任务3

任务3测定储层流体饱和度

一、名词解释。

1.束缚水饱和度wc S ：

2.流体饱和度：

3.残余油饱和度：

二．判断题。

1.泥质含量增多，渗透率低的岩石其束缚水饱和度高。 （ ）

2.岩石含油饱和度是岩石中储集空间含油的那一部分孔隙体积与岩石总体积之比。

（ ）

3.比面越大，束缚水饱和度越大。 （ ）

三．选择题。

1.在油藏形成过程中，若岩石比面愈 ，岩石绝对渗透率 ，则其束缚水饱和度愈大。

A.大，大

B.大，小

C.小，大

D.小，小

2.蒸馏法测定岩石油气水饱和度时，关键是测出 。

A. 含油水岩石的重量

B. 岩样的孔隙体积

C. 油的体积

D. 水的体积

四．问答题。

1、什么是储层的流体饱和度、原始含油饱和度、残余油饱和度？

2、什么是地层水饱和度？什么是束缚水？什么是束缚水饱和度？

3.解释油藏为什么都存在束缚水及其形成原因，其大小受哪些因素影响？

4..通过油层物理的学习，你认为那些参数可用作储集岩的分类评价？（只要求10个主要的参数）

5.影响饱和度的因素有哪些？常用测定饱和度的方法有哪些？对于含有结晶水矿物的岩心测定其饱和度时应采用什么方法？为什么？

6.试简述使实验室用蒸馏法测定储层流体饱和度的基本原理和数据处理方法，并画出实验仪器的流程图。

五．计算题。

1.已知一岩样总质量为6.5540克，经抽提烘干后质量为6.0370克，抽提时所得水的体积为0.3厘米3，由饱和煤油法测得孔隙度为25％。设该岩样视密度为

2.65克/厘米3，油的密度为0.8750克/厘米3。求此岩样的含油、气、水饱和度。

2.有一岩样含油水时重量为8.1169g ，经过抽提后得到0.3 cm 3的水，该岩样烘干后，重量为7.2221g ，炮和煤油后在空气中称得重量为8.0535g ，饱和煤油的岩样在煤油中称得重量为 5.7561g ，求该岩样的含水饱和度、含油饱和度和孔隙度。设岩样密度为

2.65 g/3cm ，原油密度为 0.8760 g/3cm 。

3.设一取自油层的岩样，洗油前重100g ，洗净烘干后重92g ，共蒸出水43cm ，已知岩样的视密度为1.8g/3cm ，岩样中油和水的密度分别为0.9和1 g/3cm ，孔隙度为20%。

（1）试计算该岩样的含油饱和度和含水饱和度；

（2）若地层油和地层水的体积系数分别为1.2和1.03，试计算该岩样在油藏条件下的气体饱和度。

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专题3 任务型阅读17

2012高考英语二轮复习专题限时训练 专题3 任务型阅读17 （25分钟） （A） 阅读下面短文，根据所读内容在文后第71至第80小题的空格里填上适当的单词。 注意：每空1个单词。 Federal Hocking High School in Stewart, Ohio, draws its 360 students from a 270-square-mile rural area of the state’s southeast corner. In the early 1990s, teachers and students were not at all motivated. The school, says social studies teacher Deborah Burk, was sticking to the 19th-century concept of dividing the day into 42-minute periods (still common in many schools across the country), with each period counted as a credit toward graduation. Back then, Burk says, students focused more on the clock than on what she was saying. They weren’t entirely to blame. The system, she felt, didn’t let her do much beyond repeating the same lectures over and over: There wasn’t time to challenge students to research into details. “You couldn’t analyze their progress -- or even think about it.” In 1992, Dr. George H. Wood, an Ohio University education professor who’d never run a high school, was named principal. He asked students for their ideas, organized visits to programs around the country, and met frequently with staff. The result: Time passed quickly. With some arm-twisting of superintendents and state lawmakers, Federal Hocking moved from the tiresome credit system to a less-is-more schedule tied to four 80-minute classes. “We decided,” Wood says, “to teach fewer things better.” In American history, for example, the emphasis changed from devoting equal time to every era to focusing on big events. The school developed its own credit system based on important studies but added other requirements -- a senior portfolio, and a yearlong project created by the students that’s not always linked directly to their coursework. Project topics range from writing a world-foods cookbook to the restoration of an old tractor. Graduation based just on racking up a set number of credits was no longer possible. Other changes followed. The seven-minute daily homeroom period -- basically an attendance call -- was replaced by an hour-long advisory meeting every Wednesday morning.

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