISITES

• Basics in mathematics and physics and previous courses of this TU

PROGRAM AND TRAINING TECHNIQUES

At the end of this course, students will be able to:

• Understand the impact and consequences of a blowout
• Identify the causes of a kick
• Know the equipment to secure the well after a kick
• Have knowledge of the well control methods
The students will spend some time practicing on a drilling simulator to familiarize with
practical aspects of a drilling operation and safety concerns.

GRADING CRITERIA
1 hr written exam
Retake: 1h written exam

REFERENCES
1. IWCF resources: https://www.iwcf.org/resources/

35
TU 3: GEORESOURCES PRODUCTION

TU 3 GEORESOURCES PRODUCTION Compulsory

Credits
Term 1 Coordinator: Carla CASTILLO ECTS
4

OBJECTIVES

This teaching unit introduces reservoir characterization and PVT analysis, focusing on fluid
behaviors under varying conditions using phase diagrams and equations of state. Students will
learn to evaluate reservoir parameters, understand petrophysical data, and apply enhanced
recovery techniques. The course culminates in proposing field development strategies to
optimize recovery factors, blending theoretical knowledge with practical application.

At the end of the course, students will be able to:

• Define concepts used in reservoir characterization and PVT analysis.

• Characterize reservoir fluid behavior using equations of state and phase diagrams.
• Explain the significance of parameters such as formation volume factor, gas-oil ratio,
and viscosity.
• Interpret findings from petrophysical studies and PVT laboratory reports.
• Identify and analyze natural reservoir drainage mechanisms through material balance.
• Evaluate reserve estimations and production forecasts using decline curve analysis.
• Propose and assess enhanced recovery methods, such as water and gas injection.
• Develop and optimize field development strategies to maximize recovery factors.

Hours
L ICW PW Pr OST OSV A Coeff
EC 3.1 Fluids and PVT studies 20 7,5 1,5 1
EC 3.2 Production Mechanisms 20 13 2,5 1,5

Total: 64,5 hours 40 13 7,5 4

Workload per student: 95 hours

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

36
ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

37
 EC 3.1 Fluids and PVT studies TU 3 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Fluids and PVT studies
20 7,5 1,5
Benoit DECROUX (Beicip)

Total: 29 hours 20 7,5 1,5

Workload per student: 43 hours

PREREQUISITES
• Basics in physics and chemistry

PROGRAM AND TRAINING TECHNIQUES

This course aims at providing students with a foundational understanding of fluid
characterization in the context of petroleum engineering, covering the technical aspects of
hydrocarbon families and their properties. The following topics will be introduced to give
students a comprehensive view of the different aspects involved in fluid characterization:
• Objective of fluid characterization and families of hydrocarbons: Understanding the
purpose and categorization of different hydrocarbons.
• Reminder on pure bodies and simple mixtures of hydrocarbons: Review of
fundamental concepts related to hydrocarbon chemistry.
• Properties of reservoir fluids: Exploration of properties specific to oils, gases (dry or
condensate), and water.
• Equation of State: Discussion on how equations of state are applied in fluid
characterization.
• PVT studies: Insights into the utilization of PVT studies, including examples of
validation, data selection in PVT reports, and integration with other data.
• Sample collection: Techniques and importance of accurate sample collection in fluid
characterization.
• Introduction to Carbone software and practical work: Hands-on modeling of fluid
behaviors in reservoirs using actual data.

GRADING CRITERIA
1 written exam (1,5 hour duration)
Retake: 1 written exam (1,5 hour duration)

REFERENCES
1. Course notes provided.
2. McCain, William D. The Properties of Petroleum Fluids. PennWell Corp

38
 EC 3.2 Production Mechanisms TU 3 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Multiphase Flow
8 3 0,5
Alain AURIAULT (Consultant)
Natural Depletion
8 3 0,5
Alain AURIAULT (Consultant)
Secondary Recovery: Water & Gas Injection
2 3,5 1
Alain AURIAULT (Consultant)
Field Development Methodology
2 3,5 0,5
Alain AURIAULT (Consultant)

Total: 35,5 hours 20 13 2,5

Workload per student: 52 hours

PREREQUISITES
• Petrophysics and Fluids and PVT Studies

PROGRAM AND TRAINING TECHNIQUES

These courses cover the advanced principles of petroleum engineering, focusing on
multiphase flow dynamics, natural depletion, field development, and secondary recovery
strategies. Each course includes practical in-class exercises to reinforce learning through
application.
• Multiphase Flow:
o Review of petrophysics fundamentals.
o Introduction to three-phase relative permeabilities.
o Consideration of hysteresis for capillary pressure and relative permeability.
o Displacement Analysis:
 Frontal displacement (1-D, Buckley-Leverett model).
 3-D displacement (qualitative)
o Decline curves analysis.
• Natural Depletion:
o Concept of material balance.
o Oil Fields:
 Fluid dynamics and reservoir changes:
 Fluid expansion and pore volume compression.
 Dissolved gas expansion.
 Gas cap expansion.
 Water inflow.
 Advanced material balance:
 Generalized material balance.
 Linearization of material balance equation.
 Concepts of subsidence and gravity drainage.
o Gas Fields:
 Simplified calculations for an isolated dry gas field.
 Case study of gas fields with condensates.

39
 • Secondary Recovery:
o Water & Gas Injection:
 Factors impacting recovery.
 Analytical evaluation of performances: mobility ratio, scanning
efficiencies (displacement, volumetric, global).
 Definition of an injection strategy.
o Specific aspects of injection:
 Practical aspects of water injection.
 Immiscible gas injection.
 Gas recycling in gas condensate fields.
• Field Development Methodology:
o Production planning:
 Production level, choice of plateau.
 Number, spacing, and positioning of wells.
 Perforation strategy.
o Field development examples through exercises:
 Oil and gas field development.
 Application principles of horizontal wells, performance, drilling
elements, completion, and measurements.

GRADING CRITERIA
2.5 hour written exam.
Retake: 1h30 exam.

REFERENCES
1. Cossé, R. Basics of Reservoir Engineering. Ed. Technip.
2. Dake, Laurie P. Fundamentals of Reservoir Engineering. Ed. Elsevier.

40
TU 4: RESERVOIR MODELING

TU 4 RESERVOIR MODELING Compulsory

Credits
Term 1 Coordinator: Carla CASTILLO ECTS
4

OBJECTIVES

This teaching unit introduces students to essential methodologies in subsurface evaluation

and production engineering, focusing on geological modeling, OOIP estimation, well testing,
and integrated production modeling. The courses aim to build foundational knowledge and
practical skills in assessing and managing subsurface resources effectively.

At the end of the course, students will be able to:

• Understand reservoir modeling principles and OOIP calculation methods, focusing on

uncertainty analysis and probabilistic assessments.
• Apply advanced volumetric and statistical methods to evaluate and report
hydrocarbon reserves.
• Acquire practical skills in designing, conducting, and interpreting well tests using
modern tools and software.
• Integrate test results with geological and reservoir models to refine hydrocarbon
estimations.
• Develop integrated models that encompass reservoir and production system
behaviors to predict and enhance production performance.
• Utilize simulations and real-time data to optimize field development plans and
recovery strategies.

Hours
L ICW PW Pr OST OSV A Coeff
EC 4.1 Reservoir Characterization
8,5 1 1 0,5 1
Workflow
EC 4.2 Well Testing 16,5 2 9 2 2

EC 4.3 Integrated Production Modeling 8 18,5 1 2

Total: 68 hours 33 3 28,5 3,5

Workload per student: 100 hours

ASSOCIATED CAREER PATHS

41
 PEPD 1 Reservoir engineer
PEPD 2 Drilling or Well engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

42
 EC 4.1 Reservoir Characterization Workflow TU 4 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Reservoir Characterization Workflow
8,5 1 1 0,5
Arnaud TORRES (IFP School)

Total: 11 hours 8,5 1 1 0,5

Workload per student: 16,5 hours

PREREQUISITES
• Geosciences courses

PROGRAM AND TRAINING TECHNIQUES

This course introduces the foundational techniques and challenges of integrating diverse
geological, petrophysical, and dynamic data to optimize reservoir characterization:
• Understanding Reservoir Properties: Exploration of essential reservoir properties and
characterization techniques.
• Data Types and Integration: Detailed analysis and integration of seismic, geological,
and petrophysical data.
• Early Integration of Dynamic Data: Methods to incorporate dynamic data early in the
characterization process.
• Reservoir Modeling Objectives: Focus on reducing uncertainties and optimizing
investments through effective modeling.
• Critical Data Analysis: Skills for critical data analysis throughout the characterization
process.
• Methodology Implementation: Implementing a standard methodology from data
quality control to volumetric estimation.
• Uncertainty Analysis: Techniques to assess and manage data-related uncertainties in
the characterization process.

