Light hydrocarbon geochemistry:insight into oils/condensates families and inferred source rocks of the Woodford–Mississippian tight oil play in North-Central Oklahoma,USA

The Woodford–Mississippian"Commingled Production"is a prolific unconventional hydrocarbon play in Oklahoma,USA.The tight reservoirs feature variations in produced fluid chemistry usually explained by different possible source rocks.Such chemical variations are regularly obtained from bulk,molecular,and isotopic characteristics.In this study,we present a new geochemical investigation of gasoline range hydrocarbons,biomarkers,and diamondoids in oils from Mississippian carbonate and Woodford Shale.A set of oil/condensate samples were examined using high-performance gas chromatography and mass spectrometry.The result of the condensates from the Anadarko Basin shows a distinct geochemical fingerprint reflected in light hydrocarbon characterized by heptane star diagrams,convinced by biomarker characteristics and diamantane isomeric distributions.Two possible source rocks were identified,the Woodford Shale and Mississippian mudrocks,with a variable degree of mixing.Thermal maturity based on light hydrocarbon parameters indicates that condensates from the Anadarko Basin are of the highest maturity,followed by"Old"Woodford-sourced oils and central Oklahoma tight oils.These geochemical parameters shed light on petroleum migration within Devonian–Mississippian petroleum systems and mitigate geological risk in exploring and developing petroleum reservoirs.

用开放体系的热解方法对烃源岩生烃动力学的研究:以东营凹陷某生油岩为例

近年来,烃源岩生烃热模拟实验与生烃动力学研究主要采用封闭体系。然而,在某些地质条件下,烃源岩所处的地质环境更接近于开放体系。应用美国加里福尼亚州理工学院环境能源研究中心多冷阱热解气相色谱仪,结合Kinetics生烃动力学专用软件,对取自东营凹陷的1块ES3页岩生油岩在开放体系条件下进行了生烃动力学研究。结果表明,该生油岩C1～5、C13+、C6～12及C1+生成活化能分别为:238～339、205～268、222～272和251～285kJ/mol。在此基础上,结合利津洼陷埋藏史与受热史,对烃源岩生烃史、生成烃类油气比等成烃特征进行了研究。本研究为生烃动力学方法在油气评价中的应用提供了一个范例。

高中有机化学教材“烃类化合物”的国际比较研究

基于闫春更等建立的二维度四指标教材难度微观评价模型,重点对中国、美国、新加坡、澳大利亚、日本、英国的高中化学教材中"烃类化合物"内容的整合广度、表征深度进行测评和比较。研究发现6国教材内容的整合广度整体上差异不大,但其表征深度差异明显;美国教材注重学生认识物质的思路和方法的渗透,日本教材注重基本知识与技能的掌握,中国教材将概念诠释与样例分析相融合;英国、新加坡、美国教材注重情境推理或比较等信息处理策略的运用,对学习者学习的引导性较强。