and available online here Cet article fait partie du dossier thématique ci-dessous publié dans la revue OGST, Vol. 69, n°4 pp. 507-766 et téléchargeable ici Re´sume´-Re´sume´Re´sume´-Modeíisation des transferts fluides dans les bassins faille´sfaille´s-Cet article pre´sentepre´sente un nouveau simulateur de bassin spe´cialementspe´cialement conc¸uconc¸u pour mieux prendre en compte l'impact des failles sur l'e´coulemente´coulement. Il simule les e´coulementse´coulements, les transferts thermiques et la ge´ne´rationge´ne´ge´ne´ration des hydrocarbures. Compareáux simulateurs de bassins classiques, il utilise un concept innovant de maillage e´volutife´volutif suffisamment flexible pour suivre les de´formationsde´formations d'un bassin en contexte tectonique complexe. Le maillage suit les se´dimentsse´diments et se de´formede´forme continument pour suivre la se´dimentationse´dimentation, la compaction et les de´formationsde´formations cine´matiquescine´matiques. Bien qu'il soit organise´suivantorganise´suivant les couches stratigraphiques, le maillage est globalement non-structure´.structure´. Il peut contenir des mailles de type varie´tellesvarie´telles que deshexaè dres, des te´traè dres, des pyramides, des prismes ou des hexaè dres de´ge´ne´re´sde´ge´de´ge´ne´de´ge´ne´re´de´ge´ne´re´s. Les failles y sont repre´senteésrepre´senteés sous la forme de couple de surfaces de bord interne, qui peuvent glisser l'une par rapport a` l'autre. Le maillage est donc non conforme a` travers les failles. Diffe´rentsDiffe´rentsmodè les d'e´coulemente´coulement sont propose´spropose´s pour simuler le comportement des failles, allant des failles parfaitement impermeábles aux failles conductrices. Le calculateur est base´surbase´sur une discre´tisationdiscre´tisation de type volumes finis centre´scentre´s sur les mailles qui est bien adapteé aux e´quationse´quations de conservation. Le potentiel de ce nouveau simulateur est illustre´surillustre´sur un cas semi-synthe´tiquesynthe´tique. Abstract-Modeling Fluid Flow in Faulted Basins-This paper presents a basin simulator designed to better take faults into account, either as conduits or as barriers to fluid flow. It computes hydrocarbon generation, fluid flow and heat transfer on the 4D (space and time) geometry obtained by 3D volume restoration. Contrary to classical basin simulators, this calculator does not require a structured mesh based on vertical pillars nor a multi-block structure associated to the fault network. The mesh follows the sediments during the evolution of the basin. It deforms continuously with respect to time to account for sedimentation, erosion, compaction and kinematic displacements. The simulation domain is structured in layers, in order to handle properly the corresponding heter-ogeneities and to follow the sedimentation processes (thickening of the layers). In each layer, the mesh is unstructured: it may include several types of cells such as tetrahedra, hexahedra, pyramid, prism, etc. However, a mesh composed mainly of hexahedra is preferred as they are we...
The use of images in science activities : how can computer techno¬ logy contribute to the teaching of physics ? Daniel Beaufils Jean-Claude Le Touzé Hélène Richoux Bernard Richoux Our research group at the Institut National de Recherche Pédagogique has been investigating the potential value of images for supporting scientific activities in physics teaching. We modified existing computer imaging software originally intended for laboratory use so that it could also be used in science teaching. We selected relevant professional scientific practices, we constructed software that would enable both tools and activities to be transposed to an educational setting, and we trialled scientific activities with school and university students. The use of pictures to measure, analyse and compare models with reality raises questions as to the nature and status of pictures (photographs, films, numeric pictures, calculated pictures, abstract graphics), and the capacities of learners or the difficulties they experience. In presenting our work, our aim is to illustrate how new questions for science education emerge from technological developments.
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