GRADING CRITERIA
30-minute quiz at the end of the lecture.
Retake: 30-minute oral exam.

REFERENCES
1. Consentino, Luca. Integrated Reservoir Study. Institut Français du Pétrole Publications.
2. Schatzinger, Richard A. and Jordan, John F. Reservoir Characterization, Recent
Advances. AAPG Memoir 71.

43
 EC 4.2 Well Testing TU 4 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Well Testing
16,5 2 9 2
Vincent JAFFREZIC (TotalEnergies)

Total: 29,5 hours 16,5 2 9 2

Workload per student: 43 hours

PREREQUISITES
• Petrophysics; Fluids and PVT Studies

PROGRAM AND TRAINING TECHNIQUES

This course equips students with the skills to design, execute, and interpret well tests, crucial
for assessing reservoir performance and properties. It emphasizes practical applications in
reservoir engineering, using industry-standard tools to analyze well test data.
• Introduction to Well Testing: Overview of well test types and their importance in
evaluating reservoir properties.
• Test Planning and Design: Strategies for planning and conducting effective well tests.
• Data Acquisition and Analysis: Techniques for capturing and analyzing data from well
tests to deduce reservoir characteristics.
• Software Tools: Hands-on training in using software for test analysis.
• Case Studies: Examination of real-world well testing scenarios to contextualize
learning.
• Practical Applications: Approaches to applying test results to practical reservoir
management decisions.

GRADING CRITERIA
2-hour written exam
Retake: 1.5-hour written exam.

REFERENCES
1. Bourdarot, Gilles. Well testing interpretation methods. Ed. Technip.

44
 EC 4.3 Integrated Production Modeling TU 4 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Integrated Production Modeling
9 18,5 1
Carla Castillo (IFP School)

Total: 2715 hours 8 18,5 1

Workload per student: 41 hours

PREREQUISITES
• Production mechanisms courses

PROGRAM AND TRAINING TECHNIQUES

This course develops skills to analyze, optimize, and forecast field development using the
Integrated Production Modeling (IPM) suite. It emphasizes practical applications in well
productivity, multiphase flow, and the combination of subsurface and surface models to
improve production efficiency.
• Well Productivity and Nodal Analysis: Techniques for evaluating well performance
including nodal analysis, productivity indices, and flow regime modeling.
• Practical Software Training: Extensive hands-on exercises with PROSPE for well
modeling, MBA for reservoir management, and GA for system optimization.
• Multiphase Flow Dynamics: Analysis of multiphase flow in well tubing, focusing on
performance impacts and efficiency improvements.
• Reservoir and Production Forecasting: Approaches to reservoir behavior, material
balance applications, and production forecasting using MBA.
• Integrated System Modeling: Techniques for linking subsurface models and surface
facilities to enhance production strategies.
• Field Development Case Study: Application of integrated modeling tools in a real-world
scenario, from model construction to production strategy optimization.

GRADING CRITERIA
1-hour case study presentation.
Retake: 1-hour oral exam.

REFERENCES
1. IPM Suite Help Menu

45
TU 5: GEORESOURCES & ENERGY TRANSITION

GEORESOURCES & ENERGY Targeted

TU 5
TRANSITION students (*)
Credits
Term 1 or
Coordinator: Hosein DERIJANI ECTS
3 (*)
4
(*) Term 1 for non-sandwich students of the current school year.
Term 3 for « Bac+4 » sandwich students of the former school year.

OBJECTIVES

This course is designed to provide the students with an understanding of the essential
principles and innovative digital methods needed to manage geo-resources effectively in the
context of energy transition.

By the end of the course, the student will be able to:

• Describe the main challenges the energy world is facing and the way the subsurface
can contribute to a low carbon world.
• Integrate a strong awareness of ecological and societal issues when developing
georesources.
• Use the methodologies for carbon emission management when preparing the
development of a specific georesource.
• Use his / her knowledge of reservoir, drilling and production tools and methodologies
for developing projects to mitigate carbon emission, such as geothermal energy
projects for CO2 geological storages.
• Integrate in georesource project development digital techniques to monitor the
production for optimization, or to ensure the security

Hours
L ICW PW Pr OST OSV A Coeff
EC 5.1 Energy transition context 15 4 6 2 1,5
EC 5.2 Digitalization and management of
25,5 6,5 2 1
georesources

Total: 61 hours 40,5 6,5 4 6 4

Workload per student: 104,5 hours

46
ASSOCIATED CAREER PATHS

PEPD 1 Reservoir Engineer

PEPD 2 Drilling Engineer
PEPD 3 Production Engineer
PEPD 4 Project Engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

47
 EC 5.1 Energy transition context TU 5 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Introduction to Energy Transition
5,5 0,5
Hossein DERIJANI (IFP School)
Subsurface Project Specific to Energy Transition
Mathilde ADELINET (IFP School)
4 6 1
Hossein DERIJANI (IFP School)
Mathieu MONNIER( Technip Energies)
Life Cycle Analysis
5,5 4
TBC (IFPEN)
0,5
Retrofit design
5 0,5
TBC (Total Energies)

Total: 27 hours 20 0,5 4 6 2

Workload per student: 54,5 hours

PREREQUISITES
• Complete the IFPEN MOOC on Energy Transition online course, validate the entire
course with a minimum grade of 75% prior the start of the TU 5.

PROGRAM AND TRAINING TECHNIQUES

The objective of the course is to equip students with a thorough understanding of the need
for energy transition and the context to facilitate this global shift. Students will learn the
concepts and get practical exposure to subsurface applications linked to the energy transition,
such as underground gas storage, hydrogen (H2) subsurface storage, CO2 capture, and geological
sequestration, geothermal projects.. Courses address the engineering, geological, technological
aspects and environmental studies involved in the successful completion of such projects.
Students will examine the lifecycle analysis of energy systems. Additionally, the course aims
at fostering an appreciation of the innovations and challenges within the realm of energy
transition and highlight the roles and responsibilities of various stakeholders. By the end of
the course, participants will have a robust knowledge of sustainable energy strategies, future
trends, and practical insights on how to implement and manage subsurface energy transition
projects.

The course is expected to cover the following subjects:

Introduction to Energy Transition

• Overview of global energy needs and consumption
• The importance and goals of energy transition
• Historical context and evolution of energy systems
• Drivers, barriers, and challenges of energy transition

48
 • The role of stakeholders: governments, businesses, and communities, non-
governmental organizations (NGOs) and international organizations
• Public awareness and education initiatives
• Case studies of successful energy transitions
Underground Gas Storage

• Types of underground gas storage: depleted reservoirs, aquifers, salt caverns

• Subsurface engineering and design consideration
• Design and operation of gas storage surface facilities
• Review of ongoing projects and future prospects
• Technological advancements and innovations
• Monitoring concepts and tools

CO2 Capture and Geological Sequestration

• Overview of CO2 emissions sources

• Capture technologies and methods
• Geological formations suitable for CO2 storage
• Mechanisms of CO2 trapping and long-term monitoring
• Policies and regulations
• Case Studies and Global Initiatives

Geothermal Projects

• Basics of geothermal energy

• Types of geothermal resources and their applications
• Exploration and Development of Geothermal Projects
• Engineering Challenges and Solutions
• Environmental and economic impacts
• Monitoring tools
• Case studies of successful geothermal projects

Fundamentals of Life Cycle Analysis (LCA)

• Definition, framework, and phases of LCA
• LCA of renewable energy systems
• How to apply LCA in georesource development projects
• Role of LCA in future energy planning
• LCA case studies of specific energy projects connected to georesources
Retrofit design
• Introduction of the concepts of repurposing existing equipment
• Example of adapted design of facilities

49
GRADING CRITERIA
Full completion of MOOC on Energy Transition with the grade of 75% minimum (coef 0,5)
A short report on the course of Life Cycle Analysis (coef 1)
Case study on subsurface project for energy transition including presentation and report
Retake: an oral session of 1 hour.

REFERENCES
1. Portillo, F.; Alcayde, A.; Garcia, R.M.; Fernandez-Ros, M.; Gazquez, J.A.; Novas, N. Life Cycle
Assessment in Renewable Energy: Solar and Wind Perspectives. Environments 2024, 11, 147.
DOI: https://doi.org/10.3390/environments11070147
2. Vinay Kandpal Anshuman Jaswal Ernesto D. R. Santibanez Gonzalez Naveen Agarwa, (2024)
Sustainable Energy Transition: Circular Economy and Sustainable Financing for Environmental,
Social and Governance (ESG) Practices,
DOI: https://doi.org/10.1007/978-3-031-52943-6
3. CO2 capture and storage in the subsurface: a technological pathway for combating climate
change, Geoscience issues, BRGM editions, 2007
4. I. Stober, K.Bucher, (2022), Geothermal Energy, Springer, DOI: https://doi.org/10.1007/978-
3-030-71685-1
5. M. R. TeK, (1989), Underground Storage of Natural Gas, Theory and Practice, Springer, DOI:
https://doi.org/10.1007/978-94-009-0993-9
6. Bera, A., & Kumar, S. (2024). Subsurface hydrogen energy storage: Current status, prospects,
and challenges. Elsevier

EC 5.2 Digitalization and management of geo-resources TU 5 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Introduction to Digitalization of Subsurface
5,5
David RHENALS GARRIDO (IFP School)
Subsurface Monitoring
6 3
Laurent ESCARETTE (Storengy)
Digital Twins
6 3 2
David RHENALS GARRIDO (IFP School)
Data Management
5 0,5
Thomas PARENTEAU (Technip FMC)
Digitalization In Drilling
3
Florian MERCIER (HP Inc.)

Total: 34 hours 25,5 6,5 2

Workload per student: 50 hours

PREREQUISITES
• Content of previous TUs, from TU 1 to TU 4.

50
PROGRAM AND TRAINING TECHNIQUES
This course introduces the students to the use digital tools in geo-resources management. By
the end of the course, attendees are proficient at implementing digital tools and strategies,
driving innovation, and enhancing productivity of geo-resources.
Participants are introduced to critical areas and practice on real case studies in relation with:

• Monitoring of subsurface data:

Key parameters and metrics to monitor
Dynamic data acquisition
Types of monitoring systems and sensors
Subsurface, and surface facility monitoring
Basics of remote sensing technology
Integrating data from different sources
Analytical tools and techniques for field monitoring
GIS technologies for efficient field data collection and analysis

• Digitalization
Definition and concept of digital twins for geo-resources management
Key components and technologies involved
Steps to create a digital twin
Data requirements and sources
Tools and platforms for developing digital twins
Potential challenges and solutions
New application in the field of drilling

GRADING CRITERIA
Written Exam (2 hrs.)
Retake: Written Exam (2 hrs.)

REFERENCES
1. G. Carvajal, M. Maucec, S. Cullick (2017), Intelligent Oil and Gas Fields, Elsevier
2. S. Sankaran, S. Matringe, M. Sidahmed, L. Saputelli, X. Wen, A. Popa, S. Dursun (2020), Data
Analytics in Reservoir Engineering, SPE, DOI: https://doi.org/10.2118/9781613998205
3. J. Kikani, (2013), Reservoir Surveillance, SPE, DOI : https://doi.org/10.2118/9781613993040
4. Bhowmik, Subrata. "Digital Twin of Subsea Pipelines: Conceptual Design Integrating IoT,
Machine Learning and Data Analytics." Paper presented at the Offshore Technology
5. Conference, Houston, Texas, May 2019. DOI: https://doi.org/10.4043/29455-MS
6. Al Khatib, Habib, Gestin, Kevin, and Jean-Luc Mari. "How frequent and where should you
monitor your CCS field - Focused seismic monitoring to enable predictive maintenance." Paper
presented at the SEG/AAPG International Meeting for Applied Geoscience & Energy, Houston,
Texas, August 2024. doi: https://doi.org/10.1190/image2024-4090184.1

51
TU 6: INTEGRATED PROJECT GENERAL FRAMEWORK

INTEGRATED PROJECT GENERAL Targeted

TU 6
FRAMEWORK students (*)
Credits
Term 1 or
Coordinator: Zita KASPARIAN ECTS
3 (*)
2
(*) Term 1 for non-sandwich students of the current school year.
Term 3 for « Bac+4 » sandwich students of the former school year.

OBJECTIVES
This teaching unit initiates the work of the integrated project. The project consists in a field
development pre-project study using real data. The students are provided with relevant data
and work in teams to define a development plan. The general objective is to let students put
in practice what they have learnt in the various teaching units concurring to such
developments.

This teaching unit extends the foundational course ‘Integrated Production Modeling’ by
applying modeling concepts in intensive two-week case studies. Students will use datasets to
build and optimize production systems, developing their problem-solving skills and network
design knowledge.

At the end of the teaching unit, students will be able to:

• Analyze complex production system data to identify key performance indicators and
potential bottlenecks within the network.
• Design and optimize integrated production models using MBAL™, PROSPER™, and
GAP™ to meet specific project objectives and enhance overall field productivity.
• Evaluate different development scenarios using probabilistic and deterministic
methods to determine the most effective approach for field development.
• Synthesize reservoir and production data to construct comprehensive field
development plans that incorporate economic, environmental, and technical factors.
• Apply critical thinking to assess and justify the assumptions made during model
construction and propose alternatives based on simulated outcomes.

Hours
L ICW PW Pr OST OSV A Coeff
EC 6.1 IPM Case Study Application 5 22 0,5 1
EC 6.2 Integrated Project Foundation 2 25 0,5 1

52
 Total: 55 hours 7 47 1

Workload per student: 82 hours

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

53
 EC 6.1 IPM Case Study Application TU 6 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
IPM Case Study Application
5 22 0,5
Carla CASTILLO (IFP School)

Total: 27,5 hours 5 22 0,5

Workload per student: 41 hours

PREREQUISITES
• Integrated Production Modeling course

PROGRAM AND TRAINING TECHNIQUES

This course focuses on applying MBAL™, PROSPER™, and GAP™ to construct detailed reservoir
models, analyze well productivity, and design optimized surface network architectures.
Students will integrate and present comprehensive project outcomes.
• Reservoir Model Construction: Use of MBAL™ to build "tank" type reservoir models;
includes production mechanism identification, production history matching, and PVT
properties calibration.
• Well Productivity Analysis: Using PROSPER™ to model productivity for various well
types (vertical, horizontal, deviated); includes IPR modeling, well test matching, and
VLP models.
• Surface Network Architecture: Application of GAP™ for integrated production
modeling alongside MBAL™ and PROSPER™; focus on identifying bottlenecks,
optimizing surface networks to meet production targets, and proposing solutions to
enhance production profiles.
• Project Presentation and Synthesis: Students present their integrated models and
discuss how they meet the project's objectives.

GRADING CRITERIA
30-minute presentation at the end of the week.
Retake: 30-minute oral exam.

REFERENCES
• IPM Suite Help Menu
• ‘Integrated Production Modeling’ course notes

54
 EC 6.2 Integrated Project Foundation TU 6 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Integrated Project Foundation
2 25 0,5
Carla CASTILLO (IFP School)

Total: 27,5 hours 2 25 0,5

Workload per student: 41 hours

PREREQUISITES
• IPM Case Study Application course

PROGRAM AND TRAINING TECHNIQUES

In this course, students start with basic reservoir data of the Integrated Project and utilize
MBAL™, PROSPER™, and GAP™ to build a complete production network. They will make the
necessary assumptions, identify essential data gaps, and write a pre-project report, foreseeing
the impact of their design choices on project outcomes.
• Starting with Reservoir Data: Students begin with basic reservoir data to initiate the
network design using MBAL™.
• Assumption-Driven Modeling: Students make educated assumptions to complete the
network design using PROSPER™ and GAP™.
• Data Identification and Requirement Analysis: Critical evaluation of missing data
necessary for project continuation; students list and justify needed data for further
stages.
• Project Development: Students will compile their findings and analyses into a report,
discussing the assumptions made and their potential impacts on the project's viability.

GRADING CRITERIA
Report at the end of the week and 30-minute oral presentation
Retake: rework on the report and/or 30-minute oral quiz

REFERENCES
• IPM Suite Help Menu
• ‘Integrated Production Modeling’ course notes

55
TU 7: WELL ENGINEERING

TU 7 WELL ENGINEERING Compulsory

Credits
Term 2 Coordinator: Zita KASPARIAN ECTS
5

OBJECTIVES

This teaching unit continues the study of drilling process initiated in TU2. The focus will be
placed on the operational conditions.

At the end of the course, students will be able to:

• They will learn how to:

• analyze the lithological section of a well to choose the depth of the shoes and
dimension the casings,
• critique a mud program and develop a cementing program for each drilling phase

Hours
L ICW PW Pr OST OSV A Coeff
EC 7.1 Wellbore stability 8 3 2,5 1
EC 7.2 Drilling Fluids 8 3 1,5 1
EC 7.3 Cementing and integrity 14 5 3 1,5 1

Total: 49,5 hours 30 11 3 5,5

Workload per student: 71,5 hours

ASSOCIATED CAREER PATHS

PEPD 2 Drilling engineer

PEPD 3 Production engineer
PEPD 4 Project engineer

56
ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

57
 EC 7.1 Wellbore stability TU 7 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Wellbore stability
8 3 2,5
Frederic BOURGEOIS (Total Energies)

Total: 13,5 hours 8 3 2,5

Workload per student: 19 hours

PREREQUISITES
• Basics of petrophysics and geology
• Basics of mathematics

PROGRAM AND TRAINING TECHNIQUES

This course will encompass the following topics:
• Wellbore stability
• Stress state at a point
• Intrinsic curve
• Strain state
• Effective stress, in-situ stress state
• Compaction, subsidence.

GRADING CRITERIA
2h30mn written exam
Retake: a 2h30mn quiz

REFERENCES
1. Geomechanics applied to the petroleum industry, J.F. Nauroy, Editions Technip, 2011.
2. Course notes provided

58
 EC 7.2 Drilling fluids TU 7 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Drilling fluids
8 3 1,5
Ainur Kaken (Consultant)

Total: 12,5 hours 8 3 1,5

Workload per student: 18

PREREQUISITES
Basics in mathematics and physics, TU2, TU3 and previous course of this TU

PROGRAM AND TRAINING TECHNIQUES

This course will encompass the following topics:
• Drilling fluids
• Roles of drilling fluids
• Types and formulations of muds
• Rheology
• Mechanical treatment
• Treatment of losses and rejects
• Legislation
• Practical work on the specification of a mud program
• Main characteristics of completion fluids, use, packer fluids.

GRADING CRITERIA
Written test (1,5hr)
Retake: written test (1,5hr)

REFERENCES
1. Drilling Data handbook, G. Gabolde et J.P. Nguyen, Ed. Technip

59
 EC 7.3 Casing cementing, control & restauration TU 2 Term 1

CONTENT
Hours
L ICW PW Pr OST OSV A
Casing cementing, control & restauration
12 4
Ainur KAKEN (consultant)
Well integrity
2 1
Frederic DE MEO (Trident) 1,5
Safety training
GESIP (Groupe d'Études de Sécurité des Industries 3
Pétrolières et Chimiques)

Total: 23,5 hours 14 5 3 1,5

Workload per student: 34,5 hours

PREREQUISITES
• Basics in mathematics and physics, TU2, TU3 and previous course of this TU

PROGRAM AND TRAINING TECHNIQUES

This course will encompass the following topics:
• Specification and lowering of the casing column
• Different types of cements
• Cementing procedures (primary, staged, large diameter,...)
• Cementing calculations (consumption, hydraulics, spacer...)
• Cementing of liners
• Cementing control
• Cement plugs installation
• Cementing restoration
• Practical safety training: Live fire drill

GRADING CRITERIA
Two 1h30 written exam
Retake: 1h30 quizz

REFERENCES
1. Well Cementing, Second Edition, Editors Erik B. Nelson and Dominique Guillot (2006)
2. Drilling Data handbook, G. Gabolde et J.P. Nguyen, Ed. Technip

60
TU 8: WELL PRODUCTIVITY

TU 8 WELL PRODUCTIVITY Compulsory

Credits
Term 2 Coordinator: Zita KASPARIAN ECTS
5

OBJECTIVES

This teaching unit focuses on the architecture and equipment installed inside of a well and the
selection criteria based on optimum productivity/ injectivity.

At the end of the unit, students will be able to:

• choose a completion type, design the reservoir/borehole interface,

• specify appropriate reservoir treatments: acidizing, fracturing, sand control,
• evaluate the problems that will be encountered at the well during operation,
• choose the activation mode: gas lift, pumping,
• specify all the production equipment of a well,
• know the functionalities of PROSPER software, and use it for completion design and
optimization,
• understand the principles of intervention on equipped and pressurized wells (coiled
tubing and snubbing) and know the means to be used and the procedures to be
followed to carry them out.

Hours
L ICW PW Pr OST OSV A Coeff
EC 8.1 Well productivity 11 4 11 1,5 1
EC 8.2 Calculation of the tubing 16 8 2,5 1,5
EC 8.3 Equipment and Treatments 12 3 5,5 1,5 1

Total: 76 hours 39 15 11 5,5 5,5

Workload per student: 108,5

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 4 Project engineer

61
ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

62
 EC 8.1 Well productivity TU 8 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Productivity: reservoir/ borehole interface
9 2
Hosein DERIJANI (IFP School)
1,5
Well performance – Practical work with PROSPER
2 2 11
Hosein DERIJANI (IFP School)

Total: 27,5 hours 11 4 11 1,5

Workload per student: 40,5 hours

PREREQUISITES
• Basics in mathematics and physics
• Previous TUs, particularly TU 3,4

PROGRAM AND TRAINING TECHNIQUES

This course will encompass the following topics:
• Completion architecture and Equipment
• Production wellheads, Tubing head and suspension olive, valves, flaps, nozzles
• Tubing head and suspension olive, valves, flaps, nozzles
• Data collection, production objectives
• Specific cases, program, equipment selection, completion schemes.
• Productivity: principle, reservoir/borehole interface, characteristics, performance,
analysis
• Well performance
• Gas-lift and pumping principles, equipment, start-up, adjustment, measurements,
equipment calculations
• Practical work on the sizing of gas-lift and ESP pumps, use of PROSPER.

GRADING CRITERIA
One exam of 1hr30mn.
Retake: a 1hr30mn exam.

REFERENCES
1. Course notes of previous TUs.
2. Well completion and servicing, Denis Perrin, Ed. Technip
3. Well production Practical Handbook, H . Cholet, Ed. Technip
4. Petroleum Production Systems, M.J. Economides et al., Prentice Hall Petroleum Engineering
Series

63
 EC 8.2 Calculation of the tubing TU 8 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Calculation of the tubing
16 8 2,5
Robert BAIGET (TotalEnergies)

Total: 26,5 hours 16 8 2,5

Workload per student: 38,5 hours

PREREQUISITES
• Basics in mathematics and physics
• Previous TUs, particularly TU 1, TU 5, TU 6 and TU 7

PROGRAM AND TRAINING TECHNIQUES

Calculation of the tubing considering technology, constraints and sizing of tubings.
Presentation of DRILLCALC software.
Well integrity: Pre-abandonment integrity, temporary and permanent abandonment,
legislation, main abandonment challenges, materials, procedures, principles, post
decommissioning monitoring, Subsea well abandonment.

GRADING CRITERIA
One 2hr30 written exam
Retake: a 2hr30mn written exam

REFERENCES
1. Well completion and servicing, Denis Perrin, Ed. Technip
2. Well production Practical Handbook, H . Cholet, Ed. Technip

64
 EC 8.3 Equipment and Treatments TU 8 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Equipment, Production wellhead
4 1
Christian NGUMA (Total Energies)
Matrix treatment, Hydraulic Fracturing, Sand Control
4 2
Christian NGUMA (Total Energies)
Intervention under pressure, workover, Coiled tubing, 1,5
snubbing 4
Christian NGUMA (Total Energies)
Visit to PCM Pumps manufacturing 5,5
Alban PIERCHON (PCM)

Total: 22 hours 12 3 5,5 1,5

Workload per student: 29,5 hours

PREREQUISITES
• Basics in mathematics and physics
• Previous TUs, particularly TU 2 and TU 7

PROGRAM AND TRAINING TECHNIQUES

Production wellheads
Tubing head and suspension olive, valves, flaps, nozzles

Matrix treatment
Principle, treatment of carbonates, sandstones, laboratory analysis and additives, operating
procedure.
Hydraulic fracturing: Principle, parameters, fracturing fluids, proppants, improvement.

Sand control
Sampling, particle size curve, chemical processes, mechanical processes, installation
procedure.

Intervention under pressure, work-over, Coiled tubing, Snubbing:

• Principle of pressure operations under pressure (wire line, snubbing, ...)
• Principle of coiled tubing and main uses in wells (drilling and work-over).
• Methodology of well neutralization, work-over instrumentation.

Well performance, Gas-lift and pumping

• Principle, equipment, start-up, adjustment, measurements, equipment calculations. Practical
work on the sizing of gas-lift and ESP pumps
• Visit of PCP manufacturer facilities

65
GRADING CRITERIA
One 1hr30 written exam
Retake: a 1hr30mn written exam

REFERENCES
1. Well completion and servicing, Denis Perrin, Ed. Technip
2. Well production Practical Handbook, H . Cholet, Ed. Technip

66
TU 9: DEVELOPMENT OF GEORESOURCES

TU 9 DEVELOPMENT OF GEORESOURCES Compulsory

Credits
Term 2 Coordinator: Hosein DERIJANI ECTS
5

OBJECTIVES

The students will get introduced to the fundamental concepts of the development of a
georesource.
They will acquire and practice the knowledge in field development project combined with
their technical engineering expertise to be able to lead and participate efficiently to the
development of a georesource.

At the end of this unit, students are expected to be able to:

• Understand and follow the sequence of the development of a field
• Have a good knowledge of roles and responsibilities of the different stakeholders
• Be proficient at using software to simulate the flow across the production equipment
• Advise on best development scenario

Hours
L ICW PW Pr OST OSV A Coeff
EC 9.1 Fundamentals 11 3,5 2 1
EC 9.2 Georesources development 23,5 12,,25 3 2

Total: 55,25 hours 34,5 15,75 5

Workload per student: 80,4 hours

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

67
68
 EC 9.1 Fundamentals TU 9 Term 2

CONTENT

Hours
L ICW PW Pr OST OSV A
Introduction to Field Development
4 1,5
Florent PRION (Consultant)
2
EPC (Engineering, Procurement, Construction)
7 2
Thomas PARENTEAU ( TechnipFMC)

Total: 16,5 hours 11 3,5 2

Workload per student: 23,8 hours

PREREQUISITES
• None

PROGRAM AND TRAINING TECHNIQUES

This course aims at providing participants with essential knowledge to design and manage oil
and gas field development projects. It covers key technical parameters, guides learners
through the design study process, introduces core contractual terms and cost estimation
methods, and provides insight into effective project execution and risk management. Building
on that, these fundamentals are put into practice under the EPC model, where coordination,
contracting, and execution across the lifecycle of major industrial projects become
paramount.
By the end of the course, learners will have a practical understanding of how to initiate,
support, or lead georesource development projects using globally recognized project delivery
strategies.

The course covers:

Field Development Project Management

• Development decision, studies and execution processes
• Key components and drivers of a Field Development Project
EPC for Georesources Projects
• EPC contracting structures
• Roles and responsibilities: owner, contractor, third parties
• Engineering phase
• Procurement logistics
• Construction management

69
GRADING CRITERIA
15% in class Quiz, 85% Written Exam (2hrs)
Retake: Written Exam (1.5 hrs)

REFERENCES
1. Ganat, T. A. O. (2020). Technical guidance for petroleum exploration and production plans.
Springer. https://doi.org/10.1007/978-3-030-45250-6
2. Baron, H. (2018). The oil & gas engineering guide (3rd ed.). Editions Technip.
3. Badiru, A. B., Osisanya, S. O. (2016). Project Management for the Oil and Gas Industry: A
World System Approach. United States: CRC Press.

70
 EC 9.2 Georesources Development TU 09 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Offshore Field Development
13,5 3
Christophe CANDELIER (Total Energies)
OLGA Software 2,5
Martin GAINVILLE (IFPEN) 5,5 5,5
Jean-Baptiste FLUTTE (Total Energies)

Total: 30 hours 19 8,5 2,5

Workload per student: 44 hours

PREREQUISITES
• All previous teaching units, and EC 9.1

PROGRAM AND TRAINING TECHNIQUES

This course provides a comprehensive overview of the technical, managerial, digital, and
economic aspects of offshore georesource development, with a focus on oil and gas
production systems. Participants are guided through the complete lifecycle of offshore field
development—from initial feasibility to offshore implementation and eventual
decommissioning. As part of this course, participants will also be introduced to GAP and OLGA,
two industry-standard simulation tools that support the design and optimization of offshore
georesource developments. GAP enables holistic field development planning by modeling
production networks and identifying performance bottlenecks, while OLGA offers powerful
dynamic multiphase flow simulation, crucial for evaluating flow assurance scenarios.
The following topic are covered in this course.
• Field Development Planning & Execution
o Pre-development studies, technical screening, and economic evaluation
o Development strategy and architecture: centralized vs. distributed systems
o Basic and detailed engineering workflows
o Offshore construction and installation phases
• Project Management & Execution Controls
o Organizational structure and multidisciplinary coordination
o Cost estimation and scheduling under uncertainty
o Quality control, change management, and HSE integration
• Subsea Systems & Infrastructure

71
 o Subsea wells, tie-backs, risers, and manifolds
o Selection of offshore facilities: FPSOs, fixed platforms, subsea-to-shore
o Flow assurance: wax, hydrates, and asphaltene control strategies
• Field Decommissioning and Life Extension

o Phase-out planning and abandonment techniques

o Costing and regulatory compliance for late life operations
• Software

o GAP: Production Network Modeling

o OLGA: Dynamic Multiphase Flow Simulation
GRADING CRITERIA
Written Exam on Offshore Fields Development (2hrs), as well as the knowledge on efficient
application of GAP, and OLGA (0,5hr).
Retake: Written exam (2 hrs.)

REFERENCES
1. Bai, Y., & Bai, Q. (2018). Subsea engineering handbook (2nd ed.). Gulf Professional Publishing.
2. Petroleum Experts. (2024). GAP user manual (Version 4.8) [Software documentation].
Petroleum Experts Ltd. https://www.petex.com
3. Schlumberger. (2023). OLGA user manual (Version 2023.1) [Software documentation].
Schlumberger Limited. https://www.software.slb.com/products/olga

72
TU10 PROCESS ENGINEERING

TU 10 PROCESS ENGINEERING Compulsory

Credits
Term 2 Coordinator: Hosein DERIJANI ECTS
5

OBJECTIVES

This teaching unit provides the students with an understanding of the fluid behavior from the
wells’ exits to the dedicated storage areas. Students will know the main surface treatments of
effluents, including produced water treatment to reduce its environmental impact, treatment
of injection water, crude oil, condensate, gas processing, and LNG processes.

At the end of the unit, students will be able to:

• Apply the fundamentals of thermodynamics and transport phenomena in process
design.
• Analyze a process using the fundamentals and propose possible modifications in the
process.
• Configure different design parameters for equipment and select the best equipment
specification based on the requirements of process and operational needs.
• Read, analyze process flow diagrams related to effluents process and apply possible
modification in the process and equipment.
• Competently use the process design software to conduct the analysis, design a simple
process for effluent treatment.
• Follow the guidance sheets and manuals of equipment to monitor the performance of
equipment including pumps, compressors, and turbines.
• Follow the guidance sheets, manuals to monitor the integrity of pipes, valves, fittings
and other equipment to minimize the corrosion of materials.
• Monitor performances of surface facilities equipment, propose and implement
corrective actions to comply with HSE regulations.

Hours
L ICW PW Pr OST OSV A Coeff
EC 10.1 Fundamentals of process 17 7,25 3 1
EC 10.2 Equipment Design 31 4,75 3 2
EC 10.3 Process Operation for Petroleum
41,25 11 3 2
Engineers

Total: 121,25 hours 89,25 23 9

Workload per student: 177,4 hours

73
ASSOCIATED CAREER PATHS

PEPD 1 Reservoir Engineer

PEPD 2 Production Engineer
PEPD 3 Project Engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

74
 EC 10.1 Fundamentals of Process TU 10 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Thermodynamics
11 5,5
Julien GUILLET-LHERMITE (Perenco)
3
Basics of Transport Phenomena
6 1,75
TBD (IFP Training)

Total: 27,25 hours 17 7,25 3

Workload per student: 39,4 hours

PREREQUISITES
• Math and Physics

PROGRAM AND TRAINING TECHNIQUES

This course introduces students to the foundational principles of thermodynamics and
transport phenomena as they apply to oil and gas production systems. Combining
theoretical insights with practical applications, the course emphasizes fluid behavior, phase
equilibrium, and flow characteristics across processing facilities.
This course will encompass the following topics:
• Thermodynamics of Well Effluents
o Types and key parameters of well effluents
o Behavior of ideal gases and real fluids
o Amagat’s law, law of corresponding states, and equations of state
• Gas Compression and Expansion
o Practical equations for gas compression and expansion
o Thermodynamic models relevant to field applications
• Phase Behavior and Equilibrium
o Vapor pressure curves and enthalpy diagrams of pure substances
o Liquid-vapor equilibrium of hydrocarbon mixtures
o Petroleum cut analysis and pseudo-component characterization
• Effluent Behavior from Reservoir to Facilities
o Physical and thermal transformation of fluids during production
o Considerations for equipment sizing and process design
• Transport Phenomena Fundamentals
o Conservation equations for mass, momentum, and energy
o Formulation and application of constitutive equations for heat, mass, and
momentum transfer

GRADING CRITERIA
Two written exams, one for each course (3 hrs in total)
Retake: Written exam (2 hrs)

75
REFERENCES
1. Phase Behavior of Petroleum Reservoir Fluids" by Karen Pedersen and Peter L.
Christensen
2. Transport Phenomena, Revised 2nd Edition by R. Byron Bird, Warren E. Stewart, Edwin
N. Lightfoot

76
 EC 10.2 Equipment Design TU 10 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Rotating Machines
11
TBD (IFP Training)
Electricity and Power Generation
5,5
Ange NDoudi (IFP Training)
Control Instrumentation
8 3 3
Oleum (Total Energies)
Virtual Pumps Start Up
1 1,75
Mohamad ABDALLAH (IFP School)
Corrosion
5,5
François ROPITAL (IFPEN)

Total: 38,75 hours 31 4,75 3

Workload per student: 56,6 hours

PREREQUISITES
• EC 10.1 Fundamentals

PROGRAM AND TRAINING TECHNIQUES

This course provides an integrated introduction to key mechanical systems and process
control principles in oil and gas production environments. Through applied case students will
explore the behavior of rotary equipment, power generation systems, and materials under
industrial operating conditions.
This course will encompass the following topics:
• Analyze the rotary machines, knowing the key parameters, their performance curves,
applying them to design the process requirements of these machines using HYSYS
• Generation of Electricity Using Diesel motors and Turbines
• Introduction to control instrumentation and basic of process control
• Virtual pump start up
• Corrosion and the application of standards and manual guides to trace the integrity of
materials

GRADING CRITERIA
Two written exams Rotatin machines and Corrosion(2hrs and 1 hrs)
Retake: written exam(2 hrs)

REFERENCES
1. Arnold, K., & Stewart, M. (2008). Surface production operations: Volume 1 – Design of
oil handling systems and facilities (3rd ed.). Gulf Professional Publishing.

77
2. Arnold, K., & Stewart, M. (2014). Surface production operations: Volume 2 – Design of
gas handling systems and facilities (3rd ed.). Gulf Professional Publishing.
3. Love, J. (2007). Process automation handbook: A guide to theory and practice. Springer.
4. Javaherdashti, R., Nwaoha, C., & Tan, H. (2013). Corrosion and materials in the oil and
gas industries. CRC Press.

78
 EC 10.3 Process Operation and Control for Petroleum
TU 10 Term 2
Engineers

CONTENT
Hours
L ICW PW Pr OST OSV A
Gas treatment processing
11
Renaud CADOURS (Total Energies)
Crude oil processing
5,5
TBA
Treatment of produced and injection water
5,5
Pierre PEDENAUD (Total Energies)
HSE
5,5 3
Enrique RAMOS (Perenco)
Commissioning and decommissioning
2,75
Frederic De MEO (Trident Energy)
HYSYS
8,25 8,25
Julien GUILLET-LHERMITE (Perenco)
QUESTOR Cost Estimation
2,75 2,75
Jean-Marc SEGUINEAU (Consultant)

Total: 55,2 hours 41,25 11 3

Workload per student: 81 hours

PREREQUISITES
• EC 10.1, EC 10.2

PROGRAM AND TRAINING TECHNIQUES

This course offers an in-depth exploration of crude oil processing systems and the treatment
of associated fluids, providing students with both theoretical principles and practical insights.
Participants will gain a comprehensive understanding of the processing chain from crude
stabilization through water and gas treatment to condensate recovery and LNG handling. Case
studies, equipment sizing, process optimization, and virtual reality exercises reinforce the
technical content. Following topics will be covered in this course.

• Crude Oil Stabilization and Separation

o Principles of Multistage Separation (MSS)

o Effect of parameters: stage number, pressure, and thermal control on oil API and
quantity
o Foaming challenges and mitigation strategies
o Recompression of associated gas
o Separator sizing techniques

• Dehydration and Stripping Techniques

79
 o Emulsion issues and dehydration methods
o Desalting and desalter sizing
o Acid gas sweetening (H₂S removal)
o Cold and hot stripping methods
o Stripping gas sourcing and treatment
o Optimization of operating conditions for RVP, BSW, and impurities

• Produced Water Treatment

o Environmental discharge regulations

o Overview of treatment technologies: decantation, flotation, hydrocyclones,
coalescers, chemical and biological processes
o Principles, performance goals, and selection criteria
o Treatment plant diagram examples

• Injection Water Treatment

o Purpose of injection water in reservoir management

o Treatment methods: chlorination, filtration, deoxygenation, desulfation,
sterilization
o Operating conditions and system design
o Sample diagrams of injection water facilities

• Gas Treatment Processes

o Gas dehydration and hydrate control: TEG absorption and adsorption techniques
o Hydrate formation risks and chemical inhibition
o Gas sweetening methods: amine units, physical and hybrid solvents
o H₂S conversion: CLAUS process and tail gas treatment

• Condensate Recovery

o Technologies: external refrigeration, Joule-Thomson expansion, turbo-expanders

o Optimization of condensate extraction via separator and TEG unit configuration
o Compression and export readiness

• Liquefied Natural Gas (LNG)

o Overview of natural gas liquefaction processes

o Operating principles, key equipment, and technology insights

• HSE (Health, Safety & Environment)

o Embed HSE principles into all project stages
o Ensure compliance and risk mitigation

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 • HYSYS
o Simulate production systems using HYSYS
o Optimize process flows and troubleshoot designs

• Questor Cost Estimation

o Use Questor for accurate project budgeting
o Evaluate cost scenarios under uncertainty

GRADING CRITERIA
Written Exam 3hrs
Retake: 2 hrs Written Exam

REFERENCES
1. Arnold, K., & Stewart, M. (2008). Surface production operations: Volume 1 – Design of
oil handling systems and facilities (3rd ed.). Gulf Professional Publishing.
2. Arnold, K., & Stewart, M. (2014). Surface production operations: Volume 2 – Design of
gas handling systems and facilities (3rd ed.). Gulf Professional Publishing.
3. HYSYS Reference Manual
4. Questor Manual

81
TU 11: INTEGRATED PROJECT AND SITE VISITS

INTEGRATED PROJECT
TU 11 Compulsory
AND SITE VISITS
Credits
Term 2 Coordinator: Zita KASPARIAN ECTS
10

OBJECTIVES

This teaching unit continues the integrated project work initiated within TU 6, aiming at the
development of an offshore field.
This case study will be based on an existing offshore field and real data will be provided to the
students. The general objective is to let students put in practice what they have learnt in the
various teaching units concurring to such developments. The work will be mainly teamwork
and the students will be coached, when necessary, by specialists coming from the industry or
research entities.

In addition to the integrated project work, TU 12 includes a week of site visits. This week will
allow the students deepening their knowledge in the industry, through visits to sites, factories
and companies involved in the development and operation of georesources (operators, as
well as engineering and service companies).

At the end of the unit, students will be able to select a development scenario integrating:

• the evolution of reservoir, drilling, well and surface constraints (flow assurance,
processes, structures) during the life of the field
• the safety and environmental protection constraints
• economic data
• market constraints

The project work approach will give them a practical opportunity to:
• Apply the field development project management knowledge and skills to all the
phases of development of a georesource.
• Actively participate in project group meetings and coordinate with different disciplines
to develop detailed plans, including timelines, budgets, and resource allocations for
different phases of a georesource development.
• Use engineering and project management techniques to design and optimize
processes
• Apply risk management strategies to anticipate and mitigate potential issues
• Collaborate effectively with multidisciplinary teams to ensure seamless project
execution

82
 • Monitor and control project progress to ensure alignment with goals and objectives.
• Prepare and present technical reports and project documentation.
• Implement sustainable practices and environmental considerations in the
development of a georesource.

They will present a written and oral summary of their results to a jury of professionals.

Hours
L ICW PW Pr OST OSV A Coeff
EC 11.1 Site visits 27,5 1
EC 11.2 Integrated project 5,5 5,5 36 2,75 6

Total: 77,25 hours 5,5 5,5 36 27,5 2,75

Workload per student: 204,5 hours

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

83
84
 EC 11.1 Site visits TU 12 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Site visits 27,5

Total: 27,5 hours 27,5

Workload per student: 41 hours

PREREQUISITES
• Previous TUs

PROGRAM AND TRAINING TECHNIQUES

The study trip will include meetings with operators, engineering and construction companies,
and service companies. Visits of production fields (site, plants, control room, tests facilities,
etc.) are also planned, together with visits of universities and R&D organizations.

GRADING CRITERIA
A written report.
Retake: a 30mn oral presentation and rework of the report.

REFERENCES
Course notes of previous TUs.

85
 EC 11.2 Integrated project TU 12 Term 2

CONTENT
Hours
L ICW PW Pr OST OSV A
Project Management
2,75 2,75
H. DERIJANI (IFP School)
Economics Studies
2,75 2,75
JM. SEGUINEAU (Consultant) 2,75
Integrated Project
Jean-Marc SEGUINEAU (consultant) 36
Florent PRION (consultant)

Total: 49,7 hours 5,5 5,5 36 2,75

Workload per student: 166 hours

PREREQUISITES
• Basics in mathematics and physics
• All previous TUs

PROGRAM AND TRAINING TECHNIQUES

The project is a teamwork on the preliminary field development project and it will include:
• Project management preparation work, planning, distribution of responsibilities and
tasks
• Fine tune the studies performed during TU6
• Select a development scenario integrating the evolution of reservoir, drilling, well and
surface constraints (flow assurance, processes, structures) during the life of the field
• Integrate safety and environmental protection constraints, economic data, market
constraints,

The following will be considered:

• Installation – Logistics: selection of key vessels required for the installation, of main
installation port. The most appropriate installation strategy will be discussed.
• Operation & Maintenance: assessment of basic operation and maintenance activities
and key logistics choices.
• End-of-life – Decommissioning: presentation of the end-of-life strategies and key
challenges.
• Economics and costs: assessment of main costs (CAPEX, OPEX and LCoE) using detailed
cost breakdowns based on public data.
• Uncertainties – Risks: due to the lack of detailed information, key uncertainties and
risks will be assessed.

The project proceeds as follows:

• Step 1: Development scenario recommendation:

86
 - data collection on the proposed topic,
- establishment of possible development scenarios,
- selection criteria for the appropriate scenarios and a first cost-benefit study to come
up with a recommendation,
• Step 2: Based on the selected scenario,
- process and facility design,
- preliminary dimensioning of structures and pipelines
- implementation and safety,
- more detailed economic study (using QUESTOR software).

• With the help of real documents, from exploration and appraisal wells :
- soil reconnaissance, environmental conditions, site reports
- daily drilling reports, end of hole reports, geological monitoring logs
- drilling and mud programs
• The students make the preliminary project of development wells, its provisional
budget and specify the drilling rig likely to realize it.
• Use professional software drilling-completion calculation software for designing and
monitoring the trajectory, directional behavior and « torque and drag » (WELLSCAN)
or activation (PROSPER).
• Produce a detailed written drilling report and written completion

GRADING CRITERIA
Two evaluations, one based on a report provided by the students at the end of the study
(coefficient 0.7 to compute the final grade of EC12.2), another based on an oral presentation
of the integrated project to a panel of lecturers and industry professionals (coefficient 0.4 to
compute the final grade of EC12.2).
Reports are graded the same for the students in a group. However, the oral grade is
modulated for each participant according to the quality of his/her presentation

Retake: a 30mn oral examination.

REFERENCES
1. Course notes of previous TUs.
2. Project Management Institute. (2021). A guide to the project management body of knowledge
(PMBOK® guide)—seventh edition and the standard for project management. Project
Management Institute.

87
PROFESSIONAL SKILLS MODULE (PSM)

Targeted
TU PSM Professional Skills Module (PSM)
students (*)
Term 1 or ECTS
Coordinator: Victor COURT
Term 3 (*) credits: 6

(*) Term 1 for non-sandwich students of the current school year.

Term 3 for « Bac+4 » sandwich students of the former school year.

OBJECTIVES

At the end of this module, students will be able to:

• position themselves in relation to their work in the energy and environment sector.
• integrate climate change and ecological issues into project development and corporate
strategy.
• fully contribute to the organization and management of a project involving students
from different programs, in a team in which different views and perspectives are
valued.
• be involved in a multicultural working environment while respecting and listening to
people of other cultures.

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

88
ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

This teaching unit corresponds to a 3-week project. Different subjects are selected each year
by the IFP School’s management committee. In December 2024, the following two topics are
proposed:

1. Innovation and Entrepreneurship Coach: Joao SILVEIRA (IFP School)

2. Sustainable Future for Private Coaches: Romain GRANDJEAN (Carbone 4)

Companies & Thomas GAULTHIER (EM Lyon)

A short description of each project will be sent to you in October 2024. From the provided
descriptions, students will have to choose which project they wish to work on. Within the
project, each subject is studied in parallel by teams of around five students from different
programs. All the information about the PSM will be sent by emails, so please regularly check
your mailbox.

Hours Coefficient
L ICW PW Pr OST OSV A
Problem statement 1
Courses related to the subject (adaptation
to/mitigation of climate change, circular
economy, industrial and territorial 10
ecology, climate corporate strategy) (IFP
School, companies)
How to conduct a project (business model,
marketing & strategy, prototype) (IFP 15
School, companies)
How to convince your audience (pitch
15
training, video making) (lab e.nov)
Project coaching sessions (IFP School,
45
universities and companies)
Final pitch 4 1
Final deliverable - 1

Total: 90 hours 40 46 4

Workload per student: 115 hours (*)

89
(*) During the 3-week PSM, the tutored project led to an equivalence of workload for student of 1.5 hour of
workload for a 1 hour of project.

PREREQUISITES
None

PROGRAM AND TRAINING TECHNIQUES

This module is based on lectures, teamwork in a multidisciplinary and multicultural context,
business games, and case studies.

LANGUAGE OF INSTRUCTION: English

GRADING CRITERIA
Members of the project teams are evaluated on oral presentations, written reports, and
other deliverables of the project. In addition, attendance to the courses and progress
meetings, involvement in this teaching unit, as well as personal performance during the final
oral presentation, will also contribute to the final individual mark.

90
EXPERIENCE SHARING (ESM)

Sandwich
TU ESM Experience Sharing Module (ESM)
students
ECTS credits:
Term 3 Coordinator: Victor COURT
6

« Bac+5 » sandwich students

OBJECTIVES

At the end of this module, students will be able to:

• analyze problematics linked to technology and their impact on the environment and
society.
• work within a multicultural team, and with people from different backgrounds.
• deliver results in an original format (video, oral presentation, pitch session,
quantitative model, etc.).

ASSOCIATED CAREER PATHS

PEPD 1 Reservoir engineer

PEPD 2 Drilling engineer
PEPD 3 Production engineer
PEPD 4 Project engineer

ASSOCIATED SUSTAINABLE DEVELOPMENT GOALS

91
This teaching unit corresponds to a 2-week project. Different subjects are selected each year
by the IFP School’s management committee. In December 2024, the following four topics are
proposed:

1. Machine learning applied to the Coaches: Frédérique FOURNIER & Karine LABAT
energy sector

2. Critical minerals and materials Coaches: Arnaud TORRES & Maxime SCHENCKERY
management (C3M) for the energy
transition

3. Lifecycle analysis as a lever for Coaches: Denis BOSSANNE & Laetitia SALESSY
decarbonizing industry

4. End-of-life electric vehicles Coaches: Alessio DULBECCO & Ouafae EL GANAOUI

battery: recycling or second life?
Battery circular economy

A short description of each project will be sent in October 2024. From the provided
descriptions, students will have to choose which project they wish to work on. Within the
project, each subject is studied in parallel by teams of around five students from different
programs. All the information about the ESM will be sent by emails, so please regularly check
your mailbox.

Hours Coefficient
L ICW PW Pr OST OSV A
Introduction of the project (IFP School) 1.5
Courses related to the subject (machine
learning, critical materials, CCUS, life
3.9 3
cycle management, battery recycling) (IFP
School and companies)
How to develop and conduct an
innovative project (Agile innovation,
3
design thinking, legal and economics)
(IFP School)
Project coaching (coaches) 42.6
How to convince your audience (pitch
3
training, video making) (lab e.nov)
Final deliverable - 1
Oral defense 3 1

Total: 60 hours 5.4 6 45.6 3

Workload per student: 89 hours (*)

(*) During the 2-week ESM, the tutored project led to an equivalence of workload for student of 1.5 hour of
workload for a 1 hour of project.

92
PREREQUISITES

Basics knowledge of software (as Python, SimaPro).

PROGRAM AND TRAINING TECHNIQUES

This module is based on lectures, videos, interactive questionnaire, and hand-on project, in a
multidisciplinary and multicultural context.

LANGUAGE OF INSTRUCTION
English

GRADING CRITERIA

Students are required to submit to the coaches a final deliverable, possible in the format of a
video or a written document, and to defend their project in a final pitch session.

93
PROFESSIONAL INTEGRATION PERIOD (PIP)

Targeted
PIP PROFESSIONAL INTEGRATION PERIOD
students
Credits ECTS
Term 3 Coordinator: school and company supervisor
30

OBJECTIVES
The aim of the professional integration period is to bring an in-depth understanding of the company
and how it operates, of the industrial sector and of the technical and human features of the
profession for which the students are preparing. It also gives them an insider's view of various jobs
they might be led to do later and help them narrow down their subsequent career choices.

Students in the Petroleum Engineering and Project Development program will be involved in a
variety of technical studies and activities ranging from operational work on drilling or production
sites to contribution to structural design and equipment sizing, such as but not limited to:

• Estimate resources,
• Model, analyze and characterize a georesource,
• Select/design drilling program and equipment
• Conduct operation on installation vessel
• Manage logistic, procurement and cost estimate of equipment

Students are evaluated through assessments as stated in the table below.

Duration in weeks (35 hours a week) Coeff

Final report 1
Oral presentation Minimum 16 weeks 1
Technical & soft skills assessment 2

PREREQUISITES

The choice of missions lies with the company but must be first validated by the program supervisor
before starting the work placement. Their content must be related to the teaching offered at the
school and provide additional training in the students' technical specialization.

CONTENT AND ACTIONS REQUIRED

This internship is an opportunity for the students to become an engineer, in the field, faced with the
obligation to produce results. The interns receive mentoring and a work environment focused on
developing their skills. This allows them, on one hand, to learn autonomy, responsibility and working
with tight deadlines, and on the other hand, to consolidate their technical knowledge while
developing real professional experience.

The interns will be assigned a placement supervisor and a school tutor. Intermediate reports with key
facts related to technical and non-technical skills will be sent to the school tutor during the 4.5
months period.

94
GRADING CRITERIA

The final mark for this internship will integrate the following evaluations:

• School tutor: Evaluation of the final report

• School tutor + IFP School staff: Evaluation of the oral presentation
• Placement supervisor: Evaluation of both technical and personal skills

95
E1 - INITIAL COMPANY PERIOD

E1 INITIAL COMPANY PERIOD Apprentices

Coordinators: school and company Credits ECTS
Term 1
supervisors 12

OBJECTIVES

The knowledge acquired during the first school module should equip the apprentices to be offered
missions, on their arrival in the company, whose content and responsibilities are in line with their
career plan and allow them to be recognized as young engineers in training and fully-fledged members
of the department.
The mission(s) assigned to apprentices during this period are designed to impart or build some of the
industry's technical skills, in connection with what was learnt during the first school module.

At the same time, this part of the training, in a professional context, leads to a gradual command of
the work environment. It may take a wide variety of forms, but generally the following points are
considered essential:
• organization of the company
• role of the host department within the company
• role of the company within its sector
• relations with internal and external customers
• understanding of how a complex organization operates
• the importance of knowledge management for a company.

This initial period is also an opportunity for apprentice engineers to gain an initial experience of many
work-related aspects not directly related to their technical field, such as:
• the importance of being well-organized in their work
• how to manage contacts and relationships within the company
• how their host team operates
• the information channels
• the role of the various meetings
• the ability to present their work and commit to its results.

This initial phase will be reinforced and expanded during the second company internship. Accordingly,
in its new work environment, with the responsibilities incumbent on a young engineer and faced with
specific expectations from management, apprentices will assume their responsibilities, become aware
of their areas for improvement and their needs for additional tools and know-how in order to be fully
operational in their job and efficient in the work in the company.
Upon their return to the school, apprentices have a better understanding of the various teaching units
and their relevance to their career plan, consequently they are more motivated in their training.

96
Students are evaluated through assessment during their company periods as stated in the table
below.

E1: first company period Term 1

Duration in weeks (35 hours a week) Coeff

Technical and soft skills assessment 10 -

CONTENT AND ACTIONS REQUIRED

• Self-study module on professional soft skills.

• Summary review of the first period.

GRADING CRITERIA

Joint assessment by the corporate tutor and the academic tutor of the acquisition or development of
the line-of-business skills identified for the course being taken, along with the professional soft skills:

• Ability to get involved in their work and be results-oriented

• Capacity for collaborative work
• Initiative and autonomy
• Method and organization
• Ability to synthesize and report in writing or orally
• Proficiency in English for the workplace (if applicable).

97
E2 & E3 - SECOND AND THIRD COMPANY PERIODS

Apprentices 5 years’
E2 FINAL COMPANY PERIOD
higher education
Coordinators: school and company Credits ECTS
Term 3
supervisors 24

OBJECTIVES

After the skills-building phases represented by the first company internship and the two periods at
the school, apprentices are capable of understanding and managing more complex problems or
missions. For this purpose, they attend a longer period in the company.

For apprentices with four years' higher education, the third company period often follows on
immediately after the second. It reinforces and broadens the apprentices' skills and can often be
likened to an actual job. It therefore consolidates apprentices' professional experience and helps them
finalize their choice of their first job with a permanent contract.

CONTENTS

The choice of missions lies with the company, but their content must be related to the teaching offered
at the school and provide additional training in the apprentices' technical specialization.

This period is an opportunity for the apprentices to become an engineer, in the field, faced with the
obligation to produce results. The apprentices benefit from their dual status: as company employees,
seen as colleagues by their work colleagues, and as students in training, receiving mentoring and a
work environment focused on developing their skills. This allows them, on one hand, to learn
autonomy, responsibility and working with tight deadlines, and on the other hand, to consolidate their
technical knowledge while developing real professional experience.

These second and possibly third periods bring an in-depth understanding of the company and how it
operates, of the industrial sector and of the technical and human features of the profession for which
they are preparing. They also give apprentices an insider's view of various jobs they might be led to do
later and help them narrow down their subsequent career choices.

Students are evaluated through assessments during their company periods as stated below:

Duration in weeks (35 hours a week) Coeff

Final report 1
Oral presentation 24 1
Technical and soft skills assessment 2

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 Apprentices 4 years’
E2 & E3 2nd and FINAL COMPANY PERIOD
higher education
Coordinators: school and company
Term 3 Credits ECTS 24
supervisors
Coordinators: school and company
Term 4 Credits ECTS 24
supervisors

E2: second company period Term 3

Duration in weeks (35 hours a week) Coeff

Technical and soft skills assessment 23 -

E3: final company period Term 4

Duration in weeks (35 hours a week) Coeff

Final reports 1
Oral presentation 21 1
Technical and soft skills assessment 2

CONTENT AND ACTIONS REQUIRED

Interim and summary reviews of the second and possibly the third company periods.

GRADING CRITERIA

The mark includes:

- Joint assessment by the corporate tutor and the academic tutor of the acquisition or
development of the line-of- business skills identified for the course being taken, along with the
professional soft skills:

• Ability to get involved in their work and be results-oriented

• Capacity for collaborative work
• Initiative and autonomy
• Method and organization
• Ability to synthesize and report, written or oral
• Proficiency in English for the workplace (if applicable)

- For final company period, the evaluation of the report and the final presentation.

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COMPOSITION OF THE TEACHING TEAM

NAME COMPANY/INSTITUTE EC COURSES

ABDALLAH Mohamad IFP School EC 10.2, EC 10.3

ADELINET Mathilde IFP School EC 5.1

AUFFRAY Baptiste Beicip EC 8.3

AURIAULT Alain Consultant EC 3.2

AVERAN Mathieu IFP Training EC 2.1, EC 2.2, EC2.3

BAIGET Robert Consultant EC 8.2

BOURGEOIS Frédéric TotalEnergies EC 7.2

CADOURS Renaud TotalEnergies EC 10.3

CANDELIER Christophe TotalEnergies EC 9.2

CASTILLO Carla IFP School EC 4.4, EC 6.1, EC 6.2

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 NAME COMPANY/INSTITUTE EC COURSES

DECROUX Benoit Beicip EC 3.1

De MEO Frédéric Trident Energy EC 10.3

DERIJANI Hosein IFP School EC 5.1, EC 8.1

ENRIQUE RAMOS Rafael Perenco EC 10.2

ESCARETTE Laurent Storengy EC 5.2

FLUTTE Jean-Baptiste Total Energies EC 9.2

GAINVILLE Martin IFPEN EC9.2

GUILLET LHERMITE Julien Perenco EC 10.1, EC 10.3

JAFFREZIC Vincent TotalEnergies EC 4.2

KAKEN Ainur Consultant EC 7.1

KASPARIAN Zita IFP School EC 1.1, EC 11.1, EC 11.2

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 NAME COMPANY/INSTITUTE EC COURSES

LAVAL Jerome IFP School EC 1.4

MERCIER Florian Helmerich & Payne - Drillscan EC 5.2

MONNIER Mathieu Technip Energies EC 5.1

MORATINOS Fabrice Maurel & Prom EC 1.1

MUSIAL Geoffrey Ales School of Mines EC 1.2

NDOUDI Ange IFP Training EC 10.1

NGUMA Christian Total Energies EC 8.3

PARENTEAU Thomas TechnipFMC EC 5.2, EC 9.1, EC 9.2

PEDENAUD Pierre TotalEnergies EC 10.3

PIERCHON Alban PCM EC 10.2

PRION Florent Consultant EC 1.1, EC 9.1, EC 11.2

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 NAME COMPANY/INSTITUTE EC COURSES

RENARD Stephane IFPEN EC 1.3

RHENALS GARRIDO David IFP School EC 5.2

ROPITAL François IFPEN EC 10.2

SEGUINEAU Jean-Marc Consultant EC 9.2, EC 11.2

TORRES Arnaud IFP School EC 1.1, EC 1.2, EC 4.1

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CONTACTS

Further information may be obtained by contacting:

Zita Kasparian, PEPD Program Supervisor

Telephone: +33 (0) 1 47 52 65 23
E-mail: [email protected]

Dr. Frédérique Fournier, Director of Georesources and Energy Center

Telephone: +33 (0) 1 47 52 72 54
E-mail: [email protected]

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www.ifp-school.com

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September 10, 2025